Bộ kiểm tra tổng hợp 02 – Du lịch, công việc và học hỏi
Bộ học liệu tự biên soạn có cấu trúc bốn kỹ năng. Tình huống và số liệu giả định. Chưa được chuẩn hóa để quy đổi band IELTS. Âm thanh giọng tổng hợp phục vụ luyện tập; thời lượng và chất lượng tương tác không được coi giống bản thu kỳ thi.
- Chọn Academic hoặc General Training. Listening và Speaking dùng chung; Reading và Writing Task 1 dùng nội dung riêng.
- Làm độc lập trước khi xem lời thoại, đáp án hay mẫu. Listening nghe mỗi phần một lần ở lượt kiểm tra.
- Reading 60 phút; Writing 60 phút với Task 1 tối thiểu 150 từ và Task 2 tối thiểu 250 từ. Speaking 11–14 phút nếu có người hỏi.
- Phần nghe dùng bản thu tổng hợp để luyện tập. Thời lượng bản thu không mô phỏng thời gian nghe của kỳ thi IELTS; số câu đúng chỉ mô tả kết quả trên bộ luyện này.
- Sau làm bài, giữ bản đầu và bản sửa; nhờ người có chuyên môn phản hồi nói/viết theo 4 tiêu chí.
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 · A place in the ensemble
A
Joining a music group can appear to require skills that people expect to learn only after joining one: keeping time with others, recovering from a mistake and following a shared plan. A fictional adult ensemble in Northbridge was created to explore this difficulty. Its organisers offered an eight-week project with no entrance audition. Some participants had played an instrument years earlier; others had never read music. The purpose was not to make their abilities identical by the final meeting. It was to find a way for people at different stages to contribute to the same piece while still having something worthwhile to learn.
B
The tutor began with a short piece arranged in three parts: a melody, a repeated rhythm and a series of held notes. These were not permanent labels for advanced, middle and weak players. Participants could change parts during the project, and the tutor explained the different demands of each. Holding a note at the right volume while listening for a change could require considerable attention. Several experienced players discovered that supporting a melody was less comfortable than playing it. By describing the function of each part, the tutor tried to prevent technical difficulty from becoming a simple ranking of people's value to the group.
C
Early rehearsals showed why individual preparation was necessary but insufficient. A learner might play a phrase correctly alone, then lose their place when several instruments entered. The tutor therefore moved between brief individual work and short shared passages. Instead of practising isolated exercises for most of the evening and assembling the piece at the end, the group returned repeatedly to a particular musical problem. When entries were uncertain, for example, everyone watched a visible hand movement that showed the shared pulse. They then practised entering after two silent beats. The exercise had an immediate purpose within the music, rather than being an unexplained requirement to complete first.
D
Listening became an explicit task. During one rehearsal, half the players performed while the others followed the score without making a sound. The listeners marked a star beside the point where the melody became difficult to hear. Their observations were compared before the roles were exchanged. This activity did not establish a single perfect balance for every room or instrument. It gave the group a reason to discuss how one part affected another. Some players who had concentrated on producing the correct notes began to notice the importance of leaving space. Others realised that playing softly could involve active control rather than a lack of confidence.
E
The project used small records of progress. At the end of each meeting, learners wrote one improvement and one next step on a card. A useful entry might describe recovering after a missed note, while a vague comment such as 'be better' offered little guidance. The tutor also made short recordings at the beginning and near the end of the project. Learners compared the later performance with the first recording, listening for their chosen focus. The recordings did not capture every aspect of learning, and a confident final performance could partly reflect familiarity with that particular piece. Nevertheless, they supplied evidence that memory alone might distort.
F
Attendance presented a practical challenge. Work schedules meant that some adults could not attend every rehearsal. The organisers provided an audio summary explaining the next meeting's starting point, together with marked copies of the music. They avoided sending a complete recording of every discussion, which would have created a large task for someone already short of time. A returning player was also paired briefly with another member before joining the full group. This support did not remove the need for practice. It reduced the amount of shared information that had to be discovered accidentally during the next rehearsal.
G
The final informal performance was optional, and people who chose not to perform could still take part in all the rehearsals. For the organisers, attendance at a concert was therefore only one possible sign of participation. They also reviewed the progress cards, the recordings and participants' descriptions of what they could now do. Positive comments did not demonstrate that the arrangement would suit every adult learner. The project was small, and no comparison group followed a different method. Its more modest contribution was a set of practical questions: can each person explain their musical role, hear the effect of another part and identify a next step that is both challenging and possible?
A2 · Writing beside an object
A
A museum label occupies an unusual position. It must offer information, but it also competes with the object for a visitor's attention. This tension was central to a fictional redesign at Riverton Museum, whose collection included household objects, photographs and examples of local craft. Staff had noticed that some visitors moved past displays without stopping. That observation alone could not reveal whether the labels were difficult, whether the objects were familiar or whether people simply had limited time. Informal conversations added another clue: several visitors said that the existing labels named materials and dates but gave little sense of why an object might matter.
B
The first proposal was to make every label extremely short. A trial draft for a repaired wooden chair contained only its date, material and former owner. It was easy to scan, yet it removed the feature that made the chair interesting: different repairs suggested that it had been maintained by several users over a long period. Staff consequently distinguished brevity from selection. A useful label did not need to include everything known about an object, but it needed enough information to support a worthwhile observation. The team settled on a working limit of seventy-five words for the main label, with exceptions discussed rather than automatically rejected.
C
Information was then organised in layers. A short heading introduced a question or idea. The main text offered an explanation that could stand alone, and an optional panel supplied additional detail. Visitors were not expected to read every layer. A person with five minutes could still gain something from the heading and main text, while another could follow a longer account. Digital links offered further material, but the museum kept the essential explanation on the display. Translations of selected labels were available on printed sheets as well as online. The team did not assume that every visitor had a suitable phone, reliable connection or wish to use a screen.
D
Choosing what to say also involved deciding whose knowledge was represented. Museum records identified when some objects had entered the collection, while memories supplied by local residents described how similar objects had been used. These sources were valuable in different ways. A memory about a familiar design did not necessarily prove the history of the particular object on display. The revised labels therefore distinguished documented facts from interpretive suggestions and attributed recollections to their speakers. Where an object's purpose remained uncertain, the text explained what was known and used language such as 'may have been used for' when appropriate. Uncertainty became part of the account rather than an embarrassing gap to conceal.
E
The museum tried the revised labels for a month. Staff recorded stopping patterns and collected questions from visitors. However, other changes took place at the same time: a bench was moved, lighting was adjusted and one display was placed nearer the entrance. More stopping could not therefore be credited entirely to the new wording. Nor did a longer stop necessarily demonstrate deeper understanding; a visitor might be confused or waiting for someone else. The most useful comments identified a specific problem, such as a term that remained unclear or a statement that seemed inconsistent with the object. Those comments suggested a next revision without pretending to measure every visitor's learning.
F
A simple production routine helped the team maintain quality. Each draft was checked for factual accuracy before an editor considered its structure and vocabulary. Reading aloud exposed sentences that were difficult to follow even when all the individual words were familiar. The printed draft was then tested beside the object at the intended viewing height. Type that looked generous on a computer monitor could appear small in a case, particularly if the visitor could not approach closely. Staff also added a review date to the internal record so that a label would not be forgotten after installation. These checks required time, but they reduced the chance of polishing text that was inaccurate or physically difficult to read.
G
Riverton's exercise did not produce a universal formula for museum writing. A label for a simple object might need a different structure from one explaining a disputed history. The team's final guidance therefore began with purpose: what should a visitor be able to notice or understand after reading? Writers were asked to connect words to something visible, identify the source of important claims and provide a manageable route to further detail. New evidence could require a label to change, and disagreement could sometimes be explained rather than eliminated. The aim was not to make the object depend entirely on text, but to give visitors useful ways of looking more closely.
A3 · When sharing space changes work
A
Shared workspaces are often described through their visible features: large tables, bookable rooms, informal seating and people from different occupations working nearby. Yet a room arrangement does not, by itself, explain how work will happen. The important question is how the space changes the effort needed to start, continue and coordinate particular tasks. A fictional workspace called Aster provides a useful illustration. Its thirty desks were used by people writing, designing, teaching online and managing small projects. The managers wanted flexibility, but they gradually discovered that the same arrangement could support one activity while making another unnecessarily complicated.
B
Flexibility had costs that were easy to overlook. A member arriving for a short visit sometimes spent the first part of it finding a suitable desk, adjusting equipment and checking whether a nearby conversation would continue. A desk that appeared available could be temporarily reserved by someone in a meeting. The managers introduced a simple booking display and an availability signal that members could use to show whether a brief interruption was welcome. These devices did not make coordination disappear. They made some of its rules visible. Evaluating the workspace therefore required attention to time spent organising work, not just time spent sitting at a desk.
C
Unplanned contact was nevertheless valuable in some situations. A designer describing a confusing set of instructions received an unexpected suggestion from a language tutor at the next table. Neither had scheduled a meeting, and the conversation helped the designer reconsider the problem. It would be a mistake, however, to infer that more conversation must always produce better work. The same tutor later needed an uninterrupted period to prepare a lesson. An encounter can be useful because of its timing, relevance and the freedom to continue or end it. Providing opportunities for contact is different from making every activity continually open to interruption.
D
The managers responded by offering several kinds of working place rather than asking every member to move constantly. Some people could reserve a modest home base for tasks requiring equipment or predictable conditions. Other desks remained available for shorter visits. Shared tables were positioned where conversation was expected, while a quieter area supported extended individual work. This arrangement involved negotiation because desirable space was limited. It also challenged the assumption that changing seats automatically mixes professional networks. Members could repeatedly choose to sit near familiar people even when no seats were assigned. Meaningful contact sometimes needed an invitation or a shared activity, rather than another rearrangement of furniture.
E
Occupancy figures initially seemed to offer a straightforward way to judge the design. An average of eighteen occupied desks out of thirty suggested substantial spare capacity. The average concealed timing, however. On Tuesday afternoons, nearly every desk was used, and the quiet area was particularly popular. At other times, several desks stood empty while a small number of members used a meeting room intensively. Counting only occupied desks would have missed that work. An empty seat could also provide temporary flexibility for a member whose visit could not be scheduled precisely. None of this meant unused space had no cost. It meant that the cost needed to be considered alongside the function of the capacity being kept available.
F
Aster tested its revised arrangement for six weeks. Members completed short interruption logs during selected periods, noting both unwelcome breaks and useful exchanges. The managers also recorded requests for quiet places and problems with reservations. They compared these records with information collected before the change, but recognised important limits. Several members faced different project deadlines during the trial, so their need for uninterrupted work had changed independently of the room layout. People who stopped attending were also difficult to reach, and their views might differ from those who remained. The evidence helped identify specific problems, but it could not establish a single measure of success for every member or prove that the layout alone caused an improvement.
G
The lesson from this imaginary example is not that shared space requires either complete freedom or a rigid allocation of seats. A more useful starting point is the relationship between an activity and the conditions it needs. Some tasks benefit from easy conversation; others need stability, privacy or uninterrupted time. These needs can change within the same person's day. Managers should therefore ask what kinds of work are being supported, what coordination is required and whose experience is missing from the available feedback. A successful arrangement makes those questions easier to answer and provides ways to adjust. Its value cannot be read directly from a photograph of a lively room or a single average of occupied desks.
General Training
G1 · Information for a short training visit
A. Brook Guest House
Guests may check in from 3:00 in the afternoon. If you arrive earlier, you may leave luggage at reception, but an early room cannot be guaranteed. Reception closes at 9:00 in the evening. Tell us in advance if you expect to arrive later so that we can explain the approved late-arrival arrangement. Do not assume that another guest can provide access for you. Breakfast is served from 7:00 to 9:00 on weekdays and from 8:00 to 10:00 at weekends. It is included only in bookings labelled “bed and breakfast”. Other guests may pay separately the evening before. Rooms must be vacated by 10:30 on departure day. A later departure requires agreement and may involve a charge. The guest house has no private car park. Public parking is available nearby under the conditions displayed by the operator. Ask reception for directions, but check the operator’s signs yourself before leaving a vehicle. The small common room is open until 10:00, after which guests are asked to keep noise low.
B. Airport shuttle
The Blue Line shuttle connects the airport with Central Station every thirty minutes from 6:00 in the morning until 10:00 at night. The journey normally takes forty minutes, although road conditions can cause delays. Tickets can be bought from the driver by card or from the machine beside Stop B. Cash is accepted at the machine but not by the driver. A standard ticket permits one journey and is not valid on local city buses. Each passenger may bring one large suitcase and one small bag without an additional charge. Oversized items must be discussed with the operator before travel. The shuttle does not stop directly outside Brook Guest House; from Central Station, follow the signed pedestrian route for approximately ten minutes. If your flight arrives after the final departure, you will need another form of transport. The operator cannot promise to hold a bus for a delayed individual flight. Keep the ticket until the journey is complete, as it may be needed if you contact customer services about a problem.
C. Training campus arrival
Participants in the two-day communication course should report to Building C at 8:45 on the first morning. The session starts at 9:15, allowing time for registration and equipment checks. Bring the confirmation message and a notebook. Course materials and a pen are provided. You may bring your own laptop, but it is optional because the main activities do not require one. Lunch is included on both days. Please inform the coordinator about relevant meal requirements by the Wednesday before the course; the café may be unable to make changes without notice. The campus has several entrances, but visitors should use the west entrance nearest the railway station. From there, follow the blue signs to Building C. The east gate is for service vehicles and should not be used as a pedestrian shortcut. If you are delayed, telephone the course office rather than sending a message to another participant who may already be in class.
D. Evening museum visit
The city museum offers a late opening on Fridays, with last entry at 7:00 and the building closing at 8:00. The normal admission ticket covers permanent galleries. A temporary exhibition may require a separate ticket, so check the current listing before booking. Small bags may be carried, but larger luggage must be left in the staffed storage area. Storage closes fifteen minutes before the museum, and visitors are responsible for collecting their belongings in time. Photography without flash is allowed in most permanent galleries, except where a sign states otherwise. Guided talks begin at 6:00 and last about thirty minutes. They are included in admission, but space is limited and places are allocated at the information desk on arrival. Booking an admission ticket does not reserve a talk place. A self-guided map is available for visitors who prefer to explore independently.
G2 · Visitor-service work at the Harbour Exhibition Centre
A. Vacancy: weekend visitor-service assistant
The Harbour Exhibition Centre is recruiting two weekend visitor-service assistants for a six-month period. The normal shift is from 9:00 to 5:00 on either Saturday or Sunday, with an agreed unpaid break. Applicants should be comfortable speaking with members of the public, explaining clear instructions and using a basic computer booking system. Previous museum employment is welcome but not essential. Training on the centre’s systems will be provided. The role does not involve giving specialist lectures about every exhibition object.
Main duties include welcoming visitors, checking tickets, explaining the layout and helping people locate facilities. Assistants also report problems to the duty manager and keep a brief record of incidents that need follow-up. Staff should not attempt repairs to equipment or promise refunds outside the published policy. Questions requiring a decision must be referred to the appropriate manager. The centre values calm communication, accurate information and a willingness to ask when unsure.
Applicants must submit the online form and a short statement explaining their interest by noon on 12 September. A curriculum vitae alone will not be treated as a complete application. Shortlisted applicants will be invited to an interview and a short practical exercise. The exercise involves explaining a simple visitor situation, not delivering a prepared lecture. Applicants who need an adjustment to the interview process should contact the recruitment team before the appointment so that suitable arrangements can be discussed.
Successful applicants must be available for a paid introduction on the final Saturday of September. The regular shifts begin in October. If you cannot attend that introduction, state this in the application rather than assuming that an alternative date will be offered. The centre will explain any required checks before an appointment is confirmed. References are requested only at the stage stated in the recruitment process. Do not send unnecessary personal documents with the initial application.
B. Handling a visitor enquiry
Begin by listening to the visitor’s question and checking what they are trying to do. A person asking where to go may need a particular gallery, an accessible route or the nearest exit; these are different requests. Use the current site map and the day’s information sheet. The sheet lists temporary closures, changed talk times and any special entry arrangements. Do not rely only on what was true during a previous shift.
If a visitor asks about a booking, check the confirmation details using the approved system. Confirm the date, time and ticket type before explaining options. Do not read personal information aloud where it can be heard unnecessarily by other visitors. If the system shows something you do not understand, ask the duty manager rather than guessing. A polite explanation that a detail needs checking is better than a confident answer that later proves wrong.
For lost property, record the description of the item and where it was found or last seen. Use the centre’s form rather than keeping personal notes on your own telephone. Items containing valuables are passed to the duty manager under the current procedure. Do not promise that a missing item has been found until the description has been checked. When an item is collected, follow the identification and sign-out steps explained during training.
At the end of a shift, tell the incoming staff member about any unresolved enquiry. The handover should contain the information needed to continue the work, without unrelated personal comments. Return shared equipment and report missing items before leaving. A clear handover prevents a visitor from having to explain the same problem repeatedly and helps the next employee know which action is still required.
C. Checking information before a shift
Arrive early enough to read the current information sheet before taking your position. If an instruction differs from what you remember, ask the duty manager which version applies. Do not silently combine two conflicting versions. The manager will explain any change and ensure that the team gives consistent advice. Keep the public leaflet area tidy and remove outdated notices only when instructed. A visitor may rely on a printed time even after the online information has changed, so inconsistent materials should be reported promptly.
G3 · Bringing the station clock back into use
A. The clock above the old station entrance in the fictional town of Fairhaven had stopped several years before residents began a restoration project. Trains still served the station, but passengers no longer used the large face to check the time. Some people saw it as a familiar landmark that should be repaired. Others questioned whether money should be spent on a clock when most travellers already carried a phone.
B. The local history group began by asking what would actually be involved. An early suggestion was to paint the hands and replace the face, but a specialist explained that appearance was only one part of the problem. The mechanism needed inspection, the structure had to be checked and access for future maintenance had to be considered. A bright new face would not help if the clock could not run reliably or be reached safely for service.
C. The group collected photographs and written records to understand earlier changes. The clock had not looked exactly the same throughout its history. One old photograph showed a different colour around the edge, while a maintenance record described a replacement part fitted decades later. The volunteers therefore avoided assuming that the oldest available photograph represented the only authentic version. They asked the specialist which changes were significant and which reflected ordinary repair over time.
D. Public interest grew after an exhibition in the station waiting room. Residents were invited to share memories and images, but the organisers kept these separate from technical evidence. A story about hearing the clock strike on a particular occasion was valuable as a memory, yet it could not establish the exact condition of the mechanism. The display explained that different kinds of source answered different questions. This helped people contribute without treating every recollection as a precise engineering record.
E. Funding came from several small donations and a local grant. The grant covered the agreed inspection and repair work, not every possible improvement to the station. The group published a simple budget showing the main categories and a reserve for unexpected work. When inspection revealed a damaged support that had not been visible from below, the reserve allowed the repair plan to be adjusted. Without it, the group might have had to pause the project while seeking additional funds.
F. The work took longer than the first public estimate because a replacement component had to be made to fit the existing mechanism. The organisers explained the delay through short updates rather than announcing a new completion date every few days. They described what had been completed, what was still being checked and which decision depended on the specialist. Some residents were disappointed, but the updates made the uncertainty easier to understand.
G. During restoration, the station used a clear sign to explain that the clock face might move during testing and should not yet be relied on for journey planning. Passengers were directed to the official departure information. This prevented the public appearance of progress from being mistaken for a fully working service. The group wanted the restored clock to be useful, but it did not want a testing error to make a traveller miss a train.
H. When the clock returned to regular operation, the project did not simply end. A maintenance arrangement was agreed, and a named organisation became responsible for arranging checks. The volunteers prepared a file containing the specialist’s report, records of changes and contact details needed for future work. Public photographs and memories were kept in a separate historical collection. The distinction made it easier for someone to find either technical information or community material later.
I. The project changed the way some residents thought about restoration. Repairing a familiar object involved evidence, access, costs and future responsibility as well as affection for its appearance. The group had not proved that every old object should be restored regardless of cost. It had shown how one local decision could be investigated and carried out transparently. The clock was again a visible part of the station, and its continuing use depended on the less visible work of maintenance and clear records.
J. The restored clock was introduced at a small public event. The specialist explained the work in ordinary language, and the history group displayed a selection of photographs with dates where those dates were known. Images with uncertain dates were labelled accordingly. This approach allowed visitors to enjoy the history without assuming that every detail had been firmly established. The event also thanked the people who had contributed money, time or useful information.
K. A year later, the group planned to review the maintenance arrangement and the clarity of the handover file. This was not a second restoration project. It was a way to check that the responsibilities agreed at completion were still understood and that contact details remained current. The volunteers wanted the next generation of organisers to inherit usable records rather than a collection of unexplained documents.
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 diagram shows how a book is requested, borrowed and returned at a fictional library. Summarise the process, selecting the main stages and relevant branches. Viết ít nhất 150 từ; khoảng 20 phút.
Quy trình mượn và trả sách
| Bước | Hành động | Điều kiện/đi tiếp |
|---|---|---|
| 1 | Reader searches catalogue | Submit online request |
| 2 | Staff check availability | Available→prepare; unavailable→waiting list |
| 3 | Book becomes ready | Send notification |
| 4 | Reader presents membership card | Collect book |
| 5 | Loan period | 21 days |
| 6 | Return and staff check | Record return |
| 7 | Prepare for reuse | Shelf or next waiting reader |
- Đọc đề và lập ý trước khi viết.
- Viết độc lập trong thời gian yêu cầu; chưa mở mẫu.
- Đối chiếu yêu cầu, bố cục, từ và câu; giữ bản đầu rồi viết lại phần cần sửa.
Xem mẫu tham khảo sau khi tự làm
The diagram illustrates the process of requesting, borrowing and returning a book at a fictional library.
Overall, the process begins with a catalogue search and ends with a returned book being checked and prepared for another reader. Availability determines whether the request can proceed immediately or must first enter a waiting list.
First, a reader searches the catalogue and submits an online request. Staff then check whether the book is available. If it is already on loan, the request is placed on a waiting list until the item becomes available. Otherwise, staff prepare the book for collection. In both cases, the reader receives a notification when it is ready.
The reader next visits the library and presents a membership card to collect the book. The loan period is twenty-one days. After the book is returned, staff check its condition and record the return. Finally, the item is either put back on the shelf or prepared for the next person on the waiting list, allowing the cycle to continue.
- Overview nêu điểm đầu/cuối và nhánh phụ thuộc available.
- Thân bài đi đúng trình tự, không bỏ waiting list và notification.
- Dùng hiện tại đơn/bị động phù hợp quy trình.
- Không thêm phí, phạt hay bước không có trong sơ đồ.
Tự kiểm
- Đủ ý và đúng mục đích đề.
- Bố cục giúp người đọc theo dõi.
- Từ dùng phù hợp, dữ kiện khớp hình/tình huống.
- Đã sửa lỗi ngữ pháp, chính tả và dấu câu làm đổi nghĩa.
Task 2
Viết và sửa
Writing Task 2: Some people think employers should provide staff training during working hours, while others believe employees should develop their skills in their own time. Discuss both views and give your own opinion. Viết ít nhất 250 từ; khoảng 40 phút.
- Đọc đề và lập ý trước khi viết.
- Viết độc lập trong thời gian yêu cầu; chưa mở mẫu.
- Đối chiếu yêu cầu, bố cục, từ và câu; giữ bản đầu rồi viết lại phần cần sửa.
Xem mẫu tham khảo sau khi tự làm
Employees often need to learn new skills as their work changes. Some people argue that employers should provide training during the working day, while others believe that staff should study in their own time. I think training required for a person’s current duties should usually be supported within working hours, although personal development may involve a shared commitment.
There are strong reasons for employers to provide time for necessary training. If a company introduces a new system, employees need to understand it to perform their jobs accurately. Expecting everyone to learn after work may disadvantage people with family responsibilities or other commitments. Training during work also allows staff to ask questions and practise with the equipment they actually use. For example, a team learning a new booking system could work through realistic situations together before using it with customers.
However, employees also benefit from taking responsibility for their wider development. A person who wants to change careers or study an unrelated subject cannot expect the current employer to fund every activity or release unlimited working time. Independent study can help people explore interests and prepare for future opportunities. Employers still need to maintain services, so the timing and relevance of a request should be discussed rather than assumed.
In my view, the main distinction is between essential training for present duties and broader personal goals. Employers should normally make practical arrangements for the first category. For development that benefits both sides, a mixture of paid training time and personal study may be reasonable. Clear expectations agreed in advance would help avoid unfair demands and allow both the organisation and the employee to plan effectively.
- Hai phía được giải thích riêng, có ví dụ công việc cụ thể.
- Lập trường phân biệt essential current duties và broader personal goals, nhất quán từ đầu cuối.
- Không đưa quy định pháp luật hoặc tỷ lệ nghiên cứu bịa.
- Ví dụ booking system minh họa lợi ích luyện trên tình huống thật.
Tự kiểm
- Đủ ý và đúng mục đích đề.
- Bố cục giúp người đọc theo dõi.
- Từ dùng phù hợp, dữ kiện khớp hình/tình huống.
- Đã sửa lỗi ngữ pháp, chính tả và dấu câu làm đổi nghĩa.
General Training
Task 1
Viết và sửa
General Training Task 1: A friend will visit your town while you are free for a weekend. Write a letter inviting your friend to stay with you. Explain why the weekend is suitable, suggest activities, and say what your friend should bring. Viết ít nhất 150 từ; khoảng 20 phút.
- Đọc đề và lập ý trước khi viết.
- Viết độc lập trong thời gian yêu cầu; chưa mở mẫu.
- Đối chiếu yêu cầu, bố cục, từ và câu; giữ bản đầu rồi viết lại phần cần sửa.
Xem mẫu tham khảo sau khi tự làm
Dear Jamie,
It was lovely to hear that you will be visiting my town next month. Why not stay with me for the weekend? I have both Saturday and Sunday free, and the spare room is available, so we would have plenty of time to catch up without rushing.
On Saturday morning, we could visit the local market and have lunch at a small café nearby. In the afternoon, I would like to show you the riverside path, which has some interesting old buildings along it. If the weather is poor, we can go to the museum instead. On Sunday, we could cook a simple meal together before you leave.
Please bring comfortable shoes because we may do quite a lot of walking. A light waterproof jacket would also be useful, as the weather can change quickly. You do not need to bring towels or bedding; I have everything ready here.
Let me know when your train arrives, and I will meet you at the station.
Best wishes,
Alex
- Giọng thân mật phù hợp bạn bè, mở và đóng thư nhất quán.
- Đủ 3 ý: vì sao cuối tuần phù hợp, hoạt động đề xuất và vật cần mang.
- Có phương án thời tiết xấu nhưng không lạc đề.
- Không dùng văn phong yêu cầu trang trọng như thư cho cơ quan.
Tự kiểm
- Đủ ý và đúng mục đích đề.
- Bố cục giúp người đọc theo dõi.
- Từ dùng phù hợp, dữ kiện khớp hình/tình huống.
- Đã sửa lỗi ngữ pháp, chính tả và dấu câu làm đổi nghĩa.
Task 2
Viết và sửa
Writing Task 2: Some people think employers should provide staff training during working hours, while others believe employees should develop their skills in their own time. Discuss both views and give your own opinion. Viết ít nhất 250 từ; khoảng 40 phút.
- Đọc đề và lập ý trước khi viết.
- Viết độc lập trong thời gian yêu cầu; chưa mở mẫu.
- Đối chiếu yêu cầu, bố cục, từ và câu; giữ bản đầu rồi viết lại phần cần sửa.
Xem mẫu tham khảo sau khi tự làm
Employees often need to learn new skills as their work changes. Some people argue that employers should provide training during the working day, while others believe that staff should study in their own time. I think training required for a person’s current duties should usually be supported within working hours, although personal development may involve a shared commitment.
There are strong reasons for employers to provide time for necessary training. If a company introduces a new system, employees need to understand it to perform their jobs accurately. Expecting everyone to learn after work may disadvantage people with family responsibilities or other commitments. Training during work also allows staff to ask questions and practise with the equipment they actually use. For example, a team learning a new booking system could work through realistic situations together before using it with customers.
However, employees also benefit from taking responsibility for their wider development. A person who wants to change careers or study an unrelated subject cannot expect the current employer to fund every activity or release unlimited working time. Independent study can help people explore interests and prepare for future opportunities. Employers still need to maintain services, so the timing and relevance of a request should be discussed rather than assumed.
In my view, the main distinction is between essential training for present duties and broader personal goals. Employers should normally make practical arrangements for the first category. For development that benefits both sides, a mixture of paid training time and personal study may be reasonable. Clear expectations agreed in advance would help avoid unfair demands and allow both the organisation and the employee to plan effectively.
- Hai phía được giải thích riêng, có ví dụ công việc cụ thể.
- Lập trường phân biệt essential current duties và broader personal goals, nhất quán từ đầu cuối.
- Không đưa quy định pháp luật hoặc tỷ lệ nghiên cứu bịa.
- Ví dụ booking system minh họa lợi ích luyện trên tình huống thật.
Tự kiểm
- Đủ ý và đúng mục đích đề.
- Bố cục giúp người đọc theo dõi.
- Từ dùng phù hợp, dữ kiện khớp hình/tình huống.
- Đã sửa lỗi ngữ pháp, chính tả và dấu câu 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
- How do you usually spend a free weekend?
- Do you enjoy visiting new places? Why?
- What do you usually buy at local shops?
- Do you prefer planning activities or deciding at the last moment?
- Is there a useful object you use every day?
- Has the way you spend your weekends changed in recent years?
- Do you usually visit new places alone or with someone else?
- What do you like about shopping near your home?
- What do you do if your plans change unexpectedly?
- What do you like about the object you use most often?
Mẫu tham khảo Part 1
I usually keep part of the weekend free for family and practical tasks. If the weather is good, I like going for a walk and trying a café I have not visited before. I prefer a simple plan with some flexibility rather than filling every hour.
I use a small notebook every day to keep track of tasks. A phone can do the same thing, but writing a short list helps me decide what matters first. I usually review the list at the end of the day.
Part 2 · chuẩn bị 1 phút, nói 1–2 phút
Describe something useful that you borrowed. Say what it was, who you borrowed it from, why you needed it, and explain what you learned from the experience.
- Would you borrow the same item again?
- Is it important to return borrowed things on time?
Mẫu tham khảo Part 2
Something useful I borrowed was a small camera from a friend. I needed it for a weekend trip because I wanted to practise taking photographs more carefully than I usually do with my phone. My friend showed me the main controls and asked me to keep the camera in its case when I was not using it. Before the trip, I practised at home so that I would not spend the whole weekend trying to understand the settings. At first, some pictures were too dark, but I gradually learned to notice where the light was coming from. I also discovered that carrying a camera made me slow down and look more closely at familiar places. I returned it on the agreed day and told my friend which parts I had found useful. The experience helped me decide what features mattered before buying anything. It also reminded me that borrowing involves responsibility: I needed to understand the item, protect it and communicate clearly about its return.
Part 3 · 4–5 phút
- Why do people sometimes borrow things instead of buying them?
- What makes a shared service reliable?
- How can communities encourage people to share useful resources?
- Are there situations where owning an item is more practical?
- What disagreements can arise when people share resources, and how could they be resolved?
- How might digital booking systems help or hinder a community sharing service?
Mẫu tham khảo Part 3
Borrowing can make sense when an item is expensive and needed only occasionally. It also lets someone try a tool or device before deciding whether to buy one. However, availability and responsibility matter. A borrower needs to know when the item can be collected, how it should be used and when it must be returned.
A shared service needs accurate information and clear arrangements. If an item is listed as available but cannot actually be borrowed, users lose confidence. Maintenance, fair reservations and useful explanations are therefore important. The service should also state its limits instead of promising that every request can be met.
Ownership may be more practical when an item is used frequently or must always be available at short notice. For example, someone using a tool every day may find repeated borrowing inconvenient. The decision depends on cost, storage, maintenance and how often the person needs the item.
Phản hồi theo tiêu chí
- Câu trả lời trực tiếp, ý có trình tự và ví dụ hỗ trợ; tránh lặp cùng một lý do.
- Từ phù hợp ngữ cảnh; diễn đạt lại khi thiếu từ.
- Câu đơn/phức đúng nghĩa và có kiểm soát.
- Người nghe hiểu được âm, từ nhấn và nhóm ý; không yêu cầu giả giọng bản ngữ.
- Mẫu và bảng kiểm không tạo band chính thức; cần phản hồi chuyên môn trên bài 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.
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