Tiếng Anh – Nghe 2 =: ENGLISH - LISTENING PLUS 2 / Nguyễn Thành Tuân cb

ENGLISH

LISTENING PLUS 2

TIẾNG ANH - NGHE 2

Th.S. Nguyễn Thành Tuân - Chủ biên

Th.S. Phan Anh - Thành viên

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PREFACE

The main goals of Listening Plus 2 were to increase consistency in the supplemental

resources and provide lots of practice for the skills taught in the course while also assisting

teachers and students of Listening Plus 2.

The basic textbooks for the Listening courses in the previous programs were created

using an integrated methodology with a focus on business English. The teaching staff and

students both pointed out two key problems. For one thing, there did not seem to be enough

training or practice for each micro skill when all four were combined into a single class. Another

issue was that the English major students found the business contexts presented in the lectures to

be rather challenging. As a result, both the teacher and the students had to spend a lot of time

learning about business terms and concepts before beginning to work on their language abilities.

The two problems were fixed when the new program was introduced, along with the new

course books - the Q Skills for Success: Listening & Speaking series. The students still require

exposure to business principles and opportunities to utilize their language abilities in

professional settings because our bachelor's program focuses on business English. This

addendum was created in order to resolve this issue. In order to help students improve their

listening comprehension and note-taking abilities in business environments, we would want to

provide them listening exercises. In order to guarantee that all classes cover the same business

subjects, we also wish to give all of the Listening Plus 2 teachers a set of useful exercises.

Choosing the activities for listening comprehension, vocabulary development, and note￾taking practice was the first task our team of two instructors completed. Following that, we

talked about choosing potential sources of information while considering the competence levels

(B1-B2), audio recording quality, the complexity of the business concepts, and the potential for

adapting and creating assignments that match to the skills taught in the main textbook. Two of us

were assigned the eight modules, and the instructors in charge of the Listening 2 classes tested

out all the new materials over the first semester of 2021–2022, asking for feedback and making

improvements. The units were amended at the end of the semester, with too simple or

challenging activities changed and new tasks introduced.

The final book has eight sections, each with a business vocabulary exercise and a variety

of listening and note-taking exercises to help readers further hone the abilities they learned in the

corresponding units of the main textbook. To assist the students in reviewing their lessons, the

listening techniques described in the textbook are also briefly reviewed at the conclusion of each

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section. The dictionary, suggested answers, and transcripts make up the remaining portions. The

book comes with a CD that contains all the audio recordings.

Prior to working on this supplemental material, we advise students to finish each lesson

in the course book. It is advised that the vocabulary activities be finished before the listening and

note-taking ones so that students may comprehend business settings and then employ the newly

acquired listening abilities effectively in these new circumstances.

CONTENTS

UNIT 1 – MAKING INFERENCES ...........................................................................................5

UNIT 2 – LISTENING FOR CAUSES & EFFECTS................................................................9

UNIT 3 – LISTENING FOR TIME MARKERS.....................................................................13

UNIT 4 – IDENTIFYING FACT AND OPINION ..................................................................16

UNIT 5 – LISTENING FOR DIFFERENT KINDS OF NUMBERS ....................................22

UNIT 6 – INFERRING A SPEAKER’S ATTITUDE .............................................................26

UNIT 7 – LISTENING FOR SIGNPOSTS ..............................................................................30

UNIT 8 – LISTENING FOR EXAMPLES...............................................................................34

ANSWER KEYS.........................................................................................................................37

UNIT 1......................................................................................................................................37

UNIT 2......................................................................................................................................37

UNIT 3......................................................................................................................................38

UNIT 4......................................................................................................................................39

UNIT 5......................................................................................................................................40

UNIT 6......................................................................................................................................41

UNIT 7......................................................................................................................................42

UNIT 8......................................................................................................................................44

TAPESCRIPTS...........................................................................................................................46

UNIT 1......................................................................................................................................46

UNIT 2......................................................................................................................................50

UNIT 3......................................................................................................................................55

UNIT 4......................................................................................................................................59

UNIT 5......................................................................................................................................62

UNIT 6......................................................................................................................................64

UNIT 7......................................................................................................................................68

UNIT 8......................................................................................................................................71

REFERENCES............................................................................................................................74

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UNIT 1 – MAKING INFERENCES

I. Lexical practice

Exercise 1: Match the words and/or phrases with the definitions below.

1. character

2. employer

3. CV

4. jobseeker

5. internship

6. stand out from

7. be of value to

8. sort out

9. cliché

10. apply for

A. curriculum vitae (or résumé in U.S. English)

B. make a formal, usually written, request, especially for a job or

university place

C. someone who is looking for a job

D. be very easy to see or notice

E. when a student or graduate works for a short time to get

experience

F. an idea that is used so much that it isn’t effective, or it doesn’t

have much meaning any longer

G. be important or useful

H. personality

I. successfully deal with a problem or difficult situation

J. a person or an organization that pays workers

1.___ 2.___ 3.___ 4. ___ 5. ___ 6. ___ 7. ___ 8. ___ 9. ___ 10. ___

Exercise 2: Choose the appropriate words in the box and then fill in the gaps.

centralized hierarchy bureaucracy decentralized innovative promotion

1. a move to a more important job in a company or organization ______________

2. a system of organization in which people are divided into levels of

importance ______________

3. a complicated official system that has a lot of rules and processes ______________

4. organized the control of an organization so that everything is done or

decided in one place ______________

5. moved parts of an organization, etc. from a central place to several

different smaller ones ______________

6. new, different, and better than before ______________

Exercise 4: Choose the appropriate words in the box to fill in the gaps below.

corporate clients sales volume sales targets sales promotion improving sales

1. Daniel has revised our____________________.

2. She would like to increase the____________________by 14.6% overall.

3. Did Kim present her ideas for____________________ there?

4. The CEO needs a____________________ specifically for the region.

5. Robert could also contact with the____________________ in his area.

II. Listening practice

Exercise 1: Listen to four individuals discuss why they enjoy their jobs. Choose from the

reasons A-F below. You can listen to the audio TWICE.

1. Jane Milton ____

2. Lewis Bronze ____

3. Amanda Hamilton ____

4. Maxine Macpherson ____

A. Building customer relationships

B. Finding solutions for customers

C. Being my own boss

D. Learning from my job

E. Striking a balance between work and life

F. Determining the company’s success

Exercise 2: Esther, a jobseeker who’s applying for an internship. James Caan, an

entrepreneur who founded a successful recruitment business. He has agreed to support

Esther. Listen carefully and base on evidences in the audio to write the answer briefly. You

can listen to the audio TWICE.

1. What does entrepreneur James Caan think Esther isn’t very good at?

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

2. What mistake does Esther make in her CV?

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

3. What are examples of soft skills? What are examples of hard skills?

 Soft skills:_______________________________________________________________

_________________________________________________________________________

 Hard skills:______________________________________________________________