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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/what-if-cracks-in-concrete-could-fix-themselves-congrui-jin
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- Homework: Oxford main idea handout, just the “test questions” exercises (3L8, 3L10, 3L12, 3L13, 3L14)
- 3L8 - 1 - d
- 3L10 - 1 - b (It’s about the problem as well, not just the solution. The solution is the specific eco home.)
- 3L12 - 1 - d
- 3L13
- 1 b
- 2 a b e
- 3 b - “You can say that again!” is a statement expressing agreement.
- 4 b
- 5 - 3 2 1 4
- 3L14 - take 9 minutes to do this now
- 1 b
- 2 - 2 3 1
- 3 d - Remember that the participants were actually the subjects of the study. They weren’t told its true purpose.
- 4 d
- 5 a c
- 6 b c
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- After the listening section is a 10-minute break.
- Then the speaking section begins.
- - 17 minutes
- - 3m45s of speaking time
- - 4 speaking tasks
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- 1 independent, choice question - 15 seconds to prepare / 45 seconds to speak
- 2 integrated reading/listening/speaking, campus announcement and conversation - 30/60
- 3 integrated R/L/S, academic text and lecture - 30/60
- 4 integrated L/S, academic lecture - 20/60
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- Speaking Task 3
- - 45-50 seconds to read part of an academic text
- - listen to part of a lecture about the same topic
- - read/hear the prompt
- - 30 seconds to prepare your response
- - 60 seconds to record your response
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- Common reading/lecture relationships:
- - definition / examples or counterexamples
- - general background / specific research
- - problem / solutions
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- ETS 2.5 example:
- When you’re reading the text:
- - What is the main topic?
- perceptual constancy
- - What does it mean? (if the reading gives a definition)
- even when our perceptions of something change, we can recognize it as the same thing
- - Are there specific types or features mentioned? (lecture examples will often be divided the same way)
- yes: different angle and different distance
- When you listen to the lecture:
- - Does the speaker say more about the general topic?
- no
- - What specific points or examples does the speaker talk about?
- angle: a plate can appear like a circle or oval depending on the angle (but we know it’s the same)
- distance: the professor appears large or small depending on distance (but we know he’s the same)
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- You can organize your response like this:
- 1 Introduction: summarize the text in a sentence or two (Define perceptual constancy in your own words)
- 2 Lead-in: state what kind of points the professor makes (“The professor gives two examples…”)
- 3 First point: (“First, the professor talks about a plate.”)
- 4 Details: (“When we see a plate from one angle, it looks like…”)
- 5 Second point
- 6 Details
- (7 Conclusion - if you have time)
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- Listen to the two sample responses to this task. What is good and bad about each one?
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- Set timers for:
- - 45 or 50 seconds
- - 30 seconds
- - 60 seconds
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- Record your responses to ETS 1 tests 1, 2, 3 (task 4 - because this is from the old version of the TOEFL)
- - verbal and nonverbal communication
- - target marketing
- - explicit and implicit memories
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- Listen to your classmates’ responses. What’s good and bad about each one?
- - Try to talk about only the important aspects of each specific example in a lecture.
- - Try to use transitions like “The second example” or “The second reason” instead of “The second one”, because “the second one” won’t always be clear about the second what.
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