TOEFL Ibt Speaking 2013

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    2013ELL SUMMERINSTITUTESECTION

    TOEFL iBT Speaking

    REQUIREMENTSFORSAVINGANDSUBMITTINGDOCUMENTS

    1. Filenae! Save your document with your first and last name plus the ELL Summer Institute

    section and the year 2013.

    Eample! "ane #oe $%E&L i'$ Spea(in).doc

    2. I"en#i$%ing In$&!*our name should not appear anywhere inside the document. It should

    only appear in the filename.

    3. S'(i))i&n F&*a#!+reate a separate ,ord document for your wor( sample. #o not

    include the instructional material or the accompanyin) sociali-ation source material in yoursumission. Include oth your Listenin)/Spea(in) item and your

    eadin)/Listenin)/Spea(in) item in your document. Insert a pa)e rea( etween the twoassi)nments.

    OVERVIE+

    $he TOEFLiBTSpea(in) test is desi)ned to evaluate the En)lish spea(in) proficiency of

    students whose native lan)ua)e is not En)lish ut who want to pursue under)raduate or )raduate

    study in an En)lishspea(in) contet. $he Spea(in) test is one of four sections of the $%E&L

    i'$ test. In the $%E&L Spea(in) section eaminees are as(ed to spea( in response to materialthat they read and/or hear.

    #urin) the ELL Summer Institute Spea(in) interns will write spea(in) prompts on topics that

    are familiar to students. Interns will also research academic or campusased topics and write

    various (inds of scripts used in the Spea(in) test. $he Spea(in) interns mi)ht also continue afterthe Summer Institute in a freelance capacity as offsite writers of Spea(in) items.

    &or this wor( sample you will write two samples of Spea(in) items that are li(e those that

    appear in the Spea(in) section of the $%E&L test. 4 complete item consists of a stimulus whichis the material the eaminee hears or reads5 a prompt which is the instruction that indicates the

    (ind of spo(en response the eaminee is to ma(e to the stimulus5 and the (ey points which areused y scorers as )uides to the (inds of responses a hi)haility eaminee should ma(e. $hewor( samples are descried as follows.

    +OR,SAM-LETAS,S

    -a*# I! A Li)#ening.Speaking I#e

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    $he listenin)/spea(in) stimulus you are as(ed to write consists of a selfcontained ecerpt from

    an academic lecture similar to a lecture a student would hear at a university. $he stimulus isrou)hly 230 to 260 words in len)th. Eaminees listen to the lecture stimulus and are then

    directed to )ive a spo(en summary of the main points of the lecture. $he listenin)/spea(in) item

    evaluates an eaminee7s aility to spea( aout the content of an academic lecture.

    *ou will find source material at the end of this pac(et to use in developin) this item.

    I#e Spe/i$i/a#i&n)

    In a lecture the professor does the followin).

    Introduces a concept or claim

    Elaorates the concept or claim y presentin) two aspects perspectives parts or sta)es

    that help further characteri-e or eplain the concept or claim

    Illustrates each of the two differentiatin) aspects perspectives parts or sta)es with a

    concrete vivid eample

    Eaple &$ a Li)#ening.Speaking I#e

    $he followin) lecture script is an eample of an academic listenin)/spea(in) item. $he lectureta(es place in a iolo)y class. In the script underlinin) indicates spo(en emphasis. $he scripts

    are recorded y professional readers.

    Lecture/stimulus8script9

    :uman ein)s aren7t the only animals that use tools. It7s )enerally reco)ni-edthat other animals use tools as well . . . use them naturally in the wild withoutany human instruction. 'ut when can we say that an o;ect is a tool< ,ell it

    depends on your definition of a tool. 4nd in fact there are two competin)

    definitions=a narrow definition and a road one.

    $he narrow definition says that a tool is an o;ect that7s used to perform a

    specific tas( . . . ut not ;ust any o;ect. $o e a tool accordin) to the narrowdefinition the o;ect7s )otta e purposefully chan)ed or shaped y the animal

    or human so that it can e used that way. It7s an o;ect that7s made. ,ild

    chimpan-ees use stic(s to di) insects out of their nests . . . ut most stic(s lyin)

    around won7t do the ;o . . . they mi)ht e too thic( for eample. So the stic(shave to e sharpened so they7ll fit into the hole in an ant hill or the insect nest.

    $he chimp pulls off the leaves and chews the stic( and trims it down that way

    until it7s the ri)ht si-e. $he chimp doesn7t ;ust find the stic( . . . it . . . youcould say it ma(es it in a way.

    'ut the road definition says an o;ect doesn7t have to e modified to econsidered a tool. $he road definition says a tool is any o;ect that7s used to

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    perform a specific tas(. &or eample an elephant will sometimes use a stic( to

    scratch its ac( . . . it ;ust pic(s up a stic( from the )round and scratches itsac( with it . . . . It doesn7t modify the stic( it uses it ;ust as it7s found. 4nd it7s

    a tool under the road definition5 ut under the narrow definition it7s not

    ecause well the elephant doesn7t chan)e it in any way.

    >rompt ?sin) points and eamples from the tal( descrie the two different definitions

    of tools )iven y the professor.

    @ey

    points

    Aarrow definition of tool! an o;ect that has een purposefully chan)ed or

    shaped or somehow made y an animal or human in order to perform a specifictas(. &or eample when chimps use stic(s to find insects they first modify the

    stic(s y pullin) off leaves and sharpenin) them. $hey cannot use ;ust any

    stic(.

    'road definition of tool! any o;ect that is used to perform a specific tas(. It

    does not have to e modified 8it can e used as found9. &or eample elephantsuse stic(s to scratch their ac(s ut they use those o;ects ;ust as they find

    them and do not modify them. Such stic(s are not tools under the narrow

    definition.

    A""i#i&nal Eaple &$ a A/a"ei/ Li)#ening.Speaking I#e

    $he followin) lecture is another eample of a listenin)/spea(in) item. $he lecture ta(es place in

    an education class. In a script italici-ed words in rac(ets indicate recordin) directions for theprofessional reader.

    Lecture/

    stimulus

    8script9

    %ne of the hardest parts of teachin) is (eepin) your students7 attention.

    Aow the (ey to doin) this is understandin) the concept of attention.

    'asically there are two types of attention.

    $he first type is active. 4ctive attention is voluntary=it7s when you

    intentionally ma(e yourself focus on somethin). 4nd since it reBuireseffort it7s hard to (eep up for a lon) time. %@ so um let7s say you7re

    teachin) a=a iolo)y class. 4nd today7s topic is fro)s. 4lri)ht you7restandin) at the front of the room and lecturin)! Cin a boring, robotic voicea is pronounced ayD 4 fro) is a type of animal (nown as an

    amphiian . . . . ,ell this isn7t necessarily )oin) to (eep the students7

    interest. 'ut most of them will force themselves to pay active attention to

    your lecture . . . ut it7s only a matter of time efore they )et distracted.

    Aow the other type of attention is passive attention=when it7s involuntary.

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    >assive attention reBuires no effort ecause it happens naturally. If

    somethin)7s really interestin) students don7t have to force themselves topay attention to it=they do it without even thin(in) aout it. So ac( to

    our iolo)y lecture. *ou start tal(in) aout fro)s and then you pull a live

    fro) out of your riefcase. *ou7re descriin) it while you hold it up . . .

    show the students how lon) its le)s are and how they7re used for ;umpin)for eample. $hen maye you even let the fro) ;ump around a it on the

    des( or the floor. In this case y doin) somethin) unepected . . .somethin) more en)a)in) you can tap into their passive attention. 4nd it

    can last much lon)er than active attention5 as lon) as the fro)7s still there

    your students will e interested.

    >rompt ?sin) points and eamples from the tal( eplain the difference etweenactive and passive attention.

    @ey points 4ctive attention is voluntary5 it occurs when people force themselves to

    pay attention to somethin). 4 dry orin) lecture aout fro)s will reBuirestudents to pay active attention ut they will not e ale to maintain their

    attention for lon).

    >assive attention is involuntary5 it occurs when people are naturallyinterested in the material at hand and it reBuires no effort. If a teacher pulls

    out a live fro) the students7 passive attention can e maintained.

    +&*k Saple A))ignen# $&* #e Li)#ening.Speaking I#e

    ?se the accompanyin) source material on sociali-ation to construct an academic

    listenin)/spea(in) item of your own. $he item should include a stimulus a prompt and a sampleresponse. #o not attempt an ehaustive synthesis of the sources. ather the tas( is to find

    material within the source that meets the reBuirements of the item. $he two eamples in your

    items should e ased on the source material as well as your own ac()round (nowled)e.

    In writin) your lecture (eep the followin) in mind.

    $he eaminee will hear the lecture only once and will not see the script. ?nnecessary

    details should therefore e (ept to a minimum so as not to ta a test ta(er7s memory.

    $he purpose of the item is to determine how well test ta(ers can spea( not to test their

    listenin) proficiency 8a separate section of the $%E&L test9. +onseBuently the structureand eposition of the lecture need to e very clear. $he main idea or topic the two

    elaorated aspects and their respective eemplifications need to e transparent on a

    sin)le hearin). $he lecture should e (ept simple should stay focused and should e

    memorale.

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    $he lecture7s style and synta should reflect spo(en academic lan)ua)e. &or eample

    there can e hesitations or filler words 8um uh etc.9 contractions and even falsestarts. :owever e careful that such aspects do not interfere with communicatin) the

    lecture.

    $he central topic should e clearly identified and the relationship etween the main topic

    and its two aspects perspectives parts and sta)es should also e presented clearly.

    $he two eamples should e concrete and vivid.

    'efore sumittin) your writin) sample you mi)ht find it helpful to test your lecture y as(in)

    someone to record a response to it.

    -a*# II! A Rea"ing.Li)#ening.Speaking I#e

    $he readin)/listenin)/spea(in) item you are as(ed to write consists of a readin) passa)e aout acampusrelated issue and a listenin) stimulus in which spea(ers comment on the issue presented

    in the readin). $he eaminee first reads the passa)e then listens to the commentary and finally

    in accordance with the prompt provides a spo(en response.

    *ou will find your own source for this item.

    Spe/i$i/a#i&n)

    Rea"ing pa))age

    $he readin) passa)e is a short passa)e of F to 100 words that can e read and processed withinGF seconds. It can e an announcement a memo the openin) para)raph of an editorial or news

    article from a campus newspaper and the li(e.

    $he readin) passa)e riefly sets forth a campusrelated issue y descriin) a proposed or

    intended plan or course of action alon) with the rationale for it the way the eample elow aouta campus us service does.

    $he readin) passa)e should e focused ma(in) only two points in support of the plan or course

    of action. $he situations and rationales or opinions presented in the readin) should not e sooutlandish or etreme that the ar)uments a)ainst them are ovious efore one has even heard the

    commentary of the listenin) stimulus.

    $he plan or course of action and supportin) rationale should e accessile to an international

    audience and not presume familiarity with Aorth 4merican university parlance or procedures.

    4dditionally plan or the course of action should e sensitive to the customs and eliefs of aninternational audience. &or instance do not include references to romantic relationships the

    consumption of alcohol/dru)s campus parties campus security issues or reli)ious holidays.

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    the article9 for students to live in. It7s ridiculous that they haven7t already chan)ed the

    route=you (now so it )oes where most offcampus students live now. Iet if they did that they7d )et plenty of students ridin) those uses.

    8,oman9 %@ ut at least what they7d do with the money they7d save is a

    )ood thin). Sometimes it7s really tou)h to find a space in the studentlots . . . .

    8Han9 $hat7s the other part I don7t li(e actually ecause it7s ;ust )onna

    encoura)e more students to drive on campus.

    8,oman9 'ecause there7ll e more par(in)rompt $he man epresses his opinion of the university7s plan. 'riefly summari-ethe plan. $hen state his opinion aout the plan and eplain the reasons he

    )ives for holdin) that opinion.

    @ey points $he man disa)rees with the university7s plan to discontinue its free usservice.

    :e thin(s the current route is responsile for there not ein) many riders

    on the us 8a reason the university )ives for discontinuin) the service9 andreroutin) the us throu)h nei)horhoods where students live would li(ely

    increase the numer of riders.

    :e also thin(s that uildin) more par(in) lots will encoura)e more people

    to drive on campus and increase traffic/noise 8and will create the need for

    more par(in) spaces9.

    +&*k Saple A))ignen# $&* #e Rea"ing.Li)#ening.Speaking I#e

    ,rite a readin)/listenin)/spea(in) item of the type descried. Include a readin) passa)e a

    listenin) stimulus 8conversation9 a prompt and a sample response. *ou may find it helpful to

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    read throu)h university campus newspapers or to chec( university ,e pa)es for ideas for a

    campusrelated issue that could e used as a source for your readin) passa)e.

    4s you write (eep in mind the followin) considerations.

    Se##ing5Is the contet clear and plausile< Is the scenario realistic and nontrivial< Is thelan)ua)e in the listenin) passa)e characteristic of spo(en En)lish