2019-12-06 TOEFL: speaking overview, writing

Greg Malivuk
gmalivuk@staffordhouse.com
http://www.pastebin.com/u/gmalivuk - notes from all classes
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Homework: answer the rest of these listening questions
15 - detail - C
16 - detail - A B
17 - function - D (A “crude” estimate is very imprecise. He wants something more precise.)
6 - main idea (purpose) - B
7 - purpose - C
8 - detail - A D (The song you compose might become a meme if other people learn and perform it in the future, but composing it isn’t an example of transfer.)
9 - detail - B
10 - detail - D
11 - function - A
18 - main idea (content) - B
19 - attitude - A (Her high school course treated film as literature and didn’t discuss any of the things that make film different or unique. The professor sounds a little disappointed by this.)
20 - detail - C (The computer system did block her, but a person in the department added her to the class when she asked about it. The professor says, “No matter how many times I tell them,” meaning he has given instructions before about this situation.)
21 - detail - B D
22 - detail - B
23 - main idea (purpose) - B
24 - inference - C (Art historians would need to collaborate with someone who does know how to use a spectroscope in order to date a painting correctly.)
25 - purpose - D
26 - detail - A
27 - detail - D
28 - function - C
29 - main idea (content) - C
30 - detail - D
31 - purpose - B
32 - detail - A
33 - complete a table - baabbb (‘b’ = fairy tales; ‘a’ = folktales)
34 - function - A
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- For some lectures, it can be very helpful to figure out how it’s organized as soon as possible.
- Sometimes it makes sense to organize your notes into columns (e.g. if the lecture is comparing folktales and fairy tales).
- It’s always helpful to write “headings” for new sections of your notes, to make it clearer to you what those details are about.
- In general, it’s good to make clear how the ideas in your notes are connected to each other.
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p. 232 - Listen to the lecture and take notes. You can organize them like the notes in the book.

1. Study
	* participants
	- school children in Illinois
	* method
	- measured BMI and assessed fitness with cardiovascular exercise; then they took a test
	* results
	- the fittest students scored best on the test
2. Science behind results = process
	1. move a muscle
	2. protein IFG 1 -> bloodstream -> brain
	3. increases production of BDNF
3. BDNF = brain derived neurotrophic factor (You could write “brain der. neuro. fact”)
	* stimulates high level thought
	* can’t think w/o it
	* + exercise = + BDNF = + cap for tasks
	* generates cells and connections (1st time in humans) = chemical facilitates learning
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- Studies always have methods and results. Professors may also talk about participants and conclusions.
- If something is a process, it makes sense to list the steps in order.
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TED-Ed video about seeing at night.

problem: at night there’s less light (fewer photons hit photoreceptors) -> harder to see
solutions: ways that animals can see at night
- big eyes: tarsier - big eyes collect more photons
- reflective eyes: cat - 2 chances to collect photons (both directions)
- slow eyes: toad, 1 image every 4 seconds - more time to collect photons
- compound eyes: moth - group photoreceptors together
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BREAK
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Speaking Section: third section, after break, 17 minutes total, 3m45s of speaking time
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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Task 1
- This used to be speaking task 2.

During your 15 seconds of preparation, you should write a “mini-outline”:

friends
- college = no family
- want independence

When you speak, you’ll add details to this, but your notes can help keep you organized.
Response:
1 Introduction: State your answer (“In my opinion, friends have a greater influence on…”)
2 Lead-in (optional): (“I have two reasons for this opinion.”)
3 First reason: “First, most young adults are in college.”
4 Detail/example: “College students are away from their families and surrounded by friends, so…”
5 Second reason: “Second, young adults want more independence.”
6 Detail/example: “This means they often try to reduce the amount of influence their family has on them, compared to when they were younger.”
(7 Conclusion - if you have time)

- If you choose something like “it depends”, your first point should be to explain when/why it might be the first option, and your second point explains when/why it might be the second option.
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Task 2
- This used to be task 3.

When you read the announcement, especially pay attention for two things:
1 What is the change?
	- 1 semester work experience now required
2 Why? (Why is it suggested, or why have they changed it, or why will they change it?)
	- develop skills
	- make connections with businesses

When you listen, pay attention to
1 Which speaker has the stronger opinion? (And what is the opinion?)
	- The woman disagrees with the requirement.
2 What reasons do they give?
	- they’ll do work that doesn’t build useful skills
	- many universities do this, so there’ll be a lot of competition

Your response can have a very similar organization to the first task:
1 Introduction A: Summarize the announcement
2 Introduction B: state the speaker’s opinion
3 Lead-in (optional): “She gives two reasons for her disagreement.”
4 First reason
5 Detail/example
6 Second reason
7 Detail/example
(8 Conclusion - if you have time)
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Task 3
- This used to be task 4.

When you read, find the definition of the title term or concept. (What is an establishing shot?)
Then additionally look for what else the text says about this. (Can you find two points?)
	- shows background/setting
	- sets the mood or feeling

When you listen, mainly focus on what points the speaker makes (they’ll usually correspond to the points you found in the text).
	- setting: city, 1940s (from cars and signs)
	- mood: dark and gloomy, mysterious
	(so he knew what to expect in the next scene)

Your response:
1 Introduction: summarize the text
2 Lead-in: State what kind of points the speaker makes (“The professor talks about an establishing shot in a movie he saw recently.”)
3 First point
4 Detail/example
5 Second point
6 Detail/example
(7 Conclusion - if you have time)
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Task 4
- This used to be task 6.

Listen for the main topic and for the two specific points the professor makes.
(This is very similar to task 3, except the professor in 4 gives the background that the text gives in 3.)

Your response:
1 Introduction: summarize the main topic (“The professor talks about how plants defend themselves against insects that want to eat them.”)
2 Lead-in: State what kind of points the speaker makes (“She gives two examples of different plants and their defenses.”)
3 First point
4 Detail/example
5 Second point
6 Detail/example
(7 Conclusion - if you have time)
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Writing Section - fourth and final section, 55 minutes total, 2 tasks
1 integrated: read a text, listen to a lecture, 20 minutes to write about how they relate
2 independent: read a choice question prompt, 30 minutes to prepare, write, and revise a response

Independent writing can be a typical 4-5 paragraph essay.
Introduction: introduce the topic and summarize what you’re choosing between, state your choice
Body (2-3 paragraphs): state your reasons, give details and examples to (1) show that the reason is true and (2) show that it supports your opinion
Conclusion: restate your opinion and summarize the reasons, generalize with advice for the reader or a prediction about the future
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Homework: write a response to this independent prompt:

Do you agree or disagree with the following statement?
Technology has made children less creative than they were in the past.
Use specific reasons and examples to support your answer.