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Listen and answer the questions. (Recognizing Rephrased details)
PART ONE
Skill A: UNDERSTANDING MAIN IDEAS (consolidated)
For this skill, you are required to practice and perform the skill of understanding the overall topic or basic idea of a lecture or a conversation.
• To achieve this goal, you need to understand the speaker’s general purpose in giving a lecture or having a conversation. To practice this skill you have to answer the questions like:
1. - What is the topic of the lecture?
2. - What is the conversation/talk mainly about?
3. - What is the lecture/discussion mainly about?
4. - What is the teacher/lecturer/woman/man talking about?
5. - Why does the man talk to the woman?
6. - Why does the woman go to see his/her professor?
7. - What aspect of -(overall topic)- does the professor mainly discuss?
8. - What are the people mainly discussing?
9. - What does the woman need from the _______?
• You also have to eliminate incorrect answer choices, and
• You have to identify a statement that is not mentioned in the listening passage
Very often, in the lecture or conversation, you can identify the main ideas of the lecture or conversation by listening to the key word(s) or phrase(s) that are repeated through out the talk. In this process, you are also required to distinguish between details and minor idea (supporting ideas or satellites) from main idea (central idea). Sometimes, the speaker’s question in the talk can help to give a clue of his/her general purpose.
Let’s listen to the following extracts of conversation to identify the main idea of the conversation.
TAPESCRIPT:
Tip for identifying topic/main idea of conversation
Catching the question for topic
This kind of campus conversation is about a student’s problem and solution(s) for his/her problem. The student’s problem can be understood as the main idea or topic of conversation. Also, what the woman and the man discuss and what the man exactly concerns can be the main ideas of the conversation. To identify the topic or main ideas of the conversation, you are required to pay attention to such questions/requests as:
- What’s the man/woman’s problem?
- What’s wrong with the man/woman?
- What does the man/woman want to do?
- Why does the man/woman …?
In doing so, you have to catch such questions/requests as
- Oh, tell me what is wrong. (request)
- So what is the problem? (question)
- Why didn't you go to his office? (suggestion)
The first utterances in the conversation can help you to identify the kind and topic of campus conversation. These three utterances indicate that this is a problem and solution conversation.
W: You look worried. Is everything alright?
M: No. I have a really big problem.
W: Oh, tell me what is wrong.
The tip can be summarized as follows.
1. What is wrong with the man?
(A) He wants to see the teacher about his scholarship. (incorrect, he did not hand in assignment in time)
(B) He has to go to the biology class tomorrow morning. (incorrect, he went there but the prof wasn’t there)
© He needs to see the teacher about an assignment he didn’t hand in. (correct, he did not hand in his assignment in time)
(D) He wants to ask the teacher about going on a vacation. (incorrect, irrelevant to the man’s problem)
For question 2 below you are required to apply the skill of understanding details and facts (presented below for the consolidation)
Skill B: UNDERSTANDING DETAILS AND FACTS (consolidated)
For this skill, you are required to practice and perform the skill of understanding the details and facts of a lecture or a conversation.
• To achieve this goal, you need to take notes of major points and important details of a lecture or conversation. To practice this skill you have to answer the questions like:
1. (According to the professor/man/woman), what is _________?
2. (According to the professor/man/woman), why/who/how/where/how many _______________?
3. What does the (professor/man/woman/students say about _________?
• You also have to listen for signal expressions that identify details, such as the following: For example, the reason is, on the other hand, I would say, etc.
• You also have to eliminate incorrect answer choices, and
• You have to identify a statement that is not mentioned
Now practice the skill of identifying the detail or fact of the conversation you are going to hear. Please remember that some choices should be eliminated and some statements are not mentioned. You actually hear some words in the conversation but they are mentioned in an incorrect statement or they are given in a sentence about an idea that is not mentioned. Be sure to take notes while listening to the passage of a typical conversation.
For question 2 below you are also required to use some tips for identifying facts or details about the conversation.
Some tips for identifying facts or details about the conversation
To collect the facts and details about the conversation, you are required to take notes about the conversation. For this kind of problem and solution conversation between students in the campus, you should first, identify whose problem is being talked about. Then, note down the other student’s suggestion(s) or solution(s) for the problem. In doing this, you have to follow a certain diagram to note down the facts and details in a suggested relationship.
Man’s problem:
- Have B average or scholarship cancelled
- Hand in assignment but overslept → get a C
Woman’s suggestion:
- Talk to prof (left for vacation)
- can’t slip assignment
Man’s solution: run faster
Woman’s opinion: woken up earlier
• Be sure to use indentation to distinguish between the main idea and the detail:
Problem:
- .....
- .....
Solution:
- .....
- .....
The tip can be summarized as follows.
2. Why did the man miss his class?
(A) He was too lazy. (overslept does not necessarily mean lazy)
(B) He did not wake up in time. (correct: inference from “overslept”)
© He did not run to the class. (Contradiction: He actually ran to the class)
(D) He wanted to go on vacation. (Incorrect, not mentioned – the professor left for vacation)
For question 3 below you are also required to use some tips for making predictions about what the speaker is going to do in the context of the conversation.
SKILL C: MAKING PREDICTIONS
For question 3 below, you are required to make prediction about what the man will do after the conversation.
• To perform this skill, you should:
- infer what is likely to happen from what the speaker says
- Draw a conclusion based on the main idea and what the speaker says.
• To practice this skill you have to answer the questions like:
- What will the man/woman/the speaker probably do?
- Where will the man/woman look for the information the man/woman needs?
- What will the professor discuss next?
- What will the man most likely do?
The tip can be summarized as follows.
3. What will the man probably do?
(A) He will slip the assignment under the professor's door. (incorrect, contradicts woman’s opinion: can’t just slip the assignment)
(B) He will call the professor over the phone to talk about the assignment. (not metioned in what the speaker says before)
© He will run faster back to his room. (incorrect, contradicts woman’s opinion: woken up earlier)
(D) He will talk to the professor after the vacation. (correct, woman: You can talk to him when he comes back)
The tip of predicting can be represented as follows.
the main idea and what the speaker says inference conclusion
what the speaker says → what is likely to happen
You can talk to him when he comes back (from vacation) → He will talk to the professor after the vacation
PART TWO
Now practice listening to the passages below applying the skills of understanding the main ideas, identifying details and facts, and making predictions.
Be sure to take notes using a branching diagram for the main idea, details and facts.
Scholarship (n): học bổng
Hand in (v): nộp
Average (n): trung bình
Slip (v): đút nhanh
2.1. Listen and answer the questions.
1. What is the talk mainly about?
(A) The California gold rush
(B) The football teams of California
© The towns of Alaska
(D) The gold rushes in North America
2. Who were the original 49ers?
(A) The Klondike miners in the gold rush
(B) The San Francisco football team
© The miners of the California gold rush
(D) The Native Americans living in Alaska
3. According to the lecture, who first discovered gold in Klondike?
(A) Skookum Jim Mason
(B) George Carmack
© White people
(D) Californians
Words & Expressions:
Gold Rush (n): sự đổ xô đi tìm vàng
Spot (n): địa điểm
Miner (n): thợ mỏ
Register (v): đăng ký
TAPESCRIPT & KEY:
2.2. Listen and answer the questions. (Listen for supporting details)
1. What are the friends mainly talking about?
(A) Listening to music
(B) Playing sports activities
© Using a computer in the library
(D) Getting a part-time job
2. What does the coach’s assistant do? (Tick on 2 answers)
(A) Listen to music
(B) Manage lots of equipment
© Plan sports activities
(D) Use the internet
3. According to the conversation, why will the man NOT like the library job?
(A) The library has too much equipment.
(B) The library is too quiet for him.
© The library is too exciting for him.
(D) The library has baseball bats and helmets.
Words & Expressions:
Wipe (v): lau chùi
Quite a few: khá nhiều
Equipment (n): thiết bị
Big (adj): thú vị, quan trọng
TAPESCRIPT & KEY: 1D 2 B & C 3.B
SPEAKING (Independent tasks):
ORGANIZING SPEECH (consolidated)
This task of speaking requires you to present your own information about your opinion or position about an issue/topic, or your own information about an incident or story you have experienced. This is different from the task of integrated speaking which requires you to use the information you pick out from the reading passage and the listening passage.
To perform this task of speaking, you are required to acquire these necessary skills:
• Describing a personal experience or expressing a personal preference
• Organizing ideas
• Expressing a clear topic statement and the supporting points
• Speaking clearly and accurately with knowledge of grammar, vocabulary and pronunciation
To have a successful performance of your speaking task you are required to follow the process and the strategies:
Process Strategies
1. Read the question and understand the task Be sure that you understand the question and what the question requires you to do, i.e. whether you are required to give your opinion about a topic/issue or to describe/talk about your past experience, whether your are asked to provide reasons and examples or to give specific details and examples.
↓
2. Decide on the topic statement Decide on the main idea or choose one of the positions. Use the relevant parts of the prompt in making up your topic statement, i.e. you are required to agree or disagree with an opinion, to talk about advantages or disadvantages. Make clear your choice or position.
↓
3. Brainstorm and select the supporting ideas Quickly think of the supporting ideas from your experience. Choose those ideas that most clearly support your topic statement. The common tip is to jot down brief answers to the questions: what/when/where/how/why?
↓
4. Organize the ideas Arrange your ideas, putting them in order from most to least important. Be sure to put them in a plan or diagram so that you can keep track of them easily when you speak.
Now practice the skills for the following speaking task.
Describe your favorite after-school activity and explain why you like it. Use details and examples to support your explanation.
You are required to follow the process and strategies as mentioned above.
Skill A. ANALYZING THE TASK BY ANSWERING THESE QUESTIONS:
• Does this task ask you to explain your opinion or your past experience?
Opinion Experience
In the question, the words describe, the simple present form of the verb like can help you to identify the task as describing your daily activity. For this type of speaking task, you are required to use simple present tense to talk about the description of your favorite after-school activity.
• How would you response to the question?
You are required to
- describe your favorite after-school activity
- explain why you like it
In fulfilling these two requirements you have to
- use details and
- examples
to support your explanation.
Skill B. DECIDING ON THE TOPIC STATEMENT
To achieve this, you have to state your favorite after-school activity and briefly why, e.g. My favorite after-school activity is playing soccer because this activity helps me to keep fit and teaches me several valuable lessons.
This topic statement guides your response in two things for the development: playing soccer and physical benefit and several valuable lessons.
Skill C. BRAINSTORMING AND SELECTING THE SUPPORTING IDEAS
As stated in the topic statement, the two controlling ideas “playing soccer” and “this activity helps me to keep fit and teaches me several valuable lessons” should be developed or supported with the supporting ideas as follows.
Controlling idea: playing soccer helps me to keep fit and teaches me several valuable lessons.
Supporting ideas:
- description of playing soccer: (with whom, when, where, how …)
- why I like it
+ what physical benefits I get: (increasing endurance, stamina, getting quicker…)
+ what I learn from this activity: (the discipline, sportsmanship…)
Skill D. ORGANIZING THE IDEAS
You are required to make a plan arranging the ideas from most to less important.
(This may vary depending on your own choice). Be sure to put each of the supporting ideas on a separate line as follows.
- Description of playing soccer:
- Why
+ Physical benefits: ...
+ Valuable lessons: ...
• Note:
You may need to understand the term after-school activity
An after-school activity is any organized program which invites youth to participate outside of the traditional school day. Some programs are run by a primary or secondary school and some by externally funded non-profit or commercial organizations. These after-school youth programs can occur inside a school building or elsewhere in the community, for instance at a community center, library, park, etc. These activities are a cornerstone of concerted cultivation, giving children experience with leadership and dealing with adults.[1] Such children are believed by proponents to be more successful in later life, while others consider too many activities to indicate over-parenting.
Typical activities
There is a myriad of organized after-school activities for children including, for example:
Sports such as soccer, baseball, scooter racing, hockey, swimming
Performing arts such as dance, drama, ballet, choir, and band
Creative arts such as painting, drawing, crafts
Cramming schools for literacy, mathematics, etc.
Scouting, Girl Guides, Boys and Girls Club of America, Boys' Brigade, cadets
Now practice the skills for the following speaking task.
People have different ways of escaping the stress and difficulties of modern life. Some read, some exercise, and others work in their gardens. What do you think are the best ways of reducing stress? Use specific details and examples in your answer.
You are required to follow the process and strategies as mentioned above.
Skill A. ANALYZING THE TASK BY ANSWERING THESE QUESTIONS:
• Does this task ask you to explain your opinion or your past experience?
Opinion Experience
In the question, the simple present form of the verb phrase are the best ways of reducing stress can help you to identify the task as giving your opinion in describing your the best ways of reducing stress. For this type of speaking task, you are required to use simple present tense to present your opinion.
• How would you response to the question?
You are required to
- describe your first way of reducing stress
- describe your second way of reducing stress
In fulfilling these two requirements you have to
- use details and
- examples
to support your explanation.
Skill B. DECIDING ON THE TOPIC STATEMENT
To achieve this, you have to state what your best ways of reducing stress are and details with examples, e.g. I feel the best ways to reduce stress are …. and …
This topic statement guides your response in two things for the development: Way 1 to reduce stress and way 2 to reduce stress
Skill C. BRAINSTORMING AND SELECTING THE SUPPORTING IDEAS
As stated in the topic statement, the two controlling ideas should be developed or supported with the supporting ideas as follows.
Controlling ideas: I feel the best ways to reduce stress are …. and …
Supporting ideas:
- way 1: details and examples
- way 2: details and examples
- …: details and examples
Skill D. ORGANIZING THE IDEAS
You are required to make a plan arranging the ideas from most to less important
(This may vary depending on your own choice). Be sure to put each of the supporting ideas on a separate line as follows.
- way 1: details and examples
- way 2: details and examples
- (way 3): details and examples
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