NGÂN HÀNG NHÀ NƯỚC VIỆT NAM TRƯỜNG ĐẠI HỌC NGÂN HÀNG TP.HCM TÀI LIỆU BỔ TRỢ MÔN HỌC TIẾNG ANH – NGHE NÂNG CAO LISTENING PLUS 4 Chủ biên: THS. TRẦN ĐỨC MINH Thành viên: TS. Đào Nguyễn Anh Đức ThS. Nguyễn Hoàn Vũ ThS.
Nguyễn Hồng Hà My Thành phố Hồ Chí Minh – Năm 2024 i CONTENTS CONTENTS. NOTE-TAKING SKILL. NOTE-TAKING SKILL. NOTE-TAKING SKILL.
NOTE-TAKING SKILL. NOTE-TAKING SKILL. NOTE-TAKING SKILL. 127 iii PREFACE This supplementary material is an essential resource for both HUB’s Faculty of Foreign Languages lecturers and English-major students taking the Advanced Listening course, aimed at consolidating listening and note-taking skills and improving comprehension of business topics.
It is aligned with the main coursebook, Q: Skills for Success - Listening and Speaking 5 and provides additional resources for business-themed listening tasks. While the Q: Skills for Success - Listening and Speaking series offers a variety of listening exercises to improve listening micro-skills, the current bachelor program requires a reference book with more business content to meet its learning outcomes. This supplementary material is specifically designed to address this need. The book consists of six units, each structured into Listening 1, Listening 2, Note- taking skills, and Authentic listening, and is developed in line with the skills presented in the coursebook.
It includes a skill box highlighting the unit’s listening techniques, business- themed vocabulary exercises, and listening tasks. Students are encouraged to complete the vocabulary exercises before the listening tasks to enhance their understanding of business contexts and new business concepts. An innovative feature of this material is the incorporation of authentic listening practice, which allows students to watch short TED videos and complete comprehension exercises. In addition, the book includes a glossary, answer keys, transcripts, and a list of references.
Our team of four instructors worked collaboratively to develop this material, selecting appropriate sources of materials based on proficiency levels (B2+ to C1), audio quality, complexity of business concepts, and the ability to adapt and design tasks to align with the coursebook. The tasks were divided among the instructors, and all the newly designed materials were trialed by the teachers in charge of Advanced Listening for feedback and suggestions. After modifications, the book was completed with the aim of providing a helpful and effective supplement for both lecturers and students at Ho Chi Minh University of Banking. 1 UNIT 1 Listening skill: Making inferences Inferences are ideas or opinions stated directly.
Speakers may give facts or examples and expect the listener to draw a logical conclusion or make an inference. Use some questions below to ask to check what someone is implying: • So, do you mean that .? • So, are you saying that .? • So, would you say that. Vocabulary practice Exercise 1: Match the definitions (A-H) with the words/phrases (1-8). Word/phrase Definition 1.
make an assumption A. to feel uncomfortable 2. get on the same page B. to believe something is true without having proof 3.
people who are not in the same physical place 4. to agree on how something should be done 5. a difficult period of time 6. to promise that you will do something 7.
to do more working hours than is agreed in contract 8. a formal statement of the rights of an organization or a particular social group 2 1. Listening practice You’re going to hear four people talking about different business challenges. Exercise 2: Listen and choose the best inference made from each speaker.
They had expected different levels of formality when they first met. The new contact was offended by Speaker A's use of his surname and handshake. Working with a virtual team across different time zones and cultures required adjustments. The use of English as the project language led to misunderstandings and communication breakdowns.
Speaker C tried to apply the S. approach to his personal life. method helped Speaker C overcome workplace overload. Speaker D's quick thinking secured her a seat on the only available flight the next morning.
The other passengers were upset with Speaker D for rushing to the desk and leaving everyone else stranded. Exercise 3: Listen again and decide if these statements are true or false. Speaker A wanted to show respect by shaking somebody’s hand. Speaker A recommends always greeting people in the same way, no matter where you are.
For Speaker B, working in a virtual team is not so different from working in the same location. Creating a team charter helped Speaker B’s team to avoid misunderstandings and confusion. Speaker C says the SMART acronym for goal setting stands for: Specific, Measurable, Achievable, Relevant, and Timely. If you are feeling stressed, Speaker C recommends just dropping the tasks that are overloading you.
According to Speaker D. flights at the end of each day have a higher chance of being delayed. Speaker D suggests taking your time if your flight is cancelled since the airline will have to rebook you on another flight anyway. Exercise 4: Listen again and choose the best option to answer each question.
How did Speaker A feel during the meeting? A. unsure about what to do 2. How has Speaker A responded to this experience? A. He has decided to copy the other man’s way of greeting people.
He has reflected on it and realized something. He has researched different ways of greeting people. How did Speaker B feel about the international project? A. It was an entirely negative experience.
It was exhausting, but there were positives too. It was challenging, but there were positives too. How did Speaker B feel now about working on international projects? A. She would like to do it again in the future.
She wouldn’t like to do it again. She isn’t sure whether it would be a positive or negative experience. How did Speaker C feel during his difficult time at work? A. How does Speaker C feel now? A.
ready for a break C. more in control 7. What did Speaker D do when the flight was cancelled? A. She took time to consider her options.
She acted quickly. She asked for someone’s advice. How does Speaker D feel about what happened? A. Vocabulary practice Exercise 1: Match the definitions (A-F) with the words/phrases (1-6).
Word/phrase Definition 1. a benefit that a product or service provides for customers 2. a product that is promised to be ready for a customer 3. someone interested in the success or failure of a project functionally or a product 4.
to work with others to achieve something 5. to work with people from different departments 5 2. Listening practice You’re going to hear a project management meeting. Exercise 2: Listen to the following excerpts from the meeting.
Choose the best inference for each one. Akiko agrees with John that the project is important and is positive about the collaboration. Akiko raises concerns about the project's requirement of working cross-functionally. Matteo expresses strong opposition to the project due to their heavy workload.
Everyone is committed to moving forward with the project and clarifying roles and responsibilities. John doesn’t accept the task owing to his hectic schedule with his line manager. The task is assigned to Akiko because of her specific knowledge of designing the customer survey. Matteo faces conflicting priorities and workload with his regular job, so he seeks solutions from John.
John ignores Matteo's concerns and insists he complete the designs despite his workload. Exercise 3: Listen again and choose the correct option to complete each sentence. The project is important because A. it will improve what the company is offering the customer.
it involves working with people from other departments. the head office is closely following its progress. Matteo is concerned about A. communication in the team.
taking on work that they have little experience of. not having time to work on the project. Akiko is the best person to do the customer survey questionnaire because A. she normally handles the company’s marketing initiatives.
she has worked with John on similar tasks. she has studied the subject. Matteo initially asks for A. a reduction in his targets.
John’s immediate response to Barbara’s offer to help Matteo is A. not entirely positive. It’s important that Matteo does the designs because A. a client has asked specifically for him.
no one else knows how to do them. he has the software to do them at home. 7 Note-taking skill: Organizing notes in chronological order using a timeline For lectures following chronological, or time, order like an autobiography, think about the words you might hear the speaker has used to indicate time order, such as: at first later then before soon while after that on Monday in the beginning during that time in 2023 first, second, last A good note-taking tool that will present information chronologically is a vertical or horizontal timeline. As you are listening, write dates or time phrases on one side of the timeline.
On the other side, write corresponding key events and details. NOTE-TAKING SKILL 3. Vocabulary practice Exercise 1: Complete the words with the definitions provided. e_clu_iv_ly emphasizing that something is limited to a specific group 2.
ev_nt_ally at the end of a process or a period of time 3. in_eg_ate to combine two or more things to become more effective 4. s_del_n_ an activity to earn extra money besides your main job 5. _eli_nt dependent on someone or something 8 3.
Note-taking practice You are going to hear an interview in which Bruno Guattari talks about how he started his company, Comptoir Atlantique. Exercise 2: Listen and use the timeline below to take notes on the company’s history. his family business • experimented with new ideas Exercise 3: Listen again and answer the following questions. How did Bruno’s professional background help the development of his start-up? 2.
What was Comptoir Atlantique’s original main activity? 3. What support did Bruno receive from his family? 4. Where was the company first run from? 5. How did he go about financing his venture? 6.
What problems did Bruno have during the first years of business? 7. How has the company evolved in recent times? 8. What are his plans for the future? 4. VIDEO Watch the video Why Starbucks failed in Australia and answer the following questions.
Take notes on the timeline of Starbucks’s business in Australia. • July 2000: …………………………………………………………………………… • By 2007: …………………………………………………………………………… • In 2008: ……………………………………………………………………………. Why was 2008 a difficult time for businesses? 3. What can be inferred about coffee culture in Australia? 9 4.
Based on Gloria Jeans’ case, what should Starbucks bring to its menu? 5. Which groups are the current target customers of Starbucks? 10 UNIT 2 Listening skill: Listening for examples Speakers often provide examples, so the listeners can understand key ideas better. Active listeners can use different strategies to notice examples: • Listen for phrases that introduce examples: for example, take for instance, for instance, as an example, let me give you an example, including, and such as. • Notice rising intonation that signals items in a list.
• Take notes in a T-chart outline and write the main point on the left and examples on the right. Vocabulary practice Exercise 1: Match the definitions (A-H) with the words/phrases (1-8). Word/phrase Definition 1. reasonable, practical, and showing good judgment 2.
not afraid of taking risks and making difficult decisions 3. unwilling to take risks, especially in business 4. sensible and careful; avoiding unnecessary risks 5. taking unnecessary risks 6.
careful to avoid danger or risks 7. not thinking about the possible bad effects of your actions 8. acting too quickly, not considering the effects of your actions 11 1. Listening practice You’re going to hear three different people discussing risks.
Exercise 2: Listen and choose the correct option to complete each question/sentence. What might be the Speaker 1’s job? A. What is an example of his reckless characteristic? A. Making substantial investments C.
Signing multi-million dollar contracts 3.