2020-04-09 TOEFL: speaking 3

Greg Malivuk
[email protected]
http://www.pastebin.com/u/gmalivuk - notes from all classes
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https://ed.ted.com/lessons/what-if-cracks-in-concrete-could-fix-themselves-congrui-jin
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Homework: Oxford main idea handout, just the “test questions” exercises (3L8, 3L10, 3L12, 3L13, 3L14)
3L8 - 1 - d
3L10 - 1 - b (It’s about the problem as well, not just the solution. The solution is the specific eco home.)
3L12 - 1 - d
3L13
1 b
2 a b e
3 b - “You can say that again!” is a statement expressing agreement.
4 b
5 - 3 2 1 4
3L14 - take 9 minutes to do this now
1 b
2 - 2 3 1
3 d - Remember that the participants were actually the subjects of the study. They weren’t told its true purpose.
4 d
5 a c
6 b c
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After the listening section is a 10-minute break.
Then the speaking section begins.
- 17 minutes
- 3m45s of speaking time
- 4 speaking tasks
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1 independent, choice question - 15 seconds to prepare / 45 seconds to speak
2 integrated reading/listening/speaking, campus announcement and conversation - 30/60
3 integrated R/L/S, academic text and lecture - 30/60
4 integrated L/S, academic lecture - 20/60
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Speaking Task 3
- 45-50 seconds to read part of an academic text
- listen to part of a lecture about the same topic
- read/hear the prompt
- 30 seconds to prepare your response
- 60 seconds to record your response
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Common reading/lecture relationships:
- definition / examples or counterexamples
- general background / specific research
- problem / solutions
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ETS 2.5 example:
When you’re reading the text:
- What is the main topic?
	perceptual constancy
- What does it mean? (if the reading gives a definition)
	even when our perceptions of something change, we can recognize it as the same thing
- Are there specific types or features mentioned? (lecture examples will often be divided the same way)
	yes: different angle and different distance

When you listen to the lecture:
- Does the speaker say more about the general topic?
	no
- What specific points or examples does the speaker talk about?
	angle: a plate can appear like a circle or oval depending on the angle (but we know it’s the same)
	distance: the professor appears large or small depending on distance (but we know he’s the same)
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You can organize your response like this:
1 Introduction: summarize the text in a sentence or two (Define perceptual constancy in your own words)
2 Lead-in: state what kind of points the professor makes (“The professor gives two examples…”)
3 First point: (“First, the professor talks about a plate.”)
4 Details: (“When we see a plate from one angle, it looks like…”)
5 Second point
6 Details
(7 Conclusion - if you have time)
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Listen to the two sample responses to this task. What is good and bad about each one?
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Set timers for:
- 45 or 50 seconds
- 30 seconds
- 60 seconds
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Record your responses to ETS 1 tests 1, 2, 3 (task 4 - because this is from the old version of the TOEFL)
- verbal and nonverbal communication
- target marketing
- explicit and implicit memories
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Listen to your classmates’ responses. What’s good and bad about each one?
- Try to talk about only the important aspects of each specific example in a lecture.
- Try to use transitions like “The second example” or “The second reason” instead of “The second one”, because “the second one” won’t always be clear about the second what.