Tài liệu Ielts foundation course part 4 doc

rent ”»@ ri 6 eren “notes”, Separate groups of chimpanzees have dille 1 vees have culture, just ñs human, these ways on through the generations: that 18, ddan a geneticist at Witnt

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tis true to say that

“here is no doubt

that

7 recent years

fany people

consider

onclusions

conclusion,

» conclude,

»sum up,

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Topic: ‘Nature versus Nurture’

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Previous studies/research

Comparison between:

Paragraph 4 Later in life, as the child starts school, teach influence Often, one or more teachers can have consi i child's future, inspiring them in a particular subject br has a a career path Teachers can have a particularly important role to pla Đa Nhiệt 4 lacks support from home due to emotional or financial 2liffeutleg which ñ have a negative effect on their learning Therefore, it is definitely Beebe rae child to succeed academically, even without the help of a suppEiB family, a

ers begin to have a greater

Conclusion

8 Workin pairs or small groups Add an appropriate introduction and conclusion

Listening and writing simultaneously

1 (25/15 Listen to part of a tutorial discussion between a student and tutor (Dr Williams) As you listen, complete the notes

Onarp ies 3

Or do parents, teachers, friends 2

sath

Points to remember:

Focus on studies with similar pattern and compare with those that don’t

follow same trends then analyse why the 5

Personal opinions — back up statements with clear 6

Using references — Cite source of information

Include bibliography at end of assignment Put in alphabetical order 7

Further questions /points to discuss in 8

Allin the mind —

TH TT Lexical links seand 47:

1 k back at the texts on tea in the te K

rae p another word in the text which hag 4

Writers use different

words with similar or

related meanings to

link different parts of

Replace each wor

Text 1 Text 2 undertake (do research) (y) tool (n) animal (1)

2 Look at this text The first 8 entence of each paragraph is Missing M, es in the boxes 3 My,

Understanding these the paragraphs and the 8€ Hinks helped you to do this task |

nunicate with humans, There is a linguist Chimp

som signs, allt ised correctly, Chimps can #0ÌVs i :

is even improvise a makeshilt food , |

himpø in the wild leaving øach othey

ways of doing things, and pagg |

called Nim Chimpsky with a vocabulary of 128

problems, use tools and when they lose their tee

blender, Two observers have now claimed to IP! rent ”»@ ri 6 eren

“notes”, Separate groups of chimpanzees have dille 1 vees have culture, just ñs human, these ways on through the generations: that 18, ddan a geneticist at Witnt.d ị

have culture, In a word, they might be human, Morris Goo : 3 ` himpanzees should be ales : State University school of medicine in Detroit, argues un oaks

included with humans in the same evolutionary group!ng-

The evidence is in the DNA, Instead of comparing

aaensinnsesaniasassvdarseenciaces : ẳ 1 ionary re

structure, or the teeth, taxonomists — scientists who deal in evolut mary

jon of life, reproduction and development,

Goodman and his colleagues report in their article that they compared 97 genes in six different species; humans, chimpanzees, gorillas, orang-utans, old world monkeys and

mice, DNA is common to all life: the closer the DNA match, the closer the evolutionary

link Humans and chimps came out with a similarity of 99.4%, On the strength of this,

Goodman says: think again, humans,

"` s Butatanother level, hø ís raising an argument about human línks with the rest of creation, Are humans a breed apart, with dominion over fish, flesh and [owl? 0)

are humans just gifted apes, lucky enough to have an edge over their nearest relatives? An

if the latter, then what responsibilities do humans owe to their fellow creatures?

digits, or spinal

lationships -

if apes were reclassified as human, would they then be entitled to hum

rights? And if apes were classified as human, would Homo sapiens be guilty of genocide!

At one level, he is reviving an argument about ?

classification: what is it that makes animals alike, and Chimps have language,

different, and how do you logically group them, ` —- 5

The evidence is not in thei

upright or use computer tout

eee tet " -._._ —-

So a small change in classification translates

into a big one in moral attitudes,

r capacity to

sh soreens

Study skils | Using a dictionary

What do you use your dictionary for? Looking up the meaning of words? A good dictionary has so much more useful information than just the me x

In order to use a dictionary effectively, you need to understand the abbreviations that are used in it

1 Match these abbreviations to their meaning

uncountable noun — that cannot be used with a/an and have no plural form

somebody

countable noun — that are used with a/an or a number and have a plural

|

1

re

abbreviation

|

transitive verb — used with a direct object, eg late my lunch

|

‘ev | intransitive verb — has no direct object, eg He slept until noon

Now look in your dictionary to find an example of each one

What other abbreviations does your dictionary have?

A good dictionary has a lot of information about each word Find out how much your dictionary can tell you

2 Look up:

1 intelligent -How many different words are listed with a similar meaning?

2 should — What grammatical rules are there about using should?

3 instruction — Which words are often found together (collocate) with instruction?

policy —Is this word commonly used?

high/tall — Which word do we use for a shelf which is a long way off the ground?

equipment — Is it countable?

fortuitous — Is this a formal or informal word?

sometimes — What part of speech is this word?

subway — What is the difference in meaning of this word in England and America?

10 eye—Why would you look somebody in the eye?

= Find these words in the unit Then check their meaning in your dictionary

symbol p.47 correspond p.48 lack p.51

=n

NG

TIP

Important information is |

often repeated in

different ways in the

text

Don't circle the first

thing that you hear

unless you are sure

it's correct

Bee) Cy eee 1 Work in pair

š 7

A career or ajoD!

Part 2

Take it in turns to practise these exam questions,

s Take Describe a job you would like to do in the futur,

Part 3

jobs?

Multiple choice

You should say:

y7 01i9/50 like to do this job what skills are needed to do this job Well You should also say what you would like Most about this job

aa `

or

What is the best way to prepare for a job interview? Which jobs do you think are the most dangerous?

How can employers keep their staff happy?

Do you think pop and sports stars earn too much money? How important is appropriate dress at work?

Is it better to stay in one job for a long time or have many,

Sally and John are two university students who are thinking about w will do when they graduate

1 (2116 For questions 1-6, circle the correct answer

1 Where does Sally want to go

B South America think about what each one sho

2 Sally wants to be of information you will be liste

B a teacher

C asinger

D abusinesswoman

3 Whois giving the talk?

A Professor Davis

B Mr Davidson

C Professor Donaldson

D Mr David

A career or a job?

4 What does the speaker look like?

5 What time do Sally and John arrange to meet?

A 7.30pm

B 6.30pm

C 6.55pm

D 7.00pm

6 Where do Sally and John arrange to meet?

Main hall

Ẳ

Completing a flow chart

2 Workin pairs Look at the

flow chart below How much can you predict?

3 |=! 17 Listen to the talk

and fill in the answers using

Exam information

Flow charts usually describe a process, and

have notes boxed in a logical order Check

the word limit for the answers The order of the questions follows the text

NO MORE THAN THREE WORDS

Looking for ajob

Newspapers

and Magazines

job centre

| le:

the 0 a ng

sites

( efficient ) ( Bata uy On-line )

applicatlons _

-A career or ajob?

Language focus 1

change | ask someone to check it

Applying for aj9B

have 6

phone for application ig number ready

road the job descriptlon cArø 0 1Y word procggg

unless han Ws

Specified 9)!

fillin application form blanks any

>

ets relate this tg include 7 - ssstbeonesesteeetstss describtio nh

Future plans and arrangements

There are several different ways of talking about the future in English,

Look at these examples

l[llmeet I’m goingto meet lmmeeting | meet

1 Look at the underlined sentences from the listening below Find an

example of:

=0

a future plan/intention made at the time of speaking

a future plan/intention made previously

a future fact or prediction the present continuous used to talk about a future arrangement the present simple used to talk about a scheduled or timetabled eve the future

So what are you doing on Wednesday? Shall we go to this talk? : Maybe — what’s he going to talk about?

Umm, let me see — it Says here that the lecture will cover looking for we

writing applications, including tips on how to impress your potential

employers It says that there'll be time for questions as well

That sounds perfect, actually What time does it start?

OK, I'll meet you here,

A career or a job?—

2

Listen again to check your answers Underline the best -'16 Choose the best option to complete these extracts from the listening

alternatives

S: Do you know what you want to do? 0 Are you going to be / Wi

J: No, I'd like to be, but my dad would kill me With a degree in Business

B Ns Le a ee enters, but | think I'd like to go into marketing

3 at’d be interesting — 1 you're going to make/you’ ) i

J: | could do, but that’s usually after you’ve worked your way up a bit What about you — do you know what 3 you're going to do/you do?

S: | really want to try and get a job overseas — my sister and her two kids live

in Australia, and I’d like to go out there

J: Really, that'd be great! 4 I’m going to come and visit you/I'll come and visit youl J: Why don’t we' make it a bit earlier — say half six, and we can go and have a quick drink in the bar first

S: Great! Listen, I’ve got to go, 5 /’m meeting/I meet/I'll meet Tariq in ten minutes

6 I’m seeing/I'll see/| see you in the bar at 6.30 on Wednesday, then

J: OK-—see you then

Scanning

Reading sltlls

Which

1 Quickly read these three job adverts and find the information

job only requires 6 months’ previous experience?

is temporary?

requires a degree?

uses languages other than English?

involves delivering letters?

[ JobB | B

PA to Marketing

Manager

Maternity contract for 6

months Large, Birmingham-

based company require a PA

with at least 2 years’

experience in a busy

secretarial role, fluent in

French or Dutch to business

level, written and spoken

Duties will include WP,

general correspondence,

producing reports/

and hotel/travel bookings

You should be computer

literate in Powerpoint or

another presentation

package and have a stable

and organizational skills

(Fluent in French or Dutch)

presentations, client contact

CV, and good communication

Administration Assistant - Car Credit Sales

Our client is looking for an Administration Assistant to join their young, dynamic team in Car Credit sales Your role will be inputting and processing new applications and generally assisting the

administrators This post requires a team player, who is flexible, well organized and methodical with a good sense of humour and at least

6 months’ previous experience in a similar role A confident telephone manner is essential Duties will include arranging overseas travel, receiving visitors, post distribution and maintaining stationery levels as well as word processing You should be very familiar with Word and Excel

Business Graduates

Are you graduating in Business this summer? Are you looking for

an opportunity to explore and reach your full potential? Look no further! We are a large, multi-national company looking for

> graduates to be future leaders through a series of challenging roles and development and training You must have a 2:1 or first

in Business or a related discipline, or a relevant post-grad qualification, eg an MBA

nu

©- ~A career or

ajob? -xt

Guessing

ords in the job adverts with their definiti,,

2 Match the underlined W' 6 able to speak French ver

0 asimilar subject 7 able tO use a compute; related a none easly 8 ableto ae to change,

1 able to talk on the p™ i 9 asecon ‘ egree (after ạ

2 you have not moved jo Bachelor’s)

4 ahigh pass mark rom 11 logical and careful

university : ATs ates 2 cheerful and able to, €e th,

5 20EXEGTE vn works well wi funny side of things other peo

3 Now put the phrases into these categories

Qualities Qualifications

Understanding information in tables

‘s atti ds work and f

1 The table below shows women’s attitudes toward: a

in the UK, beeqeen 1980 and 1999 Work in pairs Which statements, agree with? Why?

A man’s job is to earn the money; a woman’s 48 19

job is to look after the home and family

Women can’t combine a career and children 29 15

Ajobis allright but what most womenreally | 40 15 [ want is a home and children

If her children are well looked after it’s good 75 72 for a woman to work

If a woman takes several years off to look after | 42 35 her children she should expect her career to

2 Answer these questions

1 What do the statistics tel] you about how attitudes have changed Britain?

2 tegard to women working? How have things changed in your country over the last 50 years

3 How do people feel about these issues in your country?

A career or.aiob!

Yes, No, Not Given

P

' 3 Read the text on the changing profile of the labour force in Canada Do

is answer Yes or Ma YES if the statement agrees with the information

weannotfindthe = NO ff the statement contradicts the information

lence answer / NOT GIVEN if there is no information about this in the passage

Eauem_ in 1999 more than half of Canadian women were in pai crrployrnert

Most women now continue to work when their children are young

In the future, there is unlikely to be a shortage of teachers in the labour force

and their parents

Employers will nged to employ a wider range of people

Organizations employing people from just one ethnic group will die out

ne & the most remarkable demographic events of

the last half century was the dromatic influx of

women into the paid labouw force Although

women have always worked in their homes and

communities on on unpaid basis and o proportion of

women have worked for pay outside the home,

women's rate of entry in the paid labour force has

increased matkedly since the carly 50s in 1951, less

than one quaries df women in Canada (24%) were in

the labour force By 1999, the proportion had more

than doubled to 53% The mos notable increase in

women's poricipation sates has been among women

with chikdsen Between 1976 and 1999, the

icipation sate fox women with children under 16

ger tsom 39% 1o 71% Women now maintain o

song labow force atiachment, including during their

childbearing years, scfleciing 0 commitment both to

thes family roles ond 40 their paid work

Concomitant to this shitt in the gendex distribution of

the labour force has been a shift in its age structure

lke the population in general, the labour force is

ageing As the baby/boomers, now conceatrated in

their mid 40 fate career years, approach refirement

age, labour shortages are forecast in a wide range of

occupations, including medicine and health,

teaching, ond public service Forecasts indicate that

the selicement wave will continue until at least 2020

Beyond 2015, the Canadian labour foxce is

projecied to grow at c sate of less thon half o percent

per year, under one third of tts current growth sai It is

wnltkely thot all vacancies can be filled by young

people, as the traditional labour force eatront

population fyouth aged 15-24) itself is shrinking

Labour shoriages have already been noted ín cenoin

geographic locales and in selected fields such as

i

2

3

4 More workers are likely to be sharing 2 house with both their children

5

6

5S

itosmation technology, sxilled trades and health core services

`

As the labour force becomes more diverse demographically, # cso becomes more diverse in

tems of employces’ needs, family demands and — potential coregiving responsibilities individuals wath young childsen may spon c wide age range, especially @ they have delayed childbearing

Employees may face mutlipie caregiving demands, with both children ond ageing famity membexs fo core for An increasing sume: are likely to provide =f case for on immediate or extended family member 2 with o health problem or long term disability, either on

œ regtlor basis, or unexpectedly in fimes of acx#©

need Many will have family members in distant locales whose needs will be of concer to them |

}

|

Projections indicate that 50% of the wordorce ZF

2015 is ckeady in the labour maket The combination of o shrinking labour pool and skiễc shortages means that in ods to mee their resouce needs, organizations will need fo retain ond derop womens and men, new immigrants, visible minority groups, people with disabilities young people ond f oldex workess looking for a post refrement carest ’ This wordosce will have o wide range of obligafions ouside of the workplace ond will not be weil seved

by ‘one size fits all’ human resource policies Ệ Employers who provide flexibility, ‘balance’, and opportunifies for confinuous leoring and

development will have a strategic advantage ina fight labour markel, and will moke an imposant contribution to the wellbeing of employees families

—-

a a

TT

——_—

Strategy

Identify key words in

the headings

Look for similar or

related words in

the paragraphs

graphs Matching headings te paradrar

4 Choose the most euitable he

1 Woren interrupt thet careers |

> Hoth men and werner i the r W {Increasing proportion Of empl demands

1 ‘The majority oF Ww

5 Most mothers in the

6 Mothers less likely te be empie?

Y Numberof Canadian wenen WO"™

& Greatest increase if wet kings WOME

omen still labour farce

"

A |p 2000, 60% al Canadian wemet aged 1S and ever were Ih he k Canadian labour feree, Ue liam 42% 16

1976, Between 1°76 and 2002 the

Í weIten ih the labour loree

“.4milllen, d1 grew trom 8.6 millien te

increase ef 106%, Over ihe same

| men In the ldlbeut perc sd the numbet Q

lrom @.2 force grew by enly 40%,

million to 8.7 million

B the largest participation rate increase has been among women wilh pre

schoo! children ‘Between 1976 and

1 @QQ, the participation tate ol wemen

with @ youngest ¢ hile aged 3 te 5 grew

from 87% 16 66% The increase was

even mere dramatic GmMong WOITICI1

with @ toddler or infant: the rate fer women with a youngest child under 3 mare than doubled, fremn 28% in 1976

to 61% in 1999

C Werk continuity is important to career development, fulure employability and current and fulure earnings, bul the majority of women experience

significant breaks in employment

Nearly two thirds of women (62%) whe have ever held paid jebs have

experienced @ work interruption of six months or mere In contrast, only one

aclinge fot paragraphs At

Go care fot family suit force Have ( Hild care deinands

18 ees with both child and elder

ate H

work in ‘traditional’ female öcctnati,

{than women without; Hilden ( arkinys increases

` hose with Nildren

D

E

F

quater ol helt male VALBI pei \

have had a ath ÌIIl6ftuioli Hy leg) months Gt mere Merrie it fay leave and cate al childien

462% al warnen’s

tk int Hupt i

In spite of the remarkable { (

}!(x/I|

participa HGH fale TEN Wilh ¢ are slill less likely 5 be in the lat

MihGuL Ih 1666

al women uncer ay {6

laree than those

itheut

ehileren under 16 at home

labour fares This competes 1606 4

PaHhiclp HiGH (ale ol 60%, mong

women Wilh childien under 1

The vast im ijOtily ( | BIpl ved Ww

with ehildren work full time | 10 hy

mare per week) In 1909 7} i

employed women wilh al least child under age 16 at home weil lime, as did 68% of employed wy

with eae oF more children unde

ol age

A nationally tepreseniative etnpl

survey conducted by the Conley Beard of Canada in 1999 indi thal the proportion ef ermployecs

beth eare ler el lerly ke imily mem

and have children at home is no

as compared to 9.5% a decade