These are questions 21 through 25 on the screen.
Can everybody can you can you see 21 through 25 on your screen?
Okay.
Good.
Okay.
So I'm going to I'm going to give you I'm going to give you 30 seconds to look at your questions, and
then I'm going to go ahead and play the audio.
You can see what I've highlighted already in the questions in terms of the keywords.
But this this this question set is no different than the multiple choice question said you just saw
previously.
It's the exact same strategy.
But.
You'll notice how the questions are longer.
The answer choices are longer.
Right.
That's what they're doing is they're raising the difficulty level in English.
Strategy doesn't change.
But Section three is Section four.
Is what really separates somebody.
They can get a five or six in listening and somebody that can get a seven and eight in listening.
Sections three and four are the separators.
Right people, they can do sections three and four very, very well are normally able to get a 7 to
8 or even a up to a nine on the listening text section.
If you have a hard time with sections three and four, that's most likely what's holding you back and
keeping you at a 5.5, six or 6.5 in terms of your listening.
Okay.
I'm going to go ahead and play the audio now and I'm going to answer the questions and then I'm going
to go over the answer choices.
Now listen carefully and answer questions.
21 to 25.
Come in, Rush.
Thank you.
Now, you wanted to consult me about your class presentation on nanotechnology.
You were due to give it next week, aren't you?
That's right.
And I'm really struggling.
I chose the topic because I didn't know much about it and wanted to learn more.
But now I've read so much about it.
In a way, there's too much to say.
I could talk for much longer than the 20 minutes I've been allocated.
Should I assume the other students don't know much and give them a kind of general introduction?
Or should I try and make them share my fascination with a particular aspect?
You could do either, but you'll need to have it clear in your own mind.
Then I think I'll give an overview.
Okay.
Now, one way of approaching this is to work through developments in chronological order.
Uh huh.
On the other hand, you could talk about the numerous ways that nanotechnology is being applied.
You mean things like thin films on camera displays to make them water repellent and additives to make
motorcycle helmet stronger and lighter?
Exactly.
Or another way would be to focus on its impact in one particular area, say, medicine or space exploration.
That would make it easier to focus.
Perhaps I should do that.
I think that would be a good idea.
Right.
How important is it to include slides in the presentation?
They aren't essential by any means, and there's a danger of tailoring what you say to fit whatever
slides you can find.
While it can be good to include slides, you could end up spending too long looking for suitable ones.
You might find it better to leave them out.
I see.
Another thing I was wondering about was how to start.
I know presentations often begin with First I'm going to talk about this and then I'll talk about that.
But I thought about asking the audience what they know about nanotechnology.
That would be fine if you had an hour or two for the presentation, but you might find that you can't
do anything with the answers you get, and it's simply eaten into the short time that's available.
So maybe I should mention a particular way that nanotechnology is used to focus people's attention.
That sounds sensible.
What do you think I should do next?
I really have to plan the presentation today and tomorrow.
Well, initially, I think you should ignore all the notes you've made.
Take a small piece of paper and write a single short sentence that ties together the whole presentation.
It can be something as simple as nanotechnology is already improving our lives.
Then start planning the content around that.
You can always modify that sentence later if you need to.
Okay.
Before you hear the rest of the discussion, you have some time to look at questions 26 to 30.
Now listen and answer questions.
26 to 30.
Okay.
Now, let's think about actually giving the presentation.
You've only given one before.
If I remember correctly, about an experiment you'd been involved in.
That's right.
It was pretty rubbish.
Let's say it was better in some respects than in others with regard to the structure.
I felt that you ended rather abruptly without rounding it off.
Be careful not to do that in next week's presentation.
Okay.
And you made very little eye contact with the audience because you were looking down at your notes most
of the time.
You need to be looking at the audience and only occasionally glancing at your notes.
Your body language was a little odd.
Every time you showed a slide, you turned your back on the audience so you could look at it.
You should have been looking at your laptop and you kept scratching your head.
So I found myself wondering when you were next going to do that instead of listening to what you were
saying.
Oh, dear.
What did you think of the language?
I knew that not everyone was familiar with this subject, so I tried to make it as simple as I could.
Yes, that came across.
You used a few words that are specific to the field, but you always explained what they meant so the
audience wouldn't have had any difficulty understanding.
I must say the handouts you prepared were well thought out.
They were a good summary of your presentation, which people would have been able to refer to later
on.
So well done on that.
Thank you.
Well, I hope that helps you with next week's presentation.
Yes, it will.
Thanks a lot.
I'll look forward to seeing a big improvement then.
Okay.
I'm going to go ahead and go over the answer choices now.
When you're doing this kind of question that you're looking at here on the screen right now.
Again.
Keep in mind it's an English test, so you always have to think about how are they testing me in terms
of English here?
Because if you understand how they're trying to test you in terms of English, that helps you understand
what you need to do to answer questions correctly.
So in this with this type of question.
And I'll ask I'll ask you guys.
You can give me an answer with this kind of question.
What are they testing you on?
What are they testing in terms of English?
What are they testing?
Who can tell me for this question type.
What are they testing?
Yes.
Right.
So, no, they're not testing level of understanding.
We heard the answer, everybody.
They're testing.
They're testing paraphrasing.
Really.
Some of you are somewhat correct when you talk about synonyms.
They're not testing your level of English.
Right.
So they're testing paraphrasing.
Not necessarily synonyms.
Right?
They're testing paraphrasing.
That's what it's all about.
Is paraphrasing and if you can understand, because they're not going to say the exact words in the
box.
They're not going to do that.
Okay.
So you have to.
You have to.
When people talk about getting better.
With people talk about getting better.
You have to work on your skills.
So, you know, you want to work on this skill of paraphrasing, being able to recognize paraphrases.
That's a skill.
It's just like when I tell people that are taking the total IBT and I tell them, Go work on the skill
and don't take it.
There are certain skills that you must have.
All right, I'm going go over the answer choices.
E.
All right.
Number 21, the answer is be.
21.
The answer is B.
He said he chose the topic because because he didn't know much.
And then he said, but so he's about to contrast that.
But now he knows too much.
So the answer is not a.
He said, I can talk much longer than 20 minutes.
And so the answer is not see.
Then he said, Should I assume that they don't know anything or should I have them share in the experience?
Right.
He's uncertain or unsure of what to do, and then the tutor advises him.
So the correct answer choice is be.
Number 22, Russ and his tutor agree again.
That's the key thing there.
That's the key point there.
Right.
What did they agree on?
That's what you're listening for.
He said one way is chronological order.
There's no agreement language attached to that.
Another to talk about how it's applied.
Right.
Again, there was no agreement language there.
Then he said, or focus, focus on the impact in one area.
Or she said, focus the impact in one area.
And then the student said, You'll be easier to focus.
Perhaps I'll do that.
And then she said, Right.
That is agreement language, which answer choice is connected to agreement language.
You're going to hear information that connects to all the answer choices.
Only one will connect to the key word language.
And the question 23 is see?
23.
You see, they said in terms of the slides, it's not essential by any means because spend too long
looking for something suitable.
So it is not be.
And then she said the danger of tailoring.
What tailoring?
To say something to fit the slide.
And so it's not a as she said, it might be better to leave them out.
It might be better to.
That is advice.
That's what she's advising him to do.
It might be better to leave them out.
That is a paraphrasing of consider omitting the slides altogether.
24 is see, again, we're looking for agreement language.
We're looking for agreement language.
So the man started off, I could begin with the first item and then talk about this, then talk about
that.
Then he said, but so again he's about the contrast that so that means the answer can't be be.
Right.
He's not going to explain what to do.
But then I thought about asking what they know.
And the tutor said, That's fine if you have to go to one or 2 hours.
But there's a contrast.
The answers might not be useful.
So the answer can't be a.
Then the man said, I could mention a way that they're used.
And then the tutor said, That sounds sensible.
There is our agree language.
There's our agreement language.
So the correct answer is C.
And then number 25, in terms of what is she advised them to do next?
The correct answer is a.
She said, you can ignore all the notes or it's not b c is not mentioned.
And they said, right.
She said, write a simple sentence that ties the whole presentation together.
So that is a paraphrasing for choice.
A That is a paraphrasing for choice.
A I have a question.
All right.
I have a question.
Somebody said they're blind.
Now next part.
Okay.
Next part.
Number 26.
The choice is a what is the paraphrase?
And the person said, the woman said you ended abruptly without rounding off.
That is a paraphrase for lacking a conclusion.
27 eye contact, she said.
You have very little eye contact.
Look at the audience more.
That means that's choice.
See, you did not do it enough.
28 in terms of body language, he said the body language, a body language was odd.
Turned your back, looking at the laptop, scratching your head.
That is a paraphrase for Choice RD.
Sometimes being distracting.
29 is g in terms of the choice.
Choice of words?
Simple.
It came across as simple.
He explained the words no difficulty understanding.
That is a paraphrase for choice.
G.
And 30 is B, you said a good summary.
People can later refer to it.
That means B is useful in the future.
When you have this kind of question, it is all about recognizing, paraphrasing, paraphrasing of language.
It's an English test.
They're not testing.
Can you hear exact words?
That's not a test.
That's a test.
But that's a low level English test.
I normally if I if I were if I were teaching an English class and I'd have basic students at level zero,
then I'll be testing them on.
Can you hear the exact word that was said?
But when you're at the advanced level, it's about being able to recognize paraphrasing and synonyms,
and that's what you're being tested on.
All right.
Let me check for any questions.
Two questions.
Can't ask for 20 9bf no.
No.
29 cannot be f.
No.
They said they said that the guy said he tried to use simple language.
Simple relates to what?
Not too technical.
Explain the words.
That means release to not too technical, no difficulty understanding that relates to not too technical
to too technical.
That language is not relate to covered a wide range.
That's not that's not a paraphrase for that.
There's not a paraphrase for that.
Well, I mean, if you're getting when you're doing multiple choice questions, you have to be able
to win multiple choice questions.
You have to be able to recognize when they're shifting from one question to another.
In some of the lectures in the course.
I kind of point that out in terms of the shift.
Especially in sections three and four to point that out a lot more in terms of the language that they're
using to shift from one question to the next.
When you're when you're doing it, that's what you have to be able to pick up on.
You have to be able to pick up on that.
Right.
When you're looking at multiple choice questions, you have to recognize when they're shifting.
They always say something that shifts from 21 to 22.
And then they shift from 22 to 23.
They always used language like when he went to 24, you heard the men say, I'm not sure how to start
my presentation.
And then before 23, she said, Let's talk about the slides.
They always let you know when they are shifting from one question to the next question.
They always let you know that.
Right.
They always do.
But you can see there is a stark difference between the level of English, level of English for sections
one and two, and then the level of English for sections three and four.
Right.
Like I said, one and two.
If you do great at one and two and you can't do great at three and four, that's what's keeping your
score down.
That's what's keeping your score down.
All right.
So I went over those questions.
And I went over.
Yeah.
Those are the answer choices for 21 through 30.
If anybody want to if anybody wanted to look at the answer choices.
Again, those are the answer choices of 21 through.