2017-09-21 TOEFL: history vocab, speaking 5

Greg Malivuk
[email protected]
http://www.pastebin.com/u/gmalivuk - notes from all classes
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https://ed.ted.com/lessons/should-we-get-rid-of-standardized-testing-arlo-kempf
Is TOEFL a good standardized test?
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Handout (Collins) p. 41 part A - Choose the correct words to complete each sentence.
1 a
2 c
3 b
4 a
5 c
6 c
7 b
8 b
part B - Write the correct form of words from the list to complete the paragraph.
1 settled
2 established/founded/constructed
3 documents
4 society
5 hierarchy
6 rulers
7 constructed
8 overthrown
9 declared
10 period
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p. 42 - Take 2 minutes to answer the three reading questions.
1 A
2 D
3 [1]
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DELTA p. 466 - Take 15 minutes to try to answer all the questions about this passage.
1 B - vocabulary
2 D - fact
3 D - paraphrase
4 C - vocabulary
5 C - negative fact
6 B - purpose
7 A - vocabulary
8 C - vocabulary
9 A - fact
10 C - purpose/vocabulary
11 B - fact
12 D - inference
13 A - sentence insertion
14 B D E - summary
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Speaking Section: third section, after the break
- 20 minutes total for 6 tasks and 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 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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Task 5 - Listen to a conversation about one person’s problem. The speakers will discuss two solutions.
- You will summarize the problem, list the solutions they discussed, then choose the best solution and explain why.
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BREAK
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DELTA CD 5.28 - Listen to the conversation and take notes.
“The speakers discuss a problem that the man has. Briefly summarize the problem. Then state what you think the man should do, and explain why.”
- What was the problem? He’s going to miss another test and has already missed one.
- What solutions did they discuss?
	1 Study with someone to help him (tutor or classmate).
	2 Drop the class if he doesn’t have time.
- Which solution do you think is better? Drop the class.
- Why?
	1 His scores are already low.
	2 He doesn’t have time for a tutor.
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When you describe the reasons for your choice, make sure to add some details.
(For example, explain why his scores are already low, and that he might fail the class. Dropping is better than failing. Then explain the consequence of not having time for a tutor: he won’t be able to improve his scores on future tests.)
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The supporting details and examples for your 2 or 3 main points need to do two things:
1 Convince the audience that your main point is true and make sure they understand what it means.
2 Convince the audience that your main point supports your thesis.
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The response has these parts:
1 Summarize the problem.
2 List the solutions they discuss in the conversation.
3 State your opinion.
4 Lead-in (optional): “I have two reasons for this suggestion.”
5 First reason
6 Details/Examples
7 Second reason
8 Details/Examples
(9 Conclusion, if you have time)
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ETS 1 test 5 - Listen to the conversation and take notes. (Notice that this is a conversation between biology professors, without any students.)
With your partner, take 5 minutes to prepare one “perfect” response to this question.
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If you realize you haven’t yet said what your recommendation is, or listed the solutions:
“I have two reasons for my recommendation, which is to open a new section instead of forcing some students to drop the class.”
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Record your responses to question 5 in the ETS Guide practice tests.
Listen to your responses and choose the one we can hear as a class.
Listen to your classmates’ responses. Did they include all the parts we talked about? Was the pronunciation, grammar, and vocabulary easy to understand? What could be improved?