2018-02-16 TOEFL: speaking 1&2, sample writing

Greg Malivuk
[email protected]
http://www.pastebin.com/u/gmalivuk - notes from all classes
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https://ed.ted.com/lessons/the-coin-flip-conundrum-po-shen-loh
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Speaking Section: third section, after the break, 20 minutes for 5m30s speaking on 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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DELTA p. 270 - Read this example of an open-ended question. Do you have an immediate answer for it?
“What new skill would you like to learn? Explain why you would like to learn this skill. Include details and examples to support your explanation.”
Your answer could have these parts:
1 Topic statement (answer the question: “One skill I would like to learn is…”)
2 Description (if appropriate for the prompt)
3 Lead-in (say what you’re going to talk about: “There are two reasons why I want to learn this.”)
4 First reason
5 Detail/example
6 Second reason
7 Detail/example
(8 Conclusion - If you still have time at the end.)
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During your 15 seconds of preparation, you should make a mini-outline:
answer
- reason 1
- reason 2
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p. 278 - Take 6 minutes to write mini outlines for all 12 of these prompts. (15 seconds to read each prompt, 15 seconds for a mini outline)
Then walk around and give your answers to different classmates. You’ll talk to each classmate more than once, but try to make sure you talk to everyone and that you give responses to all 12 prompts.
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BREAK
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Record your responses to ETS 2 tests 1 and 2.
Listen to your responses and choose one we can hear as a class.
Listen to your classmates’ responses. Were they easy to understand? Did they include all the parts that are necessary in a response?
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Look at some sample responses to the writing from yesterday. What’s good and bad about each? What score should they get, according to the descriptions on p. 386 and 419 of your book?
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Homework (optional): If you want more feedback on your writing than a score and one sentence, email me this weekend (or Monday) with a self-evaluation about the things you think you did well and the things you think you did poorly, and your own estimate for the score (out of 5) based on the descriptions in the book.