Ngày 20 — Food and drink
Từ vựng, kỹ năng và tự sửa qua năm mầm.
Từ vựng — Destination B2, Unit 16
Mầm 1
- Làm gì: Học Destination B2 Unit 16: Food and drink.
- Bao nhiêu câu: 71 câu, phần A–G — đúng 57 câu (80%) là đạt
- Luật riêng của dạng này: Phân biệt các từ gần nghĩa và giữ đúng mẫu giới từ, dạng từ.
- Xong thì làm gì: Kiểm tra và tự sửa trước khi nộp.
- Em có thể chia thành 2 lượt, không cần làm hết một mạch.
A. Chọn NGHĨA đúng (11 câu)
Mỗi từ có ba nghĩa để chọn. Hai nghĩa sai là nghĩa THẬT của từ đi cặp với nó trong sách — nên đọc kỹ, đừng chọn theo cảm giác.
- grate (v) —
- roast (v) —
- cooker (n) —
- hob (n) —
- cuisine (n) —
- saucer (n) —
- vegan (n) —
- takeaway (n) —
- teapot (n) —
- whisk (v) —
- catalogue (n) —
B. Chọn TỪ ĐÚNG trong cặp dễ lẫn (11 câu)
Kho từ: cuisine · Frozen · cook · kettle · menu · hob · freezer · cooker · dishes · vegan · Fizzy. Mỗi từ dùng đúng một lần. Cả mười một câu đều lấy nguyên văn bài B trang 101 của sách — chỉ thay chỗ khoanh thành chỗ trống.
- I particularly like Mexican and Indian .
- fish is just as tasty as fresh fish.
- My mum’s the best in the world!
- Once the has boiled, pour the boiling water over the jelly cubes. They’ll melt within seconds!
- Excuse me. Could we have the , please? We’d like to see what you have for dessert.
- Boil the eggs for three minutes in a saucepan on the .
- Any meat that’s kept in the should be defrosted thoroughly before cooking.
- Grandma’s having her new delivered next week. It’s gas, so it will make cooking much easier for her.
- Chilli con carne is one of my favourite . It’s delicious!
- My friend Sally’s a true , so she doesn’t eat meat, fish or even any milk products like cheese!
- drinks are gassy because they’ve got carbon dioxide in them.
C. BIẾN ĐỔI TỪ (10 câu)
Từ gốc viết in hoa trong ngoặc. Đổi sang dạng đúng của câu — có câu cần đổi sang danh từ, có câu sang tính từ, có câu sang trạng từ.
- Good cooking is always a strange of science and art. (MIX)
- You certainly have to be fairly if you want to come up with your own recipes. (CREATE)
- All cooking also demands a fair amount of . (PREPARE)
- This is doubly true when you’re producing dishes. (ORIGIN)
- You’ll be by how honest people can be when it comes to food. (SURPRISE)
- I’ve had people tell me my latest dish is ! (DISGUST)
- Just smile and thank them for their valuable opinion. (SWEET)
- Never forget that when you’re waiting to hear whether your dish is a success, it’s all worth it. (ANXIOUS)
- My tips: home- vegetables are always the tastiest. (GROW)
- Make sure you’ve got lots of good-quality food storage . (CONTAIN)
D. GIỚI TỪ VÀ TỪ ĐI KÈM (9 câu)
Mỗi chỗ trống một từ, lấy từ mục Word patterns trang 100. Chú ý: không phải chỗ nào cũng là giới từ — có chỗ là and, có chỗ là between.
- Everyone complimented her the wonderful buffet she’d laid on.
- The problem with drinks like that is they’re full sugar.
- I can’t choose Death by Chocolate or fruit salad.
- I’m not going to tell you what’s for supper. You’ll just have to wait see.
- She’s generally regarded being the best cookery book writer of her generation.
- Most people associate English food fish and chips and shepherd’s pie.
- Karen’s very careful how much salt she has.
- There’s a lack good restaurants round here.
- The meat was well cooked, but the sauce was totally lacking flavour.
E. PHRASAL VERB (10 câu)
Mỗi chỗ trống một từ. Cả mười câu lấy nguyên văn bài C trang 102 — bài phê bình nhà hàng La Clara. Đọc cả câu rồi mới điền: cùng một động từ nhưng tiểu từ khác nhau là nghĩa khác hẳn.
- I’ve taken not booking a table in my real name for these restaurant reviews.
- Earlier in the evening, some friends had come for a chat and mentioned La Clara.
- We decided just to drop to see if there was a free table.
- There wasn’t a free table — always a risk if you up without booking.
- Having arrived at about 9.30, it was getting for eleven before we were finally seated.
- While we were having a drink at the bar, we ran the food critic of a rival newspaper.
- Unfortunately our meal turned to be far from wonderful.
- The sauce tasted like the cream had off. It was practically inedible.
- The waiter came over to say that they had out of salmon.
- He went to say that they would be closing at midnight.
F. COLLOCATION (10 câu)
Kho từ: do · make · lay · follow · reserve · full · feed · take · go · wash. Mỗi chỗ trống một từ, lấy từ mục Phrases and collocations trang 100. Đây là chỗ tiếng Việt hay dịch thẳng ra mà sai — nhớ cả cụm, đừng nhớ từng từ.
- Who’s going to the cooking tonight?
- Shall I you a drink before dinner?
- Could you the table, please? We’re eating in ten minutes.
- If you the recipe exactly, it’s very hard to get it wrong.
- I’d like to a table for four on Saturday evening.
- Be careful with that glass — it’s of hot soup.
- Don’t the dog at the table; he’ll never stop asking.
- Let me a note of your order so I don’t forget it.
- We hardly ever out for a meal these days.
- I’ll cook if you the dishes afterwards.
G. ÔN LẠI — Unit 15 The passive / the causative, lần thứ hai (10 câu)
Kho từ: was built · is being repaired · have been told · will be served · had the cooker fixed · get my hair cut · was given · were sent · being asked · to be delivered. Mỗi dạng dùng đúng một lần. Lần gặp thứ hai của bị động và thể nhờ-sai khiến (Ngày 19), lần này trong câu về bếp núc và nhà hàng.
- This restaurant in 1890 and has been serving the same recipe ever since.
- The kitchen at the moment, so we’re only doing cold dishes today.
- We that the chef trained in Paris, but nobody has confirmed it.
- Dinner at eight o’clock sharp.
- Mum finally after it broke down three times last month.
- I always before a big family dinner.
- Each guest a small box of chocolates at the end of the meal.
- The invitations out two weeks before the party.
- I don’t mind to help in the kitchen — I quite enjoy it.
- We’re waiting for the cake ; it should arrive before noon.
Đọc — The Story of Coffee
Mầm 2
- Làm gì: Đọc đầy đủ bài về cà phê và hoàn thành ba nhóm câu hỏi.
- Bao nhiêu câu: 13 câu — đúng 7 câu (50%) là đạt
- Luật riêng của dạng này: 1–6: headings i–xi. 7–9: nhãn hình từ bài. 10–13: không quá BA TỪ từ bài.
- Xong thì làm gì: Kiểm tra, tự sửa rồi bấm Nộp bài.
Bài: The Story of Coffee — đề 1520, đủ bảy đoạn và hai hình của nhóm diagram/flowchart. Bài nằm ngay trên trang, con không cần mở đường dẫn nào.
Coffee was first discovered in Eastern Africa in an area we know today as Ethiopia. A popular legend refers to a goat herder by the name of Kaldi, who observed his goats acting unusually friskily after eating berries from a bush. Curious about this phenomenon, Kaldi tried eating the berries himself. He found that these berries gave him renewed energy.
The news of this energy laden fruit quickly moved throughout the region. Coffee berries were transported from Ethiopia to the Arabian Peninsula, and were first cultivated in what today is the country of Yemen. Coffee remained a secret in Arabia before spreading to Turkey and then to the European continent by means of Venetian trade merchants.
Coffee was first eaten as a food though later people in Arabia would make a drink out of boiling the beans for its narcotic effects and medicinal value. Coffee for a time was known as Arabian wine to Muslims who were banned from alcohol by Islam. It was not until after coffee had been eaten as a food product, a wine and a medicine that it was discovered, probably by complete accident in Turkey, that by roasting the beans a delicious drink could be made. The roasted beans were first crushed and then boiled in water, creating a crude version of the beverage we enjoy today. The first coffee houses were opened in Europe in the 17th Century and in 1675, the Viennese established the habit of refining the brew by filtering out the grounds, sweetening it, and adding a dash of milk.
If you were to explore the planet for coffee, you would find about 60 species of coffee plants growing wild in Africa, Malaysia, and other regions. But only about ten of them are actually cultivated. Of these ten, two species are responsible for almost all the coffee produced in the world: Coffea Arabica and Coffea Canephora (usually known as Robusta). Because of ecological differences existing among the various coffee producing countries, both types have undergone many mutations and now exist in many sub-species.
Although wild plants can reach 10 – 12 metres in height, the plantation one reaches a height of around four metres. This makes the harvest and flowering easier, and cultivation more economical. The flowers are white and sweet-scented like the Spanish jasmine. Flowers give way to a red, darkish berry. At first sight, the fruit is like a big cherry both in size and in colour. The berry is coated with a thin, red film (epicarp) containing a white, sugary mucilaginous flesh (mesocarp). Inside the pulp there are the seeds in the form of two beans coupled at their flat surface. Beans are in turn coated with a kind of resistant, golden yellow parchment, (called endocarp). When peeled, the real bean appears with another very thin silvery film. The bean is bluish green verging on bronze, and is at the most 11 millimetres long and 8 millimetres wide.
Coffee plants need special conditions to give a satisfactory crop. The climate needs to be hot-wet or hot temperate, between the Tropic of Cancer and the Tropic of Capricorn, with frequent rains and temperatures varying from 15 to 25 Degrees C. The soil should be deep, hard, permeable, well irrigated, with well-drained subsoil. The best lands are the hilly ones or from just-tilled woods. The perfect altitude is between 600 and 1200 metres, though some varieties thrive at 2000-2200 metres. Cultivation aimed at protecting the plants at every stage of growth is needed. Sowing should be in sheltered nurseries from which, after about six months, the seedlings should be moved to plantations in the rainy season where they are usually alternated with other plants to shield them from wind and excessive sunlight. Only when the plant is five years old can it be counted upon to give a regular yield. This is between 400 grams and two kilos of arabica beans for each plant, and 600 grams and two kilos for robusta beans.
Harvesting time depends on the geographic situation and it can vary greatly therefore according to the various producing countries. First, the ripe beans are picked from the branches. Pickers can selectively pick approximately 250 to 300 pounds of coffee cherry a day. At the end of the day, the pickers bring their heavy burlap bags to pulping mills where the cherry coffee can be pulped (or wet milled). The pulped beans then rest, covered in pure rainwater to ferment overnight. The next day the wet beans are hand-distributed upon the drying floor to be sun dried. This drying process takes from one to two weeks depending on the amount of sunny days available. To make sure they dry evenly, the beans need to be raked many times during this drying time. Two weeks later the sun dried beans, now called parchment, are scooped up, bagged and taken to be milled. Huge milling machines then remove the parchment and silver skin, which renders a green bean suitable for roasting. The green beans are roasted according to the customers’ specifications and, after cooling, the beans are then packaged and mailed to customers.
Đọc trước khi làm bài — từ phục vụ bài đọc
| Cụm | Nghĩa | Câu nguyên văn trong bài |
|---|---|---|
| cultivated | được trồng | But only about ten of them are actually cultivated. |
| plantation | đồn điền | Although wild plants can reach 10 – 12 metres in height, the plantation one reaches a height of around four metres. |
| harvesting | thu hoạch | Harvesting time depends on the geographic situation and it can vary greatly therefore according to the various producing countries. |
| ferment | lên men | The pulped beans then rest, covered in pure rainwater to ferment overnight. |
| specifications | yêu cầu/quy cách cụ thể | The green beans are roasted according to the customers’ specifications and, after cooling, the beans are then packaged and mailed to customers. |
Câu 1–6 — Matching headings
Choose the most suitable heading for paragraphs B–G. Write i–xi. Example: Paragraph A → iv. There are more headings than paragraphs.
List of Headings
- Growing Coffee
- Problems with Manufacture
- Processing the Bean
- First Contact
- Arabian Coffee
- Coffee Varieties
- Modern Coffee
- The Spread of Coffee
- Consuming Coffee
- Climates for Coffee
- The Coffee Plant
- Paragraph B
B: đường đi từ Ethiopia qua Arabia, Turkey tới Europe — sự lan truyền.
- Paragraph C
C: ăn, uống, rang và cách pha; trọng tâm là các cách tiêu thụ, không chỉ Arabia.
- Paragraph D
D: 60 loài, khoảng10 loài trồng, hai loài chính và phân loài.
- Paragraph E
E: chiều cao, hoa, quả và cấu tạo — cây cà phê.
- Paragraph F
F: khí hậu, đất, độ cao, vườn ươm, chuyển trồng và sản lượng; Growing Coffee bao quát hơn Climates for Coffee.
- Paragraph G
G: chuỗi thu hoạch → xử lý → rang → đóng gói.
Câu 7–9 — Coffee bean diagram
Complete the labels using words from the passage.
Chạm hình để xem lớn. Nhập đáp án vào các ô có cùng số bên dưới.
- Label 7
E: thin, red film = epicarp; mũi tên7 trỏ lớp ngoài.
- Label 8
E: white, sugary … flesh = mesocarp; mũi tên8 trỏ phần thịt quả.
- Label 9
E: golden yellow parchment = endocarp; mũi tên9 trỏ lớp quanh hạt.
Câu 10–13 — Coffee production process
Use NO MORE THAN THREE WORDS from the passage. Theo dõi toàn bộ quy trình trong hình; mỗi ô bên dưới tương ứng một khoảng trống có số.
Chạm hình để xem lớn. Nhập đáp án vào các ô có cùng số bên dưới.
- Pulping is also called:
G: pulped (or wet milled).
- Time spent fermenting in pure water:
G: covered in pure rainwater to ferment overnight.
- Action repeated during drying:
G: need to be raked many times … to make sure they dry evenly.
- Requirements followed when roasting:
G: roasted according to the customers’ specifications. Giữ số nhiều và sở hữu cách.
1. Hỏi lại nội dung bài
Trả lời bằng lời của con, không cần viết dài.
- Vì sao heading i phù hợp đoạn F hơn heading x?
- Tóm tắt đường lan truyền của cà phê bằng ba mũi tên.
- Phân biệt pulping và milling trong quy trình; chúng diễn ra ở hai giai đoạn nào?
2. Từ hay trong bài
| Từ / cụm | Nghĩa | Câu trong bài |
|---|---|---|
| cultivated | được trồng | But only about ten of them are actually cultivated. (đoạn D) |
| roasting | rang | Huge milling machines then remove the parchment and silver skin, which renders a green bean suitable for roasting. (đoạn G) |
3. Key table IELTS (bảng Paraphrase) — bài dùng từ nào thay cho từ trong câu hỏi?
| Câu | Từ trong CÂU HỎI | Cụm trong bài |
|---|---|---|
| 10 | another name for pulping | |
| 12 | dry uniformly | |
| 13 | requirements from buyers |
Tự tìm cụm, không chép cả câu. Các ô post không tính điểm chính.
Đáp án key table và chỗ tìm ra trong bài
Matching headings phải bao quát ý đoạn, không chỉ khớp một từ. Với diagram, nhìn đúng mũi tên; với flowchart, giữ đúng thứ tự công đoạn.
Nghe — Research project on attitudes towards study
Mầm 3
- Làm gì: Nghe Phoebe trao đổi với Tony về nghiên cứu tại trường học.
- Bao nhiêu câu: 10 câu — đúng 5 câu (50%) là đạt
- Luật riêng của dạng này: 1–5 chọn A–C; 6–10 ghép A–G. Phân biệt lý do của Phoebe với lý do của bạn cùng lớp, và việc khó với việc diễn ra thuận lợi.
- Xong thì làm gì: Kiểm tra, tự sửa rồi bấm Nộp bài.
Bài: Research project on attitudes towards study — đề 698, đủ mười câu gốc. Bài nghe về giáo dục, khác chủ đề Food and drink của mầm từ vựng. Bài nằm ngay trên trang, con không cần mở đường dẫn nào.
Bài nghe hôm nay — sinh viên trao đổi với người hướng dẫn về nghiên cứu tại trường học.. (Đề này không cho biết đây là phần nào của bài thi, nên cô chưa xác định được là Part mấy — con cứ nghe và làm bình thường.)
Câu 1–5 — A, B hoặc C
Tự làm trước khi xem giải thích.
- Phoebe’s main reason for choosing her topic was that
- her classmates had been very interested in it.
- it would help prepare her for her first teaching post.
- she had been inspired by a particular book.
C: came across a book … that motivated me. Kế hoạch nghề nghiệp là lý do của bạn cùng lớp. - Phoebe’s main research question related to
- the effect of teacher discipline.
- the variety of learning activities.
- levels of pupil confidence.
A: whether very strict teachers made teenagers less motivated. - Phoebe was most surprised by her finding that
- gender did not influence behaviour significantly.
- girls were more negative about school than boys.
- boys were more talkative than girls in class.
B: boys … more positive; girls … more impatient … wanting to … leave school. - Regarding teaching, Phoebe says she has learned that
- teachers should be flexible in their lesson planning.
- brighter children learn from supporting weaker ones.
- children vary from each other in unpredictable ways.
A: prepare carefully nhưng allow lessons to go their own ways; cần linh hoạt. - Tony is particularly impressed by Phoebe’s ability to
- recognise the limitations of such small-scale research.
- reflect on her own research experience in an interesting way.
- design her research in such a way as to minimise difficulties.
B: stepping back from the experience and thinking about what you’ve learned about research.
Câu 6–10 — Difficulties
What did Phoebe find difficult about each research technique? Choose the correct letter A–G.
Difficulties A–G
- Obtaining permission
- Deciding on a suitable focus
- Concentrating while gathering data
- Working collaboratively
- Processing data she had gathered
- Finding a suitable time to conduct the research
- Getting hold of suitable equipment
- Observing lessons
E: việc phân tích observation notes sau giờ học mất nhiều thời gian; vào lớp không khó.
- Interviewing teachers
G: wanted a high-quality recorder … had to wait until one became available.
- Interviewing pupils
A: một giáo viên lo về ethics, mất thời gian mới đồng ý cho phỏng vấn học sinh.
- Using questionnaires
D: shared work with another student nhưng different agendas, tốn gấp đôi thời gian.
- Taking photographs
B: muốn mỗi ảnh có purpose phù hợp research aims; không phải đơn giản thiếu thời gian.
1. Hỏi lại nội dung bài
Trả lời bằng lời của con, nghe lại nếu cần.
- Lý do chọn đề tài của Phoebe khác các bạn cùng lớp ra sao?
- Vì sao bộ dữ liệu nhỏ vẫn có thể hữu ích theo Tony?
- Khó khăn của phỏng vấn giáo viên và phỏng vấn học sinh khác nhau thế nào?
2. Từ hay trong lời băng
| Từ / cụm | Nghĩa | Cụm trong lời băng |
|---|---|---|
| time consuming | tốn thời gian | Yeah, it’s very time consuming, isn’t it? (đoạn ) |
| small-scale research | nghiên cứu quy mô nhỏ | Because it’s derived from such small-scale research? (đoạn ) |
3. Key table IELTS (bảng Paraphrase) — người nói dùng từ nào thay cho từ trong cụm trong lời băng?
Nghe và tìm cách diễn đạt tương đương; không cộng vào mười câu chính.
| Câu | Từ trong CÂU HỎI | Cụm trong lời băng |
|---|---|---|
| 1 | inspired me | |
| 6 | understanding the notes | |
| 7 | a good recording device |
Nếu chưa tìm ra, mở transcript sau khi nghe lại.
Mở phần này sau khi con đã nộp bài — nhìn transcript trước thì con mất đúng phần khó nhất của bài nghe: tự tách ra từng từ và nghe ra chỗ nói rút gọn.
Transcript
So how did you get on with your school-based research, Phoebe?
Well, it was exhausting but really valuable.
Good. What was the specific focus you chose?
My title is ‘Attitudes towards study among eleven-twelve year-old pupils’.
Right. And what made you choose that focus?
Well, that’s a bit difficult … lots of my classmates decided on their focus really early on.. .mainly on the basis of what they thought would help in their future career, you know, in their first year’s teaching.
So that’s what helped you decide?
Actually, it was that I came across a book written by experienced teachers on student attitudes and that motivated me to go for the topic .
So what were your research questions or issues?
Well I wanted to look at the ways students responded to different teachers particularly focusing on whether very strict teachers made teenagers less motivated .
And, from your research, did you find that was true?
No, not from what I saw you know, from my five days’ observation, talking to people and so forth.
OK … We’ll talk about the actual research methods in a moment, but before that, can you briefly summarise what your most striking findings are.
Well, what really amazed me was the significant gender differences, I didn’t set out to focus on that but I found that boys were much more positive about being at school … girls were more impatient, they talked a lot about wanting to grow up and leave school .
Very interesting.
Yeah … it is. From doing the research it was clear to me that you might start out to focus on one thing but you pick up lots of unexpected insights.
Right. Did you get any insights into teaching?
Yes, certainly. I was doing a lot of observations of the way kids with very different abilities collaborate on certain tasks, you know, help each other and I began to realise that the lessons were developing in really unexpected ways.
So what conclusion do you draw from that?
Well, I know it’s necessary for teachers to prepare lessons carefully but it’s great if they also allow lessons to go their own ways .
Good point. Now, I’m really pleased to see you doing this – analysing and drawing conclusions based on data.
But surely this isn’t proper data …
Because it’s derived from such small-scale research? Well, as long as you don’t make grand claims for your findings, this data is entirely valid.
Hmm .
I like the way you’re already stepping back from the experience and thinking about what you’ve learned about research … well done .
But I know I could have done it better.
As you become more experienced you’ll find ways to reduce the risk of difficulties.
OK.
Tony: So, let’s look in more detail at how you gathered your data. Let’s start with lesson observation.
Phoebe: Well, it generally went quite smoothly. I chose my focus and designed my checklist. Then teachers allowed me into their classes without any problems, which surprised me. It was afterwards that the gruelling work started!
Tony: Yeah, it’s very time consuming, isn’t it? Making sense of…analysing … your observation notes.
Phoebe: Absolutely. Much more so than interview data, for example … that was relatively easy to process, though I wanted to make sure I used a high-quality recorder … to make transcription easier and I had to wait until one became available.
Tony: Right. And did you interview some kids as well?
Phoebe: In the end, yes, I talked to ten, and they were great. I’d imagined I’d be bored listening to them, but.. .
Tony: So it was easy to concentrate?
Phoebe: Sure. One of the teachers was a bit worried about the ethics, you know, whether it was right to interview young pupils , and it took a while for him to agree to let me talk to three of the kids in his class but he relented in the end.
Tony: Good. What other methods did you use?
Phoebe: I experimented with questionnaires , but I really regret that now. I decided to share the work with another student but we had such different agendas it ended up taking twice as long.
Tony: That’s a shame … it might be worth you reflecting on ways you might improve on that for future projects .
Phoebe: You’re right, yeah.
Tony: OK.
Phoebe: And the other thing I did was stills photography . I didn’t take as many pictures as I’d hoped to .
Tony: Lack of time?
Phoebe: It’s pretty easy just snapping away … but I wanted each snap to have a purpose, you know, that would contribute to my research aims and I found that difficult.
Tony: Well, that’s understandable, but remember…
Đợi người nói sửa hoặc làm rõ ý: actually, but, in the end có thể đổi đáp án em đang nghĩ tới.
Shadowing — Coffee
Mầm 4
- Làm gì: Đọc theo hai lượt thoại hỏi và trả lời về đồ uống.
- Bao nhiêu câu: hai lượt thoại — đúng đủ bốn tiêu chí là đạt
- Luật riêng của dạng này: Tập nhịp hỏi tự nhiên và trọng âm của tên đồ uống.
- Xong thì làm gì: Thu hai lượt thoại bằng giọng em.
0:35.40–0:43.12. BBC Learning English — The story behind coffee. Đọc cả câu hỏi của Rob và câu trả lời của Neil.
| Mốc | Lời |
|---|---|
| 0:35.40 | Oh, right! What kind of coffee are you drinking? |
| 0:38.68 | It’s a skinny latte. And what’s that that you’ve got? |
Năm bước làm
- Nghe đoạn và hiểu hai lượt thoại.
- Chia cụm: What kind of coffee / are you drinking?
- Nhắc từng cụm, chú ý nối âm kind of.
- Đọc theo mẫu ba lần với nhịp tự nhiên.
- Tắt mẫu và thu lại cả hai lượt.
Thế nào là một bản thu đạt
Đủ câu; rõ tên đồ uống; câu hỏi có nhịp tự nhiên; bản thu chỉ có giọng em.
Nói & Viết
Mầm 5
- Làm gì: Nói về một bữa ăn đáng nhớ và viết bài luận về học nấu ăn.
- Bao nhiêu câu: một bài nói và một bài Task 2 — đúng đủ ý và phát triển ví dụ là đạt
- Luật riêng của dạng này: Part 2: chuẩn bị ghi chú rồi nói 1–2 phút. Task 2: viết ít nhất250 từ, trả lời cả hai quan điểm và nêu ý kiến.
- Xong thì làm gì: Nộp cả link Nói và link Viết.
A. NÓI — Part 2
Part 2 (chuẩn bị một phút, nói 1–2 phút)
Describe a meal you enjoyed with other people.
- When and where you had it
- Who you ate with
- What food you had
- And explain why you remember this meal.
Thế nào là một bài Nói đạt
Kể rõ một bữa ăn cụ thể, có chi tiết món ăn và người tham dự; giải thích vì sao đáng nhớ; dùng trình tự rõ và từ vựng Food and drink tự nhiên.
B. VIẾT — Task 2
Task 2 (250+ từ, 40 phút)
Some people think schools should teach children how to cook. Others believe that this is the responsibility of parents. Discuss both views and give your own opinion.
Dàn ý Task 2 và tiêu chí chấm
- Mở bài: diễn đạt lại vấn đề và nêu hướng quan điểm.
- Thân đoạn 1: vì sao trường học có thể dạy kỹ năng này; giải thích và ví dụ.
- Thân đoạn 2: vai trò của gia đình; phân tích thay vì chỉ liệt kê.
- Kết bài: nêu lại quan điểm, không thêm luận điểm mới.


