Dưới đây là danh sách từ vựng và cụm từ về "Family activities" (Hoạt động gia đình) mà bạn có thể sử dụng trong kỳ thi IELTS với mức điểm từ 3.0-4.5. Những từ này giúp bạn mô tả các hoạt động gia đình một cách chính xác và đa dạng hơn:
Outdoor Activities (Hoạt động ngoài trời):
Picnic: Cuộc dã ngoại
Ví dụ: Our family often goes on a picnic in the park on weekends. (Gia đình chúng tôi thường đi dã ngoại ở công viên vào cuối tuần.)
Hiking: Đi bộ đường dài, leo núi
Ví dụ: During the summer, we love to go hiking in the mountains and enjoy the beautiful scenery. (Vào mùa hè, chúng tôi thích đi leo núi và tận hưởng cảnh đẹp.)
Cycling: Đi xe đạp
Ví dụ: On a sunny day, the whole family goes cycling around the neighborhood. (Vào một ngày nắng, cả gia đình đi xe đạp quanh khu phố.)
Playing sports: Chơi thể thao
Ví dụ: We often play sports like soccer and basketball together in the backyard. (Chúng tôi thường chơi các môn thể thao như bóng đá và bóng rổ cùng nhau ở phía sau nhà.)
Indoor Activities (Hoạt động trong nhà):
Board games: Trò chơi bàn cờ
Ví dụ: On rainy days, we gather around the table and play board games as a family. (Vào những ngày mưa, chúng tôi tập trung xung quanh bàn và chơi trò chơi bàn cờ cùng nhau.)
Movie night: Đêm xem phim
Ví dụ: Every Friday night is movie night for our family. We take turns choosing the movie to watch. (Mỗi tối thứ Sáu là đêm xem phim của gia đình chúng tôi. Chúng tôi lần lượt chọn phim để xem.)
Cooking together: Nấu ăn cùng nhau
Ví dụ: Cooking together is a fun way for our family to bond and try new recipes. (Nấu ăn cùng nhau là cách vui vẻ để gia đình chúng tôi gắn kết và thử những công thức nấu ăn mới.)
Reading: Đọc sách
Ví dụ: Our family has a weekly reading session where we read books and share our thoughts. (Gia đình chúng tôi có buổi đọc sách hàng tuần, chúng tôi đọc sách và chia sẻ suy nghĩ của mình.)
Special Occasions (Dịp đặc biệt):
Birthday party: Tiệc sinh nhật
Ví dụ: We threw a surprise birthday party for my dad's 50th birthday. (Chúng tôi tổ chức một buổi tiệc sinh nhật bất ngờ cho ngày sinh nhật lần thứ 50 của bố.)
Family reunion: Cuộc gặp mặt gia đình
Ví dụ: Once a year, our extended family organizes a family reunion to catch up with each other. (Một lần mỗi năm, gia đình mở rộng của chúng tôi tổ chức một cuộc gặp mặt gia đình để bắt kịp với nhau.)
Festivals: Lễ hội
Ví dụ: During the Lunar New Year, our family celebrates with traditional customs and festive meals. (Vào dịp Tết Nguyên đán, gia đình chúng tôi tổ chức các nghi lễ truyền thống và các bữa ăn đặc biệt.)
Family vacation: Kỳ nghỉ gia đình
Ví dụ: Last summer, we went on a family vacation to the beach and had a wonderful time. (Mùa hè vừa qua, chúng tôi đã đi nghỉ mát cùng gia đình tới bãi biển và có một thời gian tuyệt vời.)
Family Celebrations and Traditions (Kỷ niệm và truyền thống gia đình):
Thanksgiving dinner: Bữa tối Lễ Tạ ơn
Ví dụ: Every year, our family gathers for a Thanksgiving dinner and expresses gratitude for our blessings. (Mỗi năm, gia đình chúng tôi tụ tập để cùng nhau ăn bữa tối Lễ Tạ ơn và bày tỏ lòng biết ơn vì những điều ban cho.)
Christmas tree decorating: Trang trí cây thông Noel
Ví dụ: The whole family participates in Christmas tree decorating, making it a joyful and festive event. (Cả gia đình tham gia trang trí cây thông Noel, biến nó thành một sự kiện vui vẻ và tràn đầy lễ hội.)
Family game night: Đêm chơi game cùng gia đình
Ví dụ: Family game night is a weekly tradition where we play board games or card games together. (Đêm chơi game cùng gia đình là một truyền thống hàng tuần, chúng tôi chơi các trò chơi bàn cờ hoặc bài cùng nhau.)
New Year's Eve countdown: Đếm ngược đêm giao thừa
Ví dụ: We have a special New Year's Eve countdown at home with fireworks and celebrations. (Chúng tôi có một đếm ngược đặc biệt đêm giao thừa tại nhà với pháo hoa và các hoạt động chào năm mới.)
Helping and Volunteering (Giúp đỡ và Tình nguyện):
Volunteering together: Tình nguyện cùng nhau
Ví dụ: Our family enjoys volunteering together at the local shelter to help those in need. (Gia đình chúng tôi thích tham gia tình nguyện cùng nhau tại trại cứu trợ địa phương để giúp đỡ những người cần sự giúp đỡ.)
Charity events: Sự kiện từ thiện
Ví dụ: We participate in charity events as a family to raise funds for a good cause. (Chúng tôi tham gia các sự kiện từ thiện như một gia đình để gây quỹ cho mục đích tốt.)
Helping each other: Giúp đỡ lẫn nhau
Ví dụ: In our family, we believe in helping each other out whenever someone needs support. (Trong gia đình chúng tôi, chúng tôi tin rằng cần giúp đỡ lẫn nhau mỗi khi ai đó cần sự hỗ trợ.)
Learning and Creativity (Học tập và Sáng tạo):
Family reading time: Thời gian đọc sách cùng gia đình
Ví dụ: Family reading time is a daily activity where we read books or stories together. (Thời gian đọc sách cùng gia đình là một hoạt động hàng ngày, chúng tôi đọc sách hoặc truyện cùng nhau.)
Family art and craft projects: Dự án nghệ thuật và thủ công cùng gia đình
Ví dụ: Our family enjoys doing art and craft projects, such as painting and making handmade cards. (Gia đình chúng tôi thích tham gia dự án nghệ thuật và thủ công, như vẽ tranh và làm thẻ handmade.)
Learning a new skill together: Học một kỹ năng mới cùng nhau
Ví dụ: We decided to learn a new language together as a family to communicate with our relatives overseas. (Chúng tôi quyết định học một ngôn ngữ mới cùng nhau như một gia đình để liên lạc với người thân ở nước ngoài.)
Nhớ rằng, việc sử dụng từ vựng này trong các bài viết và đoạn hội thoại sẽ giúp bạn cải thiện khả năng giao tiếp và nâng cao điểm số IELTS. Hãy thực hành thường xuyên và sử dụng từ vựng một cách tự nhiên để trở nên thành thạo hơn. Chúc bạn may mắn trong kỳ thi IELTS và học tập!
Bình luận
Hosting an international event is a proud moment for any country and this trend may be new to the eastern hemisphere but it's very common in the western hemisphere. They have the infrastructure and other required facilities which makes it easy for them to host any international event. However, some people believe that it divert government attention from important problems and increase the overall expenditure. In this essay, we shall delve into the details and juxtapose both sides of the arguments.
The last two decades have seen a rise in the popularity of hosting international events. This is imperative for the overall growth of any country since it helps in increasing tourism which impacts the overall growth of the economy. Various studies in this subject have also raised several benefits such as an opportunity to show the hospitality of people who came from different countries. Clearly, this remains an important aspect that cannot be ignored. Nowadays, it seems like a competition since all countries are willing to host international events and observing the last two decades, this trend is clearly on the rise and shows no sign of slowing down.
On the contrary, other aspects that receive significance amount of importance by few handful people who believe that hosting an event can cost a huge amount and enhance overall expenditure. This amount can be used to improve overall infrastructure and provide a better life style to poor people. As the researchers have emphasized that hosting an international event can be a very expensive deal for an under developed country. Hence, this does not remain the only deciding factor.
To conclude, Basis on various studies and researches, hosting an international event can be beneficial in numerous ways. But, we can't deny the other side of the stories so it may not be advisable to an under-developed country though.
The Line graphs illustrate the number of students enrolled, international and local in Australian Universities from 2001 to 2010 on the basis of totals and commencing.
Overall, the number of enrollments of local students was much higher than overseas students. However, the commencing rates for both types of students were less than the total number of enrollments.
In the graph, it can be noticed that in 2001, 20000 foreign students applied to Australian Universities. In contrast, commencing numbers were slightly lower(i.earound 17000) than the total applied and for all the years. Also, it can be seen that for every three years there is a 20000 increase in the number of international students. In the case of commencing numbers, they were always less than students enrolled in each respective year, and quite interestingly about half of the students enrolled.
Coming to local students, it can be seen that commencing rates were always lower than the total enrolments and remained stable at 200000 with some fluctuations. However, the total number of applications was 400000 in 2001 and it increased rapdly to 600000 until 2007,when it remained constant over the end of the period.
The line graphs shown above, represents the information about the enrolments of overseas students and local students in Australia universities, between 2001 and 2010. The lines are divided in commencing and total students.
In the first graph, we can see the information about the overseas students, with an increase of enrolments students commencing and a rapid increase in a total enrolments students. In the second graph, is possible to see an increase in total enrolments, but in commencing line presents little changes with peaks and plateaus.
Between 2001 to 2009, the enrolments of overseas students had an exponencial increase. Began with less of 20000 overseas students, and in 2009 reaching 40000 students. Between 2009 to 2010, the line had a gradual increase to more of 40000 commencing students. In total line of enrolments students, is possible to view a dramatic increase, began in 20000 students and ending in more of 80000 students.
The second graph is a little different than the first graph, because in total students presents and increase between 2001 to 2007 of local students, but after 2007 the line present a standability in close to 600000 of total students. In commencing students, presents fluctuations with an increase between 2001 to 2004, and a gradual increase between 2006 to 2008. In the other time periods, 2002 to 2006 and 2008 to 2010, the line presents a gradual decrease of enrolments of local students.
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Section 1:
In the first graph, you can see that the total number of students from overseas attending Australian universities in 2001 was around 20,000. But by 2010 the number of students from around the world enroling to Australian universities increased to over 80,000. Additionally, you can also see that the commencing of international students at Australian universities went from about 15,000 to just over 40,000 from 2001 to 2010. Overall, the trend for commencing and total enrolment was positive and consistent.
In the second graph, the commencing of local students enrolling in Australian universities was below 20,000 in 2001 but it spiked to over 20,000 in 2002. It went down to 20,000 in 2003 then below 20,000 until 2007 when it hit 20,000 again. In 2008 the number of local students commencing went over 20,000 but by 2010 it hit 20,000 again.
In terms of the total number of local students attending Australian universities the number of about 40,000 during 2001. Then it steadily increased to its peak of 60,000 by 2007. From 2007 to 2010, the number of local students enrolling in Australian universities stayed at about 60,000.
The main difference between the two graphs is that the total number of local students to overseas students is greater when it comes to enrolment in Australian universities. However, when it comes to commencing in Australian universities there are more overseas students compared to local students.
Section 2:
International sports such as Soccer, Cricket, and others have always been known to garner a great deal of attention from the public but it's not always positive. Before looking at the bad side of hosting international games in a country let's look at the positive.
Any country that hosts international sports will automatically get lots of recognition from both its countrymen and from abroad. If the international sport is quite popular such as soccer or car racing then the country will get even more recognition since the sport is loved by millions.
This greater recognition will not just make the country more popular but also boost its economy and increase its yearly earnings. One of the main ways international sports boost the national economy is through tourism when people from around the world come to see the game. When the 2022 FIFA World Cup was held in Qutar the local economy was greatly increased thanks to many new businesses opening up and catering to the millions of visiting tourists.
However, hosting an international sport is not that easy and requires many parts which is why many people say that it's a bad idea. Before a country can see economic growth through hosting a sports tournament it needs to spend a lot of money without knowing if it can make a profit. From building new stadiums or renovating old ones all of that will cost a great deal of money. Due to COVID-19 the 2020 Olympic Games faced many delays and this caused the hosting country to lose all the money they poured into various areas without seeing any gains. Additionally, hosting international games can bring with it many security risks both locally and nationally at the same time.
In conclusion, when hosting any international games the host country needs to figure out if they will see more profit when comparing it to the costs they will put into it. Without properly analyzing all the sides hosting an international game is not worth it. But if done properly then any country that hosts an international sport is sure to see some great results in many areas such as the economy in both the short and long term.
The line illustration sees the statistics about overseas students and local students in Australian colleges during a decade period
The total overseas students enrolments` lowest and highest point are as 20 multiple as high and as 7.5 multiple as high as the total local enrolments`. the commencing figure for both types of students were less than the total number of enrollments.
The total overseas students` statistics saw an straight upward trend from 20000 in 2001 to 80000 in 2010 with growth over 20000 by every 3 years , the total local students` witnessed a higher opposite trend from 400000 in 2001 to 600000 in 2007, and remained stable on the peak from 2007 to 2010
The commencing local students` enrollments steadily slightly fluctuated around 20000 in this decade, whole the commencing overseas students saw a slow upward rose from over 12000 in 2001 to20000 in 2006, which year downright passed the commencing local students` enrollments, and peaked at 40000 in 2009 and remained stable to 2010.
the graph shows a different number of enrolled in Australian Universities in the years 2001 to 2010 between foreign and national students.
the number of students that established study in Australian Universities for overseas in 2001 is 20,000 and that number is increased every year tell to 2010 is becoming around 80,000 that is the total of student how is commencing and older student, however, the number of students that enrolment in Australian universities that show in the graphic chart the big variation between 2001 and 2010 as the number of students in 2001 is 40,000, while in 2010 the number of students reached is 600,000 that is the total number for all student, but the number of students who are commencing is in 2001 is around a little below than 200,000 as per the graph. And according to the graph, some fluctuation in the number of students is evident in the ten years, as it sometimes increases and other time decreases slightly for the commencing.
that is meaning that Australian students it has a desire to learn in their universities more than scholarship students.
And this means the future of the localization of jobs in Australia and the reduction of the number of expatriates employed in it, thus reducing the percentage of finance transfers from Australia to other countries as a result of the process of localization of jobs. it will also contribute to creating new jobs from the idea of the people of the country and reduce the unemployment rate among citizens, which may contribute to increasing the percreasing income and thus increasing the national income.
in the end, this means that the Australian people as a whole have become educated and illiteracy has been erased from them, and the educated people represent their country in the most beautiful way in the international forums.
The Line graphs illustrate the number of students enrolled, international and local in Australian Universities from 2001 to 2010 on the basis of totals and commencing.
Overall, the number of enrollments of local students was much higher than overseas students. However, the commencing rates for both types of students were less than the total number of enrollments.
In the graph, it can be noticed that in 2001, 20000 foreign students applied to Australian Universities. In contrast, commencing numbers were slightly lower(i.e around 17000) than the total applied and for all the years. Also, it can be seen that for every three years there is a 20000 increase in the number of international students. In the case of commencing numbers, they were always less than students enrolled in each respective year, and quite interestingly about half of the students enrolled.
Coming to local students, it can be seen that commencing rates were always lower than the total enrolments and remained stable at 200000 with some fluctuations. However, the total number of applications was 400000 in 2001 and it increased rapidly to 600000 until 2007, when it remained constant over the end of the period.
The charts illustrate the numbers of international and residences students entering Australian institutions from 2001 to 2010.
Overall, the two tables compare date for local and outside students in Australian Universities. The amount of international students in Australia rose significantly after 2001 and the number of local students between 2003 and 2006 tended to decreased slightly.
Overseas students between the years 2001 and 2006 grew barely with amount 1000 to 2000 students. Then, the line escalated to 4000 students until 2009. In 2010 the internationals students accelerated partly above 40000 students.
local students jumped from 2001 to 2002 with approximately 300 students. After that, the number of local students declined to reach 2000 students in 2003. Also, the amount of students diminished roughly in 2004. the line plateaued in 2005 and fell hardly 2006. From 2006 to 2008 the number of local students accelerated nearly above 2000. finally, the number of local students reduced to be 2000 in 2009 and 2010.
The provided two graphs denote student enrolment patterns over a ten-year period, from 1989-1999, in Australian universities. The first graph illustrates the overseas student enrolments and the second one shows the local student admissions.
A glance at the first graph clearly shows that new overseas students continued to enrol in Australian universities. In 1999 there were approximately 80,000 immigrant learners [around half of whom were new enrolments). The rate of increase in the figure of overseas scholars had been dramatic, doubling every five years, from just under 9,000 in 1989, to 20,000 in 1994 which tripled in 1996 and then became over 80,000 in 1999.
Probing further, the local student population was around 600,000 in 1999 with just 200,000 of these being new students. This was just 33% of the total local pupils. It was a significant reduction from 50% a decade ago, when the total local student population was 400,000 out of which approximately 200,000 were new students. The trends clearly indicate that growth in the ratio of students was obtained more from the migrated pupils but not from local students.
Overall, the two provided line graphs clearly signify escalated demand for Australian university education by overseas students [increasing 400%] with significantly smaller surge by local scholars (just 50%) in the given time period.
The given graph provides an overview of the admission figures for international and local students in Australian universities from 2001 to 2010.
Overall, there was a significant increase in the number of international students, while the admission of local students displayed a more fluctuating pattern.
Between 2001 and 2005, the growth of international student admission was gradual, with a steady rise in numbers. Although there was a sharp overall increase in 2003, the growth rate of international students remained relatively stable. However, from 2005 to 2009, there was a substantial surge in international student admission, reaching a peak of approximately 40,000. In the final year, the number dipped slightly but remained above 40,000.
Conversely, local student admission started with a strong figure in the first year. However, over the subsequent four years, there was a continuous decline, diverging from the overall trend. In 2006, the gap between the total student admission and the local student admission was approximately 582,000. From 2007 to 2008, there was a marginal recovery, followed by a further decline in the last two years of the period.
The line graphs display the number of foreign and local students enrolling in Australian universities between the years 2001 and 2010.
Overall, there were higher number of local students joining the universities and in total, in comparison to overseas students. However, the number of foreign students joining for their education steadily increased over the period of time while the enrollment rate of local students remained the same after initial spike in 2002.
In 2001, there were 20,000 total foreign students in different universities in Australia, with more than 10,000 starting the same year. The total number rapidly grew due to consistent increase in the rate in which students enrolled, reaching almost 70,000 in the year 2008. The number of commencing students increased sharply again in 2009, with 40000 new enrollments which took the total overseas students to just above 80,000 by 2010.
In contrast, there were almost 200,000 Australians enrolling in universities in 2001, ten times more than foreign students in the same year. This number increased sharply to over 200,000 in 2002 before settling to in and around 200,000 for the rest of the time period. As a result, the total number of Australian students in universities grew linearly until 2007, before steadying around 600,000 for the final four years of the period.