2017-01-19 TOEFL: reading insertion, speaking 3

Greg Malivuk
[email protected]
http://www.pastebin.com/u/gmalivuk - notes from all classes
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http://ed.ted.com/lessons/from-the-top-of-the-food-chain-down-rewilding-our-world-george-monbiot
What is a “ghost ecosystem”?
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Homework: DELTA p. 131-135
1.7.A
7 C - It explains generally how students related colors to tones, and the next sentence gives more specific information.
8 A - “This irritation” = “an inflammation”
9 D - These are examples of the “variety of ethnic sources” from the previous sentence.
10 B - This is a second example of the interdependence of areas of oceanography.
1.7.B
1 C - “Flourish” is a lot more positive than “live”, but “live” is the closest in meaning of the choices.
2 A - “likeness” = “similarity”, as in the pipes looked like these animals
3 C
4 B - “the larger the fish the faster it can swim”
5 D - B leaves out some information (lateral force causes the head and tail to deviate from the course), and is inaccurate (lateral thrust isn’t mentioned, just thrust and lateral force)
6 B - The new sentence continues the idea of undulations and introduces the idea of specific movements of the body.
7 B
8 C
9 D
10 A
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Yesterday’s handout, 77-78
7 b (beta-endorphins are just one example of opioids, and it’s the opioids that are naturally occurring painkillers)
8 d - it’s about the specific cluster of cells, not the midbrain in general
9 b - dopamine is the thing that’s produced, and both “it” and “its” in this sentence refer to it
10 d (In every other position, it interrupts the discussion of dopamine.)
11 a
12 c (“This” usually refers to something from the previous sentence, often the whole content of the sentence itself.)
13 b (What they would require is fat and sugar in general, not the specific liquid used in the experiment.)
14 b - These are symptoms of withdrawal, so they fit best after the sentence that mentions withdrawal.
15 d (It refers to the fact that more obese people have fewer dopamine receptors.)
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Speaking Section: 3rd section, after the break, 20 minutes total, 5.5 minutes of total speaking time
Speaking Questions:
1 independent, usually open-ended - 15s to prepare, 45s to speak
2 independent, usually a choice - 15s to prepare, 45s to speak
3 integrated reading/listening/speaking, about an announcement and conversation - 45s to read / time to listen / 30s to prepare / 60s to speak
4 integrated reading/listening/speaking, about a text and lecture - 45s to read / time to listen / 30s to prepare / 60s to speak
5 integrated listening/speaking, about a conversation about a problem - time to listen / 20s / 60s
6 integrated listening/speaking, about a lecture - time to listen / 20s / 60s
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Handout (Cambridge p. 343) - Read the announcement and take notes on important points.
What is the important information in the announcement? (in note form)
- Am. lit survey course is canceled b/c prof. will be gone
- Ss added to lit. of minority groups class
- If don’t want this class, talk to registrar to drop/add
Listen to the conversation and take notes about each person’s points.
Man - Doesn’t really talk about it much, except that he’s in favor of the new course (but doesn’t give reasons)
Woman - Doesn’t want to take the new course, and gives reasons. (You should predict that the question will be about her opinion.)
reason 1 - She’s already read many of the books for the course because she’s Hispanic and many of the books for the course are Hispanic literature. She would prefer a more challenging class.
reason 2 - The class will probably be crowded with the other students from the canceled class, and she prefers smaller classes.
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In your response, you have to summarize the announcement before describing the person’s opinion.
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BREAK
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Handout (Cengage) p. 457 Task A - Take 45 seconds to read the memo and take notes.
Then listen to the conversation and take notes. Compare your notes to the notes on p. 458.
Task B - Read the announcement and take notes.
What are some reasons you can predict for why a student will have a positive opinion about this?
Listen to the conversation and take notes. Did you correctly guess the reason(s)?
Possible prompt:
“The man expresses his opinion of the Library Amnesty Program. Briefly describe the program. Then state his opinion and explain the reasons he gives for having that opinion.”
1 Summary of the announcement - “The announcement is about…”
2 State the student’s opinion - “The man thinks that…”
3 Lead-in - “The man has two reasons…”
4 First reason - “His first reason is…”
5 detail
6 Second reason - “His second reason is…”
7 detail
(8 conclusion if you have time - “For these two reasons the man…”)
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With a partner, take 5 minutes to prepare a “perfect” response for this question.
- If you don’t feel like there’s enough detail in the conversation, you can add some yourself by explicitly relating each reason back to the person’s opinion. “This means that the amnesty program will allow the man to save more than $200.”
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Handout (Cambridge) p. 348-351 - Record your responses to these tasks.
Listen to your four responses. Choose the one that you are most confident with.
Listen to other students’ responses. Do they include all the important parts?