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IELTS thầy Kiên iFIGHT – Lean Vocabulary Vol 4 Science 1 Thầy Kiên cùng team làm sách của IELTS – iFIGHT chúc bạn thành công IELTS thầy Kiên iFIGHT – Lean Vocabulary Vol 4 Science 2 Thầy Kiên cùng tea.
IELTS thầy Kiên iFIGHT – Lean Vocabulary Vol.4 Science Thầy Kiên team làm sách IELTS – iFIGHT chúc bạn thành công IELTS thầy Kiên iFIGHT – Lean Vocabulary Vol.4 Science Lời nói đầu: Từ vựng phần chủ yếu cản trở bạn đến với điểm số IELTS mong muốn Đa phần sách vocabulary dành cho IELTS list từ “học thuật” theo chủ đề, ví dụ cách dùng, khơng có từ đồng nghĩa với từ vựng học thuật Phần thiếu sót có lẽ lớn sách từ vựng “collocations” topic vocabulary, cụm từ hay dùng đặc biệt cách topic định Việc thiếu từ đồng nghĩa làm bạn đọc hiểu khó từ vựng dùng đọc thường paraphrase câu hỏi để kiểm tra độ rộng mức độ hiểu người học Ngoài việc thiếu collocations làm bạn diễn đạt vơ khó khăn thiếu tự nhiên viết nói Nhưng từ trình độ more flexible) Stretched tight on a frame Scraped to create same Vellum was Genetic testing - finding origins Previously - analysed handwriting and used by the writer Now - using genetic data from ‘known manuscripts’ to create a Uses of new data Gives information on individual books Shows the Helps define 10 of the book industry in medieval period 172 Thầy Kiên team làm sách IELTS – iFIGHT chúc bạn thành công IELTS thầy Kiên iFIGHT – Lean Vocabulary Vol.4 Science Self-regulatory focus theory Today, I want to talk about self-regulatory focus theory and how the actions of leaders can affect the way followers approach different situations Self-regulatory focus theory is a theory developed by Tori Higgins He says that a person’s focus at any given time is to either approach pleasure or avoid pain These are two basic motivations that each and every one of us has, and they cause us to have different kinds of goals Promotion goals in different life situations emphasise achievement Prevention goals are oriented towards the avoidance of punishment In a specific situation, our thoughts might focus more on promotion goals or more on prevention goals The theory suggests that two factors affect which goals we are focusing on First, there is a chronic factor This factor is connected to a person's personality and says that each person has a basic tendency to either focus more on promotion goals or focus more on prevention goals as part of his or her personality Second, there is a situational factor which means that the context we are in can make us more likely to focus on one set of goals or the other For example, we are more likely to be thinking about pleasure and to have promotion goals when we are spending time with a friend In contrast, if we are working on an important project for our boss, we are more likely to try to avoid making mistakes and therefore have more prevention goals in our mind Research has shown that the goals we are focusing on at a given time affect the way we think For example, when focusing on promotion goals, people consider their ideal self their aspirations and gains They don't think about what they can lose, so they think in a happier mode They feel more inspired to change When people are focusing on prevention goals, they think about their “ought" self What are they supposed to be? What are people expecting from them? They consider their obligations to others As a result, they experience more anxiety and try to avoid situations where they could lose Now that I have talked about the two focuses and how they affect people, I want to look at the idea that the way leaders behave, or their style of leading, can affect the focus that followers adopt in a specific situation 173 Thầy Kiên team làm sách IELTS – iFIGHT chúc bạn thành công IELTS thầy Kiên iFIGHT – Lean Vocabulary Vol.4 Science In talking about leadership, we often mention transformational leaders and transactional leaders Transformational leaders, when interacting with their followers, focus on their development In their words and actions transformational leaders highlight change Their speech is passionate and conveys a definitive vision All of these things can encourage followers to think about what could be In other words, they inspire a promotion focus in their followers In contrast, transactional leaders focus on developing clear structures that tell their followers exactly what is expected of them While they explain the rewards people will get for following orders, they emphasise more how a follower will be punished or that a follower won't get rewarded if his or her behaviour doesn’t change In short, they emphasise the consequences of making a mistake This emphasis will clearly lead followers to focus on avoiding punishment and problems This is clearly a prevention focus In conclusion, it is important to understand that one focus is not necessarily better than the other one For a designer who works in a field where a lot of innovation is needed, a promotion focus is probably better In contrast, a prevention focus which causes people to work more cautiously and produce higher quality work might be very appropriate for a job like a surgeon, for example The main point of the research, though, is that the actions of leaders can greatly influence whether people approach a situation with more of a promotion focus or more of a prevention focus 174 Thầy Kiên team làm sách IELTS – iFIGHT chúc bạn thành công IELTS thầy Kiên iFIGHT – Lean Vocabulary Vol.4 Science 175 Thầy Kiên team làm sách IELTS – iFIGHT chúc bạn thành công IELTS thầy Kiên iFIGHT – Lean Vocabulary Vol.4 Science 176 Thầy Kiên team làm sách IELTS – iFIGHT chúc bạn thành công IELTS thầy Kiên iFIGHT – Lean Vocabulary Vol.4 Science Questions 1-10 Complete the notes below Write ONE WORD ONLY for each answer 'Self-regulatory focus theory' and leadership Self-regulatory focus theory People's focus is to approach pleasure or avoid pain Promotion goals focus on Prevention goals emphasise avoiding punishment Factors that affect people's focus The Chronic Factor comes from one's The Factor we are more likely to focus on promotion goals when with a we are more likely to focus on prevention goals with our boss How people's focus affects them Promotion Focus: People think about an ideal version of themselves, their gains and their Prevention Focus: People think about their 'ought' self and their obligations Leaders Leadership behaviour and affects people's focus Transformational Leaders: pay special attention to the passionately communicate a clear inspire promotion focus in followers of their followers Transactional Leaders: create to make expectations clear emphasise the results of a mistake inspire prevention focus in followers 177 Thầy Kiên team làm sách IELTS – iFIGHT chúc bạn thành công IELTS thầy Kiên iFIGHT – Lean Vocabulary Vol.4 Science Conclusion Promotion Focus is good for jobs requiring 10 Prevention Focus is good for work such as a surgeon Leaders' actions affect which focus people use 178 Thầy Kiên team làm sách IELTS – iFIGHT chúc bạn thành công IELTS thầy Kiên iFIGHT – Lean Vocabulary Vol.4 Science Study on Gender in Physics LISA: OK, Greg, so I finally managed to read the article you mentioned - the one about the study on gender in physics GREG: About the study of college students done by Akira Miyake and his team? Yeah I was interested that the researchers were actually a mix of psychologists and physicists That’s an unusual combination LISA: Yeah I got a little confused at first about which students the study was based on They weren’t actually majoring in physics - they were majoring in what’s known as the STEM disciplines That’s science, technology engineering and GREG: and math Yes, but they were all doing physics courses as part of their studies LISA: That’s correct So as I understood it, Miyake and co started from the fact that women are underrepresented in introductory physics courses at college, and also that on average, the women who enrol on these courses perform more poorly than the men No one really knows why this is the case GREG: Yeah But what the researchers wanted to find out was basically what they could about the relatively low level of the women’s results But in order to find a solution they needed to find out more about the nature of the problem 179 Thầy Kiên team làm sách IELTS – iFIGHT chúc bạn thành công IELTS thầy Kiên iFIGHT – Lean Vocabulary Vol.4 Science LISA: Right - now let’s see if I can remember it was that in the physics class, the female students thought the male students all assumed that women weren’t any good at physics was that it? And they thought that the men expected them to get poor results in their tests GREG: That’s what the women thought, and that made them nervous, so they did get poor results But actually they were wrong No one was making any assumptions about the female students at all LISA: Anyway, what Miyake’s team did was quite simple - getting the students to some writing before they went into the physics class What did they call it? GREG: Values-affirmation they had to write an essay focusing on things that were significant, to them not particularly to with the subject they were studying but more general, things like music, or people who mattered to them LISA: Right So the idea of doing the writing is that this gets the students thinking in a positive way GREG: And cutting these thoughts into words can relax them and help them overcome the psychological factors that lead to poor performance Yeah But what the researchers, in the study hadn’t expected was that this one activity raised the women’s physics grades from the C to the B range LISA: A huge chance Pity it wasn’t to an A, but still! No, but it does suggest that the women were seriously underperforming beforehand, in comparison with the men GREG: Yes Mind you, Miyake’s article left out a lot of details Like, did the students the writing just once, or several times? And had they been told why they were doing the writing? That might have affected the results LISA: You mean, if they know the researchers thought it might help them to improve, then they’d just try to fulfil that expectation? GREG: Exactly GREG: So anyway, I thought for our project we could a similar study, but investigate whether it really was the writing activity that had that result LISA: OK So we could ask them to a writing task about something completely different something more factual? Like a general knowledge topic 180 Thầy Kiên team làm sách IELTS – iFIGHT chúc bạn thành công IELTS thầy Kiên iFIGHT – Lean Vocabulary Vol.4 Science GREG: Maybe or we could have half the students doing a writing task and half doing something else, like an oral task LISA: Or even half the same writing task as in the original research and half a factual writing task Then we’d see if it really is the topic that made the difference, or something else GREG: That’s it Good So at our meeting with the supervisor on Monday we can toll him we’ve decided on our project We should have our aims ready by then I suppose we need to read the original study — the article’s just a summary LISA: And there was another article I read, by Smolinsky It was about her research on how women and men perform in mixed teams in class, compared with single-sex teams and on their own GREG: Let me guess the women were better at teamwork LISA: That’s what I expected, but actually the men and the women got the same results, whether they were working in teams or on their own, But I guess it's not that relevant to us GREG: What worries me anyway is how we’re going to get everything done in the time USA: We’ll be OK now we know what we re doing Though I’m not clear how we assess whether the students in our experiment actually make any progress or not GREG: No We may need some advice on that The main thing's to make sure we have the right size sample, not too big or too small LISA: That shouldn’t be difficult Right, what we need to next? We could have a look at the timetable for the science classes or perhaps we should just make an appointment to see one of the science professors That'd be better GREG: Great And we could even get to observe one of the classes LISA: What for? GREG: Well OK maybe let’s just go with your idea Right, well … 181 Thầy Kiên team làm sách IELTS – iFIGHT chúc bạn thành công IELTS thầy Kiên iFIGHT – Lean Vocabulary Vol.4 Science 182 Thầy Kiên team làm sách IELTS – iFIGHT chúc bạn thành công IELTS thầy Kiên iFIGHT – Lean Vocabulary Vol.4 Science 183 Thầy Kiên team làm sách IELTS – iFIGHT chúc bạn thành công IELTS thầy Kiên iFIGHT – Lean Vocabulary Vol.4 Science Questions 1-10 Listen from here Choose the correct letter, A, B C Study on Gender in Physics The students in Akira Miyake’s study were all majoring in A physics B psychology or physics C science, technology, engineering or mathematics The aim of Miyake’s study was to investigate A what kind of women choose to study physics B a way of improving women’s performance in physics C whether fewer women than men study physics at college The female physics students were wrong to believe that A the teachers marked them in an unfair way B the male students expected them to badly C their test results were lower than the male students’ Miyake’s team asked the students to write about A what they enjoyed about studying physics B the successful experiences of other people C something that was important to them personally What was the aim of the writing exercise done by the subjects? A to reduce stress B to strengthen verbal ability 184 Thầy Kiên team làm sách IELTS – iFIGHT chúc bạn thành công IELTS thầy Kiên iFIGHT – Lean Vocabulary C to encourage logical thinking What surprised the researchers about the study? A how few students managed to get A grades B the positive impact it had on physics results for women C the difference between male and female performance Greg and Lisa think Miyake’s results could have been affected by A the length of the writing task B the number of students who took part C the information the students were given Greg and Lisa decide that in their own project, they will compare the effects of A two different writing tasks B a writing task with an oral task C two different oral tasks Vol.4 Science The main finding of Smolinsky’s research was that class teamwork activities A were most effective when done by all-women groups B had no effect on the performance of men or women C improved the results of men more than of women 10 What will Lisa and Greg next? A talk to a professor B observe a science class C look at the science timetable 185 Thầy Kiên team làm sách IELTS – iFIGHT chúc bạn thành công IELTS thầy Kiên iFIGHT – Lean Vocabulary Vol.4 Science References: đọc chọn lọc từ trang mini-ielts.com 186 Thầy Kiên team làm sách IELTS – iFIGHT chúc bạn thành công ... When evolution runs backwards 138 Reading 40 : Research using twins 141 Reading 41 : Venus in transit 144 Reading 42 : Dino discoveries 148 Reading 43 :... synonym cho 30 đọc cho Vol. 2 – Business & Economy LEAN VOCABULARY Thầy Kiên team làm sách IELTS – iFIGHT chúc bạn thành công IELTS thầy Kiên iFIGHT – Lean Vocabulary Vol. 4 Science Lời nói đầu:... synonym cho 45 đọc cho Vol. 6 - Science - LEAN VOCABULARY Vũ Thị Ba: K57 - FTU Hoàn thành highlight từ vựng học thuật, giải thích synonym cho 30 đọc cho Vol. 3 – Sports and Health - LEAN VOCABULARY