2016-11-03 TOEFL: speaking question 4

Greg Malivuk
[email protected]
http://www.pastebin.com/u/gmalivuk - notes from all classes
---
Speaking section: 3rd section (after the 10-minute break), 6 tasks
1-2: independent (about your own experiences or opinions) - 15s to prepare, 45s to speak
3: reading/listening/speaking about a campus announcement and conversation, 30s to prep, 60s speak
4: reading/listening/speaking about an academic talk, 30s to prep, 60s to speak
5: listening/speaking about a problem and solution, 20s to prep, 60s to speak
6: listening/speaking about an academic topic, 20s to prep, 60s to speak
---
Speaking task 4
- 45 seconds to read a short academic text (take notes, you won’t see it again)
- listen to a professor talk a bit about the same topic
- read and hear the question
- 30 seconds to prepare your response
- 60 seconds to speak
---
Handout p. 479 task C - 45 seconds to read
- Listen to the lecture about rust.
- Compare your notes with a partner. How does the example of rust relate to the reading?
“Explain how the professor’s example of rust illustrates the process of oxidation.”


1 Define oxidation and summarize (briefly) how it happens
2 Explain what the professor says about rust as an example of oxidation
3 Example 1 from the lecture (materials)
5 Detail: water is the electrolyte (especially when it’s salty), iron is the metal
6 Example 2 from the lecture (it’s corrosion)
7 Details about how rust is damaging, not merely cosmetic
---
Cengage p. 480 task D
---
Oxford p. 242-243 - self-fulfilling prophecy
“The professor discusses two studies on intelligence. Explain how the concept of a self-fulfilling prophecy contributed to a perceived increase in intelligence in the two groups.”
With your partner, take 2 minutes to prepare a good response to this prompt.
---
p. 244 - Read the sample response. Does it address all the important points?
---
p. 246 - Read about the Mozart Effect. Then listen and take notes. Give your response to your partner.
Did the response have these things?
- Definition of the Mozart Effect.
- Cite what the professor says about limitations.  “The professor mentions two problems with this effect.”
	- short-term (10-15 minutes)
	- only works with one piece
- What the professor says about other research.
	- Groups of preschoolers taught 2 different ways, resulted in higher scores for those with keyboard and singing training
---
BREAK
---
Cambridge p. 472 - about symbiotic relationship (CD 7 track 11)
- Don’t define the three types of relationships in your definition sentence. (You can define them when you give details about those two examples.)
- Don’t mention the bee orchid, because it is not an example of a symbiotic relationship that changes. (It’s an example of an uncertain relationship, because we don’t know how it affects the bees.)
He describes skin bacteria as an opportunistic pathogen, because it causes infection when it has the opportunity.
---
Oxford handout (the single-sided copies) p. 245 - Summary of the steps for speaking task 4.
---
Cambridge p. 352-5 (CD5.26-9) - Record your responses.
Listen to your responses and choose which one you think is the best.
---
DELTA p. 331 - Description of the integrated speaking score levels. What score would each example earn?