Bên cạnh cung cấp Bài sửa đề thi IELTS WRITING TASK 2 ngày 22/8/2020 của HS đi thi đạt 7.0 writing, IELTS TUTOR cung cấp thêm các bài tập Chuyên đề Matching information IELTS LISTENING- Phần 3 (từ đề thi thật)
I. Cách làm dạng Matching information IELTS LISTENING
IELTS TUTOR đã hướng dẫn kĩ cách làm dạng Matching information IELTS LISTENING
II. Bài tập Matching information IELTS LISTENING
III. Transcript bài tập Matching information IELTS LISTENING
What are the characteristics of the following analysis methods?
00:00
Section 3
00:03
First, you have some time to look at questions 21 to 25.
00:32
Now listen carefully and answer questions 21 to 25.
00:40
Hi Frances, Sam. So, how did you go with applying the different theoretical business tools for the report I asked you to write? It was interesting and made us really focus on which tool was best to use when analysing a business. Good. So, tell me what you found out. We liked the theory behind pest analysis. That's political, economic, social and technological. Although we're not sure if it was very applicable to our case.
01:08
Some of the other groups had studies for which it worked really well and they said it was easy to use. But I felt it focused too much on the big picture and was unsuitable for our company. agree. On the other hand, I enjoyed using the drill down method. It was painstaking to do and we seemed to be working on it for ages. But the results were worth waiting for. Yes. I liked the way it eventually broke down complex problems. Yes. I much prefer doing the PMI analysis.
01:37
It was so straightforward to break down into its three components, plus, minus and interesting implications. You just needed to brainstorm these components and then write them up, fast and effective. And it didn't make your brain hurt doing it. I agree. And you don't need any special training at all. Anyone can use it. So was there any tool that you thought was superior to the others? In my opinion, the one tool that is critical to business, especially for larger companies,
02:06
is Pareto analysis. If they apply Pareto analysis, they would see that by focusing on the critical 20 % of their problems, they could generate 80 % of the benefits. This would allow them to work faster and it also reduces their workload. It's all about finding out what their basic problems are. I agree with Francis about Pareto, but my favourite was the SWOT analysis. You know, looking at the company's strengths, weaknesses, opportunities and threats.
02:34
as it can be used in so many different situations. It works in large and small companies and even down to departmental level. It was great for our case study. Yes, that's true.
02:49
Before you hear the rest of the discussion, you have some time to look at questions 26-30 on page 6.
03:32
Now listen and answer questions 26 to 30.
03:38
Okay, I've read your draft report but can you tell me a bit more about that company you focused on? Well, the company we used in our study was a manufacturing company who have relied on distributors to take their product to the end user. We did some analysis examining the possibility of them distributing their own products. We initially looked at their strengths. The company, although it is small, is well known and has a very good reputation. The management are very committed to increasing the company profits.
04:08
and they are confident this move would be successful. Right. And the company has quite a lot of staff who have previously worked for distribution companies, so the knowledge is already there. That was something we didn't expect to find and is probably going to help them the most to achieve their goals. I was quite impressed by some of the opportunities you detailed. I did think you missed something quite pertinent to their future growth, however. What was that?
04:34
You didn't consider the potential for establishing an offshore division. You talked about the company negotiating better terms with its suppliers. Most of these are based abroad and so if the company had a way of actually distributing the product there, this could be a tremendous opportunity and give them an edge over their competitors. That's a good point. So what did you think about the threats we identified? I thought you did a good job.
05:02
I was really pleased to see that you considered how the government's planned environmental policy could really affect the viability of this venture. With this law being introduced next year, they might need to find new ways of using their existing technology. It's easy to identify what your competitors are doing, but it's the bigger picture that often gets ignored. So, Sam, what did you learn from this assignment? Heaps.
05:29
I guess I hadn't realised how much time it takes to ensure your company survives and profits. It was great to study the different tools in books, but applying them in the real world was much harder than I thought. It was a great learning experience. I'm glad I could make your assignment relevant. I'm basically happy with your report. You've got the format correct, with the necessary headings, etc. And you've got sufficient details under the different headings.
05:55
Just remember to state whether or not you think the company should go ahead with a new venture. But you've done a good job so far.
06:04
That is the end of section 3. You now have half a minute to check your answers.
06:40
Now turn to section 4.
Stone Point: a New Zealand historical site
00:00
Section 3. You will hear part of a discussion between two students, Liz from New Zealand and Scott from the UK, who are working on a presentation about a key historical site in New Zealand. First, you have some time to look at questions 21 to 24 on page 5.
00:53
Now listen carefully and answer questions 21 to 24.
01:01
Hi Scott, here are my notes. Let's sort this presentation out then. The first thing I found out about Stone Point is it's an extinct volcanic cone. You probably know that already, being a New Zealander. Yes, and there are two other cones nearby, which also overlook the harbour. Right. Yeah, the first settlers of New Zealand, the Māori, sailed to New Zealand thousands of years after these volcanoes erupted. I think the tutor allocated us this topic though.
01:29
because of Stone Point's significant historical role. It's been used by both Māori and European settlers as a place to shelter from attack or launch an attack for centuries. Yeah, and the fact it was an ideal place for building a village, it would have been quite a sheltered spot. I suppose the Māori settled there because they thought the volcanic soil would help their crops grow. Well, they would have realised the benefits of the soil after a few good harvests.
01:57
But initially the fishing opportunities would have been the attraction. You're right. Actually, I also read that Māori regard Stone Point as taonga. I believe that means a treasured thing. Wow, your Māori vocabulary is improving, Scotch. We do have to deal with Stone Point's cultural value for Māori. That's still part of its historical significance. But we need to keep most Māori terminology out of the presentation. Otherwise...
02:26
A lot of the international students won't be able to follow us. That's a shame. I'm sure they'd be interested. I mean, I am. But yeah, we wouldn't be able to explain it in the time allowed, so I guess we have to stick to English. Anyway, European migrants turned Stone Point into a lookout point for ships. Then it became a fort, an army base in the late 1880s, and then during the World Wars, the fort was modernised again. It's also been a public park sometimes.
02:56
I'd prefer to devote more of the presentation to the military use of Stonepoint. There are some great websites about the engines they installed. Sorry, I wouldn't go into the technical side if I were you. If you start describing mechanical stuff, people will switch off. I think it's more interesting to look at the impact Stonepoint had on the people's lives at the time. I mean, for example, there were about 25 years when they used local prisoners to build the tunnels
03:26
and the underground rooms. They live there too. Yeah, I guess, if we can find some first-hand accounts.
03:37
Before you hear the rest of the discussion, you have some time to look at questions 25-30 on page 6.
04:15
Now listen and answer questions 25 to 30.
04:22
Okay, so let's make a checklist of things to do. For the early Māori Inhabitation section, we have to look at the material we've used again and make sure we know who the writers were and when they wrote it. Yes, that needs work. And for the part about Stone Point being used as a lookout point, I'm sure we can locate some drawings of how Stone Point looked then and the kind of ships coming in. Nice. And what else?
04:49
We haven't got a lot of detail for the reconstruction of the fort. We should add some more information about what it was the prisoners were adding to it. Okay, I'll do that bit too. So I'll deal with the section regarding the modernisation that happened in the 1930s and 40s. I mean, that's a bit where we have the most visible evidence of historic buildings. I'll ring the Department of Conservation and see if they'll agree to let me film the site.
05:18
Maybe allow me access to some of the tunnels the public don't see. Okay. For the 1950s onwards, could you also arrange a meeting with someone from the Department of Conservation to ask them about their restoration work? I could try. Oh, and just about its use as a public park today. Where is the boundary exactly? Does it go all the way to the beach? Not sure. I'll check that out. Great. I suppose it would finish off the presentation nicely.
05:45
if we explain the future plans for the site.
05:51
That is the end of section three. You now have half a minute to check your answers.
06:27
now turn to section 4 on page 7.
The Just-in-Time Supply System (JIT)
00:10
Part 3 You will hear a business student called Ron getting feedback from his tutor on his presentation. First, you have some time to look at questions 21-24.
00:56
Now listen carefully and answer questions 21 to 24.
01:04
Thanks, Ron, for coming to my office to discuss the presentation you gave yesterday to the business management seminar. We'll go over what you did with the aim of helping you improve your next presentation. Sounds good. Now, the topic was the Just-in-Time or JIT supply system used by lot of manufacturers, first in Japan and then in the West, I think. Yes. But actually, one thing I should have made clearer and talked about
01:34
was the fact that the Americans actually pioneered the idea of just-in-time, though it wasn't called that. Henry Ford and his cars, in fact, at the turn of the 20th century. And later, a big US supermarket chain used it, and this was where Toyota in Japan got the idea for its car-making. Yes, that would have been a good addition. Now, before we go any further, I think I would suggest that you should have stopped and
02:01
clearly defined just-in-time for your seminar colleagues. You said its aim was to reduce waste, and you mentioned that classic business theory assumes that stock or inventory of parts are counted as assets, but just-in-time sees them as unnecessary waste. But you never told us that JIT simply means waiting until the last moment to order new supplies as you need them. Yes, you're right. I should have done that.
02:30
Now, you talked a bit about standardizing parts as a way of streamlining JIT. Where did you get your data from? Well, I tried an internet website on the subject which is called the Lean Clearinghouse, but it was too technical for me. So in the end, I got my data from a textbook called Learning from Toyota. I found some journal articles too, but they didn't seem very useful. Yes. Well, there is a US government report on it I've seen. I'll get a copy for you.
03:00
Great. I look forward to reading through it. And while you're at it, you might want to find out about cases where JIT might not be suitable. And that's in service industries like tourism or health care, where customers are paying for something that they can't actually see or count. Although JIT is fashionable today, some people would say it hasn't proved so successful in the service sector as it has with the manufacturing of goods that can be quantified.
03:29
That would be interesting. I'll see what I can find out.
03:36
Before you hear the rest of the discussion, you have some time to look at questions 25-30.
04:14
Now listen and answer questions 25 to 30.
04:23
Now, unless you have any more questions, let's turn to a critique of the technical aspects of the presentation. I'm afraid I'll emphasise the things I think you might want to work on. It was a good talk, but with a little work, your next presentation should be excellent. Fine. That would be helpful. Actually, I wasn't happy with my delivery. I sometimes seemed to talk fast and sometimes slow. I was on edge, I guess. Yes, you were.
04:51
And as well as that, your purpose wasn't very specific. In future, you need to lay out exactly what you're going to cover and why. Make it clear and concise and not so general. And what about my transitions from one section to the next? Well, you didn't link the sections, did you? You went too quickly from one to the next. It was all just too abrupt. OK, I'll try to improve that. Now, your PowerPoint visuals were lovely.
05:22
But sometimes I got the feeling that, nice as they were as pictures, they didn't have much to do with what you were talking about, right? You're right. And you know, another thing I could see from the other students' reactions, they just didn't understand some of the vocabulary I was using. Good point. Well, remember, your audience were laymen, mostly without knowledge of JIT. So you need to simplify and try to put things in everyday English.
05:50
I never seem to do that. And lastly, I'll just mention your body language. You didn't use gestures and you just stood straight without any animation. It didn't make you seem very interested in the subject. I know, even though I really do like the subject. Sorry. Well, despite all this, I enjoyed your presentation and I could see you put lots of work into it. I look forward to an even better presentation from you next time.
06:20
Well, thanks for your help.
06:25
That is the end of part 3. You now have 30 seconds to check your answers to part 3.
Feedback on second year of Performance Arts Course
00:00
Now listen carefully and answer questions 21 to 26.
00:08
So, Gina, we've got to give our tutor some feedback on how we feel about the course now we've come to the end of our second year. Is it OK with you if we have a chat together before we go and see him? Sure, Charlie. So, did you choose this university to do performance arts because it's got such a good reputation? That's what hooked me in. Well, there are other good places which I also considered, but when
00:33
looked into things further I was impressed by the connections this course has with a whole range of theatres of different types. So even though I was tempted to go and study abroad I decided to come here in the end. And you don't regret it? No, it's been brilliant, especially the options this year. The body and dance option I did for this term has been particularly stimulating.
01:02
I'm sorry I didn't go for that one too, but I did dance and drama, which was brilliant too. I think the most valuable option I've done was the movement analysis course we did in the first year. Absolutely. It's provided a great foundation for all our other work since then. So let's talk about our work experience last summer. You went to Finland, didn't you? That's right. I was at their National Ballet Theatre.
01:32
I didn't get the chance to go on stage, but I helped out with sewing clothes for current productions and even with designing some for future shows. It was brilliant. I got to know a lot of students studying at the local dance school and I may get the chance to go back there next summer. I've been offered more work at the place where I was working in Canada. Great. So what do you think you gained most from the experience?
02:00
I think I've got much better at controlling my stress levels. For me, it was probably the fact that I learnt a lot about collaborating with others rather than working independently. I was lucky to be able to do that in a situation that wasn't too stressful. Also, I had to organise my time well, but I've always been reasonably good at that. That's good.
02:28
So we've got quite a few things ready to say to our tutor. It'd be a good chance to ask him any questions we have too, of course. I also think it could be helpful to discuss our future plans. For example, what we're planning to do our dissertations on. Sure. I was unsure about whether to focus on globalisation in dance or on stage design. I did an essay on globalisation in my first year.
02:57
and really enjoyed it. But then I saw a spectacular production at the Royal Opera House and that settled me on stage design. I know another student who's planning to work on that too, so we can discuss things together a bit. OK, that could be useful. I'm planning to do something on current trends in contemporary dance, for my dissertation. That sounds pretty challenging. It's a big topic.
03:25
It might not be easy to organise in a coherent way. I've thought about it quite a lot and I think that'll be okay. And I feel confident about how to write a longer piece of work. I'm in a bit of a panic though about how I'll get through all the literature. There seems to be so much. Hopefully it won't all be relevant. Quite.
03:53
Before you hear the rest of the discussion, you have some time to look at questions twenty-seven to thirty.
04:19
Now listen and answer questions 27 to 30.
04:26
So have you made any career plans yet? I'm still undecided. I've thought about performance, of course. Yes, I think lots of graduates from here take that route, but it's a hard life involving lots of tough, repetitive practice as well as actually appearing on stage. Yes, but the performance I've met know that's essential for the job and say they wouldn't change what they do for the world. I know lots of graduates go into education.
04:56
teaching at various levels, but that means doing some kind of post-grad certificate. But I think it would be interesting, rewarding work. I was wondering about theatre management as a possible option. That's what our tutor did before he got into teaching, isn't it? Yes, but he said he quickly realised it wasn't for him. He wasn't earning enough to live on. I can imagine his communication skills are better than his business skills as well.
05:25
Marketing's a possibility, of course. Sure. I've read something saying it can be an interesting career, though I don't think many graduates go for this. But that might mean there's not so much competition, as in many other fields of dance. Right. So now shall we make a list
05:48
That is the end of part three. You now have 30 seconds to check your answers to part three.
Which TWO points did students most frequently make about their musical background
before starting a music degree?
00:00
Part 3. You will hear two music students discussing the results of a survey they have done. First you have some time to look at questions 21 to 26.
00:42
Now listen carefully and answer questions 21 to 26.
00:50
So Gareth, we need to organise the findings from our survey on music students for the final presentation. Yes Lorna, I think we've got some very interesting results. Obviously we need to start by saying that we interviewed all the third year students doing a music degree and state the objective of our research project, that is to find out about their attitudes to performing. And then we should talk about the students' musical backgrounds before coming to university.
01:17
The most important points to make are that although most people have actually composed music during the course, that wasn't the case when they arrived. And the other thing they had in common was the piano. Well, they'd had access to a piano at some point, but not all had studied it formally. I thought the most interesting finding was that before coming here, almost everyone was involved in a chamber orchestra or band or singing in a choir and playing in front of live audiences.
01:46
but varying enormously in size. Some had only played in tiny venues. I think it's worth saying that. Okay. And as you might expect from people wanting to study music, they all had a degree of proficiency in at least two instruments. But in most cases, one of the instruments was dominant. Right. We need to talk about attitudes to music practice.
02:11
The most striking thing here is that even students who you'd expect to practice for hours every day until they get it perfect say it's being terrified of failing that really makes them practice. I know I'm the same. Me too. It's interesting what was said about practicing alone. Some people preferred that because they could focus more on their weak points. But that wasn't a majority view.
02:36
What most of them agree on is that there's nothing more rewarding than mastering something that's really hard to learn. That's right. OK, after that we should talk a bit about the pieces that students select for assessed performances. There wasn't quite so much consensus on this, was there? A few people prefer to do pieces which are relatively unknown, while others choose the ones they think will show off their technical ability. But they were in the minority.
03:04
think the first thing to say is that a high percentage said they would always try to learn their pieces by heart because it's too easy to get lost if you're trying to read and play when you're nervous. Okay. And quite a lot of them said it helps to listen to other people playing your chosen piece, preferably recordings, but even just other students.
03:28
Before you hear the rest of the discussion, you have some time to look at questions 27 to 30.
03:55
Now listen and answer questions 27 to 30.
04:02
So finally, we need to look at the findings for students' attitudes to performing. We should point out that this includes informal and formal public performances as well as assessed ones. Yes, that's important. I expected to find that performing solo would make students very nervous, but in fact that isn't the case. They do find it hugely challenging to start with, but they appreciate the challenge and find it stimulating. Right.
04:30
I was surprised by what students said about deciding which pieces to perform. I thought they'd all say this was easy. For me, it's always been quite straightforward. Which pieces do I like best? And which pieces can I play well? And my repertoire is quite limited anyway. But the most commonly cited answer was that it took them ages to make their minds up. I suppose it's because there are so many factors involved. You need to consider your audience, the venue.
04:58
the time available to learn the piece, especially if it's complicated, you need to think about all these things and you can't do that in a hurry. That's true. Then there's performing with musicians from a different genre, like a classical musician playing with a jazz group. That can really be fun. But most of the music students had never even considered it. Right. For performing with musicians who play the same instrument, almost everyone put the same thing. Yes.
05:27
They all said it was incredibly helpful and not at all intimidating, which says a lot for the department's ethos. Yes, that's a good point. Okay, what I think we should sort out...
05:42
That is the end of part three. You now have 30 seconds to check your answers to part three.
What reason do teachers give for using each of the following picture books with children?
00:00
carefully and answer questions 21 to 26.
00:07
Hi, are you ready to discuss our presentation? Yeah, sure. So, what are we going to say about teachers reading picture books with young children? Hmm, I think we should start with the reasons why teachers use picture books. The journal article we read mentioned several picture books and why they're popular with teachers. Right, like, I spy friends. It's a lovely story. Yeah, the children like to find the familiar faces from the fairy tales they know so well. And they're all doing predictable things.
00:36
The article said children find this familiarity very comforting. Yes. Now, how about Goodnight Little Rabbit, which has those delightful pictures? I love the way the colours get darker as the book progresses, indicating how evening turns into night. Me too. The article said that's why teachers like it. Very cute. And a good example of visual subtext. Hard to believe that it came out over 60 years ago. It's still relevant.
01:05
I really liked what the article said about the boat party. There's a lot of repetition, which I think would be great for vocabulary development. That's true, but apparently it's the images that make it popular with children. The artist is really well known and children often ask for her books. Oh, that's good to know. And shall we also include puppy and friends? Yes, it sounds like an innocent title, but the article warns that there's a bit of a fright, you know.
01:33
The one on the last page when the puppy suddenly encounters the scary cat. Teachers like to use this to help children explore their emotions. Sounds good. Hats and socks is a good one. It doesn't really have a beginning and an end, does it? Which is unusual. That's why teachers like this one though. Because it's so different, it's good for children to hear a story that doesn't follow the usual pattern. And the pages are so full of life and colour. A good choice. Mmm. Okay.
02:03
And for our last one, how about a family adventure? This one uses a lot of the same language throughout, which I think can help with letter and word recognition. Teachers say it has a really poetic feel to it. They often sing it to a simple tune. Yes, and it's full of beautiful watercolours too.
02:27
Before you hear the rest of the discussion, you have some time to look at questions 27 to 30.
02:53
Now listen and answer questions 27 to 30.
03:00
In the next part of our presentation, shall we look at some of the other research? I really liked Smith's article about the history of picture books. Picture books haven't been around for that long, of course, and as we know from our reading lists, there's a lot of research on them already. Smith makes some interesting points. Yes, one thing that shocked me was that some people don't consider picture books as proper writing because they don't have enough words in them. Yes, that was unexpected for me as well.
03:28
I think they should be just as respected as other works of fiction. Smith also mentioned that books from other countries are very popular here, even though they don't show our daily life. I think that's interesting. But it's the same for adult fiction too. People want variety. What I didn't realise is how fixed the number of pages is. Me neither. I wasn't expecting that they're so strictly limited to 32 pages. It's important, so let's include it. Alright.
03:59
Now let's think about other aspects of picture books we want to include in our presentation. How about the characters? Okay, well, a lot of them feature animals or families often in very traditional roles. But do you think we need to talk about that? For me, the main thing is that they are mostly printed as board books. The cardboard material makes it easy for young children to turn their pages. I agree. And it's essential for children to hold books and learn how they open at the front.
04:29
and that the text goes in a certain direction. Good point. Why don't we also discuss how culture is important in picture books, like the importance of respecting the elderly? Yes, it's probably different all over the world. Would it be interesting to make a comparison between modern and historical picture books and consider future directions for the genre? It sounds interesting, but I don't have any research on that, so we'd better leave it. So what's next?
05:01
That is the end of part three. You now have 30 seconds to check your answers.
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