Bên cạnh cung cấp Bài sửa đề thi IELTS WRITING TASK 2 ngày 22/8/2020 của HS đi thi đạt 7.0 writing, IELTS TUTOR cung cấp thêm Transcript Chuyên đề dạng Matching information IELTS LISTENING

00:00
Section 2 You have some time to look at questions 11 to 16.

00:37
Now listen carefully and answer questions 11 to 16.

00:44
Okay, well first of all I'll give you a bit of background to the museum and then tell you about some of the galleries. You probably won't have time to see everything today so what I recommend you do is go to the Egyptian room first because it's everyone's favorite place and it gets very crowded with the school parties later in the day. Oh and I should mention that the photography galleries undergoing refurbishment at the moment so while that's definitely worth seeing it'll have to wait for another time.

01:13
Now the actual museum building itself is quite interesting. It was designed by a local architect called William Craven in the 19th century at a time when the city was developing rapidly with new factories to cope with the expansion of the textile industry. The museum's built in a very similar style to the railway station which was constructed at around the same time. That was designed by another architect but William Craven did also provide the plans for the town hall

01:43
which was built just a few years later. Construction of the museum began in 1888 with a large team of carpenters, stonemasons and builders. Then in recent years it's been extensively refurbished. The lovely big windows have been retained to let the daylight flood in, but the award-winning part of the project was the restoration of the area around the central hall.

02:09
In particular, the beautiful wrought iron staircase which was brought back to its former glory. Unfortunately, the museum's original tiled floor had to be replaced with new tiles of a similar design. It was a very expensive project and since we don't charge admission fees we had to find other ways of funding it. We did get some money from the Department of Culture at national level, but we had even more generous support from companies and industries here in the city who were our main benefactors.

02:39
However, we do also depend on donations from people living in the area for the ongoing maintenance of the building. So, how will the museum mainly be spending its money in the next five years? We already work with schools and colleges, helping people get a better understanding of all the creative disciplines. We consider the most important part of our work the restoration of the valuable historical objects we are lucky enough to have in our possession. And this will continue to be where the most funding is allocated.

03:10
Of course, it would be wonderful to purchase new objects for the museum, but we simply don't have the space at the moment. Well, we do hope you enjoy your day today, but if you would like to learn more about our exhibits on display here, I suggest you come to one of the Saturday morning lectures which are given every month by one of our team of experts. Of course, you can pick up leaflets about the exhibits in most of the galleries too, but you'll only get a basic introduction from those.

03:38
We're also working to update our website so that it provides more background on the exhibits, but that's still at the planning stage.

03:48
Before you hear the rest of the talk, you have some time to look at questions 17 to 20 on page 4.

04:16
Now listen and answer questions 17 to 20.

04:23
Okay, now let me just tell you a bit about what's on at the moment. Well, we're very well known for our collection of 18th century paintings, both oils and watercolors. Some of these are English landscapes and portraits, but we also have paintings by other European artists who were working during this period. If you're interested in art that's a bit near a home, the Farnley collection is a set of drawings by Paul Farnley.

04:51
He was born in Ireland, but he came to work here in the city in the early 20th century and then made it his home. He worked in a factory but spent his spare time drawing the buildings and urban landscape of the city and his work has now been collected and displayed here. On a more practical note, we have a display of kitchen appliances which might interest you. These are the sorts of things you wouldn't normally expect to see in a museum.

05:17
There's an electric potato peeler from the 1970s, which sold really well at the time, but no one's got one now. There are lots of other similar appliances, which must have seemed like great ideas at the time, but which never took off. You might also like to visit the fashion gallery. This is an exhibition which is running for the next few weeks only and shows men's and women's fashion from 1900 to 2000, including some of the famous designers of the time.

05:47
Okay, so if anyone's got any questions

05:54
That is the end of section 2. You now have half a minute to check your answers.

06:31
Now turn to section 3.

00:00
Part 3. You will hear two students named Amy and Mike discussing Maori carvings. First, you have some time to look at questions 21 to 25.

00:39
Now listen carefully and answer questions 21 to 25.

00:46
Hi Mike, aren't these New Zealand carvings we've been studying in class fascinating? Oh hi Amy. Oh the Maori Greenstone Tikis. They're all a bit organic for my taste. You know, all curves and twisting shapes. I like modern stuff, geometric shapes, but I can see the skill involved in making them. But the stories behind the Tikis are what make them interesting.

01:14
I imagine it would be difficult to create geometric patterns. The shape of each tiki seems to follow the natural contours of the stone. It's extremely hard and it requires expertise and time to shape. That's true. I suppose that's why modern greenstone carvings are so expensive. But there aren't that many genuine old ones around. Archaeologists rarely discover such treasures, which is odd.

01:42
given they are such a huge part of Maori culture. I wonder if archaeological dig sites were raided and the tiki's were taken to sell. I believe it's because the owners valued them and so preserved them. Many of them would have been passed down through the generations and remain in the possession of the families today, like heirlooms. Do you know what they were used for? I thought they were just an art form.

02:10
or a means of decoration. But Professor Matiu says that the Maori believed Tikis were sacred and could be used as a pathway to their ancestors. They believed the dead could speak to them through these talismans. So they don't represent tribes or anything? Interesting. How many different kinds are there? There must be hundreds of variations. There are other greenstone carvings beside Tikis.

02:38
Although I can't remember all their names. Traditional tiki's themselves can be divided into two distinct groups though. Can they? By the materials? I've seen some with metal features. Or is it to do with size? Or where they were made? Actually, it is the ways that their feet, heads and hands are placed that make the major difference.

03:03
Is it easy to discern the difference between the ancient stones and more modern reproductions? Are the styles very different? Modern reproductions usually use a different type of stone, although they may be of the same design. They may also be of a smaller size. But it's actually quite easy to tell if you are buying a genuine carving or a mass-produced souvenir. How? Nowadays, they are produced by machine.

03:32
using lasers even, so they have no blemishes. In genuine carvings they aren't always perfect, because the Maori used simple hand tools. For example, the hole that the cord is fed through isn't perfectly round. That makes sense.

03:52
Before you hear the rest of the discussion, you have some time to look at questions 26-30.

04:24
Now listen carefully and answer questions 26 to 30.

04:31
Actually, it's amazing that they produce such detailed tiki's with such simple tools and materials. Talk me through the process. I know the basic shape is carved from New Zealand greenstone. Yes, but first they had to get a blank of the right size. You mean a piece of stone of the right size and basic shape? That's right. They used a hard stone tool, something rough, to wear a groove into a piece of greenstone.

05:01
After they'd scored it with that, they could just snap it in two. I guess they could have used some kind of hammer though. They repeated the process until they had a piece of stone suitable for what they wanted to carve, usually flat pieces for tiki's. Right, because they're fairly small and quite thin. Then they started carving? Not right away, before they could start carving.

05:27
they needed an absolutely smooth, flat surface. Nowadays, when we want to do something like that, we'd clamp the stone in a vice and use a sander, but they used a heavy block of sandstone and rubbed the piece of greenstone on it over and over to prepare it for carving. It must have been very time consuming. So how did they cut out the little details like hands and feet?

05:56
They had carving tools. They used small chips of stone glued and tied onto a wooden handle. Then they also used a piece of sharpened bone made into a point. Is that what they used to make the holes? Actually, they had a special tool to make holes. It was a stick tied between two heavy pebbles with a point at the end. They would wrap string around it, pull it back and forth to wear a hole into the tiki.

06:25
They used the same technique to make round shapes too, but didn't make the hole go all the way through. And I've seen some tiki's with coloured eyes or decorations. Are they painted? Mostly they are inlaid with different coloured stone or mother of pearl from shells or sometimes dyed pieces of bone. They were fixed in place using turatta gum, a sticky plant resin.

06:53
They used plants to make the natural strings too. That's right. The Maori were very resourceful, weren't they? They certainly were.

00:03
Now turn to section 3 on page 6.

00:10
Following instructions from their tutor, you will hear two economic students called James and Anna discussing a recent survey about the cost of buying a house in New Zealand. First you have some time to look at questions 21 to 25 on page 6.

01:03
Now listen carefully and answer questions 21 to 25.

01:11
Okay, for this week's assignment, you're going to assess the value survey on house prices. What were the survey's findings? Was it a reliable survey? Work in pairs, discuss what you've read and generate some ideas for the assignment. All right. Shall we work together, Sure, James. So, first, how did the value survey actually measure the cost of houses? Because there are lots of ways of calculating it.

01:42
Well, it looked at all houses, didn't it? New and old. So it started with average incomes across the whole workforce and then worked out house prices in relation to that. I mean to what people were earning. So it's about affordability. What people pay in real terms. There's no information about the size of a house a typical family can buy. No, that's a limitation. OK, then in the assignment we should give some background.

02:10
I mean what's different about the value survey? Yeah, there's lots of these surveys every year. Value is actually one of the newer ones, but it stands out because it gives figures for a range of the largest urban centres, which none of the others do. OK, good point. Then one finding was that New Zealand houses are relatively expensive. Why is that? Because most of them are built of wood and that's quite cheap. Yeah, it is. But the problem is...

02:39
There are too many regulations and restrictions about where you can build. So if more building sites were created for housing the costs would come down. That's it, isn't it? Because there are plenty of contractors ready to do the work. Exactly. So, um, what else? Well, what about transport? I mean, it's all very well to talk about new housing, but how are people going to get there? Is the survey proposing new roads, new rail networks? It should be a coordinated approach.

03:08
Yeah, but the survey didn't mention it. It's a missed opportunity because a commitment to funding public transport from the outset would improve air quality in our cities. True. OK then, the next survey, what can we expect? It'll look at all the same places, right? Exactly the same. But the next one will give an idea of the way prices are moving. The Government may have to think about how house prices are affecting society.

03:37
Before you hear the rest of the discussion, you have some time to look at questions 26-30 on page 7.

04:10
Now listen and answer questions 26 to 30.

04:17
Then in the assignment we need to evaluate how reliable the survey was. So we should look at some of the criticism made by commentators. Okay. So there's the economist Andrew Coleman. He actually questioned whether the survey was money well spent because it only looked at a single year in isolation. A year when it was difficult to borrow money to buy a house, pushing up costs. So he thought the survey should consider a longer timeframe. Did you get that article by Professor Massey?

04:46
because he's the leading authority on this topic. Yeah, interesting. He realised the method used to calculate how much money people had didn't take savings into account. So actually, people looking for a house were richer than the survey shows, making houses cheaper in real terms. Alright, then Richard Bernard, his criticism was original. He found out they were using quite outdated software to process all the information they gathered.

05:13
which was crazy because they actually had the money available for an upgrade. So even though it was a highly regarded team of people, the way the statistics were interpreted was open to question. Okay, then Professor Lowndes, who thought the report was just badly written? That's right. After all the work that went into gathering valid information, the finished report was just too long and weakly structured, and there was too much unnecessary detail. And the last one, Maria Darling.

05:41
She made a point about the properties that were evaluated. There weren't enough of them, you mean? No, it wasn't that. But they were never identified for privacy reasons. But she thought the actual properties used should have been revealed, you know. The process should have been transparent if the people are going to have full confidence in the survey. Right. So a lot of criticism. Yeah. But this sort of research is often...

06:08
That is the end of section 3. You now have half a minute to check your answers.

00:00
Part 3 You will hear a discussion between a student called Mike and his tutor about Mike's proposed project on oral history. First, you have some time to look at questions 21 to 25.

00:54
Now listen carefully and answer questions 21 to 25.

01:03
Thanks Mike for dropping by. I've read the proposal for your project, which is an oral history of the local football team, particularly the time around 1983 when they won the league championship. But first, how do you define oral history? Well, in fact, I used the definition you gave us last year in our research methodology class. I found the handout in my file. The definition says that oral histories

01:32
are planned interviews or conversations about some aspect of the past which is considered historically or socially important. The interviews are with people who took part in whatever it's about, so there'll be a record which historians can use later for all those academic articles they write. And although history textbooks are mostly about famous people and important events, oral history can be about ordinary people doing ordinary things.

02:01
oral history really seems to have started in the States. You're right. In fact, the first modern oral history interviews were done by a historian in New York. By that time, audio technology had improved so much that it was fairly easy to record those interviews. I was also interested in how the internet has contributed to oral history studies. Yes, it means that lots of people can access the material, and that's great.

02:28
Also, the interactive nature of the better websites means that more students get interested in oral history. But from what I've read, the real contribution of the internet is that the recording of the interviews will be preserved forever. In the old days, the tapes would just wear out, and after some years you couldn't really use them, but not now. You're right, of course. Anyhow, let's move on to the subject of your project. Why did you decide to study a sports team?

02:57
Well, actually, I don't even like football very much. And some of my friends think I'm crazy to go for that subject, but my dad is a huge fan and he might be able to help me. um And how did you find out background about the team? You talked to the team manager, I assume? Yes, I did manage to track him down. And I looked at all the old news stories about the team in the town newspaper office. That was where I got the most helpful information.

03:24
I had high hopes that the local library would have lots of stuff, but they don't keep many records for more than ten years. know that you managed to locate ten of the original eighteen members of the team using an old-fashioned method, didn't you? Not a website or anything, just the telephone directory. Yes, I didn't even need to use the local team's records.

03:48
Before you hear the rest of the discussion, you have some time to look at questions 26-30.

04:20
Now listen and answer questions 26 to 30.

04:28
Okay, now I've read your proposal carefully. Overall, your plans seem excellent, but I want to discuss how you might improve them. Great. I've read through the list of questions you've drafted. I felt most of them are rather complex to be processed as oral questions. You don't have too many, which is good, but you should try to do something about that problem. Right. I'll work on them. And the time you've allotted for each interview.

04:57
Actually, I think you may have scheduled too much time for each. You want them to be tight, not going on and on. That makes for better results. I can change the schedule. One thing I'm nervous about is the recording equipment I use. I've got an old recorder. It runs without making too much noise and it isn't complicated. But it sometimes just doesn't seem to work. It stopped during an interview I tried out with my dad. Well, the important thing is just be ready if anything happens.

05:26
Or take some spare batteries, or even an extra recorder. Now, I'm a little concerned with the subjects you've chosen to cover. The topics seem quite general, not very specific. For example, why did they like playing for this team? You need to talk about more exact things and feelings. That way your results will be more valuable. I'll try to refine them.

05:53
You know, the plan for my report seems to be just to report back more or less what the players say, what happened, when, what they each did and so on. But I'm not sure about that. Yes. Although your outline seems long enough, change it to indicate that you plan to include your own evaluation of the data you get from your interviewees. Anyhow, best of luck on your project. I look forward to seeing the results. Thanks for your help and...

06:23
That is the end of part three. You now have 30 seconds to check your answers to part three.

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