2019-10-03 TOEFL: speaking 2, college vocab

Greg Malivuk
[email protected]
http://www.pastebin.com/u/gmalivuk - notes from all classes
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Homework: exercise 10.1 through question 18 (conversations) and 10.2 through question 18 (lectures and discussions) (Optionally, you can continue through question 36)
exercise 10.1
1 A
2 D
3 C
4 B
5 C
6 D
7 A
8 B C
9 D
10 B
11 C
12 A D
13 A
14 B
15 B D
16 D
17 D (Their office is in Staunton Hall.) or A (The seminars are held in the library.)
18 D
exercise 10.2
1 A C
2 B
3 C
4 B
5 A D
6 D
7 A
8 C
9 A
10 A D E
11 B
12 D
13 A
14 A
15 B
16 B
17 A C
18 C
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Speaking Section: third section, after the break; four tasks; 3m45s of speaking time, 17m total
In TOEFL practice materials made before August, 2019, there are 6 tasks.
1 (old 2) independent, choice question - 15 seconds to prepare / 45 seconds to speak
2 (old 3) integrated reading/listening/speaking, announcement and conversation - 30/60
3 (old 4) integrated R/L/S, academic text and lecture - 30/60
4 (old 6) integrated L/S, academic lecture - 20/60
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Speaking task 2 (ETS 2.1 question 3 example)
- 45 seconds to read an announcement or suggestion or other text about a change at the university
	What is the change? (The business degree will now require work experience.)
	What reason(s) do they give? (builds useful skills, helps get a job in that company)
- Listen to a conversation (usually between two students) about the change.
	Who expresses the stronger opinion? (the woman - focus your notes on what she says)
	What is their opinion? (It’s a bad change.)
	What reasons are given? (basic tasks won’t build useful skills, lots of competition for jobs)
- 30 seconds to prepare
- 60 seconds to respond
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Your response can be organized like this:
1 Introduction: state the change (and possibly summarize the reasons for it)
2 “Thesis statement”: state the speaker’s opinion
3 Lead-in: “She gives two reasons for her opinion.”
4 First reason: “First, she doesn’t think it will build useful skills.”
5 Detail/example: “Most people doing this have to do basic tasks like making copies and…”
6 Second reason: “Second, there will be a lot of competition.”
7 Detail/example: “If everyone now has work experience, it will still be difficult…”
(8 Conclusion - if you have time)
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Record your responses to the ETS guide questions.
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BREAK
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Listen to your own responses. What do you think is good or bad about each one?
How can you improve those things?
- Focus your notes (and introduction) on only the most important points from the text.
	(You know ahead of time that the text will describe a change and a reason or two for it.)
- Develop a framework of transitions and expressions you can always use to start sentences.
	1 “The announcement is about ______, because _____.”
	2 “The man/woman thinks it’s a good/bad change.”
	3 “He/she gives two reasons for this opinion.”
	4 “First,...”
	5 “For example,...”
	6 “Second,...”
	7 “For example,...”
	8 “In conclusion,...”
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Listen to some sample responses.
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Record your responses to ETS 2 test 2.
Listen to your own recordings. Which is the best? Which is the worst?
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College Campus Vocabulary (Collins)
advisor - usually spelled with ‘o’ in American English
scholarship - merit-based money to help you study
financial aid - usually need-based money to help
undergraduate - someone working on 2 or 4-year degree (Associate’s or Bachelor’s)
grad student - someone working on a Master’s or PhD.
senior - someone in their fourth/final year of an undergraduate degree
	(“freshman” to “senior” are only used for undergraduates)
credit - “unit” of study, usually 1 hour/week for a full semester (sometimes “credit hour”)
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Homework: p. 73-74 exercises A, B, C