Giải đề IELTS Writing ngày 23 tháng 11, 2019

TASK 1

The maps below show the organization of a book store in 2000 and now

Summarize the information by selecting and reporting the main information and make comparisons where relevant.

The maps illustrate the reorganization of a book store at present in comparison to its arrangement in 2000.

According to the floor plan (bản đồ sàn) of the store, the area right at the entrance has been kept intact with space dedicated to the travel and new books sections. Also, in the near right hand corner after the front entrance, still stands the service desk.

However, after reshuffling, (sự xáo trộn) the fiction section stretching along the left wall in 2000 has been reduced to only a quarter of its original size in the back corner of the store. This leaves room for (dành chỗ cho) the art, hobbies, and cookery sections which have been removed from the middle of the store to make way for (nhường chỗ cho) three sets of tables and chairs. At the back of the store, people now keep non-fiction books where there used to be fictions. Meanwhile the non-fiction section in 2000 has been removed to establish a café which customers can reach when they walk past the service desk on the right of the store.

Overall, the maps demonstrate the resizing and relocation of the same sections of books in the store to accommodate (chứa đựng) a new in-house café.

TASK 2

Some people believe that young people know about international pop and movie stars but know very little about famous people from the history in their own country. Why is this? How can more interest be created in young people to gain more knowledge about their own famous people from history?

There emerges a phenomenon that the young know much more about music and movie stars than about famous historical figures of their nations. Reasons behind this imbalance will be analyzed, and solutions will be discussed to mitigate (giảm nhẹ) this bias. (sự thiên vị, thiên về 1 bên)

The craze (sự cuồng) for entertainment of society and the modest emphasis on history are apparent reasons why young people know much more about entertainment celebrities than national historical heroes or heroines. Indeed, the ubiquitous appearance (sự xuất hiện khắp nơi) of pop stars showing their melodious vocal performances and mesmerizing (đầymê hoặc) dances or heroic and romantic movie stars in blockbusters (phim bom tấn) is so appealing to people that those celebrities become idols of millions of the young. The power of the Internet also gives wings to the spread of fame for these domestic or international talented artists. Moreover, stratospheric incomes (thu nhập cực cao) also earn these stars respect and admiration when their names appear on leaderboard of annual income in showbiz. In contrast, historical figures usually led hard lives and fought bloody wars with huge sacrifice, and learning about them seems impractical in this increasingly material world. This makes history education prone to (làm cho … bị) underestimation, which explains for poor knowledge of youngsters about those who fought for their countries’ freedom.

However, innovating education can bring more interest into the trite (nhàm chán, khô khan) subject of history. First, analyzing the great virtues (phẩm chất) of renowned historical figures in connection with their achievements can produce intriguing (hấp dẫn) lessons to the young who are always in need of brilliant examples (tấm gương) to follow. Also, history lessons should incorporate school trips to historical museums or historical sites to diversify learning activities and thus promote learning and memory of historical names and events. Besides, historical movies may be an effective approach to bring learning closer to entertainment for lessons to stick (ghi nhớ) more easily. Therefore, investment in the dual product (sản phẩm 2 trong 1) of entertaining and educational movies should be taken into serious consideration.

In conclusion, the prevalence (sự tràn lan)of entertainment channels and the inadequate focus on history education are the reasons behind more favour of the young for contemporary (đương thời, hiện nay) entertaining celebrities than for historical figures. However, adding the element of practicality, diversity, and entertainment into historical education can be a promising resolution to this matter.