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- Greg Malivuk
- http://www.pastebin.com/u/gmalivuk - notes from all classes
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- https://ed.ted.com/lessons/how-the-normans-changed-the-history-of-europe-mark-robinson
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- Speaking Section: third section, between the break and writing, 6 tasks, 20 minutes total, 5.5 minutes of speaking time
- 1 independent, open-ended - 15 seconds to prepare / 45 seconds to speak
- 2 independent, choice question - 15/45
- 3 integrated reading/listening/speaking, campus announcement and conversation - 30/60
- 4 integrated R/L/S, academic text and lecture - 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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- DELTA p. 272 - Six examples of the open-ended prompt
- p. 275 - Examples of the choice-question prompt (There are sometimes agree/disagree questions, too.)
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- “What was your favorite toy when you were a child? Describe this toy and explain why it was important to you. Include details and examples to support your explanation.”
- Possible Response Organization:
- 1 State your answer (“The toy that I liked most when I was young was…”)
- 2 Description (if necessary) (“It was a big metal truck that my grandma gave me for my birthday.”)
- 3 Lead-in (optional) (“There are two reasons why this was my favorite toy.”)
- 4 First reason (“The first reason is that she was like my baby.”)
- 5 Detail/example (“I changed her clothes and dressed her up and that made me feel like an adult mother and gave me practice for when I have my own children.”)
- 6 Second reason (“The second reason is that no one else had a doll like mine.”)
- 7 Detail/example (“My doll was… and had…. This made me feel special and unique, because all of my friends had the same dolls as each other.”)
- 8 Conclusion (if you have time)
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- The choice question (usually the second one) rarely needs a description, and one or both of the reasons can be disadvantages of the other option.
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- In your 15 seconds of preparation time, you should write a mini-outline:
- Am. grl doll
- - like baby
- - unique
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- p. 278 - Take 6 minutes to write a mini-outline for each of these questions (30 seconds each)
- Then walk around the room and ask your classmates these questions. Try to answer in about 45 seconds.
- Switch partners frequently (you will return to the same partner several times because it’s a small class, but I don’t want you to just stay with the same person for 10 minutes straight).
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- BREAK
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- Record your responses to ETS 2 tests 1 and 2.
- Listen to your recordings and decide which one we can hear as a class.
- Listen to your classmates’ responses. What’s good and bad about each one?
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- A key concept in scoring speaking (especially accuracy: grammar, pronunciation, vocabulary) is listener effort. How much work does the grader need to do in order to understand what you said?
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- Homework: If you want more feedback on your writing (more than a score and one or two sentences), email me with a self-evaluation about yesterday’s writing. What did you do well (or better than last time)? What do you have to improve for next time?
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