<\/span><\/h3>\nC\u00e1c ti\u00eau ch\u00ed ch\u1ea5m \u0111i\u1ec3m cho ph\u1ea7n thi Writing nh\u00ecn chung s\u1ebd bao g\u1ed3m:<\/span><\/p>\n\n- Task Achievement\/Response \u2013 c\u00e2u tr\u1ea3 l\u1eddi ph\u00f9 h\u1ee3p, th\u1ecfa m\u00e3n y\u00eau c\u1ea7u c\u1ee7a \u0111\u1ec1 b\u00e0i<\/span><\/li>\n
- Coherence and Cohesion \u2013 c\u00f3 t\u00ednh m\u1ea1ch l\u1ea1c, ch\u1eb7t ch\u1ebd<\/span><\/li>\n
- Lexical Resource \u2013 \u0111\u00e1nh gi\u00e1 v\u1ed1n t\u1eeb v\u1ef1ng<\/span><\/li>\n
- Grammatical Range and Accuracy \u2013 ph\u1ea1m vi v\u00e0 \u0111\u1ed9 ch\u00ednh x\u00e1c c\u1ee7a ng\u1eef ph\u00e1p \u0111\u01b0\u1ee3c s\u1eed d\u1ee5ng<\/span><\/li>\n<\/ul>\n
B\u00ean tr\u00ean l\u00e0 c\u00e1c ti\u00eau ch\u00ed ch\u1ea5m \u0111i\u1ec3m chung cho ph\u1ea7n thi Writing, \u0111\u1ec3 t\u00ecm hi\u1ec3u s\u00e2u h\u01a1n v\u1ec1 t\u1eebng ti\u00eau ch\u00ed m\u1ed9t c\u00e1ch c\u1ee5 th\u1ec3 th\u00ed sinh c\u00f3 th\u1ec3 li\u00ean h\u1ec7 v\u1edbi c\u00e1c chuy\u00ean gia c\u1ee7a Kl992 một trong những nhà cái hàng đầu theo th\u00f4ng tin \u1edf cu\u1ed1i b\u00e0i.<\/span><\/p>\n
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<\/span>C\u1ea5u tr\u00fac IELTS Writing Task 1 v\u00e0 Task 2<\/strong><\/em><\/span><\/h3>\nB\u00ean c\u1ea1nh vi\u1ec7c v\u1eadn d\u1ee5ng c\u00e1c tips thi IELTS Writing, th\u00ed sinh c\u0169ng c\u1ea7n vi\u1ebft \u0111\u00fang theo c\u1ea5u tr\u00fac c\u1ee7a m\u1ed9t b\u00e0i IELTS Writing \u1edf c\u1ea3 hai Task, tr\u00e1nh vi\u1ec7c tr\u00ecnh b\u00e0y theo s\u1edf th\u00edch m\u00e0 l\u00e0m m\u1ea5t \u0111i\u1ec3m.<\/span><\/p>\nC\u1ea5u tr\u00fac \u0111\u00fang c\u1ee7a m\u1ed9t b\u00e0i\u00a0IELTS Writing Task 1 bao g\u1ed3m:<\/span><\/strong><\/p>\n\n- Introduction (Ph\u1ea7n gi\u1edbi thi\u1ec7u)<\/span><\/li>\n
- Overview (Ph\u1ea7n t\u1ed5ng qu\u00e1t)<\/span><\/li>\n
- Body (Ph\u1ea7n th\u00e2n b\u00e0i): Bao g\u1ed3m hai ph\u1ea7n Body 1 v\u00e0 Body 2<\/span><\/li>\n<\/ul>\n
C\u1ea5u tr\u00fac \u0111\u00fang c\u1ee7a m\u1ed9t b\u00e0i IELTS Writing Task 2 bao g\u1ed3m:<\/span><\/strong><\/p>\n\n- Introduction (Ph\u1ea7n gi\u1edbi thi\u1ec7u)<\/span><\/li>\n
- Body (Ph\u1ea7n th\u00e2n b\u00e0i): Bao g\u1ed3m 2 ph\u1ea7n Body 1 v\u00e0 Body 2<\/span><\/li>\n
- Conclusion (Ph\u1ea7n k\u1ebft b\u00e0i)<\/span><\/li>\n<\/ul>\n
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<\/span>4 tips thi IELTS Writing Task 1<\/strong><\/span><\/h2>\n<\/span>Tips thi IELTS Writing Task 1 #1 – S\u1eed d\u1ee5ng t\u1eeb v\u1ef1ng ph\u00f9 h\u1ee3p<\/strong><\/em><\/span><\/h3>\n\u0110\u00e2y l\u00e0 m\u1ed9t tips thi Writing Task 1 quan tr\u1ecdng v\u00ec khi l\u00e0m b\u00e0i ph\u00e2n t\u00edch d\u1eef li\u1ec7u bi\u1ec3u \u0111\u1ed3, th\u00ed sinh c\u1ea7n m\u00f4 t\u1ea3 d\u1eef li\u1ec7u m\u1ed9t c\u00e1ch ch\u00ednh x\u00e1c b\u1eb1ng c\u00e1ch s\u1eed d\u1ee5ng t\u1eeb v\u1ef1ng chuy\u00ean d\u1ee5ng li\u00ean quan \u0111\u1ebfn xu h\u01b0\u1edbng, so s\u00e1nh s\u1ed1 li\u1ec7u v\u00e0 th\u1ec3 hi\u1ec7n m\u1ed1i quan h\u1ec7 gi\u1eefa c\u00e1c th\u00f4ng tin trong bi\u1ec3u \u0111\u1ed3.\u00a0<\/span><\/p>\nS\u1eed d\u1ee5ng ng\u00f4n t\u1eeb ch\u00ednh x\u00e1c nh\u01b0 “increase”, “decrease”, “peak” ho\u1eb7c “fluctuate” s\u1ebd gi\u00fap th\u00ed sinh truy\u1ec1n \u0111\u1ea1t \u0111\u01b0\u1ee3c s\u1eafc th\u00e1i c\u1ee7a d\u1eef li\u1ec7u c\u00f3 trong bi\u1ec3u \u0111\u1ed3 \u0111\u1ebfn v\u1edbi gi\u00e1m kh\u1ea3o m\u1ed9t c\u00e1ch r\u00f5 r\u00e0ng.<\/span><\/p>\n<\/span>Tips thi IELTS Writing Task 1 #2 – So s\u00e1nh s\u1ed1 li\u1ec7u<\/strong><\/em><\/span><\/h3>\nIELTS Writing Task 1 th\u01b0\u1eddng li\u00ean quan \u0111\u1ebfn ph\u00e2n t\u00edch v\u00e0 so s\u00e1nh c\u00e1c t\u1eadp d\u1eef li\u1ec7u. S\u1eed d\u1ee5ng ng\u00f4n ng\u1eef so s\u00e1nh \u0111\u1ec3 l\u00e0m n\u1ed5i b\u1eadt c\u00e1c xu h\u01b0\u1edbng ch\u00ednh ho\u1eb7c s\u1ef1 kh\u00e1c bi\u1ec7t quan tr\u1ecdng trong d\u1eef li\u1ec7u gi\u00fap t\u0103ng s\u1ef1 c\u1ee5 th\u1ec3, r\u00f5 r\u00e0ng trong b\u00e0i l\u00e0m c\u1ee7a th\u00ed sinh.\u00a0<\/span><\/p>\nV\u00ed d\u1ee5 \u0111\u1ec1 b\u00e0i<\/span><\/span>:<\/span><\/p>\n
(\u1ea2nh: \u0110\u1ec1 b\u00e0i so s\u00e1nh s\u1ed1 li\u1ec7u cho 4 tips thi IELTS Writing Task 1)<\/em><\/figcaption><\/figure>\nC\u00e2u tr\u1ea3 l\u1eddi m\u1eabu<\/span><\/span>:<\/span><\/p>\nOverall, the UK spent <\/span>more<\/b><\/span> money on consumer goods <\/span>than <\/b><\/span>France in the period given. Both the British and the French spent <\/span>most<\/span> <\/b>of their money on cars whereas <\/span>the least<\/b><\/span> amount of money was spent on perfume in the UK compared to cameras in France. Furthermore, the most significant difference in expenditure between the two countries was on cameras.<\/span><\/p>\nIn terms of cars, people in the UK spent about \u00a3450,000 on this as opposed to the French at \u00a3400,000. Similarly, the British expenditure was <\/span>higher<\/b><\/span> on books than the French (around \u00a3400,000 and \u00a3300,000 respectively). In the UK, expenditure on cameras (just over \u00a3350,000) was <\/span>over double<\/b><\/span> that of France, which was only \u00a3150,000.<\/span><\/p>\n<\/span>Tips thi IELTS Writing Task 1 #3 – <\/strong><\/em>Kh\u00f4ng vi\u1ebft suy \u0111o\u00e1n c\u00e1 nh\u00e2n\u00a0<\/strong><\/em><\/span><\/h3>\nTrong Task 1, \u0111i\u1ec1u quan tr\u1ecdng th\u00ed sinh c\u1ea7n t\u1eadp trung l\u00e0m l\u00e0 ch\u1ec9 m\u00f4 t\u1ea3 nh\u1eefng th\u00f4ng tin \u0111\u01b0\u1ee3c hi\u1ec3n th\u1ecb trong h\u00ecnh \u1ea3nh \u0111\u1ec1 b\u00e0i cung c\u1ea5p, ch\u1ee9 kh\u00f4ng \u0111\u01b0a ra gi\u1ea3 \u0111\u1ecbnh ho\u1eb7c suy lu\u1eadn v\u1ec1 c\u00e1c nguy\u00ean nh\u00e2n ho\u1eb7c h\u1eadu qu\u1ea3 ti\u1ec1m \u1ea9n t\u1eeb nh\u1eefng d\u1eef li\u1ec7u \u0111\u00f3.\u00a0<\/span><\/p>\nT\u1eadp trung v\u00e0o c\u00e1c con s\u1ed1 th\u1ef1c t\u1ebf v\u00e0 xu h\u01b0\u1edbng c\u00f3 th\u1ec3 quan s\u00e1t \u0111\u01b0\u1ee3c trong bi\u1ec3u \u0111\u1ed3, kh\u00f4ng th\u00eam \u00fd ki\u1ebfn c\u00e1 nh\u00e2n ho\u1eb7c suy lu\u1eadn trong IELTS Writing Task 1.<\/span><\/p>\n<\/span>Tips thi IELTS Writing Task 1 #4 – <\/strong><\/em>S\u1eafp x\u1ebfp th\u00f4ng tin m\u1ed9t c\u00e1ch logic<\/strong><\/em><\/span><\/h3>\nVi\u1ec7c th\u00ed sinh s\u1eafp x\u1ebfp c\u00e2u tr\u1ea3 l\u1eddi c\u1ee7a m\u00ecnh m\u1ed9t c\u00e1ch logic l\u00e0 r\u1ea5t c\u1ea7n thi\u1ebft trong Task 1. Nh\u00f3m c\u00e1c th\u00f4ng tin t\u01b0\u01a1ng t\u1ef1 l\u1ea1i v\u1edbi nhau v\u00e0 s\u1eafp x\u1ebfp c\u00e1c \u00fd c\u1ee7a m\u00ecnh d\u1ef1a tr\u00ean c\u00e1c kh\u00eda c\u1ea1nh kh\u00e1c nhau c\u1ee7a \u0111\u1ec1 b\u00e0i – v\u00ed d\u1ee5 nh\u01b0 xu h\u01b0\u1edbng s\u1ed1 li\u1ec7u theo tr\u00ecnh t\u1ef1 th\u1eddi gian ho\u1eb7c so s\u00e1nh gi\u1eefa c\u00e1c lo\u1ea1i d\u1eef li\u1ec7u.\u00a0<\/span><\/p>\nS\u1eafp x\u1ebfp th\u00f4ng tin m\u1ed9t c\u00e1ch logic v\u00e0 r\u00f5 r\u00e0ng c\u00f3 th\u1ec3 gi\u00fap gi\u00e1m kh\u1ea3o d\u1ec5 theo d\u00f5i b\u00e0i l\u00e0m c\u1ee7a m\u00ecnh h\u01a1n.<\/span><\/p>\n
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<\/span>4 tips thi IELTS Writing Task 2<\/strong><\/span><\/h2>\n<\/span>Brainstorm \u00fd t\u01b0\u1edfng tr\u01b0\u1edbc khi vi\u1ebft<\/strong><\/em><\/span><\/h3>\nIELTS Writing Task 2 y\u00eau c\u1ea7u th\u00ed sinh ph\u1ea3i ngh\u0129 ra v\u00e0 ph\u00e1t tri\u1ec3n c\u00e1c lu\u1eadn \u0111i\u1ec3m c\u1ee7a ri\u00eang m\u00ecnh v\u1ec1 m\u1ed9t ch\u1ee7 \u0111\u1ec1 c\u1ee5 th\u1ec3. Tr\u01b0\u1edbc khi b\u1eaft tay v\u00e0o vi\u1ebft b\u00e0i, th\u00ed sinh h\u00e3y d\u00e0nh ra m\u1ed9t ch\u00fat th\u1eddi gian \u0111\u1ec3 l\u1eadp d\u00e0n \u00fd v\u1ec1 c\u00e1c lu\u1eadn \u0111i\u1ec3m c\u0169ng nh\u01b0 c\u00e1c v\u00ed d\u1ee5 v\u00e0 b\u1eb1ng ch\u1ee9ng li\u00ean quan \u0111\u1ec3 \u1ee7ng h\u1ed9 cho c\u00e1c lu\u1eadn \u0111i\u1ec3m \u0111\u00f3.\u00a0<\/span><\/p>\nVi\u1ec7c brainstorm \u00fd t\u01b0\u1edfng ngay t\u1eeb \u0111\u1ea7u n\u00e0y s\u1ebd gi\u00fap th\u00ed sinh c\u00f3 th\u1eddi gian t\u1eadp trung ngh\u0129 ra c\u00e1c lu\u1eadn \u0111i\u1ec3m v\u00e0 lu\u1eadn c\u1ee9 h\u1ed7 tr\u1ee3, gi\u00fap t\u1ea1o ra m\u1ed9t b\u00e0i vi\u1ebft \u0111\u1ee7 \u00fd v\u00e0 tr\u00e1nh vi\u1ec7c v\u1eeba ngh\u0129 v\u1eeba vi\u1ebft, d\u1ec5 qu\u00ean \u00fd v\u00e0 m\u1ea5t th\u1eddi gian ngh\u0129 ti\u1ebfp.\u00a0<\/span><\/p>\n<\/span>D\u00f9ng v\u00ed d\u1ee5 \u0111\u1ec3 ch\u1ee9ng minh l\u1eadp lu\u1eadn<\/strong><\/em><\/span><\/h3>\nTrong Task 2, vi\u1ec7c th\u00ed sinh h\u1ed7 tr\u1ee3 c\u00e1c lu\u1eadn \u0111i\u1ec3m c\u1ee7a m\u00ecnh b\u1eb1ng c\u00e1c v\u00ed d\u1ee5, b\u1eb1ng ch\u1ee9ng c\u1ee5 th\u1ec3 c\u00f3 th\u1ec3 gi\u00fap gia t\u0103ng t\u00ednh thuy\u1ebft ph\u1ee5c c\u1ee7a b\u00e0i l\u00e0m. Vi\u1ec7c cung c\u1ea5p c\u00e1c v\u00ed d\u1ee5 c\u1ee5 th\u1ec3 s\u1ebd g\u00f3p ph\u1ea7n minh h\u1ecda c\u00e1c lu\u1eadn \u0111i\u1ec3m v\u00e0 ch\u1ee9ng minh \u0111\u01b0\u1ee3c kh\u1ea3 n\u0103ng \u00e1p d\u1ee5ng c\u00e1c kh\u00e1i ni\u1ec7m, l\u00fd thuy\u1ebft c\u1ee7a th\u00ed sinh v\u00e0o c\u00e1c t\u00ecnh hu\u1ed1ng th\u1ef1c t\u1ebf.\u00a0<\/span><\/p>\nV\u00ed d\u1ee5 \u0111\u1ec1 b\u00e0i<\/span><\/span>: <\/span>Some people think that the teenagers should concentrate on all subjects at school. Others believe that teenagers should focus on the subject they are best at or they are most interested in. To what extent do you agree?<\/b><\/p>\nC\u00e2u tr\u1ea3 l\u1eddi m\u1eabu<\/span><\/span>:<\/span><\/p>\nWhile it is thought that adolescents ought to focus on a broad range of school subjects, others feel it would be better for them to concentrate only on chosen subjects. I believe the number of subjects they study should depend on their age.<\/span><\/p>\nOne reason adolescents from the age of 13 to 17 ought to focus on learning as many different subjects as possible is that they are too immature to make serious decisions that will affect their future. By studying various subjects, they will develop a clearer understanding of their skills and interests, which often change as a child ages. Secondly, teenagers need to vary what they learn to help them develop into well rounded adults. <\/span>For example, they need sport to encourage health, they need maths to be able to perform simple arithmetic in life, and they need languages to help them learn communication.<\/b><\/span> At a young age they are not mature enough to be responsible for their own development.\u00a0<\/span><\/p>\n<\/span>S\u1eed d\u1ee5ng t\u1eeb n\u1ed1i (Cohesive devices)<\/strong><\/em><\/span><\/h3>\nVi\u1ec7c s\u1eed d\u1ee5ng t\u1eeb n\u1ed1i (Cohesive devices) l\u00e0 m\u1ed9t tips IELTS Writing Task 2 r\u1ea5t quan tr\u1ecdng \u0111\u1ec3 duy tr\u00ec t\u00ednh nh\u1ea5t qu\u00e1n v\u00e0 gi\u1eef s\u1ef1 logic trong b\u00e0i l\u00e0m c\u1ee7a th\u00ed sinh. B\u1eb1ng c\u00e1ch s\u1eed d\u1ee5ng c\u00e1c t\u1eeb nh\u01b0 “however”, “therefore” ho\u1eb7c “moreover”, th\u00ed sinh c\u00f3 th\u1ec3 li\u00ean k\u1ebft c\u00e1c ph\u1ea7n kh\u00e1c nhau c\u1ee7a b\u00e0i l\u00e0m m\u1ed9t c\u00e1ch hi\u1ec7u qu\u1ea3 v\u00e0 \u0111\u01b0a gi\u00e1m kh\u1ea3o \u0111i qua c\u00e1c lu\u1eadn \u0111i\u1ec3m v\u00e0 \u00fd t\u01b0\u1edfng c\u1ee7a m\u00ecnh m\u1ed9t c\u00e1ch r\u00f5 r\u00e0ng v\u00e0 c\u00f3 t\u1ed5 ch\u1ee9c.<\/span><\/p>\nV\u00ed d\u1ee5 \u0111\u1ec1 b\u00e0i<\/span><\/span>: <\/span>Art is considered an important part of\u00a0 a society as well as an expression of its culture. Do you think it is important for children to be taught art? Do you think children should be encouraged\u00a0 to focus\u00a0 on art rather than other subjects?<\/b><\/p>\nC\u00e2u tr\u1ea3 l\u1eddi m\u1eabu<\/span><\/span>:\u00a0<\/span><\/p>\nFirstly,\u00a0 art is an essential subject which children, especially young children, should learn in order to help promote their creativity and imagination. Without the development of imagination and creative thinking, children will struggle to grow into dynamic, individual thinkers when they reach adulthood. <\/span>Furthermore<\/b><\/span>, some children are particularly gifted in their creative abilities and studying art can help them nurture their talents.<\/span><\/p>\nAnother important advantage for children when practicing art is that it provides a medium through which they can express their emotions and feelings. <\/span>In other words<\/b><\/span>, young children do not have the linguistic capabilities to put their ideas into language and <\/span>thus<\/span> <\/b>communicate directly. <\/span>Therefore<\/b><\/span>,\u00a0 by using art, they are able to convey meaning through pictures and symbols. For this reason, many child psychologists often study the art work of children to gain an insight into what they think and feel.<\/span><\/p>\nFinally, <\/span>however<\/b><\/span>, regardless of how useful the study of art is for children, this should not result in more focus being placed on art rather than other subjects. Children need to have a balance of all subjects so as to facilitate a healthy development both mentally and physically. <\/span>Thus<\/b><\/span>, ensuring that there is a healthy balance of art, sciences, languages and physical education in the school syllabus is essential.<\/span><\/p>\n<\/span>\u0110\u1ecdc b\u00e0i m\u1eabu tham kh\u1ea3o<\/strong><\/em><\/span><\/h3>\nTham kh\u1ea3o c\u00e1c b\u00e0i m\u1eabu c\u00f3 s\u1ed1 \u0111i\u1ec3m cao r\u1ea5t c\u00f3 l\u1ee3i trong Task 2 v\u00ec ch\u00fang \u0111em t\u1edbi cho th\u00ed sinh m\u1ed9t g\u00f3c nh\u00ecn s\u00e2u s\u1eafc h\u01a1n v\u00e0o c\u00e1c chi\u1ebfn l\u01b0\u1ee3c v\u00e0 k\u1ef9 thu\u1eadt vi\u1ebft b\u00e0i hi\u1ec7u qu\u1ea3. Ph\u00e2n t\u00edch c\u00e1c b\u00e0i m\u1eabu n\u00e0y s\u1ebd gi\u00fap th\u00ed sinh r\u00fat ra \u0111\u01b0\u1ee3c c\u00e1ch s\u1eafp x\u1ebfp c\u1ea5u tr\u00fac b\u00e0i l\u00e0m c\u1ee7a ch\u00ednh m\u00ecnh c\u0169ng nh\u01b0 c\u00e1ch tr\u00ecnh b\u00e0y, h\u1ed7 tr\u1ee3 c\u00e1c lu\u1eadn \u0111i\u1ec3m v\u00e0 s\u1eed d\u1ee5ng ng\u00f4n t\u1eeb thuy\u1ebft ph\u1ee5c.\u00a0<\/span><\/p>\nB\u1eb1ng c\u00e1ch \u00e1p d\u1ee5ng th\u00e0nh c\u00f4ng c\u00e1c ph\u01b0\u01a1ng ph\u00e1p r\u00fat ra \u0111\u01b0\u1ee3c t\u1eeb c\u00e1c b\u00e0i m\u1eabu, th\u00ed sinh s\u1ebd n\u00e2ng cao \u0111\u01b0\u1ee3c tr\u00ecnh \u0111\u1ed9 vi\u1ebft b\u00e0i c\u1ee7a m\u00ecnh v\u00e0 t\u1eeb \u0111\u00f3 \u0111\u1ea1t \u0111\u01b0\u1ee3c s\u1ed1 \u0111i\u1ec3m cao h\u01a1n.<\/span><\/p>\n
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Xem th\u00eam:<\/p>\n
H\u01b0\u1edbng D\u1eabn C\u00e1ch L\u00e0m Writing Task 1 Table (B\u1ea3ng Bi\u1ec3u)<\/a><\/strong><\/p>\n