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It is argued that imagination and language skills can be enhanced by reading materials rather than watching TV. From my perspective, it is partly true that reading books helps us to have a vivid imagination, however, watching TV programs also improves pronunciation and listening skills significantly.
On the one hand, it cannot be denied that reading for pleasure is designed to stimulate our imagination strongly. In lieu of watching TV with specific pictures and sounds, reading requires book-lovers to build up images with colors and materials themselves by words of description. Thus, it is vital that parents should [DN1] read fairy tales for children to develop their lively mind and encourage their creativity in the future. Watching videos with all animations available, however, might shape children’s thoughts fixedly about an object or a phenomenon, leading to one-track mind passive thinking tendency.
On the other hand, watching TV is believed to be the most natural and effective way for beginners to improve pronunciation and listening skills by imitating stress and intonation. If reading provides students with a wide range of vocabulary and writing manners, watching shows and repeating speeches can be considered a beneficial way to practice proper usage of the word and put new words in context. Furthermore, to children below five, watching is a more active method to acknowledge as they cannot read without parents’ supports. For instance, children are encouraged to watch Harry Potter movies first and then read books later with parents to build up their vocabulary learn new words.
In conclusion, reading and watching have their own merits in developing individual’s abilities. Whereas people show their preference for reading because of inspiring imagination, I also believe that watching TV is an effective method to upgrade language skills.
[DN1]Grammar mistake: Đã dùng vital rồi không dùng should ở đây nữa
CRITERIA
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GRADE
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COMMENT
|
Task Achievement
|
7
|
• addresses all parts of the task
• presents a relevant position
• presents relevant main ideas
|
Coherence and Cohesion
|
7
|
• arranges information and ideas coherently and there is a
clear overall progression
• uses paragraphing, but not always logically
|
Lexical Resource
|
6
|
• uses an adequate range of vocabulary for the task
• attempts to use less common vocabulary but with some
inaccuracy
• makes some errors in spelling and/or word formation, but
they do not impede communication
|
Grammatical Range and Accuracy
|
6
|
• uses a mix of simple and complex sentence forms
• makes some errors in grammar and punctuation but they
rarely reduce communication
|
Overall
|
6.5
|
|
|
|
|