The area that has seen the biggest transformation is the change of sets of bookshelves on the left. In the past, there used to be only two shelves, which were self-help and history books but in 2009, there were various kinds of books including law, economics, kitchen, self-help, fiction, and history. At the end of the room, the children's bookshelf replaced the fiction one and it was two times larger than the previous shelf. For sets of tables have been removed. Their space was occupied by longer chairs to accommodate larger groups. There were two new facilities, computers placed adjacent to the Films and DVDs shelf and the children's area in front of the children's bookshelf.

On the other hand, newspapers and periodicals bookshelf presented less noticeable changes. It only transformed from books to films and DVDs due to the preference for technological-relating items. Other than that, the librarian's desk and the stairs remained the same.

___

✨TR: 6.5; CC: 6.5; VC: 7.0; GR: 6.0✨
═══nn══════════════════════

The two maps compare the changes that have taken place in a library between 2001 and 2009. Overall, it appears that the library has transitioned from a simple design to a modern and complex space, with several notable alterations.

The area that has seen the biggest transformation is the change of sets of bookshelves on the left 💥 VC: "change of sets" nghe kỳ, nên sửa thành "reorganization of bookshelves" để tự nhiên hơn. In the past, there used to be only two shelves, which were self-help and history books 💥 GR: "two shelves of self-help and history books" – cần dạng sở hữu cho rõ nghĩa but in 2009, there were various kinds of books including law, economics, kitchen, self-help, fiction, and history. At the end of the room, the children's bookshelf replaced the fiction one and it was two times larger than the previous shelf 💥 GR: "twice as large" . For sets of tables have been removed 💥 GR: The four sets of tables , and their space was occupied by longer chairs to accommodate larger groups. There were two new facilities, computers placed adjacent to the Films and DVDs shelf and the children's area in front of the children's bookshelf 💥 CC: "with computers positioned next to the Films and DVDs shelf and the children's play area in front of the expanded bookshelf."

On the other hand, newspapers and periodicals bookshelf presented less noticeable changes 💥 VC "underwent fewer modifications". It only transformed from books to films and DVDs due to the preference for technological-relating items 💥 GR/VC -> "technology-related items" mới đúng. Other than that, the librarian's desk and the stairs remained the same.

✅ Improved

The two maps compare the transformation of a library between 2001 and 2009. Overall, the library evolved from a simple design into a modern, multifunctional space with a broader range of resources and facilities.

The most significant modification was the reorganization of the bookshelves on the left side of the room. Initially, only two shelves held self-help and history books. By 2009, however, the collection expanded to include law, economics, cooking, fiction, and history, reflecting a greater diversity of topics. At the back of the room, the children's bookshelf replaced the fiction shelf and doubled in size to offer a wider selection. The four sets of tables in the central area were removed and replaced by longer benches, allowing larger groups to work together more comfortably.

Several new amenities were also introduced. A row of computers was installed adjacent to the Films and DVDs section, catering to the growing demand for technology-driven resources. The children's area was moved closer to the expanded bookshelf, creating a more child-friendly environment.

Meanwhile, the right side experienced minimal changes. The newspapers and periodicals shelf was replaced by a Films and DVDs section, reflecting a shift toward digital media. However, both the librarian's desk and the staircase remained unchanged.

These modifications modernized the library, aligning it better with contemporary learning needs.

🟥 𝓕𝓮𝓮𝓭𝓫𝓪𝓬𝓴
✨ TR: 6.5; CC: 6.0; VC: 6.5; GR: 6.0 ✨

The provided chart offers useful insights into the proportion of books of five different types sold by a bookseller, comparing the data in 1972, 1992, and 2012. Overall, while in 1972 the distribution of book consumption was almost on equal footing 💥 (gr equal footing dùng cho 2 đối thủ của nhau -> nearly balanced), adult fiction in 2012 was disproportionate 💥 (wc -> clearly dominant).

Adult fiction increased dramatically over the 40 years, whose rate doubled 💥 (gr -> doubling its share) from 20% to over 40%. During the same period, children's fiction was less popular 💥 (wc -> relatively less favored) and only grew by a margin of 5%. Together, adult and children's fiction accounted for 70% of total book consumption in 2012.

In contrast, other sectors showed more declining patterns 💥 (gr -> a clearer downward trend). Although the proportion of biography readers outpaced that of travel books 💥 (gr -> exceeded travel books) in 1972, it sustained a decrease to a mere 8% 💥 (gr -> fell steadily to just 8%), which accounted for the lowest share overall. Similarly, the share of 'other' books experienced a significant downward trajectory 💥 (gr: thường dùng từ climb a trajectory -> declined sharply) from 25% to 12%.

The provided chart offers useful insight into the proportion of books of five different types sold by a bookseller, comparing the data in 1972, 1992, and 2012. Overall, while in 1972 the distribution of book consumption was almost on equal footing, adult fiction in 2012 was disproportionate.

Adult fiction increased dramatically through 40 years, whose rate doubled from 20% to over 40%. During the same period, children's fiction was less popular and only grew by a margin of 5%. Adult and children's fiction, together, claim 70% of the total book consumption in 2012.

In contrast, other sectors showed more declining patterns. Although the proportion of biography readers outpaced that of travel books in 1972, it sustained a decrease to a mere 8%, which accounted for the lowest share overall. The number of other readers experienced a significant downward trajectory, from 25% to 12%.

The given chart offers useful insight 💥 -> useful insights into the number of periodic workers, who were migrants, 💥 (wc: "temporary migrant workers" rõ nghĩa hơn) in 2003, 2006, and among 1000 people 💥 -> per 1,000 people in 2006. The indices were collected in four specific 💥 (wc: từ bổ trợ không cần thiết) countries. Overall, this chart reports a stark contrast: New Zealand and Australian 💥 Australia temporary workers accounted for the highest number among 1000 people in 2006, while the United Kingdom and the United States had much lower numbers.

In 2006, there were 21,1 💥 (sp: "21.1") temporary migrant workers for every 1000 New Zealanders, the highest number in comparison to other countries. Despite that, the number of temporary migrants working in New Zealand in 2003 and 2006 was the lowest, only 65,000 and 87,000 respectively 💥 (vc: "respectively" chưa khớp về sự liên kết, trước đó thiếu 2 yếu tố để khớp).

In contrast, the number of migrants in the United Kingdom and the United State, who have 💥 (gr: "States who had") temporary jobs, was under 5 per 1000 people 💥 (gr: cần chỉ rõ số liệu "below 5 per 1,000") in 2006. Although that in United States 💥 (gr: sai vị trí cụm giới từ "in the United States") was the lowest, with a mere 2.3 per 1000 people 💥 (gr: sửa "2.3 per 1,000 people"), 678,000 periodic migrants were working in 2006 and 577,000 in 2003, which also the highest number 💥 (gr: unclear -> "which marked the highest migrant total").

REVISED:

The provided chart gives useful insights into the distribution of temporary migrant workers across four countries, detailing figures from 2003 and 2006, as well as the number of migrant workers per 1,000 residents in 2006. Overall, a stark contrast emerges: New Zealand and Australia reported the highest rates of temporary workers per 1,000 people, whereas the United Kingdom and United States lagged far behind by a substantial margin.

In 2006, New Zealand led with 21.1 migrant workers per 1,000 people, marking the highest ratio despite a comparatively low absolute number of workers: just 65,000 in 2003 and 87,000 by 2006. By comparison, Australia’s migrant worker ratio followed closely but with a significantly larger number of temporary workers.

Conversely, both the United Kingdom and United States reported much lower ratios of migrant workers per 1,000 people in 2006, with the United States recording only 2.3 per 1,000—a stark contrast given that its absolute migrant workforce was the largest, with 678,000 in 2006 and 577,000 in 2003, showing a trend that defied expectations given its low per capita ratio.

Why is it so important?

Do you think its influence is generally positive or negative?

🟥𝓕𝓮𝓮𝓭𝓫𝓪𝓬𝓴
✨TR: 7.0; CC: 6.5; VC: 6.5; GR: 6.5✨

From the early life stages to complex social environments, news media weaves its way through every stage of life. Although it has concerning credibility 💥 wc: "concerning" chưa sát nghĩa -> questionable credibility, the profound impacts of news media as a vast amount of sources 💥 wc: “a vast number of sources” – "amount" đi với uncountable N thôi nha em are undeniable. From my perspective, news on the internet is totally beneficial 💥 wc: informal -> unequivocally advantageous to users. This essay will emphasize the reasons behind its significance and support my mentioned statement. BỎ CÂU NÀY ĐI, THỪA, VÀ TRƯỚC ĐÓ PHẢI ĐƯA ĐƯỢC OUTLINE SẮP TRÌNH BÀY TRONG THÂN

To begin with, news on various social media platforms provides people with accessible sources of information. Specifically, everyone with technological items can get access to news websites such as 💥 wc: conciseness là ưu tiên hàng đầu, nên 1 là ko dùng EVERYONE, phạm lỗi overgeneralisation, và 2 là thêm sau chỗ websites such as The Washington Post, CNN, or BBC, which offer knowledge about numerous aspects including politics, education, etc. 💥 wc: "etc." không dùng trong essay -> such as education and international relations. Moreover, these news media are the most convenient methods of receiving news overseas 💥 wc: "from abroad" natural hơn nhé em. For instance, citizens from other countries acquired data 💥 wc: đây là "information" chứ không phải số liệu nha em about the American presidential election recently, which exerted substantial influence on global economics, solely through social media or television.

Advocates of news media tout that this creates a more aware society, also with diverse perspectives 💥 gr: câu này đảo lại nghe mượt hơn -> along with fostering diverse perspectives. Firstly, newspapers often feature a range of opinions and editorial pieces, encouraging readers to consider multiple viewpoints and engage in informed discussions. Hence, more open-minded people will lessen the amount of discrimination and stereotypes 💥 gr: "reduce discrimination and challenge stereotypes" concise hơn. Secondly, newspapers serve as a valuable educational resource, offering insights into various criminal cases. Therefore, if the number of news readers increases, society's awareness will be enhanced 💥 wc: rewrite cho smooth -> the rising number of news readers could significantly elevate societal awareness.

On the flip side, the opponents of news media claim that the credibility of sources on the internet should be a concern since news paragraphs are often written incorrectly or with bias 💥 gr -> news articles often contain errors or exhibit bias. Commonly, news media portrays people in simplistic ways, giving us some facts, but not the whole story. Consequently, being manipulated 💥 wc: awkward -> readers may unconsciously fall victim to manipulation, citizens' opinions and feelings toward the events will be unconsciously controlled 💥 wc -> leading to a subtle shaping of public opinion. Fortunately, this can be radically solved by avoiding tabloids and only reading trustworthy sources.

In conclusion, although sources in the news media, which can be selected by users, might be reported wrongly 💥 gr -> which users can select, may occasionally be inaccurate, this brings people plenty of information 💥 wc: informal -> provides users with a wealth of knowledge.

∎ Clarity and Precision / Purpose and Significance

• Gốc: "news on the internet is totally beneficial to users."

• Đổi: "news on the internet is unequivocally advantageous to users." (rõ ý và formal hơn)

∎ Logical Progression with Subtle Linkers

• Gốc: "Moreover, these news media are the most convenient methods of receiving news overseas."

• Đổi: "Beyond accessibility, these news platforms remain unparalleled for receiving news from abroad."

∎ Imagery Language

• Gốc: "encouraging readers to consider multiple viewpoints and engage in informed discussions."

• Đổi: "encouraging readers to weave through the tapestry of perspectives and partake in nuanced discourse."

∎ Inversion Sentence

• "Not only does news media inform, but it also shapes societal norms."

∎ Sentence Starting with Prepositional Phrases

• "In the realm of information, credibility remains a contested battleground."

∎ Emphasis Shift Sentence

• Gốc: "Fortunately, this can be radically solved by avoiding tabloids and only reading trustworthy sources."

  • Đổi: "The problem is not the availability of news. It is, rather, the scarcity of discernment among readers."

The provided chart offers useful insights into the annual production of milk in 1990, 2000, and 2010. The figures were collected from four different countries. Although the amount of milk in the Netherlands and Australia showcased a decline, and that of the other nations significantly surged, 💥 wc: lặp và không rõ nghĩa -> while Tanzania and Guatemala demonstrated significant growth, they remained top-tier countries in milk production.

In 1990, the Netherlands and Australia were on equal footing, with 11,262,000 💥 sp -> 11.26 million and 11,246,000 💥 sp -> 11.25 million liters of milk respectively. After 2 decades 💥 wc: sử dụng ngôn ngữ học thuật hơn -> twenty years, the amount of Australia's milk dwindled to 9,165,000 liters 💥 sp -> 9.17 million liters while the Netherlands only decreased slightly, increasing 💥 gr -> shifting from 11,262,000 💥 sp -> 11.26 million to 11,466,000 💥 sp -> 11.47 million, outpacing Australia by a wide margin in 2010.

Despite similar trajectories, Tanzania's milk production exceeded Guatemala's with notable deviations throughout 20 years 💥 wc -> throughout the period. The former's milk production showcased an upward trend, rising from 87,000 💥 sp -> 87 thousand to 1,55,000 💥 sp -> 155 thousand liters. Meanwhile, the latter produced a mere 26,000 💥 sp -> 26 thousand liters in 1990 and surged to 84,000 liters 💥 sp -> 84 thousand liters in 2010, which was still the lowest among countries.

🟩 IMPROVED

The provided chart tracks annual milk production across four nations over the years 1990, 2000, and 2010. It reveals broadly contrasting trends, with the Netherlands and Australia experiencing gradual declines, while Tanzania and Guatemala reported notable surges.

In 1990, the Netherlands and Australia were nearly identical, producing 11.26 million and 11.25 million liters, respectively. By 2010, Australia's output had dwindled dramatically, falling to 9.17 million liters, while the Netherlands witnessed a modest rebound, closing at 11.47 million liters, thus outperforming Australia by a substantial margin.

Tanzania and Guatemala displayed starkly different trajectories. Tanzania’s production soared, growing from 87 thousand liters in 1990 to 155 thousand liters in 2010. In comparison, Guatemala's figures began at 26 thousand liters, nearly one-third of Tanzania's starting point, yet only reached 84 thousand liters by 2010, maintaining its position as the lowest producer among the four countries.

The graph offers useful insights into the emissions of nitrogen oxide released by four vehicles. Although the amount of gas produced by buses and lorries fluctuates significantly 💥 VC overall không dùng dao động để tóm xu hướng -> varies considerably, that of petrol and diesel cars experience 💥 -> experiences more consistent trajectories and remain the same even if the speed is altered.

When the buses only run 10 kph 💥 VC -> at a speed of 10 kph, roughly 40 g/km of emission is released 💥 GR -> 40 g/km of emissions are released, dominating the rankings. By a narrow margin, on equal footing, lorries produced less toxic gas, with approximately 32g/km 💥 GR -> lorries produce slightly less nitrogen oxide, around 32g/km. Both showcase a decline as the vehicles run faster and the gap is diminished.

Until buses reach 60 kph, the amount of emission rises dramatically from 26 g/km to over 42 g/km, outpacing the decreasing trend of lorries with a whopping deviation. 💥 VC: Diễn đạt rối -> The emissions from buses rise sharply from 26 g/km to over 42 g/km by the time they reach 60 kph, significantly diverging from the steady decrease seen in lorries. Only until lorries run 100 kph or above will the toxic gas increase, albeit modestly. 💥 GR của task 1 ko cần cấu trúc nhấn mạnh -> The emissions from lorries only rise again once the speed exceeds 100 kph, though the increase remains modest.

In contrast, the gap between petrol and diesel cars remains consistent regardless of their speed. Their amount of released emission remains the same, with 10 g/km and 5 g/km respectively, maintaining the diesel car's position as the least toxic pollutant on the graph. 💥 VC: -> holds steady at 10 g/km for petrol cars and 5 g/km for diesel cars, making diesel vehicles the least polluting.

🎯 Revised

The graph provides valuable insights into nitrogen oxide emissions produced by four types of vehicles. While the emissions from buses and lorries vary considerably, those from petrol and diesel cars remain stable across different speeds.

At a speed of 10 kph, buses emit around 40 g/km of nitrogen oxide, surpassing all other vehicles. Lorries follow closely, producing approximately 32 g/km. As speed increases, emissions from both vehicles decline, with the gap between them narrowing. However, when buses reach 60 kph, their emissions surge dramatically from 26 g/km to over 42 g/km, diverging sharply from the steadily decreasing trend observed in lorries. Only when lorries exceed 100 kph do their emissions rise again, but this increase is marginal.

By contrast, petrol and diesel cars display a consistent pattern, emitting 10 g/km and 5 g/km, respectively, regardless of speed. This stability positions diesel cars as the least polluting category throughout the graph.

🟥 TR: 6.0; CC: 6.0; VC: 6.5; GR: 6.0 🟥

Whether for learning academic subjects or managing money, the importance of high school is undisputed. Yet, the debate on why students graduate high school without knowing how to manage their cash flow remains unresolved. This essay will analyze the triggers before proposing preventive solutions to this phenomenon.

TR: MỞ CHƯA ĐƯA ĐƯỢC OUTLINE CẦN TRÌNH BÀY TRONG THÂN.

The failure to teach students monetary managing skills 💥 VC: Cấu trúc này chưa tự nhiên. Thay bằng "financial management skills" để diễn đạt rõ ràng hơn. can be attributed primarily to the focus solely on passing exams, if not a persistent decrease in attention to these social skills 💥 VC: "Social skills" thường chỉ giao tiếp hơn là quản lý tài chính. Sửa thành "practical life skills" cho phù hợp hơn. in high schools. It is the academic performance of students that is vital to most teachers in public high schools 💥 GR: "is vital to" nghe hơi thiếu tự nhiên trong ngữ cảnh này. Chuyển thành "takes precedence for most teachers.". This affects student's mindsets 💥 GR: Danh từ số ít -> students' mindsets (sở hữu số nhiều), which firmly regard that their aim are to achieve flying colors 💥 GR: Động từ số nhiều -> their aim is to achieve excellent results in academic subjects instead of learning social skills. Therefore, in stark contrast to subjects such as English, Literature, or Mathematics, monetary management lessons 💥 VC: Dùng lại từ. Chuyển thành "financial literacy courses" để tránh lặp từ. lack interest from students. Moreover, lack of engagement in monetary issues 💥 VC: Hơi lủng củng, chuyển thành "limited exposure to financial matters" nghe tự nhiên hơn. has a tremendous influence on high school students' mindsets. Taking tuition fees and pocket money for granted, high school students are unaware of the importance of money management since they are mostly financially supported by their parents 💥 GR: Bớt lặp ý. Sửa thành "as they rarely manage their own finances.". With both misguided educational goals and lack of involvement in monetary problems combined 💥 GR: Hơi dư thừa. Sửa thành "minimal financial involvement combined" để cô đọng hơn., we are witnessing inexperienced high school students, risking poverty or unemployment.

As regards measures to combat the lack of financial education for high school students, there is a strong consensus on the balanced curriculum at schools and parents with independent methods to raise their children. The first compelling step toward the increase in financially experienced high school students is to create a financially independent generation. To achieve this, parents should support them only with necessities, which means in order to afford other items serving either entertaining or fashion purposes 💥 VC: Nghe hơi thiếu tự nhiên, sửa thành "to afford non-essential items like entertainment or fashion products.", students must earn money themselves by doing household chores or helping their parents with tedious tasks.

Equally crucial is a balanced curriculum at high schools. Examples include making social skills lessons compulsory and considering financial education as vital as academic subjects. Achieving this is by no means an easy task, but it is attainable with appropriate effort.

1. Task Response:

   • Em đã diễn đạt vấn đề khá rõ ràng, nhưng cần mở rộng các ý cụ thể hơn, chẳng hạn:

     • Thay vì chỉ nói học sinh "bị ảnh hưởng bởi phụ huynh", có thể nói rõ hơn: "students' financial illiteracy stems from an overreliance on parental support, creating a cycle of dependency."

     • Giải thích thêm tại sao "financial literacy" có thể ảnh hưởng đến nghề nghiệp sau này, chẳng hạn: "Without basic financial principles, young adults may find themselves ensnared in debt traps."

   • Thêm một câu nhượng bộ hoặc điều kiện: "While excelling academically is important, it should not come at the expense of practical life skills."

2. Coherence and Cohesion:

   • Các ý có trình tự tốt nhưng liên kết giữa các ý chưa thực sự mượt mà.

   • Em có thể sử dụng thêm các cụm từ như: "By the same token," hoặc "in light of this issue."

   • Ví dụ: "Moreover, limited exposure to financial matters often reinforces these academic priorities. By the same token, financial education remains a secondary concern in most curricula."

3. Vocabulary:

   • Đã có cố gắng sử dụng từ vựng formal, nhưng cần nâng cấp thêm qua các cụm từ như:

     • "financial literacy deficits" thay vì "monetary managing skills."

     • "fiscal awareness" thay vì "cash flow."

     • "academic tunnel vision" để chỉ sự tập trung quá mức vào thành tích học tập.

4. Grammar:

   • Có một số lỗi nhỏ về subject-verb agreement (như aim are thay vì aim is).

   • Có thể thử các cấu trúc đảo ngữ hoặc nhấn mạnh hơn:

     • "Not once have students been encouraged to explore the art of budgeting."

     • "Rarely, if ever, do schools prioritize financial education."

TÓM LẠI:

• Bổ sung ví dụ cụ thể hơn.

• Sử dụng thành ngữ và phép ẩn dụ phong phú hơn.

• Thử áp dụng cấu trúc câu đảo ngữ, nhấn mạnh, và câu ghép nhiều tầng.

In 1990, Sao Paulo was the most populous city, with a population of around 17 million, whereas Jakarta had the smallest population, slightly above 5 million. By 2000, Sao Paulo experienced the most dramatic growth, reaching 24 million, surpassing the predicted figure of 20 million by 4 million. Similarly, Jakarta's population nearly doubled over the decade, climbing to 10 million, exceeding the forecast by 2 million.

Shanghai, on the other hand, had the second-largest population in 1990, with around 13 million people and it had been predicted to decrease after one decade. However, contrary to these expectations, its population surged to 15 million, exceeding the forecast by 4 million.

✨TR: 6.5; CC: 6.0; VC: 6.0; GR: 5.5✨

═══nn══════════════════════

The given diagram shows data of 💥 VC: "data of" không tự nhiên trong ngữ cảnh này, nên dùng "data on" -> data on the actual and predicted figures of population of three cities in 2000. In general, the population in all three cities has shown an increased 💥 GR: Sai dạng từ. Phải là "increase" -> increase compared to the initial forecasts, Sao Paulo 💥 GR: Sai dấu câu. Phải tách ra thành câu mới hoặc dùng liên từ: -> and Sao Paulo consistently had the largest population and the most significant population growth in 2000.

In 1990, São Paulo was the most populous city, with a population of around 17 million, whereas Jakarta had the smallest population, slightly above 5 million. By 2000, São Paulo experienced the most dramatic growth, reaching 24 million, surpassing the predicted figure of 20 million by 4 million. Similarly 💥 CC: Từ nối chưa phù hợp, vì Jakarta và São Paulo có sự tăng khác nhau về quy mô. Dùng "However" -> However, Jakarta's population nearly doubled over the decade, climbing to 10 million, exceeding the forecast by 2 million.

Shanghai, on the other hand 💥 CC: Thay bằng "meanwhile" cho mạch lạc hơn vì không có sự đối lập rõ ràng -> meanwhile, had the second-largest population in 1990, with around 13 million people, and it had been predicted 💥 GR: Không cần quá khứ hoàn thành trong câu này, đơn giản dùng "was predicted" -> was predicted to decrease after one decade. However, contrary to these expectations, its population surged to 15 million, exceeding the forecast by 4 million.

The line graph offers useful insights into the number of people from various age groups who often went to the gym in Europe. These indices were recorded in 1990 and 2010. The data highlighted the different trends: 24-33 and the oldest age group witnessed 💥 gr: cấu trúc song song sai -> groups such as 24-33 and the oldest group showed an upward trend, while others experienced a contrasting trend.

In 1990, the rates of gym attendance of the 44-53 and 34-43 age groups were around 15%. The latter one of the two age group 💥 gr: số ít/số nhiều sai -> The latter of the two age groups had the highest rate across the graph. The trend remained unchanged; the gym attendance among those two age groups rose at a significant pace, aligning closely 💥 wc -> significantly, with both groups following a similar pattern.

In contrast, the younger attendance were, the less they accounted for 💥 gr: cấu trúc không tự nhiên -> the younger the attendees, the smaller their share became. Teen gym-goers made up for 💥 wc -> accounted for the smallest proportion, which was only 5% in 1990. After a period of 8 years 💥 wc -> eight years, people in their 20s and teenagers participated more in gyms. Their rates increased slightly throughout this phase and both reached around 8% 💥 gr -> reaching approximately 8%, respectively. From 1998 to 2010, while the rate of 24-33-year-old people joining the gym witnessed an upward trend 💥 wc -> saw an increase, that of teenagers decreased to 5%, which was the same as in 1990.

•────────•°𓆩☀️𓆪°•────────•

The line graph provides valuable insights into the gym attendance patterns across various age groups in Europe, comparing data from 1990 and 2010. The trends reveal that individuals aged 24-33 and those in the oldest age group experienced a steady upward trajectory, while the younger age cohorts showed more fluctuating or declining patterns.

In 1990, the gym attendance rates among the 44-53 and 34-43 age groups were roughly 15%, with the latter accounting for the highest proportion overall. Over the two decades, both age groups saw a marked increase, closely aligning by 2010, with rates reaching just over 20%. This growth highlights a consistent preference for gym activities among middle-aged individuals.

By contrast, younger participants demonstrated a less consistent pattern. Teenagers accounted for the smallest proportion of gym-goers in 1990, standing at just 5%. Over the following eight years, attendance among both teenagers and 24-33-year-olds rose modestly, peaking at around 8% each by 1998. However, from 1998 to 2010, the trends diverged: the 24-33 age group experienced a gradual climb to 15%, while teenage participation ebbed back to its original 5%, cementing their position as the least represented group.

Shoppers advocate 💥 wc: "advocate" nghĩa là ủng hộ, ở đây nên dùng "believe" e nhé the notion that not only are the 💥 art: "advertisements" chung chung ko cần "the" advertisements annoying but they are also useless. From my perspective, I disagree with the aforementioned statement 💥 wc: cụm này hơi formal và thừa, dùng "this statement" thôi and believe that people are significantly but unconsciously affected by advertisements.

On the one hand, since there are a myriads 💥 gr: "myriad" ko có "a" và số nhiều, dùng "myriad of" hoặc "myriads of" -> myriad of ways to advertise, the annoying advertisements shown in mega malls or on youtube 💥 s -> YouTube are just some of the visible promotions. To be more specific, meticulously creating an immense 💥 wc: "immense" nghĩa là rộng lớn, ở đây nên dùng "immersive" nghĩa là sống động e nhé -> immersive environment at shops to better customers' shopping experiences is one of the most common strategies. For instance, apple stores 💥 sp -> Apple stores are elegant, clean, spacious and use a basic colour like white for the walls to highlight their products, which are colour full 💥 sp -> colorful. This can draw guest's 💥 gr: ở đây số nhiều "guests'" vì có nhiều khách -> guests' attention to the exhibited products and increase their sales. Indicies 💥 sp: "Indices" mới đúng chính tả e have shown that the avenue 💥 wc: "avenue" là đại lộ, e muốn nói "revenue" là doanh thu ? -> revenue in genuine Apple stores are 💥 gr: "revenue" là số ít -> is 3 times higher than credible stores 💥 wc "other retailers" hoặc "authorized dealers" -> other retailers, which are not carefully decorated, selling authentic Apple products, even though those technical gadgets were sold by 💥 gr "at" chứ ko phải "by" e nhé -> are sold at a lower price.

On the other hand, people who deeply understand how advertisements work can avoid the influences of those campaigns. They are alway 💥 sp -> always skeptical about the advertising claims and most of them do researches 💥 gr -> research before purchasing any products. Hence, they avoid being tricked into buying useless items. Also, they choose the benefits of the items over the appealing appearances since they already know how the advertising system will trick them into buying 💥 wc -> tempt them to purchase more attractive products.

▌ꪑకꪶꪗỉꫀꪶᡶక _𝒽𝓊𝑜𝓃𝑔𝓁𝓎.𝒶𝓂𝓈@𝑔𝓂𝒶𝒾𝓁.𝒸𝑜𝓂 ▌

The given diagram offers useful insights into the proportion of children in the United Kingdom, which was divided 💥 gr -> divided into four age cohorts, comparing date 💥 sp -> data from 1990 to 2001. Overall, while the 10-14 age group experienced an upward trend, others showed fluctuating and declining patterns. 💥 cc -> the remaining groups exhibited either fluctuating or declining patterns.

The youngest group, ranking second in 1990, flagged slightly during the first two years. 💥 gr/wc -> which ranked second in 1990, showed a slight decline during the first two years. Since around 1992, it showcased a notable downward trend, reaching a mere 23.5% in 2001, cemented its position as the least presented group. 💥 gr: revise -> solidifying its position as the least represented group. In contrast, the 10-14 age cohort were 💥 gr: SV agreement -> was roughly 23%, the lowest among age groups, in 1990 and surged markedly. Over a decade later, that proportion hovered around 26.4%, accounting for the highest percentage.

The trajectory of the others age groups diverged. 💥 gr: sửa cấu trúc -> other age groups diverged. The rate of the oldest people, from the highest proportion in 1990, touched the bottom base line 💥 wc -> starting as the highest proportion in 1990, hit its lowest point between 1993 and 1995. After that period, this rate sustained an increase 💥 gr -> the proportion steadily increased and outpaced that of the youngest age group. Lastly, the 5-9 age cohort reached its peak in about 💥 wc -> peaked around 1997 at approximately 26.2% but ebbed back to its original in 2001. 💥 wc/gr -> declined to its initial percentage by 2001.

REVISED:
The given diagram provides useful insights into the proportions of children in the United Kingdom across four age cohorts, comparing data spanning 1990 to 2001. By far the most notable trend is the upward trajectory of the 10-14 age group, contrasting with the fluctuating or declining patterns seen in other groups.

The youngest cohort, initially ranked second in 1990, experienced a steady decline, dropping slightly during the first two years. From 1992 onward, it fell sharply, ending at a mere 23.5% in 2001, thereby becoming the least represented group. In contrast, the 10-14 age cohort, starting as the smallest group at 23% in 1990, saw significant growth. By 2001, it reached a peak of 26.4%, overtaking all other cohorts.

The other age groups followed divergent trajectories. The oldest group, which began with the highest proportion in 1990, fell sharply between 1993 and 1995, marking its lowest point. However, it later rebounded, surpassing the youngest group by 2001. Meanwhile, the 5-9 age cohort peaked in 1997 at 26.2% but declined back to its initial percentage by the end of the period.

1. Do you live in a house or an apartment?

2. What’s your favorite room in your home? Why?

3. How long have you lived in your current home?

4. Would you like to live in the same place in the future?

5. What changes would you like to make to your home?

Topic 2: Travel

1. Do you like traveling? Why or why not?

2. How often do you travel?

3. What’s the most interesting place you’ve visited?

4. Do you prefer traveling alone or with others?

5. What’s a place you’d like to visit in the future?

Topic 3: Books and Reading

1. Do you like reading? Why or why not?

2. What kind of books do you usually read?

3. Is reading popular among young people in your country?

4. Have your reading habits changed over time?

5. Do you prefer reading physical books or e-books? Why?

Topic 4: Weather

1. What’s your favorite kind of weather?

2. Does the weather in your country vary much across the year?

3. How does the weather affect your daily activities?

4. Have you ever experienced extreme weather conditions?

5. Do you think climate change is affecting the weather in your area?

   
   

   PART 2

   Describe an intelligent person you know.

You should say:

• who this person is

• how you know them

• what they do
  and explain why you think they are intelligent.

1. Do you think being intelligent is more important than being hardworking?

   
   

2. How can schools and universities help students develop intelligence?

   
   

3. Are intelligent people always successful in life? Why or why not?

   
   

4. How has technology changed the way we measure or recognize intelligence?