INVE IELTS CLASS

STUDENTS’
WORKBOOK
*Tài liệu lưu hành nội bộ

ALL ATTACK
LISTENING
ALL ATTACK LISTENING WORKBOOK - INVE IELTS CLASS - All Rights Reserved

>>> LESSON 2 <<<

ANALYZE CAMBRIDGE 18 - TEST 3 - SECTION 1

Transcript

Original version:

BREDA: Hello, Wayside Camera Club, Breda speaking.

DAN: Oh, hello, um, my name's Dan and I'd like to join your club.

SS
BREDA: That's great, Dan. We have an application form – would you like to complete it
LA
over the phone, then you can ask any questions you might have?
C
DAN: Oh, yes, thanks.
S
LT

BREDA: OK, so what's your family name?

DAN: It's Green – Dan Green.
IE

BREDA: So – can I take your email address?

VE

DAN: Yes, it's dan1068@[Link].

IN

BREDA: Thanks. And what about your home address?

DAN: Well, I'm about ten miles away from your club in Peacetown. I live in a house
there.
BREDA: OK, so what's the house number and street?
DAN: It's 52 Marrow eld Street.
BREDA: Is that M-A double R-O-W-F-I-E-L-D?
DAN: That's right.
BREDA: ...and that's Peacetown, you said?
DAN: Uhuh.
BREDA: So how did you hear about our club? Did you look on the internet?
DAN: I usually do that, but this time, well, I was talking to a relative the other day and he
suggested it.
BREDA: Oh, is he a member too?
DAN: He belongs to another club – but he'd heard good things about yours.
BREDA: OK. So what do you hope to get from joining?
DAN: Well, one thing that really interests me is the competitions that you have. I enjoy
entering those.
BREDA: Right. Anything else?
DAN: Well, I also like to socialise with other photographers.

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BREDA: That's great. So what type of membership would you like?

DAN: What are the options?
BREDA: It's £30 a year for full membership or £20 a year if you're an associate.
DAN: I think I'll go for the full membership, then.
BREDA: That's a good idea because you can't vote in meetings with an associate
membership.
BREDA: If I could just nd out a bit more about you...
DAN: OK.
BREDA: So you said you wanted to compete – have you ever won any photography
competitions?
DAN: Not yet, but I have entered three in the past.
BREDA: Oh, that's interesting. So why don't you tell me something about those? Let's

SS
start with the rst one.
DAN: Well, the theme was entitled 'Domestic Life'.
LA
BREDA: I see - so it had to be something related to the home?
C
S

DAN: Yeah. I chose to take a photo of a family sitting round the dinner table having a
LT

meal, and, um, I didn't win, but I did get some feedback.
IE

BREDA: Oh, what did the judges say?

VE

DAN: That it was too 'busy' as a picture.

IN

BREDA: Aha – so it was the composition of the picture that they criticised?
DAN: That's right – and once they'd told me that, I could see my mistake.
BREDA: So what was the theme of the second competition?
DAN: Well, my university was on the coast and that area gets a lot of beautiful sunsets,
so that was the theme.
BREDA: Oh, sunsets, that's a great theme.
DAN: Yes. The instructions were to capture the clouds as well – it couldn't just be blue
sky and a setting sun.
BREDA: Sure, cause they give you all those amazing pinks and purples.
DAN: Yeah – and I thought I'd done that well, but the feedback was that I should have
waited a bit longer to get the shot.
BREDA: I see. So the timing wasn't right.
DAN: Yes – I took it too soon, basically. And then the third competition I entered was
called 'Animal Magic'.
BREDA: Well, that's a dif cult subject!
DAN: I know! I had to take hundreds of shots.
BREDA: I'm sure – because animals move all the time.

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DAN: That's what we had to show – there had to be some movement in the scene. I got
a great shot of a fox in the end, but I took it at night and, well, I suspected that it was a
bit dark, which is what I was told.
BREDA: Well Dan – you seem to be really keen and we'd be delighted to have you in
our club. I'm sure we can help with all those areas that you've outlined.
DAN: Thanks, that's great.

Advanced version:

BREDA: Good morning, Wayside Camera Club. This is Breda speaking.

DAN: Hello, my name is Dan, and I am interested in applying for membership at your
esteemed club.

SS
BREDA: That's excellent to hear, Dan. We have an application form available. Would
you prefer to complete it over the phone? Feel free to ask any questions you may have
LA
during the process.
C
S

DAN: Yes, thank you.

LT

BREDA: Could you please provide your surname?

IE

DAN: It is Green – Dan Green.

VE

BREDA: May I have your email address, please?

IN

DAN: Certainly, it is dan1068@[Link].

BREDA: Thank you. And could you kindly provide your residential address?
DAN: Certainly, I reside approximately ten miles from your club in Peacetown,
speci cally at 52 Marrow eld Street.
BREDA: Is that spelled M-A double R-O-W-F-I-E-L-D?
DAN: Correct.
BREDA: And you mentioned Peacetown, is that correct?
DAN: Yes, that's correct.
BREDA: How did you learn about our club? Did you nd us through online research?
DAN: Normally, I would conduct such research online. However, this time, a family
member recommended your club to me during a recent conversation.
BREDA: Are they also a member?
DAN: No, they belong to another club, but they spoke highly of yours based on
reputation.
BREDA: I see. What are your objectives in joining our club?
DAN: One of my primary interests lies in participating in your photography competitions.
I nd great enjoyment in entering such contests.
BREDA: Understood. Do you have any other aspirations related to membership?
DAN: Additionally, I am eager to engage socially with fellow photographers.

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BREDA: That's wonderful to hear. Have you decided on the type of membership you
prefer?
DAN: Could you please outline the available options?
BREDA: Certainly. Full membership costs £30 annually, while associate membership is
priced at £20 per year.
DAN: I believe I will opt for the full membership, then.
BREDA: That's advisable, as full members have voting rights during meetings.
BREDA: Before we proceed further, could you share more about your background and
experience in photography?
DAN: Certainly. Although I have not yet secured any awards, I have participated in three
previous photography competitions.
BREDA: That's interesting. Could you describe your entry in the rst competition?

SS
DAN: The theme centered on 'Domestic Life.' I chose to capture a familial scene around
a dining table during a meal, although it did not receive accolades, I did receive
LA
constructive feedback.
C
S

BREDA: What were the judges' comments?

LT

DAN: They noted that the composition was overly intricate for its intended purpose.
IE

BREDA: Ah, so the critique focused on the composition's complexity.

VE

DAN: Exactly – their insight provided valuable perspective on my approach.

IN

BREDA: Moving on, what was the theme of your second competition?
DAN: The theme was 'Coastal Sunsets,' inspired by the scenic sunsets observed near
my university's coastal campus.
BREDA: Sunsets are a captivating subject.
DAN: Indeed. The guidelines emphasized capturing the interplay of clouds alongside
the sun, which I aimed to achieve.
BREDA: Did the judges provide feedback on your submission?
DAN: Yes, they suggested that I should have waited longer to capture the optimal
lighting conditions.
BREDA: Timing is crucial in such scenarios. What about the third competition?
DAN: 'Animal Magic' was the theme, requiring participants to depict animals in motion.
It was a challenging endeavor, but I eventually captured a compelling image of a fox.
BREDA: Nighttime photography poses its own set of challenges.
DAN: Precisely – feedback indicated that my composition was somewhat
underexposed.
BREDA: Your enthusiasm and dedication to photography are commendable, Dan. We
would be delighted to welcome you as a member of our club. Rest assured, we are well-
equipped to assist you in achieving your goals within our community.
DAN: Thank you very much. I look forward to being a part of your esteemed club.

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ALL ATTACK LISTENING WORKBOOK - INVE IELTS CLASS - All Rights Reserved

Main differences between two versions:

Lexical resources:

1. Informal Expression: "Oh, hello..."

Formal Alternative: "Hello..."

2. Informal Expression: "Well, I'm about ten miles away from your club in Peacetown. I
live in a house there."
Formal Alternative: "I reside approximately ten miles from your club in
Peacetown."

SS
3. Informal Expression: "So how did you hear about our club? Did you look on the
LA
internet?"
C
S

Formal Alternative: "How did you learn about our club? Did you conduct online
LT

research?"
IE
VE

4. Informal Expression: "Yeah..."

IN

Formal Alternative: "Yes..."

5. Informal Expression: "What are the options?"

Formal Alternative: "Could you please outline the available choices?"

6. Informal Expression: "Well Dan – you seem to be really keen..."

Formal Alternative: "Dan, your enthusiasm for photography is quite apparent..."

Grammar Range

Original Informal Version:

Use of Contractions:
Informal: "I'd like to join..."
Formal (no contraction): "I would like to join..."

Simpler Sentence Structure:

Informal: "That's great, Dan."

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ALL ATTACK LISTENING WORKBOOK - INVE IELTS CLASS - All Rights Reserved

Formal (more complex): "That's excellent to hear, Dan."

Informal Phrasing:
Informal: "I usually do that, but this time..."
Formal: "Normally, I would conduct such research online, but on this occasion..."

Casual Language:
Informal: "Well Dan – you seem to be really keen..."
Formal: "Dan, your enthusiasm for photography is quite apparent..."

Transform Informal version to Formal version:

SS
Avoidance of Contractions: LA
Original: "And what about your home address?"
C
S

—> Formal: "Could you kindly provide your residential address?"

LT
IE

Complex Sentence Structure:

VE

Original: "If I could just nd out a bit more about you..."

IN

—> Formal: "Before we proceed further, could you share more about your
background and experience in photography?"

Formal Phrasing:
Original: "Right. Anything else?"
—> Formal: "Understood. Do you have any other aspirations related to
membership?"

Polite Requests:
Original: "So why don't you tell me something about those?"
—> Formal: "Could you describe your entry in the rst competition?"

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 ALL ATTACK LISTENING WORKBOOK - INVE IELTS CLASS - All Rights Reserved

>>> LESSON 4 <<<

IMPLICATIONS IN SECTION 3 (ADVANCED KNOWLEDGE)

EXAMPLE 1

Tone of Voice: The speakers' tone can give clues about their attitudes and the
implications of what they are saying. A tone of concern might imply negative
consequences, while enthusiasm might suggest positive outcomes.

◦ Expressions of Certainty or Uncertainty: Phrases like "might," "could,"

"probably," and "de nitely" can indicate how certain the speakers are

SS
about the implications of their points
LA
C
Speaker 1: "With the increase in online learning, students now have more
S

exibility in their schedules."

LT
IE

Speaker 2: "Yes, but it also means they need to be more self-disciplined

VE

and motivated. Some students might struggle with this and fall behind."
IN

Identifying Implications:

▪ Implication 1 (Positive): "More exibility in schedules" implies that

students can manage their time better and t their studies around
other commitments.

▪ Implication 2 (Negative): "Need to be more self-disciplined and

motivated" implies that students without these skills might nd it
challenging, potentially leading to poorer performance.

◦ Practice Question:
Question: What is one potential downside of the increase in online
learning mentioned by the speakers?

A. Students have less interaction with teachers.

B. Students may struggle with self-discipline and motivation.
C. Students have too much exibility.
D. Students have more assignments to complete.

Answer: B. Students may struggle with self-discipline and motivation.

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EXAMPLE 2

Speaker 1: "The new environmental regulations have de nitely improved air quality in
the city."

Speaker 2: "Yes, but they've also put a strain on local businesses."

Analysis:

• Implication 1 (Positive): Speaker 1's con dent tone ("de nitely improved")
suggests that the new regulations have had a positive impact on air quality.

• Implication 2 (Negative): Speaker 2's tone of concern ("put a strain") indicates

that while the regulations have bene ts, there are also negative consequences

SS
for local businesses. LA
C
S
LT

EXAMPLE 3
IE

Important note: When students discuss their research, they may imply the
VE

effectiveness or limitations of their methods and ndings (their different viewpoints)

IN

Student A: So, how did your research method work out for your project on urban
wildlife?

Student B: Well, I decided to conduct eld observations in various parks around the
city. It was quite effective because I got to see the animals in their natural habitat, which
provided me with a lot of valuable data on their behavior and interactions.

Student A: That sounds really immersive. Did you encounter any limitations with this
method?

Student B: Yes, there were a few. One major limitation was the weather. On rainy days,
the animals were less active, which meant I had fewer observations. Also, some parks
were more crowded with people, which sometimes scared the animals away.

Student A: I see. How did you handle those challenges?

Student B: To mitigate the weather issue, I tried to plan my visits during periods of
forecasted good weather. As for the crowded parks, I adjusted my observation times to
early mornings or late afternoons when there were fewer people around.

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Student A: That’s a good strategy. For my project on public transportation ef ciency, I

used surveys to gather data from commuters. It was effective in terms of getting a broad
range of opinions quickly.

Student B: That sounds ef cient. Were there any drawbacks to using surveys?

Student A: Yes, de nitely. One limitation was that some respondents didn't take the
survey seriously, resulting in some unreliable data. Plus, the responses were sometimes
vague or incomplete, which made it dif cult to analyze certain aspects in depth.

Student B: How did you address those issues?

Student A: I followed up with some respondents for more detailed interviews to clarify
their answers. Additionally, I ltered out any responses that seemed inconsistent or

SS
insincere from my nal analysis. LA
C
Student B: That’s a good approach. It seems like both of our methods had their
S
LT

strengths and weaknesses, but we managed to nd ways to overcome the limitations.

IE
VE

Here are the implications within the conversation:

IN

1. Effectiveness of Field Observations:

◦ Student B: "It was quite effective because I got to see the animals in their
natural habitat, which provided me with a lot of valuable data on their
behavior and interactions."
▪ Implication (infer meaning): Field observations provide authentic
and valuable data about animal behavior.

2. Limitation of Weather Conditions:

◦ Student B: "One major limitation was the weather. On rainy days, the
animals were less active, which meant I had fewer observations."
▪ Implication: Weather conditions signi cantly affect the availability
and quality of data in eld observations.

PO8JKLMN -> PO8JKLMN

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3. Limitation of Crowded Parks:

◦ Student B: "Some parks were more crowded with people, which

sometimes scared the animals away."
▪ Implication: Human presence can interfere with the natural
behavior of animals, impacting the data collected in eld
observations.

4. Mitigation Strategies:

◦ Student B: "I tried to plan my visits during periods of forecasted good

weather. I adjusted my observation times to early mornings or late
afternoons when there were fewer people around."

SS
▪ Implication: Planning and timing can help mitigate some limitations
of eld observations. LA
C
S

5. Effectiveness of Surveys:
LT
IE

◦ Student A: "It was effective in terms of getting a broad range of opinions

VE

quickly."
IN

▪ Implication: Surveys are ef cient for collecting a wide range of

data in a short time.

6. Limitation of Survey Reliability:

◦ Student A: "Some respondents didn't take the survey seriously, resulting in

some unreliable data. The responses were sometimes vague or
incomplete."
▪ Implication: Surveys can produce unreliable or incomplete data if
respondents are not serious or thorough.

7. Mitigation Strategies:

◦ Student A: "I followed up with some respondents for more detailed

interviews to clarify their answers. I ltered out any responses that
seemed inconsistent or insincere from my nal analysis."
▪ Implication: Follow-up interviews and data ltering can improve the
reliability and clarity of survey data.

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8. Overall Re ection:

◦ Student B: "It seems like both of our methods had their strengths and
weaknesses, but we managed to nd ways to overcome the limitations."
▪ Implication: Every research method has inherent strengths and
weaknesses, but thoughtful strategies can help mitigate limitations
and enhance the overall effectiveness of the research.

SS
LA
C
S
LT
IE
VE
IN

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Hai bài tập sau Teacher Ngọc muốn kiểm tra xem bạn có hiểu được các
implications tồn tại trong đoạn hội thoại bên trên hay không:

[[EXERCISE 1]] Match each statement with the correct Research Methods below

Research Methods:

A. Field Observations
B. Surveys

Statements:

SS
1. This method was affected by weather conditions, reducing the amount of data
collected on some days. LA
2. This method provided a quick way to collect a wide range of data in a short time.
C

3. This method's effectiveness was enhanced by planning visits during less

S
LT

crowded times.
IE

4. Some respondents provided unreliable data, impacting the quality of the

VE

information collected.
IN

5. The researcher mitigated limitations by conducting follow-up interviews and

remove unquali ed data.
6. This method provides authentic and valuable data about the study subjects.

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[[EXERCISE 2]] Multiple-Choice Questions

1. Which of the following best describes the effectiveness of eld

observations in urban wildlife research?

A) They provided a broad range of opinions quickly.

B) They allowed the researcher to see animals in their natural habitat.
C) They were not affected by weather conditions.
D) They were conducted via online surveys.

2. What was a major limitation of conducting eld observations according to

the conversation?

SS
A) Lack of respondent engagement.
LA
B) Dif culty in gathering a wide range of opinions.
C
C) Impact of weather on animal activity.
S

D) High cost of conducting surveys.

LT
IE

3. How did the researcher mitigate the issue of crowded parks during eld
VE

observations?
IN

A) By conducting surveys online.

B) By visiting during periods of forecasted good weather.
C) By adjusting observation times to early mornings or late afternoons.
D) By ltering out unreliable data.

4. What was an advantage of using surveys for the public transportation

ef ciency project?

A) They provided data on natural behavior.

B) They collected a broad range of opinions quickly.
C) They were affected by weather conditions.
D) They required no follow-up for clari cation.

5. How did the researcher address the issue of unreliable survey responses?

A) By planning visits during less crowded times.

B) By conducting follow-up interviews with some respondents.
C) By observing natural behavior rather than follow up with some respondents.
D) By using eld observations instead.

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>>> LESSON 5 <<<

EXAMPLE SCENARIO:

Imagine a speaker giving a talk about the bene ts of a local park:

Introduction: "Good morning, everyone. Today, I’m going to talk about the newly
renovated Green eld Park and the many bene ts it offers to our community."

Main Points:

Facilities: "First, let’s discuss the new facilities, including the playground, picnic
areas, and walking trails."

SS
Activities: "Next, we have a variety of activities available, such as yoga classes,
LA
weekend markets, and outdoor concerts."
C
Community Impact: "Finally, I’d like to highlight the positive impact these
S

improvements have had on our community, including increased family outings

LT

and improved physical health."

IE
VE

Conclusion: "In conclusion, Green eld Park has become a valuable asset to our town,
IN

providing a space for recreation, socialization, and community events. I encourage you
all to visit and take advantage of everything it has to offer."

In this structured monologue, the speaker guides the listener through an organized
presentation, making it easier to understand and follow the information provided.

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ANALYZE CAMBRIDGE 18 -LISTENING TEST 1

Ideas are presented in a clear and logical order

Introduction: topic + main ideas

Body:
Main idea 1 + explanation (list out, example, result, consequence, solution).
(Link) Main idea 2 + explanation
(Link) Main idea 3 + explanation
(Link) Main idea 4 + explanation

(Conclusion:)

SS
TRANSCRIPT: LA
C
S

INTRODUCTION:
LT
IE

Good evening, everyone. Let me start by welcoming you all to this talk and thanking you
VE

for taking the time to consider joining ACE voluntary organization. ACE offers support to
IN

people and services in the local area and we're now looking for more volunteers to help
us do this.

By the way, I hope you're all comfortable – we have brought in extra seats so that no
one has to stand, but it does mean that the people at the back of the room may be a bit
squashed. We'll only be here for about half an hour so, hopefully, that's OK.

BODY:

One of the rst questions we're often asked is how old you need to be to volunteer.
Well, you can be as young as 16 or you can be 60 or over; it all depends on what type
of voluntary work you want to do. Other considerations, such as reliability, are crucial in
voluntary work and age isn't related to these, in our experience.

Another question we get asked relates to training. Well, there's plenty of that and it's all
face-to-face. What's more, training doesn't end when you start working for us – it takes
place before, during and after periods of work. Often, it's run by other experienced
volunteers as managers tend to prefer to get on with other things.

Now, I would ask you to consider a couple of important issues before you decide to
apply for voluntary work. We don't worry about why you want to be a volunteer – people

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have many different reasons that range from getting work experience to just doing
something they've always wanted to do. But it is critical that you have enough hours in
the day for whatever role we agree is suitable for you – if being a volunteer becomes
stressful then it's best not to do it at all. You may think that your income is important, but
we don't ask about that. It's up to you to decide if you can work without earning money.
What we value is dedication. Some of our most loyal volunteers earn very little
themselves but still give their full energy to the work they do with us.

OK, so let's take a look at some of the work areas that we need volunteers for and the
sort of things that would help you in those.

You may wish simply to help us raise money. If you have the creativity to come up with
an imaginative or novel way of fundraising, we'd be delighted, as standing in the local

SS
streets or shops with a collection box can be rather boring!
LA
One outdoor activity that we need volunteers for is litter collection and for this it's useful
C
S

if you can walk for long periods, sometimes uphill. Some of our regular collectors are
LT

quite elderly, but very active and keen to protect the environment.
IE
VE

If you enjoy working with children, we have three vacancies for what are called
IN

'playmates'. These volunteers help children learn about staying healthy through a range
of out-of-school activities. You don't need to have children yourself, but it's good if you
know something about nutrition and can give clear instructions.

If that doesn't appeal to you, maybe you would be interested in helping out at our story
club for disabled children, especially if you have done some acting. We put on three
performances a year based on books they have read and we're always looking for
support with the theatrical side of this.

The last area I'll mention today is rst aid. Volunteers who join this group can end up
teaching others in vulnerable groups who may be at risk of injury. Initially, though, your
priority will be to take in a lot of information and not forget any important steps or details.

Right, so does anyone have any questions…

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BREAKDOWN STRUCTURE OF THE TRANSCRIPT ABOVE:

1. Introduction:

◦ Greeting and welcome (optional)

◦ Purpose of the talk
◦ Comfort check for the audience (optional)

2. Main Points:

◦ Age requirements for volunteering: explanation

◦ Training details.
◦ Considerations before applying.

SS
◦ Overview of various volunteer roles.
LA
C
3. Transitions: must know!
S
LT

◦ Clear phrases to guide the audience from one main point to the next.
IE
VE

4. Conclusion:
IN

◦ Invitation for questions, indicating the end of the formal presentation.

Summary of Key Features:

• Introduction: Provides a brief overview of the museum and sets the agenda for
the talk.
• Main Points: Organized into clear, distinct sections.
• Transitions: Smooth transitions between each main point help the listener follow
the talk logically.
• Conclusion: The speaker concludes the talk by inviting the audience to ask
questions, indicating the end of the formal presentation and the beginning of an
interactive Q&A session.

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[[EXTRA EXERCISE - KHÔNG BẮT BUỘC]]

Luyện tập phân tích Section 2 (mức độ khó của bài tập này: cao)

Phía dưới là transcript của Cambridge 18 - test 2 - section 2.

Nhiệm vụ của bạn: đọc kỹ transcript, dựa trên bài phân tích mẫu của Teacher Ngọc ở
trên để áp dụng luyện tập phân tích bài này.

Tiêu chí:
• xác định đâu là introduction,
• đâu là các main ideas trong body,

SS
• đâu là supporting ideas cho mỗi main ideas,
• các cụm từ/từ nào được sử dụng để chuyển từ ý này sang ý khác (transitions).
LA
C
S

Sau khi tự phân tích, nếu thấy không chắc chắn về đáp án của chính mình, có thể
LT

submit question xin bài phân tích mẫu của Teacher Ngọc.
IE
VE

TRANSCRIPT
IN

Hello everyone. It's good to see that so many members of the public have shown up for
our presentation on the new housing development planned on the outskirts of Nunston.
I'm Mark Reynolds and I'm Communications Manager at the development.

I'll start by giving you a brief overview of our plans for the development. So one thing I'm
sure you'll want to know is why we've selected this particular site for a housing
development. At present it's being used for farming, like much of the land around
Nunston. But because of the new industrial centre in Nunston, there's a lot of demand
for housing for employees in the region, as many employees are having to commute
long distances at present. Of course, there's also the fact that we have an international
airport just 20 minutes' drive away, but although that's certainly convenient, it wasn't one
of our major criteria for choosing the site. We were more interested in the fact that
there's an excellent hospital just 15 kilometres away, and a large secondary school even
closer than that. One drawback to the site is that it's on quite a steep slope, but we've
taken account of that in our planning so it shouldn't be a major problem.

We've had a lot of positive feedback about the plans. People like the wide variety of
accommodation types and prices, and the fact that it's only a short drive to get out into

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ALL ATTACK LISTENING WORKBOOK - INVE IELTS CLASS - All Rights Reserved

the countryside from the development. We were particularly pleased that so many
people liked the designs for the layout of the development, with the majority of people
saying it generally made a good impression and blended in well with the natural
features of the landscape, with provision made for protecting trees and wildlife on the
site. Some people have mentioned that they'd like to see more facilities for cyclists, and
we'll look at that, but the overall feedback has been that the design and facilities of the
development make it seem a place where people of all ages can live together happily.

OK. So I'll put a map of the proposed development up on the screen. You'll see it's
bounded on the south side by the main road, which then goes on to Nunston. Another
boundary is formed by London Road, on the western side of the development. Inside
the development there'll be about 400 houses and 3 apartment blocks.

SS
There'll also be a school for children up to 11 years old. If you look at the South
LA
Entrance at the bottom of the map, there's a road from there that goes right up through
C
the development. The school will be on that road, at the comer of the second turning to
S

the left.
LT
IE

A large sports centre is planned with facilities for indoor and outdoor activities. This will
VE

be on the western side of the development, just below the road that branches off from
IN

London Road.

There'll be a clinic where residents can go if they have any health problems. Can you
see the lake towards the top of the map? The clinic will be just below this, to the right of
a street of houses.

There'll also be a community centre for people of all ages. On the northeast side of the
development, there'll be a row of specially designed houses speci cally for residents
over 65, and the community centre will be adjoining this.

We haven't forgotten about shopping. There'll be a supermarket between the two

entrances to the development. We're planning to leave the three large trees near
London Road, and it'll be just to the south of these.

It's planned to have a playground for younger children. If you look at the road that goes
up from the South Entrance, you'll see it curves round to the left at the top, and the
playground will be in that curve, with nice views of the lake.

OK, so now does anyone ...

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ALL ATTACK LISTENING WORKBOOK - INVE IELTS CLASS - All Rights Reserved

>>> LESSON 6 <<<

[[EXERCISE 1. ANALYZE AN EXAMPLE - A TALK ABOUT A NEW LIBRARY

SCHEDULE]]

Monologue Excerpt:

"Our library has extended hours during the weekends, from 8 AM to 10 PM to

accommodate students' study schedules, particularly for those who may have
commitments during regular hours. We have found that the quietest times are early
mornings and late evenings. Additionally, we have several study rooms available, which
can be booked in advance to ensure you have a dedicated space for your work when

SS
needed."
LA
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List of possible questions:
S
LT

1. What are the new library hours during the weekends?

IE
VE

2. Why might students with regular commitments bene t from the extended weekend
IN

hours?

3. Why were the library hours extended during the weekends?

4. When are the quietest times in the library?

5. What facilities does the library offer for focused work?

6. How might knowing the quietest times affect students' studies?

7. Why is it important to book study rooms in advance?

8. Why is it important to have dedicated spaces for focused work?

YOUR TASK: determine direct info versus simple implications

Tips from Teacher Ngoc: direct info = explicitly stated in the transcript;

implications = not explicitly stated, you must infer from the info.

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 ALL ATTACK LISTENING WORKBOOK - INVE IELTS CLASS - All Rights Reserved

[[EXERCISE 2. ANALYZE AN EXAMPLE]]

Nhiệm vụ của bạn: Đọc kỹ transcript bên dưới và trả lời câu hỏi. Sau đó xác định xem
câu hỏi nào hỏi Direct information, câu hỏi nào hỏi Implied information. So sánh lời giải
thích của bạn với lời giải thích của Teacher Ngọc ở cuối Workbook.

Transcript:

Good morning everyone. My name’s Lucy Evans, and I’m the supervisor for today’s
training session on customer service. I understand that some of you have a bit of
experience in this area, but most of you are new to it, so don’t worry if you’re feeling a
bit unsure. Most of our staff, once they get comfortable, say they really enjoy interacting
with customers. Sure, some customers can be dif cult at times, but it’s rewarding to

SS
know you’re making a difference in their day.
LA
C
First things rst, you’re all here on time, which is fantastic. I see that a few of you
S

brought water bottles, which is great, but just make sure you don’t bring any food into
LT

the customer areas during your shifts. We want to keep things professional and clean.
IE

Also, for those of you with long hair, please tie it back, and if you’re wearing any strong
VE

fragrances, be mindful that customers may have allergies.

IN

It’s going to be quite busy today, as we’ve just launched a new promotion, and
customers are expecting quick service. Our new point-of-sale system is very ef cient,
so once you get the hang of it, you should be able to process orders quickly. If you need
any help, just let me know. As for equipment, all of you will need proper training on the
coffee machine before you can operate it, so we’ll cover that later in the day. And Sarah,
as you’re under 18, you won’t be handling the cash register yet.

I should also mention that while this job can be enjoyable, it does come with its own set
of challenges. You’ll be on your feet for long periods, and sometimes you’ll need to
multitask when several customers need assistance at the same time. But, at least we
have a supportive team, and we try to make sure everyone gets their breaks on time.
Remember, customer satisfaction is our priority, so a smile and a positive attitude go a
long way.

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ALL ATTACK LISTENING WORKBOOK - INVE IELTS CLASS - All Rights Reserved

Questions:

1. According to Lucy, what do most staff like about interacting with

customers?

A. The variety of tasks

B. Making a positive impact
C. The opportunity for promotion

2. Lucy asks staff to avoid bringing what into customer areas?

A. Food
B. Drinks

SS
C. Bags
LA
C
3. Why does Lucy say today will be busy for the staff?
S
LT

A. It's the weekend.

IE

B. A new promotion has started.

VE

C. The store is understaffed.

IN

4. Which equipment requires training before staff can use it?

A. The cash register

B. The coffee machine
C. The point-of-sale system

5. Only staff over 18 are allowed to handle...

A. The coffee machine

B. The cash register
C. The point-of-sale system

6. Which TWO things can make the job challenging?

A. Multitasking
B. Dealing with dif cult customers
C. Standing for long periods
D. Missing break times
E. Having to work overtime

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 ALL ATTACK LISTENING WORKBOOK - INVE IELTS CLASS - All Rights Reserved

[[EXTRA EXERCISE 3. ANALYZE AN EXAMPLE]]

(BÀI TẬP KHÔNG BẮT BUỘC, ASK ME FOR ANSWERS IF YOU NEED)

Transcript:

Good morning, everyone. My name’s Sarah Jenkins, and I’m the regional manager at
Clearview Realty. I understand that some of you are new to real estate, while others
have some prior experience. Either way, I’m con dent that with the right training, you’ll
all do well here. We handle roughly 100 properties a month, both residential and
commercial, though residential deals account for 80% of our transactions.

SS
Now, the most important thing to remember is that customer satisfaction is our priority.
LA
Clients can be very particular, especially when it comes to properties they’re about to
buy or sell. It’s crucial to be patient and exible when managing their expectations.
C
S

Many clients, especially those in the $500,000-$1,000,000 range, are likely to ask about
LT

detailed market trends and long-term investment potential, so you’ll need to stay
IE

informed and communicate clearly.

VE
IN

Today, I’ll walk you through some of the basic responsibilities you’ll have as an agent.
Firstly, as you might expect, property showings are a big part of the job. You’ll be
responsible for scheduling these and ensuring properties are presented in the best light.
When showing a house, always point out its key features, such as renovations or a
large backyard, and avoid bringing up anything negative unless directly asked.

As for of ce protocols, we have a strict dress code. Some of you are already dressed
appropriately, but a couple of you might want to avoid casual attire in the future. We also
require you to always have your business cards on hand, as they’re vital for networking
and building trust.

Lastly, let’s discuss commissions. For newer agents, the starting commission is 2%, but
as you build your portfolio and experience, you’ll have opportunities to increase that
percentage to 3.5% or more. Remember, the rst few months are always the hardest,
especially because it takes on average 3-5 months to close your rst deal. But don’t let
that discourage you—success comes with persistence. If you need advice, don’t
hesitate to ask a more experienced colleague.

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ALL ATTACK LISTENING WORKBOOK - INVE IELTS CLASS - All Rights Reserved

Questions:

1. Based on the information Sarah provides, what is the majority of Clearview

Realty’s business?

A. Residential transactions
B. Commercial transactions
C. Rentals

2. Why might clients in the $500,000-$1,000,000 range require extra attention from
agents?

A. They tend to ask more about investment potential

SS
B. They are more dif cult to please
C. They prefer luxury properties
LA
C
S

3. Why are agents required to have business cards?

LT
IE

A. Business cards are mainly for internal communication.

VE

B. Agents need to make a professional impression and network with clients.

IN

C. Business cards are required for of ce administrative tasks.

4. Why do new agents struggle?

A. It takes time to build experience and close deals

B. Keep up with the paperwork
C. Handle multiple clients at once

5. What is the initial commission rate for agents who are just starting at Clearview
Realty?
A. 2%
B. 3%
C. 3.5%

6. What should agents focus on when showing properties?

A. Pointing out key features

B. Discussing possible renovations
C. Mentioning any negative aspects of the property

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ALL ATTACK LISTENING WORKBOOK - INVE IELTS CLASS - All Rights Reserved

[[EXERCISE 4. ANALYZE REAL TEST - CAMBRIDGE 19 - LISTENING TEST 1 -

SECTION 2]]

(Bài này được Teacher Ngọc phân tích trực tiếp trong lesson 6. Bạn chuẩn bị bút
viết để cùng phân tích với Teacher Ngọc.)

It's great to see so many members of the Twinning Association here tonight. Since the
twinning link between our two towns, Stanthorpe here in England and Malatte in France,
was established, the relationship between the towns has gone from strength to strength.

Last month, 25 members of the association from Stanthorpe spent a weekend in

Malatte. Our hosts had arranged a great programme. We learned how cheese is
produced ni the region and had the chance to taste the products. The theme park trip

SS
had to be cancelled, but we all had a great time on the nal boat trip down the river- that
was the real highlight. LA
C
This is a special year for the Association because it's 25 years since we were founded.
S
LT

In Malatte, they're planning to mark this by building a footbridge ni the municipal park.
IE

We've been discussing what to do here and we've decided to plant a poplar tree in the
VE

museum gardens. We considered buying a garden seat to put there, but the authorities
IN

weren't happy with that idea.

In terms of fundraising to support our activities, we've done very well. Our pancake
evening was well attended and made record pro ts. And everyone enjoyed the
demonstration of French cookery, which was nearly as successful. Numbers for our lm
show were limited because of the venue so we're looking for somewhere bigger next
year.

We're looking forward to welcoming our French visitors here next week, and I know that
many of you here will be hosting individuals or families. The coach from France will
arrive at 5 pm on Friday. Don't try to do too much that rst evening as they'll be tired, so
have dinner in the house or garden rather than eating out. The weather looks as it'll be
OK so you might like to plan a barbecue. Then the next morning's market day ni town,
and that's always a good place to stroll round.

On Saturday evening, we'll al meet up at the football club, where once again we'll have
Toby Sharp and his band performing English and Scottish country songs. Toby will
already be well known to many of you as last year he organised our special quiz night
and presented the prizes.

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 ALL ATTACK LISTENING WORKBOOK - INVE IELTS CLASS - All Rights Reserved

Questions

11. During the visit to Malatte, in France, members especially enjoyed

going to a theme park.

experiencing a river trip

visiting a cheese factory.

12. What will happen in Stanthorpe to mark the 25th anniversary of the Twinning
Association?

A tree will be planted.

SS
A garden seat will be bought. LA
C
A footbridge will be built.
S
LT
IE

13. Which event raised most funds this year?

VE
IN

the lm show

the pancake evening

the cookery demonstration

14. For the rst evening with the French visitors host families are advised to

take them for a walk round the town.

go to a local restaurant.

have a meal at home

15. On Saturday evening there will be the chance to

listen to a concert

watch a match.

take part in a competition.

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ALL ATTACK LISTENING WORKBOOK - INVE IELTS CLASS - All Rights Reserved

[[EXTRA EXERCISE 5. ANALYZE A REAL TEST - CAMBRIDGE 17 - TEST 3]]

(BÀI TẬP THÊM KHÔNG BẮT BUỘC, ASK ME FOR ANSWERS IF YOU NEED)

Bạn nào siêng thì làm để hiểu rõ hơn về đề thi. Hướng dẫn làm bài: đọc kỹ transcript
được cho, sau đó đọc câu hỏi và tìm câu trả lời đúng, bước cuối cùng là phân tích xem
câu hỏi đó hỏi về direct info hay hỏi implications.

Nếu không chắc chắn về đáp án của bản thân, hãy hỏi Teacher Ngọc để xin key và
explanation.

Transcript

SS
Good afternoon. My name’s Mrs Carter and I run the before and after school extended
LA
hours childcare service. I hope you’ve had a chance to have a good look around the
C
school and talk to staff and pupils. I know that many of you are interested in using our
S

childcare service when your child joins the school, and perhaps you already know
LT

something about it, but for those that don’t, I’ll go through the main details now.
IE
VE

We offer childcare for children from the ages of four to eleven both before and after
IN

school. I know that many parents who work nd this service invaluable. You can leave
your child with us safe in the knowledge that they will be extremely well cared for.

We are insured to provide care for up to 70 children, although we rarely have this many
attending at any one session. I think we generally expect around 50–60 children for the
afternoon sessions and about half that number for the breakfast sessions. Although we
currently do have 70 children registered with us, not all of these attend every day.

It’s ten years since we began offering an extended hours service and we’ve come a long
way during that time. When we rst opened, we only had about 20 children attending
regularly.

We try to keep our costs as low as we can and we think we provide very good value for
money. For the afternoon sessions, which run from 3.30 until 6 p.m., it’s £7.20. But if
you Q13 prefer, you can pay for one hour only, which costs £3.50, or two hours which
costs £5.70.

The cost of the childcare includes food and snacks. They’ll be given breakfast in the
morning and in the afternoon, a healthy snack as soon as they nish school. At 5 p.m.
children are given something more substantial, such as pasta or a casserole. Please

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ALL ATTACK LISTENING WORKBOOK - INVE IELTS CLASS - All Rights Reserved

inform us of any allergies that your child might have and we’ll make sure they’re offered
a suitable alternative.

As you may know, the childcare service runs through the school holidays from 8 a.m. to
6 p.m. We offer a really varied and exciting programme to keep the children entertained
– we don’t want them to feel as if they are still at school! It will also feel different
because they’ll get the chance to make new friends with children from other schools –
spaces are available for them because a lot of our term-time children don’t always
attend during the holiday. In the past, parents have asked if children over the age of 11
are allowed to come with their younger brothers and sisters – but I’m afraid we’re
unable to do this because of the type of insurance we have.

SS
Questions 11 and 12
LA
C
Choose TWO letters, A–E.
S
LT

Which TWO facts are given about the school’s extended hours childcare service?
IE
VE

A It started recently.
IN

B More children attend after school than before school.

C An average of 50 children attend in the mornings.

D A child cannot attend both the before and after school sessions.

E The maximum number of children who can attend is 70.

Questions 13–15

Choose the correct letter, A, B or C.

13 How much does childcare cost for a complete afternoon session per child?

A £3.50

B £5.70

C £7.20

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ALL ATTACK LISTENING WORKBOOK - INVE IELTS CLASS - All Rights Reserved

14 What does the manager say about food?

A Children with allergies should bring their own food.

B Children may bring healthy snacks with them.

C Children are given a proper meal at 5 p.m.

15 What is different about arrangements in the school holidays?

A Children from other schools can attend.

B Older children can attend.

SS
C A greater number of children can attend.
LA
C
S
LT
IE
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IN

[Link] [Link]/@inveieltsclass [Link]/inveieltsclass

 >>> LESSON 7 <<<

(Mở bài giảng số 7, phút thứ 50 để xem hướng dẫn cách làm bài tập Draw Maps)

Các bài tập bên dưới giúp bạn cải thiện Spatial Awareness và học các từ vựng mới về
Maps.

[[EXERCISE 1. ART GALLERY TOUR]]

"Welcome to the art gallery! As you enter through the main entrance at the south (A on
your map), you’ll nd yourself in the Welcome Hall (B).

Directly north of the Welcome Hall is the Modern Art Exhibition (C), showcasing works

SS
from the late 20th century. LA
C
To the west of the Welcome Hall is the Classical Art Collection (D), featuring
S
LT

masterpieces from the Renaissance era.

IE
VE

Adjacent to the Classical Art section is the Interactive Zone (E), where visitors can
IN

engage with digital displays about the artists.

Directly north of the Interactive Zone is the Café (F), offering refreshments and a great
view of the surrounding park.

If you head east from the Welcome Hall (B), you’ll nd the Sculpture Garden (G), which
is located in an open-air area situated a distance away from courtyard.

The Photography Exhibition (H) is located in a separate wing to the northwest, featuring
renowned works from photographers around the world.

Additionally, the Northeast Wing (I) houses the Historical Artifacts Collection, displaying
artworks and objects from various historical periods.

Finally, don’t forget to visit the Gift Shop (J), located north of the café, where you can
purchase art-related souvenirs. For any inquiries or assistance, the Information Desk
(K) is near the entrance, and restrooms (L) are located beside the café.”

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 Draw your map here:

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LA
C
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IN

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VOCABULARY in Exercise 1:

• As you enter through the main entrance

• Directly north of
• To the west of
• Adjacent to
• Directly north of
• If you head east from
• Located in an open-air area situated a distance away from
• Located in a separate wing to the northwest
• Northeast Wing
• Located north of
• Near the entrance

SS
• Beside the café C
LA
S
LT
IE
VE
IN

[Link] [Link]/@inveieltsclass [Link]/inveieltsclass

 [[EXERCISE 2. CITY GARDEN TOUR]]

"Welcome to City Garden! The park is surrounded by three main roads: Elm Street to
the north, Maple Avenue to the east, and Pine Road to the south.

As you enter the garden through the main gate on Pine Road (A on your map), you'll
immediately nd yourself on the Garden Path (B), which runs parallel to Pine Road and
leads you deeper into the park.

If you walk straight ahead from the entrance, you’ll reach the Central Pavilion (C),
located almost in the center of the garden, just a short distance south of Elm Street. The
pavilion is a popular spot for small gatherings and events, and it’s surrounded by a
circular path.

To the southwest of the Central Pavilion, closer to the intersection of Pine Road and the

SS
western boundary of the park, you’ll nd the Botanical Greenhouse (D), which houses a
variety of exotic plants. The greenhouse is a key landmark within the garden, easily
LA
visible from the southern side of the park.
C
S

Now, if you follow the main path east from the Central Pavilion, it will curve slightly
LT

southeast, leading you to the Rose Garden (F), which is situated near the intersection of
IE

Maple Avenue and Pine Road. The Rose Garden is one of the most colorful areas in the
VE

park, especially in spring when the roses are in full bloom.

IN

Further northeast, just beside Elm Street, is the Garden Café (E). It's the perfect place
to relax with a cup of coffee while enjoying a view of the northern garden areas. The
café is situated right at the corner where Elm Street and Maple Avenue meet, offering
easy access from both roads.

Lastly, to the northwest corner of the park, closer to the intersection of Elm Street and
the western boundary, you’ll nd the Children’s Play Area (G). It’s a lively spot with
swings, slides, and a large sandbox.

Draw your map here:

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 VOCABULARY in Exercise 2. CITY GARDEN TOUR

• Surrounded by
• Through the main gate
• Immediately nd yourself on
• Runs parallel to
• Leads you deeper into
• Walk straight ahead
• Almost in the center
• Just a short distance south of
• Surrounded by a circular path
• To the southwest of
• Closer to the intersection of

SS
• Easily visible from LA
• Follow the main path east
C
• Curve slightly southeast
S
LT

• Situated near the intersection

IE

• Further northeast
VE

• Beside Elm Street

IN

• Right at the corner where

• Closer to the intersection of

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[[EXERCISE 3. UNIVERSITY CAMPUS TOUR]]

Welcome to the University Campus! As you enter through the main gate at the south (A
on your map), you'll nd yourself in the Central Plaza (B), which features a beautiful
fountain at its center.

To the east of the Central Plaza (B), you'll nd the Garden (D), a serene green space
where students can relax and enjoy the outdoors.

Adjacent to the Garden (D) is the Student Union Building (F), a bustling hub offering
dining options, student organizations, and recreational facilities.

To reach the Library (C), head west from the Central Plaza (B) along the covered
corridor, passing by the Canteen (E) on your left. The Library is situated further along
this corridor and features large French windows that look out towards the Parking Lot

SS
(M), providing a pleasant view of the campus.
LA
North of the Library (C) is the Administration Of ce (O), where you can nd essential
C
services such as enrollment, nancial aid, and academic advising.
S
LT

For a scenic walk, take the Path of Knowledge (G) heading north from the Central Plaza
IE

(B). This tranquil pathway is lined with trees and benches, making it perfect for leisurely
VE

strolls and quiet study breaks.

IN

In the northwest corner of the campus is the Science Building (H), equipped with
advanced laboratories and classrooms for scienti c research and education.

Located in the northeast wing is the Historical Archives (I), offering insights into the
university's history through artifacts and documents.

Before you leave, don’t forget to visit the Bookstore (J), situated near the main entrance
(A), where you can purchase textbooks, university merchandise, and school supplies.

For any assistance during your visit, the Information Desk (K) is conveniently located
near the main entrance (A), and restrooms (L) are nearby.

Draw your map here:

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VOCABULARY in Exercise 3. UNIVERSITY CAMPUS TOUR

• As you enter through the main gate

• To the east of
• Adjacent to
• To reach the Library, head west from
• Passing by on your left
• Further along this corridor
• Providing a pleasant view of
• North of
• Heading north from
• Lined with trees and benches
• In the northwest corner

SS
• Equipped with advanced laboratories and classrooms
LA
• Located in the northeast wing
C
• Near the main entrance
S
LT

• Nearby
IE
VE
IN

[Link] [Link]/@inveieltsclass [Link]/inveieltsclass

 [[EXERCISE 4. UNIVERSITY CAMPUS]]

Welcome to our university campus! As you enter through the main gate at the south (A
on your map), you'll nd yourself in the Central Plaza (B), a vibrant area featuring a
central fountain.

Across from the Central Plaza (B) is the Student Union Building (F), a lively hub offering
dining options, student activities, and recreational facilities. The Garden (D) is in close
proximity to the Student Union (F), providing a peaceful green space for relaxation.

To reach the Library (C), head west from the Central Plaza (B). Just past the Canteen
(E), you’ll nd the Library. The Library is notable for its large French windows, which
overlook the Parking Lot (M), offering a pleasant view of the campus.

On the edge of the campus to the northwest is the Science Building (H), equipped with

SS
state-of-the-art laboratories and classrooms for scienti c research. Opposite side to the
Science Building (H) is the Historical Archives (I), located in the northeast wing and
LA
providing insights into the university's history through artifacts and documents.
C
S

For a scenic walk, take the Path of Knowledge (G) heading north from the Central Plaza
LT

(B). The Path of Knowledge runs parallel to the Administration Of ce (O), which is
IE

situated to the west of the path. As you follow the Path of Knowledge (G), you will
VE

eventually reach the small lake (N) located further north.

IN

Crossing the bridge over the small lake (N), you'll nd the Recreation Area (P), which
features outdoor sports facilities and picnic spots. The Recreation Area is located on the
northern side of the lake and is an excellent spot for leisure activities while enjoying the
views of the lake.

Before you head out, be sure to stop by the Bookstore (J), situated in the northeast
corner of the Central Plaza (B). This convenient location offers a range of textbooks,
university merchandise, and essential school supplies.

Draw your map here:

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VOCABULARY in Exercise 4. UNIVERSITY CAMPUS

• As you enter through the main gate

• Across from
• In close proximity to
• To reach the Library, head west from
• Past the Canteen
• Notable for its large French windows
• On the edge of the campus to the northwest
• Opposite side to
• Located in the northeast wing
• For a scenic walk, take
• Runs parallel to

SS
• Situated to the west of LA
• As you follow
C
• Located further north
S
LT

• Crossing the bridge over

IE

• Located on the northern side of

VE

• In the northeast corner of

IN

Danh sách các từ vựng phổ biến khác cũng thường xuất hiện trong đề thi, cần
phải học thuộc trước khi đi thi!

DIRECTIONAL TERMS:

• To the north/south/east/west of: Ở phía bắc/nam/đông/tây của

• Directly north/south/east/west of: Ngay phía bắc/nam/đông/tây của
• Northeast/southeast/northwest/southwest: Phía đông bắc/đông nam/tây bắc/
tây nam
• Adjacent to: Liền kề với
• Next to: Bên cạnh
• Opposite: Đối diện
• Behind: Ở phía sau
• In front of: Ở phía trước
• Across from: Đối diện với
• Between: Ở giữa
• On the corner of: Ở góc của
• At the end of: Ở cuối của

[Link] [Link]/@inveieltsclass [Link]/inveieltsclass

 • Nearby: Gần đó
• In the middle of: Ở giữa
• On the left/right-hand side: Ở phía tay trái/phải

PATH/ROUTE INSTRUCTIONS:

• Go straight ahead: Đi thẳng về phía trước

• Take the rst/second/third turn: Rẽ ở ngã rẽ thứ nhất/hai/ba
• At the second turn: Ở ngã rẽ thứ hai
• Turn left/right: Rẽ trái/phải
• Go past: Đi qua
• Cross the road: Băng qua đường

SS
• At the crossroads: Ở ngã tư
• At the roundabout: Ở bùng binh
LA
C
• Branch off: Rẽ nhánh
S
LT

• Fork: Ngã ba (phân đôi đường)

IE

• Follow the path: Đi theo đường mòn

VE

• Head towards: Đi về phía (ví dụ: head towards building B)

• Continue along: Tiếp tục đi dọc theo
IN

• Cut through: Đi xuyên qua

• On your way to: Trên đường đến
• Leads to: Dẫn đến

POSITIONING WORDS:

• In the corner: Ở góc

• At the back: Ở phía sau
• At the front: Ở phía trước
• In the center: Ở trung tâm
• Near the edge: Gần mép
• Just beyond: Vượt qua một chút
• Surrounded by: Được bao quanh bởi
• Close to: Gần với

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LOCATIONS/BUILDINGS:

• Entrance/Exit: Lối vào/lối ra

• Main gate: Cổng chính
• End of the road: Cuối con đường
• By the intersection: Ở gần ngã tư
• At the junction: Ở ngã ba/ngã tư
• On the main road: Trên đường chính
• Along the side of: Dọc theo bên cạnh
• On the opposite side of: Ở phía đối diện của

ADDITIONAL COMMON PHRASES:

SS
• Walk along: Đi dọc theo
LA
C
• On the far side of: Ở phía xa của
S

• Circle around: Đi vòng quanh

LT

• Take a left/right: Rẽ trái/phải

IE

• At the far end of: Ở khúc cuối phía xa của

VE

• Go through: Đi xuyên qua

IN

• On the same side as: Cùng phía với

• In the vicinity of: Trong khu vực gần
• Just before you reach: Ngay trước khi bạn đến
• Over the bridge: Qua cầu
• At the top/bottom of: Trên đỉnh/dưới chân
• Runs parallel to: Chạy song song với
• Facing: Đối diện với
• Skirt around: Đi vòng quanh mép
• On the edge of: Ở rìa của
• Bordering: Giáp với
• Bounded by: được bao quanh bởi
• Leading from/to: Dẫn từ/đến
• Cut across: Băng ngang qua
• Tucked away behind: Nằm khuất ở phía sau

[Link] [Link]/@inveieltsclass [Link]/inveieltsclass

 >>> LESSON 9 <<<<

TRAIN YOURSELF TO IDENTIFY MAIN IDEAS AND THE OVERALL STRUCTURE

OF SECTION 4

[[EXERCISE 1: CAMBRIDGE 19]]

(Exercise 1 được Teacher Ngọc phân tích trực tiếp trong lesson 6. Bạn chuẩn bị
bút viết để cùng phân tích với Teacher Ngọc.)

For my presentation today, I'm going to talk about the Céide Fields in the northwest of

SS
Ireland, one of the largest Neolithic sites in the world. I recently visited this site and
LA
observed the work that is currently being done by a team of archaeologists there.
C
S

The site was rst discovered in the 1930s by a local teacher, Patrick Caul eld. He
LT

noticed that when local people were digging in the bog, they were constantly hitting
IE

against what seemed to be rows of stones. He realised that these must be walls and
VE

that they must be thousands of years old for them to predate the bog which
IN

subsequently grew over them.

He wrote to the National Museum in Dublin to ask them to investigate, but no one took
him seriously. It wasn't until 40 years later, when Patrick Caul eld's son Seamus, who
had become an archaeologist by then, began to explore further. He inserted iron probes
into the bog to map the formation of the stones, a traditional method which local people
had always used for nding fuel buried in the bog for thousands of years. Carbon dating
later proved that the site was over 5,000 years old and was the largest Neolithic site in
Ireland.

Thanks to the bog which covers the area, the remains of the settlement at Céide Fields,
which is over 5,000 years old, are extremely well-preserved. A bog is 90 percent water;
its soil is so saturated that when the grasses and heathers that grow on its surface die,
they don't fully decay but accumulate in layers. Objects remain so well-preserved in
these conditions because of the acidity of the peat and the de ciency of oxygen. At least
175 days of rain a year are required for this to happen; this part of Ireland gets an
average of 225 days.

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The Neolithic farmers at Céide would have enjoyed several centuries of relative peace
and stability. Neolithic farmers generally lived in larger communities than their
predecessors, with a number of houses built around a community building. As they lived
in permanent settlements, Neolithic farmers were able to build bigger houses. These
weren't round as people often assume, but rectangular with a small hole in the roof that
allowed smoke to escape. This is one of many innovations and indicates that the
Neolithic farmers were the rst people to cook indoors. Another new technology that
Neolithic settlers brought to Ireland was pottery. Fragments of Neolithic pots have been
found in Céide and elsewhere in Ireland. The pots were used for many things; as well
as for storing food, pots were lled with a small amount of fat and when this was set
alight, they served as lamps.

SS
It's thought that the Céide Fields were mainly used as paddocks for animals to graze in.
Evidence from the Céide Fields suggests that each plot of land was of a suitable size to
LA
sustain an extended family. They may have used a system of rotational grazing in order
C
S

to prevent over-grazing and to allow for plant recovery and regrowth. This must have
LT

been a year-round activity as no structures have been found which would have been
IE

used to shelter animals in the winter.

VE
IN

Structure Analysis

1. Introduction:

◦ Opening Statement: introduces the topic: the Céide Fields in northwest

Ireland, one of the largest Neolithic sites in the world.
◦ Personal Experience: visit and observe an ongoing archaeological work.

2. Historical Background:

◦ Discovery: initial discovery of the site in the 1930s by Patrick Caul eld.
◦ Further Exploration: Efforts of Seamus to explore and prove the site’s
age through carbon dating.

3. Preservation Conditions:

◦ Bog's Role: Explains how the bog’s conditions contribute to the

preservation of the site

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 ◦ Climate: Notes the average rainfall in the area which supports these
preservation conditions.

4. Life and Technology of Neolithic Farmers:

◦ Lifestyle of farmers: community structure and housing.

◦ Innovations: rectangular houses with smoke holes, and pottery.
◦ Pottery Use: Elaborates on the uses of pots (food storage and as lamps.)

5. Land Use and Farming Practices:

◦ Paddocks: primary use of the Céide Fields for grazing animals and the
size of land plots for sustaining extended families.

SS
◦ Rotational Grazing: Explains the practice of rotational grazing to manage
LA
land use and ensure regrowth.
C
◦ Lack of Winter Shelters: Notes the absence of structures for winter
S

animal shelter, suggesting year-round grazing.

LT
IE
VE
IN

Detailed Breakdown

Introduction: Sets up the topic, providing context for what will be discussed.
Historical Background: Gives a chronological account of how the site was discovered
and explored, providing foundational knowledge.
Preservation Conditions: Explains why the site is well-preserved, which helps
listeners understand the signi cance of the ndings.
Lifestyle and Technology: Describes the daily life of Neolithic farmers, adding depth to
the understanding of the site’s historical context.
Land Use: Details how the land was used, linking back to the preservation and lifestyle
aspects.

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 Tip from Teacher Ngọc:

Signposting:

The use of signposting language (e.g., “Firstly,” “On the other hand,” “To
summarize”) may vary. Some speakers use clear signposting to guide listeners
through the structure, while others may rely on the natural ow of the content.

The provided text does not include explicit signposting language such as " rst,"
"second," or "next." Instead, it uses narrative and descriptive language to guide the
audience. However, I can help you add some signposting language to make the
structure clearer. Here's an example of how you could incorporate signposting language

SS
into your text:
LA
For my presentation today, I'm going to talk about the Céide Fields in the northwest of
C
S

Ireland, one of the largest Neolithic sites in the world. First, I'll share some background
LT

on the discovery of the site. Then, I'll discuss the methods used to explore it. After that,
IE

I'll explain why the site is so well-preserved. Finally, I'll talk about the lifestyle and
VE

innovations of the Neolithic farmers who lived there.

IN

To begin with, the site was rst discovered in the 1930s by a local teacher, Patrick
Caul eld. He noticed that when local people were digging in the bog, they were
constantly hitting against what seemed to be rows of stones. He realised that these
must be walls and that they must be thousands of years old for them to predate the bog
which subsequently grew over them.

He wrote to the National Museum in Dublin to ask them to investigate, but no one took
him seriously. It wasn't until 40 years later, when Patrick Caul eld's son Seamus, who
had become an archaeologist by then, began to explore further. He inserted iron probes
into the bog to map the formation of the stones, a traditional method which local people
had always used for nding fuel buried in the bog for thousands of years. Carbon dating
later proved that the site was over 5,000 years old and was the largest Neolithic site in
Ireland.

Next, thanks to the bog which covers the area, the remains of the settlement at Céide
Fields, which is over 5,000 years old, are extremely well-preserved. A bog is 90 percent
water; its soil is so saturated that when the grasses and heathers that grow on its
surface die, they don't fully decay but accumulate in layers. Objects remain so well-
preserved in these conditions because of the acidity of the peat and the de ciency of

[Link] [Link]/@inveieltsclass [Link]/inveieltsclass

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oxygen. At least 175 days of rain a year are required for this to happen; this part of
Ireland gets an average of 225 days.

Moving on, the Neolithic farmers at Céide would have enjoyed several centuries of
relative peace and stability. Neolithic farmers generally lived in larger communities than
their predecessors, with a number of houses built around a community building. As they
lived in permanent settlements, Neolithic farmers were able to build bigger houses.
These weren't round as people often assume, but rectangular with a small hole in the
roof that allowed smoke to escape. This is one of many innovations and indicates that
the Neolithic farmers were the rst people to cook indoors. Another new technology that
Neolithic settlers brought to Ireland was pottery. Fragments of Neolithic pots have been
found in Céide and elsewhere in Ireland. The pots were used for many things; as well
as for storing food, pots were lled with a small amount of fat and when this was set

SS
alight, they served as lamps.
LA
C
Finally, it's thought that the Céide Fields were mainly used as paddocks for animals to
S

graze in. Evidence from the Céide Fields suggests that each plot of land was of a
LT

suitable size to sustain an extended family. They may have used a system of rotational
IE

grazing in order to prevent over-grazing and to allow for plant recovery and regrowth.
VE

This must have been a year-round activity as no structures have been found which
IN

would have been used to shelter animals in the winter.

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Hướng dẫn làm bài tập Exercise 2-3-4:

Part 4 cố tình nhồi rất nhiều details để làm người nghe bị rối và mệt mỏi (cognitive
overload), nhưng Teacher Ngọc đã dạy các bạn rằng dù số lượng details có nhiều đến
thế nào, thì những details này đều được nhóm vào những Main Ideas rất cụ thể, hay
còn gọi là Khối thông tin (Blocks of information). Nhiệm vụ của bạn là luyện tập xác
định xem các details nào thuộc Main Idea nào.

Ví dụ với Exercise 2 bên dưới, nói về hiện tượng di cư của loài chim.

Bài lecture mở đầu bằng cách nói rằng hầu hết các loài chim trên trái đất đều di cư, từ
khoảng cách ngắn short distances (ví dụ: lowlands to mountains) đến khoảng cách xa
long distances (ví dụ Arctic Terns traveling between poles). Hiện tượng chim di cư là

SS
một điều bí ẩn trong quá khứ.
LA
Vậy đoạn "Scientists believe that a majority of the earth’s bird population migrate ...
C
S

centuries through a variety of observations" nói về Introduction to Bird Migration:

LT
IE

Đoạn tiếp theo "But until relatively recently, where birds went to in the winter ... 1940s
VE

which demonstrated that birds have no hibernation instinct" nói về những quan niệm/
IN

thuyết (theories) đầu tiên dùng để giải thích hiện tượng di cư này, thuyết đầu tiên là
Hibernation Theory.

Lưu ý:

Part 4 là phần khó nhất trong đề thi thực tế, cho nên các bài tập bên dưới chỉ dành cho
các bạn đã ở level 7.5, muốn lên điểm cao hơn nữa. Các bạn đặt aim dưới 7.5 không
cần làm các bài tập này.

Exercise 2 và 3 có đáp án sau Workbook. Exercise 4 và 5 là không bắt buộc, bạn nào
siêng thì làm thêm và nếu không chắc chắn với lời giải thích của chính mình, thì hỏi
Teacher Ngọc để xin key và explanation.

Khi làm bài tập này, mục tiêu là tập rèn luyện nhóm details vào các main ideas. Bài tập
này có mục đích là giúp bạn hiểu rõ về cách thông tin được nhồi vào Part 4, để giúp
bạn nghe có định hướng khi giải đề. Cho nên không cần áp lực bản thân phải làm đúng
hết ở thời điểm này. Nếu cảm thấy bài tập quá khó, hãy xem phần giải thích của
Teacher Ngọc để tham khảo.

[Link] [Link]/@inveieltsclass [Link]/inveieltsclass

 [[EXERCISE 2: CAM 17 - TEST 3]]

Scientists believe that a majority of the earth’s bird population migrate in some fashion
or other. Some travel seasonally for relatively short distances, such as birds that move
from their winter habitats in lowlands to mountain tops for the summers. Others, like the
Arctic Tern, travel more than 25,000 miles seasonally between the northern and
southern poles. Bird migration has been studied over many centuries through a variety
of observations. —> Introduction to Bird Migration

But until relatively recently, where birds went to in the winter was considered something
of a mystery. The lack of modern science and technology led to many theories that we
now recognize as error- lled and even somewhat amusing. Take hibernation theory for

SS
example – two thousand years ago, it was commonly believed that when birds left an
LA
area, they went underwater to hibernate in the seas and oceans. Another theory for the
C
regular appearance and disappearance of birds was that they spent winter hidden in
S
LT

mud till the weather changed and food became abundant again. The theory that some
IE

birds hibernate persisted until experiments were done on caged birds in the 1940s
VE

which demonstrated that birds have no hibernation instinct. —> Hibernation Theory
IN

One of the earliest naturalists and philosophers from ancient Greece was Aristotle who
was the rst writer to discuss the disappearance and reappearance of some bird
species at certain times of year. He developed the theory of transmutation, the seasonal
change of one species into another, by observing redstarts and robins. He observed
that in the autumn, small birds called ‘redstarts’ began to lose their feathers, which
convinced Aristotle that they changed into robins for the winter, and back into redstarts
in the summer. These assumptions are understandable given that this pair of species
are similar in shape, but are a classic example of an incorrect interpretation based on
correct observations.

The most bizarre theory was put forward by an English amateur scientist, Charles
Morton, in the seventeenth century. He wrote a surprisingly well-regarded paper
claiming that birds Q34 migrate to the moon and back every year. He came to this
conclusion as the only logical explanation for the total disappearance of some species.

One of the key moments in the development of migration theory came in 1822 when a
white stork was shot in Germany. This particular stork made history because of the long
spear in its neck which incredibly had not killed it – everyone immediately realised this
spear was de nitely not European. It turned out to be a spear from a tribe in Central

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 Africa. This was a truly de ning moment in the history of ornithology because it was the
rst evidence that storks spend their winters in sub-Saharan Africa. You can still see the
‘arrow stork’ in the Zoological Collection of the University of Rostock in Germany.

People gradually became aware that European birds moved south in autumn and north
in summer but didn’t know much about it until the practice of catching birds and putting
rings on their legs became established. Before this, very little information was available
about the actual destinations of particular species and how they travelled there. People
speculated that larger birds provided a kind of taxi service for smaller birds by carrying
them on their backs.

This idea came about because it seemed impossible that small birds weighing only a
few grams could y over vast oceans. This idea was supported by observations of bird

SS
behaviour such as the harassment of larger birds by smaller birds.
LA
The development of bird ringing, by a Danish schoolteacher, Hans Christian Cornelius
C
S

Mortensen, made many discoveries possible. This is still common practice today and
LT

relies upon what is known as ‘recovery’ – this is when ringed birds are found dead in the
IE

place they have migrated to, and identi ed. Huge amounts of data were gathered in the
VE

early part of the twentieth century and for the rst time in history people understood
IN

where birds actually went to in winter. In 1931, an atlas was published showing where
the most common species of European birds migrated to. More recent theories about
bird migration ...

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 [[EXERCISE 3: CAM 18 - TEST 4]]

The person I've chosen to talk about is the French writer Victor Hugo – many people
have heard of him because his novel, Les Misérables, which he wrote in 1862, is
famous around the world. It became a stage musical in the 1980s, and a lm version
was also released in 2012. So, some of us, I'm sure, have a pretty general idea of the
plot, but we know much less about the author. Today, I'm going to provide a little more
insight into this talented man, and I'm going to talk particularly about the home he had
on the island of Guernsey in the British Channel Islands.

But rst, his early career ... As I've said, he was a writer, he was at the height of his
career in Paris and he was very highly regarded by his colleagues. As far as literature
was concerned, he was the leading gure of the Romantic movement. However, as well

SS
as being a literary genius, he also gave many speeches about issues like the level of
LA
poverty in his society. He felt very strongly about this and about other areas where
C
change was needed, like education. This kind of outspoken criticism was not well liked
S
LT

by the rulers of France and, eventually, the emperor – Napoleon III – told Victor Hugo to
IE

leave Paris and not return; in other words, he sent him into exile.
VE

So Victor Hugo was forced to reside in other parts of Europe. Guernsey was actually his
IN

third place of exile and he landed there in 1855. He produced a lot while on Guernsey –
including Les Misérables – and to do this, he had to spend a great deal of time in the
home that he had there. This was a property that he bought using the money he'd made
in France from the publication of a collection of his poetry. It was the only property he
ever owned, and he was very proud of it.

The property Victor Hugo bought on Guernsey was a large, ve-storey house in the
capital town of St Peter Port and he lived there for 15 years, returning to France in 1870
when Napoleon's Empire collapsed. He decorated and furnished each level, or oor, of
the house in unique and wonderful ways, and many people consider the inside of the
house to be a ‘work of art’. Today it's a museum that attracts 200,000 visitors a year.

He lived in the house with his family... and portraits of its members still hang in rooms on
the ground oor, along with drawings that he did during his travels that he felt were
important to him. In other ground- oor rooms, there are huge tapestries that he would
have designed and loved. The walls are covered in dark wood panelling that Victor
Hugo created himself using wooden furniture that he bought in the market. The items
were relatively inexpensive, and he used them to create intricate carvings. They gave
an atmosphere on the lower level that was shadowy and rather solemn.

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On the next level of the house there are two impressive lounges, where he entertained
his guests. One lounge has entirely red furnishings, such as sofas and wall coverings,
and the other blue. There's a strong Chinese in uence in these areas in things like the
wallpaper pattern and the lamps – which he would have made himself by copying
original versions.

His library, where he left many of his favourite books, forms the hallway to the third oor
and was a comfortable area where he could relax and enjoy his afternoons. And then, at
the very top of the house, there's a room called the Lookout – called that because it
looks out over the harbour. In contrast to the rather dark lower levels, it's full of light and
was like a glass of ce where he would write until lunchtime – often at his desk.

SS
So, Victor Hugo was a man of many talents, but he was also true to his values. While
LA
living in his house on Guernsey, he entertained many other famous writers, but he also
C
S

invited a large group of local children from the deprived areas of the island to dinner
LT

once a week. What's more, he served them their food, which was an extraordinary
IE

gesture for the time period.

VE
IN

In 1927, the house was owned by his relatives, and they decided to donate it to the city
of Paris. It has since been restored using photographs from the period and, as I
mentioned earlier, is now a museum that is open to the public.

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 [[EXERCISE 4 (OPTIONAL)]] BEETHOVEN

The person I’m going to talk about today is the German composer Ludwig van
Beethoven. He’s considered one of the greatest composers in the history of classical
music. Many people know his famous pieces, like Symphony No. 9 with its well-known
Ode to Joy, or Fur Elise, a piece most people have heard, even if they don’t know it’s by
Beethoven. But today, I’d like to give a closer look at his life, especially his struggle with
deafness and how that affected his work.

Beethoven was born in 1770 in Bonn, Germany, into a musical family. His father, a court
musician, saw Beethoven’s talent early on and pushed him to succeed, sometimes with
harsh teaching methods. As a young man, Beethoven moved to Vienna, which was the
center of European music, where he studied with famous composers like Joseph

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Haydn. During his early career, Beethoven became famous as a pianist and a promising
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composer. His rst works, like his Piano Sonatas and Symphonies No. 1 and 2, were
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in uenced by classical traditions, but he soon started to develop his own bold,
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emotional style.
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One of the most amazing things about Beethoven’s life is that he kept composing even
as he slowly lost his hearing. He rst noticed signs of deafness in his late 20s, which
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deeply affected him. He became more withdrawn and even thought about quitting
music. In a letter called the Heiligenstadt Testament, Beethoven expressed his sadness
over his deafness but decided to keep working. This challenge only pushed him to
create even more powerful and emotional music.

Beethoven’s "middle period," often called his "heroic period," is when his music became
even more intense and emotional. During this time, he composed famous works like
Symphony No. 3 (Eroica), which was originally dedicated to Napoleon Bonaparte.
However, when Napoleon declared himself emperor, Beethoven was so disappointed
that he removed the dedication. The Eroica Symphony was a turning point for
Beethoven and changed music history, breaking away from traditional classical styles
and moving toward the Romantic era. Other key works from this time include the Fifth
Symphony, with its famous four-note opening, and Piano Concerto No. 5 (Emperor).

As Beethoven’s hearing worsened, he entered his "late period." During this time, his
music became more complex and thoughtful. Works from this period, such as the String
Quartets and Symphony No. 9, show deep emotion and philosophical ideas. The Ninth
Symphony is especially important because of its choral nale, the Ode to Joy, which
celebrates brotherhood and unity. Beethoven composed this work when he was almost

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completely deaf, conducting its premiere without hearing any of it. His late compositions
were ahead of their time, in uencing future generations of composers.

Beethoven died in 1827 at the age of 56, leaving behind a collection of works that
changed classical music forever. His ability to push musical boundaries and express
deep emotions made him one of the most important composers in history. His music
continues to inspire musicians and listeners all around the world today, symbolizing
resilience, creativity, and the triumph of the human spirit over challenges.

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 [[EXERCISE 5 (OPTIONAL)]] Coral Reef Restoration Projects

For my presentation today, I want to talk about how people are helping coral reefs that
have been damaged by changes in the environment. This is called coral restoration,
and it’s happening in different places around the world, including the Great Barrier Reef
in Australia. The main reason this is being done is because coral reefs are dying quickly
due to things like climate change and human activities.

Coral reefs are often called the "rainforests of the sea" because they support many
different types of marine life. But in recent years, many of these reefs have been badly
damaged. One of the biggest causes is coral bleaching, which happens when the ocean
becomes too warm. When corals get stressed by the warmer water, they lose the tiny
plants living inside them that give them color. This turns the coral white, and if the stress

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continues, the coral dies. Over shing and pollution are also major problems causing
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coral loss. For example, in the Great Barrier Reef, it’s thought that about half of the
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coral has died over the past few decades.
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Losing coral reefs creates several problems. First, many sh and other marine animals
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lose their home because they rely on coral to survive. This reduces biodiversity and
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disrupts the whole food chain. Also, coral reefs help protect coastlines by absorbing the
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force of waves, preventing erosion and ooding. Without them, coastal areas are more
at risk during storms. Coral reefs also bring in millions of tourists each year, helping
local economies, so their loss affects people’s jobs.

To x this problem, scientists and environmental groups have started coral restoration
projects, which involve planting new corals in damaged areas. These projects are very
complex and take a lot of planning. For example, in the Great Barrier Reef, teams of
divers and marine biologists collect healthy pieces of coral from strong reefs and then
move them to damaged parts of the reef.

One of the best ways to restore coral is by coral gardening. In this method, small pieces
of coral are grown in underwater nurseries until they are big enough to be moved.
These nurseries are set up in places where conditions are good for coral to grow, like
areas with clear water and lots of sunlight. The coral pieces are attached to structures
like metal frames or ropes, and they grow for several months or even years. Once they
are large enough, they are carefully moved to the damaged reefs, where they can
continue to grow and help restore the ecosystem.

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 There are challenges with coral restoration. One big problem is that it takes a lot of work
and costs a lot of money. Trained divers are needed to move the coral, and regular
monitoring is important to make sure the coral is growing well. Also, the success of
these projects depends on things like water temperature, which keeps rising because of
climate change. Scientists are working on growing coral that can survive warmer
waters, but this is still being tested.

Even with these challenges, coral restoration projects have had some good results. In
places where coral has been successfully moved, there’s been an increase in marine
life. Fish and other animals are returning to the reefs. In some areas, tourism is
increasing as people come to see the restored coral.

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Coral restoration is still a new eld, but it shows promise for helping reefs recover. With
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ongoing efforts and improvements, this method could be used on other reefs around the
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world. In the long run, coral restoration may help protect marine ecosystems and
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provide bene ts for local communities, especially through tourism, which brings in much
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more money than harmful activities like over shing.

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ALL ATTACK LISTENING WORKBOOK - INVE IELTS CLASS - All Rights Reserved

ANSWER KEY

>>> Lesson 4 <<<

EXAMPLE 3

[[EXERCISE 1]] Match each statement with the correct Research Methods

Answers

1. A. Field Observations
2. B. Surveys

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3. A. Field Observations
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5. B. Surveys
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6. A. Field Observations
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[[EXERCISE 2]] Multiple-Choice Questions

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Answers
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1. B) They allowed the researcher to see animals in their natural habitat.

2. C) Impact of weather on animal activity.
3. C) By adjusting observation times to early mornings or late afternoons.
4. B) They collected a broad range of opinions quickly.
5. B) By conducting follow-up interviews with some respondents.

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ALL ATTACK LISTENING WORKBOOK - INVE IELTS CLASS - All Rights Reserved

>>> Lesson 6 <<<

[[EXERCISE 1. ANALYZE AN EXAMPLE - A TALK ABOUT A NEW LIBRARY
SCHEDULE]]

Questions Asking for Direct Information:

What are the new library hours during the weekends?

Why were the library hours extended during the weekends?

When are the quietest times in the library?

What facilities does the library offer for focused work?

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Why is it important to book study rooms in advance?
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Questions Asking for Simple Implications:
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Why might students with regular commitments bene t from the extended weekend
hours?
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How might knowing the quietest times affect students' studies?

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Why is it important to have dedicated spaces for focused work?

[[EXERCISE 2. ANALYZE AN EXAMPLE]]

Direct Information:

1. Question 2: Lucy directly asks staff not to bring food into customer areas.
◦ The answer is A. Food (directly mentioned in the transcript).

2. Question 3: Lucy explicitly states that today will be busy because a new
promotion has started.

◦ The answer is B. A new promotion has started (directly mentioned).

3. Question 4: Lucy says that all staff will need training on the coffee machine
before using it.

◦ The answer is B. The coffee machine (clearly stated in the transcript).

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ALL ATTACK LISTENING WORKBOOK - INVE IELTS CLASS - All Rights Reserved

4. Question 6: Lucy directly states that "you’ll be on your feet for long periods" and
that "sometimes you’ll need to multitask when several customers need
assistance." These challenges are clearly mentioned in the transcript without
needing inference.

◦ The answers are A. Multitasking and C. Standing for long periods, which
are explicitly stated.

Implied Information:

1. Question 1: Lucy says that staff nd it rewarding to know they’re making a

difference in customers' day, implying that they like the positive impact of their
work.

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◦ The answer is B. Making a positive impact (implied, not directly stated).
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2. Question 5: (implied based on age restriction)
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The answer is B. The cash register.

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The transcript explicitly mentions that Sarah, who is under 18, can't handle the cash
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register, but the question asks about people over 18. While the transcript does not
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directly state that only people over 18 can handle the cash register, you must make a
simple inference that since under-18 staff cannot handle refunds, those over 18 must be
able to.

Note from Teacher Ngọc: “In order to choose the correct answers for Question 1 and
Question 5, you must make simple inferences based on provided information. But these
inferences are very very simple and straight forward, much less complex than
implications in Section 3 (Part 3)".

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ALL ATTACK LISTENING WORKBOOK - INVE IELTS CLASS - All Rights Reserved

>>> Lesson 7 <<<

Exercise 2.

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Exercise 3.

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ALL ATTACK LISTENING WORKBOOK - INVE IELTS CLASS - All Rights Reserved

Exercise 4.

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 ALL ATTACK LISTENING WORKBOOK - INVE IELTS CLASS - All Rights Reserved

>>> Lesson 9 <<<

[[EXERCISE 2: CAM 17 - TEST 3]]

Bài lecture này trình bày sự phát triển các lý thuyết di cư của loài chim theo thời gian,
và chúng ta dần càng hiểu về hiện tượng này như thế nào. Sau đây là các ý chính
trong bài:

Introduction to Bird Migration:

Bài lecture mở đầu bằng cách nói rằng hầu hết các loài chim trên trái đất đều di cư, từ
khoảng cách ngắn short distances (ví dụ: lowlands to mountains) đến khoảng cách xa
long distances (ví dụ Arctic Terns traveling between poles). Di cư của loài chim là một

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điều bí ẩn trong quá khứ. C
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Early Theories of Migration:
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Hibernation Theory: Early belief that birds hibernated underwater or in mud during
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winter.
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Aristotle's Transmutation Theory: Aristotle's idea that redstarts changed into robins for
winter and back again for summer, an incorrect conclusion based on correct
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observations.
Morton's Lunar Migration Theory: Charles Morton's claim that birds migrated to the
moon and back annually, based on the unexplained disappearance of certain species.

Key Scienti c Discoveries:

1822 Stork Incident: The discovery of a stork in Germany with a spear from Central
Africa, providing evidence that birds migrated across continents.
Development of Bird Ringing: The advancement of bird ringing by Hans Christian
Cornelius Mortensen, which allowed for the collection of data on bird migration, resulting
in the rst map of bird migration patterns in 1931.

Conclusion: bài lecture gợi ý rằng các thuyết di cư hiện đại được phát triển bởi bằng
chứng và công nghệ, tiếp tục phát triển hơn so với các quan niệm sai lầm ban đầu về
hiện tượng di cư của loài chim.

Structure của bài này rất logical: bắt đầu từ những ancient misconceptions đến
scienti c breakthroughs.

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 ALL ATTACK LISTENING WORKBOOK - INVE IELTS CLASS - All Rights Reserved

[[EXERCISE 3: CAM 18 - TEST 4]]

Bài giảng đưa ra rất nhiều chi tiết (details) về Victor Hugo, nhưng tất cả những thông tin
chi tiết này đều được nhóm theo những Main ideas rất cụ thể (Blocks of information).

Xem bài Teacher Ngọc phân tích bên dưới để hiểu rõ về đề thi Part 4:

Introduction to Victor Hugo and His Work

The person I've chosen to talk about is the French writer Victor Hugo – many people
have heard of him because his novel, Les Misérables, which he wrote in 1862, is
famous around the world. It became a stage musical in the 1980s, and a lm version
was also released in 2012. So, some of us, I'm sure, have a pretty general idea of the
plot, but we know much less about the author. Today, I'm going to provide a little more
insight into this talented man, and I'm going to talk particularly about the home he had
on the island of Guernsey in the British Channel Islands.

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Early Career and Exile from France LA
But rst, his early career ... As I've said, he was a writer, he was at the height of his
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career in Paris and he was very highly regarded by his colleagues. As far as literature
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was concerned, he was the leading gure of the Romantic movement. However, as well
as being a literary genius, he also gave many speeches about issues like the level of
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poverty in his society. He felt very strongly about this and about other areas where
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change was needed, like education. This kind of outspoken criticism was not well liked
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by the rulers of France and, eventually, the emperor – Napoleon III – told Victor Hugo to
leave Paris and not return; in other words, he sent him into exile.

Exile and Move to Guernsey

So Victor Hugo was forced to reside in other parts of Europe. Guernsey was actually his
third place of exile and he landed there in 1855. He produced a lot while on Guernsey –
including Les Misérables – and to do this, he had to spend a great deal of time in the
home that he had there. This was a property that he bought using the money he'd made
in France from the publication of a collection of his poetry. It was the only property he
ever owned, and he was very proud of it.

Description of the House

The property Victor Hugo bought on Guernsey was a large, ve-storey house in the
capital town of St Peter Port and he lived there for 15 years, returning to France in 1870
when Napoleon's Empire collapsed. He decorated and furnished each level, or oor, of
the house in unique and wonderful ways, and many people consider the inside of the
house to be a ‘work of art’. Today it's a museum that attracts 200,000 visitors a year.

Ground Floor – Hugo's Personal Artwork

He lived in the house with his family... and portraits of its members still hang in rooms on
the ground oor, along with drawings that he did during his travels that he felt were
important to him. In other ground- oor rooms, there are huge tapestries that he would

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ALL ATTACK LISTENING WORKBOOK - INVE IELTS CLASS - All Rights Reserved

have designed and loved. The walls are covered in dark wood panelling that Victor
Hugo created himself using wooden furniture that he bought in the market. The items
were relatively inexpensive, and he used them to create intricate carvings. They gave
an atmosphere on the lower level that was shadowy and rather solemn.

First Floor – Entertaining Guests

On the next level of the house there are two impressive lounges, where he entertained
his guests. One lounge has entirely red furnishings, such as sofas and wall coverings,
and the other blue. There's a strong Chinese in uence in these areas in things like the
wallpaper pattern and the lamps – which he would have made himself by copying
original versions.

Library and Lookout – His Creative Space

His library, where he left many of his favourite books, forms the hallway to the third oor
and was a comfortable area where he could relax and enjoy his afternoons. And then, at

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the very top of the house, there's a room called the Lookout – called that because it
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looks out over the harbour. In contrast to the rather dark lower levels, it's full of light and
was like a glass of ce where he would write until lunchtime – often at his desk.
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Hugo's generosity and strong values

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So, Victor Hugo was a man of many talents, but he was also true to his values. While
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living in his house on Guernsey, he entertained many other famous writers, but he also
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invited a large group of local children from the deprived areas of the island to dinner
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once a week. What's more, he served them their food, which was an extraordinary
gesture for the time period.

("values" means principles or beliefs that Victor Hugo strongly held and lived by, such as
compassion, equality, and social responsibility. His actions, like inviting and serving
underprivileged children, demonstrate his commitment to those core beliefs (values))

Legacy of the House

In 1927, the house was owned by his relatives, and they decided to donate it to the city
of Paris. It has since been restored using photographs from the period and, as I
mentioned earlier, is now a museum that is open to the public.

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