A Conversation between 2 TV hosts from a Programme IELTS Listening Answers
A Conversation between 2 TV hosts from a Programme IELTS Listening Answer is the Listening Topic. IELTS Listening section consists of four parts comprising different audios. Candidates need to listen to the IELTS listening audio, understand, and answer different questions. The total duration of IELTS listening is 30 minutes. This topic - A Conversation between 2 TV hosts from a programme is IELTS listening part 3. The following question types can be found in this section:
- Complete the table
- No more than three words
- Select two correct answers
Candidates are required to complete the table based on the information provided in the audio transit.The answer must not be in more than three words. There will be two correct answers candidates need to select. The IELTS Listening section tests a candidate’s listening ability. The candidates are required to listen to an audio and then answer the given IELTS listening questions
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Topic: A Conversation between 2 TV hosts from a programme talking about taking notes from lectures.
AudioTranscript:
You're going to hear two hosts of a TV program talking about taking notes from lectures. First, listen to the first part of the conversation and answer questions 21 to 25. You now have some time to read questions 21 to 25.
Rick: Hello everybody and welcome once again to how to study program on the Oxford TV educational Channel. As usual, we are your hosts Rick and
Rita: Rita. Okay, Rick, what's today's topic?
Rick: Note-taking.
Rita: Right. Note- taking. It's one of those things most of us students do but has anyone ever told you how to do it, so it can be the greatest help to you. if you had teachers like mine all of your life. Probably not.
Rick: Same here. Rita and I thought of this topic a few weeks ago, did some research and found that most students don't take or use notes in the best way.
Rita: Of course! Different things work better for different people, but we did manage to come up with some useful basic principles.
Rick: But first, how do we know it helps? How do we know it isn't better to listen carefully to everything the lecturer says rather than scribble away taking notes?
Rita: Well, we found that research on note-taking has been going on since this guy Professor CC Crawford began his studies in the 1920s.
Rick: But don't have time to tell you all about the different studies that have been done. The important thing is that most researchers agree that taking notes is better than not taking notes. And that reviewing notes is the key to their usefulness.
Rita: Both are really important. For example, in 1970 a professor Howe concluded that students were seven times more likely to recall information one week after it was presented, if the information had been recorded in their notes. He argued that the note writing activity per say, makes a contribution to later retention. But another important thing is that you shouldn't take notes like a human tape recorder. Listen to this, and I quote there is growing evidence that note taking combined with critical thinking facilitates retention and applications of the information.
As the conversation continues, please answer questions 26 to 30. You now have some time to read questions 26 to 30.
Rick: In fact, in 1979 two researchers found that students who took notes for batum scored lower on comprehension tests than those who processed information at a higher level, which is inhibited by taking notes this way. Similarly in 1985, another researcher found that the most successful students thought about the relationships between the facts the lecturer told them and the better organization of their notes reflected this process.
Rita: And putting information in different geometric figures, squares triangles, rings etc, like in computer programming to stand for different functions and alternatives, improves this reorganization. Okay! Now for some practical basics. You start, Rick.
Rick: One. Be prepared have your notebook open and pen in hand, when class begins
Rita: Two. Listen for what the teacher emphasizes with words like to summarize, the main point is, and if something is written on the board, you should probably write it down.
Rick: And if something is repeated, it's probably important.
Rita: Don't try to write down every word. Just the main ideas, content and information.
Rick: And develop your own way of abbreviating words.
Rita: Go over your notes as soon as possible after class.
Rick: Underline or highlight main ideas, concepts and information.
Rita: And last thing reorganizing notes while reviewing leads to higher test scores.
Questions (21-30)
Questions 21 and 22:
Choose TWO correct answers A-E and write them next to 21-22 on your answer sheet
- Rick says most students don’t take notes.
- Rita says most students don’t use notes properly.
- Rick asks if listening closely is more important than note-taking.
- Rita says different things work better for different people.
- Rick says the research began in the 1920s.
Answer 21: C
Explanation: Rita claims that since this man, note-taking research has been ongoing. In the 1920s, Professor CC Crawford started his study.
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Answer 22: D
Explanation: Rita claims that certain things are more suited for various individuals, but we were able to identify several helpful fundamentals.
Questions 23 and 24:
Write NO MORE THAN TWO WORDS for each answer.
- What is the key to the usefulness of notes? ____________
Answer: Reviewing notes
Explanation: They don't have time, according to Rick, to inform you about every one of the studies that have been conducted. The crucial point is that the majority of researchers concur that taking notes is preferable to not taking them. And that the key to making notes helpful is reviewing them.
- What does Prof. Howe say contributes to remembering information? ____________
Answer: Note writing
Explanation: A professor named Howe came to the conclusion in 1970 that students who had taken notes were seven times more likely to remember information one week after it had been presented.
Question 25:
Complete the following sentence with NO MORE THAN TWO WORDS.
- Rita reads a sentence that says using information is improved if note-taking is combined with ____________
Answer: Critical thinking
Explanation: Rita advises that you pay attention to this because there is mounting proof that taking notes while applying critical thought to the material helps you remember it and use it.
Questions 26-30:
Compute the table below.
Write the appropriate Utters, A-F against Questions 26-30.
| Activity | Effect |
|---|---|
| Putting information in different geometric figures | 26____________ |
| Thinking about relationships between facts | 27____________ |
| High-level information processing | 28____________ |
| Reorganizing notes while reviewing | 29____________ |
| Taking notes word for word | 30____________ |
- improves comprehension
- inhibits high-level information processing
- changes the organization of notes
- has no effect on the most successful student
- improves test scores
- enhances reorganization of notes
Answer 26: F
Explanation: According to Rita, the improvement of this reorganization can be achieved by placing information in various geometric figures, such as squares, triangles, circles, etc., much like in computer programming to stand for various functions and alternatives.
Answer 27: C
Explanation: According to Rick, a different researcher discovered in 1985 that the best pupils considered the connections between the information the lecturer gave them and the better arrangement.
Answer 28: A
Explanation: According to Rita, the improvement of this reorganization can be achieved by placing information in various geometric figures, such as squares, triangles, circles, etc., much like in computer programming to stand for various functions and alternatives.
Answer 29: E
Explanation: Rearranging notes while reviewing, according to Rita, does not improve exam scores.
Answer 30: B
Explanation: According to Rick, two researchers discovered that, in 1979, students who took notes for batum performed worse on comprehension tests than those who processed material at a higher level, which is hindered by taking notes in this manner.
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