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- Greg Malivuk
- http://www.pastebin.com/u/gmalivuk - notes from all classes
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- https://ed.ted.com/lessons/the-fascinating-science-of-phantom-limbs-joshua-w-pate
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- Speaking Section: third section, after the break, six tasks, about 20 minutes total, 5.5 min speaking
- 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 solution - 20/60
- 6 integrated L/S, academic lecture - 20/60
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- With your partner, practice the responses for the ETS 1 test 1 speaking section.
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- Speaking Task 5
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- When you listen and take notes, there are a few important things to make sure you get:
- What’s the problem?
- What solutions do they discuss? Do they talk about any advantages or disadvantages of each one?
- P: he doesn’t know where his class is
- S1: check the computer at the student center
- + he can check for the whole day
- - he could be late
- S2: check each lecture hall in this building (there are only 3)
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- - it’s embarrassing to walk into the wrong class
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- During your preparation time, circle the solution you think is best and underline the reasons you think so.
- Your response can be organized like this:
- 1 Introduction: summarize the problem and list the two solutions they discuss
- 2 Thesis: “In my opinion, he should…”
- 3 Lead-in (optional): “I have two reasons for this recommendation.”
- 4 First reason: “First, he would then be able to check his schedule for the whole day.”
- 5 Detail/example: “This would avoid the same problem for any of his other classes.”
- 6 Second reason: “Second, he would be sure to go into the correct lecture hall.”
- 7 Detail/example: “In other words, he wouldn’t embarrass himself by walking into the wrong room.”
- (8 Conclusion - if you have time)
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- Record your responses to ETS 1 tests 2-4.
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- BREAK
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- Listen to your responses and choose one we can hear as a class.
- Listen to your classmates’ responses. What’s good or bad about each one? What recommendations do you have for them? How can you improve your own response?
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- Not all mistakes are equal.
- niece - correct
- neice - incorrect spelling, but still probably clear what word you mean
- nice - incorrect spelling, and now it’s a different word that will (briefly) confuse the reader
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- Writing from yesterday
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- https://www.typingtest.com/ - You can check your typing speed here, as well as do some practice activities to improve it.
- - If you can type 20 words per minute, then typing speed will almost never be the problem that keeps you from finishing your writing. (Realistically, even just 15 wpm could be fine.)
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- I teach independent writing as a five-paragraph essay not because you always need 5 paragraphs, but because “five paragraph essay” has millions of Google hits, since it’s the most common beginner essay format in US schools.
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- YES school Monday!
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- Homework (optional): If you want more feedback on yesterday’s writing than just a score and a sentence or two, email me this weekend with a self-evaluation.
- - What did you do well? Did you do anything better than previous writing for me?
- - What did you do poorly? Did you do anything worse than previous writings?
- - You can look at https://www.ets.org/s/toefl/pdf/toefl_writing_rubrics.pdf for descriptions of independent writing score levels.
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