2018-04-20 TOEFL: writing samples, speaking 6

Greg Malivuk
[email protected]
http://www.pastebin.com/u/gmalivuk - notes from all classes
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https://ed.ted.com/lessons/how-the-world-s-first-subway-system-was-built-christian-wolmar
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Read other students’ responses to the integrated writing practice you did yesterday. What’s good and bad about each response? What score do you think it should get?
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Speaking Section: third section, after the 10-minute break that follows listening
- 20 minutes total, 6 tasks, 5m30s 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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ETS 2 test 5 - Look at the other speaking questions, then listen to the lecture and take notes about question 6.
What is the main topic of the lecture? How sea animals can hide from predators with camouflage.
What examples does the professor give?
- Leafy Sea Dragon: one color (green), but the shape is like leaves
- Cuttlefish: changes color quickly to match the environment
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You can organize your response like this:
1 Introduction: state the topic of the lecture (“The professor talks about how sea animals can…”)
2 Lead-in: explain what points the professor makes (“The professor talks about two types of camouflage with examples of sea animals that use them.”)
3 First point: (“The first example is the leafy sea dragon. This animal is all green and has a shape like leaves.”)
4 Detail/example: (“Because it looks green and leafy, it can swim near plants…”)
5 Second point: (“The second animal the professor talks about is the cuttlefish. It…”)
6 Detail/example: (“This helps it hide because...”)
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BREAK
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With your partners, take 5 minutes to prepare a “perfect” response to ETS 1 test 1.
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automaticity - How automatic is your speaking? Do you have to think hard about what to say or does it come out naturally?
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Record your responses to the ETS guide sample tests.
Listen to your recordings and decide which one we can listen to as a class.
Listen to your classmates’ recordings. What’s good and bad about each one?
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Homework (optional): if you want more feedback on yesterday’s writing than a score and one or two sentences, email me this weekend with a self-evaluation, where you tell me what you think you did better or worse than previous writing, and what you think you most need to work on for the next writing. You can also estimate the score each of your responses should receive.