CÁCH LÀM DẠNG SUMMARY COMPLETION IELTS READING

Bên cạnh cung cấp PHƯƠNG PHÁP HỌC IELTS SPEAKING HIỆU QUẢ, IELTS TUTOR hướng dẫn CÁCH LÀM DẠNG SUMMARY COMPLETION IELTS READING

Có 2 dạng Summary completion:

1. Tóm tắt của toàn bộ bài
2. Tóm tắt một phần bài 

IELTS TUTOR lưu ý:

• Thông thường sẽ làm dạng Summary Completion sau cùng, đối với dạng Summary Completion toàn bộ bài nên đọc qua trước của phần tóm tắt để khi làm các phần câu hỏi khác thì nếu bắt gặp keywords của dạng Summary Completion của toàn bộ bài cũng có thể chọn đáp án được luôn
  • IELTS TUTOR lưu ý:
    • Ví dụ đề có 13 câu, từ 1-6 là dạng matching headings, 7-13 là dạng summary completion thì có thể đọc trước dạng summary completion để khi làm dạng matching headings có thể bắt keywords để tìm ra đoạn văn khoanh vùng tìm ra đáp án cho dạng summary completion luôn
• Cách làm dạng Summary Completion toàn bộ bài như sau:

IELTS TUTOR lưu ý:

• Đối với dạng này thì thực chất chỉ cần tập trung vào 1 đoạn văn trong bài thì sẽ tìm ra được đáp án cho tất cả các câu
• Câu hỏi sẽ đi theo thứ tự xuất hiện của bài đọc
• Cách làm tương tự với dạng Summary Completion toàn bộ bài (dạng toàn bộ bài sẽ khó hơn vì bao quát hơn) chỉ khác ở điểm là dạng Summary Completion một phần bài đoạn văn khoanh vùng chỉ gói gọn trong 1 vùng, còn dạng toàn bộ bài sẽ rải rác cả bài 

Bài đọc thuộc khoá học IELTS ONLINE READING 1 KÈM 1 của IELTS TUTOR

TEAM-BASED LEARNING

With the globalisation of information technology (IT) and worldwide access to the Internet, people from all areas of learning are finding themselves using some form of information technology in the workplace. The corporate world has seen a boom in the use of IT tools, but conversely, not enough people with IT skills that can enter the workplace and be productive with minimal on-the-job training.

A recent issue of the New York Times reports that many companies are looking for smart students who may have a budding interest in IT. Some companies, trying to encourage students to attend interviews, provide good salary packages and challenging work environments. For example, one American IT consulting company offers high salaries, annual bonuses, and immediate stock options to potential recruits. It also brings in 25 to 40 prospective applicants at a time for a two-day visit to the company. This time includes interviews, team exercises and social events. The idea behind the team exercises is that the applicants get to see that they will be working with other smart people doing really interesting things, rather than sitting alone writing code.

In the past 10 years, employers have seen marked benefits from collaborative projects in product development. Apart from the work environment, there is also a similar body of research indicating that small team-based instruction can lead to different kinds of desirable educational results. In order to prepare IT graduates to meet these workplace requirements, colleges and universities are also beginning to include team-based educational models.

One of the leaders in promoting team-based education is the American Intercontinental University (AIU), which has campuses worldwide. AIU offers programs in IT with a major portion of the curriculum based on team projects. AIU has a large body of international students and students from different educational backgrounds. This team-based learning gives the students a sense of social and technical support within the group, and allows students firsthand experience of both potential successes and of inherent problems encountered when working with others.

Team-oriented instruction has not been the common mode of delivery in traditional college settings. However, since most college graduates who choose to go into an IT work environment will encounter some form of teamwork at work, it is to their advantage that they are educated using collaborative learning and that they are taught the tools needed to work with different people in achieving common goals or objectives.

In team-based learning, students spend a large part of their in-class time working in permanent and heterogeneous teams. Most teams are made up of individuals with different socio-cultural backgrounds and varying skill levels. Team activities concentrate on using rather than just learning concepts, whilst student grades are a combination of overall team performance and peer evaluation of individual team members.

In a team-based environment, the teacher takes on the role of a facilitator and manager of learning, instead of just providing information to passive students. The facilitator/teacher also guides the team in identifying their goals and establishing standards of team performance. Team exercises then help the students to improve their problem-solving skills by applying theory to simulated real-world situations. Working as a team allows students to adopt new roles and empowers them to control their own learning. Students in teams are taught to use each other as resources and accept the responsibility of managing tasks.

Team members must also study assigned material individually to ensure their preparation for classes. There are individual assessment tests to measure if students have not only read the assigned material, but also understand the concepts of the module, and can apply them to given problems. Additional team assessment tests present a problem for discussion and require consensus, helping students learn critical communication skills. This also enables them to deal with conflicts between members before they escalate to crises. Team presentations (written or verbal) allow the team to focus and build cohesion, with team members sharing the responsibility for presenting and persuading the audience to accept their viewpoint. Feedback on how the team is functioning with task management, team dynamics and overall work is given by the facilitator. Team exercises that are application-oriented help students experience the practical application of concepts and learn from other students’ perspectives.

Team-based classrooms are especially beneficial in colleges with international students. Since this type of learning encourages people to listen and communicate with others, share problems, resolve personal conflicts, and manage their time and resources, it is a great environment for students who are in a new social situation. Since social interaction plays an important role during teamwork, team learning has an added advantage for students who are not comfortable in traditional classroom settings. It allows students from different cultures to understand their differences and use them productively. This type of learning environment also allows students to express themselves freely in a team context, rather than feeling singled out as when answering questions in a traditional classroom.

This learning model was designed to better prepare students for today’s global workplace. Students are encouraged to explore ideas together, to build communication skills and achieve superior results. It is likely that employers will increasingly seek out students with these skills as we move into the future.

SECTION 3: QUESTIONS 26-40

Questions 26-32

Complete the summary below

Choose your answers from the box below the summary.

There are more words than you will need to fill the gaps.

IELTS TUTOR hướng dẫn giải câu 28 nhé:

Chuyên đề 2, Bài Team-based learning

Câu 28: Despite the (23)____widespread use of computer technology in all areas of life, (24)_____face difficulties recruiting people whose education has equipped them to commence working productively without further training

• Dạng summary đọc kĩ cách làm mà IELTS TUTOR đã hướng dẫn 
• Bước 1: Đọc kĩ câu hỏi và highlight keywords: computer technology, difficulties recruiting, working productivity, further training 
• Bước 2: Phán đoán từ cần điền, trong trường hợp này đề cho hẳn các từ để lựa
  • Từ cần điền sẽ danh từ, mang nghĩa là ai đó gặp khó khăn trong việc tuyển dụng….
  • Trong khung các đáp án sau sẽ có khả năng đúng: employers (employees là nhân viên thì không đúng vì chủ doanh nghiệp mới tuyển dụng được) 
• Bước 3: Bắt đầu đọc lướt bài đọc để tìm đoạn văn khoanh vùng chứa đáp án 
  • Đọc ngay đoạn đầu sẽ thấy “The corporate world has seen a boom in the use of IT tools, but conversely not enough people wth IT skills can enter workplace and be productive with minimal on-the-job training” tiếp đến đoạn 3 có nói “In the past 10 years, employers have seen marked benefits from collaborative projects in product development” ==> Ý 2 đoạn này là đang nói đến ngày nay bên cạnh kiến thức IT chủ doanh nghiệp cũng cần các kiến thức khác (như là cộng tác…) để làm việc ==> Đáp án employees là đúng 
• Bước 4: Đọc kĩ lại câu hỏi để xác định đúng đoạn văn khoanh vùng và tìm ra đáp án 
• Bước 5: Ráp lại đáp án vào câu hỏi xem ngữ pháp, ngữ nghĩa đúng chưa 
• Học từ mới từ bài đọc cùng IELTS TUTOR nhé:
  • Cách dùng từ Commence 
  • Cách dùng từ Face 
  • Word form của employ 
  • Cách dùng từ conversely 

HELIUM’S FUTURE UP IN THE AIR

A. In recent years we have all been exposed to dire media reports concerning the impending demise of global coal and oil reserves, but the depletion of another key nonrenewable resource continues without receiving much press at all. Helium – an inert, odourless, monatomic element known to lay people as the substance that makes balloons float and voices squeak when inhaled – could be gone from this planet within a generation.

B. Helium itself is not rare; there is actually a plentiful supply of it in the cosmos. In fact, 24 per cent of our galaxy’s elemental mass consists of helium, which makes it the second most abundant element in our universe. Because of its lightness, however, most helium vanished from our own planet many years ago. Consequently, only a miniscule proportion – 0.00052%, to be exact – remains in earth’s atmosphere. Helium is the by-product of millennia of radioactive decay from the elements thorium and uranium. The helium is mostly trapped in subterranean natural gas bunkers and commercially extracted through a method known as fractional distillation.

C. The loss of helium on Earth would affect society greatly. Defying the perception of it as a novelty substance for parties and gimmicks, the element actually has many vital applications in society. Probably the most well known commercial usage is in airships and blimps (non-flammable helium replaced hydrogen as the lifting gas du jour after the Hindenburg catastrophe in 1932, during which an airship burst into flames and crashed to the ground killing some passengers and crew). But helium is also instrumental in deep-sea diving, where it is blended with nitrogen to mitigate the dangers of inhaling ordinary air under high pressure; as a cleaning agent for rocket engines; and, in its most prevalent use, as a coolant for superconducting magnets in hospital MRI (magnetic resonance imaging) scanners.

D. The possibility of losing helium forever poses the threat of a real crisis because its unique qualities are extraordinarily difficult, if not impossible to duplicate (certainly, no biosynthetic ersatz product is close to approaching the point of feasibility for helium, even as similar developments continue apace for oil and coal). Helium is even cheerfully derided as a “loner” element since it does not adhere to other molecules like its cousin, hydrogen. According to Dr. Lee Sobotka, helium is the “most noble of gases, meaning it’s very stable and non-reactive for the most part … it has a closed electronic configuration, a very tightly bound atom. It is this coveting of its own electrons that prevents combination with other elements’. Another important attribute is helium’s unique boiling point, which is lower than that for any other element. The worsening global shortage could render millions of dollars of high-value, life-saving equipment totally useless. The dwindling supplies have already resulted in the postponement of research and development projects in physics laboratories and manufacturing plants around the world. There is an enormous supply and demand imbalance partly brought about by the expansion of high-tech manufacturing in Asia.

E. The source of the problem is the Helium Privatisation Act (HPA), an American law passed in 1996 that requires the U.S. National Helium Reserve to liquidate its helium assets by 2015 regardless of the market price. Although intended to settle the original cost of the reserve by a U.S. Congress ignorant of its ramifications, the result of this fire sale is that global helium prices are so artificially deflated that few can be bothered recycling the substance or using it judiciously. Deflated values also mean that natural gas extractors see no reason to capture helium. Much is lost in the process of extraction. As Sobotka notes: "[t]he government had the good vision to store helium, and the question now is: Will the corporations have the vision to capture it when extracting natural gas, and consumers the wisdom to recycle? This takes long-term vision because present market forces are not sufficient to compel prudent practice”. For Nobel-prize laureate Robert Richardson, the U.S. government must be prevailed upon to repeal its privatisation policy as the country supplies over 80 per cent of global helium, mostly from the National Helium Reserve. For Richardson, a twenty- to fifty-fold increase in prices would provide incentives to recycle.

F. A number of steps need to be taken in order to avert a costly predicament in the coming decades. Firstly, all existing supplies of helium ought to be conserved and released only by permit, with medical uses receiving precedence over other commercial or recreational demands. Secondly, conservation should be obligatory and enforced by a regulatory agency. At the moment some users, such as hospitals, tend to recycle diligently while others, such as NASA, squander massive amounts of helium. Lastly, research into alternatives to helium must begin in earnest.

Questions 27–31

Reading Passage 3 has six paragraphs, A–F.

Which paragraph contains the following information?

Write the correct letter, A–F, in boxes 27–31 on your answer sheet.

27. a use for helium which makes an activity safer

28. the possibility of creating an alternative to helium

29. a term which describes the process of how helium is taken out of the ground

30. a reason why users of helium do not make efforts to conserve it

31. a contrast between helium’s chemical properties and how non-scientists think about it

Questions 36–40

Complete the summary below.

Choose NO MORE THAN TWO WORDS from the passage for each answer.

Write your answers in boxes 36–40 on your answer sheet.

Sobotka argues that big business and users of helium need to help look after helium stocks because 36 ……………….. will not be encouraged through buying and selling alone. Richardson believes that the 37 ……………….. needs to be withdrawn, as the U.S. provides most of the world’s helium. He argues that higher costs would mean people have 38 ……………….. to use the resource many times over.

People should need a 39 ……………….. to access helium that we still have. Furthermore, a 40 ……………….. should ensure that helium is used carefully.

IELTS TUTOR hướng dẫn làm câu 36

Sobotka argues that big business and users of helium need to help look after helium stocks because 36 ……………….. will not be encouraged through buying and selling alone (IELTS TUTOR dịch: Sobotka lập luận rằng các tập đoàn lớn và những người sử dụng heli cần phải giúp bảo vệ nguồn dự trữ heli bởi vì 36 ……………….. sẽ không được khuyến khích chỉ thông qua việc mua bán)

• Dạng Summary thứ tự xuất hiện đáp án trong passage sẽ không đi theo thứ tự, tức là đáp án câu 36 chưa chắc sẽ nằm trên đáp án câu 37

• Cách làm dạng này nhớ đọc cho kĩ https://www.ieltstutor.me/blog/table-completion-ielts-reading

• Để làm được dạng này phải đọc kĩ đoạn Summary đề cho + highlight những keywords quan trọng là: Sobotka, business and users, look after helium stocks, encouraged

• Mình sẽ phải phân tích từ cần điền và phán đoán xem từ nào điền vào là thích hợp

  • Đề cho NO MORE THAN 2 WORDS, tức là điền từ 2 từ trở xuống, nếu điền 3 từ là sai

  • Từ cần điền sẽ phải là NOUN (chưa biết sẽ là số ít hay số nhiều)

• Sau khi xác định kĩ càng như vậy, mình sẽ đọc đoạn văn để coi chỗ nào có nhắc tới keywords, mình cứ scan chỗ nào có nhắc tới Sobotka thì dừng lại đọc coi thử có chứa những keywords khác không

• Đọc tới đoạn D thì thấy bắt đầu có nhắc tới Dr Lee Sobotka, đọc đến đoạn E cũng có nhắc tới bà này, đọc kĩ đoạn ở đoạn E “ As Sobotka notes: "[t]he government had the good vision to store helium, and the question now is: Will the corporations have the vision to capture it when extracting natural gas, and consumers the wisdom to recycle? This takes long-term vision because present market forces are not sufficient to compel prudent practice” thì mình thấy đoạn này có chứa toàn bộ đoạn paraphrase cho đoạn câu hỏi có chứa câu 36, mà nhất là câu This takes long-term vision because present market forces are not sufficient to compel prudent practice” - IELTS TUTOR dịch: Chính phủ đã có tầm nhìn đúng đắn khi dự trữ khí heli, và câu hỏi hiện nay là: Liệu các tập đoàn có tầm nhìn để thu giữ nó khi khai thác khí tự nhiên hay không, và liệu người tiêu dùng có đủ sáng suốt để tái chế hay không? Điều này đòi hỏi tầm nhìn dài hạn vì các lực lượng thị trường hiện tại chưa đủ để buộc thực hiện những thực hành thận trọng

• Trong đó mình lưu ý là có xuất hiện paraphrase trong câu hỏi có big business and users thì trong đoạn văn có nhắc đến Will the corporations have the vision to capture it when extracting natural gas, and consumers the wisdom to recycle?

• Vậy đáp án là prudent practice, khi đề cho no more than 2 words thì đáp án suy đoán cũng rất hợp lý

• Từ vựng:

  • compel (v) cưỡng ép làm gì đó https://www.luyenthidaihoctienganhonline.com/blog/cach-dung-word-form-compel 

  • prudent (a) thận trọng

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