Buzz
The IELTS Writing Task 1 exam on February 25, 2021
Analysis of the topic
Dạng bài: Biểu đồ cột (Bar chart)
Đối tượng đề cập: tỉ lệ sử dụng mạng xã hội của các công ty lớn, vừa và nhỏ trong 5 năm, bắt đầu từ 2012.
Thì sử dụng: quá khứ đơn
Detailed analysis
Đoạn tổng quát
Nêu lên mặt hàng đắt giá nhất.
Nêu lên mặt hàng thay đổi nhiều nhất.
Thân bài 1
Miêu tả số liệu của Equipment.
Miêu tả số liệu của Telecommunication.
Miêu tả số liệu của Metals.
Thân bài 2
Miêu tả số liệu của Clothing.
Miêu tả số liệu của Manufacturing.
Bài mẫu
The table illustrates the changes in the value of certain products in the years 2009 and 2010.
Overall, it can be seen that equipment are the most valuable exports by a wide margin overall. In the same vein, metal exports saw most significant change during the two years, far surpassing any other products.
Looking at the graph, we can see that the sales of equipment in 2009 and 2010 – amounting to 10.3 billion and 11.3 billion respectively – consistently made up nearly a third of the total exports during both years. This dominance was only challenged in 2010 by Telecommunication, when the export value in this sector reached 12.7 billion, which outstripped Equipment by slightly over 1%, and represented a 61% rise compared to 2009. Metals also saw a major boost in value during the period, with an astronomical increase of 122%, from 2.3 billion in 2009 to 5.1 billion in 2010.
Among all export products, only two saw an overall decrease in value during the same period. Clothing saw its overall decrease in its value by 17%, corresponding to a drop from 6 billion to 5 billion. The Manufacturing sector suffered an even more pronounced drop, where its exports went from 5.5 down to just 4 billion – 10% more severe than that of clothing.
The IELTS Writing Task 2 exam on February 25, 2021
Discuss both views and give your opinion.
Thorough Analysis
Introduction: Paraphrase lại đề bài 1 – 2 câu.
Thesis statement (giới thiệu nội dung chính của toàn bài): Trả lời trực tiếp câu hỏi của đề bài.
Body 1: Lợi ích việc cho học sinh ăn bữa ăn lành mạnh ở trường.
1st Idea: Học sinh không có lựa chọn nào khác.
Support: Điều này có nghĩa là học sinh có thể sẽ cố gắng ăn hơn do không có loại thức ăn nào khác ở trường.
2nd Idea: Học sinh có thể chịu ảnh hưởng từ bạn bè.
Support: Nếu bạn bè khuyến khích học sinh, hoặc học sinh thấy bạn bè ăn ngon, thì học sinh có thể tự mình thử đồ ăn.
Body 2: Lợi ích của việc cho học sinh ăn bữa ăn lành mạnh ở nhà.
1st Idea: Bữa ăn ở nhà thường ấm cúng hơn.
Support: Vì vậy nên học sinh dễ tiếp nhận các loại thức ăn lành mạnh nếu chúng quen thuộc.
2nd Idea: Phụ huynh biết khẩu vị của con rõ hơn
Support: Vì vậy nên phụ huynh có thể nấu các loại thức ăn lành mạnh theo cách con mình thích.
Conclusion: Paraphrase lại thesis statement và nêu lại quan điểm, ý kiến cá nhân đã đề cập trong bài.
Sample Piece
It is believed by some that schools should be responsible for encouraging students to eat healthier. On the other hand, others think that this should be the sole responsibility of their parents. I believe that, while both options can have a major impact on students’ diets, a combination of both might be the best choice for students.
It is undeniable that meals in schools can be useful in helping students familiarize themselves with healthier foods. For one, students have little recourse over what they eat in schools. Therefore, should the school implement healthier food items during school meals, students might be more inclined to try them, as there are scarcely any other alternatives to what they currently have. This could have the effect of allowing students to try healthy dishes that they might not have enjoyed before. One other benefit of school meals in creating a better diet for students would be peer pressure. A few students may be encouraged by their classmates to try a healthy food item, or they could be more likely to taste healthier dishes if they see their friends enjoying them.
However, at-home encouragement can play an important role in creating healthy eating habits for students. In contrast to school meals, which are often perceived as unappetizing, homemade meals might be a more welcomed sight to many students. And this sense of comfort might make it easier for students to try new, healthier dishes. This process can be made even easier if parents adjust the content of the meals to fit their child’s tastes, while still including more healthy ingredients. However, these options can be a daunting task for working parents, as cooking in such manners is often very labor-intensive.
In summary, there is no question that both educational institutions and families play a vital role in enhancing students’ dietary habits. Nevertheless, to genuinely foster an environment conducive to students adopting healthier eating patterns, a close partnership between households and schools is imperative.
Vocabulary
inclined (v): Easier to accept
peer pressure: Influence from same-age friends
unappetizing (adj): Not appealing to the taste
daunting task: Discouraging task
Refer to IELTS Intermediate Exam Preparation Program – IELTS 5.5 providing comprehensive strategies with a coherent structure for all types of IELTS Writing Task 1 and Task 2.
