TASK 2 (DISCUSS BOTH VIEWS): LEARNING A FOREIGN LANGUAGE
Some people think that all students should study a foreign language in school, while others believe it is not necessary. Discuss both views and give your opinion.
Sample Answer
Many argue that all students should be compelled to undertake a foreign language as part of their formal education, while opponents of this viewpoint claim otherwise, believing that such a state-mandated curriculum is unnecessary. This essay will discuss both perspectives and state my reasoned opinion.
Proponents of mandating a foreign language as a compulsory school subject cite numerous valid benefits of such a proposal. These advocates maintain, with some level of certainty, that linguistic learning tends to be optimal during the schooling period, as most students are likely to be unencumbered by other responsibilities, such as family life, child-rearing, and career pressures. They also point to the more flexible cognitive ability that school-aged children tend to possess compared to adults, which allows students to naturally understand patterns, internalise vocabulary, and apply grammatical structures in desirable contexts. A salient example of how this belief is put into practice is the latest government enforcement in Vietnam, which mandates all schools in the country to place English high in the curriculum and prepare teachers to instruct core subjects in English.
Another supporting viewpoint is that being adept in a foreign language early on can open doors to a wide range of personal and professional opportunities. A graduate student well-versed in English, for example, can confidently travel to global destinations, immerse themselves in various cultures, and widen their personal network. Additionally, when students reach a certified level of language competency, they can apply to work for international corporations or conduct business worldwide, regardless of their backgrounds.
However, to say that “all students should study a foreign language” is to undermine a fundamental individual freedom, which can, in turn, raise valid ethical concerns. Indeed, there are students who excel in other academic fields and athletic areas, such as those who are mathematically talented or musically inclined. It would be unfair to mandate these students to take up compulsory language modules when a better course of action is to promote their latent talents or interests. Furthermore, such a policy, when in effect, would disadvantage those from underprivileged backgrounds, who lack the means to pursue formal education, let alone compulsory language courses.
In conclusion, while I acknowledge the psychological grounding and developmental benefits of enforcing mandated language learning for all schoolchildren, such a policy would risk eroding personal freedom and discriminating against those from disadvantaged backgrounds.
Marking by Chat GPT
TỪ VỰNG HAY
Some people think that all students should study a foreign language in school, while others believe it is not necessary. Discuss both views and give your opinion.
Many argue that all students should be compelled to undertake a foreign language as part of their formal education, while opponents of this viewpoint claim otherwise, believing that such a state-mandated curriculum is unnecessary. This essay will discuss both perspectives and state my reasoned opinion.
Proponents of mandating a foreign language as a compulsory school subject cite numerous valid benefits of such a proposal. These advocates maintain, with some level of certainty, that linguistic learning tends to be optimal during the schooling period, as most students are likely to be unencumbered by other responsibilities, such as family life, child-rearing, and career pressures. They also point to the more flexible cognitive ability that school-aged children tend to possess compared to adults, which allows students to naturally understand patterns, internalise vocabulary, and apply grammatical structures in desirable contexts. A salient example of how this belief is put into practice is the latest government enforcement in Vietnam, which mandates all schools in the country to place English high in the curriculum and prepare teachers to instruct core subjects in English.
Another supporting viewpoint is that being adept in a foreign language early on can open doors to a wide range of personal and professional opportunities. A graduate student well-versed in English, for example, can confidently travel to global destinations, immerse themselves in various cultures, and widen their personal network. Additionally, when students reach a certified level of language competency, they can apply to work for international corporations or conduct business worldwide, regardless of their backgrounds.
However, to say that “all students should study a foreign language” is to undermine a fundamental individual freedom, which can, in turn, raise valid ethical concerns. Indeed, there are students who excel in other academic fields and athletic areas, such as those who are mathematically talented or musically inclined. It would be unfair to mandate these students to take up compulsory language modules when a better course of action is to promote their latent talents or interests. Furthermore, such a policy, when in effect, would disadvantage those from underprivileged backgrounds, who lack the means to pursue formal education, let alone compulsory language courses.
In conclusion, while I acknowledge the psychological grounding and developmental benefits of enforcing mandated language learning for all schoolchildren, such a policy would risk eroding personal freedom and discriminating against those from disadvantaged backgrounds.
Vocabulary
- compelled to undertake – bị buộc phải thực hiện
- formal education – giáo dục chính quy
- state-mandated curriculum – chương trình học do nhà nước quy định
- reasoned opinion – quan điểm có lập luận
- mandating a foreign language – bắt buộc học ngoại ngữ
- compulsory school subject – môn học bắt buộc
- numerous valid benefits – nhiều lợi ích hợp lý
- linguistic learning – việc học ngôn ngữ
- schooling period – giai đoạn đi học
- unencumbered by – không bị vướng bận bởi
- more flexible cognitive ability – khả năng nhận thức linh hoạt hơn
- internalise vocabulary – ghi nhớ từ vựng sâu sắc
- apply grammatical structures – áp dụng cấu trúc ngữ pháp
- salient example – ví dụ nổi bật
- put into practice – đưa vào thực tế
- government enforcement – sự thực thi của chính phủ
- place English high in the curriculum – đặt tiếng Anh ở vị trí quan trọng trong chương trình học
- adept in a foreign language – giỏi ngoại ngữ
- open doors to a wide range of – mở ra nhiều cơ hội
- well-versed in English – thành thạo tiếng Anh
- immerse themselves in various cultures – đắm mình trong nhiều nền văn hoá
- undermine a fundamental individual freedom – làm suy yếu quyền tự do cá nhân cơ bản
- raise valid ethical concerns – dấy lên lo ngại đạo đức hợp lý
- promote their latent talents – phát huy tài năng tiềm ẩn
- eroding personal freedom – xói mòn tự do cá nhân
✔ DÀN Ý & PARAPHRASING
🩵 Introduction (Mở bài)
- Keyword: all students should study a foreign language → paraphrase:
→ “students be compelled to undertake a foreign language”, “state-mandated curriculum” - Giải thích hai quan điểm: ủng hộ (proponents) vs phản đối (opponents)
→ The essay discusses both perspectives and gives a reasoned opinion.
💡 Body 1 – Ủng hộ việc học ngoại ngữ
- Main idea: học ngôn ngữ sớm = hiệu quả cao → paraphrase keyword study language early thành
→ “linguistic learning tends to be optimal during the schooling period”
→ “students are unencumbered by other responsibilities” (không bị bận rộn) - Lexical set: learning efficiency → cognitive ability, internalise vocabulary, apply grammatical structures
- Example: government policy in Vietnam → paraphrase keyword government rule thành
→ “latest government enforcement”, “place English high in the curriculum”
🧩 → Idea development:
- học sớm → dễ tiếp thu (cognitive flexibility)
- chính phủ VN → áp dụng vào thực tế (put into practice)
💼 Body 2 – Lợi ích thực tế (Opportunities)
- Keyword: benefits/opportunities → paraphrase:
→ “open doors to a wide range of opportunities”, “personal and professional advancement” - Ví dụ: sinh viên biết tiếng Anh → “well-versed in English” → có thể
→ “immerse themselves in various cultures”, “widen their personal network” - Collocations: “conduct business worldwide”, “international corporations”
🧩 → Idea development:
- biết ngoại ngữ → đi du học, làm việc quốc tế, mở rộng quan hệ
⚖️ Body 3 – Phản đối (Opponents’ view)
- Keyword: not necessary / unfair → paraphrase:
→ “undermine a fundamental individual freedom”, “raise valid ethical concerns” - Giải thích: học sinh có năng khiếu khác → “excel in other academic fields”, “mathematically talented or musically inclined”
- Hệ quả: gây bất công cho học sinh nghèo → “disadvantage those from underprivileged backgrounds”
🧩 → Idea development:
- ép buộc = mất tự do lựa chọn
- bất lợi với người nghèo vì thiếu điều kiện
🧠 Conclusion (Kết bài)
- Paraphrase foreign language policy → “mandated language learning”
- Tổng kết:
- Có developmental benefits (lợi ích phát triển)
- Nhưng rủi ro eroding personal freedom, discriminating against disadvantaged groups
💬 Tổng kết kỹ năng paraphrase & idea linking
| Keyword | Paraphrase Used | Idea Expanded |
| study a foreign language | undertake / be adept in / well-versed in | phát triển kỹ năng ngôn ngữ |
| benefits | valid advantages / open doors / opportunities | mở rộng cơ hội cá nhân, nghề nghiệp |
| government policy | enforcement / mandate / place high in the curriculum | chính sách quốc gia, áp dụng thực tế |
| fairness | freedom / ethical concern / underprivileged | quyền lựa chọn, bình đẳng giáo dục |
👉 Cách paraphrase hợp lý:
- Không thay toàn bộ câu, chỉ đổi trọng tâm: study → undertake / be compelled / be adept in
- Tránh lặp lại “language learning” → dùng: linguistic learning / mandated learning / cognitive ability / linguistic exposure
- Ý chính (idea) luôn gắn chặt keyword → mỗi đoạn phát triển theo hướng cụ thể: hiệu quả học – cơ hội – tự do cá nhân.
