TASK: You have 30 seconds to prepare your response and 60 seconds to speak.. 260 - Speaking Task Four rDirections: Read the passage about white collar crime.. TASK: You have 30 seconds t
Trang 1Directions: Read the passage about Charles Darwin You have 45 seconds
Next, listen to a lecture in a biology class
After you listen to the lecture, answer the prompt
TASK: You have 30 seconds to prepare your response and 60 seconds to speak
Charles Darwin
Charles Darwin is famous for his groundbreaking book On the Origin of
Species published in 1851 In it, Darwin theorized that all organisms
evolved through natural selection Natural selection, as defined by Darwin,
is the process in which an organism inherits traits that make it more likely
to survive and successfully reproduce, and thus become more common Darwin had witnessed this same process of selection in farmers breeding domestic livestock By selective breeding, farmers could produce the results they were after, such as a cow that produced more milk or a sheep that produced more wool Darwin analogized by observation that this same
process of selection was naturally occurring in all organisms in the wild
However, it was the hand of nature, not the hand of man, that was doing the selecting Darwin’s theory revolutionized scientific thought, for
according to Darwin, natural selection proved that divine creation played no part in the creation and evolution of organisms
Prompt Summarize the points made in the lecture and show how they add
to and support the information in the reading
Task #3
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Directions: Read the passage about white collar crime You have 45 seconds
Next, listen to a lecture in a sociology class
After you listen to the lecture, answer the prompt
TASK: You have 30 seconds to prepare your response and 60 seconds to speak
White Collar Crime
Most of us have never heard of Professor Edwin Sutherland yet we’ve all heard the phrase “white collar crime.” This phrase was first coined by
Sutherland in 1939 when he gave a presentation to the American
Sociological Society Sutherland had been studying two areas: crime and high society, specifically rich men who wore suits with ties and white shirts, hence the white collar analogy Sutherland came to define white collar crime
as a "crime committed by a person of respectability and high social status in the course of his occupation." In other words, a white collar criminal could
be a bank manager stealing money from his bank or a stockbroker giving false tips to inflate the price of a failing stock
Prompt The reading and the lecture focus on white collar crime Describe
how the reading and the lecture define and develop this idea
Task #4
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Trang 3Directions: Read the passage about space You have 45 seconds
Next, listen to a lecture in an environmental class
After you listen to the lecture, answer the prompt
TASK: You have 30 seconds to prepare your response and 60 seconds to speak
Prompt How do the reading and the lecture add to our understanding of
the exploration of space? Use specific examples and reasons to explain
Space
On October 4, 1957, the Soviet Union launched Sputnik 1, the first satellite
to orbit the earth Thus began “the space race.” With Sputnik 1, the United States feared that the Soviet Union would eventually develop more powerful satellites that could spy or drop nuclear bombs on the United States As a result, the United States made the control of space a top priority However,
on April 12, 1961 the Soviets once again beat America to the punch by
putting the first man into earth orbit Ten months later, America sent its first man into earth orbit The space race ended when America landed men
on the moon on July 16, 1969 Today, the exploration of space continues with the Space Shuttle making regular trips to the International Space
Station where scientists from all around the world work together developing
new technologies that might one day take us to Mars
Task #5
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In this chapter, you learned how to develop, revise and deliver integrated spoken responses for speaking task four using G+3TiC=C and the five steps By doing so, you can demonstrate OPDUL=C in your response
Test-takers who get high integrated speaking scores have practiced speaking a lot
What Have You Learned?
Remember!
Make a note map; summarize the reading (45 seconds)
#1
Summarize the lecture (60-90 seconds)
#2
Read the prompt
#3
Prepare your response (30 seconds)
#4
Speak (60 seconds)
#5
Trang 5For this task, you will summarize the personal-opinion argument of a student You will then comment about the student’s argument using your own personal-opinion argument By doing so, you will combine the skills of listening and speaking The task order follows
For this task, you must:
take notes as you listen to the dialogue;
summarize the main points in the dialogue;
synthesize your opinion with the main points in the dialogue;
paraphrase the main points in the dialogue
You can develop and deliver a response for this task using G+2TiC=C in
combination with G+TiC=C Together, G+2TiC=C and G+TiC=C will help you take notes and give the speaking raters what they are trained to listen for: a coherent
integrated spoken response that demonstrates OPDUL=C (see the Integrated
Speaking Proficiency Checklist, page 322)
Understanding ETS’s testing method for this task is the first step in delivering a coherent integrated spoken response Begin by reading along as you listen to the sample dialogue on the next page
Speaking Task Five
Integrated Task: Listen-Speak
Task Time
1 Listen to a dialogue 60-90 seconds
3 Prepare your response 20 seconds
4 Deliver your response 60 seconds
ETS’s Testing Method
2 Read the prompt
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In the dialogue above, notice how the woman has a problem: She was accepted by Harvard law, but the tuition is too high for her Notice also that the man suggests two solutions to the woman’s problem This testing method is called problem-solution
There are always two suggested solutions to solve the problem described in the dialogue
Man: Hi, Betty What’s wrong?
Woman: Well, there’s good news and bad
Man: Okay, so what’s the good news?
Woman: I got accepted into Harvard Law
Man: Congratulations! That’s fantastic
Woman: Thanks Now for the bad news: Harvard is not cheap I nearly
died when I saw the tuition
Man: Yeah, but it’s Harvard Ivy League
Woman: I know I want to go, but I can’t afford it I already have four
years worth of undergrad loans at this school If I do three years
of Harvard Law, I’ll be even more in debt I’m not sure what to
do
Man: What about applying for a scholarship? How are your grades? Woman: I’m at the top of my class
Man: There you go You’d have a really good chance of getting a
scholarship Some scholarships pay all your tuition If you don’t get a full scholarship, you should at least get something for books I got a scholarship here, and boy did I save a bundle Woman: Applying for a scholarship is definitely an option I’ll have to
check it out
Man: You could also take time off and work for a year or two, you
know, postpone admittance That way you could save money for tuition You might not be able to pay off the full cost, but you could at least pay off some of it That way you’d owe less in the long run
Woman: Yeah Obviously, I have to make a decision
Remember!
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Trang 7Mapped out, ETS’s problem-solution testing method looks like this
woman man
problem
no money solutions for tuition
try and get a scholarship to pay for the tuition
solution #2
take time off; work for money to pay for the tuition
Next, look at the prompt Notice that this is a two-task prompt First, you must
describe the problem, then you must state which solution you prefer and why
1) When you describe the problem and the solutions, summarize
them objectively using third person and the present tense (The woman says that…The man recommends that…)
2) When you state your opinion about which solution you prefer,
speak subjectively in the present tense (I believe that…I think that…)
When stating which solution you think is best, use your own
experience for support This will demonstrate development-summarization (OPDUL=C) and topic-unity synthesis (OPDUL=C)
Topic: Harvard
solutions
Remember!
Prompt: The students discuss solutions to the woman’s
problem Describe the problem, then state which solution you prefer and why
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Mapped out, you can see how you will use G+2TiC=C for your objective summary of the problem and the two solutions, and G+TiC=C when you subjectively state your solution preference
context-problem G = main topic = general
TiC = example = specific G+2TiC=C solutions TiC = example = specific (objective)
C = conclusion = general
your position G = opinion = general
G+TiC=C TiC = example = specific
your reason(s) (subjective)
C = conclusion = general
When developing and delivering a response for this task, use G+2TiC=C and
G+TiC=C, and the following five steps to demonstrate OPDUL=C in your response
First, the narrator will give instructions
Developing a Response: Step-by-Step
Make a Problem-Solution-Opinion note map
Step #1
Narrator: For this task, you will listen to a dialogue between two students After you listen to the dialogue, you
will summarize one of the student’s positions, then you will give your own opinion about the ideas presented You will have 20 seconds to prepare your response and 60 seconds to speak
Trang 9As the narrator gives instructions, make a note map Across the top, write P for problem, S for solutions, and O for your opinion Under Solutions, map out
G+2TiC=C Under Opinion, map out G+TiC=C Because time is limited, simply number each body paragraph
Use transitions of addition to connect each body paragraph when
you summarize the Solutions, and when you state your Opinion about the suggested solutions
P S O
Remember!
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When the narrator is finished giving instructions, you will hear the dialogue Read as you listen to the sample dialogue
Student: Professor Morrison?
Professor: Hi, Sue Come in What’s up?
Student: I just wanted to remind you of the meeting tonight in Anderson
Hall
Professor: Meeting? What meeting?
Student: The Environmental Club meeting You said you’d come and give
a talk about winning the National Science Prize
Professor: Tonight? Oh, no I promised the Biology Club I’d speak to them
tonight in Farnell Hall
Student: I see But we’re expecting a big crowd We’ve been advertising it
all month We even sold tickets to raise money I guess I’ll just
have to refund them
Professor: Look, maybe we can work something out You know, I could
always record my talk to the Biology Club, then email you the file That way you could present my talk to your group at your convenience
Student: Yeah That would work
Professor: Also, I’m part of a lecture tomorrow night over at Gethin-Jones
Hall The topic is ethics and nano engineering You have to buy tickets But since I’m speaking, I’m sure I can get you and your group in free I’d be willing to stay after and answer questions about the prize What do you think?
Student: That’s a possibility too Let me talk to my group first and see
what they say
Listen to the dialogue; summarize it (60-90 seconds) Step #2
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