02 Speaking Section Teacher

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SPEAKING SECTION

SPEAKING DIAGNOSTIC PRE-TEST

Questions 1-6

Question 1

What are the characteristics of a good teacher? Use reasons and examples to support your response.

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Question 2

Would you prefer to take a vacation in the mountains or at the ocean? Use reasons support your response.

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Question 3

Reading Passage

Read the passage. Take notes.

Notice !o" t#e #u"anities de$a!t"ent

Because so many students have been registering for class in the umanities !epartment for "hich they have not

fulfilled the prere#uisites$ the faculty committee of the umanities !epartment has decided that a ne" policy

"ill go into effect for the coming semester. This ne" policy$ "hich "as instituted by a unanimous vote of the

faculty committee of the umanities !epartment$ is that all students "ho "ant to register in courses other than

introductory courses in the umanities !epartment must obtain signatures from their advisors before registering

in these courses. %t is the responsibility of advisors to determine if students have completed appropriate

prere#uisites before authori&ing enrollment in courses.

TOPIC O% READING PASSAGE'

(otice about registering f)r classes in umanities !epartment*ain points ) f notice'

too many students registering f)r classes "ithout fulfilling prere#uisites

no" students need signatures from advisors to register f)r humanities classes +except intro classes,

advisors must check that students have fulfilled prere#uisites

&istening Passage

TOPIC O% &ISTENING PASSAGE'

-tudent conversation about notice

*ain points ) f conversation' "oman has read the notice but mn hasn/t

they each need to go see their advisors

man "ants to read notice first

S$ea'ing Passage

o" does the students0 conversation add to the information included in the notice?

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Question (

Reading Passage

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(onverbal communication is any kind of communication that takes place "ithout the use of "ords. %t can refer

to facial expressions such as smiling or fro"ning2 it can refer to movements of the head such as nodding the

head to sho" agreement or shaking it to sho" disagreement2 in can refer to hand gestures such as offering the

hand to shake in greeting or "aving the hand to say 3hallo0 or 3good4bye0. (onverbal communication can also

refer to a "hole host of other "ays of communicating "ithout "ords inasmuch as nonverbal communication is

limited only by exclusion' it is any type of communication without"ords. 5ommunication is verbal if "ords are

used2 it is nonverbal if "ords are not used.

TOPIC O% READING PASSAGE'

(onverbal communication

!efinition and examples of nonverbal communication'

definition +any communication "ithout "ords,

examples +smiling$ fro"ning$ nodding$ shaking head$ shaking hands$ "aving hand,

&istening Passage


T"o points of clarification about nonverbal communication6oints of clarification'

there can be nonverbal communication "ithout intent

there cannot b7 nonverbal communication "ithout communication

S$ea'ing Passage

o" does the professor supplement the information included in the reading?

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Question )

&istening Passage


6roblem the "oman is having "ith her college 8rench class

What the "oman/s problem is'

took 9 years of 8rench in high school

intermediate 8rench is too difficult +she can/t understand anything,

What the man suggests'

find out if otherstudents have the same problem

talk "ith her professor

S$ea'ing Passage

What does the man suggest the "oman should do to deal "ith the problem she is having?

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Question 6

&istening Passage

&ISTENING TOPICS*

:cholocation used b; "hales

6oints about echolocation used b ; "hales'

only toothed$ not toothless$ "hales use echolocation

"hales send out clicks$ clicks reflected from ob


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"hales can learn si&e$ shape$ distance$ speed$ direction

S$ea'ing Passage

What points does the professor make about echolocation?

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SPEAKING O+ER+IE,

SPEAKING 6 tas's and 6 uestions

Tas's*

- 2 inde$endent tas's .personal experience/

- ( integ!ated tas's

- 2 0 !eading istening s$ea'ing

- 2 0 istening s$ea'ing

2 "inutes

INDEPENDENT TASKS

S$ea'ing S'i 1 Pan t#e !ee-c#oice !es$onse

S$ea'ing S'i 2 4a'e t#e !ee-c#oice !es$onse

S$ea'ing S'i 3 Pan t#e $ai!ed-c#oice !es$onse

S$ea'ing S'i ( 4a'e t#e $ai!ed-c#oice !es$onse

INTEGRATED TASKS .READING and &ISTENING/

S$ea'ing S'i ) Note t#e "ain $oints as 5ou !ead

S$ea'ing S'i 6 Note t#e "ain $oints as 5ou istenS$ea'ing S'i Pan t#e !es$onse

S$ea'ing S'i 7 4a'e t#e !es$onse

S$ea'ing S'i 8 Note t#e "ain $oints as 5ou !ead

S$ea'ing S'i 1 Note t#e "ain $oints as 5ou isten

S$ea'ing S'i 11 Pan t#e !es$onse


INTEGRATED TASKS .&ISTENING/

S$ea'ing S'i 13 Note t#e "ain $oints as 5ou istenS$ea'ing S'i 1( Pan t#e !es$onse

S$ea'ing S'i 1) 4a'e t#e !es$onse

S$ea'ing S'i 16 Note t#e "ain $oints as 5ou isten



INDEPENDENT TASKS

S$ea'ing S'i 1 Pan t#e !ee-c#oice !es$onse

9o: to decode t#e uestion ,#atyou should discusso" should you o!gani;eyour response

To$ic state"ent

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9o: to deRT +details,' o" % "ill do it'

o :ducation

o Will get master0s in business

o Will "ork in company "hile planning my o"n businesso Will start my o"n business "hen % am ready

3> ,#at is 5ou! a6%5 -TT:*:(T' __________________________________________________________

-U66>RT +reasonsAdetails,' __________________________________________________________

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(> ,#ic# $e!son #as #e$ed 5ou t#e "ost to get :#e!e 5ou a!e toda5 and #o: #as #e o! s#e #e$ed5ou@ se e=a"$es to su$$o!t 5ou! !es$onse>

T>6%5 -TT:*:(T' __________________________________________________________

-U66>RT +examples,' __________________________________________________________

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)> I 5ou sudden5 got B1 "iion :#at :oud 5ou s$end it on@ se detais to su$$o!t 5ou! !es$onse

T>6%5 -TT:*:(T' __________________________________________________________

-U66>RT +details,' ____________________________________________________________________________________________________________________

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6> ,#at does 5ou! d!ea" #ouse oo' i'e@ se detais to su$$o!t 5ou! !es$onse

T>6%5 -TT:*:(T' __________________________________________________________

-U66>RT +details,' __________________________________________________________

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> ,#at is 5ou! a6%5 -TT:*:(T' __________________________________________________________



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7> ,#at a!e t#e c#a!acte!istics o a good $a!ent@ se !easons and detais to su$$o!t 5ou! !es$onse

T>6%5 -TT:*:(T' __________________________________________________________


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8> I 5ou coud i ,#at $e!son :#o is ai6%5 -TT:*:(T' __________________________________________________________


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11> ,#5 a!e 5ou $!e$a!ing to ta'e t#e TOE%& test@ se !easons to su$$o!t 5ou! !es$onse

T>6%5 -TT:*:(T' __________________________________________________________

-U66>RT +reasons,' __________________________________________________________

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S$ea'ing S'i 2 4a'e t#e !ee-c#oice !es$onse

To$ic To$ic state"ent

Su$$o!t Su$$o!tyour topic statement

T!ansitions Use t!ansitions

1> ,#e!e :oud 5ou i'e to ?e $!oessiona5 in ten 5ea!s@ se detais to su$$o!t 5ou! !es$onse>

T>6%5 -TT:*:(T' *y o"n business

-U66>RT +details,' o"'

o :ducation

o Will get master0s in business

o Will "ork in company "hile planning my o"n business

o Will start my o"n business "hen % am ready

In ten 5ea!s % "ould like to o"n an import business of my o"n. Ne=t 5ea!$ % "ill be starting a master0s

program in business "ith a speciali&ation in entrepreneurship. % "ill be getting this degree because % hope to

start my o"n business and make it successful some day. fter % finish my master0s degree t#!ee 5ea!s !o"

no:$ % "ill most likely take a position in another company for a fe" years to make some money and to spendsome time planning my o"n business. ,it#in ten 5ears$ % hope to o"n my o"n company and be on the "ay to

making it success.

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S$ea'ing E=e!cise 2

5reate responses for :xercise 1.

S$ea'ing !e ,#at is 5ou! a ,#at c#ange :oud 5ou i'e 5ou! go Do 5ou i'e to t!5 ne: 'inds o ood o! eat t#e sa"e 'ind o ood a t#e ti"e@ se detais and

e=a"$es to su$$o!t 5ou! !es$onse>

T>6%5 -TT:*:(T' Try ne" food$ but not al"ays

-U66>RT % am adventurous$ but not in food

+details,' 4 meet ne" people$ go to ne" places$ try ne" things

4 don0t like to try ne" food

+example,' 4 last "eek$ a ne" restaurant$ didn0t try ne" food

2> Do 5ou $!ee! to ?e in a a!ge o! a s"a cass@ se !easons to su$$o!t 5ou! !es$onse>

T>6%5 -TT:*:(T' large class

-U66>RT %t0s better

+reasons,' 4 many ideas$ many people

4 no dominant students

3> ,oud 5ou $!ee! to go out to dinne! o! sta5 #o"e and coo' a "ea@ se !easons to su$$o!t 5ou!

!es$onse

T>6%5 -TT:*:(T' __________________________________________________________-U66>RT +reasons,' __________________________________________________________

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(> Do 5ou t#in' it is ?ette! to "a!!5 ?eo!e o! ate! t#e age o 3@ se !easons to su$$o!t 5ou!

!es$onse

T>6%5 -TT:*:(T' __________________________________________________________

-U66>RT +reasons,' __________________________________________________________

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)> Do 5ou $!ee! to ta'e essa5 e=a"s o! "uti$e c#oice e=a"s@ se !easons to su$$o!t 5ou! !es$onse

T>6%5 -TT:*:(T' __________________________________________________________

-U66>RT +reasons,' __________________________________________________________

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6> ,oud 5ou $!ee! to ta'e a t!i$ ?5 $ane o! ?5 t!ain@ se !easons to su$$o!t 5ou! !es$onse

T>6%5 -TT:*:(T' __________________________________________________________

-U66>RT +reasons,' __________________________________________________________

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> ,oud 5ou i'e to i6%5 -TT:*:(T' __________________________________________________________-U66>RT +reasonsAdetails,' __________________________________________________________

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11> ,oud 5ou $!ee! to ta'e t#e TOE%& test o! a "at# test@ se !easons and detais to su$$o!t 5ou!

!es$onse>

T>6%5 -TT:*:(T' __________________________________________________________


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S$ea'ing S'i ( 4a'e t#e $ai!ed-c#oice !es$onse

To$ic To$ic state"ent

Su$$o!t Su$$o!tyour topic statement

T!ansitions Use t!ansitions

Do 5ou i'e to t!5 ne: 'inds o ood o! eat t#e sa"e 'ind o ood a t#e ti"e@ se detais and e=a"$es to

su$$o!t 5ou! !es$onse>

T>6%5 -TT:*:(T' Try ne" food$ but not al"ays-U66>RT % am adventurous$ but not in food

+details,' 4 meet ne" people$ go to ne" places$ try ne" things

4 don0t like to try ne" food

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+example,' 4 last "eek$ a ne" restaurant$ didn0t try ne" food

% like to think that %0m the kind of person "ho is "illing to try ne" kinds of food$ but "hen % get right

do"n to it$ it seems that %0m not that adventurous "hen it comes to trying ne" kinds of food. % think of myself

as an adventurous2 % like to meet ne" people$ go to ne" places$ and try ne" things. o"ever$ "henever %0m

given the choice of trying ne" food or sticking "ith the regular food %0m familiar "ith$ % seem to avoid ne"

kinds of food. Fast "eek$ for instance$ my friends "anted to try a ne" restaurant$ and they ordered ne" things

"hile % ordered the same old hamburger and fries.

S$ea'ing E=e!cise ( 5reate responses for :xercise 9.

S$ea'ing Re Read the passage. Take notes )n the main points of the reading passage.

A notice !o" ca"$us ad"inist!ation

This campus has serious problem "ith bicycles' too many students are parking their bicycles in

unauthori&ed places. Beginning )n *onday$ (ovember 1$ any bicycles left in unauthori&ed places "ill be

ticketed. 6lease note that there is authori&ed parking for bicycles along the east and "est sides of campus.

6arking of bicycles is allo"ed only in places "here signs are posted indicating that bicycle parking is allo"ed.

%n places "here n) signs are posted$ bicycle parking is not allo"ed.

TOPIC O% READING PASSAGE*(otice )G problem "ith bicycle parking )G campus

*ain points about problem'

too manystudentsparking bicycles in unauthori&ed places

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ne" policy ticketing bicycles parked in unauthori&ed places

authori&ed parking for bicycles along east and "est sides of campus

2> Read the passage. Take notes )n the main points of the reading passage.

"essage !o" t#e uni Read the passage. Take notes )G the main points of the reading passage.

$a!t o cass s5a?us

Just "ord of "arning to all of you. % have listed the assignments and the dates they are due here for you$ so

please pay attention to them. % do not accept late assignments$ ever. >n the date that an assignment is due$ it is

your responsibility to get it in on time. (o excuses "ill be accepted$ not even serious illness or in


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+man, Keah$ really big one. ny"ay$ the snake got out someho"2 it escaped$ and got into the

president/s office someho".

+"oman, >h$ noN

+man, Keah$ the president got #uite surprise "hen he sat do"n at his desk and felt this snake under his

desk.

+"oman, >kay. (o" % see "hy the president issued the notice.

TOPIC O% &ISTENING PASSAGE' Why the president issued the notice

Reasons for issuing the notice' 6olicy against pets on campus already existed

6rofessor in Biology !epartment had pet snake any"ay

-nake escaped and got into president0s office

6resident "anted to remind campus of existing policy

S$ea'ing E=e!cise 6

1> A notice !o" ca"$us ad"inist!ation

TOPIC O% &ISTENING PASSAGE*

-tudentconversation )n unhappiness "ith notice )n bicycle parking*ain points about conversation'

man has seen notice but "oman hasn/t

neither one is happy about notice

it seems unfair to both that they cannot park bicycles near classrooms

2> "essage !o" t#e uni

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Question* o" does the information in the students0 conversation +see page1I, add to the information in the

notice on the university0s policy on pets?.see $age 8/

Reading Passage*

To$ic (otice from university president on policy against pets on campus

4ain Points 4 Reminds university community about the policy against pets on campus +except animals

for persons "ith disabilities,

4 Tells campus community that action "ill be taken against anyone "ith pets on campus

&istening Passage*

To$ic Why the president issued the notice

Reasons

6olicy against pets on campus already existed

6rofessor in Biology !epartment had pet snake any"ay


6resident "anted to remind campus of existing policy

The ideas in the reading passage and the listening passage are related. The reading passage describes a notice

from the university presidentand the listening passage provides the reasons for the notice.

SPEAKING EHERCISE

1. o" do the students seem to feel about the notice on bicycles from campus administration? +page M,

Reading passage describes notice; listening passage sho"s students unhappinessabout the notice

=. o" does the information in the students0 conversation add to the information in the message about a

certain university professor? +page 1I,

Reading passage describes message about professor; listening passage sho"s students reaction to the

message

9. What is the students0 reaction to the information in the syllabus that is presented in the reading passage?

+page 1I,

Reading passage describes part of syllabus; listening passage sho"s students reaction to the part of the

syllabus


To$ic Sta!t 5ou! !es$onse :it# a to$ic state"ent that sho"s ho" the ideas in

the reading passage and the ideas in the listening passage are relatedSu$$o!t %nclude the key points of the reading and listening passages

T!ansitions Use transitions to sho" ho" the ideas are related

See Reading Passage notice from the office of the university president on $age 8>

Reading Passage* &istening Passage*

To$ic (otice from university president on

policy against pets on campus

Why the president issued the notice

4ain Points 4 Reminds university community about

the policy against pets on campus +except

animals for persons "ith disabilities,4 Tells campus community that action

"ill be taken against anyone "ith pets on

6olicy against pets on campus already existed

6rofessor in Biology !epartment had pet snake

any"ay


6resident "anted to remind campus of existing

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campus policy

Res$onse*

%n this set of materials$ the reading passage describes a notice from the university president$ and the

listening passage provides a student discussion of the reasons for the notice.

The notice that is described in the reading passage reminds the university community about a policy

against pets on campus$ except for animals for persons "ith disabilities. The notice aso tells the university

community that action "ill be taken against anyone "ith pets on campus.%n the listening passage$ the students discuss the reasons "hy this notice "as issued. The students say

that a policy against pets already existed on campus. 9o:e


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be described in t"o very different "ays. Thus$ for your assignment$ % "ant you to research particular person or

event from t"o perspectives$ one positive and one negative.

TOPIC O% READING PASSAGE*

6art of history syllabus )n research assignment

*ain points about research assignment'

students must choose event )r person from history

students must research the event or person

students must "rite about the event or person from positive and negative perspectives

&isten to t#e $assage> Ta'e notes>

TOPIC O% &ISTENING PASSAGE*

-tudent conversation about research assignment

*ain points about conversation'

*an has better understanding of assignment than a "oman

*an gives reasons "hy he thinks the professor gave this assignment +students should look at various

sources$ students should understand that person or event can be vie"ed in different "ays,

Question*

9o: does t#e ino!"ation in t#e istening $assage add to t#e ino!"ation in t#e !eading $assage@

%n this set of materials$ the reading passage is part of syllabus$ and the listening passage is student

conversation about this part of the syllabus.

The reading passage is about research assignment or part of the history syllabus. The main points about

the syllabus O7 that students must choose an event or person from history$ they must research the event or

person$ and they must "rite about the event or person from positive and negative perspectives.

The listening passage is student conversation about the research assignment. %n the conversation$ the

man has better understanding of the assignment than the "oman. The man gives reasons "hy he thinks the

professor gave this assignment2 the reasons O7 that the students should look at various sources and that thestudents should understand that person or event QG be vie"ed in different "ays.

S$ea'ing S'i 8 Note t#e "ain $oints as 5ou !ead

To$ic *ake sure that you unde!stand t#e to$icof the reading passage

4ain $oints 8ocus on t#e "ain $ointsthat are used to support the topic of the reading

passage.

Isaac Asi"on7 special aspect of 6olynesian migration

6olynesians may have made it to -outh merica'

surprising because they "ere traveling on outrigger canoes

-outh merican plants in a"aii may be indication this happened


Question Stud5t#euestionto determine "hat is being asked. :xpect that the

#uestion is asking #o: t#e ideasin the reading passage and the listening

passage a!e!eated

Reations#i$s 8ocus on t#e "ain $oints o! to$ics>Desc!i?eho" the ideas in each ofthe t"o passages are related

SPEAKING EHERCISE 11 .See e=> 8 and e=> 1/

1. o" does the information in the listening passage supplement the information in the reading passage?

Reading passage describes body of water; listening passage provides additional information about the

body of "ater

=. o" is the information in the listening passage related to the information in the reading passage?

Reading passage describespolling in general; listening passage describes one specific ind of polling

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9. What interesting point is provided in the listening passage to add to the information in the reading

passage?

Reading passage describes migration by one culture; listening passage describes one special aspect of that

migration


To$ic Sta!t 5ou! !es$onse "ith a to$ic state"entthat sho"s ho" the ideas in

the reading passage and the ideas in the listening passage a!e!eated

Su$$o!t Incude t#e 'e5 $ointsT!ansition se t!ansitionto sho" ho" t#eideas a!e !eated

Isaac Asi"o8 F%-T:(%( 6--:'

Woman/s #uestion about an independent study proDesc!i?ethe main points of the listening passage

-ee Fistening passage on page 1E. Question' o" does the "oman react to the man0s problem?

TOPIC O% &ISTENING PASSAGE' 6roblem man is having "ith economics class

*ain points'

*an is missing economics class on 8ridays because he is on baseball team

Woman suggests changing to a different section of economics class that does not meet on 8ridays

ns"er' a "oman0s reaction to a man0s problem "ith economics and her suggestions

SPEAKING EHERCISE 1( .see e=> 13/

1. o" does the "oman seem to feel about the information she gets from the man?

Woman learns about t"o professors and states "hat she thinks about them

=. o" does the "oman suggest that the man change his study habits?

Woman offers suggestion to help man solve problem$ and he reacts to this

9. o" does the man respond to "oman0s #uestion about an independent study pro


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1. %n this listening passage$ the "oman learns about t"o professors and states "hat she thinks about them.

The "oman "ants to kno" about t"o different professors "ho teach the same course. -he learns that !r.

bbott has lot of interesting discussions and gives essay exams and that !r. Becker concentrates )n details

and gives multiple4choice exams.

fter the "oman learns about the t"o professors$ she comes to the conclusion that interesting

discussions sound good but essay exams do not and that concentration )G details doesn/t sound good but

multiple4choice exams do.

=. %n this listening passage$ the "oman offers suggestion to the man to help him solve problem he ishaving$ and the man reacts to her suggestion.

The situation is that the man is unable to go to big game because he needs to revie" his notes before an

exam. The "oman suggests that the man revie" and reorgani&e his notes soon after taking them and that he not

"ait until


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Today$ %0m going to talk about certain types of political characters. >ne of these types of political

characters is called amlet$ you kno"$ after the character in the -hakespeare pl;.

%n -hakespeare/s play$ amlet "as tragic figure$ one "ho spent lot of time anguishing over "hat to

do in particularly terrible situation2 amlet learned that his uncle had murdered amlet/s father. amlet

considered "hat to do in this situation and then he considered still more. \7 anguished over the decision$ he

vacillated back and forth$ and he anguished some more over the decision.

%n political terms$ amlet is someone "ho goes through this sort of decision4making process. L

amlet is someone "ho$ "hen faced "ith decision$ tends to overthink problems$ to vacillate$ to find it

difficult to come to decision.

TOPIC J% &ISTENING PASSAGE' type of political character kno"n as a amlet

!etails about a amlet'

amlet in -hakespeare0s play faced a difficult decision and had a hard time coming to a decision

political amlet is someone "ho has a hard time coming to a difficult decision

SPEAKING EHERCISE 16

Fisten to the passage. Take notes )n the main points of the listening passage.

1> TOPIC O% &ISTENING PASSAGE* Bank holiday of 1M99*ain points about Bank oliday of 1M99'

"as not holiday +"as closing of unstable banks,

banks "ere closed "hile federal government reorgani&ed the banking system

one part of reorgani&ation "as federal deposit insurance

since then bank failures have decreased considerably

2> TOPIC O% &ISTENING PASSAGE* !efinition of creativity

*ain points in definition of creativity'

originality +idea must not be normal$ everyday idea,

appropriateness +idea must fit the situation,

3> TOPIC O% &ISTENING PASSAGE* o" the ma&on River got its name

T"o sources contributed to its name'

native inhabitants gave river the name manu&u +Vbig "ave,

chronicle by :uropean explorers describes female "arriors "ho resembled ma&ons in reek literature


Question Stud5t#euestionto determine "hat is being asked. :xpect that the #uestion is asking

a?out t#e "ain ideasin the listening passage

%ocus 8ocus on t#e "ain $oints>Desc!i?ethe main points of the listening passage

-ee Fistening passage on page ==





]uestion' o" is a certain type of political character described in the lecture?

ns"er' !escription of a political character.

SPEAKING EHERCISE 1 .see e=> 16/

1. What can one learn from the listening passage about the Bank oliday of 1M99?

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6rofessor describes Bank oliday of 1M99

=. What can be learned from the listening passage about a definition of creativity?

6rofessor discusses definition of creativity

9. ccording to the listening passage$ ho" did the ma&on get its name?

6rofessor discusses ho" the ma&on river got its name

S$ea'ing S'i 17 4a'ing t#e !es$onse

To$ic Sta!t 5ou! !es$onse "ith a to$ic state"entthat states the main point of

the responseSu$$o!t Incude detais

T!ansition se t!ansitionto sho" ho" t#eideas a!e !eated





RESPONSE'

%n this listening passage$ the professor discusses a certain type of political character that is kno"n as aamlet. amlet "as a character in a play by -hakespeare$ and in the play amlet faced a difficult decision and

had a hard time coming to a decision. political person "ho has a hard time coming to a difficult decision can

therefore be called a amlet.

SPEAKING EHERCISE 17 .see e=> 16 and e=> 1/

1. %n this listening passage$ professor describes the Bank oliday of 1M99. The main point the professor

makes about the Bank oliday of 1M99 is that it "as not holiday but "as instead closing of unstable banks.

Banks "ere closed "hile the federal government reorgani&ed the banking system. >ne part of the reorgani&ation

"as federal deposit insurance$ and since then$ bank failures have decreased considerably.

=. %n this listening passage$ professor discusses definition of creativity. The point the professor makes

about this definition is that it must include the ideas of originality and appropriateness. >riginality means that

creative idea must not be normal$ everyday idea$ and appropriateness means that creative idea must fit the

situation.

9. %n this listening passage$ professor discusses ho" the ma&on River got its name. T"o sources

contributed to its name. The first source is the name given to the river by native inhabitants2 this name "as

manu&u$ "hich meant //big "ave.S The second source "as chronicle by :uropean explorers. This chronicle

described female "arriors "ho resembled ma&ons in reek literature.

SPEAKING RE+IE, EHERCISE


TOPIC J &ISTENING PASSAGE* -easonal affective disorder +-!,

*ain points about -!'

affects people living in areas "here sunlight is lo" in "inter +such as laska,

reduced sunlight causes reduced serotonin +hormone that causes cheerfulness, and increased melatonin

+hormone that causes sleepiness,

Question*What points does the professor make about -!?

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RESPONSE*

%n this listening passage$ the professor discusses seasonal affective disorder$ or -!. The professor

makes the point that -! affects people living in areas "here sunlight is lo" in "inter$ such as laska. The

reduced sunlight causes reduced serotonin$ /"hich is hormone that causes cheerfulness$ and increased

melatonin$ "hich is hormone that causes sleepiness.

SPEAKING POST-TEST

Questions 1-6

Question 1

Which person "ho is living today do you admire most? Use reasons to support your response.

__________________________________________________________________________________________

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Question 2

%s it better to learn about the ne"s from ne"spapers or from television?

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Question 3

Reading Passage


Notice !o" unictober = to

(ovember 1 in order to make much4needed repairs. !uring the period that the main cafeteria is closed$ any

students "ho have meal cards may use their meal cards at the three snack bars )n campus. We recogni&e thatthis arrangement "ill be inconvenient both for students holding meal cards and for students "ho regularly

purchase meals at the three snack bars. 6lease accept our sincere apologies for this inconvenience.

TOPIC O% READING PASSAGE* 6roblem at the university/s main cafeteria

!etails about problem'

main cafeteria closed from >ctober = to (ovember 1

students "ith meal cards can use them at 9 snack bars on campus


TOPIC O% &ISTENING PASSAGE* -tudent discussion of the problem at the cafeteria

!etails of discussion'

both man and "oman O7 going to snack bar for lunch

man sa" the notice and "oman heard about it

man can0t believe cafeteria is closed during the semester

"oman heard cafeteria is closed because of fire

(o" ans"er the follo"ing #uestion'

o" does the information in the listening passage add to the information included in the reading passage?

. %n this set of materials$ the reading passage describes _______________________________________$

and the listening passage ________________________________________________________________.

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The reading passage ___________________________________________________________________

__________________________________________________________________________________________

The listening passage ________________________________________________________________

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Question (

Reading Passage Read the passage. Take notes.

Social Environments%t is important for an effective teacher to recogni&e that various types of social environments can be

established in the classroom based upon the goals that are to be met. Three of the ma


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"oman scheduled four classes in ro" in different corners of university and cannot get to her classes on

time

man suggests thinking about "here classes meet$ not

02 Speaking Section Teacher

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Transcript of 02 Speaking Section Teacher