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- Greg Malivuk
- http://www.pastebin.com/u/gmalivuk - notes from all classes
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- https://ed.ted.com/lessons/how-crispr-lets-you-edit-dna-andrea-m-henle
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- Speaking Section: third section, after the break; 20 minutes total; 6 tasks; 5.5 minutes 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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- Record all the speaking tasks from ETS 1.1. We won’t listen to these now, but you can keep them as a record of your own progress or to review what each question is like.
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- Speaking Task 4
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- - The text will usually introduce a general concept or idea.
- - The lecture will illustrate that with a couple of examples, or expand on it with counterexamples, or explain it with a study or experiment.
- - You will generally be asked to use the examples from the lecture to explain the concept from the text.
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- Your response can be organized like this:
- 1 Introduction: briefly summarize the concept introduced in the text
- 2 Lead-in: state what kind of points the professor makes (examples/types/ways/reasons/etc.)
- 3 First point
- 4 Detail/example
- 5 Second point
- 6 Detail/example
- (7 Conclusion - if you have time)
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- ETS 2.4 - The lecture is about an experiment, rather than a pair of points or examples.
- What’s the relationship between “stimulus” and “stimuli”?
- - “stimulus” is singular, “stimuli” is plural (You can notice this from “these stimuli” and “a stimulus”)
- The professor describes an experiment, so in your response you should mainly summarize what happened and what was found in the experiment. (method, results, conclusion)
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- BREAK
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- Record your responses to the ETS guide practice tests.
- Listen to your responses and choose one for us to hear as a class.
- Listen to your classmates’ responses. What’s good and bad about each one?
- Listen to the sample responses for the first one (about audience effects).
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- Homework (optional): If you want more feedback on yesterday’s writing than a score and a few sentences, email me this weekend with a self-evaluation. In your opinion, what did you do well or badly? What do you have to improve for next time? What did you do better than last time?
- You can use the score descriptions at https://www.ets.org/s/toefl/pdf/toefl_writing_rubrics.pdf for ideas.
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