Bài mẫu IELTS Speaking, bài mẫu IELTS Writing by The SOL IELTS

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Ph&acirc;n t&iacute;ch đề b&agrave;i&nbsp;<\/strong><\/span><\/h3>\n\n<ul>\n\t<li>Loại biểu đồ: Biểu đồ Bar chart&nbsp;<\/li>\n\t<li>Dữ liệu: Dữ liệu tĩnh - Phần trăm l&agrave;m việc theo số lượng giờ ở bốn quốc gia kh&aacute;c nhau.<\/li>\n<\/ul>\n\n<h3>2. D&agrave;n &yacute; tham khảo&nbsp;<\/strong><\/span><\/h3>\n\n<ul>\n\t<li>Introduction: Paraphrase đề b&agrave;i.<\/li>\n\t<li>Overview:\n\t<ul>\n\t\t<li>Hầu hết người lao động l&agrave;m 36-40 giờ, trừ Ph&aacute;p&nbsp;<\/li>\n\t\t<li>C&ocirc;ng nh&acirc;n Anh chăm chỉ hơn.&nbsp;<\/li>\n\t<\/ul>\n\t<\/li>\n\t<li>Body Paragraph 1: Dười 31: &Iacute;t nhất\n\t<ul>\n\t\t<li>1-14: 10% trong to&agrave;n bộ quốc gia&nbsp;<\/li>\n\t\t<li>15-20: 10% ở Denmark v&agrave; UK, 15 v&agrave; 20% ở France v&agrave; Sweden.&nbsp;<\/li>\n\t\t<li>21-30: 20% Thụy Điển, c&ograve;n lại đều 10%.&nbsp;<\/li>\n\t<\/ul>\n\t<\/li>\n\t<li>Body Paragraph 2: 31-40.\n\t<ul>\n\t\t<li>France: Nhiều người l&agrave;m 31-35, c&aacute;c nước c&ograve;n lại 36-40.<\/li>\n\t\t<li>Số liệu 36-40 ở c&aacute;c quốc gia m&agrave; n&oacute; phổ biến.&nbsp;<\/li>\n\t<\/ul>\n\t<\/li>\n\t<li>Body Paragraph 3: Tr&ecirc;n 40.\n\t<ul>\n\t\t<li>Nh&oacute;m n&agrave;y ở Đan Mạch tương đối tương đương với nh&oacute;m dưới 30.&nbsp;<\/li>\n\t\t<li>Số liệu cao nhất trong nh&oacute;m n&agrave;y ở c&aacute;c quốc gia c&ograve;n lại.<\/li>\n\t<\/ul>\n\t<\/li>\n<\/ul>\n\n<h2>Sample answer Band 7.5&nbsp;<\/strong><\/span><\/h2>\n\nThe chart provides insight into the number of hours that industrial laborers from four countries in Europe spent working in a week in 2002.&nbsp;<\/p>\n\nOverall, it is immediately noticeable that with the exception of France, most workers in the countries researched preferred to work from 36 to 40 hours in a week. British workers seemed to be more hard working than their counterparts in other places, as they were more willing to work more than 40 hours a week.&nbsp;<\/p>\n\nCompared to other working practices, working for less than 31 hours a week was the least popular. People who worked 1 -14 hours accounted for less than 10% of the industrial workforce in every single country in the charts. Meanwhile, the proportion of workers who committed to a 15-20 hour workweek was also 10% in Denmark and the UK, but they made up roughly 15% and 20% in France and Sweden, respectively. In addition, Swedish industrial laborers spending 21-30 hours per week contributed a larger proportion of the national industry in comparison to those in other countries, with the former at 20% and the latter at around 10%.&nbsp;<\/p>\n\nFrance is the only country where half of the industrial workforce worked 31 to 35 hours every week, while the majority of workers in other countries preferred to work 36-40 hours.To be specific, 70% of workers in Denmark spent 36 to 40 hours per week working, while the data for the the the the the UK was approximately 50%. The highest figure in this category, however, belonged to Sweden, at approximately 80%<\/p>\n\nWorking more than 40 hours per week was definitely not the norm in 2002. In Denmark, this working arrangement was just as uncommon as spending less than 31 hours at work, evidenced by the comparable data. In other cases, it was definitely more prevalent. People who worked 46-50 hours in France or more than 50 hours in the the UK accounted for 20%. &nbsp;In Sweden, employees who put in 41-45 hours was the third most numerous group in the country&rsquo;s industrial work force, contributing roughly 25%.&nbsp;<\/p>\n\nTừ vựng IELTS hữu &iacute;ch&nbsp;<\/strong><\/p>\n\n<ul>\n\t<li>&nbsp; &nbsp; Insight (n) Sự hiểu biết<\/li>\n\t<li>&nbsp; &nbsp; Laborer (n) Người lao động&nbsp;<\/li>\n\t<li>&nbsp; &nbsp; Counterparts (n) Chủ thể tương đương&nbsp;<\/li>\n\t<li>&nbsp; &nbsp; Workforce (n) Lực lượng lao động<\/li>\n\t<li>&nbsp; &nbsp; Commit (n) Cam kết gắn b&oacute;&nbsp;<\/li>\n\t<li>&nbsp; &nbsp; Prevalent (adj) Phổ biến<\/li>\n\t<li>&nbsp; &nbsp; Norm (n) Phong tục tập qu&aacute;n\/ Một điều phổ biến<\/li>\n\t<li>&nbsp; &nbsp; Numerous (adj) Nhiều<\/li>\n\t<li>&nbsp; &nbsp; Exception (n) Ngoại lệ<\/li>\n\t<li>&nbsp; &nbsp; Approximately (adv) Xấp xỉ<\/li>\n\t<li>&nbsp; &nbsp; Arrangement (n) Việc sắp xếp\/ d&agrave;n xếp\/ sắp đặt&nbsp;<\/li>\n\t<li>&nbsp; &nbsp; Evidenced by (v) Được chứng minh mởi.&nbsp; \n\t&nbsp;<\/li>\n<\/ul>\n","image_url":"https:\/\/www.thesol.edu.vn\/datafiles\/35996\/upload\/images\/Tin%20t%E1%BB%A9c\/Ch%E1%BB%AFa%20%C4%91%E1%BB%81%20IELTS\/February%202025\/ielts-writing-task-1-4%20BAR%20CHARTS.png","image_thumb_url":"https:\/\/www.thesol.edu.vn\/datafiles\/35996\/upload\/thumb_images\/Tin%20t%E1%BB%A9c\/Ch%E1%BB%AFa%20%C4%91%E1%BB%81%20IELTS\/February%202025\/ielts-writing-task-1-4%20BAR%20CHARTS.png","tags":"","count_view":844,"seo_name":"chua-de-ielts-writing-task-1-4-bar-charts","date_update":1755090310,"date_created_format":1755092748,"meta_title":"Chữa đề IELTS Writing task 1 4 bar charts","meta_desc":"Chữa đề IELTS Writing task 1 đề bài The charts below show the number of working hours per week, in the industrial sector, in four European countries in 2002.","meta_keyword":"","qr_code":"https:\/\/www.thesol.edu.vn\/chua-de-ielts-writing-task-1-4-bar-charts"},{"id":711847,"name":"Chữa đề IELTS Writing task 1 Cement-making process","desc":"Chữa đề IELTS Writing task 1&nbsp;The diagrams below show the stages and equipment used in the cement-making process, and how cement is used to produce concrete for building purposes. Summarise the information by selecting and reporting the main features, and make comparisons where relevant.<\/p>\n","content":"<h2>Đề b&agrave;i<\/strong><\/span><\/h2>\n\nThe diagrams below show the stages and equipment used in the cement-making process, and how cement is used to produce concrete for building purposes. Summarise the information by selecting and reporting the main features, and make comparisons where relevant.<\/p>\n\n<img alt=\"\" src=\"\/datafiles\/35996\/upload\/images\/Tin tức\/Chữa đề IELTS\/February 2025\/Writing task 1.JPG\" style=\"width: 900px; height: 871px;\" \/><\/p>\n\n<h2>Ph&acirc;n t&iacute;ch đề b&agrave;i v&agrave; lập d&agrave;n &yacute;<\/strong><\/span><\/h2>\n\n<h3>1. Ph&acirc;n t&iacute;ch đề b&agrave;i&nbsp;<\/strong><\/span><\/h3>\n\n<ul>\n\t<li>Loại biểu đồ: Diagrams<\/li>\n\t<li>Dữ liệu: Quy tr&igrave;nh l&agrave;m xi măng v&agrave; b&ecirc; t&ocirc;ng<\/li>\n\t<li>Yếu tố cần lưu &yacute;: Mặc d&ugrave; c&oacute; hai diagram, diagram b&ecirc;n phải tương đối đơn giản.<\/li>\n<\/ul>\n\n<h3>2. D&agrave;n &yacute; tham khảo&nbsp;<\/strong><\/span><\/h3>\n\n<ul>\n\t<li>Introduction: Paraphrase đề b&agrave;i<\/li>\n\t<li>Overview:&nbsp;\n\t<ul>\n\t\t<li>L&agrave;m xi măng cần năm bước v&agrave; nhiều c&ocirc;ng cụ kh&aacute;c nhau.<\/li>\n\t\t<li>L&agrave;m b&ecirc; tổng chỉ cần một bước v&agrave; một m&agrave;y xoay b&ecirc; t&ocirc;ng.<\/li>\n\t<\/ul>\n\t<\/li>\n\t<li>Body Paragraph 1: Cement&nbsp;<\/li>\n\t<li>Body Paragraph 2: Concrete<\/li>\n<\/ul>\n\n<h2>Sample answer Band 7.5&nbsp;<\/strong><\/span><\/h2>\n\nThe first diagram illustrates the production of cement and the necessary instruments needed in the process, while the second one demonstrates how concrete used in construction can be made by using cement.&nbsp;<\/p>\n\nOverall, the manufacture of cement is a linear process consisting of five main stages and various tools. Producing concrete, on the other hand, only requires mixing different ingredients including cement in a concrete mixer.&nbsp;<\/p>\n\nLooking at the production of cement, the first stage starts when limestone and clay are crushed together into powder after being poured into a roll crusher. The resulting powder then goes through a mixer, before being transferred through a tube into a constantly rotating cylindrical heater. Subsequently, the heated mixture is transported on a conveyor belt into a grinder, where it is ground once more into cement. Finally, the cement is packaged into bags, ready to be transported to building sites where concrete is needed.&nbsp;<\/p>\n\nCement is the only artificial ingredient in the production of concrete, accounting for 15% of the mixture needed to make it. The other components in said mixture include water (10%), sand (25%) and gravel (50%). All of these materials are poured into a concrete mixer which rotates to combine them until concrete is obtained.&nbsp;<\/p>\n\nTừ vựng IELTS hữu &iacute;ch&nbsp;<\/strong><\/p>\n\n<ul>\n\t<li>Production = Manufacture (n) Việc sản xuất.<\/li>\n\t<li>Linear process (n) Quy tr&igrave;nh tuyến t&iacute;nh<\/li>\n\t<li>Powder (n) Bột<\/li>\n\t<li>Cylindrical (adj) H&igrave;nh trụ<\/li>\n\t<li>Rotates (v) Xoay v&ograve;ng&nbsp;<\/li>\n\t<li>Conveyor belt (n) D&acirc;y chuyền\/ băng tải<\/li>\n\t<li>Package (n) G&oacute;i h&agrave;ng\/ (v) Đ&oacute;ng g&oacute;i&nbsp;<\/li>\n\t<li>Artificial (adj) Nh&acirc;n tạo<\/li>\n\t<li>Components (n) Th&agrave;nh phần<\/li>\n\t<li>Mixture (n) Hỗn hợp&nbsp;<\/li>\n\t<li>Obtain (v) Lấy được&nbsp; \n\t&nbsp;<\/li>\n<\/ul>\n","image_url":"https:\/\/www.thesol.edu.vn\/datafiles\/35996\/upload\/images\/Tin%20t%E1%BB%A9c\/Ch%E1%BB%AFa%20%C4%91%E1%BB%81%20IELTS\/February%202025\/Writing%20task%201.JPG","image_thumb_url":"https:\/\/www.thesol.edu.vn\/datafiles\/35996\/upload\/thumb_images\/Tin%20t%E1%BB%A9c\/Ch%E1%BB%AFa%20%C4%91%E1%BB%81%20IELTS\/February%202025\/Writing%20task%201.JPG","tags":"","count_view":987,"seo_name":"chua-de-ielts-writing-task-1-cement-making-process","date_update":1755089206,"date_created_format":1755089428,"meta_title":"Chữa đề IELTS Writing task 1 Cement-making process","meta_desc":"","meta_keyword":"","qr_code":"https:\/\/www.thesol.edu.vn\/chua-de-ielts-writing-task-1-cement-making-process"},{"id":711846,"name":"Chữa đề thi thật IELTS Writing task 2 Young people should be punished the same as adults","desc":"Chữa đề thi thật IELTS Writing task 2.&nbsp;Young people who commit serious crimes, such as robbery and violent attacks, should be punished the same as adults. Do you agree or disagree?<\/p>\n","content":"<h2>Đề thi thật IELTS<\/strong><\/span><\/h2>\n\nYoung people who commit serious crimes, such as robbery and violent attacks, should be punished the same as adults. Do you agree or disagree?<\/p>\n\n<h2>D&agrave;n &yacute; tham khảo&nbsp;<\/strong><\/span><\/h2>\n\n<ul>\n\t<li>Introduction:&nbsp;\n\t<ul>\n\t\t<li>Paraphrase lại đề b&agrave;i.&nbsp;<\/li>\n\t\t<li>Thesis statement: phản đối ho&agrave;n to&agrave;n luận điểm của để b&agrave;i<\/li>\n\t<\/ul>\n\t<\/li>\n\t<li>Body Paragraph 1: Harsh punishment is morally inconsistent.&nbsp;\n\t<ul>\n\t\t<li>Supporting point 1: Adults are aware of consequences, teenagers aren&rsquo;t =&gt; Unfair to treat them the same.<\/li>\n\t\t<li>Explain: Nowadays, children are exposed to normalized criminal behavior through te media, but are uneducated in the consequences<\/li>\n\t\t<li>Supporting point 2: Most children commit crime because they have to<\/li>\n\t\t<li>Explain: Crimes are prevalent among young people in poor neighborhoods, because it is the only source of income. =&gt; natural reactions to difficult circumstances, not something to be condemned and punished.&nbsp;<\/li>\n\t<\/ul>\n\t<\/li>\n\t<li>Body Paragraph 2: Social problems resulting from harsh punishment\n\t<ul>\n\t\t<li>Supporting point 1: Increased recidivism&nbsp;<\/li>\n\t\t<li>Explain: In jail -&gt; limited access to education and job. Go out of jail -&gt; Adults with no degree\/ work experience -&gt; can&rsquo;t apply for jobs, only option is joining criminal gangs.&nbsp;<\/li>\n\t\t<li>Supporting point 2: Breed resentments towards the system.&nbsp;<\/li>\n\t\t<li>Explain: Because of their lack of legal awareness, criminals who are young may find their sentences to be unjust.&nbsp;<\/li>\n\t\t<li>=&gt; Rebellion and social disorder.&nbsp;<\/li>\n\t<\/ul>\n\t<\/li>\n\t<li>&nbsp;Conclusion:&nbsp;\n\t<ul>\n\t\t<li>T&oacute;m tắt lại to&agrave;n bộ luận điểm được để cập trong b&agrave;i.<\/li>\n\t<\/ul>\n\t<\/li>\n<\/ul>\n\n<h2>Sample answer band 7.5&nbsp;<\/strong><\/span><\/h2>\n\nNowadays, there is a belief that teenagers who commit criminal <\/strong>offenses should be treated the same as adults. However, I do not share this sentiment due to several reasons that will be further elaborated in this essay.&nbsp;<\/p>\n\nOn the one hand, the harsh punishment of young people who break the law is morally unjustifiable.<\/strong> First of all, it is quite unfair for juvenile offenders to be punished with the similar severity applied to adults, when the former are not as aware of the legal consequences<\/strong> as the latter. This is especially ironic considering a modern child is hyper-exposed, to the point of desensitization<\/strong>, to many criminal behaviors in various media they are allowed to consume, yet is woefully uneducated on the gravity<\/strong> of those actions. In addition, children rarely commit crime<\/strong>s for the sake of it, but often do so in response to the circumstances they find themselves in. Violent crimes like robberies and murder are often rampant<\/strong> among the youth in poor neighborhoods, simply because the fortune gained from such behaviors is, in many cases, the only source of income in their families. Punishing them for their natural reaction to their living condition would be ridiculous.&nbsp;<\/p>\n\nOn the other hand, putting young offenders behind bars would have several serious social implications. To begin with, it often leads to increased recidivism<\/strong>. To be more specific, being in prison, justifiably or not, means limited access to education and work. Once they finish serving their sentences, they become fully grown adults without any degree or working experience, which makes it impossible to find a job with a stable income to sustain their own survival. At this point, what choices do these fully grown men and women have to continue living, aside from joining predatory criminal gangs? Another point to consider is that due to their limited awareness about the legality of their actions, young criminals are more likely to feel that their sentences are unfair. This breeds resentment<\/strong> towards the system that condemns them to confinement<\/strong>, which can lead to rebellion and social disorder.&nbsp;<\/p>\n\nIn short, treating juvenile<\/strong> offenders the same as adult criminals is neither morally justifiable nor socially beneficial. Regarding this matter, rehabilitation<\/strong> and investment into impoverished areas will be better approaches since they account for their lack of legal awareness and address the socioeconomic<\/strong> root causes that lead to crimes in the first place.&nbsp;<\/p>\n\nTừ vựng hữu &iacute;ch&nbsp;<\/strong><\/p>\n\n<ul>\n\t<li>&nbsp; &nbsp; Commit offenses = committed crime = break the law: Phạm tội&nbsp;<\/li>\n\t<li>&nbsp; &nbsp; Morally unjustifiable (adj) Kh&ocirc;ng thể biện minh được bằng mặt đạo đức.&nbsp;<\/li>\n\t<li>&nbsp; &nbsp; Juvenile (adj) Th&agrave;nh ni&ecirc;n<\/li>\n\t<li>&nbsp; &nbsp; Criminals\/ Offenders (n) Kẻ phạm tội<\/li>\n\t<li>&nbsp; &nbsp; Legal consequences (collocation) Hệ quả ph&aacute;p l&yacute;<\/li>\n\t<li>&nbsp; &nbsp; Exposed to (adj) Được tiếp x&uacute;c với<\/li>\n\t<li>&nbsp; &nbsp; Desensitization (n) V&ocirc; cảm, l&atilde;nh cảm<\/li>\n\t<li>&nbsp; &nbsp; Gravity (n) Trọng lực\/ sức nặng<\/li>\n\t<li>&nbsp; &nbsp; Rampant (adj) Phổ biến (thường mang nghĩa ti&ecirc;u cực, v&agrave; đi với một hiện tượng\/ sự vật &nbsp; &nbsp; hơn l&agrave; người)<\/li>\n\t<li>&nbsp; &nbsp; Recidivism (n) Việc t&aacute;i phạm tội<\/li>\n\t<li>&nbsp; &nbsp; Breed resentment (collocation) L&agrave;m nảy nở sự th&ugrave; o&aacute;n<\/li>\n\t<li>&nbsp; &nbsp; Breed (v) Phối giống<\/li>\n\t<li>&nbsp; &nbsp; Resentment (n) Sự th&ugrave; o&aacute;n<\/li>\n\t<li>&nbsp; &nbsp; Confinement (n) Việc bị giam cầm<\/li>\n\t<li>&nbsp; &nbsp; Rehabilitation (n) Sự cải tạo<\/li>\n\t<li>&nbsp; &nbsp; Impoverished (adj) Ngh&egrave;o đ&oacute;i<\/li>\n\t<li>&nbsp; &nbsp; Socioeconomic (adj) x&atilde; hội - kinh tế&nbsp;<\/li>\n\t<li>&nbsp; &nbsp; Sentences (n) Bản &aacute;n<\/li>\n\t<li>&nbsp; &nbsp; Social disorder (n) Sự mất trật tự x&atilde; hội<\/li>\n\t<li>&nbsp; &nbsp; Rebellion (n) Sự nổi loạn. \n\t&nbsp;<\/li>\n<\/ul>\n","image_url":"https:\/\/www.thesol.edu.vn\/datafiles\/35996\/upload\/files\/%E1%BA%A2nh%20web\/5%20li%CC%81%20do%20khie%CC%82%CC%81n%20ba%CC%A3n%20kho%CC%82ng%20the%CC%82%CC%89%20bo%CC%89%20qua%20the%20sol%20education.png","image_thumb_url":"https:\/\/www.thesol.edu.vn\/datafiles\/35996\/upload\/thumb_files\/%E1%BA%A2nh%20web\/5%20li%CC%81%20do%20khie%CC%82%CC%81n%20ba%CC%A3n%20kho%CC%82ng%20the%CC%82%CC%89%20bo%CC%89%20qua%20the%20sol%20education.png","tags":"","count_view":1643,"seo_name":"chua-de-thi-that-ielts-writing-task-2-young-people-should-be-punished-the-same-as-adults","date_update":1755088328,"date_created_format":1755088449,"meta_title":"Chữa đề thi thật IELTS Writing task 2 Young people should be punished the same as adults","meta_desc":"","meta_keyword":"","qr_code":"https:\/\/www.thesol.edu.vn\/chua-de-thi-that-ielts-writing-task-2-young-people-should-be-punished-the-same-as-adults"},{"id":711845,"name":"Chữa đề thi thật IELTS Writing task 1 - Citrus fruits","desc":"Chữa đề thi thật IELTS Writing task 1&nbsp;The graphs below show four categories of citrus fruits and the top three countries to which these were exported (in thousand tonnes) in 2010.<\/p>\n","content":"<h2>Đề b&agrave;i<\/strong><\/span><\/h2>\n\nThe graphs below show four categories of citrus fruits and the top three countries to which these were exported (in thousand tonnes) in 2010.<\/p>\n\n<img alt=\"\" src=\"\/datafiles\/35996\/upload\/images\/Tin tức\/Chữa đề IELTS\/February 2025\/ielts-writing-task-1-citrus-fruit.png\" \/><\/p>\n\n<h2>Ph&acirc;n t&iacute;ch đề b&agrave;i v&agrave; lập d&agrave;n &yacute;<\/strong><\/span><\/h2>\n\n<h3>1. Ph&acirc;n t&iacute;ch đề b&agrave;i&nbsp;<\/strong><\/span><\/h3>\n\n<ul>\n\t<li>Loại biểu đồ: Bar chart tĩnh<\/li>\n\t<li>Dữ liệu: Dữ liệu tĩnh m&ocirc; tả ba quốc gia nhập nhiều bốn loại tr&aacute;i họ cam qu&yacute;t.<\/li>\n\t<li>Yếu tổ cần lưu &yacute;:&nbsp;\n\t<ul>\n\t\t<li>C&oacute; bốn biểu đồ, song dữ liệu kh&ocirc;ng qu&aacute; nhiều, to&agrave;n bộ c&aacute;c th&ocirc;ng tin n&agrave;y đều c&oacute; thể được viết xuống miễn l&agrave; c&oacute; sử dụng được cấu tr&uacute;c c&acirc;u phức.&nbsp;<\/li>\n\t\t<li>Exported to - được xuất khẩu tới c&aacute;c quốc gia, chứ kh&ocirc;ng phải c&aacute;c quốc gia n&agrave;y xuất khẩu ch&uacute;ng.<\/li>\n\t<\/ul>\n\t<\/li>\n<\/ul>\n\n<h3>2. D&agrave;n &yacute; tham khảo&nbsp;<\/strong><\/span><\/h3>\n\n<ul>\n\t<li>Introduction Paraphrase đề b&agrave;i&nbsp;<\/li>\n\t<li>Overview\n\t<ul>\n\t\t<li>Mexico v&agrave; Mỹ nhập khẩu nhiều nhất.&nbsp;<\/li>\n\t\t<li>Oranges được nhập khẩu nhiều nhất.<\/li>\n\t<\/ul>\n\t<\/li>\n\t<li>Body Paragraph 1: Oranges + Lemon<\/li>\n\t<li>Body Paragraph 2: Grapefruits + Others<\/li>\n<\/ul>\n\n<h2>Sample answer Band 7.5&nbsp;<\/strong><\/span><\/h2>\n\nThe graphs illustrate the data for four different fruits, including oranges, lemons, grapefruit and other types of citrus fruits, from the top three nations that imported them in 2010<\/p>\n\nOverall, it is immediately noticeable that Mexico and America were the largest importer of citrus fruits as a whole. Additionally, oranges were the most favored imports compared to all categories of citrus fruits featured in the graphs.&nbsp;<\/p>\n\nRegarding oranges, South Africa dominated at 1,000,000 tons, followed closely by Egypt at 900,000 metric tons. Meanwhile, the United States only imported 650,000 tons of oranges, placing it at the lowest position in the corresponding graph. The country that lemons were shipped to the most was Turkey, at 500,000 metric tons. In addition, Mexico imports of lemons stood at 450,000 metric tons, which was 200,000 metric tons higher than Argentina&rsquo;s.<\/p>\n\nMeanwhile, South Africa and the United States shared similar data for grapefruits, both at 225,000 metric tons, whereas only 175,000 metric tons were imported by Turkey. Other types of citrus fruits were mostly brought in by Mexico, while Israel and America, despite being featured among the top exporters in this category, imported a comparably insignificant amount, at approximately 10,000 metric tons.&nbsp;<\/p>\n\nTừ vựng IELTS hữu &iacute;ch&nbsp;<\/strong><\/p>\n\n<ul>\n\t<li>Import\/ export (v) Nhập khẩu\/ Xuất khẩu<\/li>\n\t<li>Import\/ export (n) H&agrave;ng xuất khẩu\/ nhập khẩu\/ Tổng xuất khẩu của mặt h&agrave;ng n&agrave;o đ&oacute;.&nbsp;<\/li>\n<\/ul>\n","image_url":"https:\/\/www.thesol.edu.vn\/datafiles\/35996\/upload\/images\/Tin%20t%E1%BB%A9c\/Ch%E1%BB%AFa%20%C4%91%E1%BB%81%20IELTS\/February%202025\/ielts-writing-task-1-citrus-fruit.png","image_thumb_url":"https:\/\/www.thesol.edu.vn\/datafiles\/35996\/upload\/thumb_images\/Tin%20t%E1%BB%A9c\/Ch%E1%BB%AFa%20%C4%91%E1%BB%81%20IELTS\/February%202025\/ielts-writing-task-1-citrus-fruit.png","tags":"","count_view":725,"seo_name":"chua-de-thi-that-ielts-writing-task-1-citrus-fruits","date_update":1755087516,"date_created_format":1755088124,"meta_title":"Chữa đề thi thật IELTS Writing task 1 - Citrus fruits","meta_desc":"Chữa đề thi thật IELTS Writing task 1 The graphs below show four categories of citrus fruits and the top three countries to which these were exported (in thousand tonnes) in 2010.","meta_keyword":"","qr_code":"https:\/\/www.thesol.edu.vn\/chua-de-thi-that-ielts-writing-task-1-citrus-fruits"},{"id":711844,"name":"Chữa đề thi thật IELTS Writing task 2 - Environmental problems","desc":"Chữa đề thi thật IELTS Writing task 2 ng&agrave;y 3\/8\/2025:&nbsp;Some people think that environmental problems are too big for individuals to solve. Others believe individuals can also do some things to solve these problems. Discuss both views and give your own opinion.<\/p>\n","content":"<h2>Đề b&agrave;i<\/strong><\/h2>\n\nSome people think that environmental problems are too big for individuals to solve. Others believe individuals can also do some things to solve these problems. Discuss both views and give your own opinion.<\/p>\n\n<h2>D&agrave;n &yacute; tham khảo&nbsp;<\/strong><\/h2>\n\nVới đề b&agrave;i n&agrave;y, c&aacute;c bạn c&oacute; thể tham khảo d&agrave;n &yacute; sau nh&eacute;:<\/strong><\/p>\n\n<ul>\n\t<li>Introduction:&nbsp;\n\t<ul>\n\t\t<li>Paraphrase lại đề b&agrave;i.&nbsp;<\/li>\n\t\t<li>Thesis statement: Nhấn mạnh b&agrave;i sẽ b&agrave;n bạc cả hai quan điểm, đồng thời l&agrave;m r&otilde; &yacute; kiến của m&igrave;nh nghi&ecirc;ng về b&ecirc;n n&agrave;o.&nbsp;<\/li>\n\t<\/ul>\n\t<\/li>\n\t<li>Body Paragraph 1: Individuals actions don&rsquo;t matter much&nbsp;\n\t<ul>\n\t\t<li>Supporting point 1: The issues are too big for normal people<\/li>\n\t\t<li>Explain: Government and corporations can not prevent it, how can a normal person do it?&nbsp;<\/li>\n\t\t<li>Supporting point 2: Individuals are not the biggest offenders.<\/li>\n\t\t<li>Explain: Adopting a new lifestyle will not matter when corporations dump substantially more pollutants.&nbsp;<\/li>\n\t<\/ul>\n\t<\/li>\n\t<li>Body Paragraph 2: There are things that normal people can do\n\t<ul>\n\t\t<li>Explain 1: Individuals might be powerless, but collaboration can make a difference<\/li>\n\t\t<li>Explain 2: Protests\/ mass movements have been very effective<\/li>\n\t\t<li>Example: Farmers and workers organize protest and strike in central regions of Vietnam when the environment is polluted -&gt; corporations had to change their waste treatment policy.<\/li>\n\t<\/ul>\n\t<\/li>\n\t<li>&nbsp;Conclusion:&nbsp;\n\t<ul>\n\t\t<li>T&oacute;m tắt lại to&agrave;n bộ luận điểm được để cập trong b&agrave;i.<\/li>\n\t<\/ul>\n\t<\/li>\n<\/ul>\n\n<h2>Sample answer band 7.5&nbsp;<\/strong><\/h2>\n\nNowadays, there are several people who believe that what normal people can do is far too inconsequential compared to the enormity of the environmental crisis, while the opponents of this sentiment refuse the pessimism of the statement, arguing instead that we can make considerable differences as individuals. While both arguments are valid in their own way, I am more inclined to believe in the latter.&nbsp;<\/p>\n\nOn the one hand, there are several reasons why individual actions do not seem to matter much. Firstly, the magnitude of the crisis we are dealing with, according to many climate change experts, is frankly quite horrifying. This is evidenced by the fact that collaborative efforts between government and corporations from all over the world has not been able to prevent the majority of natural catastrophes. Therefore, it might seem laughable to even suggest that an ordinary citizen can have the power to do anything effective. Secondly, it is undeniable that the primary actors that contribute to the acceleration and exacerbation of climate change are companies, factories and other for-profit private institutions around the world, not the average person. Adopting a greener lifestyle on the individual scale hardly matters when corporations, companies and factories continuously pump billions tons of pollutants into the environment with little to no push back from the government.&nbsp;<\/p>\n\nOn the other hand, succumbing to pessimism also obscures the people&#39;s potential to combat climate change. Although separated individuals can be powerless to effect any meaningful changes, collaborating with other people to fight for a common environmental cause has been proven throughout modern history to be very effective. There have been many protests organized from the ground up from normal people that successfully push for positive changes for the environment. For example, in several Central regions in Vietnam, many factories were known to dump vast quantities of toxic waste into local bodies of water, leading to dire consequences on not only the environment but also people&rsquo;s health. However, as the farmers and the workers began to organize mass protests and strikes in various localities, the corporations responsible for the factories had to cave in to their demand and made radical changes in their waste treatment policy. In short, the power of individuals lies not within themselves, but in their cooperation with their fellow human beings.&nbsp;<\/p>\n\nTo conclude, while lone actions can not tackle environmental degradation in any meaningful way, serious changes are possible through collective activism. Therefore, it would be unwise to dismiss individual agencies entirely.&nbsp;<\/p>\n\nTừ vựng hữu &iacute;ch&nbsp;<\/strong><\/p>\n\n<ul>\n\t<li>&nbsp; &nbsp; Inconsequential (adj) Qu&aacute; vụn vặt, nhỏ b&eacute;, tầm thường&nbsp;<\/li>\n\t<li>&nbsp; &nbsp; Enormity (n) Sự khổng lồ<\/li>\n\t<li>&nbsp; &nbsp; Exacerbation (n) Việc l&agrave;m tồi tệ hơn<\/li>\n\t<li>&nbsp; &nbsp; Succumbing to pessimism (common phrase) Cam chịu đắm ch&igrave;m v&agrave;o sự ti&ecirc;u cực&nbsp;<\/li>\n\t<li>&nbsp; &nbsp; Dire consequences (collocation) Hậu quả kh&ocirc;n lường<\/li>\n\t<li>&nbsp; &nbsp; Collective activism (collocation) Hoạt động tập thể nhằm thay đổi điều g&igrave; đ&oacute;.<\/li>\n\t<li>&nbsp; &nbsp; Radical changes (collocation) Sự thay đổi cấp tiền&nbsp; \n\t&nbsp;<\/li>\n<\/ul>\n","image_url":"https:\/\/www.thesol.edu.vn\/datafiles\/35996\/upload\/files\/%E1%BA%A2nh%20web\/5%20li%CC%81%20do%20khie%CC%82%CC%81n%20ba%CC%A3n%20kho%CC%82ng%20the%CC%82%CC%89%20bo%CC%89%20qua%20the%20sol%20education.png","image_thumb_url":"https:\/\/www.thesol.edu.vn\/datafiles\/35996\/upload\/thumb_files\/%E1%BA%A2nh%20web\/5%20li%CC%81%20do%20khie%CC%82%CC%81n%20ba%CC%A3n%20kho%CC%82ng%20the%CC%82%CC%89%20bo%CC%89%20qua%20the%20sol%20education.png","tags":"","count_view":507,"seo_name":"chua-de-thi-that-ielts-writing-task-2-environmental-problems","date_update":1755084317,"date_created_format":1755084346,"meta_title":"Chữa đề thi thật IELTS Writing task 2 - Environmental problems","meta_desc":"Chữa đề thi thật IELTS Writing task 2 ngày 3\/8\/2025: Some people think that environmental problems are too big for individuals to solve. Others believe individuals can also do some things to solve these problems. Discuss both views and give your own opini","meta_keyword":"","qr_code":"https:\/\/www.thesol.edu.vn\/chua-de-thi-that-ielts-writing-task-2-environmental-problems"},{"id":711719,"name":"Chữa đề thi IELTS Writing task 1 ngày 3\/8\/2025","desc":"Chữa đề thi IELTS Writing task 1 ng&agrave;y 3\/8\/2025. Chữa đề thi thật IELTS Writing task 1 ng&agrave;y 3\/8\/2025&nbsp;The plans show the room layouts for training session for up ten people and more than ten people.<\/p>\n","content":"<h2>Đề thi IELTS Writing task 1 ng&agrave;y 3\/8\/2025<\/strong><\/h2>\n\nThe plans show the room layouts for training session for up ten people and more than ten people.<\/p>\n\n<img alt=\"\" src=\"\/datafiles\/35996\/upload\/images\/Tin tức\/Chữa đề IELTS\/February 2025\/ielts-writing-task-1-6_4_2023.png\" \/><\/p>\n\n<h2>Ph&acirc;n t&iacute;ch đề b&agrave;i v&agrave; lập d&agrave;n &yacute;<\/strong><\/h2>\n\n<h3>1. Ph&acirc;n t&iacute;ch đề b&agrave;i&nbsp;<\/strong><\/h3>\n\n<ul>\n\t<li>Loại biểu đồ: Bản đồ<\/li>\n\t<li>Dữ liệu: Kế hoạch sắp xếp ph&ograve;ng cho buổi training 10 trở xuống người tham gia hoặc hơn.&nbsp;<\/li>\n\t<li>Yếu tổ cần lưu &yacute;:&nbsp;\n\t<ul>\n\t\t<li>Đ&acirc;y kh&ocirc;ng phải dạng bản đồ thay đổi qua thời gian, n&ecirc;n hạn chế sử dụng c&aacute;c từ vựng m&ocirc; tả dữ liệu biến đổi của bản đồ trong b&agrave;i n&agrave;y. (V&iacute; dụ như removed, replaced,...)<\/li>\n\t\t<li>Đại đa số nội thất trong ph&ograve;ng đều được giữ nguy&ecirc;n trong cả hai kế hoạch&nbsp;<\/li>\n\t<\/ul>\n\t<\/li>\n<\/ul>\n\n<h3>2. D&agrave;n &yacute; tham khảo&nbsp;<\/strong><\/h3>\n\n<ul>\n\t<li>Introduction: Paraphrase lại đề b&agrave;i.<\/li>\n\t<li>Overview:&nbsp;\n\t<ul>\n\t\t<li>C&aacute;c đồ đạc được giữ nguy&ecirc;n, chỉ thay đổi vị tr&iacute; v&agrave; số ghế.<\/li>\n\t\t<li>Plan B c&oacute; được thiết kế cho ph&eacute;p sự tương t&aacute;c gần gũi giữa presenter v&agrave; participants.&nbsp;<\/li>\n\t<\/ul>\n\t<\/li>\n\t<li>Body Paragraph 1: Northern area&nbsp;\n\t<ul>\n\t\t<li>Podium + Whiteboard.&nbsp;<\/li>\n\t\t<li>L-shaped tea serving counter of plan A<\/li>\n\t<\/ul>\n\t<\/li>\n\t<li>Body Paragraph 2: Southern area\n\t<ul>\n\t\t<li>The tables + the chairs<\/li>\n\t\t<li>Tea-serving counter of plan B.&nbsp;<\/li>\n\t<\/ul>\n\t<\/li>\n<\/ul>\n\n<h2>Sample answer Band 7.5&nbsp;<\/strong><\/h2>\n\nThe plans illustrate two ways in which a room can be arranged to accommodate up to ten people and more than ten people in a training session. To be specific, plan A gives information on the former, while plan B shows the latter.&nbsp;<\/p>\n\nThere are virtually no differences in the types of furniture being provided in both layouts. The only major differences that can be seen from the plans are their placement, and, more obviously, the number of chairs each arrangement allows. Additionally, plan B seems to encourage closer interaction between the presenter and the participants, given how close the podium is to the tables.&nbsp;<\/p>\n\nComparing the northern sections of both plans, it is easy to see that the podium in plan A is located on the top left corner. Meanwhile, plan B places its podium in the middle of its upper half, while the space occupied by its counterpart in plan A is dedicated for an L - shaped tea-serving counter. In addition, plan A positions the white board relatively close to the wall, whereas plan B moves it right above where the podium is.&nbsp;<\/p>\n\nTurning to the south, one of the things that stands out immediately is the relatively similar U - formations in which the three long tables are arranged in each plan. However, compared to plan B, the tables in plan A are situated slightly closer to the northern wall, leaving a space in the south for a counter dedicated for serving tea in the morning. While attendees in plan A can only sit on one side of the tables, plan B provides seating for either side, thus allowing each table to hold up to six people.&nbsp;<\/p>\n\n(281 words)<\/em><\/p>\n\n<h2>Từ vựng IELTS hữu &iacute;ch&nbsp;<\/strong><\/h2>\n\n<ul>\n\t<li>&nbsp; &nbsp; Accommodate (v) C&oacute; thể chứa đựng&nbsp;<\/li>\n\t<li>&nbsp; &nbsp; Layout (n) Bố cục<\/li>\n\t<li>&nbsp; &nbsp; Counterpart (n) chủ thể tương đương<\/li>\n\t<li>&nbsp; &nbsp; Dedicated (n) D&agrave;nh cho<\/li>\n\t<li>&nbsp; &nbsp; U-formation (n) Bố cục chữ U<\/li>\n\t<li>&nbsp; &nbsp; Stands out (v) nổi bật<\/li>\n\t<li>&nbsp; &nbsp; Interaction (n) Sự tương t&aacute;c<\/li>\n\t<li>&nbsp; &nbsp; Provides seating (v) Cung cấp chỗ ngồi<\/li>\n\t<li>&nbsp; &nbsp; Occupy (v) Chiếm<\/li>\n\t<li>&nbsp; &nbsp; Corner (n) G&oacute;c&nbsp;<\/li>\n<\/ul>\n\n&nbsp;<\/p>\n","image_url":"https:\/\/www.thesol.edu.vn\/datafiles\/35996\/upload\/images\/Tin%20t%E1%BB%A9c\/Ch%E1%BB%AFa%20%C4%91%E1%BB%81%20IELTS\/February%202025\/ielts-writing-task-1-6_4_2023.png","image_thumb_url":"https:\/\/www.thesol.edu.vn\/datafiles\/35996\/upload\/thumb_images\/Tin%20t%E1%BB%A9c\/Ch%E1%BB%AFa%20%C4%91%E1%BB%81%20IELTS\/February%202025\/ielts-writing-task-1-6_4_2023.png","tags":"","count_view":703,"seo_name":"chua-de-thi-ielts-writing-task-1-ngay-3-8-2025","date_update":1755008829,"date_created_format":1755009224,"meta_title":"Chữa đề thi IELTS Writing task 1 ngày 3\/8\/2025","meta_desc":"Chữa đề thi IELTS Writing task 1 ngày 3\/8\/2025. Chữa đề thi thật IELTS Writing task 1 ngày 3\/8\/2025 The plans show the room layouts for training session for up ten people and more than ten people.","meta_keyword":"","qr_code":"https:\/\/www.thesol.edu.vn\/chua-de-thi-ielts-writing-task-1-ngay-3-8-2025"},{"id":707146,"name":"Chữa đề thi thật IELTS Writing task 2 ngày 11\/6\/2025","desc":"Chữa đề thi thật IELTS Writing task 2 ng&agrave;y 11\/6\/2025&nbsp;Some people believe that it is important for governments to pay for large pieces of art, such as sculptures, to put on public display in outdoor places. To what extent do you agree or disagree?<\/p>\n","content":"<h2>Đề b&agrave;i<\/b><\/h2>\n\nSome people believe that it is important for governments to pay for large pieces of art, such as sculptures, to put on public display in outdoor places. To what extent do you agree or disagree?<\/p>\n\n<h2>Ph&acirc;n t&iacute;ch đề v&agrave; lập d&agrave;n &yacute;<\/strong><\/h2>\n\n<h3>1. Gợi &yacute; viết:&nbsp;<\/strong><\/h3>\n\nĐề b&agrave;i y&ecirc;u cầu đưa ra &yacute; kiến c&aacute; nh&acirc;n, bởi vậy m&igrave;nh c&oacute; thể đồng t&igrave;nh, kh&ocirc;ng đồng t&igrave;nh hoặc đồng t&igrave;nh một phần. Tuy nhi&ecirc;n, mặc d&ugrave; l&agrave; ở trường hợp n&agrave;o th&igrave; mọi người cũng được khuyến kh&iacute;ch để đưa ra quan điểm đối lập để được đ&aacute;nh gi&aacute; cao hơn về mặt lập luận, kể cả khi việc đưa v&agrave;o chỉ để ngay lập tức phản b&aacute;c lại n&oacute;. (VD: Some people might argue that&hellip;. However, I believe this is a weak point because&hellip;)<\/p>\n\n<h3>2. D&agrave;n b&agrave;i tham khảo:<\/strong><\/h3>\n\nỞ đ&acirc;y, m&igrave;nh đưa ra d&agrave;n &yacute; của b&agrave;i nửa đồng &yacute;, nửa kh&ocirc;ng đồng &yacute;.&nbsp;<\/p>\n\n<ul>\n\t<li>Introduction:&nbsp;\n\t<ul>\n\t\t<li>Paraphrase lại đề b&agrave;i&nbsp;<\/li>\n\t\t<li>Một c&acirc;u tr&igrave;nh b&agrave;y r&otilde; r&agrave;ng &yacute; kiến sơ lược của bản th&acirc;n (agree\/ disagree, ở đ&acirc;y, m&igrave;nh sử dụng partially disagree để ph&acirc;n t&iacute;ch cả hai kh&iacute;a cạnh xấu v&agrave; tốt)<\/li>\n\t<\/ul>\n\t<\/li>\n\t<li>Body Paragraph 1: Benefits of government investment in public artworks<\/strong>&nbsp;\n\t<ul>\n\t\t<li>Supporting point 1: Contribute to visual identity of the area&nbsp;<\/li>\n\t\t<li>Explain: Public art can transform a boring place into a lively and colorful place.<\/li>\n\t\t<li>Supporting point 2: Tourism&nbsp;<\/li>\n\t\t<li>Example: Thanh Thuy village attracts tourists by having their walls painted.&nbsp;<\/li>\n\t<\/ul>\n\t<\/li>\n\t<li>Body Paragraph 2: Drawbacks of government investment in public artworks<\/strong>.\n\t<ul>\n\t\t<li>Supporting point 1: Pull resources away from other important sectors.&nbsp;<\/li>\n\t\t<li>Explain: Hard to justify building lavish statues when most can&rsquo;t afford healthcare\/education.&nbsp;<\/li>\n\t\t<li>Supporting point 2: Government has the monopoly of deciding what should be displayed, not the people.&nbsp;<\/li>\n\t\t<li>Example: Statues of Confederate leaders in the Southern states of America still stand, reminding people of slavery and segregation =&gt; modern Americans don&rsquo;t like that.<\/li>\n\t<\/ul>\n\t<\/li>\n\t<li>Conclusion:&nbsp;\n\t<ul>\n\t\t<li>T&oacute;m tắt lại to&agrave;n bộ luận điểm được đề cập tới trong b&agrave;i&nbsp;<\/li>\n\t<\/ul>\n\t<\/li>\n<\/ul>\n\n<h2>B&agrave;i viết tham khảo&nbsp;<\/strong><\/h2>\n\nNowadays, the argument that governmental authorities<\/strong> must invest in large artistic works to display in the public has gained some popularity. Although the sentiment<\/strong> has certain merits<\/strong> to consider, I can&rsquo;t agree with it wholeheartedly<\/strong>. This essay is an attempt to elaborate on my position regarding the matter.<\/p>\n\nThere are a lot of benefits to be gained from investment into public artworks. First of all, a sculpture or a wall painting being shown outdoors is not only beautiful in isolation<\/strong>, they also contribute positively to the visual identity<\/strong> of the local areas. Art has the power to transform<\/strong> a visually infertile urban settlement<\/strong> into a colorful and enriching place, as has been the case with various cities in countries like Germany or Mexico. Another benefit of showcasing large artistic pieces is tourism, as they can often serve as tourist attractions for the local area. For example, Thanh Thuy, a relatively normal village in Vietnam, used to fund a group of artists to draw spectacular 3D illustrations on every single wall in the local area. What followed was an immediate economic boom<\/strong>, as they have received a huge influx<\/strong> of international tourists who are eager to witness<\/strong> some of the most stunning<\/strong> wall paintings the country has ever seen.<\/p>\n\nHowever, significant drawbacks from government investment in public art cannot be ignored. To begin with, purchasing works of art for public display necessarily<\/strong> pulls the public resources away from other important sectors in society. It is hard to justify<\/strong> building lavish<\/strong> statues when in the vast majority of regions people can&rsquo;t even afford healthcare or enjoy free education. In addition, when the government is the sole buyer of public artworks, they will have the monopoly<\/strong> to dictate<\/strong> what would represent the city, not the people. Several Southern states in the USA, for example, still have a lot of statues of military leaders who defended segregation and slavery of black people in the South, even if modern Americans generally do not want them to keep standing. That&rsquo;s why private entities<\/strong>, including ordinary people, companies and non-governmental organizations, should also share the responsibility of purchasing what they consider to represent the collective<\/strong> will of the society.<\/p>\n\nIn conclusion, large-scale art projects can simultaneously attract tourists and improve the appearance of the local area. Nevertheless, it&rsquo;s not wise to depend entirely on the government to make that decision, because it might lead to a deficit<\/strong> in public funding for more pressing issues, as well as the potential of the political minority having the sole power of defining the visual identity<\/strong> of the society.<\/p>\n\n(428 words)<\/em><\/p>\n\nTừ vựng IELTS hữu &iacute;ch&nbsp;<\/strong><\/p>\n\n<ul data-end=\"499\" data-start=\"72\">\n\t<li data-end=\"109\" data-start=\"72\">\n\tAuthorities (n.)<\/strong>: Ch&iacute;nh quyền<\/p>\n\t<\/li>\n\t<li data-end=\"151\" data-start=\"110\">\n\tSentiment (n.)<\/strong>: Quan điểm, &yacute; kiến<\/p>\n\t<\/li>\n\t<li data-end=\"185\" data-start=\"152\">\n\tMerit (n.)<\/strong>: Điểm s&aacute;ng gi&aacute;<\/p>\n\t<\/li>\n\t<li data-end=\"219\" data-start=\"186\">\n\tIsolation (n.)<\/strong>: Sự c&ocirc; lập<\/p>\n\t<\/li>\n\t<li data-end=\"250\" data-start=\"220\">\n\tIdentity (n.)<\/strong>: Bản sắc<\/p>\n\t<\/li>\n\t<li data-end=\"291\" data-start=\"251\">\n\tSettlement (n.)<\/strong>: Khu vực định cư<\/p>\n\t<\/li>\n\t<li data-end=\"323\" data-start=\"292\">\n\tInflux (n.)<\/strong>: D&ograve;ng người<\/p>\n\t<\/li>\n\t<li data-end=\"357\" data-start=\"324\">\n\tBoom (n.)<\/strong>: Một sự b&ugrave;ng nổ<\/p>\n\t<\/li>\n\t<li data-end=\"393\" data-start=\"358\">\n\tMonopoly (n.)<\/strong>: Sự độc quyền<\/p>\n\t<\/li>\n\t<li data-end=\"423\" data-start=\"394\">\n\tEntity (n.)<\/strong>: Thực thể<\/p>\n\t<\/li>\n\t<li data-end=\"499\" data-start=\"424\">\n\tDeficit (n.)<\/strong>:&nbsp;Sự th&acirc;m hụt, thiếu hụt (thường d&ugrave;ng trong kinh tế, v&iacute; dụ: budget deficit = th&acirc;m hụt ng&acirc;n s&aacute;ch).<\/p>\n\t<\/li>\n<\/ul>\n\n<hr data-end=\"504\" data-start=\"501\" \/>\n<ul data-end=\"671\" data-start=\"506\">\n\t<li data-end=\"547\" data-start=\"506\">\n\tLavish (adj.)<\/strong>: H&agrave;o nho&aacute;ng, xa hoa<\/p>\n\t<\/li>\n\t<li data-end=\"586\" data-start=\"548\">\n\tStunning (adj.)<\/strong>: Đẹp tuyệt vời<\/p>\n\t<\/li>\n\t<li data-end=\"622\" data-start=\"587\">\n\tMonotonous (adj.)<\/strong>: Đơn điệu<\/p>\n\t<\/li>\n\t<li data-end=\"671\" data-start=\"623\">\n\tCollective (adj.)<\/strong>: Li&ecirc;n quan tới tập thể<\/p>\n\t<\/li>\n<\/ul>\n\n<hr data-end=\"676\" data-start=\"673\" \/>\n<ul data-end=\"824\" data-start=\"678\">\n\t<li data-end=\"710\" data-start=\"678\">\n\tTransform (v.)<\/strong>: Biến h&oacute;a<\/p>\n\t<\/li>\n\t<li data-end=\"761\" data-start=\"711\">\n\tDictate (v.)<\/strong>: Đưa ra quyết định tối thượng<\/p>\n\t<\/li>\n\t<li data-end=\"791\" data-start=\"762\">\n\tJustify (v.)<\/strong>: Biện hộ<\/p>\n\t<\/li>\n\t<li data-end=\"824\" data-start=\"792\">\n\tWitness (v.)<\/strong>: Chứng kiến<\/p>\n\t<\/li>\n<\/ul>\n\n<hr data-end=\"829\" data-start=\"826\" \/>\n<ul data-end=\"927\" data-start=\"831\">\n\t<li data-end=\"880\" data-start=\"831\">\n\tWholeheartedly (adv.)<\/strong>: Một c&aacute;ch ho&agrave;n to&agrave;n<\/p>\n\t<\/li>\n\t<li data-end=\"927\" data-start=\"881\">\n\tNecessarily (adv.)<\/strong>: Một c&aacute;ch cần thiết<\/p>\n\t<\/li>\n<\/ul>\n","image_url":"https:\/\/www.thesol.edu.vn\/datafiles\/35996\/upload\/images\/Tin%20t%E1%BB%A9c\/Ch%E1%BB%AFa%20%C4%91%E1%BB%81%20IELTS\/February%202025\/chua-de-task-2-11-6-2025.png","image_thumb_url":"https:\/\/www.thesol.edu.vn\/datafiles\/35996\/upload\/thumb_images\/Tin%20t%E1%BB%A9c\/Ch%E1%BB%AFa%20%C4%91%E1%BB%81%20IELTS\/February%202025\/chua-de-task-2-11-6-2025.png","tags":"","count_view":1277,"seo_name":"chua-de-thi-that-ielts-writing-task-2-ngay-11-6-2025","date_update":1750860608,"date_created_format":1750860666,"meta_title":"Chữa đề thi thật IELTS Writing task 2 ngày 11\/6\/2025","meta_desc":"Chữa đề thi thật IELTS Writing task 2 ngày 11\/6\/2025 Some people believe that it is important for governments to pay for large pieces of art, such as sculptures, to put on public display in outdoor places. To what extent do you agree or disagree?","meta_keyword":"","qr_code":"https:\/\/www.thesol.edu.vn\/chua-de-thi-that-ielts-writing-task-2-ngay-11-6-2025"},{"id":707145,"name":"Chữa đề thi IELTS Writing task 2 ngày 15\/6\/2025","desc":"Chữa đề thi thật IELTS Writing task 2 ng&agrave;y 15\/6\/2025&nbsp;In some countries, it is difficult for family members and friends to spend enough time with elderly people to look after them. What do you think is the cause of the problem? What can we do for the problem?<\/p>\n","content":"Trong chuy&ecirc;n mục chữa đề IELTS Writing lần n&agrave;y, ch&uacute;ng ta h&atilde;y c&ugrave;ng thầy Đức 8.0 IELTS Writing nh&agrave; SOL chữa đề cho đề thi IELTS Writing task 2 ng&agrave;y 15\/6\/2025 vừa qua nh&eacute;.<\/p>\n\n<h2>Đề b&agrave;i<\/b><\/h2>\n\nIn some countries, it is difficult for family members and friends to spend enough time with elderly people to look after them. What do you think is the cause of the problem? What can we do for the problem?<\/p>\n\n<h2>Ph&acirc;n t&iacute;ch đề v&agrave; d&agrave;n &yacute;<\/strong><\/h2>\n\n<h3>1. Gợi &yacute; viết:&nbsp;<\/strong><\/h3>\n\nĐề b&agrave;i y&ecirc;u cầu phải ph&acirc;n t&iacute;ch nguy&ecirc;n nh&acirc;n (cause of the problem) v&agrave; giải ph&aacute;p (What can we do for the problem). Bởi vậy, ta cần phải c&acirc;n nhắc triển khai c&aacute;c luận điểm trong phần th&acirc;n b&agrave;i sao cho cả hai kh&iacute;a cạnh n&agrave;y đều được ph&acirc;n t&iacute;ch một c&aacute;ch đầy đủ v&agrave; c&acirc;n bằng.&nbsp;<\/p>\n\n<h3>2. D&agrave;n b&agrave;i tham khảo:&nbsp;<\/strong><\/h3>\n\n<ul>\n\t<li>Introduction:&nbsp;\n\t<ul>\n\t\t<li>Paraphrase lại đề b&agrave;i&nbsp;<\/li>\n\t\t<li>Một c&acirc;u tr&igrave;nh b&agrave;y r&otilde; r&agrave;ng mục đ&iacute;ch của b&agrave;i luận n&agrave;y l&agrave; g&igrave; (giải th&iacute;ch nguy&ecirc;n nh&acirc;n v&agrave; giải ph&aacute;p cho vấn đề n&agrave;y)<\/li>\n\t<\/ul>\n\t<\/li>\n\t<li>Body Paragraph 1: Causes<\/strong>\n\t<ul>\n\t\t<li>Supporting point 1: Rising cost of living cause working adults have to work more<\/li>\n\t\t<li>Explain: They don&rsquo;t have time to take care of old people&nbsp;<\/li>\n\t\t<li>Supporting point 2: Rapid urbanization in many regions&nbsp;<\/li>\n\t\t<li>Explain: Young people move to the cities for jobs and education. =&gt; Physical distance between them and their parents<\/li>\n\t<\/ul>\n\t<\/li>\n\t<li>Body Paragraph 2: Solutions<\/strong>\n\t<ul>\n\t\t<li>Supporting point 1: Reduce working hours, lower the living expenses<\/li>\n\t\t<li>Example: Sweden does that.<\/li>\n\t\t<li>Supporting point 2: Invest in local economy to create jobs<\/li>\n\t\t<li>Example: Bac Ninh construct manufacturing sites, hospitals, schools &nbsp;=&gt;Young people don&rsquo;t have to move to the city for jobs anymore<\/li>\n\t<\/ul>\n\t<\/li>\n\t<li>Conclusion:&nbsp;\n\t<ul>\n\t\t<li>T&oacute;m tắt lại to&agrave;n bộ luận điểm được đề cập tới trong b&agrave;i&nbsp;<\/li>\n\t<\/ul>\n\t<\/li>\n<\/ul>\n\n<h2>B&agrave;i mẫu tham khảo<\/strong><\/h2>\n\nNowadays, younger generations in several countries have been experiencing great difficulty trying to spend time taking care of their elderly parents. This essay will explore several reasons behind this development, as well as possible solutions to curb<\/strong> it.<\/p>\n\nThere are two possible explanations that can shed light on the inability of family members and acquaintances to adequately look after the elderly. First of all, as the living cost<\/strong> has been on the rise in both developed and developing regions, many working adults have to resort to<\/strong> either working longer hours, or to taking on many side jobs just to make ends meet. As a result, the pursuit of money has inevitably<\/strong> become the central part of their life, leaving them unable to spend time bonding with<\/strong> older members of the family. Another significant factor that contributes to this is rapid urbanization<\/strong> in various countries. A lot of young people leave their hometowns to the urban centers where most of the professional<\/strong> and education opportunities are concentrated. This unintentionally<\/strong> creates a physical gap between younger generations who primarily reside in the city, and their parents in the countryside. Since travelling from one place to another is often time-consuming<\/strong>, especially for working adults, most people often struggle<\/strong> to see their parents on a regular basis.<\/p>\n\nLooking at the bright side, the solutions for these problems are quite straightforward<\/strong>. To begin with, the government can enforce<\/strong> strict limits on working hours, as well as implement<\/strong> policies to reduce the cost of living<\/strong>. This is precisely the approach that the Swedish government has taken, and it&rsquo;s not a coincidence that Sweden is considered one of the best places to retire. Governmental authorities can also encourage investment from companies and corporations into less urbanized<\/strong> areas of the country. This has the effect of creating more employment opportunities and boosting the local economy<\/strong>, thereby rendering<\/strong> relocation unnecessary. Bac Ninh is the prime example for this, as this Vietnamese province has effectively reduced the migration<\/strong> of young people to the city by allowing the construction of manufacturing sites, schools, hospitals, and various other facilities<\/strong> that create many jobs for the locals.<\/p>\n\nIn short, the primary causes behind the fact that young people can&rsquo;t spend enough time with the elderly people are long working hours, high living expenses<\/strong> and the widening geographical distance between different generations as the result of urbanization<\/strong>. However, the government can easily solve this by limiting the work hours and reducing the cost of basic necessities<\/strong>, as well as allow private businesses to invest in areas outside the cities.<\/p>\n\n(427 words)<\/em><\/p>\n\n&nbsp;<\/p>\n\nTừ vựng IELTS hữu &iacute;ch&nbsp;<\/strong><\/p>\n\n<ul>\n\t<li data-end=\"144\" data-start=\"80\">\n\tResort to<\/strong> (v)<\/em>: Bị ho&agrave;n cảnh bắt buộc phải l&agrave;m điều g&igrave; đ&oacute;<\/p>\n\t<\/li>\n\t<li data-end=\"201\" data-start=\"146\">\n\tStruggle<\/strong> (v)<\/em>: Đấu tranh, cố gắng l&agrave;m điều g&igrave; đ&oacute;<\/p>\n\t<\/li>\n\t<li data-end=\"242\" data-start=\"203\">\n\tEnforce<\/strong> (v)<\/em>: Cưỡng chế thi h&agrave;nh<\/p>\n\t<\/li>\n\t<li data-end=\"298\" data-start=\"244\">\n\tImplement<\/strong> (v)<\/em>: Thực hiện một ch&iacute;nh s&aacute;ch n&agrave;o đ&oacute;<\/p>\n\t<\/li>\n\t<li data-end=\"501\" data-start=\"300\">\n\tRender something + Adj<\/strong> (v)<\/em>: L&agrave;m một thứ g&igrave; đ&oacute; trở n&ecirc;n như thế n&agrave;o đ&oacute; (thường với nghĩa ti&ecirc;u cực như useless<\/em>, unnecessary<\/em>) \n\t&rarr; Lưu &yacute;: N&ecirc;n tham khảo kỹ ngữ cảnh sử dụng để d&ugrave;ng ch&iacute;nh x&aacute;c.<\/em><\/p>\n\t<\/li>\n\t<li data-end=\"554\" data-start=\"503\">\n\tCurb (a problem)<\/strong> (v)<\/em>: Hạn chế vấn đề n&agrave;o đ&oacute;<\/p>\n\t<\/li>\n\t<li data-end=\"619\" data-start=\"556\">\n\tBond with sb<\/strong> (v)<\/em>: X&acirc;y dựng quan hệ th&acirc;n thiết với ai đ&oacute;<\/p>\n\t<\/li>\n\t<li data-end=\"653\" data-start=\"621\">\n\tUrbanize<\/strong> (v)<\/em>: Đ&ocirc; thị h&oacute;a<\/p>\n\t<\/li>\n\t<li data-end=\"694\" data-start=\"655\">\n\tUrbanization<\/strong> (n)<\/em>: Sự đ&ocirc; thị h&oacute;a<\/p>\n\t<\/li>\n\t<li data-end=\"768\" data-start=\"696\">\n\tLiving cost \/ Cost of living \/ Living expenses<\/strong> (n)<\/em>: Chi ph&iacute; sống<\/p>\n\t<\/li>\n\t<li data-end=\"815\" data-start=\"770\">\n\tNecessities<\/strong> (n)<\/em>: Những điều cần thiết<\/p>\n\t<\/li>\n\t<li data-end=\"858\" data-start=\"817\">\n\tInfrastructure<\/strong> (n)<\/em>: Cơ sở hạ tầng<\/p>\n\t<\/li>\n\t<li data-end=\"898\" data-start=\"860\">\n\tFacilities<\/strong> (n)<\/em>: Cơ sở vật chất<\/p>\n\t<\/li>\n\t<li data-end=\"931\" data-start=\"900\">\n\tMigration<\/strong> (n)<\/em>: Sự di cư<\/p>\n\t<\/li>\n\t<li data-end=\"961\" data-start=\"933\">\n\tEconomy<\/strong> (n)<\/em>: Kinh tế<\/p>\n\t<\/li>\n\t<li data-end=\"1006\" data-start=\"963\">\n\tTime-consuming<\/strong> (adj)<\/em>: Tốn thời gian<\/p>\n\t<\/li>\n\t<li data-end=\"1061\" data-start=\"1008\">\n\tProfessional<\/strong> (adj)<\/em>: Li&ecirc;n quan tới nghề nghiệp<\/p>\n\t<\/li>\n\t<li data-end=\"1103\" data-start=\"1063\">\n\tUrbanized<\/strong> (adj)<\/em>: Được đ&ocirc; thị h&oacute;a<\/p>\n\t<\/li>\n\t<li data-end=\"1143\" data-start=\"1105\">\n\tStraightforward<\/strong> (adj)<\/em>: Dễ hiểu<\/p>\n\t<\/li>\n\t<li data-end=\"1191\" data-start=\"1145\">\n\tInevitably<\/strong> (adv)<\/em>: Kh&ocirc;ng thể tr&aacute;nh khỏi<\/p>\n\t<\/li>\n\t<li data-end=\"1231\" data-start=\"1193\">\n\tUnintentionally<\/strong> (adv)<\/em>: V&ocirc; t&igrave;nh<\/p>\n\t<\/li>\n<\/ul>\n\nNowadays, younger generations in several countries have been experiencing great difficulty trying to spend time taking care of their elderly parents. This essay will explore several reasons behind this development, as well as possible solutions to curb<\/strong><\/span> (v: hạn chế<\/em>) it.&nbsp;<\/p>\n\nThere are two possible explanations that can shed light on the inability of family members and acquaintances to adequately look after the elderly. First of all, as the living cost<\/strong><\/span> (n: chi ph&iacute; sống<\/em>) has been on the rise in both developed and developing regions, many working adults have to resort to<\/strong><\/span> (v: buộc phải l&agrave;m điều g&igrave; đ&oacute; v&igrave; kh&ocirc;ng c&ograve;n lựa chọn kh&aacute;c<\/em>) either working longer hours, or taking on many side jobs just to make ends meet. As a result, the pursuit of money has inevitably<\/strong><\/span> (adv: kh&ocirc;ng thể tr&aacute;nh khỏi) become the central part of their life, leaving them unable to spend time bonding with<\/strong><\/span> (v: x&acirc;y dựng quan hệ th&acirc;n thiết với<\/em>) older members of the family. Another significant factor that contributes to this is rapid urbanization<\/strong><\/span> (n: sự đ&ocirc; thị h&oacute;a<\/em>) in various countries. A lot of young people leave their hometowns to the urban centers where most of the professional<\/strong><\/span> (adj: li&ecirc;n quan tới nghề nghiệp<\/em>) and education opportunities are concentrated. This unintentionally<\/strong><\/span> (adv: v&ocirc; t&igrave;nh<\/em>) creates a physical gap between younger generations who primarily reside in the city, and their parents in the countryside. Since travelling from one place to another is often time-consuming<\/strong><\/span> (adj: tốn thời gian<\/em>), especially for working adults, most people often struggle<\/strong><\/span> (v: cố gắng, gặp kh&oacute; khăn<\/em>) to see their parents on a regular basis.<\/p>\n\nLooking at the bright side, the solutions for these problems are quite straightforward<\/strong><\/span> (adj: dễ hiểu<\/em>). To begin with, the government can enforce<\/strong><\/span> (v: cưỡng chế thi h&agrave;nh<\/em>) strict limits on working hours, as well as implement<\/strong><\/span> (v: thực hiện một ch&iacute;nh s&aacute;ch<\/em>) policies to reduce the cost of living<\/strong><\/span> (n: chi ph&iacute; sống<\/em>). This is precisely the approach that the Swedish government has taken, and it&rsquo;s not a coincidence that Sweden is considered one of the best places to retire. Governmental authorities can also encourage investment from companies and corporations into less urbanized<\/strong><\/span> (adj: được đ&ocirc; thị h&oacute;a<\/em>) areas of the country. This has the effect of creating more employment opportunities and boosting the local economy<\/strong><\/span> (n: kinh tế<\/em>), thereby rendering<\/strong><\/span> (v: khiến cho<\/em>) relocation unnecessary. Bac Ninh is the prime example for this, as this Vietnamese province has effectively reduced the migration<\/strong><\/span> (n: sự di cư<\/em>) of young people to the city by allowing the construction of manufacturing sites, schools, hospitals, and various other facilities<\/strong><\/span> (n: cơ sở vật chất<\/em>) that create many jobs for the locals.&nbsp;<\/p>\n\nIn short, the primary causes behind the fact that young people can&rsquo;t spend enough time with the elderly people are long working hours, high living expenses<\/strong><\/span> (n: chi ph&iacute; sống<\/em>) and the widening geographical distance between different generations as the result of urbanization<\/strong><\/span> (n: sự đ&ocirc; thị h&oacute;a<\/em>). However, the government can easily solve this by limiting the work hours and reducing the cost of basic necessities<\/strong><\/span> (n: những điều cần thiết<\/em>), as well as allow private businesses to invest in areas outside the cities.<\/p>\n","image_url":"https:\/\/www.thesol.edu.vn\/datafiles\/35996\/upload\/images\/Tin%20t%E1%BB%A9c\/Ch%E1%BB%AFa%20%C4%91%E1%BB%81%20IELTS\/February%202025\/chua-de-task-2-15-6-2025.png","image_thumb_url":"https:\/\/www.thesol.edu.vn\/datafiles\/35996\/upload\/thumb_images\/Tin%20t%E1%BB%A9c\/Ch%E1%BB%AFa%20%C4%91%E1%BB%81%20IELTS\/February%202025\/chua-de-task-2-15-6-2025.png","tags":"","count_view":1476,"seo_name":"chua-de-thi-ielts-writing-task-2-ngay-15-6-2025","date_update":1750856804,"date_created_format":1750857142,"meta_title":"Chữa đề thi IELTS Writing task 2 ngày 15\/6\/2025","meta_desc":"Chữa đề thi thật IELTS Writing task 2 ngày 15\/6\/2025 In some countries, it is difficult for family members and friends to spend enough time with elderly people to look after them. What do you think is the cause of the problem? What can we do for the probl","meta_keyword":"","qr_code":"https:\/\/www.thesol.edu.vn\/chua-de-thi-ielts-writing-task-2-ngay-15-6-2025"},{"id":707143,"name":"Chữa đề thi IELTS Writing task 1 line graph khó","desc":"Chữa đề thi IELTS Writing task 1&nbsp;The graph below shows the average number of trips per person on public transport in four Australian cities between 1900 and 2010.<\/p>\n","content":"Line graph l&agrave; một trong những dạng đề thi được đ&aacute;nh gi&aacute; l&agrave; kh&ocirc;ng qu&aacute; kh&oacute; trong phần thi IELTS Writing task 1. Tuy nhi&ecirc;n, cũng c&oacute; những đề kh&aacute; kh&oacute; nhằn, đặc biệt l&agrave; kh&oacute; đạt band điểm cao đấy. H&ocirc;m nay h&atilde;y c&ugrave;ng thầy Đức nh&agrave; SOL chữa 1 đề thi như thế nh&eacute;. Đề b&agrave;i n&agrave;y thử th&aacute;ch với c&aacute;c sĩ tử v&igrave; c&oacute; nhiều trends v&agrave; l&ecirc;n xuống, dao động li&ecirc;n tục. N&agrave;o c&ugrave;ng chữa th&ocirc;i!!<\/p>\n\n<h2>Đề b&agrave;i<\/strong><\/h2>\n\nThe graph below shows the average number of trips per person on public transport in four Australian cities between 1900 and 2010.<\/p>\n\n<img alt=\"\" src=\"\/datafiles\/35996\/upload\/images\/Tin tức\/Chữa đề IELTS\/February 2025\/Average number of trips per person on public transport.png\" \/><\/p>\n\n<h2>Ph&acirc;n t&iacute;ch đề b&agrave;i v&agrave; lập d&agrave;n &yacute;<\/strong><\/h2>\n\n<h3>1. Ph&acirc;n t&iacute;ch đề b&agrave;i:<\/strong><\/h3>\n\n<ul>\n\t<li>Loại biểu đồ: Line graph\/chart&nbsp;<\/li>\n\t<li>Dữ liệu: Số lượng chuyến đi bằng phương tiện c&ocirc;ng cộng b&igrave;nh qu&acirc;n đầu người<\/li>\n\t<li>Yếu tố cần lưu &yacute;:&nbsp;\n\t<ul>\n\t\t<li>Sydney cao nhất ở bất kể thời gian n&agrave;o<\/li>\n\t\t<li>Cả bốn th&agrave;nh phố đều đạt đỉnh v&agrave;o năm 1950<\/li>\n\t<\/ul>\n\t<\/li>\n<\/ul>\n\n<h3>2. D&agrave;n &yacute; tham khảo&nbsp;<\/strong><\/h3>\n\n<ul>\n\t<li>Introduction: Paraphrase lại đề b&agrave;i&nbsp;<\/li>\n\t<li>Overview:&nbsp;\n\t<ul>\n\t\t<li>Sydney cao nhất trong tất cả c&aacute;c năm<\/li>\n\t\t<li>V&agrave;o năm 1950 tất cả đều đạt đỉnh<\/li>\n\t<\/ul>\n\t<\/li>\n\t<li>Body Paragraph 1: Canberra v&agrave; Sydney\n\t<ul>\n\t\t<li>Năm 1900-1920: Canberra chưa sử dụng phương tiện c&ocirc;ng cộng, Sydney đạt được 470.&nbsp;<\/li>\n\t\t<li>1950: Cả hai đạt đỉnh tương ứng của m&igrave;nh<\/li>\n\t\t<li>1950 - hết: Cả hai đều giảm<\/li>\n\t<\/ul>\n\t<\/li>\n\t<li>Body Paragraph 2:\n\t<ul>\n\t\t<li>Năm 1900-1950 Cả hai tăng tới đỉnh.&nbsp;<\/li>\n\t\t<li>1950 - hết: Cả hai đều giảm xuống tầm 50, xong Adelaide vẫn cao hơn Hobart một x&iacute;u.&nbsp;<\/li>\n\t<\/ul>\n\t<\/li>\n<\/ul>\n\n<h2>Sample answer band 7.5<\/strong><\/h2>\n\nThe graph illustrates how many journeys an average person took by using public means of transportation between 1900 and 2010 in Sydney, Adelaide, Hobart and Canberra, which are all Australian cities.&nbsp;<\/p>\n\nOverall, it is clear that Sydney commuters were more likely to use mass transit compared to those in other cities in any given year. Additionally, there was a spike in the average number of trips per capita in 1950 in all four cities, after which they uniformly experienced a downward trend.&nbsp;<\/p>\n\nBetween 1900 and 1920, people from Canberra did not use public vehicles, while those from Sydney significantly increased their usage from less than 250 to roughly 470 trips before dropping to 325 in 1930. By 1950, the figures for both increased to their respective peaks, at precisely 450 for Sydney and 200 for Canberra. Towards the end, the average number of journeys taken by Sydney citizens decreased dramatically to less than 150, whereas that of Canberra slightly fluctuated before ending at roughly 80, securing it the second place.&nbsp;<\/p>\n\nTurning to the data for Hobart and Adelie, while the former rose from 150 to 300 between 1900 and 1950, the latter followed a more dramatic upward trajectory, from approximately 75 to more than 400. Similarly to Sydney, they both plummeted substantially the next 60 years, albeit at different paces, to roughly 50 trips per person by 2010. It&rsquo;s important to note that the figure for Adelaide was still slightly higher than that of Hobart in the final years of the research, even if the gap was minuscule.&nbsp;<\/p>\n\n(258 words)<\/em><\/p>\n\nTừ vựng IELTS&nbsp;hữu &iacute;ch&nbsp;<\/strong><\/p>\n\n<ul>\n\t<li>Means of transportation (n) Phương tiện giao th&ocirc;ng&nbsp;<\/li>\n\t<li>Public vehicles (n) Xe c&ocirc;ng cộng\/ Mass transit (n) Hệ thống vận chuyển số lượng lớn - c&oacute; thể sử dụng thay cho public transport.&nbsp;<\/li>\n\t<li>Usage (n) Việc sử dụng&nbsp;<\/li>\n\t<li>Trajectory (n) Hướng, c&oacute; thể sử dụng thay cho từ trend (kh&ocirc;ng thay thể được trong bối cảnh trend đề cập tới xu hướng thời trang\/ lối sống)<\/li>\n\t<li>Albeit at different paces: Mặc d&ugrave; ở tốc độ kh&aacute;c nhau.&nbsp;<\/li>\n\t<li>Minuscule (adj) Nhỏ x&iacute;u, kh&ocirc;ng đ&aacute;ng kể.&nbsp; \n\t&nbsp;<\/li>\n<\/ul>\n","image_url":"https:\/\/www.thesol.edu.vn\/datafiles\/35996\/upload\/images\/Tin%20t%E1%BB%A9c\/Ch%E1%BB%AFa%20%C4%91%E1%BB%81%20IELTS\/February%202025\/Average%20number%20of%20trips%20per%20person%20on%20public%20transport.png","image_thumb_url":"https:\/\/www.thesol.edu.vn\/datafiles\/35996\/upload\/thumb_images\/Tin%20t%E1%BB%A9c\/Ch%E1%BB%AFa%20%C4%91%E1%BB%81%20IELTS\/February%202025\/Average%20number%20of%20trips%20per%20person%20on%20public%20transport.png","tags":"","count_view":2395,"seo_name":"chua-de-thi-ielts-writing-task-1-line-graph-kho","date_update":1750855244,"date_created_format":1750855289,"meta_title":"Chữa đề thi IELTS Writing task 1 line graph khó","meta_desc":"","meta_keyword":"","qr_code":"https:\/\/www.thesol.edu.vn\/chua-de-thi-ielts-writing-task-1-line-graph-kho"},{"id":707142,"name":"Chữa đề thi thật IELTS Writing task 1 process A home smokery","desc":"Chữa đề IELTS Writing task 1&nbsp;Smoked foods are popular worldwide because of their special flavor and their long life. The diagram below shows the structure of a home smokey and how it is used.&nbsp;Chữa đề thi thật IELTS Writing task 1 process A home smokery.<\/p>\n","content":"Đ&acirc;y l&agrave; 1 đề thi thật IELTS kh&aacute; kh&oacute; xuất hiện thời gian gần đ&acirc;y. Ch&uacute;ng ta h&atilde;y c&ugrave;ng thầy Đức nh&agrave; SOL chữa đề thi n&agrave;y nh&eacute;.<\/p>\n\n<h2>Đề b&agrave;i<\/strong><\/h2>\n\nSmoked foods are popular worldwide because of their special flavor and their long life. The diagram below shows the structure of a home smokey and how it is used<\/p>\n\n<img alt=\"\" src=\"\/datafiles\/35996\/upload\/images\/Tin tức\/Chữa đề IELTS\/February 2025\/writing-task-1-a-home-smokery-thesolielts.png\" \/><\/p>\n\n<h2>Ph&acirc;n t&iacute;ch đề b&agrave;i v&agrave; lập d&agrave;n &yacute;&nbsp;<\/strong><\/h2>\n\n<h3>1. Ph&acirc;n t&iacute;ch đề b&agrave;i&nbsp;<\/strong><\/h3>\n\n<ul>\n\t<li>Loại biểu đồ: Diagram&nbsp;<\/li>\n\t<li>Dữ liệu: C&aacute;ch vận h&agrave;nh của l&ograve; đất tại gia.&nbsp;<\/li>\n\t<li>Yếu tố cần lưu &yacute; với đề b&agrave;i n&agrave;y:\n\t<ul>\n\t\t<li>C&oacute; ba th&agrave;nh tố ch&iacute;nh trong c&aacute;i bếp đất: Một đường dẫn kh&iacute; (an air passageway), một khu vực để đốt lửa (A combustion chamber) v&agrave; một c&aacute;i hộp x&ocirc;ng hơi (A smoking box). Hai trong ba nằm ở dưới l&ograve;ng đất.&nbsp;<\/li>\n\t\t<li>Đường dẫn kh&iacute; v&agrave; khu vực đốt lửa đều c&oacute; nắp đậy. Tuy nhi&ecirc;n, n&ecirc;n ưu ti&ecirc;n tập trung v&agrave;o nắp đậy của passageway hơn l&agrave; của combustion chamber, sở dĩ một b&ecirc;n c&oacute; tầm quan trọng lớn hơn trong việc m&ocirc; tả quy tr&igrave;nh. M&ocirc; tả về nắp đậy l&ograve; đốt cũng c&oacute; thể được cho v&agrave;o, nhưng n&ecirc;n được bổ sung khi đ&atilde; ho&agrave;n th&agrave;nh diễn giải xong quy tr&igrave;nh vận h&agrave;nh của bếp.<\/li>\n\t\t<li>N&ecirc;n bỏ qua th&ocirc;ng tin về bricks nếu kh&ocirc;ng nắm r&otilde; được c&ocirc;ng dụng của n&oacute; l&agrave; để l&agrave;m g&igrave;.&nbsp;<\/li>\n\t<\/ul>\n\t<\/li>\n<\/ul>\n\n<h3>2. D&agrave;n &yacute; tham khảo&nbsp;<\/strong><\/h3>\n\n<ul>\n\t<li>Introduction: Paraphrase lại đề b&agrave;i&nbsp;<\/li>\n\t<li>Overview:&nbsp;\n\t<ul>\n\t\t<li>C&aacute;c th&agrave;nh tố ch&iacute;nh của bếp đất. (Kh&ocirc;ng bắt buộc, song n&ecirc;n cho v&agrave;o, mặc d&ugrave; l&agrave; b&agrave;i process, để việc diễn giải c&aacute;c quy tr&igrave;nh ph&iacute;a sau c&oacute; thể dễ được h&igrave;nh dung hơn)<\/li>\n\t\t<li>C&aacute;c bước vận h&agrave;nh của bếp đất (N&ecirc;n ưu ti&ecirc;n triển khai bước n&agrave;y bởi n&oacute; li&ecirc;n quan mật thiết tới đề b&agrave;i hơn)<\/li>\n\t<\/ul>\n\t<\/li>\n\t<li>Body Paragraph 1:\n\t<ul>\n\t\t<li>Kh&ocirc;ng kh&iacute; qua passageway.<\/li>\n\t\t<li>Kh&ocirc;ng kh&iacute; đi qua l&ograve; đốt<\/li>\n\t<\/ul>\n\t<\/li>\n\t<li>Body Paragraph 2:\n\t<ul>\n\t\t<li>Kh&oacute;i từ l&ograve; đốt ra smoking box<\/li>\n\t\t<li>Thức ăn được nấu ch&iacute;n nhờ nhiệt từ kh&oacute;i.&nbsp;<\/li>\n\t<\/ul>\n\t<\/li>\n<\/ul>\n\n<h2>Sample Answer Band 7.5&nbsp;<\/strong><\/h2>\n\nThe diagram offers insight into the design of a domestic smokery, as well as the mechanism in which it operates.&nbsp;<\/p>\n\nOverall, the smokery is composed of three core installations, two of which are situated entirely underground including an air passageway and a combustion chamber. The remaining component is a smoking box which is located entirely above the ground. In addition, there are four steps in the operation of the machine, starting with the entry of air and ending with food being smoked.&nbsp;<\/p>\n\nTo begin with, the lid above the passageway needs to be lifted to allow air to flow from the surface down into the underground. Subsequently, the airflow travels through a pipe connecting the passageway to the combustion chamber, supplying the oxygen necessary to sustain the burning of logs in this area of the smokery. The logs themselves can be refilled through an opening above the chamber, though it is normally closed off by a lid. &nbsp;<\/p>\n\nThe smoke generated from the fire is then channeled through a pipe leading straight to the smoking box, the top of which is laden with uncooked meat and fish. Upon entering the box, it slowly rises up and begins heating the food items. The box is a completely enclosed space, thus allowing the food to be cooked thoroughly.&nbsp;<\/p>\n\n(215 words)<\/em><\/p>\n\nTừ vựng IELTS&nbsp;hữu &iacute;ch&nbsp;<\/strong><\/p>\n\n<ul>\n\t<li>Mechanism (n) Cơ chế vận h&agrave;nh<\/li>\n\t<li>Installation (n) Một cấu tr&uacute;c cố định&nbsp;(Chỉ trong bối cảnh sử dụng của b&agrave;i - n&ecirc;n tra th&ecirc;m để biết nhiều c&aacute;ch sử dụng từ n&agrave;y hơn nh&eacute;)<\/em><\/li>\n\t<li>Component (n) Một bộ phận<\/li>\n\t<li>Passageway (n) Một đường dẫn (C&oacute; thể sử dụng để đề cập tới h&agrave;nh lang, đường hầm, hay bất cứ cấu tr&uacute;c n&agrave;o được sử dụng để đi xuy&ecirc;n qua một thứ g&igrave; đ&oacute; - kh&ocirc;ng d&ugrave;ng để thay thế cho pipe)<\/em><\/li>\n\t<li>Combustion (n) Việc tạo sự ch&aacute;y&nbsp;<\/li>\n\t<li>Chamber (n) Một kh&ocirc;ng gian k&iacute;n&nbsp;<\/li>\n\t<li>Thoroughly (adv) Một c&aacute;ch kỹ c&agrave;ng, th&ocirc;ng suốt&nbsp;<\/li>\n\t<li>Subsequently (adv) sau đ&oacute;.&nbsp;<\/li>\n\t<li>Channel (v) được điều hướng tới (C&oacute; thể sử dụng thay thế cho từ direct)<\/em><\/li>\n\t<li>Collocation: Combustion chamber (n) khu vực đốt \n\t&nbsp;<\/li>\n<\/ul>\n\nCh&uacute;c c&aacute;c bạn học tốt v&agrave; đạt aim nha.&nbsp;<\/p>\n","image_url":"https:\/\/www.thesol.edu.vn\/datafiles\/35996\/upload\/images\/Tin%20t%E1%BB%A9c\/Ch%E1%BB%AFa%20%C4%91%E1%BB%81%20IELTS\/February%202025\/writing-task-1-a-home-smokery-thesolielts.png","image_thumb_url":"https:\/\/www.thesol.edu.vn\/datafiles\/35996\/upload\/thumb_images\/Tin%20t%E1%BB%A9c\/Ch%E1%BB%AFa%20%C4%91%E1%BB%81%20IELTS\/February%202025\/writing-task-1-a-home-smokery-thesolielts.png","tags":"","count_view":2544,"seo_name":"chua-de-thi-that-ielts-writing-task-1-process-a-home-smokery","date_update":1750854583,"date_created_format":1750854643,"meta_title":"Chữa đề thi thật IELTS Writing task 1 process A home smokery","meta_desc":"Chữa đề IELTS Writing task 1 Smoked foods are popular worldwide because of their special flavor and their long life. The diagram below shows the structure of a home smokey and how it is used. Chữa đề thi thật IELTS Writing task 1 process A home smokery.","meta_keyword":"","qr_code":"https:\/\/www.thesol.edu.vn\/chua-de-thi-that-ielts-writing-task-1-process-a-home-smokery"},{"id":707141,"name":"Chữa đề thi thật IELTS Writing task 1 ngày 17.6.2025","desc":"C&ugrave;ng thầy Đức nh&agrave; SOL chữa đề IELTS Writing task 1 dạng pie chart ng&agrave;y 17\/6\/2025 vừa qua nh&eacute;. Chữa đề IELTS Writing task 1&nbsp;The pie charts below show the different types of courses, which were followed by the students during the years of 1984, 1994 and 2004.<\/p>\n","content":"<h2>1. Đề b&agrave;i<\/strong><\/h2>\n\nThe pie charts below show the different types of courses, which were followed by the students during the years of 1984, 1994 and 2004.<\/p>\n\n<img alt=\"\" src=\"\/datafiles\/35996\/upload\/images\/Tin tức\/Chữa đề IELTS\/February 2025\/Ảnh màn hình 2025-06-18 lúc 19_05_49.png\" \/><\/p>\n\n<h2>2. Ph&acirc;n t&iacute;ch đề b&agrave;i v&agrave; lập d&agrave;n &yacute;&nbsp;<\/strong><\/h2>\n\n<h3>1. Ph&acirc;n t&iacute;ch đề b&agrave;i<\/strong><\/h3>\n\n<ul>\n\t<li>Loại biểu đồ: Pie chart - Loại b&agrave;i: So s&aacute;nh số liệu<\/li>\n\t<li>Dữ liệu: Số liệu cho c&aacute;c kh&oacute;a học face to face, correspondence, mixed media trong năm 1984, 1994 v&agrave; 2004.&nbsp;<\/li>\n\t<li>Yếu tố cần lưu &yacute;:&nbsp;\n\t<ul>\n\t\t<li>V&agrave;o năm 1984, kh&oacute;a học online vẫn chưa tồn tại<\/li>\n\t\t<li>Số liệu năm 1994 v&agrave; 2004 gần như giống hệt nhau,<\/li>\n\t<\/ul>\n\t<\/li>\n<\/ul>\n\n<h3>2. D&agrave;n &yacute; tham khảo<\/strong><\/h3>\n\n<ul>\n\t<li>Introduction: Paraphrase lại đề b&agrave;i&nbsp;<\/li>\n\t<li>Overview:&nbsp;\n\t<ul>\n\t\t<li>Online course kh&ocirc;ng xuất hiện v&agrave;o năm đầu ti&ecirc;n. Sự xuất hiện của n&oacute; l&agrave;m ảnh hưởng tới số liệu của tất cả c&aacute;c loại kh&oacute;a học c&ograve;n lại ngoại trừ Correspondence courses.<\/li>\n\t\t<li>Face to face courses vẫn thu h&uacute;t nhất trong cả ba năm<\/li>\n\t<\/ul>\n\t<\/li>\n\t<li>Body Paragraph 1: Face to face v&agrave; Correspondence courses<\/li>\n\t<li>Body Paragraph 2: Mixed media courses and Online courses<\/li>\n<\/ul>\n\n<h2>Sample Answer Band 7.5&nbsp;<\/strong><\/h2>\n\nThe pie charts illustrate the changing preferences of students regarding four different ways that courses could be conducted in 1984, 1994 and 2004.<\/p>\n\nOverall, it is clear that the introduction of distance learning affected the statistics of every type of course, with the exception of correspondence ones. Additionally, courses conducted in person remained the most popular option among students despite a slight decrease.&nbsp;<\/p>\n\nWhile face to face courses attracted the highest number of students compared to other types of courses, their popularity had certainly diminished, from two thirds of the student base in 1984 to barely more than a half in 1994 and 2004. Meanwhile, the proportion of students attending correspondence courses remained consistently at 20%, securing it the second place in all 3 years.&nbsp;<\/p>\n\nIn 1984, mixed media courses were the least attended courses, at only 13%, whereas online courses were virtually nonexistent. However, when the latter became an option for students in 1994 and 2004, they assumed the bottom most position in place of the former as only 11% of the student base chose to attend them. In those years, 15% of the total number of students enrolled in mixed media courses, indicating a slight increase in preference compared to a decade earlier.&nbsp;<\/p>\n\n(205 words)<\/em><\/p>\n\nTừ vựng IELTS&nbsp;hữu &iacute;ch&nbsp;<\/strong><\/p>\n\n<ul>\n\t<li>Popular (adj) Phổ biến =&gt; Popularity (n) Sự phổ biến<\/li>\n\t<li>In person = Face to face (Adj) trực tiếp.&nbsp;<\/li>\n\t<li>Distance learning (=studying remotely) (v) Học từ xa\/ Học online&nbsp;<\/li>\n\t<li>Attend (v) Tham dự&nbsp;<\/li>\n\t<li>Enroll in st (v) Đăng k&yacute; một hoạt động n&agrave;o đ&oacute;.&nbsp;<\/li>\n\t<li>Diminish (v) Giảm đi. \n\t&nbsp;<\/li>\n<\/ul>\n\nCh&uacute;c c&aacute;c bạn học tốt nh&eacute;.&nbsp;<\/p>\n","image_url":"https:\/\/www.thesol.edu.vn\/datafiles\/35996\/upload\/images\/Tin%20t%E1%BB%A9c\/Ch%E1%BB%AFa%20%C4%91%E1%BB%81%20IELTS\/February%202025\/A%CC%89nh%20ma%CC%80n%20hi%CC%80nh%202025-06-18%20lu%CC%81c%2019_05_49.png","image_thumb_url":"https:\/\/www.thesol.edu.vn\/datafiles\/35996\/upload\/thumb_images\/Tin%20t%E1%BB%A9c\/Ch%E1%BB%AFa%20%C4%91%E1%BB%81%20IELTS\/February%202025\/A%CC%89nh%20ma%CC%80n%20hi%CC%80nh%202025-06-18%20lu%CC%81c%2019_05_49.png","tags":"","count_view":2542,"seo_name":"chua-de-thi-that-ielts-writing-task-1-ngay-17-6-2025","date_update":1750854339,"date_created_format":1750854373,"meta_title":"Chữa đề thi thật IELTS Writing task 1 ngày 17.6.2025","meta_desc":"Cùng thầy Đức nhà SOL chữa đề IELTS Writing task 1 dạng pie chart ngày 17\/6\/2025 vừa qua nhé. Chữa đề IELTS Writing task 1 The pie charts below show the different types of courses, which were followed by the students during the years of 1984, 1994 and 200","meta_keyword":"","qr_code":"https:\/\/www.thesol.edu.vn\/chua-de-thi-that-ielts-writing-task-1-ngay-17-6-2025"},{"id":707140,"name":"Chữa đề thi thật IELTS Writing task 1 khó ngày 14.6.2025","desc":"Chữa đề thi thật IELTS Writing task 1 kh&oacute; ng&agrave;y 14.6.2025. Giải đề thi IELTS Writing task 1&nbsp;The diagram shows how an LED (light emitting diode) flashlight works.<\/p>\n","content":"Đề thi IELTS Writing task 1 ng&agrave;y 14.6 vừa qua đ&atilde; trở th&agrave;nh &quot;nỗi &aacute;m ảnh&quot; của nhiều th&iacute; sinh với 1 đề thi mới lạ. H&atilde;y c&ugrave;ng thầy Đức nh&agrave; SOL giải đề thi n&agrave;y v&agrave; luyện tập cho k&igrave; thi IELTS sắp tới nh&eacute;.<\/p>\n\n<h2>1. Đề IELTS Writing task 1 ng&agrave;y 14.6.2025<\/strong><\/h2>\n\nThe diagram shows how an LED (light emitting diode) flashlight works.<\/p>\n\n<img alt=\"\" src=\"\/datafiles\/35996\/upload\/images\/Tin tức\/Chữa đề IELTS\/February 2025\/Đề thi IELTS Writing task 1 ngày 14_6_2025.png\" \/><\/p>\n\n<h2>2. Ph&acirc;n t&iacute;ch đề b&agrave;i v&agrave; lập d&agrave;n &yacute;&nbsp;<\/strong><\/h2>\n\n<h3>1. Ph&acirc;n t&iacute;ch để b&agrave;i:&nbsp;<\/strong><\/h3>\n\n<ul>\n\t<li>Loại biểu đồ: Diagram.&nbsp;<\/li>\n\t<li>Dữ liệu: C&aacute;ch vận h&agrave;nh v&agrave; thiết kế của một đ&egrave;n pin LED.&nbsp;<\/li>\n\t<li>Yếu tố cần lưu &yacute;: Kh&aacute;c với b&agrave;i Process th&ocirc;ng thường, c&aacute;ch vận h&agrave;nh của đ&egrave;n pin LED tương đối ngắn, kh&aacute; &iacute;t th&ocirc;ng tin để khai th&aacute;c sao cho đủ dung lượng chữ cũng như đảm bảo bố cục truyền thống của một b&agrave;i b&aacute;o c&aacute;o Task 1. Bởi vậy, việc bổ sung th&ecirc;m một đoạn chỉ tập trung v&agrave;o thiết kế của đ&egrave;n pin l&agrave; điều cần thiết&nbsp;<\/li>\n<\/ul>\n\n<h3>2. D&agrave;n &yacute; tham khảo:<\/strong><\/h3>\n\n<ul>\n\t<li>Introduction: Diễn đạt lại đề b&agrave;i, bổ sung giới thiệu th&ecirc;m về thiết kế của đ&egrave;n pin.&nbsp;<\/li>\n\t<li>Overview: Tổng hợp những phần ch&iacute;nh của c&aacute;i đ&egrave;n pin<\/li>\n\t<li>Body Paragraph 1: &nbsp;Vị tr&iacute; của c&aacute;c th&agrave;nh phần ch&iacute;nh của đ&egrave;n pin (The slide switch, the LED bulb, and the power source)&nbsp;<\/li>\n\t<li>Body Paragraph 2: C&aacute;ch hoạt động của đ&egrave;n pin trong hai trường hợp - tắt v&agrave; bật.&nbsp;<\/li>\n<\/ul>\n\n<h2>Sample answer Band 7.5&nbsp;<\/strong><\/h2>\n\nThe diagram offers insight into the arrangement of the electronic components inside a LED flashlight, as well as the way that they interact with each other to produce light.&nbsp;<\/p>\n\nOverall, there are four key parts required to make a flashlight function, including a slide switch, a LED bulb, a power source, and lastly, a circuit connecting all of the above together.&nbsp;<\/p>\n\nAs can be seen from the diagram, the inner components of the flashlight are enclosed within a protective case, the surface of which contains the above mentioned switch. Inside, the LED bulb is located at one end of the flashlight with only the flat surface being visible from the outside. It&rsquo;s right next to the power source, which is composed by two vertically arranged batteries.&nbsp;<\/p>\n\nWhen the switch is slid down, it temporarily creates a small gap in the circuit of the flashlight, effectively disrupting the current of electricity and turning the flashlight off. In case it is pushed up, this gap closes and completes the circuit, which allows the current to flow throughout the device. This enables the electrical energy from the batteries to power up the LED bulb, and light is produced as the result.&nbsp;<\/p>\n\n(198 words)<\/em><\/p>\n\nTừ vựng IELTS hữu &iacute;ch&nbsp;<\/strong><\/p>\n\n<ul>\n\t<li>Offer insight (v) Đưa ra c&aacute;i nh&igrave;n chiều s&acirc;u v&agrave;o<\/li>\n\t<li>Interact (v) Tương t&aacute;c<\/li>\n\t<li>Function (v) Hoạt động&nbsp;<\/li>\n\t<li>Component (v) Một bộ phận&nbsp;<\/li>\n\t<li>Disrupt (v) L&agrave;m ngắt\/ l&agrave;m gi&aacute;n đoạn<\/li>\n\t<li>Composed of st (adj) Được tạo th&agrave;nh bởi<\/li>\n\t<li>Surface (n) Bề mặt b&ecirc;n ngo&agrave;i<\/li>\n\t<li>Temporarily (adv) Một c&aacute;ch tạm thời&nbsp; \n\t&nbsp;<\/li>\n<\/ul>\n","image_url":"https:\/\/www.thesol.edu.vn\/datafiles\/35996\/upload\/images\/Tin%20t%E1%BB%A9c\/Ch%E1%BB%AFa%20%C4%91%E1%BB%81%20IELTS\/February%202025\/%C4%90e%CC%82%CC%80%20thi%20IELTS%20Writing%20task%201%20nga%CC%80y%2014_6_2025.png","image_thumb_url":"https:\/\/www.thesol.edu.vn\/datafiles\/35996\/upload\/thumb_images\/Tin%20t%E1%BB%A9c\/Ch%E1%BB%AFa%20%C4%91%E1%BB%81%20IELTS\/February%202025\/%C4%90e%CC%82%CC%80%20thi%20IELTS%20Writing%20task%201%20nga%CC%80y%2014_6_2025.png","tags":"","count_view":2158,"seo_name":"chua-de-thi-that-ielts-writing-task-1-kho-ngay-14-6-2025","date_update":1750853466,"date_created_format":1750853583,"meta_title":"Chữa đề thi thật IELTS Writing task 1 khó ngày 14.6.2025","meta_desc":"Chữa đề thi thật IELTS Writing task 1 khó ngày 14.6.2025. Giải đề thi IELTS Writing task 1 The diagram shows how an LED (light emitting diode) flashlight works.","meta_keyword":"","qr_code":"https:\/\/www.thesol.edu.vn\/chua-de-thi-that-ielts-writing-task-1-kho-ngay-14-6-2025"},{"id":705197,"name":"Chữa đề thi IELTS Writing task 1 Table không số liệu ngày 30.5.2025","desc":"","content":"Đề thi IELTS Writing task 1 tr&ecirc;n m&aacute;y ng&agrave;y 30\/5\/2025 vừa qua l&agrave; một đề b&agrave;i lạ với dạng table nhưng ho&agrave;n to&agrave;n kh&ocirc;ng c&oacute; số liệu m&agrave; chỉ c&oacute; th&ocirc;ng tin. Vậy l&agrave;m thế n&agrave;o để giải quyết đề b&agrave;i n&agrave;y? H&atilde;y c&ugrave;ng chữa đề c&ugrave;ng thầy Đức - 8.0 IELTS Writing từ nh&agrave; SOL nh&eacute;.<\/p>\n\n<h2>Đề b&agrave;i<\/b><\/h2>\n\nThe table below shows the top five methods experts and the general public believe will help reduce global warming<\/p>\n\n&nbsp;<img alt=\"\" src=\"\/datafiles\/35996\/upload\/images\/Tin tức\/Chữa đề IELTS\/February 2025\/de-task-1-30-5-2025.png\" \/> \n&nbsp;<\/p>\n\n<h2>Ph&acirc;n t&iacute;ch đề b&agrave;i v&agrave; lập d&agrave;n &yacute;<\/strong><\/h2>\n\n<h3>1. Ph&acirc;n t&iacute;ch đề b&agrave;i:&nbsp;<\/strong><\/h3>\n\n<ul>\n\t<li>Loại biểu đồ: Table (static chart) - hiển thị dữ liệu tĩnh ở thời điểm hiện tại.&nbsp;<\/li>\n\t<li>Dữ liệu: Năm &yacute; kiến phổ biến nhất được đề xuất bởi c&ocirc;ng ch&uacute;ng v&agrave; chuy&ecirc;n gia.&nbsp;<\/li>\n\t<li>Yếu tố cần lưu &yacute;: Điểm giống v&agrave; kh&aacute;c nhau giữa &yacute; kiến của hai b&ecirc;n<\/li>\n<\/ul>\n\n<h3>2. D&agrave;n &yacute; tham khảo:<\/strong><\/h3>\n\n<ul>\n\t<li>Introduction: Diễn đạt lại đề b&agrave;i (paraphrase) một c&aacute;ch tự nhi&ecirc;n, giới thiệu nội dung bảng.&nbsp;<\/li>\n\t<li>Overview:&nbsp;\n\t<ul>\n\t\t<li>Điểm kh&aacute;c nhau ch&iacute;nh (expert - large scale solution\/ the public - individual solution)<\/li>\n\t\t<li>Điểm giống nhau duy nhất: Use cleaner energy&nbsp;<\/li>\n\t<\/ul>\n\t<\/li>\n\t<li>Body Paragraph 1: M&ocirc; tả &yacute; kiến được đề xuất bởi c&ocirc;ng ch&uacute;ng.<\/li>\n\t<li>Body Paragraph 2: M&ocirc; tả c&aacute;c &yacute; kiến được đề xuất bởi chuy&ecirc;n gia.<\/li>\n<\/ul>\n\n<h2>Sample Answers Band 7.5<\/strong><\/h2>\n\nThe table gives information about the differences between what professionals and normal people believe to be the five most effective measures against climate change.&nbsp;<\/p>\n\nOverall, a broad distinction that can be observed is that the ideas proposed by the specialists often require structural changes, whereas those given by the normal people tend to be much more individualistic and personalized. However, both groups converge on cleaner energy.&nbsp;<\/p>\n\nRegarding the public, it&rsquo;s clear that the methods given by this group are mostly actionable habits that can be performed on the individual scale. The first proposal, which is about opting for less petrol-consuming automobiles, illustrates this point perfectly. Another prevalent suggestion within the general populace is implementing changes to housing structures to ensure a decline in the emission of domestic air pollutants. Other proposals include a shift towards greener energy, a more vegetarian diet and a responsible habit regarding electricity usage.&nbsp;<\/p>\n\nMeanwhile, two of the most famous solutions suggested by the experts involve encouraging the growth of flora in different environments, trees on the land and algae under the ocean. They also advocate for a more engineering-oriented approach to this problem including sealing carbon away and diverting the trajectory of the sunlight. Notably, the authorities on this matter also share the view of normal people that switching to more sustainable sources of energy is a good way to combat global warming.&nbsp;<\/p>\n\n(187 words)<\/em><\/p>\n\nTừ vựng IELTS&nbsp;hữu &iacute;ch:&nbsp;<\/strong><\/p>\n\n<ul>\n\t<li>Những từ chỉ c&aacute;c giải ph&aacute;p:\n\t<ul>\n\t\t<li>Suggest (v) Gợi &yacute; - suggestion (n) Sự gợi &yacute;<\/li>\n\t\t<li>Propose (v) Đề xuất - Proposal (n) &Yacute; kiến đề xuất<\/li>\n\t\t<li>Measure\/ Solution (n) Biện ph&aacute;p\/ Giải ph&aacute;p<\/li>\n\t\t<li>Advocate for st (v) Ủng hộ điều g&igrave; đ&oacute;<\/li>\n\t<\/ul>\n\t<\/li>\n\t<li>Những từ chỉ m&ocirc;i trường:\n\t<ul>\n\t\t<li>Flora (n) Thực vật&nbsp;<\/li>\n\t\t<li>Pollutants (n) Chất g&acirc;y &ocirc; nhiễm<\/li>\n\t\t<li>Green\/sustainable\/clean energy (n) Năng lượng sạch.&nbsp;<\/li>\n\t\t<li>Emission (n) Sự thải ra<\/li>\n\t<\/ul>\n\t<\/li>\n\t<li>Những từ chỉ người\n\t<ul>\n\t\t<li>Normal people (n) Người b&igrave;nh thường&nbsp;<\/li>\n\t\t<li>The general populace\/ The populace (n) C&ocirc;ng ch&uacute;ng&nbsp;<\/li>\n\t\t<li>Experts\/ specialists\/ Professionals (n) Chuy&ecirc;n gia&nbsp;<\/li>\n\t\t<li>Authority on st(n) Chuy&ecirc;n gia về lĩnh vực n&agrave;o đ&oacute;&nbsp;<\/li>\n\t<\/ul>\n\t<\/li>\n\t<li>C&aacute;c từ kh&aacute;c:&nbsp;\n\t<ul>\n\t\t<li>automobile (n) Xe &ocirc; t&ocirc;<\/li>\n\t\t<li>individualistic (adj) Mang t&iacute;nh c&aacute; nh&acirc;n&nbsp;<\/li>\n\t\t<li>personalized (adj) c&aacute; nh&acirc;n h&oacute;a<\/li>\n\t\t<li>engineering-oriented (adj) Thi&ecirc;n về kỹ thuật =&gt; Cấu tr&uacute;c -oriented: Thi&ecirc;n về thứ g&igrave; đ&oacute;&nbsp;<\/li>\n\t\t<li>petrol-consuming (adj) hao tốn xăng dầu =&gt; Cấu tr&uacute;c -consuming: Hao tốn thứ g&igrave; đ&oacute;&nbsp; \n\t\t&nbsp;<\/li>\n\t<\/ul>\n\t<\/li>\n<\/ul>\n","image_url":"https:\/\/www.thesol.edu.vn\/datafiles\/35996\/upload\/images\/Tin%20t%E1%BB%A9c\/Ch%E1%BB%AFa%20%C4%91%E1%BB%81%20IELTS\/February%202025\/de-task-1-30-5-2025.png","image_thumb_url":"https:\/\/www.thesol.edu.vn\/datafiles\/35996\/upload\/thumb_images\/Tin%20t%E1%BB%A9c\/Ch%E1%BB%AFa%20%C4%91%E1%BB%81%20IELTS\/February%202025\/de-task-1-30-5-2025.png","tags":"","count_view":1697,"seo_name":"chua-de-thi-ielts-writing-task-1-table-khong-so-lieu-ngay-30-5-2025","date_update":1749634617,"date_created_format":1749634659,"meta_title":"Chữa đề thi IELTS Writing task 1 Table không số liệu ngày 30.5.2025","meta_desc":"","meta_keyword":"","qr_code":"https:\/\/www.thesol.edu.vn\/chua-de-thi-ielts-writing-task-1-table-khong-so-lieu-ngay-30-5-2025"},{"id":704771,"name":"Describe a time you made a promise to someone","desc":"IELTS Speaking part 2 sample answers&nbsp;Describe a time you made a promise to someone.&nbsp;Describe a time you made a promise to someone IELTS Speaking part 2.&nbsp;<\/p>\n","content":"<h2 data-pm-slice=\"1 3 []\" dir=\"ltr\">IELTS Speaking Part 2<\/strong><\/h2>\n\n<h3 dir=\"ltr\">1. Đề b&agrave;i<\/strong><\/h3>\n\nDescribe a time you made a promise to someone&nbsp;<\/p>\n\nYou should say:&nbsp;<\/p>\n\n<ul>\n\t<li>what the promise was<\/li>\n\t<li>to whom you made it&nbsp;<\/li>\n\t<li>whether it was easy or difficult to keep<\/li>\n\t<li>why you made it&nbsp;<\/li>\n<\/ul>\n\n<img alt=\"\" src=\"\/datafiles\/35996\/upload\/images\/Tin tức\/Chữa đề IELTS\/February 2025\/Describe a time you made a promise to someone.png\" \/><\/p>\n\n<h3 dir=\"ltr\">2. Gợi &yacute;<\/strong><\/h3>\n\nNếu bạn b&iacute; &yacute; tưởng v&agrave; chưa biết n&oacute;i g&igrave; th&igrave; c&oacute; thể tham khảo c&aacute;c &yacute; dưới đ&acirc;y nha:<\/p>\n\n<ul data-tight=\"true\" dir=\"ltr\">\n\t<li>\n\tHelp a friend with homework<\/strong> (Gi&uacute;p bạn l&agrave;m b&agrave;i tập<\/em>): Promised to explain a subject or share notes (Hứa sẽ giải th&iacute;ch một m&ocirc;n học hoặc chia sẻ ghi ch&uacute;<\/em>)<\/p>\n\t<\/li>\n\t<li>\n\tVisit a family member<\/strong> (Thăm người th&acirc;n<\/em>): Committed to spending time with a relative (Cam kết d&agrave;nh thời gian cho người th&acirc;n<\/em>)<\/p>\n\t<\/li>\n\t<li>\n\tKeep a secret<\/strong> (Giữ b&iacute; mật<\/em>): Promised not to tell anyone about something private (Hứa kh&ocirc;ng kể cho ai về chuyện ri&ecirc;ng tư<\/em>)<\/p>\n\t<\/li>\n\t<li>\n\tBest friend\/sibling\/parent<\/strong> (Bạn th&acirc;n\/anh chị em\/cha mẹ<\/em>): Someone close you care about (Người th&acirc;n thiết m&agrave; bạn quan t&acirc;m<\/em>)<\/p>\n\t<\/li>\n\t<li>\n\tEasy because it was simple<\/strong> (Dễ v&igrave; lời hứa đơn giản<\/em>): The task didn&rsquo;t require much effort (Nhiệm vụ kh&ocirc;ng đ&ograve;i hỏi nhiều c&ocirc;ng sức<\/em>)<\/p>\n\t<\/li>\n\t<li>\n\tDifficult due to lack of time<\/strong> (Kh&oacute; v&igrave; thiếu thời gian<\/em>): Hard to balance with other responsibilities (Kh&oacute; c&acirc;n bằng với c&aacute;c tr&aacute;ch nhiệm kh&aacute;c<\/em>)<\/p>\n\t<\/li>\n\t<li>\n\tWanted to make them happy<\/strong> (Muốn l&agrave;m họ vui<\/em>): To show care or support (Để thể hiện sự quan t&acirc;m hoặc hỗ trợ<\/em>)<\/p>\n\t<\/li>\n\t<li>\n\tFelt it was important<\/strong> (Cảm thấy điều đ&oacute; quan trọng<\/em>): The promise mattered to the relationship (Lời hứa quan trọng với mối quan hệ<\/em>)<\/p>\n\t<\/li>\n<\/ul>\n\n<h3 dir=\"ltr\">3. Sample Answer 1: Band 6.0&ndash;6.5<\/strong><\/h3>\n\nI want to talk about a time I made a promise to my younger sister. The promise was to help her study for her math exam because she was really worried about it. This happened last year when she was preparing for her final exams.<\/p>\n\nI made this promise because I knew she was struggling with math, and I wanted to support her. She&rsquo;s my little sister, so I always try to help her when she needs it. It wasn&rsquo;t very easy to keep the promise because I was also busy with my own studies, and sometimes I felt tired after a long day. But I managed to spend a few evenings teaching her some math problems.<\/p>\n\nIn the end, I felt happy because she did well in her exam, and she thanked me a lot. It made me realize how important it is to keep promises, especially to family.<\/p>\n\nTừ vựng IELTS hữu &iacute;ch:<\/strong><\/p>\n\n<ul data-tight=\"true\" dir=\"ltr\">\n\t<li>\n\tstruggling<\/strong> \/ˈstrʌɡlɪŋ\/: gặp kh&oacute; khăn<\/p>\n\t<\/li>\n\t<li>\n\tsupport<\/strong> \/səˈpɔːt\/: hỗ trợ<\/p>\n\t<\/li>\n\t<li>\n\tmanaged to<\/strong> \/ˈm&aelig;nɪdʒd tə\/: xoay xở<\/p>\n\t<\/li>\n\t<li>\n\trealize<\/strong> \/ˈrɪəlaɪz\/: nhận ra<\/p>\n\t<\/li>\n<\/ul>\n\n<h3 dir=\"ltr\">4. Sample Answer 2: Band 7.5&ndash;8.0+<\/strong><\/h3>\n\nLet me tell you about a promise I made to my best friend a couple of years ago. I promised to attend her dance performance at a local event, which was a big deal for her because she&rsquo;d been practicing for months. She&rsquo;s always been passionate about dancing, and I wanted to be there to cheer her on.<\/p>\n\nI made this promise because I knew how much it meant to her to have her friends in the audience. Honestly, keeping it wasn&rsquo;t as easy as I thought. The event was on a weekend when I had a ton of assignments piling up, and I was tempted to skip it to catch up on work. But I rearranged my schedule, stayed up late to finish my tasks, and made it to the show.<\/p>\n\nLooking back, I&rsquo;m so glad I kept my word. Seeing her face light up when she spotted me in the crowd was worth it. It made me feel proud to support her, and it strengthened our friendship. That moment reminded me how even small promises can make a big difference to someone you care about.<\/p>\n\nTừ vựng IELTS hữu &iacute;ch:<\/strong><\/p>\n\n<ul data-tight=\"true\" dir=\"ltr\">\n\t<li>\n\ta big deal<\/strong> \/ə bɪɡ diːl\/: việc quan trọng<\/p>\n\t<\/li>\n\t<li>\n\tpassionate<\/strong> \/ˈp&aelig;ʃənət\/: đam m&ecirc;<\/p>\n\t<\/li>\n\t<li>\n\tcheer her on<\/strong> \/tʃɪə hər ɒn\/: cổ vũ<\/p>\n\t<\/li>\n\t<li>\n\tpiling up<\/strong> \/ˈpaɪlɪŋ ʌp\/: chất đống<\/p>\n\t<\/li>\n\t<li>\n\trearranged<\/strong> \/ˌriːəˈreɪndʒd\/: sắp xếp lại<\/p>\n\t<\/li>\n\t<li>\n\tkept my word<\/strong> \/kept maɪ wɜːd\/: giữ lời hứa<\/p>\n\t<\/li>\n\t<li>\n\tstrengthened<\/strong> \/ˈstreŋ&theta;nd\/: củng cố<\/p>\n\t<\/li>\n<\/ul>\n\n<hr \/>\n<h2 dir=\"ltr\">IELTS Speaking Part 3<\/strong><\/h2>\n\n<h3 dir=\"ltr\">1. Why do some people fail to keep their promises?<\/strong><\/h3>\n\nSample Answer 1: Band 6.0&ndash;6.5<\/strong><\/p>\n\nSome people don&rsquo;t keep their promises because they are too busy. They might forget what they promised or not have time to do it. Also, sometimes they make promises without thinking carefully, so it&rsquo;s hard to follow through. For example, they might say yes to help someone but then realize they can&rsquo;t do it.<\/p>\n\nTừ vựng IELTS hữu &iacute;ch:<\/strong><\/p>\n\n<ul data-tight=\"true\" dir=\"ltr\">\n\t<li>\n\tfollow through<\/strong> \/ˈfɒləʊ &theta;ruː\/: thực hiện<\/p>\n\t<\/li>\n\t<li>\n\twithout thinking carefully<\/strong> \/wɪ&eth;ˈaʊt ˈ&theta;ɪŋkɪŋ ˈkeəfəli\/: kh&ocirc;ng suy nghĩ kỹ<\/p>\n\t<\/li>\n<\/ul>\n\nSample Answer 2: Band 7.5&ndash;8.0+<\/strong><\/p>\n\nThere are a few reasons why some people struggle to keep their promises. For one, they might overestimate their ability to follow through, making commitments without considering their schedule or resources. Distractions or unexpected events, like work emergencies, can also get in the way. Additionally, some individuals may lack the discipline to prioritize their promises, especially if they don&rsquo;t fully grasp how much it means to the other person.<\/p>\n\nTừ vựng IELTS hữu &iacute;ch:<\/strong><\/p>\n\n<ul data-tight=\"true\" dir=\"ltr\">\n\t<li>\n\toverestimate<\/strong> \/ˌəʊvərˈestɪmeɪt\/: đ&aacute;nh gi&aacute; qu&aacute; cao<\/p>\n\t<\/li>\n\t<li>\n\tcommitments<\/strong> \/kəˈmɪtmənts\/: cam kết<\/p>\n\t<\/li>\n\t<li>\n\tget in the way<\/strong> \/ɡet ɪn &eth;ə weɪ\/: cản trở<\/p>\n\t<\/li>\n\t<li>\n\tdiscipline<\/strong> \/ˈdɪsɪplɪn\/: kỷ luật<\/p>\n\t<\/li>\n<\/ul>\n\n<h3 dir=\"ltr\">2. Do children keep their promises?<\/strong><\/h3>\n\nSample Answer 1: Band 6.0&ndash;6.5<\/strong><\/p>\n\nI think children sometimes keep their promises, but not always. They might promise to do their homework or clean their room, but they can forget because they&rsquo;re young and not very serious. If the promise is important, like to their parents, they might try harder to keep it.<\/p>\n\nTừ vựng IELTS hữu &iacute;ch:<\/strong><\/p>\n\n<ul data-tight=\"true\" dir=\"ltr\">\n\t<li>\n\tnot very serious<\/strong> \/nɒt ˈveri ˈsɪəriəs\/: kh&ocirc;ng nghi&ecirc;m t&uacute;c<\/p>\n\t<\/li>\n\t<li>\n\ttry harder<\/strong> \/traɪ ˈhɑːdə\/: cố gắng hơn<\/p>\n\t<\/li>\n<\/ul>\n\nSample Answer 2: Band 7.5&ndash;8.0+<\/strong><\/p>\n\nChildren&rsquo;s ability to keep promises varies a lot. Younger kids might struggle because they&rsquo;re still learning responsibility and can be easily distracted by play or other interests. However, if the promise feels meaningful&mdash;like promising a parent to behave or help with chores&mdash;they&rsquo;re more likely to follow through, especially if they&rsquo;re motivated by praise or rewards. As they grow older, they tend to become more accountable, but it really depends on their personality and how they&rsquo;re taught.<\/p>\n\nTừ vựng IELTS hữu &iacute;ch:<\/strong><\/p>\n\n<ul data-tight=\"true\" dir=\"ltr\">\n\t<li>\n\tvaries<\/strong> \/ˈveəriz\/: thay đổi<\/p>\n\t<\/li>\n\t<li>\n\taccountable<\/strong> \/əˈkaʊntəbl\/: chịu tr&aacute;ch nhiệm<\/p>\n\t<\/li>\n\t<li>\n\tmotivated<\/strong> \/ˈməʊtɪveɪtɪd\/: c&oacute; động lực<\/p>\n\t<\/li>\n<\/ul>\n\n<h3 dir=\"ltr\">3. Do parents in your country make promises to their children?<\/strong><\/h3>\n\nSample Answer 1: Band 6.0&ndash;6.5<\/strong><\/p>\n\nYes, parents often make promises to their children. For example, they might promise to buy a toy or take them to the park if they do well in school. It&rsquo;s common because parents want their kids to be happy and study hard. But sometimes, they can&rsquo;t keep the promise if they&rsquo;re too busy.<\/p>\n\nSample Answer 2: Band 7.5&ndash;8.0+<\/strong><\/p>\n\nAbsolutely, it&rsquo;s quite typical for parents to make promises to their kids. They often promise things like a trip to the amusement park, a new toy, or extra playtime as a way to encourage good behavior or academic effort. It&rsquo;s a way to motivate children and strengthen family bonds. That said, parents sometimes face challenges keeping these promises due to work or financial constraints, but most try their best to follow through.<\/p>\n\nTừ vựng IELTS hữu &iacute;ch:<\/strong><\/p>\n\n<ul data-tight=\"true\" dir=\"ltr\">\n\t<li>\n\ttypical<\/strong> \/ˈtɪpɪkl\/: điển h&igrave;nh<\/p>\n\t<\/li>\n\t<li>\n\tencourage<\/strong> \/ɪnˈkʌrɪdʒ\/: khuyến kh&iacute;ch<\/p>\n\t<\/li>\n\t<li>\n\tstrengthen family bonds<\/strong> \/ˈstreŋ&theta;n ˈf&aelig;məli bɒndz\/: củng cố mối quan hệ gia đ&igrave;nh<\/p>\n\t<\/li>\n\t<li>\n\tconstraints<\/strong> \/kənˈstreɪnts\/: hạn chế<\/p>\n\t<\/li>\n<\/ul>\n\n<h3 dir=\"ltr\">4. What kinds of promises do people often make?<\/strong><\/h3>\n\nSample Answer 1: Band 6.0&ndash;6.5<\/strong><\/p>\n\nPeople often make promises about small things, like meeting friends on time or helping with something. They also promise bigger things, like getting a good job or taking care of their family. For example, friends might promise to call each other or parents promise to support their kids.<\/p>\n\nTừ vựng IELTS hữu &iacute;ch:<\/strong><\/p>\n\n<ul data-tight=\"true\" dir=\"ltr\">\n\t<li>\n\ton time<\/strong> \/ɒn taɪm\/: đ&uacute;ng giờ<\/p>\n\t<\/li>\n\t<li>\n\ttaking care of<\/strong> \/ˈteɪkɪŋ keər əv\/: chăm s&oacute;c<\/p>\n\t<\/li>\n<\/ul>\n\nSample Answer 2: Band 7.5&ndash;8.0+<\/strong><\/p>\n\nPeople tend to make a wide range of promises, from everyday commitments to more significant ones. Common ones include promising to meet deadlines at work, catching up with friends, or helping a family member with a task. On a deeper level, people might vow to achieve personal goals, like staying healthy or pursuing a dream career. These promises often reflect their values and desire to build trust with others.<\/p>\n\nTừ vựng IELTS hữu &iacute;ch:<\/strong><\/p>\n\n<ul data-tight=\"true\" dir=\"ltr\">\n\t<li>\n\ta wide range of<\/strong> \/ə waɪd reɪndʒ əv\/: nhiều loại<\/p>\n\t<\/li>\n\t<li>\n\tvow<\/strong> \/vaʊ\/: thề<\/p>\n\t<\/li>\n\t<li>\n\tpursuing<\/strong> \/pəˈsjuːɪŋ\/: theo đuổi<\/p>\n\t<\/li>\n\t<li>\n\tbuild trust<\/strong> \/bɪld trʌst\/: x&acirc;y dựng niềm tin<\/p>\n\t<\/li>\n<\/ul>\n\n<h3 dir=\"ltr\">5.&nbsp;Do most people fulfill their promises?<\/strong><\/h3>\n\nSample Answer 1: Band 6.0&ndash;6.5<\/strong><\/p>\n\nI think most people try to keep their promises, but not always. If the promise is important, like to family or close friends, they will try hard. But sometimes, they can&rsquo;t do it because of problems like no time or money. It depends on the person and the situation.<\/p>\n\nTừ vựng IELTS hữu &iacute;ch:<\/strong><\/p>\n\n<ul data-tight=\"true\" dir=\"ltr\">\n\t<li>\n\tfulfill<\/strong> \/fʊlˈfɪl\/: thực hiện<\/p>\n\t<\/li>\n\t<li>\n\tdepends on<\/strong> \/dɪˈpendz ɒn\/: phụ thuộc v&agrave;o<\/p>\n\t<\/li>\n<\/ul>\n\nSample Answer 2: Band 7.5&ndash;8.0+<\/strong><\/p>\n\nIn my opinion, most people genuinely aim to fulfill their promises, especially when they involve someone they care about, like family or close friends. However, life can throw curveballs&mdash;unexpected challenges like time constraints or unforeseen circumstances can make it tough to follow through. Whether someone keeps their word often depends on their sense of responsibility and the importance they place on maintaining trust.<\/p>\n\nTừ vựng IELTS hữu &iacute;ch:<\/strong><\/p>\n\n<ul data-tight=\"true\" dir=\"ltr\">\n\t<li>\n\tgenuinely<\/strong> \/ˈdʒenjuɪnli\/: một c&aacute;ch ch&acirc;n th&agrave;nh<\/p>\n\t<\/li>\n\t<li>\n\tthrow curveballs<\/strong> \/&theta;rəʊ ˈkɜːvbɔːlz\/: g&acirc;y kh&oacute; khăn bất ngờ<\/p>\n\t<\/li>\n\t<li>\n\tunforeseen circumstances<\/strong> \/ˌʌnfɔːˈsiːn ˈsɜːkəmst&aelig;nsɪz\/: t&igrave;nh huống kh&ocirc;ng lường trước<\/p>\n\t<\/li>\n\t<li>\n\tmaintaining trust<\/strong> \/meɪnˈteɪnɪŋ trʌst\/: duy tr&igrave; niềm tin<\/p>\n\t<\/li>\n<\/ul>\n\n<h3 dir=\"ltr\">6. Do you often keep your promises?<\/strong><\/h3>\n\nSample Answer 1: Band 6.0&ndash;6.5<\/strong><\/p>\n\nYes, I try to keep my promises most of the time. For example, if I tell my friend I&rsquo;ll meet them, I make sure to be there. But sometimes, if I&rsquo;m very busy, I might forget or not do it. I think it&rsquo;s important to try because it makes people trust you.<\/p>\n\nSample Answer 2: Band 7.5&ndash;8.0+<\/strong><\/p>\n\nI&rsquo;d say I make a conscious effort to keep my promises, as I believe it&rsquo;s a reflection of reliability. For instance, whether it&rsquo;s meeting a friend for coffee or finishing a task I committed to, I try to follow through. That said, I&rsquo;m not perfect&mdash;there&rsquo;ve been times when unexpected commitments got in the way. When that happens, I always apologize and try to make it right, as I value being someone others can count on.<\/p>\n\nTừ vựng IELTS hữu &iacute;ch:<\/strong><\/p>\n\n<ul data-tight=\"true\" dir=\"ltr\">\n\t<li>\n\tconscious effort<\/strong> \/ˈkɒnʃəs ˈefət\/: nỗ lực c&oacute; &yacute; thức<\/p>\n\t<\/li>\n\t<li>\n\treliability<\/strong> \/rɪˌlaɪəˈbɪlɪti\/: sự đ&aacute;ng tin cậy<\/p>\n\t<\/li>\n\t<li>\n\tcount on<\/strong> \/kaʊnt ɒn\/: dựa v&agrave;o<\/p>\n\t<\/li>\n\t<li>\n\tmake it right<\/strong> \/meɪk ɪt raɪt\/: sửa sai<\/p>\n\t<\/li>\n<\/ul>\n\n<h3 dir=\"ltr\">7. Is it useful to write down promises?<\/strong><\/h3>\n\nSample Answer 1: Band 6.0&ndash;6.5<\/strong><\/p>\n\nYes, I think writing down promises is very useful. It helps you remember what you said you would do. For example, I use my phone to note important things like meeting times. If you don&rsquo;t write them down, you might forget, especially if you&rsquo;re busy.<\/p>\n\nSample Answer 2: Band 7.5&ndash;8.0+<\/strong><\/p>\n\nI find writing down promises incredibly helpful. It acts like a safety net, ensuring you don&rsquo;t forget commitments, especially when life gets hectic. For example, I use a planner or app to jot down things like deadlines or plans with friends. Not only does it keep me organized, but it also shows the other person you&rsquo;re serious about keeping your word. It&rsquo;s a simple habit that makes a big difference.<\/p>\n\nTừ vựng IELTS hữu &iacute;ch:<\/strong><\/p>\n\n<ul data-tight=\"true\" dir=\"ltr\">\n\t<li>\n\tsafety net<\/strong> \/ˈseɪfti net\/: lưới an to&agrave;n<\/p>\n\t<\/li>\n\t<li>\n\thectic<\/strong> \/ˈhektɪk\/: bận rộn<\/p>\n\t<\/li>\n\t<li>\n\tjot down<\/strong> \/dʒɒt daʊn\/: ghi nhanh<\/p>\n\t<\/li>\n\t<li>\n\tserious about<\/strong> \/ˈsɪəriəs əˈbaʊt\/: nghi&ecirc;m t&uacute;c về<\/p>\n\t<\/li>\n<\/ul>\n\n<h3 dir=\"ltr\">8.&nbsp;Do you think children should be given rewards for keeping promises?<\/strong><\/h3>\n\nSample Answer 1: Band 6.0&ndash;6.5<\/strong><\/p>\n\nI think it&rsquo;s a good idea to give children rewards for keeping promises. For example, if they promise to clean their room and do it, parents can give them candy or let them play games. It makes them happy and teaches them to be responsible. But maybe not always, or they might expect rewards every time.<\/p>\n\nTừ vựng IELTS hữu &iacute;ch:<\/strong><\/p>\n\n<ul data-tight=\"true\" dir=\"ltr\">\n\t<li>\n\trewards<\/strong> \/rɪˈwɔːdz\/: phần thưởng<\/p>\n\t<\/li>\n\t<li>\n\tresponsible<\/strong> \/rɪˈspɒnsəbl\/: c&oacute; tr&aacute;ch nhiệm<\/p>\n\t<\/li>\n<\/ul>\n\nSample Answer 2: Band 7.5&ndash;8.0+<\/strong><\/p>\n\nI believe rewarding children for keeping promises can be a great way to teach them accountability, especially when they&rsquo;re young. For instance, praising them or offering small treats for following through on tasks like tidying up can reinforce positive behavior. However, it&rsquo;s a balancing act&mdash;parents shouldn&rsquo;t overdo it, or kids might only keep promises for rewards. The goal is to help them value trust and responsibility for its own sake.<\/p>\n\nTừ vựng IELTS hữu &iacute;ch:<\/strong><\/p>\n\n<ul data-tight=\"true\" dir=\"ltr\">\n\t<li>\n\taccountability<\/strong> \/əˌkaʊntəˈbɪlɪti\/: tr&aacute;ch nhiệm<\/p>\n\t<\/li>\n\t<li>\n\treinforce<\/strong> \/ˌriːɪnˈfɔːs\/: củng cố<\/p>\n\t<\/li>\n\t<li>\n\tbalancing act<\/strong> \/ˈb&aelig;lənsɪŋ &aelig;kt\/: sự c&acirc;n bằng<\/p>\n\t<\/li>\n\t<li>\n\tfor its own sake<\/strong> \/fər ɪts əʊn seɪk\/: v&igrave; bản th&acirc;n n&oacute;<\/p>\n\t<\/li>\n<\/ul>\n\n<h3 dir=\"ltr\">9. On what occasions do children make promises to their parents?<\/strong><\/h3>\n\nSample Answer 1: Band 6.0&ndash;6.5<\/strong><\/p>\n\nChildren often make promises to their parents about school or behavior. For example, they might promise to study hard for exams or not fight with their siblings. Sometimes, they promise to help with chores, like cleaning the house. They do this to make their parents happy or avoid trouble.<\/p>\n\nTừ vựng IELTS hữu &iacute;ch:<\/strong><\/p>\n\n<ul data-tight=\"true\" dir=\"ltr\">\n\t<li>\n\tbehavior<\/strong> \/bɪˈheɪvjə\/: h&agrave;nh vi<\/p>\n\t<\/li>\n\t<li>\n\tchores<\/strong> \/tʃɔːz\/: việc vặt<\/p>\n\t<\/li>\n<\/ul>\n\nSample Answer 2: Band 7.5&ndash;8.0+<\/strong><\/p>\n\nChildren typically make promises to their parents in situations tied to responsibilities or family harmony. For example, they might pledge to focus on their studies, complete household chores, or behave well at school. These promises often come up when parents set expectations or when kids want to earn trust, like promising not to stay up too late playing games. It&rsquo;s usually a way for them to show they&rsquo;re mature or avoid disappointing their parents.<\/p>\n\nTừ vựng IELTS hữu &iacute;ch:<\/strong><\/p>\n\n<ul data-tight=\"true\" dir=\"ltr\">\n\t<li>\n\tpledge<\/strong> \/pledʒ\/: cam kết<\/p>\n\t<\/li>\n\t<li>\n\tfamily harmony<\/strong> \/ˈf&aelig;məli ˈhɑːməni\/: sự h&ograve;a thuận gia đ&igrave;nh<\/p>\n\t<\/li>\n\t<li>\n\tset expectations<\/strong> \/set ˌekspekˈteɪʃnz\/: đặt kỳ vọng<\/p>\n\t<\/li>\n\t<li>\n\tmature<\/strong> \/məˈtʃʊə\/: trưởng th&agrave;nh<\/p>\n\t<\/li>\n<\/ul>\n\n<h3 dir=\"ltr\">10. Do you think it is important to keep a promise?<\/strong><\/h3>\n\nSample Answer 1: Band 6.0&ndash;6.5<\/strong><\/p>\n\nYes, I think keeping a promise is very important. When you keep your promise, people trust you more, and it makes relationships stronger. For example, if you promise to help a friend, they will feel happy and respect you. If you don&rsquo;t keep it, they might be disappointed.<\/p>\n\nTừ vựng IELTS hữu &iacute;ch:<\/strong><\/p>\n\n<ul data-tight=\"true\" dir=\"ltr\">\n\t<li>\n\ttrust<\/strong> \/trʌst\/: tin tưởng<\/p>\n\t<\/li>\n\t<li>\n\tdisappointed<\/strong> \/ˌdɪsəˈpɔɪntɪd\/: thất vọng<\/p>\n\t<\/li>\n<\/ul>\n\nSample Answer 2: Band 7.5&ndash;8.0+<\/strong><\/p>\n\nI firmly believe keeping a promise is crucial because it&rsquo;s the foundation of trust in any relationship. When you follow through on what you&rsquo;ve committed to, whether it&rsquo;s helping a friend or meeting a deadline, it shows integrity and respect for others. Breaking a promise, on the other hand, can erode trust and leave people feeling let down. For me, keeping my word is about building strong connections and showing I&rsquo;m reliable.<\/p>\n\nTừ vựng IELTS hữu &iacute;ch:<\/strong><\/p>\n\n<ul data-tight=\"true\" dir=\"ltr\">\n\t<li>\n\tfoundation<\/strong> \/faʊnˈdeɪʃn\/: nền tảng<\/p>\n\t<\/li>\n\t<li>\n\tintegrity<\/strong> \/ɪnˈteɡrəti\/: sự ch&iacute;nh trực<\/p>\n\t<\/li>\n\t<li>\n\terode<\/strong> \/ɪˈrəʊd\/: l&agrave;m suy giảm<\/p>\n\t<\/li>\n\t<li>\n\tlet down<\/strong> \/let daʊn\/: l&agrave;m thất vọng<\/p>\n\t<\/li>\n<\/ul>\n","image_url":"https:\/\/www.thesol.edu.vn\/datafiles\/35996\/upload\/images\/Tin%20t%E1%BB%A9c\/Ch%E1%BB%AFa%20%C4%91%E1%BB%81%20IELTS\/February%202025\/Describe%20a%20time%20you%20made%20a%20%20promise%20to%20someone.png","image_thumb_url":"https:\/\/www.thesol.edu.vn\/datafiles\/35996\/upload\/thumb_images\/Tin%20t%E1%BB%A9c\/Ch%E1%BB%AFa%20%C4%91%E1%BB%81%20IELTS\/February%202025\/Describe%20a%20time%20you%20made%20a%20%20promise%20to%20someone.png","tags":"","count_view":2781,"seo_name":"describe-a-time-you-made-a-promise-to-someone","date_update":1749470778,"date_created_format":1749470868,"meta_title":"Describe a time you made a promise to someone","meta_desc":"IELTS Speaking part 2 sample answers Describe a time you made a promise to someone. Describe a time you made a promise to someone IELTS Speaking part 2.","meta_keyword":"","qr_code":"https:\/\/www.thesol.edu.vn\/describe-a-time-you-made-a-promise-to-someone"},{"id":704768,"name":"Describe an occasion when you forgot something important","desc":"Đ&atilde; bao giờ bạn bỏ lỡ điều g&igrave; đ&oacute; quan trọng chưa? H&atilde;y c&ugrave;ng SOL IELTS m&ocirc; tả trải nghiệm n&agrave;y trong ph&ograve;ng thi IELTS Speaking part 2 nh&eacute;.&nbsp;<\/p>\n","content":"<h2 data-pm-slice=\"1 3 []\" dir=\"ltr\">IELTS Speaking Part 2: Describe an occasion when you forgot something important<\/strong><\/h2>\n\n<h3 dir=\"ltr\">1. Đề b&agrave;i<\/strong><\/h3>\n\nDescribe an occasion when you forgot something important&nbsp;<\/p>\n\nYou should say:&nbsp;<\/p>\n\n<ul>\n\t<li>what you forgot,<\/li>\n\t<li>why you forgot it<\/li>\n\t<li>when it was&nbsp;<\/li>\n\t<li>how you felt&nbsp;<\/li>\n<\/ul>\n\n<img alt=\"\" src=\"\/datafiles\/35996\/upload\/images\/Tin tức\/Chữa đề IELTS\/February 2025\/Describe an occasion when you forgot something important.png\" \/><\/p>\n\n<h3 dir=\"ltr\">2. Gợi &yacute;<\/strong><\/h3>\n\nNếu bạn chưa nghĩ ra m&igrave;nh sẽ n&oacute;i g&igrave; th&igrave; ngh&iacute;a qua một v&agrave;i gợi &yacute; m&agrave; SOL chia sẻ dưới đ&acirc;y nha:<\/p>\n\n<ul data-tight=\"true\" dir=\"ltr\">\n\t<li>\n\tForgot a school assignment<\/strong> (Qu&ecirc;n b&agrave;i tập về nh&agrave;<\/em>): Missed submitting an important project (Qu&ecirc;n nộp một dự &aacute;n quan trọng<\/em>)<\/p>\n\t<\/li>\n\t<li>\n\tForgot a friend&rsquo;s birthday<\/strong> (Qu&ecirc;n sinh nhật bạn<\/em>): Didn&rsquo;t call or send a gift (Kh&ocirc;ng gọi điện hoặc gửi qu&agrave;<\/em>)<\/p>\n\t<\/li>\n\t<li>\n\tForgot an exam date<\/strong> (Qu&ecirc;n ng&agrave;y thi<\/em>): Missed a test at school (Bỏ lỡ một b&agrave;i kiểm tra ở trường<\/em>)<\/p>\n\t<\/li>\n\t<li>\n\tBusy with other tasks<\/strong> (Bận rộn với c&aacute;c việc kh&aacute;c<\/em>): Had too many things to do (C&oacute; qu&aacute; nhiều việc phải l&agrave;m<\/em>)<\/p>\n\t<\/li>\n\t<li>\n\tDidn&rsquo;t write it down<\/strong> (Kh&ocirc;ng ghi ch&uacute; lại<\/em>): Forgot to note it in a planner (Qu&ecirc;n ghi v&agrave;o sổ tay<\/em>)<\/p>\n\t<\/li>\n\t<li>\n\tLast month\/year<\/strong> (Th&aacute;ng trước\/năm ngo&aacute;i<\/em>): A recent or memorable event (Một sự kiện gần đ&acirc;y hoặc đ&aacute;ng nhớ<\/em>)<\/p>\n\t<\/li>\n\t<li>\n\tFelt embarrassed<\/strong> (Cảm thấy xấu hổ<\/em>): Worried about disappointing someone (Lo lắng v&igrave; l&agrave;m ai đ&oacute; thất vọng<\/em>)<\/p>\n\t<\/li>\n\t<li>\n\tFelt frustrated<\/strong> (Cảm thấy bực bội<\/em>): Angry at oneself for forgetting (Tức giận với bản th&acirc;n v&igrave; đ&atilde; qu&ecirc;n<\/em>)<\/p>\n\t<\/li>\n<\/ul>\n\n<h3 dir=\"ltr\">3. Sample Answer 1: Band 6.0&ndash;6.5<\/strong><\/h3>\n\nI&rsquo;d like to talk about a time when I forgot an important school assignment. It was a project for my English class, and I had to submit it last semester. The teacher asked us to write an essay, and it was worth a big part of our grade.<\/p>\n\nI forgot about it because I was very busy with other subjects. I had exams and other homework, so I didn&rsquo;t write it down in my notebook. Also, I think I was a bit careless because I thought I would remember it, but I didn&rsquo;t. It happened about three months ago, when the deadline came, and I realized I hadn&rsquo;t done it.<\/p>\n\nWhen I found out, I felt really bad. I was embarrassed because I had to tell my teacher, and I was worried about my grade. I felt frustrated with myself for being so forgetful. After that, I tried to be more organized and use a planner to avoid this problem again.<\/p>\n\nTừ vựng IELTS hữu &iacute;ch:<\/strong><\/p>\n\n<ul data-tight=\"true\" dir=\"ltr\">\n\t<li>\n\tassignment<\/strong> \/əˈsaɪnmənt\/: b&agrave;i tập<\/p>\n\t<\/li>\n\t<li>\n\tsubmit<\/strong> \/səbˈmɪt\/: nộp<\/p>\n\t<\/li>\n\t<li>\n\tdeadline<\/strong> \/ˈdedlaɪn\/: hạn ch&oacute;t<\/p>\n\t<\/li>\n\t<li>\n\tcareless<\/strong> \/ˈkeələs\/: bất cẩn<\/p>\n\t<\/li>\n\t<li>\n\tembarrassed<\/strong> \/ɪmˈb&aelig;rəst\/: xấu hổ<\/p>\n\t<\/li>\n\t<li>\n\torganized<\/strong> \/ˈɔːɡənaɪzd\/: c&oacute; tổ chức<\/p>\n\t<\/li>\n<\/ul>\n\n<h3 dir=\"ltr\">4. Sample Answer 2: Band 7.5&ndash;8.0+<\/strong><\/h3>\n\nLet me share a time when I forgot something really important, which was my best friend&rsquo;s birthday. It was supposed to be a special day because it was her 18th birthday, a big milestone. I had planned to call her and send a thoughtful gift, but somehow, it completely slipped my mind.<\/p>\n\nThe reason I forgot was probably because I was swamped with schoolwork at the time. It happened about six months ago, during a hectic week filled with exams and group projects. I didn&rsquo;t jot it down in my calendar, which was a big mistake, as I usually rely on reminders to keep track of important dates. By the time I realized it, the day had already passed.<\/p>\n\nI felt absolutely awful when I remembered. A wave of guilt washed over me because I knew how much it meant to her, and I hated the thought of letting her down. I immediately called to apologize and made up for it by planning a belated celebration, but the experience taught me a valuable lesson about staying organized. Since then, I&rsquo;ve been much more diligent about using a planner to avoid such slip-ups.<\/p>\n\nTừ vựng IELTS hữu &iacute;ch:<\/strong><\/p>\n\n<ul data-tight=\"true\" dir=\"ltr\">\n\t<li>\n\tmilestone<\/strong> \/ˈmaɪlstəʊn\/: cột mốc<\/p>\n\t<\/li>\n\t<li>\n\tslipped my mind<\/strong> \/slɪpt maɪ maɪnd\/: qu&ecirc;n mất<\/p>\n\t<\/li>\n\t<li>\n\tswamped<\/strong> \/swɒmpt\/: ngập đầu<\/p>\n\t<\/li>\n\t<li>\n\thectic<\/strong> \/ˈhektɪk\/: bận rộn<\/p>\n\t<\/li>\n\t<li>\n\tjot it down<\/strong> \/dʒɒt ɪt daʊn\/: ghi ch&uacute; lại<\/p>\n\t<\/li>\n\t<li>\n\ta wave of guilt<\/strong> \/ə weɪv əv ɡɪlt\/: cảm gi&aacute;c tội lỗi<\/p>\n\t<\/li>\n\t<li>\n\tdiligent<\/strong> \/ˈdɪlɪdʒənt\/: chăm chỉ<\/p>\n\t<\/li>\n\t<li>\n\tslip-ups<\/strong> \/ˈslɪp ʌps\/: sai s&oacute;t<\/p>\n\t<\/li>\n<\/ul>\n\n<hr \/>\n<h2 dir=\"ltr\">IELTS Speaking Part 3<\/strong><\/h2>\n\n<h3 dir=\"ltr\">1. What kinds of things do people forget easily?<\/strong><\/h3>\n\nSample Answer 1: Band 6.0&ndash;6.5<\/strong><\/p>\n\nI think people often forget small things, like where they put their keys or phone. Also, they might forget appointments or meetings if they don&rsquo;t write them down. Another thing is forgetting names of people they just met. These things happen because people are busy or not paying attention.<\/p>\n\nTừ vựng IELTS hữu &iacute;ch:<\/strong><\/p>\n\n<ul data-tight=\"true\" dir=\"ltr\">\n\t<li>\n\tappointments<\/strong> \/əˈpɔɪntmənts\/: cuộc hẹn<\/p>\n\t<\/li>\n\t<li>\n\tpaying attention<\/strong> \/ˈpeɪɪŋ əˈtenʃn\/: ch&uacute; &yacute;<\/p>\n\t<\/li>\n<\/ul>\n\nSample Answer 2: Band 7.5&ndash;8.0+<\/strong><\/p>\n\nPeople tend to forget everyday items or tasks quite easily, such as misplacing their keys, wallets, or glasses. Additionally, appointments or deadlines can slip through the cracks if they&rsquo;re not recorded. Forgetting names, especially after a brief introduction, is also common. These lapses often occur due to distractions, multitasking, or simply not prioritizing the information at the time.<\/p>\n\nTừ vựng IELTS hữu &iacute;ch:<\/strong><\/p>\n\n<ul data-tight=\"true\" dir=\"ltr\">\n\t<li>\n\tmisplacing<\/strong> \/mɪsˈpleɪsɪŋ\/: để lạc<\/p>\n\t<\/li>\n\t<li>\n\tslip through the cracks<\/strong> \/slɪp &theta;ruː &eth;ə kr&aelig;ks\/: bị bỏ s&oacute;t<\/p>\n\t<\/li>\n\t<li>\n\tlapses<\/strong> \/ˈl&aelig;psɪz\/: sự qu&ecirc;n l&atilde;ng<\/p>\n\t<\/li>\n\t<li>\n\tmultitasking<\/strong> \/ˈmʌltiˌt&aelig;skɪŋ\/: l&agrave;m nhiều việc c&ugrave;ng l&uacute;c<\/p>\n\t<\/li>\n<\/ul>\n\n<h3 dir=\"ltr\">2. Why is it difficult for some people to remember things?<\/strong><\/h3>\n\nSample Answer 1: Band 6.0&ndash;6.5<\/strong><\/p>\n\nSome people find it hard to remember things because they have a lot of stress. When they are busy or worried, it&rsquo;s difficult to focus. Also, if they don&rsquo;t sleep well, their brain doesn&rsquo;t work properly. Another reason is that some people don&rsquo;t use tools like notes or calendars to help them.<\/p>\n\nTừ vựng IELTS hữu &iacute;ch:<\/strong><\/p>\n\n<ul data-tight=\"true\" dir=\"ltr\">\n\t<li>\n\tstress<\/strong> \/stres\/: căng thẳng<\/p>\n\t<\/li>\n\t<li>\n\tfocus<\/strong> \/ˈfəʊkəs\/: tập trung<\/p>\n\t<\/li>\n<\/ul>\n\nSample Answer 2: Band 7.5&ndash;8.0+<\/strong><\/p>\n\nFor some individuals, remembering things can be challenging due to various factors. High levels of stress or anxiety can impair concentration, making it harder to retain information. Lack of sleep also plays a significant role, as it affects cognitive functions like memory. Additionally, some people may not use effective strategies, such as note-taking or digital reminders, which can exacerbate forgetfulness, especially when juggling multiple responsibilities.<\/p>\n\nTừ vựng IELTS hữu &iacute;ch:<\/strong><\/p>\n\n<ul data-tight=\"true\" dir=\"ltr\">\n\t<li>\n\timpair<\/strong> \/ɪmˈpeə\/: l&agrave;m suy yếu<\/p>\n\t<\/li>\n\t<li>\n\tretain<\/strong> \/rɪˈteɪn\/: giữ lại<\/p>\n\t<\/li>\n\t<li>\n\tcognitive functions<\/strong> \/ˈkɒɡnɪtɪv ˈfʌŋkʃnz\/: chức năng nhận thức<\/p>\n\t<\/li>\n\t<li>\n\texacerbate<\/strong> \/ɪɡˈz&aelig;səbeɪt\/: l&agrave;m trầm trọng hơn<\/p>\n\t<\/li>\n\t<li>\n\tjuggling<\/strong> \/ˈdʒʌɡlɪŋ\/: xoay xở<\/p>\n\t<\/li>\n<\/ul>\n\n<h3 dir=\"ltr\">3. What kinds of people are more forgetful?<\/strong><\/h3>\n\nSample Answer 1: Band 6.0&ndash;6.5<\/strong><\/p>\n\nI think older people are sometimes more forgetful because their memory is not as good as young people. Also, people who are very busy, like students or workers, can forget things because they have too many tasks. Some people who don&rsquo;t care about details might also forget things easily.<\/p>\n\nTừ vựng IELTS hữu &iacute;ch:<\/strong><\/p>\n\n<ul data-tight=\"true\" dir=\"ltr\">\n\t<li>\n\tolder people<\/strong> \/ˈəʊldə ˈpiːpl\/: người lớn tuổi<\/p>\n\t<\/li>\n\t<li>\n\ttasks<\/strong> \/t&aelig;sks\/: nhiệm vụ<\/p>\n\t<\/li>\n<\/ul>\n\nSample Answer 2: Band 7.5&ndash;8.0+<\/strong><\/p>\n\nCertain groups may be more prone to forgetfulness. For instance, elderly individuals often experience memory decline as a natural part of aging. Similarly, people with demanding schedules, such as students or professionals, might overlook things due to mental overload. Additionally, those who are naturally disorganized or less attentive to details may struggle to recall information, as they don&rsquo;t prioritize memory aids or structured routines.<\/p>\n\nTừ vựng IELTS hữu &iacute;ch:<\/strong><\/p>\n\n<ul data-tight=\"true\" dir=\"ltr\">\n\t<li>\n\tprone to<\/strong> \/prəʊn tə\/: dễ bị<\/p>\n\t<\/li>\n\t<li>\n\tmemory decline<\/strong> \/ˈmeməri dɪˈklaɪn\/: suy giảm tr&iacute; nhớ<\/p>\n\t<\/li>\n\t<li>\n\tmental overload<\/strong> \/ˈmentl ˈəʊvələʊd\/: qu&aacute; tải tinh thần<\/p>\n\t<\/li>\n\t<li>\n\tmemory aids<\/strong> \/ˈmeməri eɪdz\/: c&ocirc;ng cụ hỗ trợ tr&iacute; nhớ<\/p>\n\t<\/li>\n<\/ul>\n\n<h3 dir=\"ltr\">4. How can people improve their memory?<\/h3>\n\nSample Answer 1: Band 6.0&ndash;6.5<\/strong><\/p>\n\nPeople can improve their memory by sleeping well because it helps the brain work better. Also, they can write things down, like using a notebook or phone app, to remember tasks. Another way is to practice, like playing memory games or repeating information. Eating healthy food is also good for memory.<\/p>\n\nTừ vựng IELTS hữu &iacute;ch:<\/strong><\/p>\n\n<ul data-tight=\"true\" dir=\"ltr\">\n\t<li>\n\tsleeping well<\/strong> \/ˈsliːpɪŋ wel\/: ngủ ngon<\/p>\n\t<\/li>\n\t<li>\n\thealthy food<\/strong> \/ˈhel&theta;i fuːd\/: thức ăn l&agrave;nh mạnh<\/p>\n\t<\/li>\n<\/ul>\n\nSample Answer 2: Band 7.5&ndash;8.0+<\/strong><\/p>\n\nTo enhance their memory, people can adopt several practical strategies. Getting adequate sleep is crucial, as it allows the brain to process and store information effectively. Using organizational tools, such as planners or digital apps, can help keep track of tasks and deadlines. Additionally, engaging in mental exercises like puzzles, reading, or mnemonic techniques can sharpen recall. A balanced diet rich in nutrients, particularly those supporting brain health, also contributes significantly to better memory.<\/p>\n\nTừ vựng IELTS hữu &iacute;ch:<\/strong><\/p>\n\n<ul data-tight=\"true\" dir=\"ltr\">\n\t<li>\n\tenhance<\/strong> \/ɪnˈh&aelig;ns\/: cải thiện<\/p>\n\t<\/li>\n\t<li>\n\tadequate<\/strong> \/ˈ&aelig;dɪkwət\/: đủ<\/p>\n\t<\/li>\n\t<li>\n\tmnemonic techniques<\/strong> \/nɪˈmɒnɪk tekˈniːks\/: kỹ thuật ghi nhớ<\/p>\n\t<\/li>\n\t<li>\n\tsharpen<\/strong> \/ˈʃɑːpən\/: l&agrave;m sắc b&eacute;n<\/p>\n\t<\/li>\n<\/ul>\n\n<h3 dir=\"ltr\">5. Why do you think some people have better memory than others?<\/strong><\/h3>\n\nSample Answer 1: Band 6.0&ndash;6.5<\/strong><\/p>\n\nI think some people have better memory because they are young and their brain is strong. Also, people who practice remembering things, like students who study a lot, have good memory. Some people might be born with better memory, but I&rsquo;m not sure. Lifestyle, like sleeping and eating well, also helps.<\/p>\n\nTừ vựng IELTS hữu &iacute;ch:<\/strong><\/p>\n\n<ul data-tight=\"true\" dir=\"ltr\">\n\t<li>\n\tstrong<\/strong> \/strɒŋ\/: mạnh mẽ<\/p>\n\t<\/li>\n\t<li>\n\tlifestyle<\/strong> \/ˈlaɪfstaɪl\/: lối sống<\/p>\n\t<\/li>\n<\/ul>\n\nSample Answer 2: Band 7.5&ndash;8.0+<\/strong><\/p>\n\nSeveral factors explain why some individuals have superior memory. Genetics likely play a role, as some people may inherit cognitive traits that enhance memory capacity. Additionally, lifestyle choices, such as regular exercise, sufficient sleep, and a nutritious diet, significantly boost brain function. People who frequently engage in intellectually stimulating activities, like studying or solving complex problems, also tend to develop stronger memory skills. Moreover, effective use of memory strategies, such as visualization or repetition, can give certain individuals an edge.<\/p>\n\nTừ vựng IELTS hữu &iacute;ch:<\/strong><\/p>\n\n<ul data-tight=\"true\" dir=\"ltr\">\n\t<li>\n\tsuperior<\/strong> \/suːˈpɪəriə\/: vượt trội<\/p>\n\t<\/li>\n\t<li>\n\tcognitive traits<\/strong> \/ˈkɒɡnɪtɪv treɪts\/: đặc điểm nhận thức<\/p>\n\t<\/li>\n\t<li>\n\tintellectually stimulating<\/strong> \/ˌɪntəˈlektʃuəli ˈstɪmjuleɪtɪŋ\/: k&iacute;ch th&iacute;ch tr&iacute; tuệ<\/p>\n\t<\/li>\n\t<li>\n\tgive an edge<\/strong> \/ɡɪv ən edʒ\/: tạo lợi thế<\/p>\n\t<\/li>\n<\/ul>\n\n<h3 dir=\"ltr\">6. What do you think of people using calendars to remind themselves of things?<\/strong><\/h3>\n\nSample Answer 1: Band 6.0&ndash;6.5<\/strong><\/p>\n\nI think using calendars is a good idea. It helps people remember important things, like meetings or birthdays, so they don&rsquo;t forget. It&rsquo;s very useful for busy people because they have many tasks. I use a calendar on my phone, and it makes my life easier.<\/p>\n\nTừ vựng IELTS hữu &iacute;ch:<\/strong><\/p>\n\n<ul data-tight=\"true\" dir=\"ltr\">\n\t<li>\n\tremind<\/strong> \/rɪˈmaɪnd\/: nhắc nhở<\/p>\n\t<\/li>\n\t<li>\n\tmakes my life easier<\/strong> \/meɪks maɪ laɪf ˈiːziə\/: l&agrave;m cuộc sống dễ d&agrave;ng hơn<\/p>\n\t<\/li>\n<\/ul>\n\nSample Answer 2: Band 7.5&ndash;8.0+<\/strong><\/p>\n\nI view the use of calendars as a highly effective tool for managing daily life. They provide a reliable way to keep track of commitments, from work deadlines to personal events like anniversaries, which is especially helpful for those with packed schedules. Digital calendars, in particular, offer added convenience with features like notifications and synchronization across devices. Personally, I find them indispensable for staying organized, and I think they reflect a proactive approach to time management.<\/p>\n\nTừ vựng IELTS hữu &iacute;ch:<\/strong><\/p>\n\n<ul data-tight=\"true\" dir=\"ltr\">\n\t<li>\n\tcommitments<\/strong> \/kəˈmɪtmənts\/: cam kết<\/p>\n\t<\/li>\n\t<li>\n\tpacked schedules<\/strong> \/p&aelig;kt ˈʃedjuːlz\/: lịch tr&igrave;nh bận rộn<\/p>\n\t<\/li>\n\t<li>\n\tindispensable<\/strong> \/ˌɪndɪˈspensəbl\/: kh&ocirc;ng thể thiếu<\/p>\n\t<\/li>\n\t<li>\n\tproactive<\/strong> \/prəʊˈ&aelig;ktɪv\/: chủ động<\/p>\n\t<\/li>\n<\/ul>\n","image_url":"https:\/\/www.thesol.edu.vn\/datafiles\/35996\/upload\/images\/Tin%20t%E1%BB%A9c\/Ch%E1%BB%AFa%20%C4%91%E1%BB%81%20IELTS\/February%202025\/Describe%20an%20occasion%20when%20you%20forgot%20something%20important.png","image_thumb_url":"https:\/\/www.thesol.edu.vn\/datafiles\/35996\/upload\/thumb_images\/Tin%20t%E1%BB%A9c\/Ch%E1%BB%AFa%20%C4%91%E1%BB%81%20IELTS\/February%202025\/Describe%20an%20occasion%20when%20you%20forgot%20something%20important.png","tags":"","count_view":2317,"seo_name":"describe-an-occasion-when-you-forgot-something-important","date_update":1749463568,"date_created_format":1749463782,"meta_title":"Describe an occasion when you forgot something important","meta_desc":"Đã bao giờ bạn bỏ lỡ điều gì đó quan trọng chưa? Hãy cùng SOL IELTS mô tả trải nghiệm này trong phòng thi IELTS Speaking part 2 nhé.","meta_keyword":"","qr_code":"https:\/\/www.thesol.edu.vn\/describe-an-occasion-when-you-forgot-something-important"},{"id":704542,"name":"Describe an area of science that interests you","desc":"Chữa đề IELTS Speaking part 2&nbsp;Describe an area of science that interests you.&nbsp;Describe an area of science that interests you IELTS Speaking part 2 sample answer.<\/p>\n","content":"Trong b&agrave;i viết n&agrave;y, c&aacute;c bạn h&atilde;y c&ugrave;ng SOL IELTS trả lời c&aacute;c c&acirc;u hỏi IELTS Speaking part 2 v&agrave; IELTS Speaking part 3 topic&nbsp;Describe an area of science that interests you nh&eacute;.&nbsp;<\/p>\n\n<h2 data-pm-slice=\"1 3 []\" dir=\"ltr\">IELTS Speaking part 2<\/strong><\/h2>\n\n<h3 data-pm-slice=\"1 3 []\" dir=\"ltr\">1. Đề b&agrave;i<\/strong><\/h3>\n\nDescribe an area of science that interests you&nbsp;<\/p>\n\nYou should say:&nbsp;<\/p>\n\n<ul>\n\t<li>what science it is,<\/li>\n\t<li>how you got interested in it<\/li>\n\t<li>how you learn this science<\/li>\n\t<li>why this science is interesting to you<\/li>\n<\/ul>\n\n<img alt=\"\" src=\"\/datafiles\/35996\/upload\/images\/Tin tức\/Chữa đề IELTS\/February 2025\/Describe an area of science that interests you.png\" \/><\/p>\n\n<h3 dir=\"ltr\">2. Gợi &yacute; &yacute; tưởng<\/strong><\/h3>\n\nDưới đ&acirc;y l&agrave; một số &yacute; tưởng bạn c&oacute; thể sử dụng để ph&aacute;t triển b&agrave;i n&oacute;i của m&igrave;nh n&egrave;:<\/p>\n\n<ul data-tight=\"true\" dir=\"ltr\">\n\t<li>Biology<\/strong> (Sinh học<\/em>): Studying living organisms, plants, animals (Nghi&ecirc;n cứu c&aacute;c sinh vật sống, thực vật, động vật<\/em>)<\/li>\n\t<li>\n\tAstronomy<\/strong> (Thi&ecirc;n văn học<\/em>): Exploring stars, planets, and the universe (Kh&aacute;m ph&aacute; c&aacute;c v&igrave; sao, h&agrave;nh tinh v&agrave; vũ trụ<\/em>)<\/p>\n\t<\/li>\n\t<li>\n\tEnvironmental science<\/strong> (Khoa học m&ocirc;i trường<\/em>): Learning about climate change and conservation (T&igrave;m hiểu về biến đổi kh&iacute; hậu v&agrave; bảo tồn<\/em>)<\/p>\n\t<\/li>\n\t<li>\n\tInspired by a school teacher<\/strong> (Được truyền cảm hứng từ gi&aacute;o vi&ecirc;n ở trường<\/em>): A passionate teacher made the subject exciting (Một gi&aacute;o vi&ecirc;n nhiệt huyết khiến m&ocirc;n học trở n&ecirc;n th&uacute; vị<\/em>)<\/p>\n\t<\/li>\n\t<li>\n\tWatching documentaries<\/strong> (Xem phim t&agrave;i liệu<\/em>): Gained interest through TV shows or online videos (Quan t&acirc;m nhờ xem chương tr&igrave;nh truyền h&igrave;nh hoặc video trực tuyến<\/em>)<\/p>\n\t<\/li>\n\t<li>\n\tReading books or articles<\/strong> (Đọc s&aacute;ch hoặc b&agrave;i b&aacute;o<\/em>): Found interesting facts in magazines or websites (T&igrave;m thấy th&ocirc;ng tin th&uacute; vị trong tạp ch&iacute; hoặc trang web<\/em>)<\/p>\n\t<\/li>\n\t<li>\n\tSchool lessons<\/strong> (B&agrave;i học ở trường<\/em>): Learned through classes or experiments (Học qua c&aacute;c tiết học hoặc th&iacute; nghiệm<\/em>)<\/p>\n\t<\/li>\n\t<li>\n\tOnline courses or apps<\/strong> (Kh&oacute;a học trực tuyến hoặc ứng dụng<\/em>): Studied using platforms like YouTube or apps (Học qua c&aacute;c nền tảng như YouTube hoặc ứng dụng<\/em>)<\/p>\n\t<\/li>\n\t<li>\n\tHelps solve real-world problems<\/strong> (Giải quyết c&aacute;c vấn đề thực tế<\/em>): The science addresses issues like pollution or health (Khoa học giải quyết c&aacute;c vấn đề như &ocirc; nhiễm hoặc sức khỏe<\/em>)<\/p>\n\t<\/li>\n\t<li>\n\tFascinating discoveries<\/strong> (Những kh&aacute;m ph&aacute; hấp dẫn<\/em>): Exciting breakthroughs or new knowledge (Những đột ph&aacute; hoặc kiến thức mới th&uacute; vị<\/em>)<\/p>\n\t<\/li>\n<\/ul>\n\n<h3 dir=\"ltr\">3. Sample Answer 1: Band 6.0&ndash;6.5<\/strong><\/h3>\n\nWell, I&rsquo;d like to talk about biology, which is a science that I find really interesting. Biology is about studying living things, like plants, animals, and even humans. I got interested in it when I was in high school. My biology teacher was very kind, and she always explained things in a simple way. She showed us experiments, like looking at cells under a microscope, and that made me feel excited.<\/p>\n\nI learn biology mostly from school lessons and textbooks. Sometimes, I also watch videos on the internet, like on YouTube, to understand more about topics like how the human body works. It&rsquo;s not always easy, but I try to read simple articles or watch short clips to learn new things.<\/p>\n\nI think biology is interesting because it helps me understand life better. For example, I learned how plants make food or how our heart works, and it feels amazing to know these things. Also, biology is useful because it can help solve problems like diseases or pollution. That&rsquo;s why I like it.<\/p>\n\nDanh s&aacute;ch từ vựng hữu &iacute;ch:<\/strong><\/p>\n\n<ul data-tight=\"true\" dir=\"ltr\">\n\t<li>\n\tbiology<\/strong> \/baɪˈɒlədʒi\/: sinh học<\/p>\n\t<\/li>\n\t<li>\n\tliving things<\/strong> \/ˈlɪvɪŋ &theta;ɪŋz\/: sinh vật sống<\/p>\n\t<\/li>\n\t<li>\n\texperiments<\/strong> \/ɪkˈsperɪmənts\/: th&iacute; nghiệm<\/p>\n\t<\/li>\n\t<li>\n\tmicroscope<\/strong> \/ˈmaɪkrəskəʊp\/: k&iacute;nh hiển vi<\/p>\n\t<\/li>\n\t<li>\n\thuman body<\/strong> \/ˈhjuːmən ˈbɒdi\/: cơ thể con người<\/p>\n\t<\/li>\n\t<li>\n\tpollution<\/strong> \/pəˈluːʃn\/: &ocirc; nhiễm<\/p>\n\t<\/li>\n<\/ul>\n\n<h3 dir=\"ltr\">4. Sample Answer 2: Band 7.5&ndash;8.0+<\/strong><\/h3>\n\nI&rsquo;d like to talk about environmental science, which has always fascinated me. This field focuses on understanding the natural world and how we can protect it, covering topics like climate change, conservation, and sustainable development.<\/p>\n\nMy interest in this science began a few years ago when I watched a documentary about global warming. The images of melting glaciers and endangered animals really struck a chord with me, and I realized how urgent it is to address these issues. That documentary sparked my curiosity, and since then, I&rsquo;ve been keen to learn more.<\/p>\n\nAs for how I study environmental science, I mostly rely on online resources. I follow websites and social media accounts that share updates about environmental issues, and I&rsquo;ve taken a short online course about sustainability. Occasionally, I attend local workshops or community events focused on recycling or clean energy, which are great for hands-on learning.<\/p>\n\nWhat makes environmental science so compelling to me is its real-world impact. It&rsquo;s not just about theories; it&rsquo;s about finding practical solutions to problems like air pollution or deforestation. Knowing that this science can help create a better future for our planet is incredibly motivating, and it inspires me to stay informed and maybe even contribute in some small way.<\/p>\n\nDanh s&aacute;ch từ vựng hữu &iacute;ch:<\/strong><\/p>\n\n<ul data-tight=\"true\" dir=\"ltr\">\n\t<li>\n\tenvironmental science<\/strong> \/ɪnˌvaɪrənˈmentl ˈsaɪəns\/: khoa học m&ocirc;i trường<\/p>\n\t<\/li>\n\t<li>\n\tclimate change<\/strong> \/ˈklaɪmət tʃeɪndʒ\/: biến đổi kh&iacute; hậu<\/p>\n\t<\/li>\n\t<li>\n\tconservation<\/strong> \/ˌkɒnsəˈveɪʃn\/: bảo tồn<\/p>\n\t<\/li>\n\t<li>\n\tsustainable development<\/strong> \/səˈsteɪnəbl dɪˈveləpmənt\/: ph&aacute;t triển bền vững<\/p>\n\t<\/li>\n\t<li>\n\tstruck a chord<\/strong> \/strʌk ə kɔːd\/: g&acirc;y ấn tượng mạnh<\/p>\n\t<\/li>\n\t<li>\n\tsparked my curiosity<\/strong> \/spɑːkt maɪ ˌkjʊəriˈɒsəti\/: khơi dậy sự t&ograve; m&ograve;<\/p>\n\t<\/li>\n\t<li>\n\thands-on learning<\/strong> \/ˌh&aelig;ndz ˈɒn ˈlɜːnɪŋ\/: học qua thực h&agrave;nh<\/p>\n\t<\/li>\n\t<li>\n\tdeforestation<\/strong> \/diːˌfɒrɪˈsteɪʃn\/: ph&aacute; rừng<\/p>\n\t<\/li>\n<\/ul>\n\n<hr \/>\n<h2 dir=\"ltr\">IELTS Speaking Part 3<\/strong><\/h2>\n\n<h3 dir=\"ltr\">1. Why do some children not like learning science at school?<\/strong><\/h3>\n\nSample Answer 1: Band 6.0&ndash;6.5<\/strong><\/p>\n\nI think some children don&rsquo;t like science because it can be difficult. Subjects like physics or chemistry have a lot of formulas and hard words, so it&rsquo;s not easy to understand. Also, some teachers make the lessons boring by just reading from the book, and that makes students lose interest. Another reason is that some kids think science is not useful for their future, so they don&rsquo;t want to study it.<\/p>\n\nDanh s&aacute;ch từ vựng hữu &iacute;ch:<\/strong><\/p>\n\n<ul data-tight=\"true\" dir=\"ltr\">\n\t<li>\n\tformulas<\/strong> \/ˈfɔːmjələz\/: c&ocirc;ng thức<\/p>\n\t<\/li>\n\t<li>\n\tlose interest<\/strong> \/luːz ˈɪntrəst\/: mất hứng th&uacute;<\/p>\n\t<\/li>\n\t<li>\n\tuseful<\/strong> \/ˈjuːsfl\/: hữu &iacute;ch<\/p>\n\t<\/li>\n<\/ul>\n\nSample Answer 2: Band 7.5&ndash;8.0+<\/strong><\/p>\n\nThere are several reasons why some children find science unappealing at school. Firstly, the complexity of certain topics, like chemical reactions or mathematical equations in physics, can feel overwhelming, especially if they&rsquo;re not explained in an engaging way. Secondly, teaching methods play a big role. If lessons are too theoretical or lack interactive elements like experiments, students might feel disconnected. Lastly, some children may not see the relevance of science to their daily lives, which reduces their motivation to engage with the subject.<\/p>\n\nDanh s&aacute;ch từ vựng hữu &iacute;ch:<\/strong><\/p>\n\n<ul data-tight=\"true\" dir=\"ltr\">\n\t<li>\n\tunappealing<\/strong> \/ˌʌnəˈpiːlɪŋ\/: kh&ocirc;ng hấp dẫn<\/p>\n\t<\/li>\n\t<li>\n\toverwhelming<\/strong> \/ˌəʊvəˈwelmɪŋ\/: qu&aacute; sức<\/p>\n\t<\/li>\n\t<li>\n\tengaging<\/strong> \/ɪnˈɡeɪdʒɪŋ\/: thu h&uacute;t<\/p>\n\t<\/li>\n\t<li>\n\trelevance<\/strong> \/ˈreləvəns\/: sự li&ecirc;n quan<\/p>\n\t<\/li>\n<\/ul>\n\n<h3 dir=\"ltr\">2. Is it important to study science at school?<\/strong><\/h3>\n\nSample Answer 1: Band 6.0&ndash;6.5<\/strong><\/p>\n\nYes, I think it&rsquo;s important to study science at school. Science helps us understand the world, like how things work or why we need to take care of nature. It&rsquo;s also useful for jobs, like becoming a doctor or engineer. Even if we don&rsquo;t use science every day, it teaches us how to think and solve problems, which is good for life.<\/p>\n\nDanh s&aacute;ch từ vựng hữu &iacute;ch:<\/strong><\/p>\n\n<ul data-tight=\"true\" dir=\"ltr\">\n\t<li>\n\ttake care of<\/strong> \/teɪk keər əv\/: chăm s&oacute;c<\/p>\n\t<\/li>\n\t<li>\n\tsolve problems<\/strong> \/sɒlv ˈprɒbləmz\/: giải quyết vấn đề<\/p>\n\t<\/li>\n<\/ul>\n\nSample Answer 2: Band 7.5&ndash;8.0+<\/strong><\/p>\n\nAbsolutely, studying science at school is crucial. It equips students with a fundamental understanding of the natural world, from how ecosystems function to the principles behind technology. Beyond that, science fosters critical thinking and problem-solving skills, which are invaluable in any career or daily life. Moreover, with issues like climate change becoming more pressing, a basic knowledge of science empowers people to make informed decisions and contribute to society.<\/p>\n\nDanh s&aacute;ch từ vựng hữu &iacute;ch:<\/strong><\/p>\n\n<ul data-tight=\"true\" dir=\"ltr\">\n\t<li>\n\tequips<\/strong> \/ɪˈkwɪps\/: trang bị<\/p>\n\t<\/li>\n\t<li>\n\tfosters<\/strong> \/ˈfɒstəz\/: th&uacute;c đẩy<\/p>\n\t<\/li>\n\t<li>\n\tinvaluable<\/strong> \/ɪnˈv&aelig;ljuəbl\/: v&ocirc; gi&aacute;<\/p>\n\t<\/li>\n\t<li>\n\tempowers<\/strong> \/ɪmˈpaʊəz\/: trao quyền<\/p>\n\t<\/li>\n<\/ul>\n\n<h3 dir=\"ltr\">3. Which science subject is the most important for children to learn?<\/strong><\/h3>\n\nSample Answer 1: Band 6.0&ndash;6.5<\/strong><\/p>\n\nI think biology is the most important science subject for children. It teaches about life, like how our body works or how plants grow. This is useful because it helps us stay healthy and take care of the environment. Other subjects like physics are also good, but biology is easier to understand and more connected to our life.<\/p>\n\nDanh s&aacute;ch từ vựng hữu &iacute;ch:<\/strong><\/p>\n\n<ul data-tight=\"true\" dir=\"ltr\">\n\t<li>\n\tstay healthy<\/strong> \/steɪ ˈhel&theta;i\/: giữ sức khỏe<\/p>\n\t<\/li>\n\t<li>\n\tconnected to<\/strong> \/kəˈnektɪd tə\/: li&ecirc;n quan đến<\/p>\n\t<\/li>\n<\/ul>\n\nSample Answer 2: Band 7.5&ndash;8.0+<\/strong><\/p>\n\nIn my view, environmental science stands out as the most vital subject for children to learn. It addresses pressing global issues like climate change, pollution, and biodiversity loss, which directly affect our planet&rsquo;s future. Understanding these topics encourages young people to adopt sustainable habits and think critically about their impact on the environment. While subjects like biology or physics are also essential, environmental science has a broader, more immediate relevance to the challenges we face today.<\/p>\n\nDanh s&aacute;ch từ vựng hữu &iacute;ch:<\/strong><\/p>\n\n<ul data-tight=\"true\" dir=\"ltr\">\n\t<li>\n\tstands out<\/strong> \/st&aelig;ndz aʊt\/: nổi bật<\/p>\n\t<\/li>\n\t<li>\n\tbiodiversity<\/strong> \/ˌbaɪəʊdaɪˈvɜːsəti\/: đa dạng sinh học<\/p>\n\t<\/li>\n\t<li>\n\tadopt sustainable habits<\/strong> \/əˈdɒpt səˈsteɪnəbl ˈh&aelig;bɪts\/: &aacute;p dụng th&oacute;i quen bền vững<\/p>\n\t<\/li>\n<\/ul>\n\n<h3 dir=\"ltr\">4. Should people continue to study science after graduating from school?<\/strong><\/h3>\n\nSample Answer 1: Band 6.0&ndash;6.5<\/strong><\/p>\n\nI think it depends. Some people should study science after school, especially if they want to be doctors or scientists. But for others, it&rsquo;s okay not to study science if they don&rsquo;t need it for their job. Still, I think it&rsquo;s good to learn a little about science, like reading news, because it helps us understand the world better.<\/p>\n\nDanh s&aacute;ch từ vựng hữu &iacute;ch:<\/strong><\/p>\n\n<ul data-tight=\"true\" dir=\"ltr\">\n\t<li>\n\tdepends<\/strong> \/dɪˈpendz\/: phụ thuộc<\/p>\n\t<\/li>\n\t<li>\n\ta little<\/strong> \/ə ˈlɪtl\/: một ch&uacute;t<\/p>\n\t<\/li>\n<\/ul>\n\nSample Answer 2: Band 7.5&ndash;8.0+<\/strong><\/p>\n\nI believe continuing to study science after school is beneficial, though it depends on one&rsquo;s goals. For those pursuing careers in fields like medicine or engineering, ongoing study is essential to stay updated with advancements. However, even for others, maintaining a basic curiosity about science&mdash;through reading articles or watching documentaries&mdash;can enhance their understanding of global issues like health or technology. Lifelong learning in science fosters an informed and adaptable mindset, which is valuable in today&rsquo;s fast-changing world.<\/p>\n\nDanh s&aacute;ch từ vựng hữu &iacute;ch:<\/strong><\/p>\n\n<ul data-tight=\"true\" dir=\"ltr\">\n\t<li>\n\tpursuing<\/strong> \/pəˈsjuːɪŋ\/: theo đuổi<\/p>\n\t<\/li>\n\t<li>\n\tadvancements<\/strong> \/ədˈv&aelig;nsmənts\/: tiến bộ<\/p>\n\t<\/li>\n\t<li>\n\tlifelong learning<\/strong> \/ˈlaɪflɒŋ ˈlɜːnɪŋ\/: học tập suốt đời<\/p>\n\t<\/li>\n\t<li>\n\tadaptable<\/strong> \/əˈd&aelig;ptəbl\/: dễ th&iacute;ch nghi<\/p>\n\t<\/li>\n<\/ul>\n\n<h3 dir=\"ltr\">5. How do you get to know about scientific news?<\/strong><\/h3>\n\nSample Answer 1: Band 6.0&ndash;6.5<\/strong><\/p>\n\nI usually get scientific news from the internet. I follow some pages on social media, like Facebook, where they share news about science, like new technology or space. Sometimes, I watch TV programs or YouTube videos about science because they are easy to understand. My friends also share interesting articles with me sometimes.<\/p>\n\nDanh s&aacute;ch từ vựng hữu &iacute;ch:<\/strong><\/p>\n\n<ul data-tight=\"true\" dir=\"ltr\">\n\t<li>\n\tfollow<\/strong> \/ˈfɒləʊ\/: theo d&otilde;i<\/p>\n\t<\/li>\n\t<li>\n\teasy to understand<\/strong> \/ˈiːzi tə ˌʌndəˈst&aelig;nd\/: dễ hiểu<\/p>\n\t<\/li>\n<\/ul>\n\nSample Answer 2: Band 7.5&ndash;8.0+<\/strong><\/p>\n\nI stay updated on scientific news through a variety of sources. I regularly browse reputable websites like BBC Science or National Geographic for in-depth articles on topics like space exploration or medical breakthroughs. I also follow science-related accounts on social media platforms, which often share bite-sized updates or infographics that make complex ideas accessible. Additionally, I enjoy watching documentaries or listening to podcasts, as they offer engaging ways to dive deeper into scientific developments.<\/p>\n\nDanh s&aacute;ch từ vựng hữu &iacute;ch:<\/strong><\/p>\n\n<ul data-tight=\"true\" dir=\"ltr\">\n\t<li>\n\treputable<\/strong> \/rɪˈpjuːtəbl\/: uy t&iacute;n<\/p>\n\t<\/li>\n\t<li>\n\tin-depth<\/strong> \/ɪnˈdep&theta;\/: chi tiết<\/p>\n\t<\/li>\n\t<li>\n\tbite-sized<\/strong> \/ˈbaɪt saɪzd\/: ngắn gọn, dễ tiếp cận<\/p>\n\t<\/li>\n\t<li>\n\taccessible<\/strong> \/əkˈsesəbl\/: dễ tiếp cận<\/p>\n\t<\/li>\n<\/ul>\n","image_url":"https:\/\/www.thesol.edu.vn\/datafiles\/35996\/upload\/images\/Tin%20t%E1%BB%A9c\/Ch%E1%BB%AFa%20%C4%91%E1%BB%81%20IELTS\/February%202025\/Describe%20an%20area%20of%20science%20that%20interests%20you.png","image_thumb_url":"https:\/\/www.thesol.edu.vn\/datafiles\/35996\/upload\/thumb_images\/Tin%20t%E1%BB%A9c\/Ch%E1%BB%AFa%20%C4%91%E1%BB%81%20IELTS\/February%202025\/Describe%20an%20area%20of%20science%20that%20interests%20you.png","tags":"","count_view":3276,"seo_name":"describe-an-area-of-science-that-interests-you","date_update":1749287118,"date_created_format":1749287306,"meta_title":"Describe an area of science that interests you","meta_desc":"Chữa đề IELTS Speaking part 2 Describe an area of science that interests you. Describe an area of science that interests you IELTS Speaking part 2 sample 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Hồ Chí Minh<\/p>\n"}},"widget_15064373":{"content_data":{"content":"36 Ngõ 121 Thái Hà, Đống Đa, Hà Nội<\/p>\n"}},"widget_11718985":{"content_data":[]},"widget_11718987":{"content_data":{"content":""}},"widget_11718988":{"content_data":{"content":"Đóng"}},"widget_11718990":{"content_data":{"content":"Đăng ký TƯ VẤN MIỄN PHÍ"}},"widget_11719006":{"content_data":{"content":"Đóng"}},"widget_11719004":{"content_data":{"content":"Gửi đi<\/span>"}},"widget_11719005":{"content_data":{"content":"Làm lại<\/span>"}},"title_page":"Bài mẫu IELTS"}

Bài mẫu IELTS

Danh sách

Chữa đề IELTS Writing task 1 4 bar charts

Chữa đề IELTS Writing task 1 Cement-making process

Chữa đề thi thật IELTS Writing task 2 Young people should be punished the same as adults

Chữa đề thi thật IELTS Writing task 1 - Citrus fruits

Chữa đề thi thật IELTS Writing task 2 - Environmental problems

Chữa đề thi IELTS Writing task 1 ngày 3/8/2025

Chữa đề thi thật IELTS Writing task 2 ngày 11/6/2025

Chữa đề thi IELTS Writing task 2 ngày 15/6/2025

Chữa đề thi IELTS Writing task 1 line graph khó

Chữa đề thi thật IELTS Writing task 1 process A home smokery

Chữa đề thi thật IELTS Writing task 1 ngày 17.6.2025

Chữa đề thi thật IELTS Writing task 1 khó ngày 14.6.2025

Chữa đề thi IELTS Writing task 1 Table không số liệu ngày 30.5.2025

Describe a time you made a promise to someone

Describe an occasion when you forgot something important

Describe an area of science that interests you

Từ khóa tìm kiếm

TỰ HỌC IELTS

THE SOL EDUCATION

Dịch vụ nổi bật

Thẻ phổ biến

The SOL Education - Luyện thi IELTS sĩ số nhỏ, CHẤT LƯỢNG CAO

Thông tin

Tìm hiểu thêm

Nhận tin tức mới nhất

Thông tin liên hệ

Cơ sở 1

Cơ sở 2

Cơ sở 3