{"id":13335,"date":"2025-12-15T04:44:00","date_gmt":"2025-12-15T04:44:00","guid":{"rendered":"https:\/\/mochidemy.com\/blog\/?p=13335"},"modified":"2025-12-18T19:10:04","modified_gmt":"2025-12-18T19:10:04","slug":"pie-chart-trong-ielts","status":"publish","type":"post","link":"https:\/\/mochidemy.com\/blog\/pie-chart-trong-ielts\/","title":{"rendered":"C\u00e1ch x\u1eed l\u00fd bi\u1ec3u \u0111\u1ed3 tr\u00f2n (pie chart) IELTS Writing Task 1"},"content":{"rendered":"\n

IELTS Writing Task 1<\/a><\/strong> l\u00e0 ph\u1ea7n \u0111\u1ea7u ti\u00ean trong b\u00e0i thi vi\u1ebft IELTS v\u1edbi m\u1ee5c \u0111\u00edch ki\u1ec3m tra kh\u1ea3 n\u0103ng ph\u00e2n t\u00edch v\u00e0 m\u00f4 t\u1ea3 bi\u1ec3u \u0111\u1ed3 c\u1ee7a th\u00ed sinh. Bi\u1ec3u \u0111\u1ed3 tr\u00f2n (pie chart) l\u00e0 m\u1ed9t trong s\u1ed1 d\u1ea1ng bi\u1ec3u \u0111\u1ed3 c\u00f3 th\u1ec3 xu\u1ea5t hi\u1ec7n trong ph\u1ea7n n\u00e0y. H\u00e3y c\u00f9ng MochiMochi ph\u00e2n t\u00edch c\u1ea5u tr\u00fac v\u00e0 c\u00e1ch x\u1eed l\u00fd d\u1ea1ng bi\u1ec3u \u0111\u1ed3 n\u00e0y qua b\u00e0i vi\u1ebft d\u01b0\u1edbi \u0111\u00e2y.<\/p>\n\n\n\n

N\u1ed9i dung trong b\u00e0i:<\/em><\/strong><\/p>\n\n\n\n

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  1. C\u1ea5u t\u1ea1o v\u00e0 ph\u00e2n lo\u1ea1i bi\u1ec3u \u0111\u1ed3 tr\u00f2n<\/strong><\/a><\/li>\n\n\n\n
  2. H\u01b0\u1edbng d\u1eabn c\u00e1ch m\u00f4 t\u1ea3 d\u1ea1ng bi\u1ec3u \u0111\u1ed3 t\u0129nh (static chart)<\/strong><\/a><\/li>\n\n\n\n
  3. H\u01b0\u1edbng d\u1eabn c\u00e1ch m\u00f4 t\u1ea3 d\u1ea1ng bi\u1ec3u \u0111\u1ed3 bi\u1ebfn \u0111\u1ed9ng<\/strong><\/a><\/li>\n\n\n\n
  4. Danh s\u00e1ch t\u1eeb v\u1ef1ng v\u00e0 c\u1ea5u tr\u00fac c\u00e2u li\u00ean quan \u0111\u1ebfn bi\u1ec3u \u0111\u1ed3 tr\u00f2n<\/strong><\/a><\/li>\n<\/ol>\n\n\n\n
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    1. C\u1ea5u t\u1ea1o v\u00e0 ph\u00e2n lo\u1ea1i bi\u1ec3u \u0111\u1ed3 tr\u00f2n <\/h2>\n\n\n\n

    Bi\u1ec3u \u0111\u1ed3 tr\u00f2n (pie chart) l\u00e0 d\u1ea1ng bi\u1ec3u \u0111\u1ed3 minh ho\u1ea1 th\u00f4ng tin qua c\u00e1c ph\u1ea7n, \u201cm\u1ea3nh\u201d c\u1ee7a m\u1ed9t h\u00ecnh tr\u00f2n. Trong \u0111\u00f3, m\u1ed7i ph\u1ea7n c\u1ee7a h\u00ecnh tr\u00f2n s\u1ebd \u0111\u1ea1i di\u1ec7n cho t\u1ec9 tr\u1ecdng c\u1ee7a m\u1ed9t \u0111\u1ed1i t\u01b0\u1ee3ng so v\u1edbi t\u1ed5ng th\u1ec3. C\u00e1c ph\u1ea7n th\u01b0\u1eddng \u0111\u01b0\u1ee3c bi\u1ec3u di\u1ec5n b\u1eb1ng s\u1ed1 li\u1ec7u ph\u1ea7n tr\u0103m. M\u1ed7i ph\u1ea7n c\u00f3 th\u1ec3 \u0111\u01b0\u1ee3c \u0111\u00e1nh d\u1ea5u ph\u00e2n bi\u1ec7t b\u1eb1ng m\u00e0u s\u1eafc, ho\u1ea1 ti\u1ebft, k\u00fd hi\u1ec7u v.v. v\u1edbi b\u1ea3ng ch\u00fa th\u00edch \u1edf b\u00ean c\u1ea1nh bi\u1ec3u \u0111\u1ed3. <\/p>\n\n\n\n

    Th\u00f4ng th\u01b0\u1eddng, th\u00ed sinh s\u1ebd ph\u1ea3i so s\u00e1nh nhi\u1ec1u bi\u1ec3u \u0111\u1ed3 tr\u00f2n v\u1edbi nhau. \u0110\u00f3 c\u00f3 th\u1ec3 l\u00e0 so s\u00e1nh nhi\u1ec1u \u0111\u1ed1i t\u01b0\u1ee3ng d\u1ef1a tr\u00ean m\u1ed9t ti\u00eau ch\u00ed, hay so s\u00e1nh s\u1ef1 thay \u0111\u1ed5i c\u1ee7a m\u1ed9t \u0111\u1ed1i t\u01b0\u1ee3ng qua th\u1eddi gian, ho\u1eb7c k\u1ebft h\u1ee3p c\u1ea3 hai. Ngo\u00e0i ra, bi\u1ec3u \u0111\u1ed3 tr\u00f2n c\u0169ng c\u00f3 th\u1ec3 xu\u1ea5t hi\u1ec7n c\u00f9ng bi\u1ec3u \u0111\u1ed3 \u0111\u01b0\u1eddng (line graph) ho\u1eb7c bi\u1ec3u \u0111\u1ed3 c\u1ed9t (bar chart) trong c\u00e1c d\u1ea1ng b\u00e0i h\u1ed7n h\u1ee3p. T\u1eeb \u0111\u00e2y, ch\u00fang ta c\u00f3 th\u1ec3 ph\u00e2n lo\u1ea1i \u0111\u1ec1 b\u00e0i bi\u1ec3u \u0111\u1ed3 tr\u00f2n th\u00e0nh hai d\u1ea1ng:<\/p>\n\n\n\n

    \u2022 D\u1ea1ng bi\u1ec3u \u0111\u1ed3 bi\u1ebfn \u0111\u1ed9ng, c\u00f3 y\u1ebfu t\u1ed1 th\u1eddi gian (dynamic chart): Bi\u1ec3u \u0111\u1ed3 th\u1ec3 hi\u1ec7n s\u1ef1 thay \u0111\u1ed5i s\u1ed1 li\u1ec7u qua th\u1eddi gian. <\/p>\n\n\n\n

    \u2022 D\u1ea1ng bi\u1ec3u \u0111\u1ed3 t\u0129nh, kh\u00f4ng c\u00f3 y\u1ebfu t\u1ed1 th\u1eddi gian (static chart): Bi\u1ec3u \u0111\u1ed3 ch\u1ec9 th\u1ec3 hi\u1ec7n s\u1ed1 li\u1ec7u trong m\u1ed9t kho\u1ea3ng th\u1eddi gian c\u1ed1 \u0111\u1ecbnh.<\/p>\n\n\n\n

    C\u1ea5u tr\u00fac c\u1ee7a m\u1ed9t b\u00e0i vi\u1ebft bi\u1ec3u \u0111\u1ed3 tr\u00f2n g\u1ed3m c\u00e1c ph\u1ea7n:<\/p>\n\n\n\n

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    1. Introduction – M\u1edf b\u00e0i: <\/strong>Di\u1ec5n \u0111\u1ea1t l\u1ea1i (paraphrase) \u0111\u1ec1 b\u00e0i<\/li>\n\n\n\n
    2. Overview – T\u1ed5ng qu\u00e1t: <\/strong>Quan s\u00e1t bi\u1ec3u \u0111\u1ed3 v\u00e0 kh\u00e1i qu\u00e1t nh\u1eefng \u0111\u1eb7c \u0111i\u1ec3m n\u1ed5i b\u1eadt nh\u1ea5t trong 1 – 2 c\u00e2u<\/li>\n\n\n\n
    3. Body 1 – \u0110o\u1ea1n th\u00e2n b\u00e0i 1: <\/strong>Tr\u00ecnh b\u00e0y nh\u00f3m th\u00f4ng tin chi ti\u1ebft <\/li>\n\n\n\n
    4. Body 2 – \u0110o\u1ea1n th\u00e2n b\u00e0i 2: <\/strong>Tr\u00ecnh b\u00e0y nh\u1eefng th\u00f4ng tin chi ti\u1ebft c\u00f2n l\u1ea1i<\/li>\n<\/ol>\n\n\n\n

      Nhi\u1ec7m v\u1ee5 kh\u00f3 kh\u0103n nh\u1ea5t khi ph\u00e2n t\u00edch bi\u1ec3u \u0111\u1ed3 tr\u00f2n l\u00e0 b\u1ea1n ph\u1ea3i ch\u1ecdn ra \u0111\u01b0\u1ee3c nh\u1eefng gi\u00e1 tr\u1ecb n\u1ed5i b\u1eadt nh\u1ea5t. Sau \u0111\u00f3, b\u1ea1n c\u1ea7n ph\u1ea3i ph\u00e2n lo\u1ea1i nh\u1eefng th\u00f4ng tin n\u00e0y th\u00e0nh c\u00e1c \u0111o\u1ea1n c\u00f3 ch\u1ee7 \u0111\u00edch (nh\u00f3m c\u00e1c gi\u00e1 tr\u1ecb l\u1edbn nh\u1ea5t ho\u1eb7c nh\u1ecf nh\u1ea5t) v\u00e0 tr\u00ecnh b\u00e0y \u0111\u01b0\u1ee3c m\u1ed1i quan h\u1ec7 t\u01b0\u01a1ng quan gi\u1eefa c\u00e1c gi\u00e1 tr\u1ecb. <\/p>\n\n\n\n

      \n\n\n\n

      2. H\u01b0\u1edbng d\u1eabn c\u00e1ch m\u00f4 t\u1ea3 d\u1ea1ng bi\u1ec3u \u0111\u1ed3 t\u0129nh (static pie chart)<\/h2>\n\n\n\n

      Bi\u1ec3u \u0111\u1ed3 tr\u00f2n d\u1ea1ng t\u00ednh th\u1ec3 hi\u1ec7n c\u00e1c gi\u00e1 tr\u1ecb trong m\u1ed9t kho\u1ea3ng th\u1eddi gian c\u1ed1 \u0111\u1ecbnh. Do \u0111\u00f3, \u0111\u1ecbnh h\u01b0\u1edbng c\u1ee7a b\u00e0i m\u00f4 t\u1ea3 l\u00e0 t\u1eadp trung so s\u00e1nh c\u00e1c gi\u00e1 tr\u1ecb trong bi\u1ec3u \u0111\u1ed3, thay v\u00ec ch\u1ec9 ra xu h\u01b0\u1edbng thay \u0111\u1ed5i nh\u01b0 v\u1edbi d\u1ea1ng bi\u1ec3u \u0111\u1ed3 \u0111\u1ed9ng.<\/p>\n\n\n\n

      \"bi\u1ec3u<\/figure>\n\n\n\n

      \u0110\u1ec1 b\u00e0i<\/strong>: The pie chart below shows the proportion of different categories of families living in poverty in the UK in 2002.
      <\/p>\n\n\n\n

      Summarise the information by selecting and reporting the main features, and make comparisons where relevant.<\/p>\n\n\n\n

      H\u00e3y c\u00f9ng th\u1eed tri\u1ec3n khai m\u1ed9t b\u00e0i vi\u1ebft ho\u00e0n ch\u1ec9nh cho \u0111\u1ec1 b\u00e0i tr\u00ean nh\u00e9:<\/p>\n\n\n\n

      2.1. Introduction – M\u1edf b\u00e0i<\/h3>\n\n\n\n

      Ph\u1ea7n m\u1edf b\u00e0i c\u1ee7a IELTS Writing Task 1 ki\u1ec3m tra kh\u1ea3 n\u0103ng v\u1eadn d\u1ee5ng ng\u00f4n ng\u1eef c\u1ee7a th\u00ed sinh \u0111\u1ec3 di\u1ec5n \u0111\u1ea1t l\u1ea1i \u0111\u1ec1 b\u00e0i (paraphrase). C\u00f3 r\u1ea5t nhi\u1ec1u ph\u01b0\u01a1ng ph\u00e1p \u0111\u1ec3 tr\u00ecnh b\u00e0y l\u1ea1i y\u00eau c\u1ea7u c\u1ee7a \u0111\u1ec1 nh\u01b0 thay \u0111\u1ed5i t\u1eeb lo\u1ea1i (word form), c\u1ea5u tr\u00fac c\u00e2u, s\u1eed d\u1ee5ng t\u1eeb \u0111\u1ed3ng ngh\u0129a – tr\u00e1i ngh\u0129a, v.v. <\/p>\n\n\n\n

      V\u00ed d\u1ee5, v\u1edbi \u0111\u1ec1 b\u00e0i m\u1eabu tr\u00ean, ch\u00fang ta c\u00f3 th\u1ec3 tr\u00ecnh b\u00e0y l\u1ea1i \u0111\u1ec1 b\u00e0i trong ph\u1ea7n m\u1edf b\u00e0i nh\u01b0 sau: The provided pie chart compares the percentages of poor family types in the United Kingdom in 2002. <\/p>\n\n\n\n

      2.2. Overview – Ph\u1ea7n t\u1ed5ng qu\u00e1t <\/h3>\n\n\n\n

      Trong ph\u1ea7n t\u1ed5ng qu\u00e1t, th\u00ed sinh c\u1ea7n t\u00f3m t\u1eaft nh\u1eefng \u0111\u1eb7c \u0111i\u1ec3m n\u1ed5i b\u1eadt nh\u1ea5t c\u1ee7a bi\u1ec3u \u0111\u1ed3 trong kho\u1ea3ng 1 – 2 c\u00e2u. Th\u00f4ng th\u01b0\u1eddng, b\u1ea1n c\u1ea7n ch\u1ec9 ra \u0111\u01b0\u1ee3c ph\u1ea7n chi\u1ebfm t\u1ec9 tr\u1ecdng l\u1edbn nh\u1ea5t v\u00e0 nh\u1ecf nh\u1ea5t trong c\u00e1c bi\u1ec3u \u0111\u1ed3 t\u0129nh.<\/p>\n\n\n\n

      V\u00ed d\u1ee5: In general, 14% British households were poverty-stricken in 2002 and half of those poor families were sole parents and childless. <\/p>\n\n\n\n

      2.3. Body – Th\u00e2n b\u00e0i <\/h3>\n\n\n\n

      Trong ph\u1ea7n th\u00e2n b\u00e0i, b\u1ea1n c\u1ea7n ch\u1ecdn l\u1ecdc v\u00e0 ph\u00e2n lo\u1ea1i c\u00e1c th\u00f4ng tin c\u1ee5 th\u1ec3 trong bi\u1ec3u \u0111\u1ed3 v\u00e0o hai \u0111o\u1ea1n th\u00e2n b\u00e0i. V\u1edbi d\u1ea1ng bi\u1ec3u \u0111\u1ed3 t\u0129nh, b\u1ea1n c\u00f3 th\u1ec3 ch\u1ecdn nh\u00f3m c\u00e1c gi\u00e1 tr\u1ecb l\u1edbn nh\u1ea5t ho\u1eb7c nh\u1ecf nh\u1ea5t v\u00e0o m\u1ed7i \u0111o\u1ea1n. L\u01b0u \u00fd, b\u1ea1n n\u00ean \u0111\u01b0a ra nh\u1eadn \u0111\u1ecbnh, so s\u00e1nh gi\u1eefa c\u00e1c gi\u00e1 tr\u1ecb thay v\u00ec ch\u1ec9 \u0111\u01a1n thu\u1ea7n li\u1ec7t k\u00ea th\u00f4ng tin. <\/p>\n\n\n\n

      V\u00ed d\u1ee5: As can be seen, 26% sole parents in the United Kingdom were living in poverty in 2002, taking up the largest portion of the chart. Poverty was prevalent among childless and unmarried people as 24% of them were under the poverty line. These two types of households accounted for half of the total poverty-stricken families in the UK in 2002.
      Couples with children were poorer than couples without children. While the 15% former family types witnessed economic misfortune, the latter accounted for 9% of such households. It is noticeable that aged British had fewer poverty rates than their younger counterparts. Only 5% aged couples had to go through financial hardships while it was 7% for the single aged person.<\/p>\n\n\n\n

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      3. H\u01b0\u1edbng d\u1eabn c\u00e1ch m\u00f4 t\u1ea3 d\u1ea1ng bi\u1ec3u \u0111\u1ed3 bi\u1ebfn \u0111\u1ed9ng (Dynamic pie chart)<\/h2>\n\n\n\n

      \u0110\u00e2y l\u00e0 d\u1ea1ng \u0111\u1ec1 b\u00e0i y\u00eau c\u1ea7u th\u00ed sinh m\u00f4 t\u1ea3 s\u1ef1 thay \u0111\u1ed5i c\u1ee7a c\u00e1c gi\u00e1 tr\u1ecb qua nhi\u1ec1u kho\u1ea3ng th\u1eddi gian kh\u00e1c nhau. \u0110i\u1ec3m m\u1ea5u ch\u1ed1t c\u1ee7a b\u00e0i l\u00e0m l\u00e0 b\u1ea1n ph\u1ea3i ch\u1ec9 ra \u0111\u01b0\u1ee3c xu h\u01b0\u1edbng bi\u1ebfn \u0111\u1ed9ng t\u0103ng, gi\u1ea3m, hay b\u00ecnh \u1ed5n c\u1ee7a c\u00e1c gi\u00e1 tr\u1ecb qua th\u1eddi gian v\u00e0 so v\u1edbi t\u1ed5ng th\u1ec3. B\u1ea1n c\u00f9ng th\u01b0\u1eddng ph\u1ea3i \u0111\u1ed3ng th\u1eddi so s\u00e1nh c\u00e1c ch\u1ee7 th\u1ec3 kh\u00e1c nhau d\u1ef1a tr\u00ean c\u00e1c ti\u00eau ch\u00ed chung.<\/p>\n\n\n\n

      \"bi\u1ec3u<\/figure>\n\n\n\n

      \u0110\u1ec1 b\u00e0i<\/strong>: The given pie charts compare the expenses in 7 different categories in 1966 and 1996 by American Citizens.
      Write a report for a university lecturer describing the information below.<\/p>\n\n\n\n

      H\u00e3y c\u00f9ng th\u1eed tri\u1ec3n khai m\u1ed9t b\u00e0i vi\u1ebft ho\u00e0n ch\u1ec9nh cho \u0111\u1ec1 b\u00e0i tr\u00ean nh\u00e9:<\/p>\n\n\n\n

      3.1. Introduction – M\u1edf b\u00e0i<\/h3>\n\n\n\n

      T\u01b0\u01a1ng t\u1ef1 v\u1edbi d\u1ea1ng bi\u1ec3u \u0111\u1ed3 t\u0129nh, b\u1ea1n c\u1ea7n ph\u1ea3i vi\u1ebft l\u1ea1i \u0111\u1ec1 b\u00e0i theo c\u00e1ch di\u1ec5n \u0111\u1ea1t c\u1ee7a m\u00ecnh v\u00e0 v\u1eabn \u0111\u1ea3m b\u1ea3o gi\u1eef nguy\u00ean n\u1ed9i dung c\u1ee7a \u0111\u1ec1.<\/p>\n\n\n\n

      V\u00ed d\u1ee5: The provided charts show the changes in how Americans spent on different items in the span of 30 years. <\/p>\n\n\n\n

      3.2. Overview – Ph\u1ea7n t\u1ed5ng qu\u00e1t <\/h3>\n\n\n\n

      V\u1edbi ph\u1ea7n t\u1ed5ng quan c\u1ee7a bi\u1ec3u \u0111\u1ed3 \u0111\u1ed9ng, b\u1ea1n c\u1ea7n ch\u1ec9 ra \u0111\u01b0\u1ee3c hai \u0111\u1eb7c \u0111i\u1ec3m quan tr\u1ecdng nh\u1ea5t l\u00e0 quy m\u00f4 c\u1ee7a t\u1eebng ph\u1ea7n <\/em><\/strong>v\u00e0 xu h\u01b0\u1edbng thay \u0111\u1ed5i <\/em><\/strong>c\u1ee7a c\u00e1c ph\u1ea7n qua th\u1eddi gian. Trong bi\u1ec3u \u0111\u1ed3 m\u1eabu, v\u1ec1 quy m\u00f4, ch\u00fang ta c\u00f3 th\u1ec3 th\u1ea5y Food v\u00e0 Cars l\u00e0 hai h\u1ea1ng m\u1ee5c \u0111\u01b0\u1ee3c ng\u01b0\u1eddi M\u1ef9 chi ti\u00eau nhi\u1ec1u nh\u1ea5t. V\u1ec1 xu h\u01b0\u1edbng, Food l\u00e0 ph\u1ea7n c\u00f3 s\u1ef1 thay \u0111\u1ed5i \u0111\u00e1ng k\u1ec3 nh\u1ea5t sau 30 n\u0103m. <\/p>\n\n\n\n

      Nh\u01b0 v\u1eady, ch\u00fang ta c\u00f3 th\u1ec3 t\u00f3m t\u1eaft bi\u1ec3u \u0111\u1ed3 nh\u01b0 sau: In 1996, American citizens spent the most on cars while back in 1966, food took up the largest part of their expenditure.<\/p>\n\n\n\n

      3.3. Body – Th\u00e2n b\u00e0i <\/h3>\n\n\n\n

      \u0110\u1ed1i v\u1edbi bi\u1ec3u \u0111\u1ed3 \u0111\u1ed9ng, b\u1ea1n c\u00f3 th\u1ec3 ch\u1ecdn h\u01b0\u1edbng tri\u1ec3n khai theo t\u1eebng n\u0103m. Nh\u01b0 v\u1eady m\u1ed7i \u0111o\u1ea1n th\u00e2n b\u00e0i s\u1ebd \u1ee9ng v\u1edbi m\u1ed9t n\u0103m. Ho\u1eb7c b\u1ea1n c\u0169ng c\u00f3 th\u1ec3 tri\u1ec3n khai theo c\u00e1c gi\u00e1 tr\u1ecb. Theo \u0111\u00f3, c\u00e1c gi\u00e1 tr\u1ecb d\u1ec5 so s\u00e1nh v\u1edbi nhau s\u1ebd \u0111\u01b0\u1ee3c nh\u00f3m th\u00e0nh m\u1ed9t \u0111o\u1ea1n. <\/p>\n\n\n\n

      V\u00ed d\u1ee5: As can be seen, more than 40% of Americans\u2019 expenses were spent on food in 1966 and this was the largest fraction of the chart. On the contrary, the lowest spending was for computers which was merely 1%. In this year, American people only spent 10% of their income on furniture and petrol. Their expenditure on books and eating out were 6% and 7% respectively.
      In 1996, Americans spent 45% on cars, which surpassed the food category to become the largest ratio of their spending. Their budget for books dropped to 1% after three decades while there was an increase of 50% in their expenditure on outside meals. The amount of money spent on purchasing furniture reduced by 2% compared to that of 1966. <\/p>\n\n\n\n

      \n\n\n\n

      4. Danh s\u00e1ch t\u1eeb v\u1ef1ng v\u00e0 c\u1ea5u tr\u00fac c\u00e2u li\u00ean quan \u0111\u1ebfn pie chart <\/h2>\n\n\n\n

      4.1. T\u1eeb v\u1ef1ng m\u00f4 t\u1ea3 bi\u1ec3u \u0111\u1ed3<\/h3>\n\n\n\n
      T\u1eeb v\u1ef1ng<\/strong><\/th>Ngh\u0129a v\u00e0 v\u00ed d\u1ee5<\/strong><\/th><\/tr><\/thead>
      proportion (n)<\/td>T\u1ec9 l\u1ec7 (t\u01b0\u01a1ng quan gi\u1eefa th\u00e0nh ph\u1ea7n v\u00e0 t\u1ed5ng th\u1ec3)
      V\u00ed d\u1ee5: CO2 makes up a large proportion<\/em><\/strong> of total greenhouse gas emissions. (Kh\u00ed CO2 chi\u1ebfm t\u1ec9 l\u1ec7 l\u1edbn trong th\u00e0nh ph\u1ea7n kh\u00ed nh\u00e0 k\u00ednh.)<\/td><\/tr>
      percentage (n)<\/td>Ph\u1ea7n, t\u1ec9 l\u1ec7 ph\u1ea7n tr\u0103m
      V\u00ed d\u1ee5: A small percentage <\/em><\/strong>of my books are fictions. (Ch\u1ec9 c\u00f3 m\u1ed9t ph\u1ea7n tr\u0103m nh\u1ecf trong s\u1ed1 s\u00e1ch c\u1ee7a t\u00f4i l\u00e0 ti\u1ec3u thuy\u1ebft.)<\/td><\/tr>
      percent (n) (adv)<\/td>Ph\u1ea7n tr\u0103m, th\u01b0\u1eddng k\u00fd hi\u1ec7u l\u00e0 %
      V\u00ed d\u1ee5: 20 percent <\/em><\/strong>of the voters are under 40. (20 ph\u1ea7n tr\u0103m ng\u01b0\u1eddi b\u00ecnh ch\u1ecdn \u1edf \u0111\u1ed9 tu\u1ed5i d\u01b0\u1edbi 40.)<\/td><\/tr>
      fraction (n) <\/td>Ph\u1ea7n, ph\u00e2n s\u1ed1
      V\u00ed d\u1ee5: Children take up only a small fraction<\/em><\/strong> of the total attendees. (Tr\u1ebb em ch\u1ec9 chi\u1ebfm m\u1ed9t ph\u1ea7n nh\u1ecf trong t\u1ed5ng s\u1ed1 ng\u01b0\u1eddi tham d\u1ef1.)<\/td><\/tr>
      segment (n)<\/td>\u0110o\u1ea1n, kh\u00fac 
      V\u00ed d\u1ee5: People under 50 make up a small segment <\/em><\/strong>of the city population. (C\u00f4ng d\u00e2n d\u01b0\u1edbi 50 tu\u1ed5i chi\u1ebfm m\u1ed9t ph\u1ea7n nh\u1ecf trong d\u00e2n s\u1ed1 th\u00e0nh ph\u1ed1.)<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

      4.2. C\u1ea5u tr\u00fac di\u1ec5n t\u1ea3 t\u1ec9 l\u1ec7 ph\u1ea7n tr\u0103m <\/h3>\n\n\n\n
      T\u1ec9 l\u1ec7 ph\u1ea7n tr\u0103m<\/strong><\/th>C\u1ee5m t\u1eeb thay th\u1ebf<\/strong><\/th><\/tr><\/thead>
      10%<\/strong><\/td>a tenth, one in ten: 1\/10 <\/td><\/tr>
      20%<\/strong><\/td>a fifth, one in five: \u2155  <\/td><\/tr>
      25%<\/strong><\/td>a quarter, one in four: \u00bc <\/td><\/tr>
      33%<\/strong><\/td>a third, one in three: \u2153  <\/td><\/tr>
      50%<\/strong><\/td>a half, one in two: \u00bd <\/td><\/tr>
      66%<\/strong><\/td>two-thirds: \u2154 <\/td><\/tr>
      75%<\/strong><\/td>three-quarters: \u00be <\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

      <\/p>\n\n\n\n

      \"bi\u1ec3u<\/figure>\n\n\n\n

      <\/p>\n\n\n\n

      4.3. M\u1ee9c \u0111\u1ed9 l\u1edbn theo t\u1ec9 l\u1ec7 ph\u1ea7n tr\u0103m<\/h3>\n\n\n\n
      75% – 85%<\/strong><\/td>a majority<\/td><\/tr>
      65% – 75%<\/strong><\/td>a large proportion<\/td><\/tr>
      10% – 15% <\/strong><\/td>a minority<\/td><\/tr>
      5%<\/strong><\/td>a small amount<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

      4.4. C\u00e1c c\u1ea5u tr\u00fac c\u00e2u m\u00f4 t\u1ea3 pie chart “\u0103n \u0111i\u1ec3m” <\/h3>\n\n\n\n

      D\u01b0\u1edbi \u0111\u00e2y l\u00e0 m\u1ed9t s\u1ed1 c\u1ea5u tr\u00fac b\u1ea1n n\u00ean n\u1eafm \u0111\u01b0\u1ee3c \u0111\u1ec3 qu\u00e1 tr\u00ecnh vi\u1ebft b\u00e0i d\u1ec5 d\u00e0ng, hi\u1ec7u qu\u1ea3 v\u00e0 t\u1ed1i \u01b0u th\u1eddi gian h\u01a1n.<\/p>\n\n\n\n

      C\u1ea5u tr\u00fac gi\u1edbi thi\u1ec7u bi\u1ec3u \u0111\u1ed3 tr\u00f2n (Introduction)<\/strong><\/p>\n\n\n\n