Bộ kiểm tra tổng hợp 01 – Cộng đồng, học tập và thay đổi
Bộ kiểm tra tự biên soạn theo cấu trúc bốn kỹ năng, phục vụ học tập. Ngữ liệu và dữ liệu giả định; chưa được chuẩn hóa độ khó hoặc quy đổi band IELTS. Kiểm tra âm lượng trước khi bắt đầu; bản thu dùng giọng tổng hợp. Kết quả là số câu đúng và phản hồi theo tiêu chí, không phải kết quả IELTS chính thức.
- Chọn Academic hoặc General Training trước khi bắt đầu; Listening và Speaking dùng chung, Reading và Writing Task 1 khác nhau.
- Làm độc lập trước khi mở lời thoại, đáp án hoặc mẫu. Với lượt mô phỏng, chỉ nghe mỗi phần một lần ở tốc độ 1.0.
- Reading:60 phút gồm kiểm tra đáp án; Writing:60 phút gồm Task 1 khoảng 20 phút và Task 2 khoảng 40 phút. Speaking:11–14 phút, có người hỏi nếu có thể.
- Bài Listening gồm 4 phần với 40 câu, sử dụng giọng tổng hợp. Dành thời gian đọc câu hỏi trước mỗi phần và kiểm tra câu trả lời sau khi nghe; nhịp của bản luyện này có thể khác bài thi IELTS.
- Nếu tách các kỹ năng qua nhiều ngày, ghi là luyện theo kỹ năng. Sau mỗi lượt, dành một buổi chữa lỗi và nhận phản hồi nói/viết.
Chọn câu để nghe.
Mở tệp MP3 riêngListening · Bốn phần, 40 câu
Đọc câu hỏi trước, nghe mỗi phần một lần ở tốc độ 1× cho lượt kiểm tra. Khi chữa bài mới nghe lại, giảm tốc độ hoặc mở lời thoại. Tệp tổng hợp phục vụ luyện tập, không mô phỏng chính xác thời gian và mọi đặc điểm giọng nói của đề thi thật.
Reading · 60 phút, 40 câu
Bắt đầu đồng hồ khi đã sẵn sàng; 60 phút bao gồm đọc, trả lời và kiểm tra. Không dùng từ điển trong lượt làm độc lập. Mở đúng nhánh đã chọn.
Academic
A1 · Shade on the walking route
A. In the fictional town of Norham, a community planning group wanted to understand how residents experienced a route between a bus station and a public park. The route was only eight hundred metres long, yet several people described it as uncomfortable on bright afternoons. Before proposing changes, the group decided to observe how the path was used. Their aim was to understand this particular route, not to produce a general rule for every street in the town.
B. Two volunteers walked the route at three fixed times on six dry days in early summer. They recorded which parts of the path were shaded, where people stopped and whether walkers changed sides of the street. They also noted features such as benches, shop entrances and road crossings. The volunteers did not measure each person’s body temperature or ask for medical information. Their records described visible behaviour and the physical conditions of the route.
C. The most noticeable gap in shade occurred near a row of small shops. A wide paved area separated the shop doors from the road, but there were few trees or other structures above the walking space. On several afternoons, people paused under the narrow roofs over the entrances. Some then crossed to the opposite pavement, where mature trees provided longer stretches of shade. The volunteers could observe these movements, but they could not know every walker’s reason without asking.
D. A short voluntary questionnaire was therefore added. People were asked where they were going, whether they used the route regularly and which parts they found comfortable or difficult. Some mentioned sunshine, while others focused on uneven surfaces or the lack of a seat. A parent with a pushchair described the difficulty of crossing the road. An older resident said that a bench halfway along the route would make the journey easier. These comments reminded the group that shade was only one part of the walking experience.
E. The group considered three possible changes: planting young trees, adding a temporary covered seating area and repairing a rough section of pavement. Trees could provide shade as they grew, but they would need suitable space and continued care. A temporary shelter could be installed sooner, although its position would have to leave enough room for people passing the shops. Pavement repairs addressed a different problem and would not themselves create shade. The options therefore had different timescales and purposes.
F. Local shop owners were invited to discuss the proposals. Several welcomed a more comfortable route because people might be more willing to walk past their businesses. Others were concerned that a shelter could block a display or make deliveries difficult. The group moved the proposed seating position away from the busiest doorway and asked the town’s access officer to review it. A simple drawing helped people discuss the same arrangement instead of imagining different versions of the proposal.
G. The first decision was to repair the rough pavement and test a small covered seat for one summer. Tree planting would be considered after checks on underground services and available growing space. The trial would include observations at the same times used in the original study. This would make the records easier to compare, although weather and visitor numbers could still differ. The group also planned to ask whether the seat obstructed anyone’s route through the area.
H. It would have been tempting to describe the project as proof that one shelter could solve every problem on the street. The group avoided that claim. A short local trial could provide useful information about use, comfort and access, but it could not establish the long-term effects of a complete street redesign. The volunteers also recognised that the original six days might not represent all seasons or all users. Someone who travelled early in the morning could have a different experience.
I. The resulting report presented the observations, the comments and the proposed next steps separately. This helped readers see which statements came from direct records, which were personal experiences and which remained plans. The group’s main achievement was not a dramatic conclusion. It was a more precise account of the problem and a practical way to test an improvement. By keeping the scope clear, the report gave the town a useful basis for a later decision.
J. The group also kept a simple record of changes made during the trial. If a bench was moved, a sign was added or a nearby shop closed for repairs, the date was written down. These details could help explain a later difference in route use. Without such a record, a change in behaviour might too easily be attributed to the shelter alone.
A2 · Borrowing tools instead of owning them
A. A tool library is a service through which members borrow equipment for a limited period. The idea is straightforward, but running such a service involves more than placing donated objects on shelves. The fictional Lakeside Tool Library began with thirty tools in a spare room at a community centre. Its organisers wanted residents to try occasional household projects without buying an item that might be used only once or twice a year.
B. At first, tools were grouped by the name written on the box. This system was easy for experienced users, but it was less helpful to newcomers who knew what they wanted to do without knowing the name of the equipment. The volunteers added a second guide organised by task, such as hanging a shelf, preparing a wall for painting or maintaining a small garden. Each task page listed possible tools and reminded borrowers to choose equipment suitable for their own level of experience.
C. The library did not treat a loan as permission to attempt any job. Some specialist items were excluded, and volunteers referred complicated electrical or structural work to qualified professionals. For the equipment available, borrowers received a short explanation of the main controls and the conditions of the loan. Written guidance remained with the tool, but volunteers recognised that handing over a leaflet was not always enough. They invited the borrower to explain back the basic plan for using and returning the item.
D. Reservations created an early challenge. A popular drill could be requested by several people for the same weekend, while less familiar tools remained on the shelf. The organisers introduced a seven-day loan period and a waiting list. They also asked borrowers to return items as soon as a project was finished. This did not guarantee that a tool would be available whenever someone wanted it, but it made the limits more predictable and gave other members a fairer opportunity.
E. Maintenance required time that was not obvious from the borrowing desk. Every return was checked for missing parts, damage and cleanliness. A tool could not be lent again until the check was complete. If an item needed attention, its online status changed to unavailable rather than remaining open for booking. The library kept a maintenance record beside the loan history so that repeated problems could be identified. Volunteers were not expected to perform repairs outside their competence.
F. The service used a modest annual membership fee to help cover routine costs. Borrowers also paid a refundable deposit for some higher-value items. The deposit was not the purchase price of the tool and did not allow the borrower to keep it indefinitely. These conditions were explained before a reservation was confirmed. The organisers found that clear explanations prevented many disagreements that would otherwise appear only when an item was returned late or damaged.
G. The library’s value was sometimes described only in financial terms. Avoiding an unnecessary purchase could save a member money, but the organisers observed other benefits. Borrowers exchanged practical advice, discovered new skills and sometimes chose to share a project with a neighbour. These experiences were valuable, although the library did not claim that every loan created a lasting friendship or a measurable reduction in waste. Such claims would require evidence beyond a simple count of borrowed tools.
H. An annual review showed which items were requested frequently and which needed more explanation. The volunteers decided to buy a second drill rather than add several unusual tools. They also shortened the task guide and placed clearer photographs beside unfamiliar names. The decision reflected actual requests and questions from members. It was not based on the assumption that a larger catalogue was always a better catalogue.
I. Lakeside’s experience suggests that access depends on organisation as well as ownership. A tool sitting in a community room is not truly accessible if nobody can identify it, reserve it reliably or understand its safe use. The service worked best when its limits were visible and its records were accurate. Borrowing could then become a realistic option for a suitable project, while buying or seeking professional help remained reasonable choices in other situations.
A3 · Learning a route in two different ways
A. People often use the word map for two different things. One is a visible representation of places, such as a diagram on a screen. The other is an internal understanding of how locations connect. A person may follow a set of instructions successfully without developing a strong sense of the wider area. Conversely, someone familiar with a neighbourhood may reach a destination by several routes even when a particular street is closed.
B. At a fictional adult learning workshop, an instructor explored this distinction with a simple activity. Participants were asked to learn a short route through a large community building. One group received a sequence of written directions. Another group studied a floor plan with the starting point and destination marked. Both groups were given the same amount of preparation time. The activity was designed for discussion and was not presented as a scientific test of all navigation methods.
C. The written directions described a series of actions: leave the entrance hall, turn left at the noticeboard, pass the kitchen and take the next corridor to the right. These instructions could be followed step by step without requiring the learner to understand where every room lay in relation to the others. The floor plan provided a wider arrangement but required the reader to connect the diagram with the space around them. Each format therefore offered support while also placing demands on the user.
D. After the participants reached the destination, the instructor asked them to find a different route back. Some members of the directions group found this difficult because their notes described only the outward sequence. Some members of the map group also struggled because they had looked mainly at the marked path instead of the whole plan. The activity did not produce a simple victory for one group. It showed that how people used the information mattered as well as which format they received.
E. During discussion, participants identified features that had helped them. A large noticeboard was easier to remember than an unmarked corridor. One learner associated the kitchen with the sound of cups being moved. Another remembered the location of a window facing the courtyard. These cues were different from the formal room names on the plan, but they helped people connect a route with a place. The instructor encouraged learners to describe both useful landmarks and the relationships between them.
F. A second activity changed one condition. The original corridor was temporarily marked as closed, and participants had to explain an alternative route to a partner. They could look at the plan, but they could not simply read the earlier directions. This required them to select information for another person: where to begin, which landmark to notice and how to recognise the destination. Explaining the route revealed gaps that had not been obvious when someone was merely following it alone.
G. The workshop also considered accessibility. A shortest route on a plan might include steps, a narrow doorway or a surface unsuitable for a particular user. The instructor asked participants to identify a route using the lift and wider corridors. This did not mean that one route was best for everyone. It meant that a useful set of directions should take account of the person and the conditions, instead of treating distance as the only important feature.
H. Digital navigation can support people in many situations, but the workshop did not compare particular applications or devices. Its broader lesson concerned active attention. A user who notices landmarks, checks relationships and explains a route may develop a different understanding from someone who simply follows each instruction as it appears. This is a suggestion about a useful learning approach, not a guarantee that memorising landmarks will prevent every navigation error.
I. At the end, each participant produced two versions of the same guidance: a short sequence of directions and a small labelled plan. They then exchanged them with a partner, who identified any unclear points. The paired activity showed that giving information and making it usable are not identical. A successful explanation requires the speaker to imagine what the other person knows, what they need to notice and what might make the route difficult. That principle extends beyond navigation to many everyday instructions.
General Training
G1 · Notices for new residents
A. Eastbank Community Centre: welcome session
New residents are invited to a welcome session on the first Saturday of each month. Doors open at 9:30, and the introduction starts at 10:00. The session ends at 11:30. It includes information about local classes, volunteering and public services, followed by time to ask questions. There is no attendance fee, but please reserve a place by the preceding Thursday so that enough chairs and printed guides are available. You may bring a child with you, although the centre does not provide supervised childcare during the session. Step-free access is through the side entrance beside the small garden. The main entrance has three steps. If you need the guide in large print, request it when booking. The café opens after the introduction; food and drinks are not included in the session. People who cannot attend may collect a guide from reception during normal opening hours. A guide provides useful contact details but does not replace advice from the relevant service about an individual application.
B. Riverside swimming pool: introductory visits
Adults who are new to the pool may book an introductory visit on Tuesday or Thursday afternoons. A member of staff will explain the changing facilities, the lane system and the current timetable. The introduction itself takes twenty minutes and is free. If you wish to swim afterwards, you must purchase a normal entry ticket. Bring a towel and suitable swimwear; these are not supplied. Lockers require a refundable one-pound coin. Please tell staff in advance if you need help using an accessible changing room. The visit is an orientation, not a swimming lesson, and it does not assess whether you can swim safely. People who want instruction should ask about separate lessons. A booked introduction can be moved to another date if you contact reception before midday on the day before the visit. Arriving late may mean that the introduction has to be shortened because staff have other duties. The public timetable can change for maintenance or school bookings, so check it before travelling.
C. Market Street library: borrowing and events
Library membership is free for local residents. Bring proof of your current address when joining. New members may borrow up to six books for three weeks. Renewals are possible unless another reader has reserved the item. The online catalogue shows whether a book is available, but staff need time to locate a reserved item before sending a collection message. Please wait for that message rather than travelling immediately after making the request. The library also hosts a monthly conversation group for adults learning English. Places are limited, and each meeting requires a separate booking. The group offers informal practice; it is not an examination preparation course and does not issue language certificates. Participants may bring their own notebook. Refreshments are available to purchase from the café nearby. If you are returning books when the building is closed, use the return box beside the front door. Do not put borrowed electronic devices in the box; return those directly to staff during opening hours.
D. Neighbourhood walking group
The walking group meets outside the community centre at 8:45 on Sunday mornings and leaves at 9:00. The usual walk lasts about ninety minutes and returns to the same place. Routes use public paths, but some include uneven ground. Before joining, read the route description and decide whether it suits you. A volunteer can answer questions about the planned surface and distance, but cannot assess your personal fitness. There is no charge and no need to book for the regular walk. Special trips advertised separately may require a reservation or transport payment. Wear suitable footwear and bring water. Dogs are welcome on a lead unless the route notice states otherwise. If severe weather causes a cancellation, a notice will appear on the group’s information board by 8:00 that morning. The group does not provide transport home for participants who choose to stop early. New walkers are encouraged to introduce themselves to the leader before departure so that the leader knows who has joined the group.
G2 · Working at Fernside Services
A. Your first week
Welcome to Fernside Services. This guide explains the arrangements for your first week. On Monday, report to reception at 8:45 and ask for the induction coordinator. Bring the identification documents requested in your offer letter and the bank-details form sent with it. Please do not email copies of these documents to colleagues or bring documents that were not requested. The coordinator will explain the approved way to provide them. Your team supervisor will meet you after the introductory session, which is expected to finish at 10:30.
During the first week, you will receive a temporary access card. It allows entry to the general office areas but not the records room or equipment workshop. If you need access to either restricted area for a task, ask your supervisor to arrange it. Do not lend your card to another person. A missing card should be reported to reception immediately so that it can be disabled. Your permanent card will be issued after the required checks and introductory training are complete; it is not automatically ready on your first day.
A workstation and basic office equipment will be provided. Tell your supervisor if an item is missing or if you need an adjustment to work comfortably. Do not purchase equipment on the assumption that the cost will be repaid. Any purchase for reimbursement must be approved in advance under the normal procedure. You will be shown how to request technical support through the internal help form. For an urgent problem that prevents all work, telephone the support desk as well as submitting the form.
Lunch breaks are arranged within each team to maintain service coverage. The staff kitchen has a refrigerator and microwave. Label food with your name and the date. Items left without a label may be removed during the weekly cleaning. There is no requirement to attend informal social lunches. On Friday afternoon, your supervisor will review the first week with you. Bring questions about the role, training needs and any procedure that remains unclear. The meeting is intended to identify useful next steps, not to expect complete independence after only five days.
B. Requesting training and claiming travel expenses
Employees may request training relevant to their current duties or an agreed development goal. Before booking a course, discuss its purpose, timing and cost with your supervisor. Complete the training request form and attach the course outline. Approval depends on relevance, available funds and service arrangements; a course being useful does not guarantee that it can be funded immediately. Do not pay a registration fee before written approval unless the procedure explicitly authorises you to do so.
When approved training involves travel, use the standard travel request. The company normally reimburses the cost of suitable public transport with receipts. A more expensive option, such as a taxi, requires prior agreement except in a documented emergency covered by the policy. Keep receipts showing the date, journey and amount paid. A bank transaction alone may not contain enough information to support a claim. Submit the expense form within fourteen days of returning, together with the required receipts and approval reference.
If a course is cancelled or you can no longer attend, inform your supervisor as soon as possible. Do not simply transfer the place to another employee without permission, because the provider may have its own conditions. The training administrator will check whether a refund or replacement date is available. After completing a course, write a short note explaining what you learned and how it can be used in your work. This note helps the team decide whether similar training would benefit others. It does not need to repeat every slide or describe unrelated personal details. If the course did not meet its stated aims, explain that clearly so that the next decision can use your experience.
G3 · A weekend festival that changed its plan
A. The fictional village of Alderwick had held a small summer festival for many years. Its original programme consisted of a music performance, a few food stalls and games on the village green. Most tasks were organised by the same group of volunteers. When several of those people could no longer help, the committee had to decide whether to reduce the event, recruit more volunteers or change the way the work was shared.
B. The committee began by listing the jobs rather than immediately asking for more help. Some roles required only an hour on the day, while others involved several weeks of preparation. Managing food bookings was different from placing chairs before a performance. The old request for people to help with everything had made it difficult for potential volunteers to know what they were agreeing to. The new list gave each role a time estimate, a main contact and a short description of the task.
C. Local residents were then invited to an open meeting. The committee did not expect everyone to attend, so it also placed printed information in the library and accepted comments by telephone. Several people said that they wanted to help but could not commit to a whole day. Others had useful skills that had never been requested. One resident could design a clear programme, while another had experience checking temporary electrical equipment. The committee matched offers with suitable tasks rather than treating every volunteer as interchangeable.
D. The programme itself was reviewed. A long afternoon of similar performances had sometimes left visitors uncertain about when to arrive. The committee chose three shorter performance periods with clear breaks between them. Demonstrations of local crafts were added during the breaks, giving visitors something else to see without placing every activity on the same stage. The plan did not increase the total number of performers. It changed the arrangement of the day.
E. Access was considered alongside the programme. Some paths became crowded when a food queue extended across them. The revised layout moved the stalls so that queues would run along the edge of the green rather than through the main walking route. A quieter seating area was marked away from the stage. The committee also published a simple map showing toilets, entrances and information points. The map was intended to help visitors plan, not to promise that every part of an outdoor event would have identical conditions.
F. Rain had caused difficulties in an earlier year, so the committee created a limited wet-weather plan. The craft demonstrations could move into the village hall, but the outdoor music could not all be transferred because the hall was too small. The programme therefore stated which activities might be cancelled if conditions became unsuitable. This disappointed some residents who wanted a guarantee that everything would continue. The committee preferred a clear limit to a promise it could not keep.
G. On the festival day, volunteers used short shifts and checked in with a named coordinator. A noticeboard showed which jobs were complete and where extra help was needed. This reduced the number of times several people started the same task while another task was forgotten. When one stallholder arrived late, the coordinator could adjust the setup order without asking every volunteer to wait. The clearer roles did not prevent all problems, but they made it easier to respond.
H. Afterwards, the committee collected comments from volunteers, stallholders and visitors. Many liked the clearer programme, while some asked for more signs near the quiet seating area. The committee also reviewed practical records, including the number of unfilled shifts and the time taken to clear the site. These measures helped assess the organisation, although they did not describe every visitor’s enjoyment. A person could have a pleasant afternoon without leaving a comment, while an unhappy visitor might be more likely to respond.
I. For the following year, the committee kept the shorter performance periods and the role descriptions. It planned clearer signs but did not decide to make the event much larger. The experience showed that improvement did not always mean adding more activities. Sometimes a smaller number of well-explained choices, realistic responsibilities and visible limits could make an existing event more useful to the people involved. The committee’s next challenge was to keep those arrangements understandable as new volunteers joined.
J. The committee also prepared a brief handover guide for future organisers. It included the role list, a copy of the site map and the contact details that volunteers had agreed could be used for festival planning. It did not include private comments that were unnecessary for running the event. Each task description explained what had worked, what had caused difficulty and which decision needed to be checked again the following year. Prices, supplier availability and opening arrangements could change, so the guide did not present old information as permanently correct.
K. New volunteers were invited to choose a clearly described role and discuss it before accepting. If a person could not continue, they were asked to tell the coordinator early enough for another arrangement to be made. The committee wanted to make helping easier without assuming that volunteers had unlimited time. A realistic commitment, kept reliably, was more useful than an ambitious promise that could not be fulfilled.
Writing · 60 phút, hai bài
Task 1: khoảng 20 phút, ít nhất 150 từ. Task 2: khoảng 40 phút, ít nhất 250 từ. Tự viết trước khi mở mẫu. Task 2 có trọng số gấp đôi Task 1 trong IELTS; trang này không tự chấm band.
Academic
Task 1
Viết và sửa
Academic Task 1: The table shows enrolments in four evening courses at a fictional community centre in 2022 and 2025. Summarise the information by selecting and reporting the main features, and make comparisons where relevant. Viết ít nhất 150 từ; khoảng 20 phút.
Số người ghi danh các lớp buổi tối
| Course | 2022 | 2025 |
|---|---|---|
| Languages | 120 | 180 |
| Cooking | 80 | 90 |
| Computers | 150 | 130 |
| Gardening | 50 | 75 |
- Đọc đề, gạch chân mục đích và các phần phải trả lời.
- Lập dàn ý ngắn, viết độc lập trong thời gian yêu cầu trước khi xem mẫu.
- Đối chiếu đủ ý, bố cục, từ vựng và ngữ pháp; sửa bản đầu thay vì chép mẫu.
Xem mẫu tham khảo sau khi tự làm
The table compares the numbers of people enrolled in four evening courses at a community centre in 2022 and 2025.
Overall, enrolments increased in three of the four subjects, while the computer course was the only one to attract fewer students in 2025. Language classes replaced computer classes as the most popular option, and gardening remained the smallest course despite a considerable rise.
In 2022, computer classes had 150 students, which was thirty more than language classes. By 2025, language enrolments had grown from 120 to 180, whereas the figure for computers had fallen to 130. This created a gap of fifty students between the two courses in the later year.
Cooking showed a smaller increase, rising from 80 to 90 students. Gardening grew from 50 to 75, an increase of twenty-five students. Although it still had the lowest enrolment, its growth was larger than the increase in cooking. Taken together, the four courses had 400 students in 2022 and 475 in 2025, so the total rose by seventy-five.
- Mở bài paraphrase đối tượng, đơn vị và hai mốc năm.
- Overview nêu 3 môn tăng, computer giảm, language đứng đầu 2025, gardening thấp nhất.
- Thân bài nhóm language/computer để đối chiếu, rồi cooking/gardening; các số khớp bảng.
- Không giải thích nguyên nhân vì bảng không cung cấp. Bài mẫu không được gắn band.
Tự kiểm
- Trả lời đầy đủ yêu cầu đề.
- Bố cục và liên kết giúp người đọc theo dõi.
- Dùng từ phù hợp, không thêm dữ kiện trái đề.
- Câu và chính tả đủ rõ; đã sửa lỗi làm đổi nghĩa.
Task 2
Viết và sửa
Writing Task 2: Some people think towns should spend public money on creating new parks, while others believe existing public spaces should be improved first. Discuss both views and give your own opinion. Viết ít nhất 250 từ; khoảng 40 phút.
- Đọc đề, gạch chân mục đích và các phần phải trả lời.
- Lập dàn ý ngắn, viết độc lập trong thời gian yêu cầu trước khi xem mẫu.
- Đối chiếu đủ ý, bố cục, từ vựng và ngữ pháp; sửa bản đầu thay vì chép mẫu.
Xem mẫu tham khảo sau khi tự làm
Public spaces can make a town more useful and pleasant, but councils often have limited money. Some people therefore support building new parks, while others want existing spaces to be improved first. In my view, maintaining and improving current facilities should usually be the first priority, although a new park may be necessary in an area that has no suitable space.
There are good reasons to create new parks. A growing neighbourhood may be far from an existing park, making it difficult for families or older residents to reach one regularly. A new site could provide places to walk, sit and meet other people close to their homes. For example, an unused public plot in a residential area might become a small garden with accessible paths and seating. In this situation, improving a distant park would not solve the problem of access.
However, existing spaces should not be neglected. A park may already have a convenient location but be difficult to use because paths are damaged, seats are broken or signs are unclear. Repairing these features can benefit current visitors and may cost less than developing an entirely new site. It also protects the value of earlier public investment. Building another park while allowing a well-used one to deteriorate could create a larger maintenance problem in the future.
I believe councils should first assess local needs and the condition of current facilities. Essential repairs and improvements should normally come before expansion. Where a neighbourhood clearly lacks access, a new park can still be justified. The best decision is therefore based on evidence about use and need, rather than a rule that new construction or repair is always preferable.
- Mở bài nêu hai quan điểm và lập trường có điều kiện.
- Đoạn 2 phát triển lý do new parks bằng vấn đề tiếp cận và ví dụ giả định.
- Đoạn 3 phát triển existing spaces với sửa chữa, bảo vệ đầu tư và chi phí duy trì.
- Kết luận nhất quán: ưu tiên cải thiện, vẫn chấp nhận new park khi thiếu tiếp cận.
- Không có thống kê bịa hoặc hứa một giải pháp đúng mọi nơi.
Tự kiểm
- Trả lời đầy đủ yêu cầu đề.
- Bố cục và liên kết giúp người đọc theo dõi.
- Dùng từ phù hợp, không thêm dữ kiện trái đề.
- Câu và chính tả đủ rõ; đã sửa lỗi làm đổi nghĩa.
General Training
Task 1
Viết và sửa
General Training Task 1: You attend an evening course, but the centre has changed its starting time. Write to the course coordinator. Explain why you joined the course, describe how the change affects you, and suggest a possible solution. Viết ít nhất 150 từ; khoảng 20 phút.
- Đọc đề, gạch chân mục đích và các phần phải trả lời.
- Lập dàn ý ngắn, viết độc lập trong thời gian yêu cầu trước khi xem mẫu.
- Đối chiếu đủ ý, bố cục, từ vựng và ngữ pháp; sửa bản đầu thay vì chép mẫu.
Xem mẫu tham khảo sau khi tự làm
Dear Course Coordinator,
I am writing about the new starting time for the Tuesday computer course. I joined the course because I need to use spreadsheets more confidently in my work, and I have found the practical activities very helpful.
The original class began at seven in the evening, which allowed me enough time to travel from my office. However, the new six-o’clock start means that I will regularly miss the first half-hour. My working day ends at five thirty, and the journey to the centre usually takes about an hour. Leaving work earlier is not possible on a regular basis.
Could I transfer to another group that begins at seven or later? If no such group is available, I would be grateful if you could consider keeping the later time for one weekly session. I am happy to discuss other arrangements that would allow me to complete the course.
Thank you for considering my request. I look forward to hearing from you.
Yours faithfully,
Alex Morgan
- Mục đích được nêu ngay: vấn đề giờ mới của lớp.
- Đủ 3 ý: lý do tham gia, ảnh hưởng cụ thể và giải pháp yêu cầu.
- Giọng lịch sự, lựa chọn khả thi và closing phù hợp người nhận chưa biết tên.
- Tên ký là nhân vật giả định, người học có thể dùng tên khác; không công khai thông tin cá nhân thật.
Tự kiểm
- Trả lời đầy đủ yêu cầu đề.
- Bố cục và liên kết giúp người đọc theo dõi.
- Dùng từ phù hợp, không thêm dữ kiện trái đề.
- Câu và chính tả đủ rõ; đã sửa lỗi làm đổi nghĩa.
Task 2
Viết và sửa
Writing Task 2: Some people think towns should spend public money on creating new parks, while others believe existing public spaces should be improved first. Discuss both views and give your own opinion. Viết ít nhất 250 từ; khoảng 40 phút.
- Đọc đề, gạch chân mục đích và các phần phải trả lời.
- Lập dàn ý ngắn, viết độc lập trong thời gian yêu cầu trước khi xem mẫu.
- Đối chiếu đủ ý, bố cục, từ vựng và ngữ pháp; sửa bản đầu thay vì chép mẫu.
Xem mẫu tham khảo sau khi tự làm
Public spaces can make a town more useful and pleasant, but councils often have limited money. Some people therefore support building new parks, while others want existing spaces to be improved first. In my view, maintaining and improving current facilities should usually be the first priority, although a new park may be necessary in an area that has no suitable space.
There are good reasons to create new parks. A growing neighbourhood may be far from an existing park, making it difficult for families or older residents to reach one regularly. A new site could provide places to walk, sit and meet other people close to their homes. For example, an unused public plot in a residential area might become a small garden with accessible paths and seating. In this situation, improving a distant park would not solve the problem of access.
However, existing spaces should not be neglected. A park may already have a convenient location but be difficult to use because paths are damaged, seats are broken or signs are unclear. Repairing these features can benefit current visitors and may cost less than developing an entirely new site. It also protects the value of earlier public investment. Building another park while allowing a well-used one to deteriorate could create a larger maintenance problem in the future.
I believe councils should first assess local needs and the condition of current facilities. Essential repairs and improvements should normally come before expansion. Where a neighbourhood clearly lacks access, a new park can still be justified. The best decision is therefore based on evidence about use and need, rather than a rule that new construction or repair is always preferable.
- Mở bài nêu hai quan điểm và lập trường có điều kiện.
- Đoạn 2 phát triển lý do new parks bằng vấn đề tiếp cận và ví dụ giả định.
- Đoạn 3 phát triển existing spaces với sửa chữa, bảo vệ đầu tư và chi phí duy trì.
- Kết luận nhất quán: ưu tiên cải thiện, vẫn chấp nhận new park khi thiếu tiếp cận.
- Không có thống kê bịa hoặc hứa một giải pháp đúng mọi nơi.
Tự kiểm
- Trả lời đầy đủ yêu cầu đề.
- Bố cục và liên kết giúp người đọc theo dõi.
- Dùng từ phù hợp, không thêm dữ kiện trái đề.
- Câu và chính tả đủ rõ; đã sửa lỗi làm đổi nghĩa.
Speaking · Ba phần, khoảng 11–14 phút
Nhờ một người đọc câu hỏi, hoặc tự nhìn từng câu rồi trả lời thành lời. Trang không thu giọng nói hoặc chấm điểm phát âm. Có thể dùng ứng dụng ghi âm riêng để tự nghe lại; không cần đăng thông tin cá nhân.
Part 1 · 4–5 phút
- What kind of place do you live in?
- What do you like about your neighbourhood?
- Do you prefer spending free time indoors or outdoors? Why?
- Is there a skill you would like to learn?
- How do you usually organise a busy day?
- Have you always lived in the same area?
- Is there anything you would like to change about your neighbourhood?
- Who do you usually spend your free time with?
- Did you enjoy learning practical skills when you were a child?
- Do you make lists when you have a lot to do?
Mẫu tham khảo Part 1
I live in a fairly busy neighbourhood, but there is a small park nearby. I like being able to walk to shops and public transport. The roads can be noisy, so I usually choose a quieter route when I go for a walk.
I would like to learn more about basic photography. I often take pictures during short trips, but I would like to understand light and composition better. A practical course with feedback would suit me.
Part 2 · chuẩn bị 1 phút, nói 1–2 phút
Describe a place where you learned something useful. You should say where it was, what you learned, who helped you, and explain why the experience was useful.
- Do you still use what you learned?
- Would you recommend that place to someone else?
Mẫu tham khảo Part 2
A place where I learned something useful was a small community centre near my home. I attended a short course on using spreadsheets because I was spending too much time organising information at work. The centre was not very large, but each learner had a computer and could try the tasks immediately. Our teacher began with a simple table and showed us how to sort information and calculate totals. At first, I was nervous about making a mistake, so I copied each step very slowly. The teacher encouraged us to keep a practice file and experiment with it. One activity involved comparing monthly expenses, which made the purpose of the formulas clear. By the end of the course, I could create a basic sheet without following every instruction. The experience was useful because it saved me time and made me less dependent on other people for small tasks. I still check unfamiliar functions carefully, but I now understand how to approach a new spreadsheet problem. I would recommend a similar practical course to someone who wants guided experience rather than only watching explanations.
Part 3 · 4–5 phút
- Why are community learning spaces useful for adults?
- How is learning a practical skill different from learning facts?
- Should public organisations provide more free courses?
- How might technology change adult learning in the future?
- How can a local organisation decide which skills adults most need to learn?
- What are the advantages and disadvantages of learning with people of different ages?
Mẫu tham khảo Part 3
Community spaces can reduce practical barriers. They may be close to people’s homes and offer a chance to ask questions or meet others with similar aims. However, the timetable and support still need to suit working adults. A room alone is not enough if people cannot attend or obtain useful feedback.
Learning a practical skill usually requires using knowledge in a situation. A person can read the steps for using a tool but still need supervised practice. Feedback helps connect the explanation with the action. Facts are important, but the learner also needs to know when and how to apply them.
Free courses can improve access, especially when the skill is useful for daily life or employment. Yet organisations have limited funds, so they should identify local needs and check whether the courses are being used effectively. A small number of well-supported courses may be more helpful than many courses without suitable teaching.
Phản hồi theo tiêu chí
- Theo dõi câu trả lời, trình tự và mức độ lặp; dừng tự nhiên khác với dừng đến mất ý.
- Dùng từ đúng nghĩa và có thể diễn đạt lại khi thiếu từ.
- Câu đơn và câu phức phù hợp; chú ý lỗi làm đổi ý.
- Độ dễ hiểu, âm cuối, trọng âm và nhóm ý; không bắt buộc giọng bản ngữ.
- Bảng kiểm và mẫu không tạo band chính thức. Cần người có chuyên môn phản hồi bài nói thực tế. Mẫu trả lời chỉ minh họa cách phát triển ý. Người hỏi điều chỉnh số câu và câu hỏi tiếp theo trong khung thời gian; không buộc mọi câu trả lời dài như mẫu hoặc phải nói hết tất cả câu.
Chữa bài và kế hoạch tiếp theo
- Ghi số câu đúng riêng Listening và Reading. Với mỗi câu sai, trích một câu hoặc từ làm bằng chứng; xác định sai vì chưa hiểu, nghe nhầm, chính tả, giới hạn từ hay hết thời gian.
- Chọn ba lỗi lặp lại. Quay về tuần kỹ năng tương ứng, làm một nhiệm vụ khác trước khi kiểm tra lại.
- Đưa bài Writing và bản nói thực tế cho giáo viên/người đủ năng lực. Yêu cầu nhận xét cụ thể theo bốn tiêu chí, dẫn ví dụ cần sửa và một việc cần tập tiếp.
- Sau khi sửa, viết/nói lại ở đề khác. Không học thuộc bài mẫu để dự đoán band; đối chiếu thêm đề mẫu chính thức trên IELTS.org.
Tiến độ và bản sao bài làm
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