2017-10-06 TOEFL: int writing, speaking 1&2

Greg Malivuk
[email protected]
http://www.pastebin.com/u/gmalivuk - notes from all classes
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DELTA p. 386 - Descriptions of integrated writing score levels
With your partner, look at the sample responses to yesterday’s integrated writing task. What score do you think each one should receive? Why?
points from the text: (main idea = we can observe many examples of altruism in animals)
1 humans gain nothing from donating organs
2 sentinal meerkats go without food to stand guard
3 sentinal meerkats put themselves in danger
points from the lecture: (main idea = those examples aren’t really altruistic)
1 organ donors receive appreciation and approval from society
2 sentinals eat before the other meerkats before standing guard
3 sentinals are the first to escape from predators
sample essays:
A - 4 - The connections to the text could be stronger (e.g. it mentions that the sentinals eat before the other meerkats, but doesn’t mention the idea from the text that they go without eating)
B - 5 - It addresses all the points and is clear about how they contrast. Some small errors but mostly very good vocabulary and grammar. It’s clear that the writer has a good knowledge of English vocabulary.
C - 2 - It mentions one point from the lecture, fairly clearly (that human organ donation may be selfish), but the student misunderstands “altruism” and misunderstands what the lecture said about meerkats.
D - 3 - It includes all of the facts from the lecture, but is very vague about how it connects to any of the points from the reading. It doesn’t refer to the idea that sentinals put themselves in danger or go without eating, and the point about human organ donation is very unclear.
E - 1 - The only mentions of the lecture completely misunderstand that it contradicts the text. However, the points from the text are paraphrased rather than directly repeated, so it’s not a 0.
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Speaking Section: third section, after the 10-minute break
- 20 minutes total, 5.5 minutes of speaking time for 6 tasks
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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Independent Speaking
“Some young adults want to be independent as soon as they can. Others prefer to live with their parents for a longer time. Which do you prefer? Use examples and details to support your response.”
Your response should have these parts:
1 Introduction (In this case, it’s your answer to the question: “I prefer to stay with my parents…”)
2 Lead-in (optional) (“I have two reasons for this opinion.”)
3 First reason (“The first reason is that you can save money.”)
4 Detail/example (“Renting and apartment by yourself or with friends is very expensive….”)
5 Second reason (“The second reason is…”)
6 Detail/example (“For example,...”)
(7 Conclusion - if there’s time)
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BREAK
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What should you write during your 15 seconds of preparation time?
stay with parents
- cheaper
- not lonely
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Handout p. 46-47 - Take 6 minutes to write a mini-outline for each task 1 prompt (15 seconds to read the prompt, 15 seconds to prepare your outline)
Walk around the room and ask different students these questions. Write their name and a check mark for each part of the response they include. Try to talk to every other student (you’ll ask each person about two questions). If you’ve already answered a question with another student, you don’t need to answer that same question again.
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Record your responses for independent speaking on ETS 2 tests 3 and 4.
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Homework: Listen to your responses and choose one we can discuss as a class on Monday. Think about what’s good about this response and what you could try to improve for next time.