2019-05-24 TOEFL: speaking 4 and 6

https://ed.ted.com/lessons/the-fascinating-science-of-phantom-limbs-joshua-w-pate
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Homework: p. 91-97, listening practice 2-4 (Listen and take notes, then compare your notes to the sample notes in the book. Did you catch the same information? Did you organize your notes similarly?) I will look at your notes and we will check the Test Questions 2L6, 2L9, and 2L12
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Speaking Section: third section, after the break, 20 minutes total, 6 tasks, 5.5 minutes of speaking time
1 independent, open-ended - 15 seconds to prepare / 45 seconds to speak
2 independent, choice - 15/45
3 integrated reading/listening/speaking, campus announcement and student response - 30/60
4 integrated R/L/S, academic text and professor response - 30/60
5 integrated L/S, conversation about a problem and solutions - 20/60
6 integrated L/S, academic lecture - 20/60
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Academic topics - 4 and 6
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Task 4 - The text generally gives a basic definition or explanation of a concept (which is usually stated in the title).
- Scan for that topic in the text to figure out what it means. (It’s often, but not always, in the first sentence.)
	“This is what is known as perceptual constancy.” - “this” refers to the previous sentence
- If you don’t catch the rest of the explanation or examples from the text, that’s probably fine because the lecture will usually illustrate those with more specific examples.
- Sometimes what the professor talks about is an experiment that demonstrates the concept. When you organize your reponse, the two “points” can be either the method and the results of the experiment, or if there were two groups or parts of the experiment, your points can be those.

Response:
1 Introduction: summarize what the text says about the topic
“The text is about explicit and implicit memory. Explicit memory is conscious, about things like what we had for dinner last night, and implicit memory is unconscious, but it can affect what we say or do.”
2 Lead-in: state what kind of point(s) the professor makes
“The professor describes an example of a billboard with a car advertisement.”
3 First point
“When drivers were asked if they remember seeing the billboard for the Panther car, they said no.”
4 Detail/example
“This means they had no explicit or conscious memory of the advertisement.”
5 Second point
“However, when they were asked to name an animal starting with the letter ‘p’, most of them said ‘panther’, even though this is not a very common animal.”
6 Detail/example
“This means that they had an implicit memory of the advertisement even though they weren’t conscious of seeing it.”

“The text is about explicit and implicit memory. Explicit memory is conscious, about things like what we had for dinner last night, and implicit memory is unconscious, but it can affect what we say or do. The professor describes an example of a billboard with a car advertisement. When drivers were asked if they remember seeing the billboard for the Panther car, they said no. This means they had no explicit or conscious memory of the advertisement. However, when they were asked to name an animal starting with the letter ‘p’, most of them said ‘panther’, even though this is not a very common animal. This means that they had an implicit memory of the advertisement even though they weren’t conscious of seeing it.”
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Task 6 - The main difference here is that the general concept or definition is given by the professor, instead of something you read beforehand. The organization is essentially the same.

1 Introduction: summarize the general topic or concept
“The professor talks about the two types of attention: active and passive. Active attention is voluntary and intentional. Passive attention is involuntary and automatic.”
2 Lead-in: state what kind of point(s) the professor makes
“She gives two examples of teaching about frogs to illustrate her points.”
3 First point
“First, if a professor just explains information about frogs, the students will pay active attention.”
4 Detail/example
“This means they have to consciously maintain focus on the professor’s information, and might lose that focus very easily.”
5 Second point
“Second, if a professor brings a live frog to class, the students will pay passive attention.”
6 Detail/example
“This means that they will naturally and automatically focus on the frog as long as it’s jumping around. Therefore it is easier to maintain passive attention because it doesn’t require effort.”
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Notes:
attention - important for education, can be hard to maintain; two types
1 active - voluntary, intentional
	ex: talk about frogs; Ss will focus b/c they have to; easy to lose focus b/c requires effort
2 passive - involuntary, automatic
	ex: bring frog to class; Ss will pay attention naturally; no effort req. so they’ll keep attention longer
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BREAK
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Record your responses to tasks 4 and 6 from ETS 2 tests 1 and 2.
Choose one response we can hear as a class.
Listen to your classmates’ responses. What was good or bad about each one?
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Record your responses to all of ETS 2 test 3.
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Homework: if you want more feedback on your writing than a score and a sentence or two, send me a self-evaluation about what you think you did well or badly, particularly in comparison to previous writing you’ve done