1. Các dạng Summary Completion
Có 2 dạng Summary completion:
- Tóm tắt của toàn bộ bài
- Tóm tắt một phần bài
2. Cách làm dạng Summary Completion
2.1. Dạng Summary Completion toàn bộ 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
- IELTS TUTOR lưu ý:
- Cách làm dạng Summary Completion toàn bộ bài như sau:
2.1.1. Bước 1: Đọc kĩ đề cho No more than….
2.1.2. Bước 2: Đọc kĩ đoạn Summary Completion & highlight keywords
2.1.3. Bước 3: xác định từ loại cần điền (ngữ nghĩa + ngữ pháp)
2.1.4. Bước 4: Đọc lướt (skim) bài đọc tìm đoạn văn khoanh vùng
2.1.5. Bước 5: Sau khi tìm đoạn văn khoanh vùng đọc kĩ lại đoạn summary completion tìm đáp án đúng
2.1.6. Bước 6: Ráp đáp án vào đoạn summary (check ngữ nghĩa + ngữ pháp)
2.2. Dạng Summary Completion tóm tắt một phần bài
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
3. IELTS TUTOR xét ví dụ
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
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.
Although IT is one of the leading career choice (example) made by graduates today, the industry’s demand for qualified applicants 26_____________the supply of skilled IT personnel. Despite the 27_____________ widespread use of computer technology in all areas of life, 28 _____________face difficulties recruiting people whose education has equipped them to commence working productively without further training. Several business organisations now offer income and other 29 _____________inducements to potential employees. They also include group 30 _____________in their selection procedures, often inviting up to forty 31 _____________to their company for the two-day visit. In this way the company can demonstrate the reality of the working 32 _____________which is more likely to involve challenging co-operative projects than individualised tasks.
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: