2016-01-06 TOEFL: speaking 6, int writing

DELTA p. 326 Exercise 3.9.B - Listen and take notes.
Then give your response to your partner.
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1 Explain the topic and main idea of the lecture (possibly with some description, as in the mass migration example): “The professor talks about mass migrations of people in the nineteenth century.”
2 Lead-in: “The professor explains three reasons for the migrations.” / “The professor describes two studies that support this theory.” / “The professor gives a couple examples of types of …”
3 First point: “The first reason is…”
4 Detail
5 Second point
6 Detail
(If there’s a third main point, your details will be simpler and shorter.)
(7 Conclusion - if there’s time and if it fits with the format)
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p. 327 3.9.D - Other partner give the response.
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Take out your phone and make sure it’s ready to record audio.
Record your responses to question 6 from ETS past tests 1, 2, and 3.
Listen to your responses and decide which one you are most confident in.
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BREAK
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Paulo - Attention
- Lead-in was a bit longer than necessary. (“The professor describes two types of attention.”)
- It would probably help to name the types of attention, active and passive.
Erdem - Attention
- The second point was a bit short but you didn’t leave out the important details.
Taehyeong - Painting
- Introduction was a bit messy and longer than it needed to be.
(The length of the intro will depend on the organization of the lecture. This one was a concept with examples, which usually means the introduction can be pretty short.)
- “Texture” was pronounced like “text” the first time you mentioned it.
Kamii - Attention
- There wasn’t time for details about passive attention because the intro was a bit long and there were a lot of pauses earlier in the response.
- You don’t need to name the types of attention in the lead-in, just name them when you describe them later.
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DELTA p. 331 - Score descriptions for integrated speaking.
Some incompleteness is 3, omitting a key idea is 2. No time for details about one point, but you introduced the point, would be about 2.5.
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Try to speak about a topic for 5 minutes without stopping. If you stop, add one minute to the total amount of time you need to speak. If a friend is timing you, they’ll be better at noticing when you have long pauses for thinking.
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When you start talking about your main points, mentally divide your remaining time into two or three parts so you know when to move onto the next point.
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Writing is the last section. It starts with integrated writing.
- 3 minutes to read a text about an academic topic
- time to listen to a lecture about the same topic (the text disappears during this time)
- Hear and read the writing prompt.
- Text reappears, you have 20 minutes to write your response.
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Prompts are like, “Summarize the points made in the lecture, being sure to explain how they [relate to] specific points made in the reading passage.”
[relate to] can be “challenge”, “cast doubt on”, “contracict”, or “support”, “illustrate”, or simply “relate to”
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DELTA p. 375 - Take three minutes to read about the plow and take notes on the main points of the text.
Main idea: plows are great
1 - They make large-scale farming possible
2 - They improve the soil.
3 - They reduce costs and labor requirements.
Then listen to a lecture about the same topic and take notes.
Main idea: plows have problems, no-till farming (farming without plows) is better in many ways
1 - Making lots of food isn’t enough, it also has to be sustainable. Farming without a plow is more sustainable in the long term.
2 - Plows damage the soil in ways. For example, plowing increases erosion which can be a huge problem. Also, leaving crop residues on the field (in no-till farming) does improve the soil.
3 - Farming without a plow decreases fuel (by 50%) and labor (by 30-50%) costs.
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A point-by-point response should probably have four paragraphs:
First - Introduction: “The reading and the lecture are about the plow. According to the reading…. However, the professor’s position is…”
Second - Summarize the first point in the lecture, and explain which point in the reading it relates to and how.
Third - Summarize the second point and explain which point it relates to. “According the lecture, …. This contradicts the point in the reading that plowing improves the soil.”
Fourth - Summarize the third point and explain which point it relates to.
(Fifth - Conclusion if you have time.)
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Homework: Write a response to one of the practice tasks on p. 377 to 379 and email it to me at [email protected] (Take as much time as you need for a “perfect” response, but pay attention to how much time that is.)
The audio is on the CD with your book, but you can also listen to it online at
https://drive.google.com/open?id=0BzQTAtJHmfaIb2FUSTNJN05LTW8