Một kỹ năng rất quan trọng khi viết essay là kỹ năng

8/13/2019 Mt k nng rt quan trng khi vit essay l k nng

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Mt knng rt quan trng khi vit essay l knng "bi ch". y cng l mt phn trong gio trnh dy vit camnh. Cc bn hy xem nh:

Gischng ta c ny trong bi vit vnui dy trem:

Firstly, parents are busy.

Qu trnh bi chbt u nh sau:

Vit cu di ra mt cht: Firstly, parents are busy -> Firstly, parents in the modern world are often busy withworking schedules.

Gii thch r hn: They tend to spend most of time to make ends meet. (make ends meet = kim tin)

Nu hu qu: ..., and thus do not have enough time to educate their children.

nh hng thno n children?: Gradually, children will feel neglected and distant from their parents.

Cui cng, tng hp li thnh mt trong on paragraph:

Firstly, parents in the modern world are often busy with working schedules. They tend to spend most of time to

make ends meet, and thus do not have enough time to educate their children. Gradually, children will feel neglected

and distant from their parents. (44 words)

Nu trong mt on paragraph bn c 2 nh thny th bn vit c 88 words. Cng thm cu topic sentencena (khong 15 words), bn sc 103 words.

Trong mt bi essay, bn c 2 on paragraph 103 words, bi essay ca bn sc tng cng 206 words. Thmintroduction v conclusion (khong 55 - 60 words) th bi vit ca bn sri vo tm 261-272 words, mt dihon ho cho mt bi essay. 1. o ngvi NO v NOTNo+ N + auxiliary+S+Verb(inf)

Not any+ N+ auxiliary+ S+ verb(inf)

Eg: No money shall I lend you from now on

= Not any money shall I lend you from now on

2. o ngvi cc trng tphnh: Never, Rarely, Seldom, Little, Hardly ever,.....Never/ Rarely/ Seldom /Little/ Hardly ever+ auxiliary+ S+ V

Never in mid-summer does it snow

Hardly ever does he speak in the public

3. o ngvi ONLYOnly oneonly later

only in this way

only in that way

only then + auxiliary+ S+ V

only after+ Nonly by V_ing/ N

only when+ clauseonly with+ N

only if+ clauseonly in adv of time/ place

Eg: Only one did i meet her

Only after all gest had gone home could we relax

Only when I understand her did I like her

Only by practising E every day can you speak it fluently


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4. o ngvi cc cm tc NoAt no time

On no condition

On no account + auxiliary+ S+ N

Under/ in no circumstances

For no searsonIn no wayNo longer

For no reason whall you play traunt

The money is not tobe paid under any circumstances

= Under no circumsstances is the money tobe paid

On no condition shall we accept their proposal

5. No sooner.......... than.....Hardly/ Bearly/ Scarely........ When/ before

No sooner had I arrived home than the telephone rang

Hardly had she put up humbrella before the rain becam down in torrents

6. o ngvi Not only....... but......also.....

Not only + auxiliary + S + V but.... also..........Not only is he good at E but he also draw very wel

lNot only does he sing well but he also plays musical instruments perfectly

7. o ngvi SOSo+ adj/ adv + auxiliary + S+V+ that clause

So dark is it that I can't writeSo busy am I that I don't have time to look after myself

So difficult was the exam that few student pass it

So attractive is she that many boys run after her

8. So+ adjective+ be+ N+ clause

So intelligent is that she can answer all questions in the interview

9. o ngvi until/ till+ clause/ adv of time+ auxiliary+ S+ VI won't come home till 10 o'clock

=Not until/ till o'clock that I will come home

= It is not until 10 o'clock that I will come

Ididn't know that I had lost my key till I got home

= Not until/ till I got home did I know that I had lost my key

10. o ngvi No where+ Au+ S+VNo where in the VN is the cenery as beautiful as that in my country

No where do I feel as comfortable as I do at home

No where can you buy the goods as good as those in my country

11. o ngvi cu iu kina, Cu k loi 1: If clause = should+S+VShould she come late she wil miss the train

should he lend me some money I will buy that houseb,

Cu k loi 2:If clause= Were S +to V/ Were+SIf I were you I would work harder

=Were I you........

If I knew her I would invite her to the party

= Were I to know her........


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c, Cu k loi 3 : If clause = Had+S+PIIIf my parents hadn't encouraged me, I would have taken pass exam

= Had my parents not encouraged me...........

Mti dy ti vtnh dc...

Mti dy ti vtnh dc, cho a con gi sp 18, sp trthnh phn.

1. Mti ni, trong tnh yu, chng c ranh gii hon ton no cho vic ng hay sai, clm g con cm thy hnhphc, nhng, ng v hnh phc tc thi, m tmnh lm mnh tn thng ci.Thin hrtn o, nhng ni mt i mi ming sim lng, slng qun. Khng cn v ai m tlm khmnh. Thnhng, mi ngy i din vi chnh mnh mi tht skhs. Cuc sng mi mt, tnh yu mi mt, nn ng m xung, chui vo chn cng phi khc rng rc. Hy ttrng.

Khng cn qu coi trng trinh tit, n qu mong manh cha ng gi trca con. Qu coi trng chkhin connng n, mt mi, thm ch pht hong nu c scno xy ra. Chcn coi trng cm gic ca con, nim tin cacon, v tnh yu ca con l .D sao chng na, hy khn ngoan.

2. L tr hp hi hn tri tim rt nhiu. Khi con yu mt ngi, l tr gn nh blu mv bp bi tnh cm. Nhngnu c vic g khin con cm thy lng l, tc l thl tr yu t kia cm nhn c g , ti ni, n phipht i mt tn hiu khin cho con phn vn la chn, lc , hy dng li, sau.

Ngi n ng tt khng lm con khxv bt an, khng bt con la chn v khau, anh ta mun con thoi mi,v trao cho con cm gic yn bnh.

Nui nng mt a trkhng thchcn mt tp lu tranh v tri tim nh, con cn mt cn nh v chic ni, chi v sa bt, cn ctin mua thuc, cn hng nghn th, cn cmt ngi n ng cng con dy a trln ln.Tt cnhng ci , i hi con phi trng thnh, tlp trc .

3. ng li cho ai, ng on trch tnh yu khng p. Cuc i sinh ra con ngi vi tt cham mun v ch k

thnh bn cht, nu ai lm con au, th hoc l con cxkhng khn ngoan, hoc l con khng chnng ngi tin tng. Anh ta skhng thlm con au, nu con khng gt u.

n ng khng suy ngh ging phn. Cho mt ngi ht tt cnhng g con c, khng c ngha l hstrntrng con ci, m hskhng cn cn bt k thg tcon na.

ng mang thn thddmt ngi, v ri sc kmang thn thc ta ddngi con thng, v con schng c t cch i i cng bng. Cng ng mang thn thnu ko mt ngi, v con smau chng gi i,tui xun tn phai nhanh hn thhnh phc o tng ngn ngi c xy nn tn.

Bbri khng phi l cm gic ti tnht thgian. Cbrng buc vi mt km mi ngy con u chn i mitht sl ng s. Bbri, th t ra, cng kt thc nhng iu khng cn xng ng vi mnh na.

Hy tin rng, ngi yu con, lun c nhiu hn mt ngi. Ngi con yu, cng lun c nhiu hn mt ngi. Dcon c nghi nghay khng, thi gian vn lun nm gisc mnh ca n.

4. V nu nh, nu nh c bt k scno xy ra, vt ra cngoi sc chu ng ca con, nu c ni au n nocon khng thi mt, nu ngi n ng con yu trn trnh con, ba con i ui con ra khi nh, hhng d bucon, bn b khinh thng,v cthgii quay lng vi con, cho d c ra sao i chng na, th, tuyt i, dt khot,phi nhrng, mskhng bao gingonh mt, khng bao gibri con. My, cam chu, gii quyt, utranh, bnh vc, v lm tt c, bo vcon.


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Hy ni vi m, d l chuyn g i na, chcn ni vi m!

I need to teach vocab but I dont even know

how to begin! This posts for youPosted onFebruary 15, 2014 |2 Comments

I hope theres a little bit for everyone in todays post. For teachers just starting

out on their career, this whole post might serve as a useful guide in how to go

about teaching vocabulary in the language classroom, while the experienced

among us may wish to fast forward to the third section and explore the tools I

suggest. Whoever you are, please drop me a line in the comments section and let

me know if you found this post useful!

Learning vocabulary is as important a step in developing future reading, listening,

writing and speaking skills as any other aspect of language learning. Consequently, in

this post Ill reflect on what we teachers need to do in terms of dealing with what

learners need to know about the words we want to teach, and how we can effectively

teach them. In part one Ill cater specifically to newbie teachers and briefly consider

some of the most effective ways of presenting vocabulary. Ill move on to look at

what learners might need to know about a word. In part three Ill cater to everyone

and introduce ten useful tools for teaching vocabulary in class. Ill round up with

some sound advice that we could all do with remembering!

Ok, ready? Here we go

Part 1: Effective ways of presenting vocabulary

At this point its important not to worry and to remember that there are loads of

techniques we can employ to teach vocabulary in a stimulating and effective way.

Here are a few of the best

1.1 A Wr itten defi ni tion

It might seem like an obvious suggestion, but its one that you need to make sure you

do properly. When deciding how to define a word, make sure that it is clear and

remember to ask questions to check if learners really have understood properly. One

good way of getting used to writing clear definitions is to consult a learner dictionary

to see how they do it.
http://www.teachthemenglish.com/2014/02/i-need-to-teach-vocab-but-i-dont-even-know-how-to-begin-this-posts-for-you/http://www.teachthemenglish.com/2014/02/i-need-to-teach-vocab-but-i-dont-even-know-how-to-begin-this-posts-for-you/#commentshttp://www.teachthemenglish.com/2014/02/i-need-to-teach-vocab-but-i-dont-even-know-how-to-begin-this-posts-for-you/#commentshttp://www.teachthemenglish.com/2014/02/i-need-to-teach-vocab-but-i-dont-even-know-how-to-begin-this-posts-for-you/


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1.2 Visual i ll ustration

Concrete nouns, by which I mean things that have a physically distinct shape or form

(dog, rain, tall, etc.) can often best be dealt with through the use of images.

Conversely, you are perhaps best advised not to try and illustrate emotional states

such as despair, love, etc, unless you are an incredibly talented artist!

1.3 Gradable items/Synonyms/Antonyms

A lot of adjectives work on a sliding scale (cold, warm, hot, etc.), while many others

have opposites (good and bad, for example). Using the words a student already knows

can be effective for getting meaning across. This can of course be dangerous,

especially when you know that a word either means one extreme or another, but cant

remember which: I remember a colleague describing a student as incredibly stupid

to a parent, as hed got the word mixed up with clever!

1.4 M ime

So, you have to teach your learners the meaning of certain action verbs. Well, miming

lends itself extremely well to showing what action verbs mean. Whats more, it tends

to be both fun and memorable.

1.5 Translation

Translating from English into the mother tongue has its pitfalls, but if you know the

students L1 reasonably well, it can often prove to be a fast and efficient technique.Remember: not every word has a direct translation into English and this is where it

can prove to be an ineffective technique.

1.6 Contextuali ze

As far as Im concerned, this is the king of techniques. If you can provide one or

moreclear context in which the word is used, youre well on your way. Either

describe it to the students or give them example sentences to clarify meaning further

(preferably, do both).

Part 2: What might learners need to know about a word?

In one unit of a course book I regularly use, I have to teach a text about desertification.

Now, for all intent and purpose, the English word desertification isnt actually that

necessary in the wider scheme of things, but it would be extremely difficult for this

particular text if learners didnt know what it meant. Naturally, the extent to which a


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learner really needs to know a word will depend on a number of factors, but here are

the aspects of knowing that are generally considered the most important. As I

suggested earlier, experienced teachers might want to skip through this and just focus

on the ideas part.

2.1 What does it mean?

I cant imagine getting learners to try and confidently use a word without knowing

what it means. Get the meaning of the item across clearly and to ensure that your

learners have understood correctly with checking questions.

2.2 The form

To be able to use it effectively learners need to know if it is a verb / a noun / an

adjective etc. Its always useful to bear in mind that they might need to review what

these parts of speech mean in their L1, too!

2.3 How is it pronounced?

Pronunciation can be especially problematic for learners because there is often no

clear relation between how a word is written and how it is pronounced. Simple

classroom activities like drilling words that you think might cause pronunciation

problems can resolve a lot of pronunciation issues.

2.4 How is it spel led?

As with pronunciation, and for the same reasons, this is frequently problematic in

English. It is usually useful to clarify the pronunciation before showing the written

form.

2.5 Does it follow any (un)predictable grammatical patterns?

For example, man-men is an example of an irregular plural. Information is an

uncountable noun (in many languages it would be informations). Depend is always

followed a particular preposition (i.e. depend on).

2.6 Does the word have parti cular connotations?

Svelte is a nice way of describing a woman, while skinny is distinctly less positive!

Bachelor is a neutral / positive word to describe an unmarried man, whereas

spinster conjures a more negative image, even though it is basically the direct female

equivalent.


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2.7 When is the word used or not used?

Is the word formal / neutral / informal? For instance, think about how we might

describe eye wear in different situations: spectacles / glasses / specs. Is the word used

mainly in spoken or in written language? For example, to summarize is usually used

in writing, whereas mind you is almost always spoken. Has the word becomeoutdated or archaic? Would we, for example, ever refer to a pilot as an aviator

these days?

2.8 How is the word related to other words?

Examples of this might be a particular vocabulary items synonyms and antonyms, or

the lexical sets in which it appears (yellow would belong to the colour set of words,

for instance).

2.9 What are its col locations (the way that i t occurs together wi th other words)?

As obvious as it might be to us that we describe things in great detail and not in big

detail, such things might not necessarily work the same in our learners native

tongues. Collocations are important to highlight to learners in order to prevent

mistakes in usage.

2.10 What do aff ixes (pref ixes and suf f ixes) indicate about the meaning?

What does the sub- mean in substandard? Knowledge of affixes greatly helps when

having to guess them meaning of unknown words, for instance.The areas you choose to focus on in class will depend on the item you are teaching

and the level of your students. Its fair to say that this is something that youll have to

reflect on every time you teach vocabulary. Now its time to think about how we do

all this in class.

Part 3: Useful tools for teaching vocabulary in class

Now we get on to the cool part of todays post. Now that weve looked at some basic

techniques and the various aspects of knowing what words mean (or, if youre an old

pro and have followed my advice, have fast forwarded to this part), Ive done someresearch and prepared a list of really useful tools that are free to use and will help you

address the issues mentioned in the first two parts of this post.

3.1 Memrise
http://www.memrise.com/http://www.memrise.com/http://www.memrise.com/


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Memrise is immense. I mean really its huge. There are so many vocabulary

resources here that the most difficult thing will be for you to decide where to start.

You can use what you find here in class, or you can recommend to your learners for

self study. Theres something good for practically every aspect of knowing a word,

and theres also a nice range of activities.

3.2 Lexipedia

Lexipedia is a really nice multi-lingual visual dictionary that creates a word web and

defines words based on parts of speech. The toolbar bookmarklet makes using it

convenient and easy.

3.3 Quizlet

This free tool allows you to make lots of fun little quiz activities that will help you

build up learner knowledge of vocab. Because you input the data yourself, you caneasily cover the various aspects of knowing a word depending on how you decide to

make each quiz.

3.4 Lingro

This is an amazing tool that turns all the words in any website or digital text into a

clickable dictionary and translates text into 12 different languages.

3.5 Phrasr

This is a quick and very functional little tool that enables learners to attach visual

images to their sentences. You have full control, as you write the example sentence

yourself and then choose the image you want to go with each word.

3.6 Snappy Words

Snappy Words is an online interactive English dictionary and thesaurus that helps

learners find the meanings of words and draw connections to associated words.

3.7 Tag Galaxy

One of my favourites, this fabulous tool creates a 3D orbiting galaxy of words and

their associations (perfect for seeing the most frequent collocations). Click on any

word to move it to the center of the galaxy, then click again and watch the globe

populate with images from Flickr.

3.8 Word Stash
http://www.lexipedia.com/http://www.lexipedia.com/http://quizlet.com/http://quizlet.com/http://lingro.com/http://lingro.com/http://www.pimpampum.net/phrasr/http://www.pimpampum.net/phrasr/http://www.snappywords.com/http://www.snappywords.com/http://taggalaxy.de/http://taggalaxy.de/http://wordstash.com/http://wordstash.com/http://wordstash.com/http://taggalaxy.de/http://www.snappywords.com/http://www.pimpampum.net/phrasr/http://lingro.com/http://quizlet.com/http://www.lexipedia.com/


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You have to sign up for this one, but the account is free and you can create word lists

to support a written text. With a click of a button, learners can access dictionary

information and create flash cards for review.

3.9 Vocab Grabber

With Vocab Grabber you copy and paste text into a box and this tool then generates a

word cloud to help you identify the key vocabulary. You can sort words by content

area.

3.10 Visuwords

Visuwords enables you to look up words to find their meanings and their associations

with other words and concepts.

If you have any other suggestions, please mention them in the comments sectionbelow and Ill add them to the list.

Part 4: A few other things

When it comes to learning vocabulary, your learners should be encouraged,

above all else, to be as autonomous as possible. The best way to pick up, retain

and develop vocabulary knowledge is through repeated exposure, so get them

to read, watch films, listen to songs and note down useful words.

In addition to teaching your learners the grammatical names for the parts of

speech (never take knowledge of this for granted), familiarize them with thephonemic script, as this will greatly benefit them in terms of pronunciation.

Encourage your learners to get hold of a good dictionary. Devote class time to

highlighting the benefits of having one and how to use it effectively.

Reviewing the vocabulary you teach in class through a game or some similar

motivating activity is a surefire winner. Also, I strongly suggest that you

encourage your learners to do the same at home.

Be ready for on the spot questions! My advice here is to always have a good

dictionary with you in case a learner asks about a word you dont know, or

cant define, or cant contextualize. Trust me on this one!

Its generally a good idea to teach / learn words with associated meaningstogether.

Your learners will discover all kinds of weird and wonderful words while

watching films and TV shows and theyll ask you about them. If you dont

know or have never heard of the word, be honest and tell the learner that youll

check and get back to them. There are more than a million words in the English

language; you can be forgiven for not knowing them all!
http://www.visualthesaurus.com/vocabgrabber/http://www.visualthesaurus.com/vocabgrabber/http://visuwords.com/http://visuwords.com/http://visuwords.com/http://www.visualthesaurus.com/vocabgrabber/


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Give further examples sentences to the students if they are unsure and

encourage them to write the word in an example sentence (maybe for

homework).

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When You Say Nothing At All

ng gp:augusttiamoIts amazing how you can speak right to my heart

Without saying a word you can light up the dark

Try as I may I could never explain

What I hear when you dont say a thing

The smile on your face lets me know that you need me

Theres a truth in your eyes sayin youll never leave me

The touch of your hand says youll catch me if ever I fall

You say it best when you say nothing at all

All day long I can hear people talking out loud

But when you hold me near, you drown out the crowd

Old mr. webster could never define

Whats being said between your heart and mine









Hy lm ngi c ch trc khi giu c!04/12/2013 07:40 (GMT + 7)
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11/14

TT - Bi vit Sng lng nhng, li hc l nguyn nhn tht bi ng ti trn Tui TrOnline ngy 21-11

lp tc trthnh ti cho mt din n si ni vli sng trtrn Tui Tr.

Anh Nguyn Tun Qunh - nh nhn vt cung cp

TIN BI LIN QUAN

Hylm ngi c ch trc khi giu c!(04/12) Sng lng nhng, li thc l nguyn nhn tht bi (21/11)

CHIA SLuliIn biGi cho bn bFacebookYahooTwiterGoogleZing Me

TKHAbi hc thnh cng, Nguyn Tun Qunh, bn tr, thi sng, sng lng nhng, TrngBo Chu

TIN BI KHC

ng Phc mp(16/02) Cao 1,8m nhngnng 20kg (16/02) Mlng vi ci mi (16/02)

Du n tnh nguyn phi ni bt (16/02)

Tc gi - anh Nguyn Tun Qunh, ang l lnh o ch cht cng lc nhiu doanh nghip ln - tm s vi Nhp sng

tr xoay quanh bi vit ny.
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* Anh c bt ng khi bi vit ca mnh tr thnh vn quan tm ca nhiu bn tr?

- Tht lng ti bt ng. Nhng iu ti vit ra xut pht t nhng g ti quan st c t cc bn tr xung quanh. Nhng

nhn nh ca ti tht ra khngmi nhng c l v ri vo thi im ngay sau ngy 20-11, khi mi ngi ang ni nhiu v

vic hc, cng nh c kh nhiu bn tr tng mt phng hng khng bit phi sng ra sao, nn bi vit ca ti c

quan tm.

* Nhng tng no trong din n c th ni di suy ngh ca anh?

- Th nht l thi sng: nu sng tch cc, hon thin bn thn, gip ngi khc th chc chn chng ta s c mt

cuc sng c ngha.

Th hai l xc nh c mc ch ca cuc i s gip chng ta m bo rng mi vic mnh lm u hng ti mt mc

tiu.

* v tr ngi tuyn dng, trong mt anh cc bn tr hin nay c th phn vo nhng nhm no, c u khuyt

im g?

- Trong qu trnh tuyn dng v qun l nhn vin, ti thy c nm nhm ngi sau:

1. Nhm tch cc: ci m, sng to, sn sng hc hi v chp nhn thch thc. H khng ch lm tt cng vic chuyn mn

m cn tch cc tham gia cc hot ng x hi, t thin.

2. Nhm thc dng: c ch tin th, lm tt cng vic c giao, bit cch th hin mnh vi cp trn nhng thng sng

khp kn, ch lm nhng g c li cho mnh, khng ha ng, tinh thn ng i km.

3. Nhm v t: tch cc, ci m, nhng kt qu lm vic khng cao v thiu k nng hoc kin thc cn thit.

4. Nhm lng nhng: khng c mc tiu phn u, lm vic theo li mn v cho ht gi. H khng bao gi c sng kin

hoc khng a ra chnh kin ca mnh. i khi h cn t ti v khng tin vo nng lc bn thn, thm ch rt ngi khi tip

xc vi sp.

5. Nhm tiu cc: hoc khng c nng lc hoc c nng lc nhng hoang tng v bn thn, khng chm ch. H phn

nn v tt c nhng g din ra xung quanh nhng khng lm bt k iu g ci thin tnh hnh.

* Anh cho bit kh trn tr khi chn vit kha cnh sng lng nhng, thiu t hc ca gii tr, ti sao khng l

nhng vn khc?

- Ti kh au lng khi thy nhiu bn tr chn cho mnh mt cuc sng lng nhng. Thi sng nh vy khng ch nh

hng n bn thn h m cn tc ng xu n cng ng v xa hn l dn tc, t nc ny. Ngoi ra, mt vn khc

ti cng trn tr v mun ni vi cc bn tr, l t tng mun lm giu nhanh, bt chp th on, o c.

Ti thng xuyn c lng nghe cc d n khi nghip ca cc bn tr. Ti nh gi cao kht khao lm giu ca h. Tuy

nhin, khi phn tch su, ti thy c nhiu s nng vi, o tng, khng phi l mt s u t bi bn, di hi. Ti thngchia s vi h v con ng lm giu ca mnh v nhiu ngi ti bit. S n lc bn b, to ra gi tr cho cng ng, phn

u tr thnh ngi gii nht trong lnh vc ca mnh, sn lng gip ngi xung quanh l nhng gi tr khng th thiu.

M nhng iu ny u cn thi gian. Cho nn hy tr thnh ngi c ch trc khi tr nn giu c.

* Nhiu bn tr trong din n tm s tng mt phng hng, bung xui, tht bi ri lm li, c bn t nhng

thnh cng nho nh, anh c th chia s thm vi nhm bn tr ny iu g?


13/14

- Cc bn c th ch nhn thy nhng thnh cng ca ti khi ti ang iu hnh mt vi doanh nghip ln. Nhng cc bn

nn bit rng ti cng tng chu trch nhim chnh v s ph sn ca ba cng ty v mt mt khng t tin. iu quan trng

l ti trng thnh hn qua nhng ln tht bi .

Ti tin ng sau s tht bi l cnh ca m ra s thnh cng. V th khi tht bi, hy chu au ri nghin ngm v t tin

ng ln, lc quan bc tip trn con ng chn. Chng ta cng bit rng tt c nhng v nhn u tri qua v vn

tht bi. V vy hy coi tht bi l yu t khng th thiu nu bn mun vn ti thnhcng. ng nn lng!

Anh Nguyn Tun Qunh hin l ch tch hi ng qun tr (HQT) kim tng gim c Cng

ty CP Nhin liu Si Gn (SFC), ph ch tch HQT Cng ty CP vn ha Phng Nam (PNC),

thnh vin HQT Cng ty CP Vng bc qu Ph Nhun (PNJ) v l thnh vin HQT mt

s cng ty khc trong lnh vc gio dc v xut bn sch. Anh c bng tin s qun tr kinh

doanh v hin l ph ch tch Hi Doanh nhn tr TP.HCM. ot gii nht cuc thi Ty bt

xanh ca Tui Tr Online nm 2010, 2011, gii thng doanh nhn c yu thch nht nm

2011, gii thng ging vin doanh nhn c yu thch nht.

Sample Answer IELTS Writing Task 1 - Bar chart 4Sample Answer IELTS Writing Task 1about Bar chart 4

The chart below show the main reasons for study among students of different age groups and the

amount of support they received from employers.

Sample Answer :
http://1.bp.blogspot.com/-hfEOjvvCstc/UAkV9M6fOiI/AAAAAAAAACE/7NwYqFDIbek/s1600/ielts_barchart4.jpg


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The bar charts compare students of different ages in terms of why they are studying and whether

they are supported by an employer.

It is clear that the proportion of students who study for career purposes is far higher among the

younger age groups, while the oldest students are more likely to study for interest. Employer support

is more commonly given to younger students.

Around 80% of students aged under 26 study to further their careers, whereas only 10% study purely

out of interest. The gap between these two proportions narrows as students get older, and the figures

for those in their forties are the same, at about 40%. Students aged over 49 overwhelmingly study for

interest (70%) rather than for professional reasons (less than 20%).

Just over 60% of students aged under 26 are supported by their employers. By contrast, the 30-39

age group is the most self-sufficient, with only 30% being given time off and help with fees. The

figures rise slightly for students in their forties and for those aged 50 or more.

(178 words, band 9)

You can learn it by analysing the answer.

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