2018-10-12 TOEFL: 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/history-through-the-eyes-of-a-chicken-chris-a-kniesly
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Read the sample responses to the Rembrandt topic from yesterday.
What’s good and bad about each one?
What score do you think each one should receive? Why?
	(Use the descriptions at https://www.ets.org/s/toefl/pdf/toefl_writing_rubrics.pdf to help you.)
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1 - B - The response provides no content from the lecture.
2 - C - This is better than B because it includes some information about the lecture. However, it does not include many specific details and grammar and vocabulary problems make what is included hard to understand.
3 - D - This includes the correct relationship between the text and lecture, but lacks many important details. Many connections are vague or imprecise.
4 - A - Some things are not clearly explained, such as the “second error in the painting which is mentioned in the text”. Language errors sometimes interfere with meaning.
5 - E - It explains the relationship between the text and lecture and identifies all the important points and details.
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Common grammar errors that interfere with meaning:
- verb tenses (switching between past and present, or between real and unreal conditionals)
- word forms (using the noun instead of the verb, or the verb instead of the adjective form of a word)
- pronoun consistency (switching between “he” and “they” for an indefinite person or group, or between “they” and “you” to mean everyone in general)
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Not all spelling mistakes are the same:
I bought a gift for my neice. - This is still easy to understand and might not even be noticed.
I bought a gift for my nice. - This is confusing because the reader still expects a noun for “nice” to describe.
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Speaking Section: third section of the test, after the break; 20 minutes total, 5.5 minutes speaking, 6 tasks
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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Task 6 - Listen and take notes about the lecture from ETS 1 test 2.
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BREAK
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“Using points and examples from the talk, explain the two types of motivation.”
A typical response can be organized like this:
1 Introduction: Summarize the main topic the professor is talking about
	The professor describes two types of motivation: extrinsic, based on... and intrinsic....
2 Lead-in: State what points the professor makes
	She gives two examples to illustrate the types of motivation.
3 First point
	First, she talks about a child who does housework for money.
4 Detail/example
	This is extrinsic motivation, and if the money stops, the child won’t...
5 Second point
	The professor’s second example is when she goes to the gym to work out.
6 Detail/example
	This is intrinsic motivation, because she does it for…
7 Conclusion (if you have time)
	Of the two types of motivation, intrinsic is usually more long-lasting…
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Listen and take notes for ETS 2 test 2 (psychology class)
Take 5 minutes to prepare a “perfect” response.
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Record your responses to tests 3, 4, and 5.
Listen to your recordings and choose one we can hear as a class.
Listen to your classmates’ recordings. What’s good and bad about each one?
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Homework: If you want more feedback on yesterday’s writing than a score and a sentence, email me with a self evaluation of your own writing. What did you do well? What do you need to improve? Did you fix some of the problems you had in previous writing? (You can use the writing rubric handout for ideas of what you might have done well or poorly.)