IPP IELTS – AIM 6 + / AIM 7+
PRE-COURSE SESSION
PART 01: WRITING TASK 1
IPP approaches IELTS Writing Task 01 based on the type of language used.
Here is the list of types of IELTS WT1 questions:

Type 01: Trend Charts

Type 02: Comparative Charts

Type 03: Mixed Charts

Type 04: Process Reports

Type 05: Map Reports
Thoughout 1 – 2 Aim 6+/Aim 7+ courses, students are given chances to practice all the five given
types of topics.
IELTS WRITING TASK 02
IPP approaches IELTS Writing Task 02 based on the type of question asked.
Here is the list of types of IELTS WT1 questions:

Type 01: Discussion Essays – Advantages & Disadvantages

Type 02: Discussion Essays (Discuss Both Views)

Type 03: Opinion Essays (Agree or Disagree?)

Type 04: Opinion Essays (A positive or negative development?)

Type 05: Two-question Essays (Problems & Solutions)

Type 06: Two-question Essays (Causes & Effects)
Thoughout 1 – 2 Aim 6+/Aim 7+ courses, students are given chances to practice all the five given
types of topics.
P a g e 1 | 15
IPP IELTS – AIM 6 + / AIM 7+
PRE-COURSE SESSION
TYPE 01: TREND CHARTS
1. ĐỘNG TỪ (VERBS) MÔ TẢ XU HƯỚNG (TREND)
Upward trend
Downward trend
Increase
Rise
Go up
Climb
Grow
Decrease
Decline
Go down
Fall
Drop
Rocket
Surge
Soar
Plunge
Plummet
Slump
Fluctuate
Stay/remain constant
Stay static
Level off/out
Reach a plateau of
Remain stable
Remain unchanged
Stabilize
2. TRẠNG TỪ (ADVERBS) MÔ TẢ MỨC ĐỘ (DEGREE) THAY ĐỔI
High degree
Medium degree
Low degree
Dramatically
Steeply
Sharply
Significantly
Exponentially
Suddenly
Remarkably/Markedly
Notably/Noticeably
Rapidly
Moderately
Steadily/Gradually
Progressively
Constantly
Consistently
Modestly
Slowly
Slightly
Insignificantly
Negligibly
Marginally
Minimally
3. DANH TỪ (NOUNS) MÔ TẢ XU HƯỚNG (TREND)
Upward trend
Downward trend
P a g e 2 | 15
IPP IELTS – AIM 6 + / AIM 7+
PRE-COURSE SESSION
Increase
Rise
Growth
Decrease
Decline
Fall
Drop
Rocket
Surge
Soar
Plunge
Fluctuation
(Enter a period of)
Stability
Leveling off/out
(Reach a) plateau of
4. TÍNH TỪ (ADJECTIVES) MÔ TẢ MỨC ĐỘ (DEGREE) THAY ĐỔI
High degree
Medium degree
Low degree
Dramatic
Drastic
Steep
Sharp
Significant
Exponential
Sudden
Remarkable/Marked
Notable/Noticeable
Rapid
Moderate
Steady/Gradual
Progressive
Constant
Consistent
Modest
Slow
Slight
Insignificant
Negligible
Marginal
Minimal
P a g e 3 | 15
IPP IELTS – AIM 6 + / AIM 7+
PRE-COURSE SESSION
5. CÁC CẤU TRÚC CÂU KHÁC NHAU MÔ TẢ XU HƯỚNG
Lượng bơ mỗi người sử dụng tăng đáng kể từ 140 grams lên 160 grams từ năm 1981 đến năm
1986.
Cấu trúc 1: Động từ + Trạng từ (Verb + Adverb)
The consumption of butter per person increased significantly from 140 grams to 160 grams
between 1981 and 1986.
Cấu trúc 2: Tình từ + Danh từ (Adjective + Noun)
+ Cách 1: There was a significant increase in the consumption of butter per person from 140
grams to 160 grams between 1981 and 1986.
+ Cách 2: The consumption of butter per person saw/observed/witnessed/underwent a
significant increase from 140 grams to 160 grams between 1981 and 1986.
P a g e 4 | 15
IPP IELTS – AIM 6 + / AIM 7+
PRE-COURSE SESSION
6. TẢ TĂNG/GIẢM LIÊN TỤC SỬ DỤNG QUY TẮC “3 ĐIỂM”
160
140
100
1981
1986
1996
Cấu trúc 1: Before + V-ing
The consumption of butter per person increased significantly from 140 grams to 160 grams
between 1981 and 1986 before dropping to 100 grams in 1996.
Cấu trúc 2: After + Noun
After a significant increase from 140 in 1981 to 160 grams in 1986, the consumption of butter
per person decreased to 100 grams in 1996.
Cấu trúc 3: Followed by + noun
The consumption of butter per person increased significantly from 140 grams to 160 grams
between 1981 and 1986, followed by a fall to 100 grams in 1996.
IMPORTANT NOTE
Có thể kết hợp Cấu trúc 1 và Cấu trúc 3 HOẶC Cấu trúc 2 và Cấu trúc 3 để tạo thành “Quy
tắc 4 điểm”. Ví dụ: The consumption of butter per person increased significantly from 140 grams
to 160 grams between 1981 and 1986 before dropping to 100 grams in 1996, followed by a slight
increase to 120 grams in 2001. (Trong trường hợp có thêm số liệu của năm 2001)
P a g e 5 | 15
IPP IELTS – AIM 6 + / AIM 7+
PRE-COURSE SESSION
7. CÁCH SỬ DỤNG CÁC GIỚI TỪ PHỔ BIẾN: TO, BY, WITH, AT
To
Cách dùng
Ví dụ
By
With
At
Sử dụng ‘to’ để chỉ
Sử dụng ‘by’ để
Sử dụng ‘with’
đến một số liệu cụ thể chỉ độ chênh lệch để thêm số liệu
ở một thời điểm cụ thể giữa hai số liệu
mà trước đó chưa
đề cập đến chủ
thể
Sử dụng ‘at’ để
thêm số liệu cuối
câu, trước đó đã
có đề cập đến
chủ thể
The consumption of
butter per person
increased to 160
grams in 1986.
The consumption
of butter per
person reached
its highest level
The
consumption of
butter per person
increased by 20
Obama won the
election with
52% of the vote.
grams between
1981 and 1986.
in 1986, at 160
grams.
PRACTICE: FORM SENTENCES TO DESCRIBE TRENDS
TOPIC 01: The chart below shows the percentage of young people in higher education in
four different countries in 2000, 2005 and 2010. Summarize the information by selecting and
reporting the main features, and make comparisons where relevant.
Percentage (%) of young people in higher education,
2000, 2005 and 2010
90
80
70
60
50
40
30
20
10
0
78 80
64
62
52
38
Country A
54 54
46
46
41 43
Country B
2000
Country C
2005
Country D
2010
P a g e 6 | 15
IPP IELTS – AIM 6 + / AIM 7+
PRE-COURSE SESSION
IPP IELTS - SENTENCE FORMATION
Information to describe: Country A – 38% in 2000 – tăng lên 62% in 2010 - the second
highest
Subject: The proportion of college students in Country A rose substaintilly = considerably =
significantly from 38% in 2000 to 62% in 2010 when it ranked second = it was the second largest.
→ Template 01: More than a third of the young people in country A _____________ in 2000.
This figure _________________________________________________________________.
→ Template 02: Country A → Country A không tăng giảm được! Country A underwent a
significant rise in its higher education enrolment rate, from … to …
→ Template 03: The higher education enrolment rate in country _________________________
_______________________________________________________
→ Template 04: There was a steady and significant rise in country A’s higher education
enrolment
rate,
with
the
figure
nearly
(+
V-ing)
_________________________________________________
→ Template 05: Higher education was chosen by ______________ in 2000, before __________
___________________________________________
KEY
→ Template 01: More than a third of the young people in country A pursued third level
education in 2000. This figure rose significantly to 52% in 2005 and 62% in 2010, marking the
second highest rate in the chart.
→ Template 02: Country A underwent a steady and significant rise in its higher education
enrolment rate, from 38% in 2000 to 62% in 2010, marking the second highest rate in the chart.
→ Template 03: The higher education enrolment rate in country A significantly nearly doubled,
from 38% in 2000 to 62% in 2010, marking the second highest rate in the chart.
→ Template 04: There was a steady and significant rise in country A’s higher education
enrolment rate, with the figure nearly doubling from 38% in 2000 to 62% in 2010, when Country
A ranked second in the chart.
→ Template 05: Higher education was chosen by more than a third of young people in Country
A, at 38% in 2000, before a nearly double growth to 62% in 2010, when Country A ranked
second in the chart.
TOPIC 02: The graph below shows the percentage of people in different age group in one
city who attended music concerts between 2010 and 2014. Summarize the information by
selecting and reporting the main features, and make comparisons where relevant.
P a g e 7 | 15
IPP IELTS – AIM 6 + / AIM 7+
PRE-COURSE SESSION
80
Percentage of people (%)
70
60
50
40
30
20
10
0
2010
16 - 24
2011
25-43
2012
44 - 63
2013
2014
64 - 74
75+
IPP IELTS – FORMING SENTENCES
INFORMATION 01: Describe the 64-74 group: rank third - remained unchanged at 40%
2010-2013 + rose to 48% in 2014
→ Subject: adults aged 64-74 concertgoer; dùng các verbs/phrease sau: accounted for,
followed by, the third largest group in the chart.
→ Subject: the proportion of 64- to 74-year-olds going to music concerts; dùng các
verbs/phrease sau: remained steady, followed by, rank third
→ Subject: 40% of adults aged 64-74; dùng các verbs/phrease sau: followed by; before
→ Subject: The attendance of adults aged 64-74; dùng các verbs/phrease sau: followed by or
before; rank third
INFORMATION 02: Describe the 44-63 group: the keenest music concert goers in 2010 –
45% – slightly declined to 43% in 2011– rose substantially to 57% in 2014 – ranked second.
→ Subject: adults aged 44-63 concert goers
→ Subject: the proportion of 44- to 63-year-olds going to music concerts
→ Subject: 45% of adults aged 64-74
→ Subject: The attendance of adults aged 44-63
→ Subject: A slight decline
KEY
P a g e 8 | 15
IPP IELTS – AIM 6 + / AIM 7+
PRE-COURSE SESSION
INFORMATION 01: Describe the 64-74 group: rank third - remained unchanged at 40%
2010-2013 + rose to 48% in 2014.
→ Adults aged 64-74 concertgoer accounted for an unchanged proportion of 40% from 2010 to
2013, followed by a substantial rise to 48% in 2014, making them the third largest group in the
chart.
→ Ranking third in the chart, the proportion of 64- to 74-year-olds going to music concerts
remained steady at 40% from 2010 to 2014, followed by a substantial rise to 48% in 2014.
→ 40% of adults aged 64-74 went to music concerts in 2010, followed by = before a plateau
until 2013 and a substantial rise to 48% in 2014.
→ The attendance of adults aged 64-74 ranked third, at an unchanged 40%, from 2010 to
2013, before a significant growth to 48% in 2014.
INFORMATION 02: Describe the 44-63 group: the keenest music concert goers in 2010 –
45% – slightly declined to 43% in 2011– rose substantially to 57% in 2014 – ranked second.
→ Adults aged 44-63 concertgoer accounted for the largest proportion og 45% in 2010,
followed by a slight decline to 43% in 2011 and a substantial growth to 57% (the second largest
figure) in 2014.
→ Adults aged 44-63 concertgoer were most likely to go to music concerts, at 45% in 2010,
followed by a slight decline to 43% in 2011 and a substantial growth to 57% (the second largest
figure) in 2014.
→ Ranking first in the chart, the proportion of 44- to 63-year-olds going to music concerts
slightly declined to 43% in 2011, followed by a substantial rise to 57% in 2014 when it ranked
second.
→ 45% (the largest proportion) of adults aged 44-63 went to music concerts in 2010, followed
by = before by a slight decline to 43% in 2011 and a substantial growth to 57% (the second
largest figure) in 2014.
→ The attendance of adults aged 44-63 ranked first in 2010, at 45%, before a slight decline to
43% in 2011 and a substantial growth to the second largest figure of 57% in 2014.
P a g e 9 | 15
IPP IELTS – AIM 6 + / AIM 7+
PRE-COURSE SESSION
TYPE 02: COMPARATIVE CHARTS
1. CÁC CẤU TRÚC DIỄN ĐẠT SỐ LIỆU % (PERCENTAGE)
Cấu trúc 1: Sử dụng các động từ mang nghĩa “chiếm” (account for /make up / constitute
/ comprise / occupy / represent)
People who travelled to school by bus accounted for 33%.
* Lưu ý: với mẫu câu này thì chủ ngữ phải là “chủ thể” (người/vật).
SAI: The percentage of people who travelled to school by bus accounted for 33%.
Cấu trúc 2: Mở đầu câu bằng phân số
Nearly one third of students travelled to school by bus.
Cấu trúc 3: Mở đầu câu với ‘the (vast/great/overwhelming) majority’, ‘a (tiny)
minority’, ‘the largest / smallest proportion / percentage of [something]’
+ The vast majority of students in this class are males.
+ The largest proportion of students in this classs are males.
+ Only a minority of students in this class are able to speak French
2. CÁCH VIẾT CÂU SO SÁNH HƠN KÉM
Car sales in 2010
UK
France
3 million
1,5 million
Cấu trúc 01: Dùng ‘more/fewer/less than’
More cars were sold in the UK than in France in 2010. / Fewer cars were sold in France than in
the UK in 2010.
Cấu trúc 02: Dùng ‘compared with/to’
In 2010, three million cars were sold in the UK, compared to only 1,5 million (sold) in France.
Cấu trúc 03: Dùng ‘Relative clause – Which’
The number of cars sold in the UK in 2010 was 3 million, which was 1.5 million more than that
in France.
Cấu trúc 04: Xác định mối liện hệ giữa các đại lượng so sánh
The number of cars sold in the UK in 2010 was twice/double that in France, at 3 million and 1,5
million respectively.
P a g e 10 | 15
IPP IELTS – AIM 6 + / AIM 7+
PRE-COURSE SESSION
Cấu trúc 05: Dùng ‘with + V-ing’
The number of cars sold in the UK in 2010 far exceeded that in France, with the figures being 3
million and 1,4 million respectively.
3. CÁCH DÙNG TỪ ‘DOUBLE/TRIPLE/QUADRUPLE’
Car sales in 2010
UK
France
1980
3 million
1,5 million
1990
6 million
4.5 million
‘Double’ có thể được sử dụng dưới dạng tính từ (adjective) hoặc động từ (verb). Tuy nhiên,
‘double’ ở dạng tính từ và ‘double’ ở dạng động từ có nghĩa hoàn toàn khác nhau. Sự khác biệt cụ
thể như sau:
+ ‘Double’ ở dạng tính từ được dùng để so sánh giữa HAI chủ thể.
Ví dụ: In 1980, the number of cars sold in the UK was double the number of cars sold in France,
at 3 million and 1,5 million respectively.
SAI: In 1980, the number of cars sold in the UK doubled the number of cars sold in France, at 3
million and 1,5 million respectively.
+ ‘Double’ ở dạng động từ được dùng để mô tả việc tăng gấp đôi của MỘT chủ thể.
Ví dụ: From 1980 to 1990, the number of cars sold in the UK doubled from 3 million to 6
million.
SAI: From 1980 to 1990, the number of cars sold in the UK was double from 3 million to 6
million.
P a g e 11 | 15
IPP IELTS – AIM 6 + / AIM 7+
PRE-COURSE SESSION
PRACTICE: FORM SENTENCES TO DESCRIBE COMPARISON
TOPIC 01: The pie chart below shows the percentage of what nursing graduates did in the
UK in 2000, and the table below shows the percentage of those graduates working in the
health sector in the same year. Summarize the information by selecting and reporting the main
features, and make comparisons where relevant.
2000
8%
4% 2%
Working in the health
sector
2%
Further study
Working and studying in
other fields
Unemployed
84%
Other
IPP IELTS – FORMING SENTENCES
INFORMATION 01: 84% - working in the health sector; so sánh [cao hơn nhiều so với
nhóm nhỏ nhất là other & further study – 2%]
+ Cách 01: dùng WHILE / WHEREAS + S/V, S/V [câu ghép]
+ Cách 02: dùng compared to / as opposed to
+ Cách 03: dùng so sánh gấp mấy lần – gấp 42 lần
+ Cách 04: dùng cao hơn rất nhiều
+ Cách 05: dùng “more than”
KEY
+ Cách 01: It is clear from the pie chart that 84% of the nursing graduate population in the UK in
2000 / was employed in the health sector, while a mere 2% pursued higher education or
unmentioned jobs.
+ Cách 02: The largest proportion of nursing graduates / worked in the health sector, at 84%,
compared to = as opposed to a considerably lower figure for those pursuing higher education or
unmentioned jobs, at 2% for each.
P a g e 12 | 15
IPP IELTS – AIM 6 + / AIM 7+
PRE-COURSE SESSION
+ Cách 03: Nursing graduates employed in the health sector / accounted for the largest
proportion (84), WHICH WAS fourty two times the figures for those purusing further study and
other fields, at 2%.
+ Cách 04: Nursing graduates employed in the health sector / accounted for the largest
proportion (84), remarkably higher than the figures for those purusing further study and other
fields, at 2% for each.
+ Cách 05: Singficantly more nursing graduates worled in the health sectore than those pursuing
furtherstudy and other fields, at 2% for each.
TOPIC 02: The chart below shows the average hours spent per day in leisure and sports
activities, by youngest and oldest populations in the US in 2015. Summarize the information
by selecting and reporting the main features and make comparisons where relevant.
IPP IELTS – SENTENCE FORMATION
Information to describe: TV watching – 4.5 hours (the elderly) – 2.4 hours (adolescents)
VERSION 01 (dùng “double” để so sánh): People aged
____________________ ____________________________________.
75
and
above
P a g e 13 | 15
IPP IELTS – AIM 6 + / AIM 7+
PRE-COURSE SESSION
VERSION 02 (dùng “as opposed to” để so sánh: The most common activity among elderly
people was _________________________________________.
VERSION 03 (dùng “which was double” dể so sánh): TV watching was
___________________.
VERSION 04 (dùng “twice” để so sánh): 4.5 hours was spent on watching TV by the elderly,
nearly ________________________________________________.
KEY
VERSION 01: People aged 75 and above dedicated the largest number of hours per day to
watching TV, at 4.5 hours, almost double the figure for teenagers, at 2.4 hours.
VERSION 02: The most common activity among elderly people was TV watching, with 4.5
hours spent per day, as opposed to only 2.4 hours for adolescents.
VERSION 03: TV watching was the top favorite pastime of people aged 75 and above, with 4.5
hours spent per day, which was double the figure for teenagers, at 2.4 hours.
VERSION 04: 4.5 hours was spent on watching TV by the elderly, nearly twice the figure for the
senior group, at 2.4 hours.
PART 02: WRITING TASK 2
VOCAB TO SUPPORT AN ARGUMENT
1 CHO PHÉP: enable / allow / encourage / incentivize / entitle / assist sb in doing sth
2. CUNG CẤP: provide / supply / equip / empower / offer sth to sb / offer sb sth
3. THAM GIA: participate in / involve in / engage in
4. QUAN TRỌNG: play a … role in sth / vital to = for / crucial to = for / key to / instrumental
in / important to / necessary for
5. LIÊN QUAN: be associated with / be linked to / be correlated with
a strong link / correlation between
6. KÍCH THÍCH: incentivize / boost / stimulate / promote / the main drive of / encourage /
motivate sb to do sth
7. CÓ ÍCH: beneficial to / benefit / be of benefit to / contribute to / produce = create = exert +
favorable = desirable = positive + impacts = influences = effects on
VOCAB TO OPPOSE AN ARGUMENT
1 ĐE DOẠ / GÂY HẠI: damage / affect / threaten / wreak havoc on / cause havoc for / do harm
P a g e 14 | 15
IPP IELTS – AIM 6 + / AIM 7+
PRE-COURSE SESSION
to / destroy / damage / devastate / hurt / present a danger / threat = risk to / present a danger /
threat = risk to / cause danger to / put [sb] at a great risk of [sth]
2. NGĂN CẢN: prevent / discourage / deter / hinder / interfere with / stifle / act as a deterrent to
/ be a barrier to / an obstacle to
3. ẢNH HƯỞNG XẤU: a negative = adverse = detrimental = undesirable = adverse =
deleterious + effects on = impacts on = implications for = influence on / consequences of sth /
consequences for sth / repercussions on / take its toll on sth
4. KHÓ KHĂN / THỬ THÁCH: suffer from / struggle to do sth / deprive sb of sth / challenge /
present a challenge to sb / be vulnerable to / be susceptible to / be addicted to = be obsessed
with / be indifferent to = be ignorant of / demotivate = discourage
OTHER GENERAL EXPRESSIVE VOCABULARY
1. GÂY RA: lead to / result in / cause / give rise to >< result from / stem from / as a result of
2. BỞI VÌ: owing to = due to = because of
3. GIẢI THÍCH / THÊM THÔNG TIN: A happens. This means that B happens. / A happens.
In other words, B happens.
4. CÁCH THỨC: A happens with the aid of B / with the use of B / by way of B / through B
5. NGUY HIỂM: involve a risk / risks; be at risk of, be in danger of
6. PROBLEMS: to solve = resolve = tackle = address / curb = mitigate = alleviate = ameliorate
= minimize = curtail = reduce >< to exacerbate = aggravate the problem
7. GIẢI PHÁP: solutions = measure = remedy for = action = resolution to/of; to adopt /
implement a solution; to adopt / implement / take a measure; to adopt a remedy; to take an
action / to take immediate action / to take prompt action
8. HỖ TRỢ / NUÔI DƯỠNG: facilitate / foster = nuture = impart = instill / promote / maximize
9. ĐỐI LẬP: on the contrary to = in contrast to = as opposed to = contrary to
10. THÊM THÔNG TIN: Likewise, = Similarly, / apart from = beside sth = in addition to sth
P a g e 15 | 15