HOÀNG

Task 2: Many students find it difficult to concentrate in school.

What are the reasons for this?
What can be done to solve this problem?
It is widely believed that the problem of not paying proper attention to lectures at school is
challenging for many students. Certain causes are responsible for this case (be to blame for),
which can be resolved with the reasonable help/collaborative efforts of parents and teachers.
The inattention of students during school’s curriculums is derived from a number of reasons.
First, Teachers and current education are one of the contributing factors for this circumstance. In
owing to the old-fashioned teaching methods maladapted in this day and age such as passive or
teacher-centered learning, students often find them boring and uninteresting. Besides, the lack of
stimuli, interactions, vivid illustrations, along with the incorrect use of mobile phones, laptops
for unrelated content, are also elements distracting students at classes. Second, given the fact that
tedious theory is normally emphasized by most schools, students get hardly any practices and
real-life experiences which is also the source of their not paying enough attention.
In order to address this hot potato [intractable/difficult problem], multiple reasonable solutions
can be used [proposed/implemented/considered]. First, with the effort of teachers to renovate
educational techniques by introducing better teaching materials, prioritizing hands-on
experiences over theoretical knowledge for students to be engaged in the process of learning,
they arouse better attention among students, resulting in overall higher teaching efficiency.
Second, the enforcement of several strict regulations should also be adopted adapted so as to
form better self-discipline among students. The use of smart devices should also be under the
supervision of the teacher, which removes distractions from the study process.
In summary, inattention has been a problem of much debate, which can be reasonably tackled
with the proper attitude of students, and the willingness to adapt of teachers.
Task 1: The chart below gives information about the most common sports played in New
Zealand in 2002.
The provided chart illustrates the proportion of girls and boys who took part in a wide range of
sports in New Zealand in 2002. Overall, both genders played sports varying equally, with the
highest percentage shared between the two was Swimming. The majority of girls had a greater
tendency to take part in netball whereas female cricket players were relatively modest, under 1%,
holding the last place in the table. Swimming was also popular among women, with
approximately 23%. There was no considerable disparity in the percentage of those who engaged
in Tennis and Baseball, with about 7%. Athletics, Marital arts were among the least played sports
in New Zealand, with roughly 5% and 3% respectively, and the proportion of females
participated in other sports represented 10% of all. Boys enjoyed a variety of sports, with the sole
exception of Netball at under 1%. In contrast, a large proportion of boys took interest in playing
Soccer and Other sports, correspondingly to roughly 25% and 18%. The participation of boys in
swimming was almost half the number of boys playing Soccer, at about 13%. Cricket, Martial
arts, Tennis, and Basketball were among the sports of no marginal gap, with around 10%.
Athletics, and Netball were the most uncommon, with approximately 4% and under 1%
respectively.
SƠN
Writing task 1:
The bar chart illustrates the percentage of which boys and girls participating in sports from in
New Zealand in 2002.
Overall, the boys enjoyed a tighter distribution spread between the sports than the girls.
Moreover, sports like netball, soccer and cricket had have the biggest discrepancies between the
proportion of girls and boys who engaged in.
The figures for basketball and tennis participatory rates were are relatively the same between the
genders, and between their own respective sex, with the girls having a slightly lower join rate of
about 5.5% to the boys’ 7%.
Apropos of the boys, they have the best matchup to the girls in cricket, soccer and martial arts,
with a massive difference between the genders, with the boys representing roughly 11%, 24%
and 10% to the girls’ 0.5%, 5% and 2% respectively. On the other hand, netball saw more female
participants than male with a percentage of 25% to 0.5%.
With For swimming and other sports, the engagement rate becomes more balanced. Swimming
favored the feminine gender, occupying a 22% join rate to the boys’ 12,5%. Other sports in
general has more male participatory rates, comprising of 19% male and 10% female.
WRITING TASK 2:
A lot of students are now finding it challenging to keep attention to the class in school. There are
a number of causes of this phenomenon, and in this essay, I will try to give out several solutions
to help students concentrate more in class.
First, the teacher’s current teaching curriculum are lacking in diversity and are very much
superannuated. One such methods is called passive learning, which does not let allow students
to find the learning materials themselves but via teachers, which discourages creative thinking.
To resolve, schools should implement active learning, which takes both the teacher and the
student into consideration, allowing the students to learn the lessons by figuring them out by
their own.
Second, students in many schools aren’t able to learn effectively because of distractions.
Interference comes in many forms, mainly electronic devices. To deal with this problem, limits
is necessary. Outright banning them is an option, but a better solution is to set boundaries on
where and when they can use such devices. Disallowing use when studying or in class could
discourage students from using their phones, and help with concentration.
In conclusion, effective measures should be taken, whether by the teacher or the students
themselves to aid with keeping attention in schools.
CƯỜNG
1. Nowadays, concentrating in school was found to be difficult by students. There are a few
reasons as to why this is the case, and some solutions will be suggested to counter
solve/resolve/address/handle/tackle this problem.
For a long time, humans have evolved along with various inventions and renovations, yet
schooling systems do not seem to follow this trend. Most classes revolve around the teacher, not
the students, and they still do. In a place where the only things to do are listen to the lesson, copy
things written on the boards into the notebook and go home, undergraduates would feel bored,
leading to neglect in education. Another possible reason is that with the evolution of technology
and the development of social media platforms, it is easier than ever to connect with friends,
family and even strangers. People would spend time on these service platforms to text with
anyone rather than studying in a boring class. Without restrictions, usage of technology in class
could be unpredictable. Some other factors from outside of the class like the loud sound from
markets, work sites and more can also be served as a distraction.
Some workable/feasible solutions to these difficulties can be considered. Since boring classes
can heavily affect the students’ will to study in a number of ways, improving it could lead to a
better outcome. In a way, designing the classroom so that students have more control over what
they study would be arguably better than the traditional teaching method. Banning electronic
devices in school is mandatory for the concentration needed to study, but they should be allowed
when needed since one can gain access to the Internet and get the information they must have.
As a way to deal with the additional noises from outside, the school should be built far from
potentially noisy places, like those mentioned above.
In conclusion, the main idea why students lose their focus is the boredom of school and the
distractions there are. Minimizing these is key to help them be more attentive.
2. The given chart provides details on the percentage of girls and boys who got involved in sports
in New Zealand in 2002. Considering the boys, the least popular played sport was netball with
roughly 0.5% of all boys participating followed by athletics at nearly 3%. Cricket, Martial arts,
Basketball and Tennis witnessed the virtually same percentage of male players ranging from 7.5
to 10%. The majority of boys joined in soccer and swimming, with 24% and 13% respectively.
The proportion of males engaging in other sports was 18%. Compared to how few men Netball
players there were, it was the most popular activity for women with roughly 25.5% of women
participating. Swimming would be a close second place at 22% of females who took part in it.
Other sports were not quite as popular to them, as there were only 7.5% of women who played
Basketball and 8.5% of whom joined in Tennis. Cricket, Martial arts and Athletics were the least
favored, with 0.5%, 2% and 4.5% of women actually participating in it correspondingly.
MINH
W1
The given graph illustrates the percentage of several sports being played by New Zealander in
2002.
Overall, the most popular sport among the girls was netball while this was also the least played
sport for boys.
According to the graphs, the minority of girls engaged in cricket with the percentage of 1% . The
number of girls who took part in marital arts was inconsiderably higher than that of cricket and
lower than soccer players. Next, the figures for basketball and tennis among girls were relatively
similar. Moreover, the proportion of girls who participated in swimming was 23% making it the
second most common sports for girls. Lastly, those participating in other sports occupied
approximately 10%.
Considering the boys, the majority of boys loved playing soccer, which accounted for roughly
24%, followed by other sports, and then swimming with the respective proportion of 18% and
14%. There was no significant difference among the number of those who got involved in
cricket, martial arts, tennis, basketball and athletics.
W2
Paying attention when attending school is an issue that a large number of students have to face
nowadays. There are several causes leading to this problem and to increase the efficiency of
students, solutions must be found as soon as possible.
First, in the modern world today, the advent of electronic devices, especially smartphones, has
given rise to the distraction of people in daily life, including students. Many schools allow
students to bring their phones to classrooms and they sometimes use them during lessons without
the teacher’s permission, which makes them less focused on the lesson. Moreover, once they are
addicted to entertainment such as games and social networks, they can’t stop thinking about
them; therefore, losing attention and even stay up late, which will make them feel tired or even
fall asleep at school. Moreover, many teachers still use traditional teaching methods which only
emphasize theory and lack realistic relations. In those classes, students have no chance of raising
their voices and are dependent on the information that their teachers provide. Thus, resulting in
boredom and inefficiency.
One possible solution is teachers and parents should raise students’ awareness of the bad effects
that smartphones have as well as be stricter with the amount of time they are allowed to use
smartphones or even prohibit students from bringing them to school. However, students
themselves also need to prioritize studying over everything and balance their studies and
entertainment. Next, teachers should attract students’ interest in different ways. For instance,
playing games relating to lessons by apps like Quizziz or Kahoot or presenting lessons with
pictures and videos by Powerpoint.
In conclusion, students, teachers, and families must all join hands to handle this problem to
improve educational quality in general.
W2: In many countries, women no longer feel the need to get married. Some people think that
this is because women are able to earn their own money.
Do you agree or disagree with this idea?
--
Intro: be financially independent
Be not a necessary thing = be not a necessity = be not a priority
Body:
[1] Modern women prioritize [some thing] over getting married
-career
-further education
-interests
be caught/stuck in responsibilities/constraints/restrictions
[2] unhappy marriage – adultery/domestic violence
[3] civilized society – social prejudices/stereotype
[4] self-value
W1:
Practice PIE CHART: The pie charts below show how dangerous waste products are dealt with in three
countries.
The percentage/proportion of dangerous [toxic/harmful/hazardous] waste/trash products/outputs
[byproducts] which are handled/disposed/eliminated/treated/discarded/removed/taken out
by/through the use of _____
10%: a tenth
20%: a fifth
25%: a quarter
30%: less than a third
35%: more than a third
40%: two fifths
50%: a half
60%: three fifths
SƠN
Method/measure/way
The pie charts below delineates the methods and percentage in which waste byproducts are
handled in three nations
The figures for Korea and Sweden have similarities, in which they only have 3 main disposal
techniques, which are is underground burying, recycling and combustion. Whereas Korea
focuses mostly on recycling the waste products, Sweden instead opted in for underground
method. Because of this, Korea has 69% of its waste recycled to Sweden's 25%, and the latter's
underground method proportion occupies 55% of the waste handled while Korea only has 22%
of its waste buried. Moreover, only 9% of all garbage disposed from Korea is are from
incineration, lower than Sweden's 20%.
Contrary to the aforementioned nations, the United Kingdom has four trash treatment methods,
with burying being by far the most popular, with 82% of all garbage handled while recycling not
even shown to be a main disposal technique. The three remaining methods, which are is
chemical treatment, incineration and sea dumping account for only 8%, 2% and 8% respectively.
CƯỜNG
For Sweden, the majority of waste products are buried underground about 55% of trash outputs
are dealt with this way. There are two other ways of handling these, which are combustion
accounting for 20% of the trash and the 25% of wastes left is treated through the use of
recycling. In the United Kingdom, all procedures of eliminating waste outputs apart from except
for/with the exception of recycling are used, with more than 80% of them concealed
underground. Incineration is the least used way of disposing trash, with only 2% of all refuse
being removed by this method. Dumping/throwing at sea and chemical treatment are is used to
deal with roughly the same amount of litter, at/with about 8% each process.
Underground
Burying
Landfill
MINH
Considering the Republic of Korea, harmful trash products are mostly handled through recycling
with the percentage of 69%, higher than burying them 47% and the least used method is burning
them with only 19%. According to the graphs, United Kingdom has 4 ways of disposing toxic
byproducts and the most common method is to bury them underground, which represents 82%,
followed by using chemical substances and throwing them at sea with the same porpotion of
8%. Lastly, the least used method to treat the hazardous trash outputs is by putting them on fire.