IELTS Intensive (Listening)

IELTS CORE TEXT
        ✓        Unit 1 p.9
        ✓        Unit 2 p.12
        ✓        Unit 3 p.15
        ✓        Unit 4 p.19
        ✓        Unit 5
        ✓        Unit 6
        ✓        Unit 7

TIPS
abbreviation:

• P. = Person or Place
• # = number [t# = telephone number]
• A. = Address
• Th. = Thing
• T. = Time
• D. = Date or Day
• E. = event
• V. = verb

VOCABULARY
traffic policeman -
under warranty / guarantee -
7:30
Buffet
farewell
on the Internet // online
four-door car
stitches
canister
smother the fire = to cover
becoming more involved
unstable
paddle = the stick you push a boat with
deliberately = on purpose
junction of A and B (T-)
left-hand corner
Toll
I toyed / played with... = I thought about
miles per gallon
per = /
subsidy = extra money for the purchase of something useful (usually by a government or body)
bamboo
species
staple diet - a regular / basic / main food
thrive = grow or develop well or vigorously
blame - a silly mistake
prod = push / poke
courts martial =
aid = help (first aid)
ATTENDEES
Dimitri -
Raja -

        

TOEFL 30th May (Speaking)

        ❑        Introduction SPK (Independent) p.6
                ✓        http://www.english-itutor.com/TOEFL_Speaking_Tips.html
        ✓        Lesson 15: Personal Preference [task 1] p.16
                ❑        15.1:
                ✓        15.2:
                ✓        15.3:
                ✓        15.4:
                ✓        15.5:
1.intro - directly respond to the prompt and identify the subject

1. description - describe the subject (context)
2. 2 reasons with details/examples

        ✓        Lesson 16: Paired Choice [task 2] p.24
                ❑        16.1:
                ✓        16.2:
                ✓        16.3:
                ✓        16.4:
                ✓        16.5:
1.State your choice

1. Reason 1
   • example/detail
2. Reason 2 (-/+)
   • example/detail
3. ...for these reasons I...

        ❑        Introduction SPK (Integrated) p.36        ❑        Preview Test SPK (integrated) p.46
        ❑        Lesson 17: Announcement [task 3] p.51
        
        ✓        Lesson 18: Passage/Lecture [task 4] p.72

        ✓        Lesson 19: Problem / Solution [task 5] p.90
                ❑        19.1:
                ❑        19.2:
                ✓        19.3:
                        ✓        A:
                        ✓        B:
                        ✓        C:
                        ✓        D:
                ✓        19.4:
                        ✓        A:
                        ✓        B:
                        ✓        C:
                        ✓        D:
                ✓        19.5:
                        ✓        A:
                        ✓        B:
                        ✓        C:
                        ✓        D:

1. Problem
2. Solutions
3. Choice
4. Reason 1
   • detail / example
5. Reason 2
   • detail / example
6. For these reasons I would....

If I were him/her I would...        ✓        Lesson 20: Summary [task 6] p.106
http://www.youtube.com/watch?v=a_v7SIjsvIw

        ❑        Review Test SPK p.121

ATTENDEES
Svetlana, Carla, Cecile

VOCABULARY

Cecile (Reading) 26th May 2009

        ❑        Vocab building p. 189
        Important homework

        ✓        Introduction Reading p.2
        ✓        Lesson 1: Factual & Negative Factual p.27
        Process:

1. Read the question, analyze for where and what markers
2. Scan text for where marker find the key section of the text
3. Analyze the key section for an answer to the what marker
4. Answer the what marker question yourself
5. Compare your answer to the available options

Ex 1.1 - passage 1 only
Ex1.2 - passage 1 only
vocab: crops - a cultivated plant that is grown as food, esp. a grain, fruit, or vegetable : the main crops were oats and barley.
                
                
        ✓        Lesson 2: Vocabulary p.48
        in, un, dis
post, pre
-able = able to be
-tion = noun
-ed = adj.
-ly = adverb.
-ogy = theory / science
-ful = to be full of this sense or subsance = wasteful budget


The sun sets at 6pm
take for granted -fail to appreciate someone or something that is very familiar or obvious : the comforts that people take for granted
She took him for granted.
There’s a lack of good teachers in this school
unsanitary conditions where there was a build up of refuse - trash

Ex 1 up to passage 4




        ❑        
        ❑        Lesson 3: Inference p.65
        ❑        Lesson 4: Purpose / Method / Opinion p.83
        ❑        Lesson 5: Restatement p.104
        ❑        Lesson 6: Reference p.117
        ✓        Lesson 7: Sentence Addition p.133
        Ex1 up to example 4

        ✓        Lesson 8: Summary / Chart p.149
        Process -Summary:

1. Write a list of keywords for each paragraph of the article
2. Compare each summary phrase to the keywords and write the corresponding letter next to that keyword if it describes it adequately
3. Select the three choices with the best spread

Up to passage 2 p.160

Process -Chart

1. Read the text and understand the two categories
2. Write letters A-? on your notepaper in a list. Across the top of the page write a letter for each category and “?”
3. Scan the text for each detail and identify it’s category
4. With the remaining details use the fact that you know how many vacant positions there are for each category to isolate the correct choices

        
we only done passage 2 of excersize 8.2

TOEFL Notes 23/05 (listening

        ✓        Introduction Listening p.9
        ✓        Listening Tutorial p.150
        ✓        Lesson 9: Topic / Purpose p.27
        ✓        Lesson 10: Fact / N-Fact / Infer p.44
        ❑        Lesson 11: Purpose / Attitude p.73
        ✓        Lesson 12: Replay p.87
        ✓        Lesson 13: Ordering / Matching p.108


ATTENDEES

VOCABULARY
it’s for you = it is for you [ abbreviation]
it’s red = it is red [abbreviation]


major = the focus of academic study at university
The teacher’s laptop = [possession]

to put it in a nutshell = to summarize





NOTES
        ❑        Listening Tutorial p.150

// - cause-effect

less rain // deserts

inter(l) - international
dis.(n) -discussion
SP -
partner(p)
corp(n)
LLC
adv.
s.agt.

Mst cmn forms of Biz Orgs
past: 3mst cmn forms
S.P.
Partnp
Corpn
Now: +LLC
LLC//new
mre pop.

SP
mst cmn form
simpt
1 owner = boss
ps. many empe
start?
P. samsuelson - eg. “I think i’ll make toothpaste”
begins with dec.n
adv. no extra tax // pers income rate (lwr than corp tax)
disadv. owner leg. liable for debts
eg. owner’s Pers assts

P
type:
SP=P excp. >1 ers
Adv. -> tax same as SP
Dis.
eg 500 Widgets 2 partners same order
both contrcts leg. binding
partners liable for all
charge? shared
sme silent parnters -investors no decis.

        ❑        Lesson 9: Topic / Purpose p.27

        ❑        Lesson 10: Fact / N-Fact / Infer p.44

        ❑        Lesson 13: Ordering / Matching p.108
HCs
Coal
ind rev. // coal
elec // coal
where?
300 MY - carbonifierous
vege ->swaps -> decomp -> peat bogs ->muck decaded vege -> +sand+water ->thicker ++pressure->coal

dif coal

lignite - lowst - brown -+water+sulfer

bit - +carbo + electr

anthro // coke = pure carbon -> steel

coltar -> plastic , soap

Jet // lignite -

GAAP
?
Generally accepted Accounting Principles=sys for reporting fin.l info.n
GAAP = many types

purpose? same as standards eg: coffee Ib in one store or another

3 concepts
B. E. P.
business accountants sep from owners
pers / business

Cost
assets are recorded at cost price at purchase. eg. PC’s

Matching
record exp. same period when sale made.
June inc. rent, pay and sales for June.

wheat = main crop
corn (2nd)

soya beens now 2nd, replace corn

Southern area: heirloom crops=heritage crops
20/100 yrs ago
6 small farms growing HLC
watermellons - moon and star

seeds selling on internet
veg on farmers market

not yet important but growing

Wheat
7 types tex/col
durham - mst cmn - pasta
soft white - cereals
hard red - bread flour

Urban Studies
commercial section=big shops, mall, fast food, motels, car lots=sprawl
res. =big houses big yards
far apart
==CSD

NU/0/CSD
NU-=looks past
business, dowtown, res.
50’s 60’s flight to suburbs

500 New Urbanist coms

principles
1st: walkability - tree, mod grid, T, diagonals, mix of streets + alleys, no open lotts, fewer cards
2nd: mixed use -shops, offices res. in one block
        -inc. diversity
3rd: Density, closer together
        -walk
        -pocket parks, village green
4th: transportation

inc. walking and cycling

Emph. on comf. parking is hidden
front porch

Whhere?
some in every state
Greenfield - new
Greyfield -run down areas
GF malls - 2000 biult 8% closed 11% in danger -> NUC


Magna Carta
rd crusade, kidnapped,
John after Richard, supp’d to be Arthur

think - Richard good / John evil
but richard good mil. leader
but bank’ruped country 4 foreign wars

John was wicked so no other king named John

John didn’t live England > fought in France
bity controlled by France

1214 Phillip def. John
John raised funds -scutlage ‘bribe’
avoid service
But, Baron’s fed up

civil war
london cap. by rebels
demanded rights written down = magna carta

myths of MC
constitution-Demoracy // wrong king+barons
est. Parliament // yes council 25 barons, but parl not for 100 yrs

important doc
limited Royal power
even king was sub. to law=revolutionary

later articles expanded to inc. other people
eg. tax consent parl.
eg. jail, trial w/o trial by peers (not juries)

TOEFL Notes 16/05 (Reading) Cycle 1 Lessons 1-4

        ✓        Introduction Reading p.2
        ✓        Lesson 1: Factual & Negative Factual p.27
        ✓        Lesson 2: Vocabulary p.48
        ✓        Lesson 3: Inference p.65
        ✓        Lesson 4: Purpose / Method / Opinion p.83
        ❑        Lesson 5: Restatement p.104
        ❑        Lesson 6: Reference p.117
        ❑        Lesson 7: Sentence Addition p.133
        ❑        Lesson 8: Summary / Chart p.149

ATTENDEES
Sebastian, Svetlana

VOCABULARY
explicit - clear
implicit -unclear but there

NOTES
        ✓        Introduction Reading p.2
        
        ✓        Lesson 1: Factual & Negative Factual p.27
        1.read the question

1. find keywords (where/what)
2. scan text for keywords and synonyms
3. answer the question
4. match your answer with the one provided

        -leave NEG factual questions to the end of the text.
        ✓        Lesson 2: Vocabulary p.48
        ✓        Lesson 3: Inference p.65

1. Read the question
2. identify the subject
3. read the text
4. go thru each choice 1 by 1 and approve or disapprove,

        -Go for the short stretch, the rephrase when possible,
        -adverbs of frequency (All, none, some etc.) that must also be reflected.
gv=bbbbb

        ❑        Lesson 4: Purpose / Method / Opinion p.83

IELTS Writing One-to-One (RAJ) 9th May 2009

Resources
        ✓        New Insight into IELTS: Writing p.92
        ❑        New Insight into IELTS: continue p.102
        ✓        sample essay and essay format


Notes

Task 2: Essay Writing
Sample:


Over the last two decades, the evaluation of students has undergone drastic changes. Most colleges use informal ways of assessing student’ ability to pass exams, as they are convinced that formal ways of examining students are no longer useful. I believe that the formal way of assessing student’s knowledge doesn’t really test that knowledge well. The best way of testing student’s understanding is by measuring his performance over all, such as by coursework, his interactions in class, and practical skills.


Conclusion: I think the best means of evaluating students is by informal methods because formal exams don’t assess students knowledge.

Examples
“I’ve read....(a relevant statistic or idea)”

see page 101 for vocab. describing trends
remains steady



Task 1: Introduction

1. Use “how, where, when” adverbs at the end of a simple introductory sentence to be as specific as possible.

1. Vocab. of time:

1. After this, and then, next, following this, before, subsequently,

1. explain what the graph is about using the information given on the x/y axis and index box/title

                -use “(inclusive)” at the end if the period is months or small.
                -use “shows”
2. describe the main trend.
        -likewise, (similar trend)


continue p.104

TOEFL Lesson Notes 9th May 2009 (Cycle 2)

Resources
        ✓        Introduction Writing (Integrated) p.7 1
        ✓        Lesson 21: Notes & Planning p.24
        ✓        Lesson 22: Paraphrasing p.47
        ✓        Barron’s: Write the Integrated response p.79
        ✓        Barron’s: Practice Lecture 3+5. p.51

        ✓        DVD: Outlining
        ❑        Essay Writing
        ✓        Sample Essay
        
        ❑        Planning Practice

Attendees

Svetlana, Badr
Vocabulary

sound= “that’s a sound argument” that’s a good argument, one with a strong logic.
-antonym- unsound
Notes

task 1 - sample
Reading
P1: 2 types of tests: objective/subjective
P2: ST +pop.
                                                -higher understanding [1]         | yes it does, [1]

                                                -OT memorization skills [2]         | yes but...you need to memorise facts [2]
P3: ST teaches writing skills [3]                                                | yes but good writers may not know topic [3]
                                                +easier to make [4]                | yes but grading is longer [4]
                                                                                        | must grade all at the same time [4]
                                                                                        | OT easier to grade [4]
                                                                                        | conclusion: sometimes comb. is better [5]
Listening

structuring a response

1. Cite the reading
2. indicate the relationship
3. cite the listening

eg.
The author says that....
However the lecturer disagrees with this
According to him...

Structure for Task 1 when there only a couple of links

1. Introduction
   • topic x2
   • arguments and relationship
2. Reading: summary
3. Listening: summary
4. Conclusion
   • The link between the two sources is...

Task 1 -2nd example

The topic of the passage and the lecture is the implementation of office technology at work. While the passage focuses on disadvantages of the technology at work, the lecture highlights the advantages of investing into office technology.
According to the passage, office technology doesn’t always increase the productivity. In fact, it can have a lot of drawbacks on employee’s health. One example given is the pains we can have on the neck and back. Furthermore, employees tend to spend their break in front of their desks without having proper rest which affects their productivity. The writer goes on to suggest some solutions to resolve these problems one of them is taking frequent breaks and the other is to lunch away from the desk and to arrange the desk space.
On the other hand, the listening identifies the advantages of investing into office technology. It states that implementing new technology at work will eventually increase productivity despite the cost. One advantage of this is that tasks get done faster, for example by the use of a new photocopy machine. Another one is the cut in human resources which saves the company money. A final example of the benefit of new technology is the use of emails which allows faster communication and better cooperation between colleagues.
As we see the main link between the two sources is that they agree that technology can help with the productivity of staff in the workplace. However, only the reading source recognizes the risk involved with replying to heavily on new technology in the workplace.

TOEFL Lesson Notes 2nd May (Speaking)

Resources
http://www.english-itutor.com/TOEFL_Speaking_Tutorials.html

        ✓        Introduction SPK (Indpendent) p.6
        ✓        Lesson 15: Personal Preference [task 1] p.16
        ✓        Lesson 16: Paired Choice [task 2] p.24
        ❑        Introduction SPK (Integrated) p.36
        ❑        Preview Test SPK (integrated) p.46
        ✓        Lesson 17: Announcement [task 3] p.51
        ✓        Lesson 18: Passage/Lecture [task 4] p.72
        ✓        Lesson 19: Problem / Solution [task 5] p.90
        ✓        Lesson 20: Summary [task 6] p.106
        ❑        Review Test SPK p.121
        
Attendees
Franco, Badr, Swapnil, Sebastien,
Vocabulary
fought against
implications
Taught
staple
The internet
There’s a lot of knowledge / information (uncountable)
credits: points towards her degree


Notes
Task 1
Rephrase and state
(describe)
point 1
        example/detail
-(connective)point 2
        example/detail

Brazil:
Florianopolis
small town
concetrated image of brazil

Task 2
state your preference
point 1:
        -detail/example
point 2 (+/-):
        -detail/example

Task3
Topic of the notice
reaction
details
details

Task 4
topic: camouflage
P1: defined, why color/environment
P2: C. hiding from predators


Answer:
Topic: C.
summarize relationship: the listening gives examples o illustrate the idea
point 1: C. being hiding. Listening: Slouth
point 2: butterfly “blue morfo” -describe.

Task 5
Problem
two solutions
choice
reason 1
reason 2


Task 6
Topic
thesis
main point