Last week I went to Paris and went to the cinema with Angela Jolie. Then we had dinner with Lionel Messi and we talked and danced for four hours.

(Tuần trước, tôi đã đến Paris và đi xem phim với Angela Jolie. Sau đó, chúng tôi ăn tối với Lionel Messi và nói chuyện và khiêu vũ khoảng bốn giờ.)

A: Was Le Quy Don a Vietnamese scholar?

(Lê Quý Đôn có phải là nhà nho Việt Nam không?)

B: Yes, he was.

(Vâng, đúng rồi.)

A: Did he live in the 19th century. 

(Có phải ông ấy sống ở thế kỷ 19 không.)

Student 2: No, he didn’t.

(Không, không phải.)

Student 1: Was he a poet, a scholar, and a government official?

(Ông ấy có phải là một nhà thơ, một học giả và một quan chức chính phủ không?)

Student 2: Yes, he was.

(Vâng, đúng rồi.)

Student 1: Did Le Quy Don go to China as an ambassador in 460?

(Lê Quý Đôn đi sứ sang Trung Quốc năm 460?)

Student 2: No, he didn’t.

(Không, không phải.)

Student 1: Was he the principal of the National University situated in the Văn Miếu in Hà Nội?

(Ông ấy có phải là hiệu trưởng trường Đại học Quốc gia ở Văn Miếu, Hà Nội không?)

Student 2: Yes, he was.

(Vâng, đúng rồi.)

Student 1: Did he have many works of the old Vietnamese literature?

(Ông có bao nhiêu tác phẩm thuộc văn học cổ Việt Nam?)

Student 2: Yes, he did.

(Vâng, đúng rồi.)

Student 1: Did he pass away in 1884 when he was 68 years old. 

(Có phải ông ấy đã qua đời vào năm 1884 khi ông ấy 68 tuổi.)

Student 2: No, he didn’t.

(Không, không phải.)

1 - b. Learning about cultural heritage at school: Helping students understand the value of cultural heritage

(Học về di sản văn hóa ở trường : Giúp học sinh hiểu được giá trị của di sản văn hóa)

2 - a. Promoting cultural heritage on social media: Spreading information to more people quickly

(Quảng bá di sản văn hóa trên mạng xã hội: Đưa thông tin đến nhiều người hơn một cách nhanh chóng)

3 - d. Organising competitions to find good ideas for preserving our heritage : Encouraging people to get more involved

(Tổ chức các cuộc thi tìm ý tưởng hay để bảo tồn di sản: Khuyến khích mọi người tham gia nhiều hơn)

4 - c. Introducing cultural heritage to foreign visitors through tourism activities: Making cultural heritage more widely known to people around the world

(Giới thiệu di sản văn hóa cho du khách nước ngoài thông qua hoạt động du lịch: Làm cho di sản văn hóa được mọi người trên thế giới biết đến rộng rãi hơn)

1b

2d

3a

4c

Peter: Hey, Linda. How are things?

Linda:  Oh hi, Peter. Good, thanks. How was your weekend?

Peter:  It was great, thanks. I went to a football match on Sunday.

Linda:  Really? Is it good?

Peter: Yes, it was nice. There were a lot of goals. The Hoang Anh Gia Lai won 4-3 in the end.

Linda:  That's good news! Who was you with?

Peter: My family. Would you like to come with my family next time?

Linda : Really, that's great. Text me when you re going, OK?

Peter: OK then. Bye, Linda. .

Linda:  Bye.

Tạm dịch hội thoại:

Peter: Này, Linda. Mọi thứ thế nào?

Linda: Ồ, chào Peter. Mọi thứ ổn, cảm ơn bạn. Cuối tuần của bạn như thế nào?

Peter: Tuyệt vời, cảm ơn bạn. Tôi đã đi xem một trận đấu bóng đá vào Chủ nhật.

Linda: Vậy hả? Nó có hay không?

Peter: Vâng, nó rất hay. Có rất nhiều bàn thắng. Hoàng Anh Gia Lai thắng chung cuộc 4-3.

Linda: Đó là một tin tốt! Bạn đã đi với ai?

Peter: Gia đình tôi. Lần sau bạn có muốn đi cùng gia đình tôi không?

Linda: Tôi thực sự rất muốn, điều đó thật tuyệt với. Hãy nhắn cho tôi khi bạn đi nhé, được không?

Peter: Được rồi. Tạm biệt, Linda.

Linda: Tạm biệt.

Em viết phần intro nha:

The chart above decsribes how the birth rates of 2 countries namely China, USA changed in 80 years which started from 1920

Answer:
The line graph compares the birth rates in China and the US and how these rates changed from 1920 to 2000.
Overall, there was a general decline in fertility of both nations throughout the time surveyed. However, the US’s birth rates almost was higher than that of China over the whole period.
American saw a significant fluctuation in the birth rates between 1920 to 1935, but it always remained over 10%. However, in the following decade, the fertility of the US decreased sharply to under 5 %. From 1945 to 1950, there was a rapidly increased in American’s birth rates, at 15%, reaching the highest point of it’s own during the whole period. From that on, the fertility of the US fell gradually to 7% in 2000.
During the 80-year period, the birth rates in China changed more significantly than in the US. It fell down to 5% in the year 1940, then reaching a peak of whole line graph in 1950, at 20%. Over the remainder of the period, China saw a sharply drop in the birth rates to only about 2% until 2000.

The graph below compares the changes in the birth rates of China and the USA between 1920 and 2000.

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

Write at least 150 words.

The graph demonstrated some striking similarities between the Chinese and the US birth rates from 1920 to 2000. Both countries experienced considerable fluctuations in the similar period with some lows during the 1940s and some highs during the 1930s.

The birth rates in China rose from 10% in 1920 to 15% in 1935. Later, the figure plunged to a low of 5% in the 1940s and was followed by an exponential growth to the peak of 20% in 1950. Next, the fertility rate dropped sharply to 8% in the following five years. Finally, the figure declined gradually to 3% during the latter half of the century.

Meanwhile, the US had similar birth rate of 12% to that of China in 1920. The figure fluctuated in between 12% and 14% during 1920s and 1930s until it hit a low of 4% in 1945. Five years later, the birth rate reached a peak at 15% in 1950 but it made a steady fall to the final figure of around 7% in 2000.

This report covers the requirements of the task. The main trends / features were sufficiently developed. The candidate has arranged ideas coherently, though the use of linking words can be improved. The range of vocabulary is adequate. There are a few errors in grammar and word choice, and one instance of inaccurate data. Overall, the task response meets the expectations and seems good enough to achieve Band 7.

- Anna is reading a book. (Anna đang đọc sách.)

- Sam is wearing headphones. (Sam đang đeo tai nghe.)

- Lily is talking to Jack. (Lily đang trò chuyện với Jack.)

- Jack is holding a mobile phone. (Jack đang cầm điện thoại di động.)

- Rachel is giving Kyle a pen. (Rachel đang đưa cho Rachel cây bút.)

- Kyle is pointing at a picture. (Kyle đang chỉ vào bức tranh.)

- The teacher isn’t look at the students. (Thầy giáo không nhìn học sinh.)

- Anna and Sam aren’t drawing. (Anna và Sam không đang vẽ.)

- Rachel and Kyle aren’t listening to music. (Rachel và Kyle không đang nghe nhạc.)

1. Venus

2. Mercury

3. Jupiter

1. Venus

2. Mercury

3. Jupiter

Refer:

The line graph depicts a comparison between the consumption of three categories of fast food eaten by Australian teenagers over 25 year period from 1975 to 2000. In general, there was a gradual fall in consuming fish and chips while pizza and hambergers had an opposite trend.

As the graph shows, the amount of fish and chips peaked at 100 times per year in 1975. Then, there was a fluctuation during period from 1975 to 1985 before standing at about 95 times. Following this, the need for fish and chips significantly decreased to a low of nearly 40 times in 2000.

By contrast, pizza and hamburgers became more popular and their expenditure substantially went up. Looking at the details, pizza’s consumption rised steadily from about 2 times in 1975 to over 80 times in 1995, though its figure leveled off from 1995 to 2000. Likewise, there was a considerable increase of hamburgers’ rate from 5 times to approximately 83 times. This rise was noticeable between 1975 and 1985 but the growth slowed during the remaining period.