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- Greg Malivuk
- gmalivuk@staffordhouse.com
- http://www.pastebin.com/u/gmalivuk - notes from all classes
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- Homework: choose a text to read carefully and identify all the prepositions. Do you understand in each case why that preposition was used?
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- for + noun / for + verb(ing)
- to + base form
- - When talking about purpose (para in Spanish), we usually don’t use for + gerund, so the rule becomes:
- for + noun
- to + verb
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- Speaking Tasks 2 and 3:
- - 45 (to 50) seconds to read some text
- - listen to people talking about the same topic
- - speak about the listening and how it relates to the reading
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- Task 2
- - The text is an announcement or proposal about some kind of change at a university.
- - The listening is a conversation between students, in which one expresses an opinion about the change.
- - Speak about the change and that student’s opinion.
- 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)
- ETS 2.2 question 3
- What is the suggested change? - display paintings in the student center entrance
- Why?
- - many students go through there
- - there are big windows and a lot of light
- Who has the opinion? - the woman
- What is her opinion? - she disagrees
- Why?
- - too crowded; distracting to look at art
- - natural sunlight isn’t good b/c consistent, controlled light is better, like in museums
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- Record your responses to the ETS Guide questions.
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- BREAK
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- Task 3
- - the text is general information from a textbook
- - the lecture gives more specific information about the same topic
- - speak using the specific information to explain the general concept
- 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)
- ETS 2.2 question 4
- What’s the concept? - entertainment merchandising
- What does it mean? - use brand or image from one product to sell another (esp. movies/TV for kids)
- Specific points?
- - popular TV show -> toys based on characters
- - popular toys -> TV show with characters based on those toys
- What details or specific points does the professor give?
- - he+friends liked “Action Hero” show; later there were toys of the characters that they all wanted
- - his daughter likes “Rosa” doll w/ friends; excited b/c new TV show based on doll, equally popular
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- Record your responses to the ETS Guide practice tests.
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- Remember, if a professor describes research, listen for two key pieces of information:
- methods (what did the researchers do?)
- results (what did they observe?)
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- Homework: Watch three TED-Ed videos and take notes. We’ll discuss them tomorrow.
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