Lời giải ĐỀ THI IELTS 08/09/2018
Lời giải Task 1:
The figures compare the cross-sections of two tunnels. Figure 1 illustrates a road tunnel joining two European countries, while Figure 2 shows a railway tunnel linking two islands in Japan.
Overall, it is clear that the railway tunnel in Japan is much longer than the tunnel under Mont Blanc. Also, the Seikan Railway Tunnel took much longer to build than the Mont Blanc Road Tunnel.
The depth of the Mont Blanc Tunnel is 3.5 km at its maximum, compared with only 240m for the Seikan Tunnel. However, whereas the length of the Mont Blanc Tunnel connecting Italy and France is only 11.6 km, the Seikan Tunnel is much longer, at 53.85 km.
The construction times of the two tunnels were markedly different. The railway tunnel was built under the sea, connecting two Japanese islands, and its construction took 42 years to complete, starting in 1946 and finishing in 1988. The road tunnel under Mont Blanc, however, was completed in just 8 years, between 1957 and 1965.
166 words
Written by NgocBach
Lời giải Task 2:
It is true that in countries which are suffering from high rates of unemployment, it seems hardly worthwhile to offer education beyond primary level to most pupils. While I accept that this appears logical, I believe that this is a very narrow perspective, and I completely disagree with the statement.
Firstly, the prediction of upturns and downturns in the job market is extremely difficult. At one period there may be a demand for workers in many sectors of a country’s economy. Wages are high, and the education system needs to prepare large numbers of students up to and beyond secondary school level, with the skills to meet the needs of employers. For example, while technology is replacing many traditional jobs in such areas as agriculture, transport and heavy industry, it is also creating new jobs in other sectors. Thus, in economic terms, it is almost impossible to say how many highly-educated young people will be required for a nation’s workforce.
Secondly, I contend that the purpose of education is much more fundamental than simply to prepare young people for the world of work. Education is nothing less than the acquisition of lifelong skills in thinking critically about all aspects of life. At its best, secondary education plays an essential part of helping young people to develop these critical skills. If the citizens of a country are informed and enlightened, problems such as a welfare system or the distribution of wealth can be intelligently debated. Without mass education to this level, a country can have no responsible citizens.
In conclusion, although in today’s volatile global economy, any country’s employment situation is subject to rapid changes, the intangible but real objectives of education dictate that young people should be educated to at least secondary level.
294 words
Written by NgocBach
Ghi chú
Vocabulary:
- worthwhile [adjective]:
Meaning: important and worth spending time, effort or money on doing
Example: The high price of dental treatment makes it worthwhile to look after your teeth by brushing them regularly.
- upturns and downturns [nouns]:
Meaning: a situation in which things either improve or get worse over a period of time
Example: They have supported Real Madrid through all the upturns and downturns in the club’s fortunes.
the job market [expression]:
Meaning: the number of jobs that are available
Example: Why don’t you do a degree in engineering? I hear that the job market in this field is very good at the moment.
- to meet the needs of [expression]:
Meaning: the things that somebody requires for a particular purpose
Example: The course is designed to meet the needs of students who have hearing difficulties.
- heavy industry [noun]:
Meaning: the production of goods using heavy and powerful machines
Example: The UK no longer has heavy industries, such as shipbuilding or steelmaking.
- workforce [noun]:
Meaning: the people who work for companies or organisations
Example: In Germany in 1932, almost 44% of the workforce were unemployed.
- the world of work [expression]:
Meaning: employment in general
Example: She decided to leave school at the age of 16 and enter the world of work to support her parents.
- to be nothing less than [expression]:
Meaning: used to emphasise how great or extreme something is
Example: The decision to ignore global warming is nothing less than irresponsible and dangerous.
- acquisition [noun]:
Meaning: the act of getting something, such as knowledge or skills
Example: She is studying the acquisition of language by young children as part of her course.
- critical skills [noun]:
Meaning: the ability to make careful judgments about the good and bad qualities of something
Example: Students are encouraged to develop critical skills, not simply to accept the ideas of others.
- welfare system [noun]:
Meaning: a system by which a government provides a range of free services to people who need them
Example: Sweden has a welfare system which includes care for the elderly, free medical services and financial support for the unemployed.
- the distribution of wealth [expression]:
Meaning: the way that goods or money is shared among a particular group of people.
Example: In the USA, the distribution of wealth is resulting in a small section of the population owning most of the property.
- citizenship [noun]:
Meaning: the state of being a citizen of a country and accepting the responsibilities of a citizen
Example: Schools should provide the type of education that prepares young people for the responsibilities of citizenship.
- volatile [adjective]:
Meaning: unstable and likely to change suddenly
Example: The economic crisis caused a volatile political situation, with riots in the streets.
- to be subject to [expression]:
Meaning: to be likely to experience something
Example: Japan is particularly subject to storms in the autumn.
- intangible [adjective]:
Meaning: that exists, but is difficult to describe or measure
Explain: The forest had an intangible atmosphere of danger, perhaps because it was so dark.