UNIT 2 WRITING TASK 1 – DYNAMIC CHARTS .......................................................................................

1
2.1 FOCUS ON LEXICAL RESOURCE ................................................................................................................. 1
2.2 FOCUS ON GRAMMAR AND ACCURACY ...................................................................................................... 8
2.3 FOCUS ON TASK ACHIEVEMENT ............................................................................................................... 9
2.4 COHERENCE AND COHESION ................................................................................................................. 17
2.5 PRACTICE .......................................................................................................................................... 24
2.6 HOMEWORK ...................................................................................................................................... 24
UNIT 3 WRITING TASK 1 – STATIC CHARTS.......................................................................................... 26
3.1 FOCUS ON LEXICAL RESOURCE ............................................................................................................... 26
3.2 FOCUS ON GRAMMAR ......................................................................................................................... 30
3.3 FOCUS ON COHERENCE AND COHESION ................................................................................................... 31
3.4 FOCUS ON TASK ACHIEVEMENT ............................................................................................................. 35
3.5 PRACTICE .......................................................................................................................................... 40
3.6 HOMEWORK ...................................................................................................................................... 41
UNIT 4 WRITING TASK 1 – MAP .......................................................................................................... 42

4.1 FOCUS ON LEXICAL RESOURCE ............................................................................................................... 42

4.2 FOCUS ON TASK ACHIEVEMENT ............................................................................................................. 48
4.3 PRACTICE .......................................................................................................................................... 53
UNIT 5 WRITING TASK 1 – PROCESS.................................................................................................... 61
5.1 FOCUS ON TASK ACHIEVEMENT ............................................................................................................. 61
5.2 FOCUS ON COHERENCE AND COHESION ................................................................................................... 65
5.3 FOCUS ON LEXIS ................................................................................................................................. 66
5.4 FOCUS ON GRAMMAR AND ACCURACY .................................................................................................... 69
5.5 PRACTICE .......................................................................................................................................... 70
5.6 HOMEWORK ...................................................................................................................................... 71
UNIT 6 THEME – RHEME INTRODUCTION ........................................................................................... 72
6.1 PRE-CLASS ACTIVITES ........................................................................................................................... 72
UNIT 7 THEMATIC PROGRESSION (1) – LINEAR IDEA DEVELOPMENT .................................................. 77
7.1 PRE-CLASS ACTIVITIES .......................................................................................................................... 77

UNIT 8 WRITING TASK 2 - ADVANTAGES AND DISADVANTAGES ESSAY .............................................. 83

8.1 GETTING STARTED! ............................................................................................................................. 83
8.2 FOCUS ON LEXICAL RESOURCE ............................................................................................................... 83
8.3 FOCUS ON GRAMMAR ......................................................................................................................... 87
8.4 FOCUS ON TASK RESPONSE ................................................................................................................... 94
8.5 FOCUS ON COHERENCE AND COHESION ................................................................................................. 102
8.6 PRACTICE ........................................................................................................................................ 104
8.7 HOMEWORK .................................................................................................................................... 104
UNIT 9 WRITING TASK 2 – DISCUSSION ESSAY .................................................................................. 105

9.1 GETTING STARTED! ........................................................................................................................... 105

9.2 FOCUS ON LEXICAL RESOURCE ............................................................................................................. 105
9.3 FOCUS ON GRAMMATICAL RANGES AND ACCURACY ................................................................................ 109
9.4 FOCUS ON TASK RESPONSE ................................................................................................................. 113
9.5 PRACTICE ........................................................................................................................................ 118
 9.6 HOMEWORK .................................................................................................................................... 119
UNIT 10 WRITING TASK 2 - CAUSES – EFFECTS – SOLUTIONS ESSAY ............................................... 120
10.1 GETTING STARTED! ........................................................................................................................... 120
10.2 FOCUS ON LEXICAL RESOURCE ............................................................................................................. 120
10.3 FOCUS ON COHERENCE AND COHESION ................................................................................................. 125
10.4 FOCUS ON TASK RESPONSE ................................................................................................................. 126
10.5 PRACTICE ........................................................................................................................................ 131
10.6 HOMEWORK .................................................................................................................................... 133
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UNIT 2 WRITING TASK 1 – DYNAMIC CHARTS

Pre-class activities:
• Lexical resource: Verbs and nouns for describing changes; Adjectives and
Adverbs for describing speed and degree; Collocations for changes; Languages
for estimation
• Grammatical Range and Accuracy: Complex sentence; How to make
comparison
In-class activities:
• Task achievement: Paraphrasing in Introduction; Main features; Key features
• Coherence and Cohesion: Coherence – Organisational features; Cohesion – The
problems of Cohesive devices

Test takers are asked to describe some information (graph/table/chart/diagram) and to present
the description in their own words. Depending on the type of input and the task suggested, test takers
are assessed on their ability to:
• organise, present and possibly compare data
• describe the stages of a process or procedure
• describe an object or event or sequence of events
• explain how something works.
Responses to both tasks must be written in an academic or semi-formal/neutral style.

2.1 Focus on Lexical resource

2.1.1 Verbs and nouns for describing trends and changes:

Trend Verbs Nouns
rise (rose-risen) [to/by] a rise [of]
increase [to/by] an increase [of]
go (went-gone) up [to/by] a growth [of]
Upward trend climb [to/by] an upward trend
double a doubling in + n.
treble/triple a trebling in + n.
boom a boom

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soar
rocket [to/by]
fall (fell-fallen) [to/by] a fall [of]
decline [to/by] a decline [of]
decrease [to/by] a decrease [of]
dip (dipped) [to/by]
drop (dropped) [to/by] a drop
Downward trend go (went-gone) down [to/by] a reduction
plummet [to/by] a slump
plunge [to/by] a plunge
dive [to/by] a plummet
deteriorate
slump [to/by]
do (did) not change
remain/stay +
No change stable/steady/static/unchanged no change
[at]
maintain the same level
stood at/was
level (levelled) off [at] a levelling off [at]
plateau (plateaued) [at] a plateau [at]
level (levelled) out [at] reached a high/peak of
Position stabilise [at] reached a low of
To reach/hit the/its highest
peaked [at]
point of
reached To hit its/the lowest point of

Constant
fluctuated [around] a fluctuation
change

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2.1.2 Adjectives and adverbs for the degree of change:

dramatic dramatically
huge n/a
Pervasive change
enormous enormously
tremendous tremendously
substantial substantially
considerable considerably
Extensive change
significant significantly
remarkable remarkably
noticeable noticeably
Average change marked markedly
moderate moderately
slight slightly
Small change small n/a
minimal minimally

2.1.3 Adjectives and adverbs for speed of change:

rapid rapidly
quick quickly
Quick change sharp sharply
swift swiftly
steep steeply
steady steadily
Slow change gradual gradually
slow slowly
sudden suddenly
Unexpected
unexpected unexpectedly
change
abrupt abruptly

2.1.4 Describing patterns

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Going up Going down

• there was an upward trend • as illustrated by a sudden
evident in the number of decrease
enrolments in Nottingham • a noticeable decrease is evident
University • there was a small drop
• a moderate increase is • has gone down slightly
noticeable in X • a slight but steady decrease
• there was a significant increase • dropped sharply
in • went into rapid decline
• a slight increase is evident
• there was a
significant/noticeable increase
• there was a major rise in
• The number of students enrolling
in Nottingham University showed
a sharp jump
Staying the same Changing direction
• plateaued at • there was a lot of volatility
• maintained a steady rate evident
• remained unchanged • reversed direction
• showed very little change • saw some fluctuations
• showed elements of stability • went from an increase to a
• remained at this level decrease

• stabilized for a short while • had by then changed direction

• stayed the same • after dropping slightly, jumped

back up
• showed elements of recovery
• regained its upward streak
Highest point Lowest point
• their numbers peaked at • dived down to a low of

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• shot up to a peak of • down to a low of

• rose right up to • reached their lowest point
• reached their highest point at • dipped to their lowest point
• increased to their highest point • sunk to a low of
of • continuing to drop until
• reached a high of • going all the way down to
• continued to rise until

Exercise 1 Using the expressions on the previous page as a reference to fill in the
blanks in the sentences below.
1. In 2001, employment figures, after having fallen for three years straight,
_______________ direction, with a 6% increase that year and 11% the next. (had
by then changed direction)
2. Despite an increase in birth rates the year before of more than 1.5%, there was
still a _____________________ in rates of more than 2% in 2005. (there was a
significant/noticeable increase)
3. Traveling by boat maintained a ________________ rate of 3,000 passengers per
day for five years, before numbers dipped slightly in 1999. (steady)
4. Car accidents decreased steadily from a high of 900 deaths in 1981 to 452 in
1996, and then __________________ the same at this level until 2002. (maintain)
5. One noticeable trend is the increase in students skipping class: there was a
________________ increase (from 45 to 92) in unexcused absences in 2009
compared to ten years before.

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2.1.5 Language of estimation

Exercise 2 Use the expression below to fill the blanks in the following Task 1
response.
1. it was still at this point 6. it dropped to
2. dropped even further 7. down to
3. this number steadily increased 8. a slight recovery back to
4. dropping from 9. gradually slipped in numbers

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5. numbers were on the decline 10. up to

again

The given graph

compares the number
workers in a specific
company who had either
public or private health
insurance or were not
insured at all. The period
surveyed covers the years
between 1998 and 2008.
Overall, this graph
shows that the numbers of
employees on private insurance and without insurance were going down, while public
health coverage was becoming the preferred option for most workers.
In 1998, 50 employees had private coverage, making it the most common type of
coverage, but (1) ______________ 48 in 2000 and then (2) ___________________ to 40
in 2002. Despite (3) __________________________ 44 staff members in 2004, in 2006,
(4) __________________________________ and by the end of the period only 35
employees had this type of health insurance.
Moving on to public health insurance, there were 25 employees with this type of
coverage in 1998, though (5) ______________________________ (6) ___________ 30 in
2002 and then 40 in 2006, and in 2008, 50 employees had it. Meanwhile, those uninsured
(7) ___________________________ (8), __________________ 22 in 1998 (9)
______________ 16 in 2004, and (10) _____________________ four years later at the end
of the data.

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2.2 Focus on Grammar and Accuracy

2.2.1 Complex sentence

Theo tiêu chí chấm điểm Grammatical range and accuracy dành cho bài thi Viết
IELTS thì bạn phải viết chính xác và sử dụng đa dạng các cấu trúc ngữ pháp. Đặc biệt, bài
viết sẽ được điểm cao nếu bạn dùng câu phức hay và phù hợp khi trình bày, so sánh các
số liệu trên biểu đồ.
Exercise 3 Take the following short and simple sentences and rewrite them, joining
them together one complex sentence.
Simple Sentences:
1. According to the third pie graph, certain data was shown.
2. 28% of French women preferred to shop online.
3. A much larger 56% responded differently.
4. They tended to do their grocery shopping in large supermarkets.
Complex Sentence: According to the third pie graph, although 28% of French women
preferred to shop online, a much larger 56% responded that they tended to do their
grocery shopping in large supermarkets.
a. Simple Sentences
The highest portion of smokers are men in their forties at 16%
Men in their thirties and twenties account for 12% and 15% respectively.
à The highest _____________________________________ while
_______________________________
à The highest portion of smokers are men in their forties at 16%, while men in their
thirties and twenties account for 12% and 15% respectively.
b. Simple sentences:
The chart also indicates other things
University students tended to drink more than others.
86% responded that they liked to have a bottle of beer at least once a week
à The chart also indicates______________________
as_________________________
à The chart also indicates that university students tended to drink more than others,
as 86% responded that they liked to have a bottle of beer at least once a week
c. Simple Sentences:

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The first pie graph shows data.

Many people keep dogs inside their home at 45%.
A significant 40% prefer their pets to sleep outdoors.
à The first pie graph shows that while many people keep dogs inside their home at
45%, a significant 40% prefer their pets to sleep outdoors.
d. Simple Sentences:
The graph indicates data.
The fact that most people own a car.
Nearly all those surveyed responded.
They usually take either the bus or subway to work.
à The graph indicates that despite the fact that most people own a car, nearly all
those surveyed responded that they usually take either the bus or subway to work.

2.3 Focus on Task Achievement

2.3.1 Paraphrasing the Introduction

Write a 1-2 sentence general
- Assesses how appropriately, accurately
introduction that answers the
and relevantly does the response fulfil
questions: What? Where? When?
the requirements set out in the task
Begin your Task 1 writing with a 1 to
- Must write a minimum of 150 words.
2 sentence introduction that
- a defined input and a largely
describes generally what the graph
predictable output
is about. Use your own words. Don’t
copy from the question prompt. - an information-transfer task: describe

The table below (Table 1) the factual content of an input

provides you some useful language diagram/ do not speculate or explain

to paraphrase your introduction. the reasons behind the data.

Remember, you can combine any - write a clear overview – this means

phrase in this column with any summarise the most significant trends

phrase in another column. or features from the data or

The structure below also information in the diagram

proves its effectiveness when it

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comes to expressing the title in your

words:

THE + GIVEN/PROVIDED + TaSK TYPE + COMPaRE(S) + CaTEGORIES OF CHaRT + IN TERMS

OF/REGaRDING + SUBJECT OF CHaRT + (TIME/TIME PERIOD)

Table 1. Useful language for paraphrasing in Writing task 1. (Source: IDP Scores Guide)

over a ten-year period in the years between 2005 and 2010

from 1955 to 2005 the same ten-year period from 1992 to
for twelve months in 2010 2002
along with projected figures until 2055 for the year 2010
starting in 1965 and ending in 2005 covers a twenty-year period
between 1999 and 2009

Table 2. Expressions Used Frequently in Introductions

For the graphs with the topic "give the results of a survey/questionnaire", you have
many ways to rewrite the introduction. In addition to the usual ways you have learned,
you can have the following ways to open the lesson:

THE PROVIDED/GIVE + TaSK TYPE + COMPaRE(S) SOMEONE’S RESPONSES TO a SURVEY EXaMINING +

N PHRaSE/N CLaUSE

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THE PROVIDED BaR CHaRT COMPaRES aDULTS’ RESPONSES TO a SURVEY aBOUT + N PHRaSE + RELaTIVE
CLaUSE

Exercise 4 The graph below gives

information about
cinema attendance in
Australia between 1990
and 2010.
è The provided line graph
highlights the movie theatre
attendance patterns of
Australians across various
age brackets from 1990 to
2010.
è The given line graph
compares different
Australian age brackets in
terms of their movie theatre
attendance rates over a
course of 20 years
commencing from 1990.

2.3.2 The overview and key features

After you have written the introduction sentence, you should write an overview. An
overview is 1 to 2 sentences that describe the most important trend(s) or feature(s) in the
graph. It is very important to include an overview in your Academic Task 1 Writing. You
will lose marks if you do not.
When you try to find out what are the key
features, ask yourself questions below:
• If the graph has a range of dates [e.g.
1999-2012] compare the beginning
and end dates.

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• What is the general trend - up, down To get above band 5 in Task
or fluctuating? (A trend means a Achievement you must write an
change in the data e.g. an increase, overview!
decrease or fluctuation) Write the overview after the
• Do all features show the same trend? introduction or in the final
Is one feature different from the paragraph.
general trend? •
• Generally, what is the highest/the
most and the lowest/the least?
• Do lines on the graph intersect? What
does that mean?
• Only use words like increasing or
decreasing with graphs that include a
range of dates.
Now, look at the Cinema attendance chart again, and decide what the 4-5 most
important features are. List the key features below:
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
What is the most significant information the graph tells us? This is the information
that you will write in the overview. Here is an example overview for this graph:

Generally speaking, THE PROPORTION OF PEOPLE GOING TO THE CINEMa IN AUSTRaLIa INCREaSED
THROUGHOUT THE PERIOD. WHILE THE HIGHEST aTTENDaNCE RaTE WaS OBSERVED IN THE YOUNGEST aGE
GROUP, THE OPPOSITE WaS TRUE FOR THOSE aGED aBOVE 50.

Cohesive devices
Generally speaking, In general, Overall,
To sum up, In summary, In sum,

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Exercise 5 The line graph below shows the production of paper, wood pulp and sawn-
wood in the UK from 1980 to 2000. (Introduction + Overview)

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

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Exercise 6 The given graph shows the production of 5 main sources of energy for
USA in 1980 and 1990. (Introduction + Overview)

Exercise 7 The bar chart shows the percentage of small, medium, large companies
which used social media for business purposes between 2012 to 2016.
(The real test on 06 February 2021)

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____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

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2.3.3 Supporting the key features with data

Key features:

2012 2013 2014 2015 2016

Small 27 30 35 30 50
Medium 30 48 50 30 54
Large 77 76 73 52 77

- S2012 ~ M2012 = S2013 = S2015 = M2015

- S2013 = ½ L2013; S2014 = ½ L2014

- Min = S2012
- Max = L2012 = L2016

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Key features:
- Min: Africa1950
- Max: NA2050
- 1950: NA > Oceania
> Europe > LA > Asia > Africa
- 2050: NA > LA >
Europe > Oceania > Asia >
Africa
- LA1950 = ½ LA2050
- Africa1950 = ¼ Africa2050
- Asia1950 = ¼ Asia2050

2.4 Coherence and Cohesion

This is a vital feature of writing – manage this effectively and your readers task
becomes much easier – that would be a sign of excellent coherence & cohesion. While
Task Achievement refers to you really writing about what you should be writing, and not
about something completely different Cohesion and Coherence refer to if I can understand
what you have written.
Exercise 8 Discuss with your friends and explain what coherence and cohesion are

Figure 1. Coherence and Cohesion

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Cohesion refers to how everything fits together nicely. In other words, how you link
your ideas together in sentences, between sentences, in paragraphs and the whole essay.
In other words, it refers to the many ways (grammatical, lexical, semantic, metrical,
alliterative) in which the elements of a text are linked together (Source: Faculty of English
– University of Cambridge).
Coherence refers to how if everything you have put together is understandable. In
other words, do the things you are trying to say to me make sense, do I understand
them? Cohesion differs from coherence in that a text can be internally cohesive but be
incoherent – that is, make no sense. Here is a text that is grammatically and lexically
cohesive, but not very coherent (Source: Faculty of English – University of Cambridge).

AN OCTOPUS IS aN aIR-FILLED CURTaIN WITH SEVEN HEaDS aND THREE SPIKE-FILLED FINGERS, WHICH
POKE IN FRILLS aND FURLS aT RIBBON-STREWED BUTTONS.

2.4.1 Coherence – Organisational features

The key to effective coherence is planning – spending a few minutes planning your
IELTS writing carefully. Let’s see how we can organise our task 1 reports and divide
information into logical and coherent paragraphs.

2.4.1.1 Divide by period

One of the most popular methods of body structure is time division. For this method,
we again have two more minor ways.
a. Divide the chart by first year and last year

This method applies to dynamic charts with four or more chart elements. Why is this
the case? Because only when we have four chart elements will each paragraph of the
body have enough data to write. For these charts, in paragraph 1 we will report and
describe the figures for the first year. Then, in paragraph 2, we will describe and compare
the trend in the changes of these statistical figures.

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Exercise 9 Exercise 6:
The graph shows information
about car sales in several
countries from 1995 to 2015.
Write a report and make
comparisons where relevant.
For the chart in this
article, we will report and
describe the ranking order of the first-year figures in paragraph no. 1. This means that we
will focus on describing the chart elements: which elements are at the top, which are at
the lowest, which are 2nd and 3rd. Besides, we also need to mention the difference in
data between the chart elements.
In the second paragraph, we must focus on describing the changing trends of these
data up to the last year. This is where we need to write where statistics are trending up
and vice versa.

SWITZERLaND TOPPED THE LIST/CHaRT IN TERMS OF THE NUMBER OF aUTOMOBILES SOLD IN 1995
(180000 CaRS), FOLLOWED BY THE UNITED STaTES OF AMERICa, WITH aROUND 150000 UNITS. IN TERMS
OF THE REMaINING COUNTRIES, VIETNaMESE STaTISTICS DID NOT RECORD aNY CaR SaLE IN 1995, WHILST
THaILaND SaW TINY SaLES OF MORE THaN 10,000 aUTOMOBILES.

DESPITE FIRST PLaCE IN 1995, SWISS aUTOMOBILE SaLES EXPERIENCED a CLEaR YEaR-ON-YEaR
DECREaSE aFTERWaRDS TO aROUND 20000 UNITS IN 2015. THE US aUTOMOBILE SaLES, aLTHOUGH
REPORTED aN INCREaSE TO a HIGH OF 180000 IN 2010, GENERaLLY EXPRERIENCED a DROP TO 120000 IN
2015. NEVERTHELESS, THERE WERE UPWaRD TRENDS IN THE NUMBER OF CaRS SOLD EaCH YEaR IN VIETNaM
aND THaILaND aS THE FIGURES ENDED UP aT 160000 aND 150000 UNITS RESPECTIVELY.

b. Divide the chart into 2 halves

For charts with only 3 lines or less, spending a paragraph just writing 2 or 3 figures
in the first year does not guarantee a sufficient word count. So, for these graphs, if we
want to apply time division, we have to divide the graph into two halves. Write half of the
graph in each paragraph.

Exercise 10 The graph below shows the proportion of the population aged 65 and
over between 1940 and 2040 in three different countries.

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IN 1940, aROUND 9% OF
AMERICaNS WERE aGED 65 OR OVER,
COMPaRED TO aBOUT 7% OF SWEDISH
PEOPLE aND 5% OF JaPaNESE PEOPLE.
THE PROPORTIONS OF ELDERLY PEOPLE
IN THE USA aND SWEDEN ROSE
GRaDUaLLY OVER THE NEXT 50 YEaRS,
REaCHING JUST UNDER 15% IN 1990. BY
CONTRaST, THE FIGURES FOR JaPaN
REMaINED BELOW 5% UNTIL THE EaRLY
2000S.

LOOKING INTO THE FUTURE, a

SUDDEN INCREaSE IN THE PERCENTaGE
OF ELDERLY PEOPLE IS PREDICTED FOR JaPaN, WITH a JUMP OF OVER 15% IN JUST 10 YEaRS FROM 2030 TO
2040. BY 2040, IT IS PROJECTED THaT aROUND 27% OF THE JaPaNESE POPULaTION WILL BE 65 YEaRS OLD
OR MORE, WHILE THE FIGURES FOR SWEDEN aND THE USA WILL BE SLIGHTLY LOWER, aT aBOUT 25% aND 23%
RESPECTIVELY.

2.4.1.2 Divide according to the similarity of each group of objects

This division will put a cold emphasis on recognizing the similarity in the trend of the
chart elements. This means that IELTS test takers have to find out which components
have the same uptrend and which components have the same downtrend. If in the case
there are 2 increasing components, 1 decreasing component and 1 stationary component,
then please group 2 increasing subjects into 1 paragraph, and the remaining paragraph
will be of the other 2.

2.4.2 Cohesion – the problems of cohesive devices

Cohesive devices tell the reader what we are doing in a sentence and help to guide
them through our writing. They signal to the reader what the relationships are between
the different clauses, sentences and paragraphs.
The biggest mistakes many students make is to use cohesive devices in nearly
every sentence. If you look at the IELTS Writing Marking Criteria it states that a Band 7
‘uses a range of cohesive devices appropriately although there may be some under-/over-

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use‘. This is typical of a student who knows the meaning and how to use cohesive devices
but thinks that using them as much as possible will get them a high mark.
However, using them too much often leads to students using them incorrectly. It is
stated for Band 5 that ‘makes inadequate, inaccurate or overuse of cohesive devices ‘. In
my experience, most students get a Band 5 in this category for this reason. They think
that using them as much as possible will get them a high mark, but don’t consider the
meaning and how each of them should be used in a sentence.

Band 8 and 9 students tend to only use cohesive devices when necessary and they
use them appropriately and effectively i.e. correct meaning and grammar. In fact, many
students have criticised Band 9 answers because ‘they don’t have enough discourse
markers”. This is not the case. Band 8 essay use cohesive devices in an appropriate and
accurate way. We also have many ways to connect sentence with using words like “First,
Furthermore, etc”, two of which are substitution and referencing.

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2.4.3 Showing contrast

You should show the relationship between components with opposing statistics or
trends to increase CC score. You should start this sentence with the appropriate word to
connect the two paragraphs coherently. For example:
Quite a different picture is presented in the second graph where highway deaths
are shown.

2.4.3.1 in contrast

Example: The rate of smoking nationally dropped by almost 15% over the given
period. In contrast, the second graph shows that the rate of teenagers who smoked
actually increased in this class by 30%.

2.4.3.2 quite the opposite

Example: The graph shows that 4 million cars were exported to the US between
1982 and 1996. Quite the opposite can be seen in the statistics for Canada, where car
exports declined by more than 12% during the same period.

2.4.3.3 on the other hand

Example: National expenditure on weaponry maintained its rate of increase

throughout the period, resulting in a 24% rise in spending in total. On the other hand,
intelligence agencies saw their funding drop throughout the period, and particularly in
2005, when their budget dropped by 12%.

2.4.3.4 despite the fact

Example: There was a slight decrease in income tax rates in 1998 despite the fact
that incomes for this period underwent a sharp drop.

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Exercise 11 Based on the information on the previous page, fill in the blanks in the
sentences below with the following expressions. Sometimes there is more
than one possible answer.
on the other hand in contrast however
quite the opposite despite the fact quite a different
1. Water consumption decreased by 7% in the countryside in 1994. The capital,
__________________, saw a 12% increase in water usage that same year.
2. Arrests leading to convictions stayed the same at 5,500 in 1987,
_____________________that violent crimes doubled in that same year.
3. In 1998, more than 16,000 French students complained that online access was
too slow. ________________can be seen in the statistics for Germany, where
90% stated that they were satisfied with their university’s internet speed.
4. More than 15 of the 23 doctors surveyed said they were happy with their rates
of pay in their hospital. There was __________ response from nurses though,
with 59% responding that they were very unsatisfied with their salary.
5. An average of 21 degrees Celsius was recorded for the month of July.
_____________, September had an average temperature of only 11 degrees.
6. The results for fourth-grade boys in 2005 were quite similar to those of the
previous year, with only a 5% increase in scores noticeable. __________,
girl’grades shot up by an average of 11%, with 86 girls getting a perfect score
on their test that year.

pg. 23
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2.5 Practice

2.6 Homework
Exercise 12 The bar chart shows the number of people who visited different museums
in London.

pg. 24
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pg. 25
 Le Huynh Duc – IELTS Instructor – [email protected]

UNIT 3 WRITING TASK 1 – STATIC CHARTS

Pre-class activities:
- Lexical resource: How to describe fractions; How to make comparison
- Grammatical Range and Accuracy: Reported speech
- Homework: Finish writing assignment
In-class activities:
- Task achievement: Interpretation question – static chart; Introduction and
Overview.
- Coherence and Cohesion:
Post-class activities:
- Homework: Rewrite the writing assignment

3.1 Focus on Lexical resource

3.1.1 How to describe fractions

Exercise 13 Complete the table with appropriate words and translate all the phrases
you do not understand.
The pie chart below show the comparison of different kinds of energy production in
France in 1995.

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Describing majority • Energy from coal holds the lion's share of

pie chart/ the total energy production in
France.
• the vast majority of
• by far the most…
• …………..has a slight majority
Describing minority/ • Hold/have a small st_ke
• Hydropower holds a rather m_n_sc_le
i i u (rất

nhỏ) share of the total energy production in

France.
• The energy generated from Nuclear power
is rather n_gl_g_ble, at 5% (không đáng kể)
• next to none
Describing share • roughly a quarter of students’ free time is
spent on playing sports
• half of the pie is all_tted (chia phần) to
Health care

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• the chart is partitioned into eight sections

• contains four items of equal size
Examples demonstratin • The chart is partitioned into six sections, thr
g some of the above phrases ee of which make up more than a 60% shar
in action e.
• The countries of Lebanon, Syria and Kuwait,
make up a rather miniscule part of the Arab
world geographically.
• Africa takes the lion's share of the pie, produ
cing over 50% of the world's diamond in
2009

3.1.2 How to describe the ranking

3.1.2.1 The highest

a. To top the list/chart; hold the top spot

- Gạo của Việt Nam đứng đầu danh sách về sản lượng xuất khẩu ở toàn thế
giới
à Vietnamese rice tops the list/holds the top spot in terms of export
volume worldwide.
à Vietnam is the worldwide largest rice exporter.
à Vietnam have the highest export volume of rice worldwide/in the
Southest Asia.
b. By far the highest
- Ở đầu bảng là Hoa Kỳ, nước mà có GDP là 45900 USD, là nước có GDP cao
nhất, mặc dù tuổi thọ trung bình chỉ khoảng 78 khiến Hoa Kỳ nằm ở vị trí
thứ 3 trong bảng xếp hạng tuổi thọ trên thế giới.
à At the top of the table is the USA, which had a GDP of $ 45,900, by
far the highest in the group, although its life expectancy rate of 78 puts it in
third position in this category.

3.1.2.2 The second highest

a. The second highest

- Thái Lan đứng thứ hai về xuất khẩu gạo.

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à Thailand is the second biggest rice exporter

b. Clause, followed by + N-phrase
- Việt Nam dẫn đầu về sản lượng xuất khẩu gạo trên thế giới với 6.2 million
tonnes, theo sau đó là Thái Lan với 6 million tonnes.
à Vietnam had the highest export volume of rice worldwide at 6.2 million
tonnes, followed by Thailand with 6 million tonnes.
c. Rank second after + N/N–phrase
- Lượng nước sử dụng cho mục đích công nghiệp đứng thứ 2 sau mục đích
nông nghiệp tại Châu Á.
à Wat

3.1.2.3 The third highest

a. To follow in third place in terms of sth

- Ở đầu bảng là Hoa Kỳ, nước mà có GDP là 45900 USD, là nước có GDP cao
nhất, mặc dù tuổi thọ trung bình chỉ khoảng 78 khiến Hoa Kỳ nằm ở vị trí
thứ 3 trong bảng xếp hạng tuổi thọ trên thế giới. Australia đứng thứ 2 về
giá trị GDP với $ 38,600, trong khi nước này lại có tuổi thọ bình quân cao
nhất, cái mà lên tới 82. Tây Ban Nha xếp phía sau ở vị trí thứ 3 về GDP với
32500 USD, mặc dù tuổi thọ người Tây Ban Nha lại khá cao, ở mức 81.
à

er for industrial purposes ranks second after agricultural ones in Asia.

3.1.2.4 The lowest

- Gạo của Việt Nam đứng đầu danh sách về sản lượng xuất khẩu ở khu vực
Đông Nam Á, trong khi Lào đứng chót.
à Vietnamese rice topped the list/held the top spot in terms of export
volume in Southeat Asia, while the opposite was true for Laos.

pg. 29
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3.2 Focus on Grammar

3.2.1 Reported Speech

Nếu biểu đồ được cho trong đề bài của Task 1 là biểu đồ hình tròn thống kê kết quả
của một survey thì trọng tâm của bài viết chính là các câu trả lời của người được hỏi. Điều
có nghĩa là khi mô tả biểu đồ, bạn cần sử dụng cách nói gián tiếp. Khi tường thuật lời nói
của người khác, bạn phải dùng đúng thì (tenses). Những ví dụ sau đây sẽ giúp bạn ôn lại
cách chuyển từ lời nói trực tiếp sang lời nói giản tiếp.
1. Thì hiện tại đơn được đổi sang thì quá khứ đơn

Actual speech: "I drink between 4 and 5 glasses of water every day."
à The respondent replied that he drank between 4 and 5 glasses of water every
day.
2. Thì quá khứ đơn được đổi sang thì quá khứ hoàn thành

Actual speech: "I bought a car yesterday."

à The respondent stated that he had bought a car the day before.
3. Thì hiện tại hoàn thành/hiện tại hoàn thành tiếp diễn được đổi sang thì quá khứ
hoàn thành/quá khứ hoàn thành tiếp diễn

Actual speech: "I have been using CDs for several years now."
à The person responded that he had been using CDs for several years then.
4. Thì tương lai được đổi sang cấu trúc would/intended to + động t

Actual speech: "I am going to sign up for this music class.

à He replied to the questionnaire by saying he would/intended to sign up for that
music class.

Exercise 14 : Look at the following sentences and write in the space provided
underneath what the text would be in reported speech.
a. Respondents: I take the subway at least once a week.

à 12% of those surveyed responded that they took the subway at least once a
week

b. Respondents: I have never been abroad in my life.

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à 13% of respondents said they had never been abroad in their lives
c. Respondents: I was not scared of little bugs when I was young

à 45% of those who sampled said they had not been scared of little bugs when
____

d. Respondents: I will never vote for a right-wing political party.

à More than two-thirds of those surveyed ___________

e. Respondents: There is no such thing as Santa Claus

à More than half the children _______________

f. Respondents: I can't stand it when people jump the cue.

à 11% of respondents said that they became irritated _____________

g. Respondents: I haven't written a personal letter in more than ten years.

à Almost 90% of all respondents admitted____________

h. Respondents: I prefer not to play soccer in the summer because it is too hot.

à The main reason men gave for not

i. Respondents: I would like to marry a person with an income similar to mine.

à 23% of those who responded stated

j. Respondents: I was able to pass the course because I studied all day long
yesterday

à Four people replied that they had been able to pass the ________________

3.3 Focus on Coherence and Cohesion

3.3.1 Linking between Phrases and Clauses

3.3.1.1 While

Liên từ while có nghĩa là “còn, trong khi đó” cùng nghĩa với cụm từ “and at the same
time” được dùng để liên kết mệnh đề thứ hai với mệnh đề thứ nhất đứng trước.
VD: The first graph indicates the percentage of tourists visiting Germany, while the
second categorizes them by gender and their purpose of travel.

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Ngoài ra, while còn được dùng để so sánh. Trong trường hợp này, while có nghĩa là
“mặc dù” cùng nghĩa với từ “although”.
VD: While the first table shows that men clearly prefer sports to shopping, the pie
graph on the other hand indicates that most men do enjoy shopping, but only for
accessories or sports gear.

3.3.1.2 With

Cụm từ bắt đầu bằng with được đặt ở giữa câu để bổ sung thông tin. Nhờ đó, bài
viết vừa có sự đa dạng về cấu trúc câu vừa có tính học thuật cao.
VD: According to the table, the subject that students complained least about was
history, with almost 14 students saying it was their favourite subject, as compared to 20
others who responded that they found history to be very boring.

3.3.1.3 Compared to / compared with

Compared to chủ yếu được dùng để liên kết hai cụm từ hoặc mệnh đề nhằm so
sánh hai đối tượng giống nhau.
VD: According to the table, 45 % of part-time workers in the US were covered by
life insurance compared to only 13 % in France.
VD: Compared to the fourth graders, the sixth graders had a much higher tendency
to get into trouble with the teacher, particularly the boys, who were punished on average
42 times during the given school year.
Compared with được dùng để liên kết hai cụm tù hoặc mệnh đề nhằm so sánh hai
đối tượng khác nhau.
VD: Men in their fifties, compared with women in the same age group, tended to
have better insurance coverage overall.
Whereas
Liện từ whereas đồng nghĩa với while, được dùng để đối chiếu nội dung của hai mệnh
đề trong câu.
VD: Overall, it is clear from the data provided that Europe's population has already
reached its peak, whereas the population of Asia is projected to rise significantly over the
next three decades.
VD: The first graph compares men and women’s different preferences for leisure
activities whereas the second graph shows the average expenditure on the five most
popular hobbies in New Zealand in 2005.

pg. 32
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Exercise 15 Use the linking words to fill in the blanks in the sentences on the next
page. Please note that sometimes more than one answer is possible.
Compared to despite and while which while
Although whereas in spite of with and
although
1. The two most popular items in 1985 were Walkmans and stereo players,
___________ in 2005, it was MP3 players and iPods.
2. _________ the decline in the popularity of soccer during the 1990s, there was a
major turnaround in the 2000s as the sport doubled in popularity from 8% in
2001 to 15% in 2007.
3. The first graph compares salaries for police officers according to gender in 1997,
______________ the table indicates the retirement age for both groups in the
same year.
4. According to the table, the population of practicing Catholics declined over the
last century by more than 20%, __________________ there was a 20% increase
in Presbyterianism during the same period, overall, the number of non - Catholic
Christians also dropped by 24%.
5. There was a tendency among students of nearly all of the lower and middle
grades to watch more than three hours of TV daily, ____________ this was less
marked in the two highest grades where daily time spent watching TV was just
an hour and a half.
6. The majority of dentists surveyed, at 83%, said they took three two-week
vacations a year, _________ means they had more days off than any other
profession listed in the table.
7. According to the diagram, the industrial park grew in size by 40% during this
twenty-year period, _________ most of this growth being due to the expansion
of the Williams factory.
8. There was a 12% increase in orders for laptops in the last quarter of the year,
_____________ a 4% drop in orders for PCs.
9. ______________ the fact that more than 4 million children were vaccinated in
the EU for the disease in 2006, there were still 2 outbreaks of the disease
recorded, one being in Denmark and the other in Portugal.

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10. The biggest car company in 1982 was Ford, ___________________ there were
some changes in market dominance over the next twenty years, Ford was still
selling the most cars in 2008.

Exercise 16 The following table compares the life expectancy and GDP for six nations
in 2009.
GDP (in dollars) Life expectancy
USA 45900 78
Australia 38600 82
Spain 32500 81
Poland 18000 75
India 3000 65
Mali 1200 50

Both GDP per capita and life expectancy are compared in the table for six countries
in 2009. In brief, the table indicates that in 2009, those who lived in richer countries
tended to have higher life expectancies compared to those who lived in poorer countries.
Additionally, the USA topped the list in terms of GDP per capita, while census figures show
that Australian people had a tendency to enjoy longer lives than the others.
At the top of the table was the USA, which had a GDP of $ 45,900, by far the
highest in the group, although its life expectancy rate of 78 puts it in third position in this
category. Australia - with the average GDP per person of $ 38,600 - ranked second after
the US, while/whereas it had the highest life expectancy at 82. Spain follows in third place
in terms of GDP at $ 32,500, although Spanish people, particularly when compared to the
people of other nations mentioned here, had a slightly high lifespan of 81.
With respect to other countries, although Poland's GDP rate of $ 18,000, less than
half that of the USA's, it still had a relatively high life expectancy of 75. Meanwhile, India
ranked sixth in both critieria with its average GDP per person and life expectancy were
only $ 3,000 and 65, respectively, (7) whereas/while Mali, (8) which had the lowest GDP
in the group at $ 1,200, had a life expectancy of just 50 for an average person. (249
words)

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3.4 Focus on Task Achievement

3.4.1 Interpretation question – static chart

Data, which are presented in a more complex form, tend to make students panic.
However, when you realise that everything has a pattern, you can learn to control this
panic.
Exercise 17 The bar chart describes the results of a survey carried out on a sample
of 1000 adults aged 25+ to assess what makes modern life stressful.

Exercise 18 Look at the chart above and answer the questions

• Is there any trend here?

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
• What features stand out from the crowd?
The highest?

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The lowest?
Anything you can see when you glance through the chart in 10 seconds?
• What possible groups could you put the factors into?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

• Why would you use these groups?

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

• How would you compare “Moving house” with the other factors?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

• How would you compare “Problems with neighbours” with the other factors?

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

• What other synonyms could you use for the word factors?
Stressors. Stress triggers. Causes of stress, contributing factors
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Exercise 19 The following graph gives a breakdown of US government expenditure in
2007.

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- The highest?

- The lowest?

- Any groups?

Exercise 20 The charts below show the percentage of water used for different
purposes in six areas of the world.

Ở đây chúng ta sẽ thấy có 6 vùng địa lý, mỗi cùng lại có 3 loại dữ liệu về tỷ lệ nước
được sử dụng! Quá nhiều dữ liệu phải không? Tuy nhiên, thí sinh đừng lo lắng. Bây giờ
hãy nhìn kĩ lại và chỉ ra:
- Những vùng nào có đặc điểm dữ liệu tương đồng với nhau?
____________________________________________________________________________

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____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
- Nước được sử dụng nhiều nhất ở lĩnh vực gì? Có sự khác nhau giữa các vùng
không?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Chúng ta sẽ thấy North America và Europe (developed areas) là hai khu vực có lượng
nước dùng cho mục đích công nghiệp nhiều nhất. Đây cũng là hai vùng có dữ liệu tương
đồng về nhau khi thứ tự từ lớn đến bé là Industrial use à Agricultural use à Domestic
use. Vậy chúng ta có thể nhóm hai cái này lại để viết trong một đoạn. Chúng ta nhớ sắp
xếp dữ liệu và so sánh chúng chứ không chỉ thuần liệt kê thông thường.
Đoạn còn lại sẽ là của những vùng còn lại. Ở những vùng này có rất nhiều dữ liệu
để viết. Dữ liệu đầu tiên là Nông nghiệp cần nhiều nước nhất ở cả 4 vùng, và cao nhất ở
Central Asia, thấp nhất là South America. Sau đó, chúng ta chú ý đến phần bánh nhỏ nhất
ở các vùng này – chính là Industrial use. Ở đây thì Central Asia bé nhất, chưa bằng một
nửa của Southest Asia. Vậy là đến đây chúng ta thấy tất cả các pie charts đều đã được
nhắc đến ít nhất một dữ liệu, trừ Africa. Vậy thì chúng ta mô tả thêm 1-2 dữ liệu về vùng
này nữa là xong.

3.4.2 Introduction
Đối với các biểu đồ với đề bài dạng “đưa ra kết quả của một cuộc khảo sát/bảng
câu hỏi” thí sinh có nhiều cách để viết lại mở bài. Ngoài các cách thông thường đã học,
thí sinh có thể có cách mở bài sau:
- The provided bar chart compares adults’ responses to a survey examining why
modern life stresses them out.
- The provided bar chart compares adults’ responses to a survey about several
stressors/stress triggers they encounter daily.

Exercise 21 Rewrite the following test

1. The chart below shows the results of a survey about people’s coffee and tea
buying and drinking habits in five Australian cities.

pg. 38
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3.4.3 Overview and main features

- Most stress comes from: Employment + Family

- The highest: Moving house.
- The lowest: Problem with
neighbours

OVERaLL, EMPLOYMENT
aND FaMILY aRE THE TWO
SOURCES OF THE MOST STRESS.
BESIDES/ADDITIONaLLY, DESPITE
THE VaRIaNCE OF OPINIONS
aMONG RESPONDENTS, MOST OF
THEM aGREE THaT FaMILY-
RELaTED FaCTORS, NaMELY
MOVING TO a NEW HOUSE aND
GETTING DIVORCED, aRE THE TWO
MOST COMMON STRESS TRIGGERS
WHEREaS ONLY a NEGLIGIBLE
PERCENTaGE OF RESPONDENTS
WORRIED aBOUT THEIR FUTURE.

- Biggest: Health care +

Social welfare
- Others take up a
considerable part.

OVERaLL, QUITE a LaRGE PaRT

OF THE UNITED STaTES BUDGET WaS
SPENT ON THE COMBINED aREaS OF
HEaLTH aND SOCIaL WELFaRE,
aLTHOUGH a SUBSTaNTIaL aMOUNT WaS aLSO USED FOR UNSPECIFIED PURPOSES.

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OVERaLL, IT IS CLEaR THaT

THE INDUSTRIaL SECTOR HOLDS THE
LION'S SHaRE OF THE TOTaL WaTER
USE IN NORTH AMERICa aND
EUROPE WHILST THE MaIN
PURPOSE OF USING WaTER IN THE
OTHER aREaS IS TO CaTER FOR
aGRICULTURE. ADDITIONaLLY, THE
aMOUNT OF WaTER CONSUMED
FOR DOMESTIC DEMaND
aCCOUNTS FOR THE LOWEST
PERCENTaGES, EXCEPT SOUTH
AMERICa, CENTRaL ASIa aND
AFRICa.

3.5 Practice
Exercise 22 The graph below shows the percentage of male and female academic
staff members across the faculties of a major university in 2012.
Summarise the information by selecting and reporting the main features,
and make comparisons where relevant.

pg. 40
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3.6 Homework

Làm lại bài trên vào Google Classroom.

pg. 41
 Le Huynh Duc – IELTS Instructor – [email protected]

UNIT 4 WRITING TASK 1 – MAP

Pre-class activities:
- Lexical resource: How to describe fractions; How to make comparison
- Grammatical Range and Accuracy: Reported speech
- Homework: Finish writing assignment
In-class activities:
- Task achievement: Interpretation question – static chart; Introduction and
Overview.
- Coherence and Cohesion:
Post-class activities:
- Homework: Rewrite the writing assignment

Map and Process are two of the most difficult forms of Task 1 IELTS Writing. In
particular, in 2021, the trend of IELTS exam questions often focuses on maps and
processes. Therefore, let's study carefully about this type of test so that we can achieve
the desired results in the IELTS exam.

4.1 Focus on Lexical Resource

4.1.1 Language of direction

Top left-hand Top Top right-hand

corner corner
Left-hand side Middle/centre Right-hand side

Bottom left- Bottom Bottom right-

hand corner hand corner

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pg. 43
 Le Huynh Duc – IELTS Instructor – [email protected]

4.1.2 Preposition in Map

4.1.3 Useful structures for Population description

Nếu chúng ta muốn nói 1 thành phố có số dân là 1000 người, ta có những cách nói
như sau
• Địa điểm + has a population of + số dân + people
• Địa điểm + has + số dân + inhabitants.
• The population of + Địa điểm + is + số dân
Ví dụ:
Danang city has a population of 1,300 people.
Danang city has 1,300 inhabitants.
The population of Danang city is 1,300.

4.1.4 Useful structures for Road description

Giả sử chúng ta muốn nói tuyến đường bộ chạy xuyên thành phố từ Bắc vào Nam,
ta sẽ có những cách nói sau
• Tuyến đường + run through/ pass through/go through/cross + địa điểm + hướng
Ví dụ: The main road runs through the entire city from east to west

4.1.5 Useful structures for Location description

• to be situated/ located/ positioned: nằm ở …
east, west, south, north/left, right, top, bottom, middle, centre
Ví dụ:

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The company is located to the south of the river. /The university is situated in the
centre of the city.
The shopping mall which was located/situated in the centre of the city was knocked
down to make way for a new university
There was a new sidewalk along the river

4.1.6 Useful structures for Length description

Ví dụ, khi chúng ta muốn nói hòn đảo nào đó dài khoảng 250 km, ta sẽ có những
cách nói sau
• S + has a length of + chiều dài
• S ’s total length is + chiều dài
• S + is + chiều dài + long
Ví dụ:
The street has a length of about 10 km./ The street’s total length is about 10 km./
The street is about 10 km long.

4.1.6.1 Bị thay thế

Collocations Structures
To give way to • S + be + demolished/ destroyed/ knocked
To make way for down + to make way for + cái mới.
To be replaced by • S + be + demolished/ destroyed/ knocked
To be converted
down + and replaced by + cái mới.
into
• S + be + built/ constructed/ erected + to
To be transformed
replace + cái cũ
into
• S + be+ built/ constructed/ erected + on the
To be turned into
original site of + cái cũ
To be built in place
of

Ví dụ:
The car parking was demolished to make way for a new building
The car parking was destroyed and replaced by a new building
A new building was erected to replace the car parking

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A new building was constructed on the original site of the car parking.

4.1.7 Useful structures for changes

Không có sự thay đổi Mở rộng

S + remain unchanged/ still exist S + Be + expanded/ extended/
Ví dụ: the university remained widened
unchanged for 10 years S + become + bigger
Ví dụ:
The
company was slightly expanded.
The university became
bigger between 2010 and 2015
Kéo dài: Di chuyển
S + Be + lengthened S + be + moved/ relocated to + nơi
Ví dụ: The industrial mới
complex was significantly lengthened Ví dụ: The university was relocated
to the south of the city.
Thu hẹp/ Rút ngắn Biến mất
S + be + narrowed S + disappear
S + become smaller S + be
Ví dụ: + demolished/ destroyed/ knocked
The car parking became smaller during 2 down
years Ví dụ:
The The monster disappeared
company was dramatically narrowed over The hospital was destroyed
the period of 2 years.
S + be + shortened
Ví dụ: The railway
line was slightly shortened during 5 years
Xuất hiện:
S + appear

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S + be + built/ constructed/ erected

Ví dụ:
A fairy man appears
A new school was constructed next to
the park.

4.1.8 Some useful Verbs

Động từ Nghĩa
Demolish
Miêu tả sự phá hủy
Knock-down
Replace Thay thế
Renovate Nâng cấp
Build
Construct Xây
Erect
Buildings
Reconstruct Xây lại
Extend
Miêu tả tòa nhà được làm to
Expand
hơn
Enlarge
Relocate Đổi chỗ
Convert Biến đổi
Modernize Hiện đại hóa
Clear
Miêu tả sự biến mất của cây
Cut down
Trees cối
Remove
Plant Trồng cây
Open
Leisure Mở
Set up
facilities
Develop Phát triển

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4.2 Focus on Task Achievement

4.2.1 Describe one map (in the present day).

Đối với bài ra chỉ có

1 Map như thế này,
thông thường người ta
sẽ chia bản đồ đó ra
thành các giai đoạn phát
triển khác nhau. Các thí
sinh dựa trên thông số
và thông tin đã cho để
cấu trúc bài viết cho phù
hợp. Ví dụ, ở bản đồ bên
chúng ta có 4 giai đoạn
phát triển khác nhau
sắp xếp theo trật tự thời gian, chúng ta chỉ việc mỗi đoạn viết về hai giai đoạn thay đổi là
được.

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4.2.2 Describe two maps

4.2.2.1 Cách 1

Trong bài map nếu có

so sánh 2 cái map thì các em
nên chia cách viết là mỗi
Body viết 1 cái Map. Body 1
sẽ viết Map năm quá khứ,
thường Body 1 của Map năm
quá khứ sẽ ngắn hơn, ở đoạn
này sẽ mô tả những điểm nổi
bật của Map Trong quá khứ
nhé. Body 2 sẽ viết Map năm
tương lai, thì các em cũng sẽ
mô tả những đặc điểm nổi
bật của Map năm tương lai,
chú ý là ở những đặc điểm
có sự thay đổi từ quá khứ
đến tương lai, các em nên có
sự so sánh là trong quá khứ
nó như nào và trong hiện tại
nó đã đương thay đổi như nào.

4.2.2.2 Cách 2

Các thí sinh chia các yếu tố cần viết ra thành hai đoạn, mỗi đoạn đều có sự so sánh
giữa cả hai thời điểm đối với các sự thay đổi khác nhau

4.2.3 Introduction

4.2.3.1 1 quá khứ + 1 hiện tại

- THE MaPS/DIaGRaMS DEPICT/SHOW THE DEVELOPMENT/GROWTH OF X FROM __ TO __

- THE MaPS/DIaGRaMS ILLUSTRaTE/DEMONSTRaTE HOW X HaVE DEVELOPED OVER _ DIFFERENT

TIME PERIODS (YEaR aND THE PRESENT)

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- THE MaPS ILLUSTRaTE SOME CHaNGES THaT WERE/WILL BE MaDE TO X FROM 2010 TO DaTE.

4.2.3.2 1 hiện tại + 1 tương lai

- THE MaPS/DIaGRaMS SHOW X aS IT IS NOW, aND PLaNS FOR ITS DEVELOPMENT.

- THE MaPS/DIaGRaMS ILLUSTRaTE THE CURRENT LaYOUT aND SOME PROPOSED CHaNGES TO X

4.2.4 Overall
Ở phần này chúng ta sẽ nêu tổng quát về các bản đồ qua 2 – 3 ý. Các em cũng có
thể nêu ra những điểm khác biệt nổi bật giữa hai bản đồ ở đây. Để tìm ra những điểm
thay đổi này các em hãy tự trả lời những câu hỏi sau.
• Sự thay đổi là đáng kể hay không?
• Khu vực dân cư trong biểu đồ tăng thêm hay giảm bớt?
• Khu vực nông thôn tăng lên hay giảm bớt?
• Cây cối tăng lên hay giảm bớt?
• Có sự phát triển đáng kể nào về cơ sở hạ tầng không?
• Các tòa nhà hay các khu vui chơi giải trí đã thay đổi thế nào?

4.2.4.1 Cấu trúc 1:

SUBJECT + WITNESSED/SaW DRaMaTIC/CONSIDERaBLE/REMaRKaBLE CHaNGES/DEVELOPMENTS

è Over the period, the town witnessed dramatic changes.

è From 1995 to 2005, the city centre saw spectacular developments.

4.2.4.2 Cấu trúc 2:

[SUBJECT] + CHaNGED + CONSIDERaBLY/DRaMaTICaLLY + OVER + [TIME]

è The town changed considerably over the 30-year period.

è During the 10-year period, the industrial area was totally transformed.
è Over the past 20 years, the residential area was totally reconstructed.
è Over the time period, the old docks were totally redeveloped.

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4.2.4.3 Cấu trúc 3

[Số đếM] MaIN MODIFICaTIONS WERE MaDE TO [Sự THaY đổI CHÍNH]. THESE INVOLVED A, B, C.

è It is noticeable that three main modifications were made to the hospital’s vehicle
access. These involved the building of a new bus station, new roundabouts and
new parking facilities.

4.2.4.4 Cấu trúc 4

THE PRINCIPaL CHaNGE TO X WERE/WILL BE A. VaRIOUS OTHER DEVELOPMENTS WITH REGaRD TO B

aND C WILL aCCOMPaNY/aCCOMPaNIED THE BUILDING OF A.

è It is clear that the principal change to the town will be the construction of a ring
road around the centre. Various other developments with regard to shops and
housing will accompany the building of this road.

4.2.4.5 Cấu trúc 5:

IT IS CLEaR THaT THaT X SHOWED THE COMPLETE DISaPPEaRaNCE OF A TO MaKE ROOM FOR MORE B
aND C. IN aDDITION, THE ONE’S INFRaSTRUCTURE WaS aLSO RENOVaTED WITH THE aDDITION OF C aND D.

è It is clear that the town showed the complete disappearance/obliteration of the

industrial area to make room for more residential, recreational and academic
amenities. In addition, the town’s infrastructure was also renovated with the
addition of a harbour and more footpaths.

4.2.5 Body

4.2.5.1 Cách 1

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Overall, it is evident
that the park has a variety
of rearrangements as well
as renovated facilities. Also,
entertainment areas such
as a café or a children’s play
area have been added.
(Despite the apparently
significant changes, the park
retains the basic elements
of flowers, water, seating
and music, with the addition
of a café and a children’s
play area.)
Opened in 1920,
Grange Park was a
rectangular area with
access from Arnold Avenue
on the north side and from Eldon Street on the south side. There was a fountain located
in the centre, with a stage for musicians situated to the left. On either side of the rose,
gardens are the seating areas where people can rest, watch the flowers and listen to
music. There were also a pond for water plants/aquatic plants and a glasshouse in the
top right-hand and bottom right-hand corners, respectively.
The park has altered considerably since then. Now there is one large-ish rose garden,
occupying the central area where the fountain stood. And with seats all around it. One of
the smaller rose gardens remains on the north side of the park. The bandstand has also
been replaced by an amphitheatre for concerts and associated seating. The glasshouse
has gone and in its places is a water feature. Similarly, where the pond for water plants
stood, there is now a children’s play area with a café nearby. Access to the park is still
via the two original entrances, but there is now a third entrance near the water feature
from an underground car park.

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4.3 Practice
Exercise 23 Exercise 1: The maps below show the centre of a small town called Islip
as it is now and plans for its development.

Sample
The diagrams illustrate some proposed changes to the central area of the town of
Islip.
The principal change to the town will be the construction of a ring road around the
centre. Various other developments concerning shops and housing will accompany the
building of this road.
Looking at the map of Islip as it is now, we can see that a main road runs through
its centre from east to west. The second map shows the planned pedestrianisation of this
road. Traffic will be diverted on to a dual carriageway that will form a ring around the town
centre.
Currently, there is a row of shops along either side of the main road. However, it
appears that the shops along the north side of the new pedestrian street will be
demolished to make way for a bus station, shopping centre, car park and new housing
area. The shops along the south side of the street will remain, but it seems that the town’s
park will be reduced in size so that more new houses can be built within the ring road.
(181 words)

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Exercise 24 Exercise 2: Two maps below show the changes in the town of Denham
from 1986 to the present day.

Sample
The provided maps show 35 years of transformation of a town called Denham, from
1986 to date.
Overall, it appears that the urbanisation, accompanied by housing development on
the original site of farmland, was the most distinct improvement of this town.
One change that stands out is that there has been a significant redevelopment over
the whole period. To the east of the rive Stoke, dwellings have been erected on the area
of what was once farmland. In 1986, there were shops and just a handful of residential
properties. Now the shops were demolished to make way for more residential housing
though the post office is still there. The bridge which spanned the river Stoke still stands
as it did in 1986.
Another noticeable change is that more side roads have been constructed to
accommodate higher housing densities while the garden which were in front of the large
house in 1986 has been removed. Additionally, the primary school and the large house,
which still stand on their original site, have been enlarged in the decades since but the
large house has been converted into a retirement home already. (186 words)

Exercise 25 Exercise 3: The diagram below shows the development of cutting tools
in the Stone Age.

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Sample
The illustration details the evolution of stone chopping tools dated between 1.4 million
years and 0.8 million years ago.
Overall, while the most noticeable improvements in these cutting tools had applied
to their size, shapes and finishing quality, double-sided sharp edges and a point had been
a common form of both tool A and tool B.
Tool A, which dated back to 1.4 million years ago, was rather mall and rudimentary.
With a length of around 7 centimetres, the tool was made with crude craftsmanship, which
was evident in the unevenness between the front and back of it, with some little chiselling
efforts being displayed in the diverse flakes in its surface. The side was rough, and not
very indicative of a cutting utensil.
After 600000 years, it is evident that the cutting tools used by man in the Stone
Age had become significantly more advanced. First of all, they were larger, measuring 10-
11 centimetres in length, and had a more definite tear-drop shape: fat at the base and
tapering aggressively toward a sharp tip, whereas the prior versions tended to be blunt.
Second, both front and back sides were ground more evenly and smoothly. It would also
seem that man had learnt to sharpen the sides of their cutting tools as well. (217 words)

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Exercise 26 The diagrams show changes in a student common room. (27/02/2021)

The two illustrations depict several modifications made to the layout of an

unspecified student common room.
Overall, while it still retains some basic elements of tables, chairs and kitchen
amenities, the room has experienced extensive renovations in terms of interior design.
These major changes including the addition of areas for study and social spaces for
recreation.
Five years ago, four sets of the seven-piece round table holds the lion’s share of
the room. However, two of them has been replaced by a single rectangular table set and
a bench for students’ laptops which are now situated on either side of the common room.
The row of kitchen amenities in the north of this room remains nearly the same except
for the addition of another microwave located on the original site of a bench.
Other major changes include the installation of a vendor machine adjacent to the
refrigerator. Meanwhile, the cabinet which once stood in the southwest corner has been
replaced by a large television with three surrounding armchairs for entertainment. (170
words)

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Exercise 27 The diagrams give information about changes in a student accommodation.

(04/03/2021)

The provided maps illustrate modifications to the layout of a hall of residence from
2010 to date.
Overall/In general, while it still retains some basic elements of bathroom and kitchen,
the building has experienced extensive renovations. These major changes include the
disappearance of green spaces to make way for the addition of a cluster of bedrooms
and a car park.
In 2010, the building itself was bordered to the north and the south by green
gardens. However, the current layout shows a new car park on the garden's original site
to the south of the building while a new bedroom for students has replaced the green
space to the left-hand side of the living room.
The main entrance, along with the bathroom and student bedroom in the centre of
the building, remains untouched. However, there is a new en-suite room which lies
adjacent to the bedroom in the southeast corner. The kitchen now also functions as an
area for socialising while the living room has already converted into another bedroom for
students. (175 words)

Exercise 28 The three pictures below show 3 different kinds of bridge.

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The given illustrations provide us with a detailed breakdown of three different types
of bridge.
Overall, the main differences between these variations are the length span, the
structural components, the location, and the water depth. Additionally, while the concrete
girder bridge caters for the longest coverage, the suspension allows easy navigation for
large-sized ships.
The first is an arch bridge. This parabolic-like structure is built across a lake with
abutments at each end shaped as a curved arch. The span range, which usually cannot
exceed 200 metres in length, combined with a maximum elevation of 100 metres, makes
it possible for only small ships to pass through.
Unlike the arch-style structure, the girder bridge made of concrete can reach an
unlimited extent if there are an adequate number of piers. These piers, which are equally
anchored along the range of span to support the deck, are restricted to 200 metres in

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the distance, while their height from the riverbed to the top is 300 metres maximum.
Therefore, middle-size ships can navigate through this type of bridge.
The third type – suspension bridge – only have two massive towers firmly anchored
at each end. The curved overhead cables, with a set of straight cables linking overhead
cables to the beam, support and hold the deck in the right position. This type of bridge is
most common in the area where the depth of the water makes it impossible to construct
a girder bridge, or there is a need for navigation of large-size ships. (250 words)

Exercise 29 The diagrams below show the development of a small fishing village and
its surrounding area into a large European tourist resort.

The given illustrations

describe how a small fishing
village and its neighbourhood in
Europe had transformed into a
bustling tourist destination from
1974 to 2004.
Overall, it appears that the
urbanisation, accompanied by the
appearance of travel-related
service areas and countless
hotels along the beach, was the
most distinct improvement of this
town.
After 30 years, the local
population had increased to 80000, swelling to a possible 130000 during the tourist
season. A main road leading from the hills to the coast was built to cope with this
population boom. The centre of the map, which had been once land for wood and olives
cultivation was occupied by a golf course and farmland catering for toursim.
To the north of the golf course, the originial village was expanded to accommodate
more people. Another major change is the mass construction of high-rise hotels and
motels which were built along the coastline on both sides of the original fishing village.

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This village remained unchanged in 2004, whereas the habour had been replaced by a
sandy beach for the tourist by 2004. (180 words).

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UNIT 5 WRITING TASK 1 – PROCESS

Pre-class activities:
- Lexical resource: Vocabulary for natural processes; Vocabulary for manmade
processes
- Grammatical Range and Accuracy:
- Homework: Finish writing assignment
In-class activities:
- Task achievement: Introduction and Overview.
- Coherence and Cohesion: Sequencing
Post-class activities:
- Homework: Rewrite the writing assignment

5.1 Focus on Task Achievement

5.1.1 Paraphrasing in Introduction

Exercise 30 Which diagram shows an artificial process, and which is a natural
process?

5.1.1.1 Artificial process:

Manmade process
Original exam statement: The diagram illustrates the process used to manufacture
bricks for the building industry.
è The provided process describes how bricks are made step-by-step for the
building industry.

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è The provided process describes how to produce bricks for the building
industry.
è The diagram provided explains step-by-step the way in which bricks are made
for the building industry.
è The given diagram shows different stages of brick
manufacturing/producing/making for the building industries.
è The given diagram presents fundamental procedures for the manufacture of
clay brick.

5.1.1.2 Natural process

Original exam statement: The diagram below shows the life cycle of a frog.
è The diagram describes the different stages in the life cycle of a frog, an
amphibian.
è The diagram illustrates the different stages involved in the life of a frog/a
frog’s life.
è The diagram describes the chronological sequence of stages involved in the
life of a frog/a a frog development.
è The diagram illustrates the typical wheel of life of a frog.
è The diagram illustrates how a frog develop step-by-step from a tiny egg into
a mature individual/adulthood.

Exercise 31 Rewrite the following introduction using your own words and phrases
1. The diagram below shows the life cycle of the honeybee.

2. The diagram below shows how electricity is produced in a nuclear power station.

3. The diagram below shows the process of photosynthesis.

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4. The diagram gives information about the process of making carbonated drinks.

5.1.2 Overview in Process

Đối với phần overview ở dạng bài này, candidates nên bình tĩnh và tự đặt các câu
hỏi như sau để lấy thông tin:
• Quy trình này là quy trình tự nhiên hay nhân tạo, sử dụng thì gì và thể nào?
• Có tất cả bao nhiêu bước (chỉ cần nói số bước thôi chứ chưa phải mô tả)?
• Bắt đầu từ bước nào và kết thúc ở bước nào?
• Có thể nhận thấy những bước chính trong quá trình này không?

5.1.2.1 Manmade process

- It is clear that there are ____ steps/stages in the production of ___________,

beginning/commencing with _______ and ending/finishing with __________.
- Overall, the diagram indicates that while the process of
building/making/producing/manufacturing _______ involves ______ stages/steps,
it is the _____ stage itself that takes the longest time and costs by far the most.
- There are _____ main phases that can be identified in this _______, although the
_________ will take up most of the time/cost.
- Overall, it is readily apparent that this linear/cyclical procedure involves ___ steps,
grouped into ___ main stages starting with __________, followed by ___________,
and __________ in the middle, and finishing with _________.
VD:
• The process by which bricks are manufactured for the building industry can be
outlined in seven consecutive steps, beginning with clay mining and ending with
bricks delivery to construction sites.
• Overall, it is readily apparent that this linear, manmade process by which bricks are
manufactured for the building industry undergo seven steps, grouped into three
principal stages starting with clay mining, moulding in the middle and finishing with
bricks burning.

5.1.2.2 Natural process

- In general, the process includes a series of stages like a natural circle but involves
_______ main steps which begins with _________ and finishes with __________.

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- Overall, the diagram indicates that while the process of

building/making/producing/manufacturing _______ involves ______ stages/steps,
it is the _____ stage itself that takes the longest time.
- The life cycle of _____ consists of ______ stages: (liệt kê)
- Overall, it is readily apparent that this cyclical procedure involves ___ steps,
grouped into ___ main stages starting with __________, followed by ___________,
and __________ in the middle, and finishing with _________.
-
VD:
• The life cycle of a frog consists of three stages: egg, larva, and adult. As the frog
grows, it undergoes remarkable changes throughout its life cycle in a process
known as metamorphosis.
• Overall, the growth of jellyfish can be outlined in seven consecutive steps, beginning
with gametes and ending with adults.

5.1.3 Bodies
Mở đoạn 1: Looking at the first/initial___ stages (Hãy chừa trống đến khi thí sinh
hoàn thành đoạn 1 rồi điền để không sai!)
Mở đoạn 2: Turning to the last ____phases
Tips:
• máy mà không biết à specialized machine (manual hay automatic is a good phrase
too!)
• có thêm nước/hóa chất/additives mà không ghi bao nhiêu à an unspecified
amount of___ is added
• Trong hình có phương tiện gì phải nêu ra à truck/lorry
• Hãy tả hình dáng Ví dụ: Cái hộp hình trụ à cylindrical /səˈlɪndrɪkl/container
• Hộp hình cầu à Spherical /ˈsferɪkl/container
• Hộp hình hộp chữ nhật à Rectangular/rekˈtæŋɡjələ(r)/ prismatic container
• Hộp hình nón: à Conical /ˈkɒnɪkl/container

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5.2 Focus on Coherence and Cohesion

5.2.1 Useful vocabularies and phrases for Process.

5.2.1.1 The first step

- The first step in the process is

- The first stage in the process is
- Firstly/First/To start with/To begin with/Initially/At first stage/ First of all + Clause
- The first step/stage is/involves + noun phrase/V-ing
- The process commences with (sth + V-ing)/(noun phrase)
Ví dụ:
Firstly, the production of beer begins with the milling of malted barley
At the first stage of the paper-recycling process, recycled paper is collected

5.2.1.2 The next steps

- Next/Then/Afterwards/Subsequently/After that/At the next stage, At the

following stage + Clause
- Following (that)/(noun phrase) is V-ing/(noun phrase) In the next/ subsequent
step,
- …… followed by…..
Ví dụ:
• At the following stage, the pulp is poured into a shallow tray and some
water is also added. This is followed by a hand-mixing process
• The process commences with the mining of clay, followed by a careful
preparation in which the material is placed onto a metal grid and put
through a roller which breaks it into small chunks.
- Before
- At the subsequent steps of the process, Subsequently,
- The process continues with + N phrases/Gerund
- The next step is + N phrases/Gerund
- Then, Clause
- Once
• Before being beaten for about 45 seconds to form a pulp, the mixture is
left for an hour

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• The mixture is soaked for an hour. Subsequently, the mixture is beaten

for about 45 seconds until a pulp is formed
• At the subsequent stage of the process, the mixture is soaked for an
hour
• Then, some water is added, and the mixture is left for an hour
• The mixture is beaten for about 45 seconds and a pulp is formed
afterwards.
• Once it is ready, the pulp is poured into a shallow tray

5.2.1.3 Simultaneous steps

- While
Ví dụ: While the mixture of sand and soda is being heated, some other chemicals
are added to create various colours
- At the same time,
Ví dụ: The mixture of sand and soda is heated. At the same time, some other
chemicals are added to create various colours
- Simultaneously,
- During
Ví dụ: During its entire life cycle, salmon have lived in both freshwater and saltwater

5.2.1.4 The last stage

- Finally,
- The last/ final process / step is that…
- The process finishes/ends with
- The process concludes with ...

5.3 Focus on Lexis

5.3.1 Useful vocabularies for natural processes

English Vietnamese meaning
experience / undergo significant
changes Trải qua những sự thay đổi lớn
pass through three distinct physical
stages trải qua ba giai đoạn vật lý khác nhau

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lay a couple of/ a massive number of

eggs đẻ một vài / một số lượng lớn trứng
begin life as eggs bắt đầu cuộc sống là những quả trứng
hatch within 3 to 5 days nở trong vòng 3 đến 5 ngày
hatch into … nở thành con gì
the hatching process quá trình nở
to be … cm in length/ to be … cm long dài … cm
vary in size/colours/shapes đa dạng về kích thước / màu sắc / hình dạng
to be termed …/ to be commonly
called … được gọi chung là …
grow to adult size/ grow to maturity/ tăng trưởng thành kích thước trưởng thành/ tới
turn into an adult giai đoạn trưởng thành
make it to the adult stage ạt tới giai đoạn trưởng thành
emerge/appear xuất hiện
feeding grounds khu vực kiếm ăn
feed on… ăn cái gì
external gills/ internal gills cái mang bên ngoài / cái mang bên trong
grow the hind legs/ the front legs mọc chân sau / chân trước
phát triển nhanh chóng về kích thước / kích
grow quickly in size/ double in size thước gấp đôi
shed their old skin/ shed their outer
layer thay da cũ / thay lớp ngoài của chúng
breathe underwater/ breathe out of
the water hít thở dưới nước / thở ra khỏi nước
make mass migration across long
distances thực hiện di cư hàng loạt khoảng cách dài
the cycle repeats itself/ starts again chu kỳ lặp lại/ bắt đầu lại
the life cycle takes/lasts ….
days/weeks/… vòng đời kéo dài …. ngày / tuần / …
after …days/weeks of development sau … ngày / tuần phát triển
normally live for … to …
weeks/months/years thường sống từ … đến … tuần / tháng / năm

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over the course of … days/weeks trong bao nhiêu ngày / tuần

to be covered with … được che phủ, bao phủ bởi …
build their nests in trees/on the
ground xây dựng tổ của chúng trên cây / trên mặt đất
under optimal conditions trong điều kiện tối ưu
in adverse circumstances trong các trường hợp bất lợi

5.3.2 Useful verbs related to solid in artificial process

lay bend
squeeze form
wind rotate
reverse fold
shrink harden
collect recycle
convey sort
to be baked in the
sun mix
accumulate press
adjust grind
unwind unfold
fade soften
extract adsorb
meet separate
combine

5.3.3 Useful verbs related to liquid

cool down circulate
enter flow into
melt into pour into
condense filter out
move/flow lead to

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evaporate melt

5.3.4 Useful verbs related to gas

expand combine
heat up burn
be fuelled by release/send out
compress ignite

5.4 Focus on Grammar and Accuracy

5.4.1 Useful sentence structures

- Passive voice: S + be + Vpp + (by O)
Ví dụ:
• At the beginning of the process, clay is dug from the ground.
• Sau đó, đất sét được nghiền và vận chuyển tới nơi bảo quản
à
- Participle phrases: Chúng ta có thể sử dụng cụm phân từ hiện tại để thay thế,
rút gọn mệnh đề khi hai hành động có cùng chủ ngữ, xảy ra đồng thời hoặc hành
động thứ 2 là một phần hoặc kết quả của hành động thứ nhất.
Ví dụ:
• After the clay is extruded through a die to produce a column of clay, it is
sliced by an automatic cutter.
è After being extruded through a die to produce a column of clay, the clay is
sliced by an automatic cutter.
• Clays are mixed to contain 20 to 30 percent water before they are formed
into brick in moulds.
è Clays are mixed to contain 20 to 30% water before being formed into brick
in moulds
- Perfect participles: Khi muốn nhấn mạnh một hoạt động mà đã xảy ra trước một
hoạt động khác, chúng ta có thể sử dụng cụm phân từ hoàn thanh để mô tả
hoạt động đã xảy ra trước
Ví dụ:

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• Having mixed the pulp by hand, the worker uses a rolling pin to flatten the
pulp.
è Having been poured into a shallow tray with some water, the pulp is then
mixed by hand.

5.5 Practice
Exercise 32 The diagram below shows the process by which bricks are manufactured
for the building industry.

Vocabulary
- Pit (n): hầm mỏ, hố
khoáng sản
- Lump (n): cục, tảng,
miếng
- Grid (N): lưới
- Chunk (n): cục
- Homogenous (adj):
đồng nhất

(Introduction + Overview đã có ở trên)

To start with, raw material, clay, is mined in open pits with power equipment. Next,
the lumps of clay are placed on a metal grid in order to be broken up into smaller chunks
of clay, which fall through the metal grid onto a roller. At the following stage, sand and
water are added to form a homogenous mixture, which is either formed in moulds or cut
into brick-shaped pieces by a wire cutter. Once finished, the shaped raw bricks are dried
for 24 to 48 hours in a drying oven.
After that, the dried raw bricks are kept in a kiln, both in moderate and high
temperature, up to 1300 degree centigrade. This process is followed by cooling down the
bricks for two to three days in a cooling chamber. After that, they get packaged and
delivered to their final destination.

Exercise 33 The diagram below shows the life cycle of a frog.

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Vocabulary
- Undergo (v): Trải qua
- Jelly mass: đám như thạch
- Cluster (n): đàn, bó, cụm, bầy
- Embryonic (adj): thuộc về phôi
- Shrink (v): thu hẹp lại
- Simultaneously (adv): đồng thời,
cùng lúc
- Transition (n): sự chuyển đổi
- Trace (n): dấu vết

The provided diagram describes the chronological sequence of stages involved in

the life of frogs.
Overall, as frogs grow, they undergo remarkable changes throughout their life
cycles. More specifically, the process involving six main steps commences with eggs and
finishes with full-grown adult frogs.
Frogs begin their lives as eggs floating on water in a jelly mass or cluster. Those
fertilised successfully then continue their embryonic development before soon hatching
into tadpoles. When the tadpoles hatch, they look more like fish than frogs as they do not
have legs. The process continues with the development of tadpoles as they continue
growing, followed by the appearance of front legs.
During this time, the tadpoles start to develop lungs so they can breathe out of the
water when they become frogs. At this point, their hind limbs grow, and their long tails
shrink simultaneously in order to prepare for the transition to land. Afterwards, despite a
trace of tails, young frogs hop right out of the water and onto dry land for the first time
but still need some time to reach adulthood before, in time, laying eggs and beginning the
cycle again. (191 words)

5.6 Homework

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UNIT 6 THEME – RHEME INTRODUCTION

6.1 Pre-class activites

6.1.1 What is theme-rheme?1

According to Lixia Wang (2007), the theoretical principles underlying the study of
Theme and Rheme are derived mainly from the theory of Systemic-Functional Grammar,
but these issues have been debated in linguistic research as early as the eighteen century
(Weil, 1844). In Weil’s influential thesis of 1844, he called point of departure and enunciation
to refer to the structural division within a clause. Following Weil, linguists have produced
quite a range of terms, such as topic and comment (Bates, 1976), topic and dominance
(Erteschik-Shir, 1988) etc, in attempting to account for the certain aspects of the
communicative function of a sentence. Theme and Rheme, on the other hand is the one
favored by Halliday (1968, 1985), whose insights in this area form a very important part
of this paper.
Theme and Rheme are two terms which represent the way in which information is
distributed in a sentence. The definition of Theme given by Halliday (1985, p.38) is that
Theme is given information serving as “the point of departure” of a message. The given
information is the information which has already been mentioned somewhere in the
text, or it is shared or mutual knowledge from the immediate context. In other words,
Theme typically contains familiar, old or given information. Theme provides the settings
for the remainder of the sentence – Rheme. Rheme is the remainder of the message in
a clause in which Theme is developed, that is to say, Rheme typically contains
unfamiliar or new information. New information is knowledge that a writer assumes the
reader does not know, but needs to have in order to follow the progression of the
argument. The boundary between Theme and Rheme is simple: Theme is the first
element occurring in a clause; the remainder clause is Rheme. For example:
Theme Rheme
The lion beat the unicorn all round the town

1
The content of this chapter is extracted from the following reference:
- Wei Jing: Theme and Thematic Progression in English Writing Teaching - Journal of Education
and Practice
- Lixia Wang: Theme and Rheme in the Thematic Organization of Text: Implications for Teaching
Academic Writing – Asian EFL Journal
- Duong Thuy Le: Using Theme-Rheme to Analyze ESL/EFL Learners’ Academic Writing

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All round the town the lion beat the unicorn

However, the unicorn still did not want to bow to the lion
The lion decided to beat him to death
Would the unicorn give in to the lion
When the lion got to the battle field the unicorn was ready for the battle

From the above division of Themes and Rhemes in the sentences, we can see that
Theme is not equated with the subject of a sentence; nor is Rheme equated with the
predicate. However, in the example given above, two sentences e.g. in the first and fourth
sentence, it happens that the Theme ‘The lion’ overlaps with the grammatical subjects of
the sentences. This kind of Theme Halliday (1985) calls unmarked Theme. He states that
unmarked sentences typically have Themes that overlap with subjects. On the other hand,
marked sentences often contain a Theme that is separate from the subject containing
pre-posed adverbial groups or prepositional phrases, for example ‘All around the town’ is
Theme in sentence 2 above. From the above sample, we could conclude that Theme may
be realized by a nominal group, verbal group, adverbial group, prepositional phrase or a
dependent clause. The characteristic of these elements is that they appear first in a
clause and represent ‘given’ information. All the rest of a clause is Rheme representing
‘new’ information. Knowing where to place the Theme-Rheme boundary in a more complex
sentence requires a careful reading of the sentence in context to understand the meaning
a writer is communicating. In a study of spoken data conducted by Lovejoy and Lance in
1991, they found that there was a noticeable pitch drop at the end of Theme, and near
the beginning of Rheme, often on the first word, an abrupt peak in pitch level.

For example in sentences such as:

Theme Rheme
The man told me where to go
My house in London is valuable but not for sale

We should not, however, confuse theme with subject, which is a grammatical rather
than a communicative category, or agent, which is a different grammatical category
present in passive expressions, because, for example:

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Theme Rheme
Yesterday afternoon, we went to the park
The theme is Yesterday afternoon, because, in communicative terms, that is what
the speaker is talking about. It is not, however, the grammatical subject but an adverbial
noun phrase. The subject is we but that does not occur as the theme because it is actually
part of the rheme
Theme Rheme
Spending time at the zoo is just what the children like best
The theme is Spending time at the zoo which is also the grammatical subject but
formed by nominalising a non-finite verb phrase.
Theme Rheme
Because it was raining, we stayed in and watched TV
The theme is Because it was raining and that is a clause in itself and not the subject
of anything. It is, however, also a subordinate clause which cannot stand alone and make
sense.
The initial place has an enormous importance in a clause. Whatever is chosen to be
in the first place will influence a reader’s interpretation of everything that comes next.
Accordingly, in cohesive writing, ‘given’ information in a clause needs be presented in
Theme position, which acts like a signpost signaling a reader where the meanings have
come from and where they are going to. The new information needs to be located in
Rheme position. The balance and movement of a clause between Theme and Rheme is
an essential component in composing a cohesive text. If a writer fails to control the flow
of information from Theme to Rheme, his or her text is difficult for a reader to follow,
because there is no clear signpost directing the reader, who therefore cannot easily follow
the progression of an idea or argument. The problems of inappropriately handling the flow
of Theme and Rheme are quite common among inexperienced writers. Bloor & Bloor (1992)
identify three common problems resulting from misuse Theme and Rheme.

6.1.2 Types of Theme

6.1.2.1 Topical theme

The Theme extends from the beginning of a clause up to (and including) the first
element that has a function in transitivity. This means that the Theme of a clause ends
with the first constituent that is participant, circumstance, or process, which is referred to

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as the topical Theme. The topical Theme may be preceded by elements which are textual
and/or interpersonal in function, and they are called textual Theme and interpersonal
Theme respectively in SFG. This typology of Themes into topical, textual and interpersonal
Themes is made in terms of textual metafunction.
In a free major clause, Topical Theme is the first experiential element of a clause,
whether participant, circumstance or process. Please note:
- There is only one topical Theme to a clause.
- No clause has both a marked a unmarked topical Theme.
- A topical Theme is either marked or unmarked.

If a clause has a marked topical Theme, such as a circumstance, then it

has no unmarked Theme.

6.1.2.2 Textual Theme

Topical Themes may be preceded by elements which are textual and/or

interpersonal in function; if so, these are also part of the Theme. The Textual Theme is
any combination of continuative, structural and conjunctive (Halliday, 2014). A
continuative is one of a small set of discourse signalers such as “yes”, “no”, “well”, “oh”,
“now”, which signal that a new move is beginning; it can also be a response, in dialogue,
or a move to the next point if the same speaker is continuing. A structural Theme is any
of the obligatorily thematic elements, namely conjunctions and WH-relatives (the group of
phrases containing the relative is simultaneously the topical Theme).

6.1.2.3 Interpersonal Theme

The interpersonal Theme is any combination of vocative, modal, and mood-marking

(Halliday, 2014). A vocative Theme is any item, typically (but not necessarily) a personal
name, used to address; it may come more or less anywhere in the clause, and is thematic
if preceding the topical Theme. A modal Theme is any of the modal adjuncts listed in
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Table 3.5 that have the meaning of probability, usuality, typicality, obviousness, opinion,
admission, persuasion, entreaty, presumption, desirability, reservation, validation, evaluation
or prediction, whenever it occurs preceding the topical Theme. A mood-marking Theme
is a finite verbal operator, if preceding the topical Theme; or a WH-interrogative (or
imperative “let’s”) when not preceded by another experiential element (i.e., when
functioning simultaneously as topical Theme).

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UNIT 7 THEMATIC PROGRESSION (1) – LINEAR IDEA

DEVELOPMENT
7.1 Pre-class activities

7.1.1 What is Thematic progression?

The thematic structure of a text involves an analysis of the theme-rheme distribution
(that is to say the weighting of informational blocks) at sentence level and a subsequent
study of the different theme-rheme networks established across sentence boundaries.
This network, referred to as thematic progression, enables us to trace the global flow of
information throughout a lengthy portion of text.
In this line, Frantisek Danes and later on, Peter Ý. Fries have claimed that the way
in which lexical strings and reference chains interact with Iheme is not random; rather the
pattems of interaction realizes what they refer to as a text’s THEMATIC PROGRESSION
(Danes, 1974) or METHOD OF DEVELOPMENT (Fries, 1981). By thematic progression,
Danes means “the choice and ordering of utterance Themes, their mutual concatenation
and hierarchy, as well as their relationship to the hyperthemes of the superior text units
(such as paragraph, chapter...). to the whole of text, and to thee situation” (Danes, 1974:
114).
In an easier understanding, Thematic progression refers to the way Themes
continually pick up information which is already in the text and repeat it in some way so
that the reader is always aware of: what the key concepts are; how the key concepts are
being developed. By constantly ‘recycling’ information in the preceding sentences as
Themes of the next, writers are able to create very strong links between one sentence
and the next, and one paragraph and the next.
Dane proposes the following major patterns of thematic progression:

7.1.2 Simple linear progression

Simple linear progression, where an item from the Rheme of the first clause becomes
the first clause of the subsequent clause:

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(1)

EX: (1) FaIGLEY (1986) IDENTIFIES TWO GROUPS WITHIN THE PROCESS CaRNE, THE EXPRESSIVISTS aND
THE COGNITIVISTS. (2) EXPRESSIVISM REaCHED ITS ZENITH IN THE LaTE 1960S aND EaRLY 1970S, WHEN
THE INDIVIDUaL EXPRESSION OF HONEST aND PERSONaL THOUGHT BECaME a POPULaR TREND IN TEaCHING
WRITING. (3) WRITING WaS CONSIDERED “aN aRT, a CREaTIVE aCT IN WHICH THE PROCESS—THE DISCOVERY
OF THE TRUE SELF— IS aS IRNPORTaNT aS THE PRODUCT”

We can see in that in this example the writer introduces the idea of Expressivism
through the use of the related word expressivist in the Rheme of Clause 1. Then she
uses this idea as the Theme of Clause 2. In Clause 2, the Rheme includes the idea of
writing. This then becomes the Theme of Clause 3. à Rheme – Theme
Another example can be seen below. In this short text, the writer has picked up the
ideas in the Rheme of the preceding sentences and turned them into the Themes of the
following sentences. This keeps a very tight thread of ideas running through the text. In
this example, the ideas in the New are quite closely mirrored in the language of the
following Themes (economic disadvantage – economic disadvantage; better themselves –
self-betterment).

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Let’s look at another example. In this text, the writer has also used the ideas in the
Rheme of the preceding sentences to form the Themes of the subsequent sentences.
However, the information is not directly repeated – it is repeated, instead, as
exemplification (developing world – Bangladesh, Afghanistan and many African nations) or
as synonyms (developed countries – the Western world). The logical connections in the
text are in no way obscured or weakened by this. The progression is obvious and the text
remains strongly cohesive.

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7.1.3 Constant progression

Constant progression, where the item in the Theme of the first clause is also selected
as the Theme of the following clause:

EX: (1) THE THEMES CHOSEN BY THE SPEaKER MaY, FOR EXaMPLE, REFER TO PLaCE (IN THIS
COUNTRY) OR TIME (IN THE LaST CENTURY). (2) THEY MaY INDICaTE WHEN THE SPEaKER IS aBOUT TO
EXPRESS aN aTTITUDE (IN MY OPINION) OR GIVE aN EXaMPLE (FOR EXaMPLE). (3) A THEME MaY EVEN
BEGIN a RHETORICaL QUESTION (WHaT aRE WE GOING TO DO aBOUT THE LaCK OF VaLUES?)

à THEME 1 = THEME 2 = THEME 3

Another example can be seen below. In this text, the writer has chosen to maintain
a focus on the media used for recording messages– all three sentence Themes are
different media. The writer is using a simple Theme - Theme - Theme technique to keep
the focus.

7.1.4 Derived hyperthematic progression

Derived hyperthematic progression, where the particular Themes in subsequent
clauses are derived from a hyperrheme or from the same overriding Theme:

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(1)SPaCK (1984) aND ZaMEL (1983), STUDYING ESL WRITERS, CORROBORaTED HaYES aND
FLOWER’S FINDINGS aBOUT THE WRITING PROCESS BUT THEIR PET POPULaTIONS. (2) RaMIS (1987)
COMPaRED ESL STUDENTS’ COMPOSING PROCESSES WITH OTHER RESEaRCHERS’S FINDINGS ON L2 BaSIC
WRITERS, aND CONCLUDED THaT THE TWO GROUPS OF STUDENTS HaD MUCH IN COMMON. (3) BOTH
KRaPELS (THIS VOLUME) aND FRIEDLaNDER (THIS VOLUME) CONTINUE THE DISCUSSION OF ESL WRITING
PROCESS RESEaRCH.

In this example, we can see that each individual clause Theme is different; they each
refer to a different person. However, they’re all related under the hypertheme of
“researchers on writing”.

7.1.5 Split progression

Split progression, where the Rheme of the first clause is split into two items, each
in turn being then taken as a Theme element in the subsequent clause”

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(1)THE TEXTUaL THEME IS aNY COMBINaTION OF (I) CONTINUaTIVE, (II) STRUCTURaL, aND (III)
CONJUNCTIVE IN THaT ORDER. (2) A CONTINUaTIVE IS ONE OF THE SMaLL SET OF DISCOURSE SIGNaLLERS,
WHICH SIGNaL THaT a NEW MOVE IS BEGINNING: a RESPONSE IN DIaLOGUE, OR a MOVE TO THE NEXT POINT
IF THE SaME SPEaKERS IS CONTINUING. (3) A STRUCTURaL THEME IS aNY OF THE OBLIGaTORILY THEMaTIC
ELEMENT.

In this example, the author introduces three ideas in the Rheme of Clause 1. In Clause
2, he chooses as a Theme 1 of the ideas from the previous Rheme, that of continuiative.
In Clause 3,, the Theme is the second idea from Rheme 1, that of structural. And we can
imagine that in a subsequent Clause, he will pick up on on the third idea mentioned in
Rheme 1, that of conjunctive. So, we can see here how ideas introduced in a Rheme of
one Clause can be split up and developed by becoming the themes of different
subsequent Clauses.

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UNIT 8 WRITING TASK 2 - ADVANTAGES AND

DISADVANTAGES ESSAY
Lexical resource: how to effectively paraphrase keywords in Advantages and
Disadvantages essay
Grammatical Range & Accuracy: Prepositional Phrase
Task response: Understanding the questions; Essay structure.
Coherence and Cohesion: Referencing and Substitution

8.1 Getting started!

- Some countries allow old people to work to any age that they want. Do the
advantages outweigh the disadvantages? (21-01-2021)
- In some countries, more young adults continue to live with their parents even
after they have completed education and found jobs. Do the advantages
outweigh the disadvantages? (23-01-2021)
- International travel is becoming cheaper, and countries are opening their doors
to more and more tourists. Do the advantages of increased tourism outweigh its
disadvantages? (17-04-2021)
- Some say that it would be better if the majority of employees worked from home
instead of travelling to a workplace. Do you think the advantages outweigh the
disadvantages? (20-05-2021)
- It is now possible for scientists and tourists to travel to remote natural
environment, such as South pole. Do the advantages of this development
outweigh the disadvantages? (05-06-2021)

8.2 Focus on Lexical Resource

8.2.1 How to effectively paraphrase “advantages and disadvantages”

8.2.1.1 Advantages

aDVaNTaGE: BENEFIT, MERIT, POSITIVE aSPECT, STRONG POINT, PLUS POINT, UPSIDE, STRENGTH

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• THE NaTURaL aDVaNTaGE OF COUNTRIES WITH LOW LaBOUR COSTS IS THE POSSIBILITY OF BEING THE
WORLD’S FaCTORY.

• ONE POSITIVE aSPECT OF THIS CaMPaIGN WaS ITS aBILITY TO BRING TOGETHER STaFF, VOLUNTEERS,
aND OTHER PaTIENTS TOGETHER FOR BETTER UNDERSTaNDING, SOCIaBILITY, aND COMPaNIONSHIP.
(CaMBRIDGE ENGLISH CORPUS)

• ANOTHER STRONG POINT OF REaDING BOOKS IS THE FaCT THaT THEY aRE IMPRESSIVELY RICH IN
STaTISTICS aND KNOWLEDGE. (CaMBRIDGE ENGLISH CORPUS)

• A KEY STRENGTH OF THE INTERNET IS THaT IT PERMITS SEaMLESS COMMUNICaTION WITHOUT REGaRD
TO/REGaRDLESS OF NaTIONaL BOUNDaRIES. (CaMBRIDGE ENGLISH CORPUS)

• GOOGLING FOR DEaLS IS UNDOUBTEDLY ONE OF E-COMMERCE’S BIGGEST STRENGTHS/PLUS POINTS.

(CaMBRIDGE ENGLISH CORPUS)

• ONE/ANOTHER POINT IN FaVOR OF REMOTE WORKING IS FLEXIBLE SCHEDULE.

8.2.1.2 Disadvantages

DISaDVaNTaGE: DRaWBaCK, WEaKNESS, HaNDICaP, WEaK POINT, NEGaTIVE aSPECT, MINUS POINT,
DOWNSIDE

• THE MaIN DRaWBaCK TO IT IS THE COST/THE BENEFITS OF THIS SYSTEM FaR OUTWEIGH THE
DRaWBaCKS.

• A STRaIGTFORWaRD, YET NOTICEaBLE WEaKNESS OF THIS aPPROaCH IS THaT CONTaCT WITH

COLLEaGUES IS MINIMaL. (OXFORD ENGLISH CORPUS)

• THIS METHOD’S WEaK POINT IS ITS UNRELIaBILITY.

• ON THE DOWNSIDE, SUCH IMPROVEMENTS IN EFFICIENCY OFTEN MEaN JOB LOSSES. (OXFORD
ADVaNCED LEaRNERS’ DICTIONaRY)

8.2.1.3 Advantages – Disadvantages

• BENEFIT - DRaWBaCK

• POSITIVE aSPECT - NEGaTIVE aSPECT

• STRENGTHS & SHORTCOMINGS

• PLUS POINT - MINUS POINT

• MERIT - DEMERIT

• STRENGTH VS WEaKNESS

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• GaIN aND PITFaLL

• GOOD SIDES & BaD SIDES

• UPSIDES aND DOWNSIDES

• BRIGHT SIDES & DaRK SIDES / DOWNSIDE

8.2.1.4 Outweigh

• ECLIPSE /ɪˈKLɪPS/ (V): IN MY OPINION, THE DRaWBaCKS OF aN ENTRaNCE FEE aRE ECLIPSED BY ITS
BENEFITS IN THE SENSE THaT THE INCOME WILL BE PLOUGHED BaCK INTO OPERaTION aND
DEVELOPMENT OF THE MUSEUMS.

• OVERSHaDOW /ˌəʊVəˈʃÆDəʊ/ (V): ALTHOUGH THERE aRE MaNY POSITIVE EFFECTS OF aLLOWING
PEOPLE TO FREELY DESIGN THEIR HOMES OR OTHER BUILDINGS, IT SEEMS TO ME THaT THESE BENEFITS
aRE OVERSHaDOWED BY THE DRaWBaCKS.

• PaLE IN COMPaRISON/PaLE INTO INSIGNIFICaNCE (V): OUR PROBLEMS PaLE INTO INSIGNIFICaNCE WHEN
COMPaRED TO THEIRS.

8.2.2 Order of adjectives

When you use adjectives to describe a noun, you may put several adjectives before
the noun. Sometimes you must put them in a particular order, and sometimes you can
choose your own order depending on the kind of adjective. Cumulative adjectives must
be in a particular order while the order of coordinate adjectives cap vary.

COORDINATE ADJECTIVES CUMULATIVE ADJECTIVES

The wet, cold, and hungry dog The poor little black dog
The hungry, wet, and cold dog The little black poor dog
The cold, wet, and hungry dog

8.2.2.1 Cumulative adjectives

Cumulative adjectives always go before a noun. They must be in a particular order.

For example, you cannot write “the little black poor dog”; you must write “the poor little
black dog”. Do not put commas between cumulative adjectives.
Noun Phrase à adj adj N
Kind of Adjective Examples

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1. Quantity Two, fifty, some, many, a few

2. Opinion Poor, beautiful, interesting, cheerful,
expensive, magnificent
3. Appearance
- Size - Big, little
- Age - Old, new, young
- Shape/Length - Round, square, short, long
- Condition - Rusty, broken, hungry, wet,
- Colour cold
- Black, red, blond
4. Origin or nationality Guatemalan, European, Vietnamese,
Asian
5. Material Silk, wood, cotton, gold, metal
6. Kind/use/purpose Shoe (as in shoe store), wedding (as in
wedding dress), swimming, reading,
hiking

Writing Tip
In general, do not use more than two or three adjectives before a noun. Using too many
adjectives in a row weakens your description and may confuse the reader. In the following
example, the second sentence is more effective.
- The poor little hungry black dog was lost.
- The poor little black dog was lost and hungry

Exercise 1. Rewrite each sentence using the adjectives in parentheses to describe

the underlined noun. Refer to the chart previously to help you determine the order.
1. There were toys in the middle of the floor. (broken, several, plastic)
à There were several broken plastic toys in the middle of the floor.
2. We left the beach when we saw the clouds. (black, big)
à We left the beach when we saw the big black clouds.
3. Flags hung from every window. (colourful, rectangular)

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à Rectangular colourful flags hung from every window.

4. I dream about relaxing on a beach. (Mexican, white, beautiful)
à
5. They plan to fix up the car. (Italian, expensive, small)
à
6. They plan to fix up the car. (Italian, expensive, small)
à
7. The parents left their children with the grandparents. (young, two)
à
8. The real estate agent pointed out problems with the house. (minor, several)
à
8.2.2.2 Coordinate Adjectives

Coordinate adjectives can go before a noun or after a linking verb. You can write
coordinate adjectives in any order, and you can separate them from each other with
commas. Also:
- When coordinate adjectives come before a noun, you may put the word and
before the last one (but you don't have to).
• BEFORE A NOUN: A hungry, cold, wet dog sat outside our front door.
• (OPTIONAL): A wet, cold, and hungry dog sat outside our front door.
- When two or more coordinate adjectives come after a linking verb, you must put
“and” before the last one.
• AFTER A LINKING VERB (REQUIRED): The dog was hungry, wet, and cold.
- The capable but old man
- The old but capable man

8.3 Focus on Grammar

8.3.1 Preposition and Prepositional Phrase

8.3.1.1 Prepositions

Prepositions are words such as of, to, from, in, and at. Most prepositions are one
word. A few prepositions are two words (next to) or three words (in front of). Here is a list
of common prepositions:

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8.3.2 Prepositional Phrase

PP à P NP
NP à Det N
A preposition is usually combined with a noun or noun phrase to make a prepositional
phrase, such as in the house or at six o'clock. Here are some common types of
prepositional phrases:
- Prepositional phrases of place answer the question Where? These are useful in
space-order paragraphs to show the location of objects in a description.

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on the desk
opposite the door
in the middle of the room
in the distance
in the closet
next to the window
in front of the house
under the bed
at the beginning

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- Prepositional phrases of time answer the question When? These are useful in
"how-to" paragraphs to give the order of the steps.
at the beginning before the test
on New Year's Day in the morning
after that upon arrival
after class at midnight

- Prepositional phrases of possession answer the question Whose?

(the father) of the bride
(the name) of my boss
(the colors) of the rainbow
(the director) of the company

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- Other prepositional phrases describe or identify someone or something. They

answer the question Which one/ones?

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(the men) in the blue uniforms

(the students) from Ecuador
(the boy) with red hair
(a glass) of water

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8.3.3 Sentence fragment

A sentence is a group of words that contains three things:
- A subject (that makes sense with the verb)
- A verb (that goes with the subject)
- A complete thought
A sentence fragment is a group of words that lacks one or more of these three
things. While there are many ways to end up with a fragment, almost every fragment is
simply a result of one of the following three problems: It is missing a subject It is missing
a verb. It fails to complete the thought it starts.

8.3.3.1 Missing subjects

Some fragments are missing subjects. Often the subject appears nearby, perhaps in
the preceding sentence; however, each sentence must have a subject of its own. The
following fragment lacks a subject:

Was running late that day. à I was running late that day.

à Who was running late? The instructor? The train? The simplest (but by no means
only) way to correct this fragment is to add a subject:

BIKING aND SWIMMING aFTER WORK ON THURSDaY. à MITCHELL WENT BIKING aND SWIMMING aFTER
WORK ON THURSDaY.

à What about biking and swimming? Who is biking and swimming? Are you
proposing that we all go biking and swimming? Add both a subject and a verb to correct
this (again, not the only solution).

8.3.3.2 Missing verbs

Some fragments are fragments because they are missing a verb or an essential part
of a verb. Any phrase, no matter how long, is a fragment if the verb is missing:

THE BIRCH TREES WITH THEIR RaTTLING YELLOW LEaVES. à THE BIRCH TREES WITH THEIR RaTTLING
YELLOW LEaVES SWaYED IN THE WIND.

What about the birch trees? Adding a verb makes this fragment complete.

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8.3.3.3 Unfinished thoughts

A very common type of fragment is the unfinished thought fragment. While other
kinds of fragments require you to add something--a subject, or a verb, or both--you can
often fix unfinished thought fragments simply by joining them to a preceding or following
sentence. The following example, while it contains a subject and a verb, fails to complete
the thought:

BECaUSE TUITION INCREaSED aGaIN THIS SEMESTER. à BECaUSE TUITION INCREaSED aGaIN THIS
SEMESTER, KOU GOT a SECOND JOB aS a STUDENT ASSISTaNT.

The word to blame for making this thought incomplete is because. (Contrary to rumor,
it's perfectly okay to start a sentence with because; you just have to finish what you're
saying--in the same sentence.) If you find a fragment of this kind, see if the sentence
before or the sentence after it would complete it.

8.4 Focus on Task response

8.4.1 Step 1: Analysing the task

IELTS advantages and disadvantages essay questions fall into two main categories:
• Questions that ask for your opinion.
• Questions that do not require you to state your opinion.
The first part of the question will always be a statement. You will then be asked to
write about both the advantages and disadvantages of the idea stated. You may also be
required to state your opinion.

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If you are asked “What are the advantages and disadvantages of…..” you are not
being asked your opinion. You simply have to discuss the benefits and drawbacks.
However, if you have the word “outweigh” or “Will this trend have more positive or
negative effects?” then you are being asked for your opinion and you must say which
there are the most of – positive or negative impacts. If you do not do this then you may
get your score reduced on ‘Task Response’ for not fully addressing the question.
If you look at the IELTS public band descriptors (available to download if you do an
internet search or available from your local IELTS centre), you will see that this could
reduce your band to a 5 for this criteria (it would not necessarily affect the other three
criteria).

8.4.2 Step 2: Brainstorming your ideas

8.4.2.1 Clustering

Clustering is a prewriting technique that allows you to brainstorm and develop your
ideas with the help of a diagram called a cluster. Here is how to do it.
Begin by writing your topic in the middle of your paper. Draw a circle around it. Then
think of ideas related to the topic. Write words or short phrases in circles around the topic
and connect them with lines to the main circle. Write down every idea that comes into
your mind. Don't stop to worry if an idea is a good one or not.
Solar energy is becoming more and more popular as a source of household energy in
many countries around the world.

Do the advantages of solar energy outweigh its disadvantages?

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8.4.3 Step 3: Structuring your ideas

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8.4.4 Step 4: Using the essay structure

Vì dạng đề đơn thuần liệt kê advantages và disadvantages gần như không xuất hiện
trong IELTS academic module nên chúng ta chỉ tập trung vào giải quyết dạng đề
“advantages/disadvantages outweigh disadvantages/advantages” và “Is this a positive or
negative development/trend?”

8.4.4.1 Introduction

Câu 1: Giới thiệu bối cảnh

• NOWaDaYS, aN INCREaSING NUMBER OF PEOPLE aRE CONCERNED aBOUT A (VớI A LÀ MộT CụM DaNH
Từ)

• AS A HaS/HaVE BEEN INEXORaBLY INCREaSING IN RECENT YEaRS.

• A HaS aLWaYS BEEN a TOPIC OF INTEREST.

• A aRE/IS ONE OF THE MOST IMPORTaNT ______ IN MODERN SOCIETIES.

• NOWaDaYS, IT IS TRUE (OBVIOUS/EVIDENT/aPPaRENT) THaT A IS WIDELY CONSIDERED/ REGaRDED aS

a TOPIC OF CONCERN FOR THE WHOLE SOCIETY.

• WE LIVE IN aN aGE WHEN MaNY OF US + V

Câu 2: Giới thiệu vấn đề cần bàn luận

Tuỳ thuộc vào từng đề và từng cách áp dụng mà mỗi bài sẽ có một kiểu viết khác
nhau.
Câu 3: Đưa ra quan điểm cá nhân
Có thể tham khảo một số kiểu câu sau:

• ADVaNTaGES = DISaDVaNTaGES à IN MY OPINION, THIS TREND COULD HaVE BOTH POSITIVE aND
NEGaTIVE CONSEQUENCES IN EQUaL MEaSURE.

• ADVaNTaGES > DISaDVaNTaGES à WHILE I aCCEPT/UNDERSTaND THaT A MaY HaVE SOME

DRaWBaCKS, I STRONGLY BELIEVE THaT ITS BENEFITS aRE GREaTER.

• ADVaNTaGES > DISaDVaNTaGES à I FIRMLY HOLD THE VIEW THaT THE DRaWBaCKS PaLE IN
COMPaRISON WITH THE BENEFITS THaT A PROVIDES.

• ADVaNTaGES > DISaDVaNTaGES à WHILE THERE aRE aDMITTEDLY SEVERaL DRaWBaCKS TO THIS
TREND, I BELIEVE THaT THESE DOWNSIDES PaLE IN INSIGNIFICaNCE WHEN COMPaRED TO POSITIVE
INFLUENCES OF _______________.

• ADVaNTaGES < DISaDVaNTaGES à IN SPITE OF SEVERaL BENEFITS THaT THIS TREND PROVIDES, IT
SEEMS TO ME THaT ITS PROBLEMS aRE MUCH GREaTER.

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• ADVaNTaGES < DISaDVaNTaGES à ALTHOUGH THERE aRE SEVERaL aDMITTEDLY BENEFITS IF

_________________, I aMONG OTHERS BELIEVE THaT THESE BENEFITS PaLE IN COMPaRISON WITH ITS
POTENTIaL DRaWBaCKS.

• ADVaNTaGES < DISaDVaNTaGES à WHILE THIS DEVELOPMENT MaY BRING aBOUT SOME BENEFITS,
I WOULD aRGUE THEY aRE ECLIPSED THE DRaWBaCKS.

8.4.4.2 Body: Nếu viết theo hướng tiếp cận cân bằng
Nếu viết theo cân bằng thì số lượng advantages và disadvantages giữa hai đoạn phải
bằng nhau (thông thường là 2 cho mỗi đoạn). Khi đó, vị trí của advantages và
disadvantages không quá quan trọng, tức là thí sinh có thể viết advantages hay
disadvantages trước cũng được.

8.4.4.2.1 Body 1

Câu 1: Topic sentence

- ON THE ONE HaND, THERE aRE a VaRIETY OF DISaDVaTaGES OF/TO A

- TO BEGIN WITH, A IS PROBLEMaTIC FOR a NUMBER OF REaSONS.

+ A CaN BE SEEN aS POSITIVE FOR a NUMBER OF REaSONS.

+ ON THE ONE HaND, THERE aRE SEVERaL REaSONS WHY N IS BENEFICIaL

Câu 2: Explanation

- ONE OBVIOUS ISSUE/BENEFIT WITH A IS THaT_________

- THE FIRST/MaIN/GREaTEST/MOST PRINCIPaL/FUNDaMENTaL aDVaNTaGE/DISaDVaNTaGE OF

A IS ____

Câu 3: Example

- FOR EXaMPLE/FOR INSTaNCE,__________

- TaKE A aS aN EXaMPLE. (XEM LạI PHầN đà HọC PHÍa TRướC)

Câu 4: Expansion

- A FURTHER DOWNSIDE/PROBLEM IS _____________

- ANOTHER NOTEWORTHY POSITIVE EFFECT IS ___________

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- WHaT IS MORE, __________

Câu 5: Futher explanation/example

Câu 6: Result/Linking back

- AS a RESULT/ HENCE/ THUS / THEREFORE/ CONSEQUENTLY, S + V.

- S + V, THEREBY V-ING.

- N CaN LEaD TO/ RESULT IN / BRING aBOUT + N/ N PHRaSE.

- N IS a TESTaMENT/TESTIMONY TO THE + N.

(TESTaMENT (N): a THING THaT SHOWS THaT SOMETHING ELSE EXISTS OR IS TRUE)

8.4.4.2.2 Body 2

Nếu đoạn trên viết về Advantages thì đoạn dưới viết về Disadvantages và ngược lại.
Câu 1: Topic sentence

- HaVING SaID THaT, THERE aRE STILL SOME OUTSTaNDING ISSUES/BENEFITS THaT aRE WORTH
MENTIONING.

- DESPITE THESE BENEFITS MENTIONED aBOVE, SEVERaL DRaWBaCKS DO EXIST.

- HOWEVER, THERE aRE SEVERaL NEGaTIVE/POSITIVE aSPECTS THaT SHOULD BE TaKEN INTO
CONSIDERaTION.

Câu 2: Làm tương tự như trên

Câu 3: Làm tương tự như trên
Câu 4: Làm tương tự như trên
Câu 5: Làm tương tự như trên

8.4.4.3 Body: Nếu tiếp cận theo góc nhìn thiên lệch

Nếu tiếp cận theo góc nhìn thiên lệch, thí sinh cần chứng minh được rằng Ad > Disad
hoặc ngược lại. Điều này có nghĩa là, nếu thí sinh cho rằng Ad>Disad thì đoạn 1 sẽ phải
viết 2 disads và đoạn 2 sẽ phải viết 3 ads. Hoặc thí sinh có thể viết 2 disads ở đoạn 1 và
2 ads ở đoạn 2 nhưng phải đảm bảo chứng minh rõ ràng rằng 2 ads ở đoạn 2 là nổi trội
hơn và đáng để ý hơn rất nhiều. Nếu không làm được điều này thì sẽ bị lỗi “position is not
clear throughout”.

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Để dễ hiểu hơn, hãy tư duy bài viết Writing task 2 như là một bài TFNG. Giả dụ quan
điểm của bạn là Ads > Disads. Lúc này giám khảo sẽ đọc bài viết của thí sinh, có một vaì
trường hợp xảy ra như sau:
- Số lượng ads > số lượng disads à True (Nhận định đúng với bài viết)
- Số lượng ads < số lượng disads à False (Nhận định sai với bài viết)
- Số lượng ads = disads và không có liên quan đến nhau à Not given (Không
thể dựa vào bài đọc để suy ra nhận định)
Trong hai trường hợp sau thì rõ ràng các thí sinh đã bị trừ điểm TR rất nặng.

8.4.4.3.1 Body 1

(Viết tương tự như phần trước)

8.4.4.3.2 Body 2

Câu 1: Topic sentence

- ON THE OTHER HaND, I WOULD aRGUE THaT THE BENEFITS/PROBLEMS aRE MORE SIGNIFICaNT
THaN SUCH DISaDVaNTaGES/aDVaNTaGES.

- HOWEVER/HaVING SaID THaT, I STRONGLY BELIEVE THaT A OFFERS MORE

DRaWBaCKS/BENEFITS.

- DESPITE aLL aRGUMENTS MENTIONED aBOVE, I BELIEVE THaT THESE aDVERSE IMPaCTS PaLE
IN COMPaRISON WITH THE ENORMOUS BENEFITS BROUGHT aBOUT BY INTERNaTIONaL TOURISM
(aDS > DISaDS)

Các câu còn lại viết tương tự bên trên.

8.4.4.4 Kết bài: Cân bằng

- WEIGHING UP BOTH SIDES OF THE aRGUMENT aGaIN, aLTHOUGH THERE aRE a NUMBER OF
PROBLEMS THaT A BRINGS, THE BENEFITS THaT IT BRINGS TO C, D aRE IMPOSSIBLE TO IGNORE.

8.4.4.5 Kết bài: Thiên lệch

- IN CONCLUSION, WHILE………MaY HaVE SOME POSITIVE aSPECTS, I BELIEVE THEY aRE

OUTWEIGHED BY ITS SIGNIFICaNT NEGaTIVE aSPECTS.

- IN CONCLUSION, THOUGH THERE aRE NEGaTIVE IMPaCTS OF A, IT IS UNDENIaBLE THaT THESE

aDVERSE aRE OUTSTRIPPED BY A’S BENEFITS INCLUDING C, D aND E.

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8.5 Focus on Coherence and Cohesion

8.5.1 Types of text reference - substitution

Referencing is when you refer back to something you stated earlier without having
to constantly repeat it. You can do this by using pronouns, (they, them, this, their, it, these..
). Substitution and ellipsis are both devices for avoiding the unnecessary repetition of
words or phrases in speech or writing. Substitution consists of replacing one word or
phrase with another. This is a sentence without substitution:

LaBOUR VOTED FOR THE PROPOSaLS aND THE LIBERaLS VOTED FOR THE PROPOSaLS TOO.

Here is the same sentence with substitution:

LaBOUR VOTED FOR THE PROPOSaLS aND THE LIBERaLS DID TOO.

The most common substitutes for nouns or noun phrases are pronouns, such as
personal pronouns (subject, object, possessive or reflexive)

• ON THE ONE HaND, IT IS UNDERSTaNDaBLE WHY SOME PEOPLE OPPOSE INTERNaTIONaL

COOPERaTION. THEY BELIEVE SEVERaL ISSUES CaN ONLY BE TaCKLED BY NaTIONaL
aSSISTaNCES.

• ANOTHER REaSON IS THaT INTERNaTIONaL COOPERaTION DOES NOT aLWaYS YIELD POSITIVE
RESULTS. THIS IS BECaUSE EaCH COUNTRY, WITH ITS HIDDEN INTERESTS, OFTEN FINDS WaYS
TO REaP THE MOST BENEFITS FROM COOPERaTING aT THE EXPENSE OF OTHERS, WHICH
EVENTUaLLY RESULTS IN THE FaILURE OF JOINT COOPERaTION aMONG THOSE COUNTRIES.

We can use the pronouns one/ones (to refer to singular/plural countable nouns)
after adjectives or demonstratives:

• I'D LIKE a SWEET SHERRY PLEaSE aND JOHN WOULD LIKE a DRY ONE.

• DaVIS aPPEaRED IN NUMEROUS MaJOR FILMS BUT PRaCTICaLLY NO GREaT ONES

It is also possible to replace a noun or noun phrase with a quantifier, e.g. some, all,.
each, none, either, neither, both, other, a few, enough.

• THE BOGS WENT OUT NIGHT aFTER NIGHT aND SOME DID NOT RETURN.

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• THE DOCTOR SUGGESTED I SHOULD TRY aSPIRIN OR IBUPROFEN, BUT NEITHER WORKED

For example, look at a sample below from IELTS Simon:

IT IS TRUE THaT EX-PRISONERS CaN BECOME NORMaL, PRODUCTIVE MEMBERS OF SOCIETY. I

COMPLETELY aGREE WITH THE IDEa THaT aLLOWING SUCH PEOPLE TO SPEaK TO TEENaGERS aBOUT THEIR
EXPERIENCES IS THE BEST WaY TO DISCOURaGE THEM FROM BREaKING THE LaW. IN MY OPINION,
TEENaGERS aRE MORE LIKELY TO aCCEPT aDVICE FROM SOMEONE WHO CaN SPEaK FROM EXPERIENCE.
REFORMED OFFENDERS CaN TELL YOUNG PEOPLE aBOUT HOW THEY BECaME INVOLVED IN CRIME, THE
DaNGERS OF a CRIMINaL LIFESTYLE, aND WHaT LIFE IN PRISON IS REaLLY LIKE. THEY CaN aLSO DISPEL aNY
IDEaS THaT TEENaGERS MaY HaVE aBOUT CRIMINaLS LEaDING GLaMOROUS LIVES. WHILE aDOLESCENTS aRE
OFTEN INDIFFERENT TO THE GUIDaNCE GIVEN BY OLDER PEOPLE, I IMaGINE THaT MOST OF THEM WOULD BE
EXTREMELY KEEN TO HEaR THE STORIES OF aN EX-OFFENDER. THE VIVID aND PERHaPS SHOCKING NaTURE
OF THESE STORIES IS LIKELY TO HaVE a POWERFUL IMPaCT.

For more details, please look at Unit 35 – Longman Advanced Learners’ Grammar

Exercise 2. Decide the best pronoun or relative pronoun, add them to the sentences
below.
they/ it/ their / they / this / our / they / it / which / they
1. Property prices tend to be very high in big cities, which means that many people
cannot afford to buy a house.
2. Some people believe that children should not be given homework because it is
not necessary for their education. They think that teachers should focus on more
creative ways to teach subjects.
3. One important advantage of labour-saving machines and household appliances
is that they are more efficient and save time, because housework takes up a lot
of time and energy.
4. I think it is very important that the government maintains and restores old
buildings as they are a reflection of our cultural heritage.
5. Many old buildings protected by law are part of a nation's history. Some people
think they should be knocked down and replaced by new ones.
6. Violent crime is a concern in many societies and some hold the view that this
cannot be solved.

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8.6 Practice
Some say that it would be better if the majority of employees worked from home
instead of travelling to a workplace. Do you think the advantages outweigh the
disadvantages?

THE CONCEPT OF TELECOMMUTING INSTEaD OF BEING aN OFFICE FULL-TIMER HaS BEEN GaINING MORE
aND MORE TRaCTION TODaY, ESPECIaLLY IN THE CONTEXT OF THE COVID-19 PaNDEMIC. ALTHOUGH THERE
aRE SEVERaL aDMITTEDLY DRaWBaCKS IF a LaRGE NUMBER OF PEOPLE WORK FROM HOME, I aMONG OTHERS
BELIEVE THaT THESE DRaWBaCKS PaLE IN COMPaRISON WITH ITS POTENTIaL BENEFITS.

ON THE ONE HaND, REMOTE WORKING ON a LaRGE SCaLE WOULD UNDOUBTEDLY BRING aBOUT SEVERaL
aPPaRENT DISaDVaNTaGES. A STRaIGHTFORWaRD YET NOTICEaBLE WEaKNESS OF THIS aPPROaCH IS THaT
REMOTE WORKERS aRE USUaLLY LESS PRODUCTIVE SINCE THEY USUaLLY HaVE TO CONTEND WITH NUMEROUS
DOMESTIC DISTRaCTIONS aND INTERRUPTIONS SUCH aS COOKING OR DEaLING WITH THEIR HYPERaCTIVE
CHILDREN. ANOTHER LIMITaTION OF DISTaNCE EMPLOYMENT RELaTES TO THE FaCT THaT THERE aRE MaNY
JOBS REQUIRING PERSONNEL TO WORK IN a SHaRED OFFICE PLaCE. THESE JOBS MaY RaNGE FROM
MaNUFaCTURING POSITIONS WHERE MaNUaL LaBOURERS aRE SUPPOSED TO WORK IN aN aSSEMBLY LINE, TO
OTHERS WHERE THEIR CONFIDENTIaL NaTURE MaKES IT IMPOSSIBLE TO BRING TaSKS HOME.

HOWEVER, I BELIEVE THaT THE BENEFITS OF THIS CONCEPT aRE FaR MORE SIGNIFICaNT THaN THE
DRaWBaCKS MENTIONED aBOVE. THE MOST OBVIOUS aDVaNTaGE IS THaT THIS TREND WOULD BENEFIT
SOCIETY SINCE THE DECREaSE IN THE NUMBER OF COMMUTERS HaS a DIRECT LINK TO THE DECREaSE IN
TRaFFIC aCCIDENTS. ANOTHER NOTEWORTHY POSITIVE EFFECT OF HOME WORKING IS THE FaCT THaT IT IS
BENEFICIaL TO THE ENVIRONMENT. THIS IS BECaUSE LESS TRaFFIC aLSO MEaNS FEWER EXHaUST EMISSIONS,
WHICH EVENTUaLLY REDUCES THE aDVERSE IMPaCTS ON NaTURE. THESE REDUCTIONS aRE EVIDENCED IN
NOT ONLY THE DECREaSED aIR POLLUTION LEVELS BUT aLSO THE RECOVERY OF OZONE LaYER WHILE THE
MaJORITY OF PEOPLE WORK FROM HOME DURING COVID-19 LOCKDOWN. MOREOVER, WORKING REMOTELY
FROM ONE’S HOME MOST IMPORTaNTLY HELPS TO SECURE aN INDIVIDUaL’S INCOME aS THE MaSS CLOSURES
OF FaCTORIES aND OFFICES DUE TO THE COVID-19 LOCKDOWN HaVE GIVEN PEOPLE NO CHOICE BUT TO
HaNDLE THEIR TaSKS FROM THEIR HOME TO KEEP THEIR JOBS aND SUSTaIN THEIR LIVES.

IN CONCLUSION, I BELIEVE WHILE THERE aRE CHaLLENGES RELaTED TO EMPLOYEE PRODUCTIVITY aND THE
NaTURE OF SEVERaL JOBS, THE SOCIaL aND ENVIRONMENTaL BENEFITS, COMBINED WITH THE CURRENT
SITUaTION, MaKE REMOTE WORKING a MORE aPPEaLING CHOICE. (386 WORDS)

8.7 Homework
Solar energy is becoming more and more popular as a source of household energy in
many countries around the world.

Do the advantages of solar energy outweigh its disadvantages?

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UNIT 9 WRITING TASK 2 – DISCUSSION ESSAY

Lexical resource: Agreeing and Disagreeing; Talking about beliefs and opinions;
Grammatical Range and Accuracy: Inversions and Fronting
Task response: Understanding the questions; Brainstorm ideas, Essay structure.

9.1 Getting started!

- Many people believe that it is easier to have a healthy lifestyle in the countryside.
Other believe that there are health benefits of living in cities. Discuss both views
and give your opinions. (20-02-2021)
- Some people believe that it is best to encourage children to have a healthy diet
at school while others believe that parents should be the ones to teach children
to have a healthy diet. Discuss both views and give your opinion.? (25-02-2021)
- Some people think that childcare centers provide the best services for children
of preschool age. Other working parents think that family members such as
grandparents will be better carers for their kids. Discuss both views and give your
opinion. (29-04-2021)
- Nowadays animal experiments are widely used to develop new medicines and to
test the safety of other products. Some people claim that it is acceptable to use
animals in medical research for the benefit of human beings, while others argue
that it is wrong. Discuss both views and give your opinion.

9.2 Focus on Lexical Resource

9.2.1 Agreeing and Disagreeing (Collocations – 55 – Intermediate)

- I go along with this view that crime and poverty are linked.
- Differences exist/have arisen between governments and the public over who is
responsible for environmental protection.

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Exercise 3. Put the expressions from the box into the appropriate category below.

Reaching agreement Disagreeing

To settle a dispute A controversy rages
To come to a compromise A head-on clash
A heated argument
Differences exist

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9.2.2 More formal ways to discuss your opinions

Exercise 4. Match each verb in the box with its noun collocation in the table below.
Then write one sentence for each collocation.
Verb Noun
1 Make Assumptions
2 Colour Somebody’s judgement
3 Trust
4 Attaches Importance to
5 Cast Doubt on
6 Have Serious misgivings
7 Doubts

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9.2.3 Giving opposing views and your own opinion

For this kind of essay, you need to discuss two positions on a question and then give your own.
Your own opinion can be to take one side or the other, to partly agree with one or both, or even to
disagree with both positions and offer an alternative view. The key is to make sure that your opinion
is clear and, as with all Task 2 essays, support your arguments with examples, reasons, explanations,
etc.

Exercise 5. Look at the Task 2 essay question. Then read the extracts (1-6) from
candidates' answers. Label them A (opinion A) or B (opinion B). (Mindset 3 – Ex 07 –
page 170)
Some people believe that a person's culture is defined by their country of origin
(opinion A}, while others believe that has only a minor influence (opinion B). Discuss both
these views and give your opinion. Give reasons for your answer and include any relevant
examples from your own knowledge or experience.

1. In my experience, it depends on which cultural background someone is from. Some

people are able to discard their national identities more readily than others.
2. Although many people believe a person's country no longer has a great influence
on their culture, what I believe is that, under the surface, the impact of where a
person is from is enormous.
3. It is evident to me that we can never truly escape our origins. They are with us
from birth and are present during our formative years.
4. Some people are of the opinion that, for example, because the same fast-food
chains exist in every country, everyone likes the same food. However, the reality
is that in most parts of the world people eat the same food, typical of their own
country or region, almost every day.
5. While it may be true that certain aspects of culture are shared by people from all
over the world, we cannot deny that our beliefs and behaviours are shaped by the
national environment in which we grow up.
6. While I admit that the country of origin is a major factor in determining one's culture,
I strongly believe that anyone who moves overseas for work or study can be
equally influenced by the culture of this host country.

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Exercise 6. Complete the sentences with your own ideas. (Mindset 3 – Ex 09 – page
170)
1. Some people believe that you can learn a language without knowing the culture.
My own view is
____________________________________________________________________
_

2. There is a widespread belief that the world is a global village. However, it seems
to me that
____________________________________________________________________
__

3. On the one hand, it is possible to argue that our country of origin defines us. On
the other
hand,________________________________________________________________
__

9.3 Focus on Grammatical Ranges and Accuracy

9.3.1 Inversion in formal writing

According to Cambridge English Dictionary, inversion happens when we reverse
(invert) the normal word order of a structure, most commonly the subject-verb word order.
For example, a statement has the subject (s) before the verb (v), but to make question
word order, we invert the subject and the verb, with an auxiliary (aux) or modal verb (m)
before the subject (s):

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9.3.1.1 How inversion works

Getting word order right in inversion is important. So let’s start there. There are two
ideas worth remembering: The first is that many types of inversion use the auxiliary verb
+ subject + main verb word order. Auxiliary verbs – such as be, do and have -- are verbs
that help form a verb tense, mood or voice of main verbs. The second is that inversion
usually puts the thing we want to emphasize at the beginning of the sentence. One
example might be the adverb “never” in my earlier statement.

9.3.1.2 Types of inversion

9.3.1.2.1 Intro –ED

One type of inversion common both in academic writing and on the TOEFL is starting
a statement with the past participle. In this inversion, the word order is

PaST PaRTICIPLE + BE + THE SUBJECT.

Exercise 7. Read the paragraph below and find the inversion (VOA English Grammar)

GONE aRE THE DaYS WHEN AMERICaN FaMILIES WOULD GaTHER aROUND a TELEVISION PROGRaM aT
ITS SCHEDULED TIME. TODaY’S VIEWERS WaNT TO WaTCH THEIR PROGRaMS ON-DEMaND. AND, THEY OFTEN
BINGE-WaTCH WHOLE SERIES, WHETHER ON CaBLE TV OR THE INTERNET.

1) Did you find the inversion? It begins with the word “Gone.” But that
statement has more than one clause in it, which is very common in English.
“Gone are the days” is the main clause. The other is a relative clause: “when
American families would gather around a television program at its scheduled
time.” Notice that the relative clause does not use inversion. That is
important. Often, statements that use inversion contain more than one
clause and only one of the clauses contains inversion. You will also notice
that there was only one inversion in the example. Inversion is something
that you should avoid overusing.

9.3.1.2.2 Negative adverbs

Now, let’s move to inversions involving a negative word or phrase. These are very
common in essay, especially formal writing. For these, the negative word or term almost
always begins the statement. Think back to my statement with the negative adverb

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“Never.” In addition to “never,” you can use inversion with the negative adverbs “rarely,”
“seldom,” “hardly” and “scarcely.”

Exercise 8. Read the paragraph below and find the inversion

THERE aRE a NUMBER OF aDVaNTaGES TO OWNING a HYBRID CaR. NOT ONLY DO HYBRIDS RUN CLEaNER
THaN GaSOLINE, BUT THEY aLSO HaVE BETTER GaS MILEaGE. AND THOSE aRE JUST THE ENVIRONMENTaL
BENEFITS. OTHER BENEFITS, SUCH aS TaX CREDITS aND a HIGHER RESaLE VaLUE, aRE FINaNCIaL.

The statement with “not only…but also” uses inversion in the first clause, “Not only
do hybrids run cleaner than gasoline.” And it follows the auxiliary verb + subject + main
verb construction. The negative phrase “not only” appears first, followed by “do,” then the
subject “hybrid cars,” then the main verb “run.” In the second clause, which has “but also,”
there is no inversion. This is the structure to follow when using inversion for “not only…but
also.” Something to note about the wording: The word “also” can be left out completely or
replaced with “too” at the end of the statement. Using inversion can be difficult for English
learners. But it is useful in adding emphasis and variety to academic writing.

9.3.1.2.3 Expressions beginning with not

We also invert the subject and verb after not + a prepositional phrase or a clause in
initial position:

NOT FOR a MOMENT DID I THINK I WOULD BE OFFERED THE JOB, SO I WaS aMaZED WHEN I GOT IT.

NOT TILL I GOT HOME DID I REaLISE MY WaLLET WaS MISSING.

9.3.2 Fronting sentences

In English grammar, fronting refers to any construction in which a word group that
customarily follows the verb is placed at the beginning of a sentence. Also called front-
focus or preposing. Fronting is a type of focus strategy often used to enhance cohesion
and provide emphasis. When used in conversation, fronting allows the speaker to place
attention at the beginning of a sentence to make a story more compelling. (Source:
ThoughtCo.)

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Exercise 9. Read the paragraph below about child labourers. Do you notice anything
about the structure of the sentence and the position of the subject? (Writing for
IELTS 6.0 – 7.5 – Ex 4 – page 58)

A NUMBER OF WELL-KNOWN CHaRITIES CLaIM THaT MILLIONS OF PEOPLE IN THE WORLD WORK IN SLaVE-
LIKE CONDITIONS, INCLUDING CHILDREN. ONE SUCH CHaRITY, COMPaSSION, SUGGESTS THaT ONE IN SIX
CHILDREN BETWEEN aGE 5 aND 14 IN DEVELOPING COUNTRIES IS INVOLVED IN WORK OF SOME KIND. THIS
RISES TO 30 PER CENT IN THE LEaST DEVELOPED COUNTRIES. WHILST STaTISTICS aRE NOT EXaCT aND CaN
BE REFUTED, THERE SEEMS TO BE CONVINCING EVIDENCE THaT SLaVERY aMONGST CHILDREN IS a
SIGNIFICaNT PROBLEM. WORKING CHILDREN OFTEN LaBOUR IN HaZaRDOUS CONDITIONS aND SUFFER CRUELTY
aND BEaTINGS. MORE DISTURBING STILL aRE THE 22 000 CHILDREN EaCH YEaR WHO DIE IN WORK-RELaTED
aCCIDENTS. MOST CHILDREN WORK IN THE INFORMaL SECTOR, E.G. IN HOMES OR ON THE STREETS WHERE
THEY HaVE NO LEGaL PROTECTION. ALSO UNPROTECTED aRE THE 49 MILLION CHILDREN, THE HIGHEST
PROPORTION GLOBaLLY, WHO WORK IN SUB-SaHaRaN AFRICa, OFTEN IN TERRIBLE CONDITIONS.

Exercise 10. The sentence 1-4 below contain examples of “fronting”. Match each
sentence with a pattern a – d. (Writing for IELTS 6.0 – 7.5 – Ex 5 – page 58)
1. Much more shocking is the fact that 73 million working children are younger than
10 years old.
à The fact that 73 million working children are younger than 10 years old is
much more shocking.
2. So shocking are these figures that charities across the world are attempting to
find solutions to the problem.
à These figures are so shocking that charities across the world are attempting
to find solutions to the problem.
3. Standing behind the problem, however, are world governments who need to listen
to concerned charities.
à However, world governments who need to listen to concerned charities are
standing behind the problem.
4. Outraged the charities may be, but without the action of governments change
will be hard.
à The charities may be outraged, but without the action of governments
change will be hard.
a. object/complement of sentence or clause in subject position
b. superlative/comparative + be + subject
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c. adverbial phrase of position/movement + be + subject

d. such/so/also + adjective + be + subject

Exercise 11. Make the following sentences emphatic by 'fronting' them using the
patterns a-d in the previous exercise. (Writing for IELTS 6.0 – 7.5 – Ex 6 – page 58)
1. The amount of time spent at work is so high that people often suffer from stress
related illnesses2.
à So high is the amount of time spent at work high that people often suffer from
stress related illnesses.
2. The manager, who was standing at the front of the meeting, announced some
redundancies3.
à Standing at the front of the meeting, the manager announced some redundancies
3. Employees are so satisfied with the opportunities to progress in the business
that they don't leave the company4.
à So satisfied are employees with the opportunities to progress in the company
that they don't leave.
4. Social work was much more exciting than his previous role in banking5.
à Much more exciting than his previous role in banking was (his job in) social work.
5. The job might be badly paid, but it provides a high level of job satisfaction6.
à Badly paid it might be, but the job provides a high level of job satisfaction

9.4 Focus on Task Response

9.4.1 Step 1: Understanding the questions

The test will present you with a common social issue that you should know about
and two opposing/different views on it. You are required to:
- Discuss opinion A
- Discuss opinion B

2
So high is the amount of time spent by people at work that they often suffer from stress-related
illnesses.
3
Standing at the front of the meeting, the manager announced some redundancies.
4
So satisfied are employees with the opportunities to progress in the company that they don't leave.
5
Much more exciting than his previous role in banking was (his job in) social work.
6
Badly paid it might be, but the job provides a high level of job satisfaction.

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- Give your personal opinion

Therefore, if you miss any of the above requirements, you will lose Task response
points.

9.4.2 Step 2: Brainstorming ideas

9.4.3 Step 3: Structuring your ideas

9.4.4 Step 4: Using the essay structure

Exercise 12. Read this sample essay from an examiner below. Then answer the
questions on the next page (Mindset 3 – ex 11 – page 171)
Note: this is a response from a candidate and it may contain mistakes regarding
different aspects of an essay.
Some people believe that a person's culture is defined by their country of origin,
while others believe that has only a minor influence.

Discuss both these views and give your opinion. Give reasons for your answer and
include any relevant examples from your own knowledge or experience.

IF WE DEFINE CULTURE aS SHaRED BELIEFS, VaLUES, aTTITUDES aND BEHaVIOURS, IT STaNDS TO REaSON
THEN THaT a PERSON'S COUNTRY OF ORIGIN IMPaCTS THEIR CULTURE. THE QUESTION IS TO WHaT DEGREE. IS
NaTIONaLITY THE DEFINING INFLUENCE OR IS IT JUST ONE OF MaNY FaCTORS IN PLaY? PERSONaLLY SPEaKING,
I WOULD SaY BOTH aRGUMENTS HaVE VaLIDITY, BUT I WOULD LEaN TOWaRDS THE LaTTER.

IT IS EaSY TO UNDERSTaND THE 'DEFINING INFLUENCE' aRGUMENT. IF SOMEONE IS BORN aND RaISED
IN a PLaCE, THEY WILL BE HEaVILY INFLUENCED BY IT. PSYCHOLOGISTS REFER TO THIS aS THE 'NURTURE
aRGUMENT' -YOU aRE a PRODUCT OF YOUR ENVIRONMENT. FOR EXaMPLE, IF YOUR COUNTRY'S CUISINE USES
CERTaIN INGREDIENTS, YOUR PaLaTE GETS aCCUSTOMED TO THOSE INGREDIENTS, BUT MaY STRUGGLE WITH
OTHER LESS FaMILIaR FLaVOURS. IF YOUR COUNTRY HaS a TRaDITIONaL STYLE OF MUSIC, SaY, REGGaE OR ROCK,
aLL CITIZENS WILL BE EXPOSED TO IT aND, aS a RESULT, aRE MORE LIKELY TO ENJOY IT.

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ON THE OTHER SIDE OF THE aRGUMENT WE NEED TO CONSIDER THE EFFECTS OF GLOBaLISaTION. MOST
PEOPLE HaVE DaILY aCCESS aND EXPOSURE TO OTHER CULTURES. THE EVIDENCE IS aLL aROUND US-
RESTaURaNTS, FILMS aND FOREIGN BUSINESSES aRE UBIQUITOUS. ONE OF THE BENEFITS OF GLOBaLISaTION
IS THaT IT OFFERS US a SELECTION OF CULTURaL POSSIBILITIES TO CHOOSE FROM. IT IS UNLIKELY THaT YOU WILL
FIND aNY CITIZEN OF a CERTaIN COUNTRY WHO DOES NOT HaVE LIKES OR PREFERENCES THaT COME FROM
OUTSIDE OF THEIR COUNTRY OF ORIGIN. IN aDDITION, MORE aND MORE PEOPLE WORK, STUDY OR TRaVEL
EXTENSIVELY aWaY FROM THEIR HOME COUNTRY. INEVITaBLY, THESE PEOPLE WILL BE SUBJECT TO NEW
INFLUENCES.

MY OWN VIEW IS THaT WHILE WE aRE INFLUENCED BY OUR NaTIONaLITY, IN THIS GLOBaLISED WORLD,
ONE'S COUNTRY OF ORIGIN IS ONLY ONE aSPECT OF OUR COLLECTIVE CULTURE. WE aLL aDOPT ELEMENTS FROM
OTHER CULTURES ON a DaILY BaSIS, UNCONSCIOUSLY OR aCCORDING TO OUR PREFERENCES aND EXPERIENCES.
TO MY MIND, THIS IS WHaT MaKES THE WORLD SUCH aN INTERESTING PLaCE. (327 WORDS)

1. Does paragraph 1 (introduction) clearly explain what the essay will be about?
à Yes. The candidate gives a definition of culture, mentions both views but clearly
states their own opinion on the question.

2. Where does the candidate make their position/opinion clear in this essay?
à At the end of the introduction (I would lean towards the latter) and again in the
conclusion (My own view is that while we are influenced by our nationality, in this
globalised world, one's country of origin is only one aspect of our collective culture.)

3. Which opinion from the question does the candidate discuss in paragraph
2? Underline the topic sentence that expresses it. How many
reasons/examples are given to support it?
à Opinion A. The topic sentence is: If someone is born and raised in a place, they
will be heavily influenced by it. There are three reasons/ examples: the psychologist
argument, the cuisine of a country and the music of a country.

4. Which opinion does paragraph 3 discuss? Underline the topic sentence that
expresses it. Why do you think the candidate chose to discuss this here?
à Opinion B. The topic sentence is the first one. The candidate has probably decided
to include this argument here because it supports his/her opinion given in the introduction,
and having it at the end makes her conclusion stronger.

5. Make a list of opinion phrases used in this essay.

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à Personally speaking, my own view is and To my mind.

9.4.4.1 Introduction

Câu 1: Giới thiệu bối cảnh

• Nowadays, an increasing number of people are concerned about ____
• As sth has/have been inexorably increasing in recent years.
• A has always been a topic of interest.
• Sth are/is one of the most important ______ in modern societies.
• Nowadays, it is true (obvious/evident/apparent) that sth is widely considered/
regarded as a topic of concern for the whole society.
• We live in an age when many of us + V
Câu 2: Nêu chủ đề tranh luận
Ở câu này, thí sinh bắt buộc phải nếu được hai quan điểm đề bài cần bàn luận là gì.
Thí sinh có thể sử dụng một trong các mẫu câu sau:

OPINIONS DIFFER aS TO WHETHER .... OR .... (CÁC ý KIếN KHÁC NHaU LÀ LIệU ... HaY ...)

Ví dụ: Some people believe the aim of university education is to help graduates get
better jobs. Others believe there are much wider benefits of university education for both
individuals and society. Discuss both views and give your opinion.
è Opinions differ as to whether people complete tertiary education for the sole
purpose of landing a well-paid job or it would benefit everyone in much
broader ways. (Có các ý kiến khác nhau về việc liệu là người ta hoàn thành
đại học chỉ vì một mục đích duy nhất là có được công việc tốt hay là giáo
dục đại học sẽ có ích cho toàn thể mọi người ở cả những khía cạnh rộng
hơn.

PEOPLE HOLD DIFFERENT/CONFLICTING VIEWS WITH REGaRD TO THE QUESTION OF

HOW/WHaT/WHICH/WHEN ________

Ví dụ: Some people say that the best way to improve public health is by increasing
the number of sports facilities. Others, however, say that this would have little effect on
public health and that other measures are required. Discuss both sides and give your own
opinion.

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è People hold different views with regard to the question of how to tackle the
declining level of health in the general population. (Người ta đang có những
quan điểm khác nhau liên quan đến câu hỏi là làm thế nào để giải quyết vấn
đề suy giảm sức khỏe trong toàn dân)

Câu 3: Thesis statement

Thiên lệch:

- BOTH VIEWPOINTS aRE JUSTIFIaBLE, BUT I PERSONaLLY LEaN TOWaRDS THE LaTTER/FORMER.

- I aM IN aGREEMENT WITH THE FORMER/LaTTER VIEW, EVEN THOUGH THE OTHER ONE aLSO
SHOWS SOME POSITIVE aSPECTS.

- FROM MY POINT OF VIEW, I WOULD SaY BOTH aRGUMENTS HaVE VaLIDITY, BUT I WOULD
LEaN TOWaRDS THE LaTTER.

Cân bằng:

AS FaR aS I’M CONCERNED/FROM MY POINT OF VIEW/IN MY OPINION, I DO THINK BOTH VIEWS aRE
REaSONaBLE aS EaCH HaS ITS OWN MERITS.

9.4.4.2 Body – Thiên lệch

In a number of countries, some people think it is necessary to spend large sums of

money on constructing new railway lines for very fast trains between cities. Others believe
the money should be spent on improving existing public transport. Discuss both these
views and give your own opinion.

IT IS UNDERSTaNDaBLE WHY SOME PEOPLE PROPOSE SCHEMES TO INTRODUCE NEW INTERREGIONaL

HIGH SPEED RaILWaYS. TO BEGIN WITH, THIS MODE OF TRaNSPORT HaS THE VIRTUE OF SPEED. THE MaJORITY
OF BULLET TRaIN SYSTEMS IN THE WORLD INCLUDING THE SHINKaNSEN aND SHaNGHaI MaGLEX TRaIN DO
LIVE UP TO THEIR NaMES aS THEY CaN REaCH aN aVERaGE SPEED OF 250 KILOMETRES PER HOUR, WHICH
IS FaR FaSTER THaN aNY OTHER TYPES OF PUBLIC TRaNSPORTaTION ON LaND. ANOTHER aPPaRENT
aDVaNTaGE OF HIGH-SPEED TRaINS LIES IN ITS CaPaCITY. TaKE THE MaGLEV SYSTEM aS a PRIME
EXaMPLE. ITS 574 SEaTS-CONFIGURaTION MaKES IT POSSIBLE TO CaRRY aS MaNY PaSSENGERS aS a
DOZEN OF BUSES. AS a RESULT, BULLET TRaINS PROVE TO BE MORE EFFECTIVE aND EFFICIENT WHEN WE
NEED TO TRaNSPORT a LaRGE NUMBER OF PEOPLE COMMUTING BaCK aND FORTH BETWEEN CITIES.

DESPITE THE aRGUMENTS MENTIONED aBOVE, I SIDE WITH THOSE WHO THINK THaT IT WOULD BE
MORE PRUDENT TO aLLOCaTE NaTIONaL BUDGET FOR THE IMPROVEMENT OF CURRENT TRaNSPORT

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INFRaSTRUCTURE. IN THE END, WHaT IT aLL BOILS DOWN TO IS MONEY, aND THE LaCK OF IT. DEVELOPING
COUNTRIES OR UNDERDEVELOPED COUNTRIES SUCH aS VIETNaM OR SOUTH SUDaN MaY FIND IT NEaRLY
IMPOSSIBLE TO aFFORD SUCH HIGH-SPEED RaILWaY SYSTEMS DUE TO THE aSTONISHINGLY HIGH OPERaTION
aND MaINTENaNCE COSTS. FURTHERMORE, UNLIKE CHINa OR INDIa WHERE THERE aRE aN INFLUX OF
COMMUTERS ON a DaILY BaSIS BETWEEN REGIONS, MOST OF VIETNaMES RESIDENTS TEND TO LIVE IN THE
VICINITY OF THEIR WORKPLaCE aND TRaVEL BY INNER CITY BUSES. THEREFORE, IMPROVING THE QUaLITY OF
ROaDS aND BUS SYSTEMS IN THE CITY WILL BE MORE REaSONaBLE THaN SPENDING LaVISHLY ON THE
INTERCITY RaILWaY SYSTEM.

9.4.4.3 Conclusion

IN CONCLUSION, THE HIGH-SPEED RaILS WOULD BE a REaSONaBLE CHOICE FOR COUNTRIES WHERE THERE
IS EITHER a NEED FOR TRaNSPORTING a LaRGE NUMBER OF PEOPLE BaCK aND FORTH DaILY OR aN aBUNDaNT
STaGE BUDGET. HOWEVER, FOR COUNTRIES LIKE VIETNaM IN WHICH I LIVE, I BELIEVE IT WOULD BE BETTER
TO REaSONaBLY SPEND MONEY aND EFFORT ON ENHaNCING THE CURRENT INFRaSTRUCTURES.

9.5 Practice
Some people think that childcare centres provide the best services for children of
preschool age. Other working parents think that family members such as grandparents will
be better carers for their kids. Discuss both views and give your opinion.

IN RECENT TIMES, THE NUMBER OF FaMILIES WITH BOTH WORKING PaRENTS HaS BEEN ON THE RISE,
SO THE RESPONSIBILITY OF CHILD-REaRING OFTEN FaLLS ON THE SHOULDERS OF GRaNDPaRENTS OR
KINDERGaRTENS. OPINIONS aRE DIVIDED aS TO WHETHER CHILDCaRE CENTRES WITH PROFESSIONaL CaRERS
aND FaCILITIES, OR GRaNDPaRENTS aRE THE BEST CHOICES TO RaISE PRESCHOOL CHILDREN. BOTH VIEWPOINTS
aRE JUSTIFIaBLE, BUT I PERSONaLLY LEaN TOWaRDS THE FORMER.

ON THE ONE HaND, IT IS UNDERSTaNDaBLE WHY PEOPLE SUBSCRIBE TO KINSHIP CaRE WHEN IT COMES
TO RaISING THEIR CHILDREN. FOR EXaMPLE, MaNY DaYCaRE CENTRES IN VIETNaM aRE OFTEN PaCKED WITH
a SHEER NUMBER OF CHILDREN, WHICH MaKES IT CHaLLENGING FOR CaREGIVERS TO MONITOR aND SUPPORT
EVERY CHILD aT aNY TIME. THIS CaN LEaD TO UNEXPECTED INCIDENTS WITH PRESCHOOLERS WHO aRE NOTED
FOR BEING HYPERaCTIVE. THEREFORE, THEIR PaRENTS OFTEN TURN TO GRaNDPaRENTS FOR BETTER CHILDCaRE.
APaRT FROM THOSE aS MENTIONED EaRLIER, SINCE GRaNDPaRENTS aRE CHILDREN’S BLOOD RELaTIVES, THEY
TEND TO PROVIDE THEIR GRaNDCHILDREN UNCONDITIONaL LOVE THaT IS NEaRLY NOWHERE TO BE FOUND IN
aNY PRESCHOOLS. AS a RESULT, THEY TEND TO SPEND MUCH MORE TIME aND EFFORT CaRING FOR THEIR
GRaNDCHILDREN COMPaRED TO a BaBYSITTER.

DESPITE THE aRGUMENTS MENTIONED aBOVE, MY FIRM CONVICTION IS THaT CHILDREN WILL BENEFIT
MORE IF THEY aRE SENT TO PROFESSIONaL NURSERY SCHOOLS. THESE CENTRES aRE USUaLLY EQUIPPED WITH
FaCILITIES SUCH aS PLaYGROUNDS, MINI LaBORaTORIES aND GaRDENS THaT aLLOW YOUNG CHILDREN TO NOT
ONLY LEaRN aBOUT THE NaTURaL WORLD BUT aLSO ENGaGE IN a RaNGE OF PHYSICaL aND INTELLECTUaL

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aCTIVITIES. EXPOSURE TO THESE aCTIVITIES COULD HELP THE CHILDREN TO DEVELOP THEIR CHaRaCTERS aND
PHYSICaL WELL-BEING, THEREBY HELPING THEM PREPaRE FOR THE WORLD. ANOTHER COMPELLING
aDVaNTaGE OF CHILDCaRE CENTRES IS THaT FaCE-TO-FaCE INTERaTION WITH LaRGE NUMBER OF FRIENDS
aND TEaCHERS IN KINDERGaRTENS MaY FOSTER THE CREaTION aND THE DEVELOPMENT OF IMPORTaNT
PRaCTICaL SKILLS IN CHILDREN SUCH aS COMMUNICaTION aND TEaMWORK. ADDITIONaLLY, UNLIKE
PROFESSIONaL YOUNG CaRERS aT SCHOOLS, GRaNDPaRENTS OFTEN HaVE HEaLTH PROBLEMS aND DISORDERS,
WHICH MaY REMaRKaBLY HINDER THEM FROM PROPERLY SUPPORTING aND RaISING ENERGETIC CHILDREN aT
PRESCHOOL aGE.

IN CONCLUSION, KINSHIP CaRE PROVIDED BY GRaNDPaRENTS IS SUPERIOR TO CHILDCaRE CENTRES TO a

CERTaIN EXTENT. HOWEVER, I BELIEVE THaT THE PROFESSIONaL SETTINGS aND STaVES, COMBINED WITH
THE VaRIOUS USEFUL aCTIVITIES IN DaYCaRE SCHOOLS MaKE IT THE BEST CHOICE FOR NURTURING aND
RaISING CHILDREN WHEN THEIR PaRENTS aRE BUSY. (385 WORDS)

9.6 Homework
Some people think that childcare centres provide the best services for children of
preschool age. Other working parents think that family members such as grandparents will
be better carers for their kids. Discuss both views and give your opinion.

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UNIT 10 WRITING TASK 2 - CAUSES – EFFECTS –

SOLUTIONS ESSAY
Lexical resource: Agreeing and Disagreeing; Talking about beliefs and opinions;
Grammatical Range and Accuracy: Inversions and Fronting
Task response: Understanding the questions; Brainstorm ideas, Essay structure.

10.1 Getting started!

- Many people are working longer hours. Why is this happening? What
problems can this cause to people? (20-03-2021)
- Many students find it difficult to concentrate or pay attention in school.
What are the reasons? What could be done to solve this problem? (10-
04-2021)
- People are having more and more sugar-based drinks. What are the
reasons? What are the solutions to make people drink less? (01-02-2020)
- Many parents nowadays organise extra classes for their children after
school and at the weekends. Why is this the case? What problems can
this cause to children?

10.2 Focus on Lexical resource

10.2.1 Vocabulary describing causes – effects - solutions
VOCAB CHO CAUSE - EFFECT - SOLUTION
STT Word Meaning Examples
1 Các adjectives chỉ mức độ nghiêm trọng của problem hoặc effect
important A significant/important/noticeable
Significant problem that many countries face
noticeable today is falling birthrates
Unemployment is not a minor
issue, rather it is a fundamental
problem that the government
fundamental needs to resolve promptly.
This is a pressing problem that
pressing needs to be dealt with urgently.

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Climate change is a serious global

issue that must be addressed
serious immediately.
The increase in crime rates in this
concerning area is very concerning.
the level of divorce is a complex
issue and there is no easy solution
complex to it.
2 Các adjectives chỉ mức độ/ tính chất của solution
This is a desperate situation which
radical: requires a truly radical solution.
Actions to promote trade
facilitation are very important/
important/ significant/ significant/ noticeable for the
noticeable: relationship among countries.
People have to make fundamental
changes to the way of treating
fundamental: their environment.
Millions of people lack health
insurance, which requires prompt
actions before the situation gets
prompt: worse.
Governments and relevant
departments must take drastic
measures in order to prevent the
drastic increase in crime rates.
A practical/ effective solution to
combat the overcrowding in large
practical/effective: cities is population redistribution.
Banning students from bringing
mobile phones along when going
possible: to school would be a possible

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solution to increase their attention

in class.
3 Các Verbs nói về hậu quả problem, tương đương với "cause"
The bright light caused her to
Cause sth to V blink.
I hope the children have not
Cause + 2 Objects caused you too much trouble.
While the use of modern
technology in education has
brought about many benefits, it
will also create/ pose a set of
create/pose problems.
These fundamental changes will
definitely bring about significant
bring about benefits for human life.
lead to Overpopulation would certainly
lead to/ result in serious issues for
result in urban citizens in their daily life.
4 Các verbs nói về giải pháp, đồng nghĩa với 'solve (giải quyết)'
Encouraging people to move to
smaller regional towns would be
the best way to solve/ resolve
solve/resolve urban overpopulation.
Governments should issue and
implement strict laws and
regulations regarding the
prevention of violent films in order
deal with: to deal with increasing crime rates.
The first step to tackle/
handle/ address/ combat fraud in
tackle/ advertising would be to verify the
handle/ address/ content of advertisement before
combat: publishing.

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Parents should take actions to

protect their children from
inappropriate films and
take actions/ measures: advertisement.
So as to find a solution to this
issue, schools and educators
should be more active in
find a solution to: educating children.
Young generations are the main
force that motivates a nation to
respond to: respond to its social issues.
5 Các verbs nói về tác động, đồng nghĩa với 'affect (ảnh hưởng)'
The divorce affected every aspect
affect of her life.
What influenced you to choose a
influence career in nursing?
Engineers say the
new engine could impact on the
impact way future cars are designed.
6 Các nouns nói về tác động, đồng nghĩa với 'effect (sự ảnh hưởng)'
The radiation leak has had a disast
rous effect on/upon the
effect environment.
Helen has a good/bad influence
influence on him.
The anti-
smoking campaign had had/made
impact quite an impact on young people.
7 Các nouns đồng nghĩa với 'solution'
We should take measures/
steps/ actions to protect the
step / measure / action environment.

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The governments should offer/

find/ propose remedies for/
remedy / solution solutions to this issue.
8 Các nouns đồng nghĩa với 'problem'
environmental/ethical/personal is
issue Vấn đề sues
Talking about the
world's problems is one thing,
matter Vấn đề but solving them is another matter
Finding a solution to
this problem is one of the greatest
challenges faced by scientists tod
challenge ay.
People learning a
new language often encounter so
difficulty me difficulties at first.
The biggest obstacle in our way
obstacle was a tree trunk in the road.

10.2.2 Collocations with cause and effect (Collocations – 53 – Advanced)

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10.2.3 Other ways to express the meaning of “cause”

10.3 Focus on Coherence and Cohesion

10.3.1 Analysing the models
A <-- B à C
AßBàC

AT THE HEaRT OF THE EXERCISE PROBLEM 7

THE PROBLEM OF NOT GETTING ENOUGH EXERCISE HaS THREE BaSIC CaUSES. THE FIRST CaUSE OF
THE PROBLEM IS THE PHYSICaL EaSE BROUGHT aBOUT BY MODERN CONVENIENCES. THIS IS EVIDENCED IN
THE GRaDUaL SHIFT FROM WaLKING TO DRIVING EVEN WHEN PEOPLE aRE GOING a SHORT DISTaNCE. ANOTHER
EXaMPLE IS THaT THE MaJORITY OF PEOPLE TODaY USUaLLY RIDE ELEVaTORS INSTEaD OF TaKING THE STaIRS.
A SECOND EXPLaNaTION FOR THE LaCK OF PHYSICaL EXERCISE IS TIME aS MaNY PEOPLE NOWaDaYS
aRE BUSY WORKING, STUDYING, aND TaKING CaRE OF THEIR FaMILIES. AS a RESULT, THEY HaVE LITTLE TIME
TO GO TO THE GYM OR PLaY SPORTS. FINaLLY, aN IMPORTaNT CaUSE OF THE PROBLEM IS aTTITUDE. IN
OTHER WORDS, SOME PEOPLE aRE NOT INTERESTED IN GETTING EXERCISE, SO THEY DO NOT MaKE aN EFFORT
TO GET MOVING. OTHERS MaY FEEL THaT THEY aRE TOO OLD OR TOO OUT OF SHaPE TO BEGIN aN EXERCISE

7
Longman Academic Writing Series 3 – Cause and Effect Essays

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PROGRaM, WHICH EXPLaINS WHY THERE IS a DECREaSE IN THE aMOUNT OF PHYSICaL EXERCISE THaT PEOPLE
GET.

ROOFTOP GaRDENS

ROOFTOP GaRDENS aRE BaDLY NEEDED GREEN SPaCES THaT HaVE MaNY POSITIVE EFFECTS ON
URBaN NEIGHBORHOODS. THESE OFFER a WELCOMING PLaCE FOR URBaN DWELLERS TO RELaX aND CONNECT
WITH NaTURE, WHICH IN TURN MaY HELP THEM RELIEVE DaILY STRESS aND aNXIETY. ROOFTOP GaRDENS
aLSO COOL THE BUILDINGS BENEaTH THEM IN SUMMER aND WaRM THEM IN WINTER. THUS, BUILDING
RESIDENTS USE LESS ENERGY TO CONTROL THE TEMPERaTURE. THIS MEaNS a DECREaSE IN aIR-
CONDITIONING aND HEaTING BILLS aND aIR POLLUTION. ANOTHER POSITIVE EFFECT OF ROOFTOP GaRDENS IS
RELaTED TO CLEaN aIR SINCE GREEN PLaNTS REMOVE HaRMFUL GaSES SUCH aS CaRBON DIOXIDE FROM THE
aIR THROUGH THE REGULaR PROCESS OF PHOTOSYNTHESIS. IN CONCLUSION, THE RELIEF FROM TENSION aND
STRESS, FINaNCIaL SaVINGS, aND BETTER aIR QUaLITY THaT RESULT FROM ROOFTOP GaRDENS SHOW THaT
THEY aRE a GOOD IDEa FOR MODERN CITIES.

WHY HYBRIDS ARE ON THE RISE

THERE aRE THREE IMPORTaNT FaCTORS BEHIND THE INCREaSE IN POPULaRITY OF HYBRID CaRS. A
BELIEF IN ENVIRONMENTaL PROTECTION IS PERHaPS THE PRIMaRY FaCTOR WHEN PEOPLE CHOOSE a
HYBRID. HYBRID CaRS USE a COMBINaTION OF GaS aND OTHER FUELS SUCH aS ELECTRICITY. THEREFORE,
THEY CONSUME LESS GaS aND RELEaSE LESS CaRBON DIOXIDE THaN CaRS WITH TRaDITIONaL GaSOLINE
ENGINES. AS a RESULT, HYBRIDS CaUSE LESS aIR POLLUTION aND LESS HaRM TO THE ENVIRONMENT. THE
SECOND FaCTOR THaT DRIVES CONSUMERS TO BUY HYBRIDS IS THE DESIRE TO SaVE MONEY. WITH FUEL
PRICES ON THE INCREaSE, MOTORISTS aRE LOOKING FOR CaRS WITH BETTER MILEaGE, aND HYBRIDS OFFER
a GOOD SOLUTION. FOR EXaMPLE, IN CITY DRIVING, a TOYOTa PRIUS CaN GO 53 MILES ON ONE GaLLON OF
GaS, BUT a TOYOTa COROLLa WITH a TRaDITIONaL ENGINE GETS ONLY 27 MILES PER GaLLON. BECaUSE
HYBRIDS USE LESS GaS, THEY aRE GOOD NOT ONLY FOR THE ENVIRONMENT BUT aLSO FOR THE WaLLET. THE
THIRD FaCTOR THaT CaUSES CONSUMERS TO BUY a HYBRID IS SIMPLY THE COOL FaCTOR. CERTaIN CaR
BUYERS LIKE THE IDEa OF HaVING aN aUTOMOBILE WITH MODERN TECHNOLOGY. THEY WaNT TO DRIVE a
VEHICLE THaT IS NEW aND DIFFERENT. OWNING a HYBRID MaKES THESE CONSUMERS FEEL SPECIaL.

10.4 Focus on Task Response

10.4.1 Step 1: Understanding the questions
This is a type of test that asks candidates to state the causes, effects or solutions
of a certain social problem.
Usually, the test will only ask candidates to focus on 2 out of 3 problems: either
Cause - Effect, or Cause - Solution, or Effect - Solution.
This type of question is relatively easy because the question is clear, and it is difficult
for candidates to go off at a tangent.

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10.4.2 Step 2: Brainstorming your ideas

10.4.2.1 How to find the causes of a problem

Thí sinh nên tìm ý tưởng dựa trên các hoạt động trong đời sống, thói quen sinh hoạt,
tập quán của con người, vì đó chính là nguồn gốc gây ra hầu hết các vấn đề của xã hội.
Đề thi nêu một vấn đề xuất hiện trong xã hội ngày nay. Điều đó có nghĩa là vấn đề này ít
xuất hiện hoặc không xuất hiện trước đây. Không khó để nhận ra rằng nguyên nhân dẫn
đến nhiều thay đổi trong xã hội thường là do các yếu tố như: kỹ thuật mới (new
technology), quá trình đô thị hóa (urbanisation), quá trình toàn cầu hóa (globalisation), lối
sống và làm việc với tốc độ nhanh (fast - paced work and lifestyle) hay là sự khác biệt
trong văn hoá giữa các vùng miền.

10.4.2.2 How to find the effects of a problem

Thường khi một chuyện trở thành 'vấn đề' hoặc là 'tạo thuận lợi', tức là nó sẽ đem
lại tác động tiêu cực/ tích cực đến 3 đối tượng chính là Cá nhân, Xã hội hoặc Chính phủ.
Tương ứng với mỗi đối tượng sẽ có các khía cạnh bị ảnh hưởng. Khi brainstorm thì bạn
nghĩ hết từng ô, từng mục, nhưng sau đó bạn chọn lọc những ý quan trọng để viết thôi,
vì tuỳ theo vấn đề mà các đối tượng/ khía cạnh bị tác động nhiều ít khác nhau và ta nên
chọn cái nào mà nó nhiều ý nhất để viết.

10.4.2.3 Brainstorm tìm solution:

Tương tự như vậy, mỗi đối tượng sẽ có thể thực hiện những giải pháp khác nhau ở
những quy mô khác nhau. Bạn không nhất thiết phải đề cập hết tất cả giải pháp từ tất cả
các đối tượng, chỉ chọn những giải pháp nào quan trọng nhất thôi.

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Solution: đối tượng là ai (1) government > < individuals / public (people) / citizens/
residents/ workers and students / city dwellers (2) local authorities - (3) educational
institutions/ establishments
(1) pass/enact/introduce/implement strict laws/regulations/policies on sth (đưa ra
luật hà khắc về cái gì)
introduce a ban/ prohibition on sth (ban hành lệnh cấm cái gì)
à prevent/ deter sb from doing sth (ngăn ai làm gì)
(2) launch propagation campaigns via mass media (thực hiện chiến dịch tuyên truyền
qua ……)
à raise/ heighten public awareness of sth, which could be the cornerstone/
contributing factor to do sth
(3) integrate useful subjects about sth into the school curriculum (tích hợp môn học
về cái gì vào chương trình)
engage experts in school activities/ after-school programs to deliver educational
talks about sth
à equip sb (students) with essential knowledge of sth
enable sb (students) to perceive the importance of sth/ gain in-depth insights into
sth

10.4.3 Step 3: Structuring your ideas

Using the Pauline’s essay structure to help you outline the essay before writing.
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10.4.4 Step 4: Using the essay structure

10.4.4.1 Introduction
Câu 1: General statement: Viết tương tự như bài Argumentative essay
Câu 2: Thesis statement: trả lời câu hỏi của đề bài - giới thiệu chung chung là có
những causes/ effects hay solutions nào, tuỳ theo câu hỏi của đề bài.
Ø Cause & solution:
• This essay will analyze several main causes of this and propose some
effective solutions to deal with the conundrum/dilemma.
• There are a number of problems that people suffer as a result of topic A,
but also some straightforward measures we can take to mitigate/
eradicate this problem.
Ø Effects & Solutions:
• Although there will undoubtedly be some negative consequences of this
trend, governments and societies can take steps to mitigate these
potential problems.
• I believe there are three main problems associated with these products,
and also two/three remedies we can adopt.
Ø Causes & Effects:
• This trend is caused by several reasons regarding ... Consequently, there
are numerous negative effects that will arise.

10.4.4.2 Body về causes

Câu 1: Topic sentence:

THERE aRE SEVERaL UNDERLYING REaSONS EXPLaINING WHY ___

Câu 2: Cause no.1

FIRST/TO BEGIN WITH, A IS a MaJOR CONTRIBUTOR TO (VấN đề đượC NÊU TRONG BÀI)

THE MaIN CULPRIT IN (VấN đề đượC NÓI TRONG BÀI) SEEMS TO BE ____

Câu 3: Explanation/Example
Câu 4: Cause no.2

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ANOTHER IMPORTaNT FaCTOR CONTRIBUTING TO THIS PHENOMENON IS THaT ____

A IS aLSO TO BLaME.

Câu 5: Explanation/Example

10.4.4.3 Body về effects

Câu 1: Topic sentence:

TOPIC A HaS FaR - REaCHING EFFECTS ON OUR (ENVIRONMENT, DaILY LIFE, SOCIETY) / INDIVIDUaLS.

Câu 2:

FIRST OF aLL/THE MaIN/ PRINCIPaL/ MaJOR ISSUE IS THaT……..

Câu 3: (Triển khai ý ra)

Câu 4:

ANOTHER PROBLEM IS THaT…..

Câu 5: (Triển khai ý ra)

10.4.4.4 Body về Solutions

Câu 1: Topic sentence:

THERE aRE SEVERaL aCTIONS THaT COULD BE TaKEN TO ERaDICaTE THE PROBLEMS DESCRIBED aBOVE.

Câu 2:

FIRSTLY, a SIMPLE SOLUTION WOULD BE + V(TO-ING)/THE FIRST IMPORTaNT SOLUTION IS + N // THaT +

S+V

Câu 3: Phân tích và phát triển ra

Câu 4:

A SECOND MEaSURE WOULD BE _____

Câu 5: Phân tích và phát triển

10.4.4.5 Conclusion
Causes and solutions:

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IN CONCLUSION, A CaN BE aSCRIBED TO (NUMBER) REaSONS WHICH aRE X aND Y, aND THIS ISSUE CaN
BE DEaLT WITH BY a JOINT EFFORT OF BOTH X’ aND Y’ (X’ VÀ Y’ LÀ CÁC NHÓM NGườI CÓ THể đưa Ra GIảI
PHÁP đà đượC NÊU ở PHÍa TRÊN)

Effects and solutions:

IN CONCLUSION, TOPIC A aFFECTS NEGaTIVELY OUR LIFE. (TÓM TắT LạI EFFECT). IN MY VIEW, IF THE
SOLUTIONS MENTIONED aBOVE aRE TaKEN, TOPIC A WILL BE EFFECTIVELY CHECKED.

10.5 Practice
People are having more and more sugar-based drinks. What are the reasons? What
are the solutions to make people drink less? (Đề thi thật năm 2020)

Sugar-based drinks = sugary drinks = sugar and artificially sweetened beverages =

sugar-based beverages = soft drinks
Reasons Solutions

• Subjective reasons: • Governments

Luận điểm: Sugar and caffein in Impose higher taxes on the
sugary drinks à cause addiction. production and distribution of sugar-
Give people an instant energy based drinks à higher price à les
boost à help them to escape the rat people consume it.
race. introduce a prohibition on mass
However, people can experience promotion of soft drinks.
some common withdrawal symptoms • Individuals
(triệu chứng vật vã vì thiếu thuốc), Adopt a healthy lifestyle
such as headaches, tiredness or poor Replace soft drinks by
concentration à people have to drink substitutions such as freshwater.
more. Achieve the work – life balance
• Objective reasons:

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Luận điểm: Heavy consumption

of soft drinks is partly attributed to
vigorous commercial promotion.
For example: quảng cáo tràn lan
trên Tv và các Phương tiện truyền
thông đại chúng à Trẻ em, nhóm
người rất hao ngọt, thấy được à đòi
mua.

SaMPLE:

THE CONSUMPTION OF SUGaRY DRINKS HaS BEEN ON THE INCREaSE, WHICH POTENTIaLLY POSES
SIGNIFICaNT THREaTS TO PUBLIC HEaLTH. THERE aRE a NUMBER OF PROBLEMS EXPLaINING WHY THIS IS THE
CaSE aND aLSO SOME STRaIGHTFORWaRD BUT VIaBLE MEaSURES WE CaN TaKE TO MITIGaTE THE SITUaTION.

TO BEGIN WITH, THERE aRE MaNY REaSONS BEHIND THE RISE OF SUGaR-BaSED DRINK
CONSUMPTION. FIRST aND FOREMOST, aDDICTIVE SUBSTaNCES SUCH aS CaFFEINE aND SUGaR IN SUGaR-
BaSED BEVERaGES aRE MaJOR CONTRIBUTORS TO THIS aDDICTION. IN FaCT, THESE COMPOUNDS GIVE
PEOPLE DRINKING SOFT DRINKS aN INSTaNT ENERGY BOOST, WHICH PROVES TO BE EFFECTIVE IN HELPING
THESE DRINKERS ESCaPE THE DaILY RaT RaCE. ONCE THEY BECOME aDDICTED, THEY MaY FIND IT
EXTREMELY CHaLLENGING TO QUIT BECaUSE SOME COMMON WITHDRaWaL SYMPTOMS, SUCH aS
HEaDaCHES, TIREDNESS OR POOR CONCENTRaTION, WOULD aCT aS a CaTaLYST FOR FURTHER INTaKE.
MOREOVER, THE HIGH INTaKE OF SOFT DRINKS IS PaRTLY aTTRIBUTaBLE TO VIGOROUS COMMERCIaL
PROMOTION. TaKE COCa-COLa aND PEPSI aS GOOD EXaMPLES. CHILDREN WHO USUaLLY HaVE a SWEET
TOOTH, OFTEN CaNNOT RESIST THE TEMPTaTION FROM RaMPaNT aDVERTISEMENTS FROM THESE
COMPaNIES IN THE MEDIa aND SOCIaL NETWORKING SITE, aND THEY MaY aSK THEIR PaRENTS TO BUY
MORE SOFT DRINKS FOR THEM.

SEVERaL FEaSIBLE SOLUTIONS CaN BE IMPLEMENTED TO REMEDY THE aFOREMENTIONED ISSUE. A

MaJOR aCTION aIMED aT REDUCING CONSUMPTION IS TaXaTION OF SUGaRY DRINKS. JUST aS TaXING
TOBaCCO HELPS TO REDUCE TOBaCCO USE, TaXING SUGaRY DRINKS CaN HELP REDUCE THEIR CONSUMPTION
BECaUSE HIGHER PRICES MaY aCT aS a DETERRENT aGaINST CUSTOMERS’ PURCHaSE INTENTION. ANOTHER
POTENTIaL MEaSURE CaN BE GOVERNMENTaL RESTRaINTS ON SUGaR aND aRTIFICIaLLY SWEETENED
BEVERaGES MaRKETING TO CHILDREN. LaST BUT NOT LEaST, NOT ONLY SCHOOLS BUT aLSO PaRENTS SHOULD
JOIN HaNDS TO TEaCH CHILDREN NEGaTIVE IMPaCTS OF FOODS aND BEVERaGES THaT aRE HIGH IN SUGaR.
IN THIS WaY, THEY MaY BE MORE aWaRE OF THE IMPORTaNCE OF LEaDING a HEaLTHY LIFESTYLE.

IN CONCLUSION, aDDICTIVE SUBSTaNCES aND RaMPaNT COMMERCIaL PROMOTION aRE THE PRIMaRY
CULPRITS BEHIND THE OVER-CONSUMPTION OF SUGaRY BEVERaGES. TO REDUCE THIS PROBLEM, COUNTRIES

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NEED COMPREHENSIVE aCTION PLaNS THaT COMBINE TaXaTION, RESTRICTION OF MaRKETING OF SUGaRY
PRODUCTS TO CHILDREN, aND EDUCaTION. (347 WORDS)

10.6 Homework
1. Many parents nowadays organise extra classes for their children after school and
at the weekends. Why is this the case? What problems can this cause to children?

2. People are living in a ‘throwaway society’, using things for a short time and then
throwing them away. What are the causes of this? What problems does it lead to?

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