2019-10-31 TOEFL: speaking 2 + all

Greg Malivuk
gmalivuk@staffordhouse.com
http://www.pastebin.com/u/gmalivuk - notes from all classes
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https://ed.ted.com/lessons/claws-vs-nails-matthew-borths
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Homework: Delta exercises 2.4.A and 2.4.B
2.4.A
1 D
2 C
3 B
4 C
5 B
6 A
7 A
8 B
9 C
10 D
2.4.B
1 A
2 C
3 D
4 A C
5 D
6 C
7 C
8 B
9 B C
10 D
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Speaking Section: third section, after the break, 17 minutes total, 3m45s speaking, 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 - 20/60
- Note that the test changed recently. All existing TOEFL books describe six tasks, but ETS has now removed questions 1 and 5.
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Before the speaking section, you will be asked to speak in order to (automatically) adjust the microphone. You’ll be asked, “Describe the city you live in.” For best results, you should actually talk about your city (or whatever), not simply repeat this phrase.
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Speaking Task 2 - campus situation / student response / announcement and conversation
- 45 seconds to read a text about some change (past, future, or suggested) at the university
	What is the change?
	What reasons are given for the change? (If money, does it mention what they’ll do with it?)
	(Specific details like times and dates or building names are not important.)
- Listen to a conversation between two students about the change.
	Once you know whose opinion is stronger, you can focus on what that person says.
	- What is the opinion?
	- What two reasons are given for the opinion?
- 30 seconds to prepare
	You could write a mini outline for your response, or simply circle/underline/number your notes
- 60 seconds to speak

You can organize your response like this:
1 Introduction: State the change and summarize the reason(s) given for the change in the text.
2 “Thesis statement”: State the speaker’s opinion.
3 Lead-in: “The man gives two reasons for his opinion.”
4 First reason: “First, he says few students ride because the routes are out of date.”
5 Detail/example: “The buses go to neighborhoods…”
6 Second reason: “Second, he doesn’t agree that they should expand parking.”
7 Detail/example: “This will encourage more students to drive, and…”
(8 Conclusion - if you have time)
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When you speak, you will see a timer counting down for 60 seconds. You can adjust the speed of your response so you spend about 20 seconds each on 1-3, 4-5, 6-7.
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Record your responses to ETS 2 tests 2-5 question 3.
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BREAK
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Listen to your responses and pick the best one.
Listen to your classmates’ responses. What’s good and bad about each one?
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invest / investment
invert / inversion
- All four words exist in English, but inversion isn’t at all related to investment. These are false friends between English and Spanish.
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Record your responses to all of the ETS 1.2 tasks.
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All of your speaking responses can be
- Introduction
- Lead-in
- First point with details
- Second point with details
(- Conclusion - if you have time)
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Writing Section: fourth and final section, 2 tasks, 55 minutes total (20+30 minutes of writing)
1 integrated: read a passage, listen to a lecture about the same topic, write about the points from the lecture and how they relate to the reading (you’ll see the text again while you write)
2 independent: read a choice question prompt, write an essay to support your answer to the question
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Integrated writing is somewhat similar to speaking task 3.
Independent writing is very similar to independent speaking (task 1).
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ETS 1.1 (what you wrote about last weekend)
endotherms = animals that can regulate their body temperature
endothermy = the capacity to regulate body temperature (it’s the noun for the state of being an endotherm)
(endothermic = the adjective to describe something with endothermy)

Each supporting paragraph in the text gives a piece of evidence (a fact about dinosaur fossils) and a connection between that evidence and endothermy (why that fact suggests they were endotherms).

The lecture agrees that all of those facts are true, but argues that they don’t support the conclusion that dinosaurs were endotherms.