COURSE: IELTS FIGHTER, TARGET 6.

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LISTENING 7
PICKING FROM A LIST
MATCHING
LECTURE
II.1. Vocabulary
Here are some key vocabulary which will help you find the audio listening easier to hear.
1. achieve /əˈtʃiːv/ (v)
to succeed in doing something good, usually by working hard
Đạt được (kết quả, thành tựu)
2. critical /ˈkrɪtɪkl/ (adj)
very important for the way things will happen in the future
Mang tính chất đặc biệt quan trọng đối với tương lai
3. gestures /ˈdʒestʃə(r)/ (plural n.)
movements that you make with your hand, arm or head to express what you are thinking or feeling or what you
want someone to do
ngôn ngữ cơ thể
4. handle /ˈhændl/ (v)
to deal with something
giải quyết điều gì đó
5. inclusion /ɪnˈkluːʒn/ (n)
A person or thing that is included
Người/ vật đã được bao gồm

Example:
1. He had finally achieved success.
2. Tom’s parents were highly critical of the school.
3. He made rude gestures at the drive of the other car.

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4. We all have to learn to handle stress.
5. There were some surprising inclusions in the list.

II.2. Content
II.2.1. Picking from a list
PICKING FROM A LIST
Questions 1-2
Which TWO activities will students do as part of Amanda's assignment?
A. analyse their own speech
B. record other students' speech
C. read something from a book
D. repeat part of a lecture
E. remember part of a lecture
Questions 3-4
Which TWO features must Amanda check when she chooses the extract?
A. the time it takes to read
B. the overall organisation
C. the number of words
D. the number of sentences
E. the inclusion of key ideas

Script
Tutor Come in .
Amanda Hi
T Oh hi, Amanda ... You've come to discuss your mid-term assignment, haven't you?
A Yes, that's right
T So, what have you decided to do?
A Well, I thought I could base my study on pronunciation and get students to do some self-assessment of their
own pronunciation skills
T That's interesting. You mean get them to record themselves ...
A That's right … then listen back and see where their weaknesses lie

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 T Good idea. You could also do some peer evaluation.
A Oh yes … see whether their assessment of themselves matches what their classmates think.
T Ah-hah. So, how are you planning to do the assignment?
A Well, I'm going to select a short extract from somewhere and ask them to read it aloud. Maybe something
from one of the textbooks we're reading.
T Why don't you look up one of my lectures on the website and find a suitable extract there? That way, you'll
be using authentic spoken language, rather than written text, and it will be a model for students to listen to.
A Oh yes, that's a much better idea. I'll still have to write it out though, won't I?
T Yes - I don't think you can expect them to remember it even a sentence is hard to recall.
A No, and it isn't a memory test ... So when I choose the extract, what features do I need to think about?
T Um, first I'd say pick something ... well, something that's about a paragraph long but that makes sense out
of the context of the lecture.
A Right - a clear, well-structured passage
T Yes, because to read something well, you've got to be able to understand it, haven't you?
A Yes, that might mean taking a while to make the selection ... I guess it shouldn't consist entirely of short
words!
T No - that's an obvious one. You need to think about what features of pronunciation you're going to focus on.
Then make sure that your extract has examples of these.
A So some multi-syllable words ... Things like probably and approximately
T Yes - some challenges! And then there's sentence length
A Mmm - I should Include some complex sentences so that the students have to show they know where to
pause.
T Exactly I wouldn't worry about how many sentences there are - but what you do need are some obvious
main points.
A So that they can stress things?
T Yes, particular words or phrases should stand out as significant. You know, we've already covered this in
our classes over the weeks …

Explanation
Question 1 and 2:
The students need to record themselves ... then listen back and see where their weaknesses lie ...So option A is
correct.

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Then the teacher suggests Amanda look up one of my lectures … and find a suitable extract ...for the students to
read. So option D is correct.

Questions 3 and 4:
The sentence “what features do I need to think about?” is to help you locate the answers to questions 3 and 4.
The teacher mentions two features which are “a clear, well-structured passage” and “what you do need are some
obvious main points.”
So options B and E are correct answers.
Answer key
1-2: A and D
3-4: B and E

II.2.2. Matching
MATCHING
Questions 5-8
Which comments do the speakers make about each lecture?
Choose FOUR answers from the box and write the correct letter, A- F, next to Questions 5- 8.
Lectures
5 History of English ……...
6 Gestures and signs ……...
7 Intonation patterns ……...
8 Language and rhythm ……...
Comments
A. The content is repetitive.
B. It took a long time to write.
C. It was shorter than the others.
D. It was well structured.
E. The content is relevant.
F. The topic was popular.

Questions 9-10
Answer the questions below.
Write NO MORE THAN TWO WORDS for each answer.
Which TWO pieces of equipment will the students use in the study?
9 ……….
10 ……...

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 Script
Tutor Now, let me see. Is there a lecture that I could recommend for you?
Amanda What about the one you did at the start of term on, on the history of English?
T Yes, you could go for that - it had a lot of information which was clearly sequenced and presented, so you
might find a nice chunk you can use. The topic's a bit dull, though
A Uh-huh I guess it's good to use something enjoyable.
T Yes, you might as well. You have a choice. So ... um ... the lecture on gestures and signs certainly went
down well.
A Oh, I really liked that one, but I'm not sure that the content is related to what I'm doing.
T Mmm Does that matter?... OK- there's the one on intonation patterns - I didn't take long to put that together,
though it might be a bit.
A . … the topic's certainly more closely linked to the whole area of pronunciation.
T OK. so could be good just watch out in case there are too many examples or models.
A The assignment after that lecture was fun.
T What about language and rhythm? That was one of my mini-lectures.
A Oh right, so I wouldn't have to spend too much time going through the content to find something.
T No, whereas the one on intonation patterns was a lot longer. Well, you've got a few to choose from there.
A So whatever I choose. I'll need to type it out and give them a copy each and then get them to record
themselves reading the paragraph aloud.
T Yes - give them about ten minutes to prepare. You can record in next Tuesday's class if you like.
A Oh thanks. Do we have the equipment?
T That's also important- yes! They could use mobile phones, couldn't they? Though the sound quality may not
be good on all of them.
A Technology can be unreliable at times ... but OK
T Well, we can also bring in some of the department's digital recorders. You just need to book those in
advance.
A OK, thanks.
T Well, good luck, and let me know if you need any more help. It will certainly be interesting to look at your
findings afterwards.
A A Thanks, Dr White.

Explanation
Question 5: history of English
Clearly sequenced and presented = well-structured
So D is chosen.

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Question 6: Gestures and signs
Went down well = topic is popular
So F is correct.

Question 7: Intonation patterns

The topic’s certainly more closely linked = the content is relevant
So E is correct.

Question 8: language and rhythm

My mini-lectures
And I wouldn’t have to spend so much time = shorter than other lectures
So C is the answer.
Question 9 and 10: two pieces of equipment
The teacher suggests that “They could use mobile phones,” and “we can also bring in some of the department's
digital recorders”. So mobile phones and digital recorder are the answers.
Answer key
5. D
6. F
7. E
8. C
9. mobile phone(s)
10. digital recorder(s)
IV. Homework
HOMEWORK – LESSON 7

Questions 1-4
Choose TWO letters. A—E.
Questions 1—2
Which TWO areas of work did Beth include in her dissertation?
A retail
B banking
C call centres
D tourism
E translation
Questions 3—4

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Which TWO aspects of the dissertation were impressive, according to the tutor?
A summary of academic research
B analysis of videos
C observation of live Interactions
D interviews
E analysis of data on the outcomes
Questions 5—8
Which comments do the speakers make about
each section of the dissertation?
Choose FOUR answers from the box and write the
correct letter. A—F. next to Questions 5—8.
Sections of Dissertation
5 Dealing with Complaints
6 Collaborating with Colleagues
7 Interacting with Managers
8 Giving Instructions
A There is not enough evidence.
B The conclusion is confusing.
C it highlights a real problem.
O it is particularly well organized.
E There are too many examples.
F It includes new ideas.
Questions 9—10
Answer the question below
Write NO MORE THAN TWO WORDS for each answer.
Which TWO aspects of communication does Beth emphasise in her conclusion?
9................................ 10……………………….

ANSWER KEY

1 A/D
2 D/A
3 C/D
4 D/C
5F
6A

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7C
8D
9 L/listening S/skills
10 F/formal L/language

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 TAPESCRIPT
Tutor Right, Beth. Let’s have a look at your dissertation. Well, I think it’s a pretty good piece of work.
Beth Thanks.
T Communication Skills in the Workplace. Good choice of topic.
B Thanks
T Now, I see that you decided to focus on certain sectors
B Yes. I felt that jobs involving interaction with the public would be my main area. So obviously, the retail sector
had to be in there...
T Sure. But you didn’t just focus on the obvious ones like that, did you?
B No. I wanted to look at a variety of sectors. I felt, for example, that banking would probably lead to the same sort
of results as retail.
T And what about call centres?
B Yes, of course that seemed like unobvious place to go initially. But I decided to spread the focus away from
interactions involving customers and the goods and services they buy.
T Seems sensible. So that led you to the idea of tourist guides.
B Yes. that’s a very specific area of Communication. dealing with different nationalities
T The skills involved in that are very interesting, as you describe them.
B Yes. and that led me to think about the work of translators and interpreters ….
T Well, that might be the starting point or a whole other piece of work
B Yes.
T Now, the research you did for this was generally very impressive
B Then.
T … though a bet more on the academic research that’s been done into this area would have been good.
B Well, I went more for a ‘personal’ approach here, rather than rehashing other people’s work or focusing mainly on
the theories about how people communicate.
T Yes. and it worked well. It would have been good if you could have filmed people in action and then analysed the
videos.
B I know, but there were practical issues there. So I settled for watching people in action and making notes on what
they were doing, and of course there were the interviews, too.
T Yes, it’s very interesting to compare what people think they’re doing with the way they’re actually communicating.
I was very struck by that aspect And your analysis from watching people an action was very effective, too.
B I found it fascinating to do that

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T Yes, that comes across. It would be fascinating to get data on the outcomes of these interactions too, whether
the desired outcomes were achieved.
B I know and that would be something I’d love to look at if I knew how to go about it

Pause
T Now, looking at the content of your dissertation. I felt your division into sections was the right one, focusing on
specific types of interaction in these contexts.
B Thanks
Now, your first section is on Dealing with Complaints, This is an obvious area for something on the subject, but I felt
that this section had some really original thinking on your part
B Yes. I tried to ignore the standard points that are usually made and come up with something fresh, and my
research led me in those directions
T The Collaborating with Colleagues section made for interesting reading too, but I didn’t feel that your conclusions
there were really backed up by the research you did
B Oh? I felt that they were. I tried to illustrate everything with examples. Perhaps some weren't as relevant as
others ...
T Yes. I think that’s right. You made some pretty strong assertions but I wasn’t sure they could be justified by the
examples.
B Oh, OK. But the evidence for my conclusions in the Interacting with Managers section was pretty powerful,
wasn’t it?
T Yes, and most of the research in this general area doesn’t focus on this particular issue. I think your conclusions
there point to something that causes all sorts of trouble in organisations and compares but that isn’t given enough
attention,
B I agree. It’s something that training programmes should be covering, but they don’t.
T Now the Giving Instructions section was very well put together. I thought
B Yes, this is one where language accuracy and coherence are the main issues ...
T ….. and you came to very dear conclusions on that. This is a really effective section, with general points
illustrated by lots of examples and a conclusion that made Iocal sense

Pause
T Now. Finally, let's have a quick look at your overall conclusions.
B OK.
T Now. you’ve included quite a bit in the main body about Writing Skills but in fact you see Listening Skills as being
a much bigger issue.
B Yes, as I say there. people don’t pay enough attention to what other people say to them and this leads to all
kinds of communication problems.

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T And the other big issue is Grammatical Accuracy. isn’t it
B Well, up to a point, but as I say, there are lots of instances where this is less of an issue than Formal Language.
When people are in situations where this is required, they’re often at a loss and end up not making much sense
T Yes, as you make clear. Well, Beth, this is a good piece of work. Well done.
B Thanks.

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