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- Greg Malivuk
- gmalivuk@staffordhouse.com
- http://www.pastebin.com/u/gmalivuk - notes from all classes
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- https://ed.ted.com/lessons/ancient-rome-s-most-notorious-doctor-ramon-glazov
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- Speaking Section: third section, after the break, 17 minutes total, 3m45s of speaking time, 4 tasks
- 1 (old 2) independent, choice question - 15 seconds to prepare - 45 seconds to speak
- 2 (old 3) integrated reading/listening/speaking, campus 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 - 60
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- ETS 1.4 example (critical period)
- Text (45 seconds): introduces a concept
- - identify the topic and try to find a definition of it (first sentence: “window of opportunity” for normal development) [sometimes the title isn’t the key concept]
- - identify any key features associated with the topic (consequences if something doesn’t happen then)
- Lecture (1-2 minutes): generally gives specific examples of the concept from the text
- - kittens: don’t develop eyesight if they’re in the dark for the first 4 months
- - geese: follow the first moving thing they see during their first two days, even if it’s not a parent
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- You can organize your response like this:
- 1 Introduction: Summarize the text (explain the general concept that is defined)
- 2 Lead-in: State what kinds of points the professor make (“The professor gives two examples.”)
- 3 First point
- 4 Detail/example
- 5 Second point
- 6 Detail/example
- (7 Conclusion - if you have time: “Using these two examples the professor shows how important it is for animals to have the right experiences during their critical period.”)
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- Record your responses to the ETS Guide questions (The audio is in the “Audio” folder, and includes the timing for the reading and preparation)
- - The only timer you need to set is 60 seconds for speaking.
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- It might be a good idea to keep the initial explanation of the main idea short (1 sentence to summarize the text). If you want to add more general details, you can do this as a conclusion.
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- https://www.ted.com/talks/michael_merzenich_growing_evidence_of_brain_plasticity
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- BREAK
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- Writing Practice: ETS 1.1 (integrated and independent)
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- Homework (optional): if you want extra feedback, email me with a self-evaluation of your own writing from today
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