Structures

Question 1

Reading

Answer 1

3 or 4 readings, 14 questions/20 min each.

→ 19 read, → 12:40 Q1-5, → 6:20 Q6-10, → 0 Q11-14

Question 2

Listening

Answer 2

2 or 3 sets (3 listening/10 min to answer).

→ 7 conversation 5Q, → 3:30 lecture 6Q, → 0 discussion lecture 6Q

Question 3

Speaking Q1/Q2

Answer 3

Prep 15s, speech 45s.
In my view [] for two reasons, → 37, First []. For example, [] → 20, Second, []. For instance, [] → 3, That’s why [] → 0.

Question 4

Speaking Q3

Answer 4

Read 45s (change & 2 reasons), conversation (≠ 2 reasons), prep 30s, speech 60s.
The reading states that [] and provides two reasons for it. → 51s - The man/woman's opinion is that [o] and supports/opposes each reason. → 43s - First, he/she explains that [new change is reason 1] → 23s - Second, he/she states that [new change is reason 2] → 3s - That's why the man/woman feels that [opinion] → 0s

Question 5

Speaking Q4

Answer 5

Read 45s (title & def), lecture 1:30, prep 30s, speech 60s.
The article discusses [topic] which the passage defines as [definition]. The professor provides an example of [kind example] to illustrate this. → 40s - He/She explains that… (if possible repeat parts of the definition and connect it with the example - for example, most [...] in contrast, finally) → 3s - And so, this [kind example] clearly illustrates [topic]. → 0s

Question 6

Speaking Q5

Answer 6

Conversation 1-2 min (problem, 2 solutions & responses +/-), prep 20s, speech 60s.
The woman/man’s problem is that [problem]. The students discuss two solutions. First, [solution1]. Second, [solution2]. → 30s - If I were the (wo)man, I would choose the second solution. The first solution isn’t very good because even though [res1+] as the student said [res1-]. The second solution is better because even though [res2 -] as the student said [res2 +] → 3s - That’s why I would choose the second solution. → 0s

Question 7

Speaking Q6

Answer 7

Lecture 1-2 min (topic & 2 subtopics/examples), prep 20s, speech 60s.
The professor discusses [topic], which he/she defines as [def]. He/she describes two kinds. → 44s - First, [sub1]. The professor provides an example of [ex1] to illustrate this. → 22s - Second, [sub2]. The professor provides an ex of [ex2] to illustrate this. → 3s - And that’s how the professor describes [topic]. → 0s

Question 8

Writing 1

Answer 8

Article 3 min (title, opinion, 3 reasons), lecture (≠ opinion & 3 reasons), essay 20 min (250w).
The article states that [rO] and provides 3 reasons of support. However, the professor explains that [pO] and refutes each of the author’s reasons. → 17 m - First, the reading claims that [aR1]. The professor refutes this point by saying that [pR1]. He states that [details]. → 11:30 min - Second, the article posits that [aR2]. However, he professor contends that [pR2]. According to the professor [details]. → 6 min - Third, the reading avers that [aR3]. The professor opposes this point by explaining that [pR3]. We also learn that [details]. → 0 min

Question 9

Writing 2

Answer 9

Question (opinion topic), essay 30 min (450w).
Outline → 27 min, Introduction (State that the topic is important, explain why, restate question, state your opinion) → 23 min, Body 1 (state the reason, explain connection with answer, give example WH, short concluding sentence restating answer) → 14 min, Body 2 → 5 min, Conclusion (restate answer, restate reasons, provide a final suggestion - what reader should do) → 2 min, Fix it → 0 min