Trần Huỳnh Kim Anh – 21DH710307

TIPS FOR SPEAKING

- Using collocations correctly to achieve high scores in the Speaking test, particularly less
common ones, like come up with a plan or divise a plan would gain you even more credit.
- You do not need the same level of formality like in the Writing test, real plus point may feel a
little informal, but would be likely to gain more credit from the examiner that advantages, which
is a much more common word.
- Some questions in Part 3 ask you to evaluate how important something is, so make sure you
can express your opinions in a variety ways.
- Particularly in some Part 3 questions, you might need to explain why you believe something to
be true, or to express to what extent you feel your words to be true.
- At the en of your talk, the examiner may ask one or two follow-up questions. The aim of them
is to round off Part 2, so do not introduce new ideas. Answer the questions in a full sentence or
two, talking about 15 seconds at most.
- In Part 3 you will not be asked questions about your own experience or about very familiar
topics. You will be asked to gives reasons for something or to explain the results of events, or to
imagine what might happen in the future. These questions required more advanced structures and
vocabulary.
TIPS FOR WRITING
- Make sure you consider every word in the rubric, and try to analyze closely what the questions
are asking you to do, it may be different from the idea you initially think is being presented.
- It is good practice to make your position clear in the introduction in case you run out of time in
the exam and don’t finish your essay. This will prevent you losing too many Task Response.
- One stategy for this kind of essay is to write the body of the essay and then write the
introduction when you can clearly see what your arguments are. That way your introduction will
relate better to what follows it.
- Make sure that you are clear and explicit in your ideas and arguments as you develop them. The
examiner will not try to read between the lines to establish what you are trying to say if it is not
apparent.
- You can improve your Coherence and Cohesion score if you can use a variety of discourse
markers correctly. For Task 1 questions, try making your own lists of discourse markers that you
can use, and classify them by their function. Practice using them when you do exam practice
questions so that you learn to choose appropriate ones depending on the questions.
Exercises UNIT 4
4. 1D 2B 3A 4C
5. Type 1: more conventional, balanced essay. Type 2: essay that agrees more than disagrees
Type 3: intends to show te strong disagreement with the statement.
6. 1.yes 2.yes 3.no 4.no 5.yes
7. 1. Three agree: 1,2,5 and two disagree: 3, 4
2. They are in a logical order
3. 1 and 2 could form one paragraph
4. a type 3 essay
5. the candidate seems to strongly agree.
8. 1. First and To begin with announce the writer’s first argument of a series. Primarily is
incorrect.
2. Secondly introduces the second point, Next introduce a subsequent point. Following is
grammatically incorrect.
3. That said and On the other hand both introduce a contrasting argument.
5. Despite of this is grammatically incorrect, the other two options are correct.
9. Paragraph A: the topic sentence establish the main idea of the paragraph.
Paragraph B: there is no real consideration or evaluation of the opposing idea, just a statement
from the writer said it is corrrect.
10. That said, there is an argument that those at the very top of their profession were aware of
these potential outcomes when they begin their careers.
11. a. sentence 2 b. sentence 4 c. sentence 1
12. Appropriate: To conclude, To sum up, On the whole, In summary,
Inappropriate: Conclusion, Summarising, The point is, Basically
13. In conclusion, financial responsibility should absolutely be tought as a genuine subject at
school. There are concerns over some student’s level of maturity or mathematical ability. It
would help to ensure that current levels of debts are managed better in the future.
UNIT 5
2. 1c 2a 3d 4b
3. 1. The general trend is a decline in the number of mines.
2. 1913-1943 the number of mines almost halved
1963-1983 about 80% of mines closed
 2002-2015 very few mines left
4. Strengths of the essay:
- The description is accurate and there is data to support the description.
- Overall structure makes sense, with logical paragraphing
- A fairly good range of vocabulary is used to avoid repetiotion
- Past tense are used correctly
Weakness:
- Some of the cohesion is faulty: obvious, nevertheless
- A wider range of linkers could be used
5. 1. The clear trend in the figures is that 2. For example
3. It is striking that 4. By the end of the period show, in 2015,
6. 2. the overall trend is clearly
3. However,
4. in the 100-year period between 1913 and 2015; by the end of the given time
8. 1. For the purpose of this data set 2. What stands out is
3. in terms of 4. respectively 5. By contrast 6. Turning next to
7. Whereas 8. moving on to 9. although
9. 1. Showing contrast: whereas, although, by contrast
2. Introducing a new point: in terms of, moving on to, turning next to
3. To emphasize the point that you are making: What stands out is
4. To introduce a new statement which clarifies the data: For the purpose of this data set
5. To indicate that some information is in the same order as connected information mentioned
in the previous statement: respectively
10. 2. giving the frame is a paraphrase of the 100-year period
3. of them replaces coal mines
4. the number is short for the number of coal mines
5. this type of vehicle is a paraphrase of passenger car
1. Some people believe that online shopping has brought only benefits to our lives. Do you
agree?
Absolutely, online shopping has become a huge part of our lives, and there's no denying the
convenience it brings. You can shop literally anytime, from the comfort of your couch, and the
selection available online is often much wider than what you'd find in physical stores. However, I
wouldn't say it's all positive. Sometimes the ease of online shopping can lead to impulse
purchases and overspending. You can't physically touch or try on clothes, for example, which
can be a drawback.
2. How important is it that people learn to manage finances better?
In my opinion, learning to manage your finances effectively is absolutely crucial. Financial
literacy empowers you to make informed decisions about your money. It helps you create a
budget and stick to it, which is essential for reaching your financial goals, whether that's saving
for a house, retirement, or your children's education. Knowing how to manage debt responsibly
is also key – it can be a real burden if you don't. Ultimately, good financial management reduces
stress and gives you peace of mind, knowing you're secure and in control of your money.
3. Do you think it is important for children to learn history at school?

I think history is a really important subject for children to learn in school. For one thing, it
provides context for what's happening in the world today. By understanding historical events and
trends, we can see how we got to where we are, which can help us make sense of current events
and social issues. History also offers valuable lessons – it shows us both the successes and
failures of humanity throughout time. Learning from these past experiences can help us avoid
repeating mistakes and work towards a better future. Finally, studying history helps develop
critical thinking skills. Children learn to analyze evidence, form their own opinions, and see
different perspectives, which are all vital skills for life in general. So I believe history plays a
crucial role in education, equipping students with the knowledge and skills to be well-rounded
and informed citizens.