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- Greg Malivuk
- gmalivuk@staffordhouse.com
- http://www.pastebin.com/u/gmalivuk - notes from all classes
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- Homework: exercise 10.1 through question 18 (conversations) and 10.2 through question 18 (lectures and discussions) (Optionally, you can continue through question 36)
- exercise 10.1
- 1 A
- 2 D
- 3 C
- 4 B
- 5 C
- 6 D
- 7 A
- 8 B C
- 9 D
- 10 B
- 11 C
- 12 A D
- 13 A
- 14 B
- 15 B D
- 16 D
- 17 D (Their office is in Staunton Hall.) or A (The seminars are held in the library.)
- 18 D
- exercise 10.2
- 1 A C
- 2 B
- 3 C
- 4 B
- 5 A D
- 6 D
- 7 A
- 8 C
- 9 A
- 10 A D E
- 11 B
- 12 D
- 13 A
- 14 A
- 15 B
- 16 B
- 17 A C
- 18 C
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- Speaking Section: third section, after the break; four tasks; 3m45s of speaking time, 17m total
- In TOEFL practice materials made before August, 2019, there are 6 tasks.
- 1 (old 2) independent, choice question - 15 seconds to prepare / 45 seconds to speak
- 2 (old 3) integrated reading/listening/speaking, announcement and conversation - 30/60
- 3 (old 4) integrated R/L/S, academic text and lecture - 30/60
- 4 (old 6) integrated L/S, academic lecture - 20/60
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- Speaking task 2 (ETS 2.1 question 3 example)
- - 45 seconds to read an announcement or suggestion or other text about a change at the university
- What is the change? (The business degree will now require work experience.)
- What reason(s) do they give? (builds useful skills, helps get a job in that company)
- - Listen to a conversation (usually between two students) about the change.
- Who expresses the stronger opinion? (the woman - focus your notes on what she says)
- What is their opinion? (It’s a bad change.)
- What reasons are given? (basic tasks won’t build useful skills, lots of competition for jobs)
- - 30 seconds to prepare
- - 60 seconds to respond
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- Your response can be organized like this:
- 1 Introduction: state the change (and possibly summarize the reasons for it)
- 2 “Thesis statement”: state the speaker’s opinion
- 3 Lead-in: “She gives two reasons for her opinion.”
- 4 First reason: “First, she doesn’t think it will build useful skills.”
- 5 Detail/example: “Most people doing this have to do basic tasks like making copies and…”
- 6 Second reason: “Second, there will be a lot of competition.”
- 7 Detail/example: “If everyone now has work experience, it will still be difficult…”
- (8 Conclusion - if you have time)
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- Record your responses to the ETS guide questions.
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- BREAK
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- Listen to your own responses. What do you think is good or bad about each one?
- How can you improve those things?
- - Focus your notes (and introduction) on only the most important points from the text.
- (You know ahead of time that the text will describe a change and a reason or two for it.)
- - Develop a framework of transitions and expressions you can always use to start sentences.
- 1 “The announcement is about ______, because _____.”
- 2 “The man/woman thinks it’s a good/bad change.”
- 3 “He/she gives two reasons for this opinion.”
- 4 “First,...”
- 5 “For example,...”
- 6 “Second,...”
- 7 “For example,...”
- 8 “In conclusion,...”
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- Listen to some sample responses.
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- Record your responses to ETS 2 test 2.
- Listen to your own recordings. Which is the best? Which is the worst?
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- College Campus Vocabulary (Collins)
- advisor - usually spelled with ‘o’ in American English
- scholarship - merit-based money to help you study
- financial aid - usually need-based money to help
- undergraduate - someone working on 2 or 4-year degree (Associate’s or Bachelor’s)
- grad student - someone working on a Master’s or PhD.
- senior - someone in their fourth/final year of an undergraduate degree
- (“freshman” to “senior” are only used for undergraduates)
- credit - “unit” of study, usually 1 hour/week for a full semester (sometimes “credit hour”)
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- Homework: p. 73-74 exercises A, B, C
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