2017-06-29 TOEFL: listening function, ind writing samples

Greg Malivuk
[email protected]
http://www.pastebin.com/u/gmalivuk - notes from all classes
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http://ed.ted.com/lessons/how-to-squeeze-electricity-out-of-crystals-ashwini-bharathula
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Listening Section: second section, after reading
- 2 or 3 sets; each set has three listenings, about 17 questions, and 10 minutes to choose answers
	(Each set takes about 30 minutes total.)
- Each set is one conversation and two classroom settings (lecture or discussion)
Listening Question Types
- detail (like fact questions in reading)
- purpose (like purpose questions in reading)
- attitude (How does the person feel about this?)
- inference (like inference questions in reading)
- function (Why does the speaker say this?)
- prediction (What will the speaker do next?)
- organization (How is the lecture organized?)
- main idea (content or purpose)
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Function questions often rely on tone of voice and recognizing things like sarcasm.
Handout (Cengage) p. 321 - Identify whether each statement is true or false.
1 T - They are being sarcastic.
2 F
3 T
4 T
5 F - He shouldn’t move out quickly, because he needs to make his apartment very clean.
6 T
7 T
8 F
9 T
10 F
11 T
12 F - Most of them were too long.
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p. 322 exercise 12.2 - Listen to the excerpts from conversations and answer the questions.
1 A
2 A
3 B
4 B
5 D - “right up one’s alley” means something would be perfect or very interesting for that person
6 A
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Listen to a couple more and answer the questions in your own words.
7 He knows that the woman won’t like what he’s about to say.
8 She has lots of things to say about the topic.
9 She can stop now because she has convinced him.
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Oxford p. 370 6L1 - Listen to the lecture and take notes. Then answer the questions.
1 d
2 d
3 a
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BREAK
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p. 371 exercise 6L2 - Listen to the conversation and take notes, then answer the questions.
1 c
2 b
3 b
4 c
5 b
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p. 372-3 exercise 6L3 - Listen to the lecture and take notes, then answer the function and attitude questions.
1 d
2 c
3 b
4 b
5 d
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Look at each sample essay (A-D) and decide with your partner what score it should receive (0-5) based the score level descriptions on the handout.
Order from best to worst:
B - 5 - Conclusion is too short. Some spelling mistakes and small grammar mistakes. Good content and organization and connections between the two sides.
D - 3 - The organization isn’t good (the ideas aren’t separated into paragraphs or signaled with transition words). More frequent grammar mistakes that make it harder to understand some points.
A -2 - Frequent grammar and vocabulary mistakes that make it harder to understand. The introduction would have been excellent if those mistakes had been fixed. The main additional problem is that all the subsequent ideas are undeveloped, and seem to go back and forth on the position of old friends compared to new friends.
C - 1 - “Although substantially longer than the average essay with a score of 1, this response earns the low score becuase it contains consistent language errors that make the overall essay difficult, if not impossible, to comprehend.” There are a few ideas that (almost) make sense in this response, suggesting that the writer did at least understand the question and attempt to answer it.
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The score 1 essay illustrates that spelling mistakes like “knew” and “new” can be a bigger problem for some topics than for others.
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Back to the listening handout p. 373 exercise 6L4
1 c
2 d
3 c
4 d
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If you want more than a numerical score on your essays from yesterday, send me an email with the score you think you should get on each essay and a short explanation of why.