ETS Official Guide to iBT— Speaking&CD下载

IbeatT

刚刚拿到ETS的《Official Guide to new TOEFL iBT》，准备把第四章: Speaking 扫描传上来和大家分享，包括一些ETS给的例题和参考答案。

目录：

Introduction to the Speaking Section...........................................................................2 楼

Speaking Question Types
        INDEPENDENT: QUESTIONS 1 AND 2.............................................................8, 9 楼
        INTEGRATED LISTENING/READING/SPEAKING: QUESTIONS 3 AND 4........12,14,15楼
        INTEGRATED LISTENING/SPEAKING: QUESTIONS 5 AND 6.........................18,19,20楼

Strategies for Raising Your TOEFL Speaking Score....................................................25楼

Practice TOEFL iBT Speaking Section.........................................................................27,28楼
   LISTENGING SCRIPTS AND SAMPLE
   RESPONSES WITH REATER'S COMMENTS........................................................38,39,40楼

TOEFL iBT Speaking Score Rubric: （2006fighting已经贴出来了，在这里引用一下：）
        ..........................http://forum.chasedream.com/UploadFile/2006-5/2006518619248976.pdf

Frequently Asked Questions about TOEFL Speaking..................................................26楼

8/6/2006：做成word文件，传上来了

[此贴子已经被作者于2006-8-6 15:31:56编辑过]

IbeatT

TOEFL iBT Speaking

 

 READ THIS CHAPTER TO FIND OUT

> the format of the six TOEFL iBT Speaking questions

> how your spoken responses are evaluated

> tips for answering each Speaking question type

> strategies for raising your TOEFL Speaking score

Introduction to the Speaking Section

The TOEFL iBT Speaking section is designed to evaluate the English speaking proficiency of students like you whose native language is not English but who want to pursue undergraduate or graduate study in an English-speaking context. Like all the other sections of the TOEFL iBT, the Speaking section is delivered via computer.

In the Speaking section you will be asked to speak on a variety of topics that draw on personal experience, campus-based situations, and academic-type content mate­rial. There are six questions. The first two questions are called Independent Speaking Tasks because they require you to draw entirely on your own ideas, opinions, and experiences when responding. The other four questions are Integrated Speaking Tasks. In these tasks you will listen to a conversation or to an excerpt from a lecture, or read a passage and then listen to a brief discussion or lecture excerpt, before you are asked the question. These questions are called Integrated Tasks because they require that you integrate your English-language skills—listening and speaking, or listening, reading, and speaking. In responding to these questions, you will be asked to base your spoken response on the listening passage or on both the listening passage and the reading passage together.

The Speaking section takes approximately 20 minutes. Response time allowed for each question ranges from 45 to 60 seconds. For Speaking questions that involve listening, you will hear short spoken passages or conversations on head­phones. For Speaking questions that involve reading, you will read short written pas­sages on your computer screen. You can take notes throughout the Speaking section and use your notes when responding to the Speaking questions. For each of the six questions, you will be given a short time to prepare a response. You will answer each of the ques­tions by speaking into a microphone. Your spoken responses will be recorded and sent to a scoring cen­ter, and they will be scored by experienced raters. Your responses will be scored holistically. This means that the rater will listen for various features in your response and assign a single score based on the overall skill you display in your answer. Although the scoring criteria vary somewhat depending on the question, the raters will generally be listening for the following features in your answer:

•  Delivery: How clear your speech is. Good responses are those in which the speech is fluid and clear, with good pronunciation, natural pacing, and natural-sounding intonation patterns.

•  Language Use: How effectively you use grammar and vocabulary to convey your ideas. Raters will be looking to see how well you can control both basic and more complex language structures and use appropriate vocabulary.

•  Topic Development: How fully you answer the question and how coherently you present your ideas. Good responses generally use all or most of the time allotted, and the relationship between ideas and the progression from one idea to the next is clear and easy to follow.

It is important to note that raters do not expect your response to be perfect, and high scoring responses may contain occasional errors and minor lapses in any of the three areas described above.

Use the sample Independent and Integrated Speaking rubrics on pages 242 to 248 to see how responses are scored.

TIP:

For all the questions in the test you are given between 45 to 60 seconds to respond. So, when practicing, time your speech accordingly.

 

TIP:

Familiarize yourself with the scoring rubric; it will help you understand how responses are evaluated.

[此贴子已经被作者于2006-5-19 7:41:53编辑过]

chouki

多谢楼主。刚才我还在网上到处寻找这个official guide，孰知那书却在灯火阑珊处。

tzavb521

楼主可以把整个完整的官方指南发上来吗

那样的话实在太感谢了

IbeatT

以下是引用tzavb521在2006-5-18 17:16:00的发言：

楼主可以把整个完整的官方指南发上来吗

那样的话实在太感谢了

我只有书，没有电子版本。只能一页一页扫描，每天扫描一些。时间、精力有限，先从最新最难的口语开始吧。稍后会把随书带的cd里的例题转成mp3，传上来。

enjoylife517

感谢IbeatT分享！！

祝好运！

annw

谢谢分享！

IbeatT

Speaking Question Types

INDEPENDENT: QUESTIONS 1 AND 2                                                                       

Question 1

For this task, you will be asked to speak about a person, place, object, or event that is familiar to you. You will be given 45 seconds for your response. The topics for this question will vary, but you will always be asked to base your response on personal experience or a familiar topic. You might, for example, be asked about a place you like to visit, an important event in your life, a person who influenced you, or an activity that you enjoy.

    This question will always ask you both to describe something (for example, an important event, a favorite activity, an influential person) and to give reasons—to explain why the event was important, why the activity is one of your favorites, how the person influenced you, etc. Be sure to respond to all parts of the ques­tion. Your response should include specific details and/or examples because they will make your descrip­tion informative and your reasons comprehensible.

    After you are presented with the question, you will have 15 seconds to prepare an answer. You may want to jot down a few brief notes about what you will want to say, but you should not try to write out a full and complete answer. There will not be enough time for you to do that, and raters want to know how well you can speak in response to a question, not how well you can read aloud from something you have written. If you do jot down notes during the preparation time, you should not rely on them too much in giving your answer.

    The question will be read aloud by a narrator and will remain on the screen throughout the time you are giving your response.

TIP:
Make a list of familiar topics, and practice speaking about them. You may want to begin by describing a familiar place or recounting a personal experience.

TIP:
When giving descriptions, try to avoid presenting long lists since this will reduce the time you have available to elaborate on the rest of your response.

 

Example

The following example shows how a question of this type will appear on your computer screen.

 1. Choose a teacher you admire and explain why you admire him or her. Please include
specific examples and details in your explanation.

Preparation Time: 15 Seconds
Response Time:    45 Seconds

    You will be told when to begin to prepare your response and when to begin speaking. After the question is read, a "Preparation Time" clock will appear below the question and begin to count down from 15 seconds (00:00:15). At the end of 15 seconds you will hear a short beep. After the beep, the clock will change to read "Response Time" and will begin to count down from 45 seconds (00:00:45). When the response time has ended, recording will stop and a new screen will appear alerting you that the response time has ended.

    To answer a question like the one above, you would probably begin by briefly identifying the teacher you are going to speak about—not necessarily by name, of course, but by giving just enough relevant information so that someone listening to your response can make sense of your explanation. For example, what subject did the teacher teach? How old were you when you had him or her as a teacher? After briefly describing the teacher in whatever way is useful, you could then pro­ceed to explain what it was about the teacher that made you admire him or her. Perhaps it was something specific that he or she did. If so, you should describe what the teacher did and provide details that illustrate why the action was admirable. Maybe the teacher displayed a special personal quality or had a special character trait. If so, you would want to describe it and give details that provide evidence of it—occasions when you noticed it, the effect it had on you, and so forth. There are many, many ways to answer this question, and of course there is no "right" or "wrong" answer. The important thing, if you were to receive this particular question, is that you communicate enough information about the person to help the rater understand why you find that person admirable.

TIP:
Record your own voice and listen to make sure that your pronunciation and fluency of speech are clear. Then take the recording to an English teacher or tutor who can evalu­ate your response using the TOEFL iBT Speaking rubric.

[此贴子已经被作者于2006-5-19 7:40:44编辑过]

IbeatT

Question 2

    In this second Independent Speaking Task, you will be presented with two possible actions, situations, or opinions. Then you will be asked to say which of the actions or situations you think is preferable or which opinion you think is more justified and then explain your choice by providing reasons and details. As with question 1, you will have 45 seconds to give your response.

    Topics for this question include everyday issues of general interest to a student. You may be asked, for example, whether you think it is better to study at home or at the library, or whether you think students should take courses from a wide variety of fields or else focus on a single subject area, or whether first-year college students should be required to live in the dormitory or be allowed to live off campus in apart­ments of their own. You could also be presented with two opposing opinions about a familiar topic—for example, about whether or not television has been a benefit for humanity—and you would then be asked which of the two opinions you agree with.

    This question will always ask you to state what your choice or preference or opinion is and to explain why—in other words, to support your answer with reasons, explanations, details, and/or examples. It is important that you respond to all parts of the ques­tion, and that you are clear about what your opinion is and give reasons that will communicate why you have made the choice you did. It does not matter which of the two actions, situations, or opinions you choose, and, as with Question 1, there is no "right" or "wrong" answer. Your response will be rated not on which of the alternatives you choose but rather on how well you explain your choice by supporting it with reasons and details.

    Like Question 1, this question will appear on your computer screen and be read aloud at the same time by the narrator, and you will be given 15 seconds to prepare an answer. You should use this time to think about what you want to say, organize your thoughts, and jot down some notes if you feel this will be help­ful. But remember, you should not try to write out a full answer—just a few words or phrases that may help remind you of the direction you want to take in giving your response.

TIP:
One good exercise would be to state an opinion or a preference and then present supporting reasons clearly and with detail.

TIP:
Study and practice words and expressions commonly used to express opinions, such as:
In my opinion ...
I believe ...

Example

The following example shows how a question of this type will appear on your com­puter screen.

2. Some students study for classes individually. Others study in groups. Which method of studying do you think is better for students and why.

Preparation Time: 15 Seconds
Response Time     45 Seconds

    After you hear the question, you will be told when to begin to prepare your response and when to begin speaking. As with question 1, a "Preparation Time" clock will appear below the question and begin to count down from 15 seconds (00:00:15). At the end of 15 seconds you will hear a short beep. After the beep, the clock will change to read "Response Time" and will begin to count down from 45 seconds (00:00:45). When the response time has ended, recording will stop and a new screen will appear alerting you that the response time has ended.

    In answering a question like this one, it is important that you begin by clearly stat­ing what your opinion is: do you think it is better for students to study for classes individually or do you think it is better for them to study in groups? If you do not begin by stating your opinion, it may be difficult for someone listening to your response to understand your reasons for holding that opinion. As for the reasons you give in support of your opinion, they can vary widely and may be based on your own experience and observations. For example, if the position you take is that it is better for students to study alone, you might say that when students meet to study in groups, they often waste time discussing matters that have nothing to do with their class work. You might continue this explanation by contrasting the inefficiency of studying in a group with the kind of productivity a student can achieve when studying alone. If you have personal experi­ences that help illustrate your point, you might want to include them in your expla­nation. If so, you should be clear about how they illustrate your point. Or perhaps you want to take the opposite position, that it is better for students to study in groups. In that case, you would explain the advantages of group study and the disadvantages of studying alone. Perhaps you think that the more capable students can help the less capable students when students study together. Or perhaps you have found that stu­dents who study in groups often share each other's lecture notes and this way they can make sure everyone understands all the material that has been covered in a course. There are any number of good reasons for either choice. In fact, it may be your opinion that in some cases it is better to study in groups and in other cases it is better to study alone. If that is the opinion you would like to express, you should explain—with reasons, examples, and/or specific details—why group study is better in some cases and individual study is better in others. Here again, there is no "right" or "wrong" answer to a question like this. The important thing is to clearly commu­nicate to the person who will be listening to your response what your opinion is and explain the reasons you have for holding it.

TIP:
Practice making a recommen­dation and explaining why it is your preferred course of action.

lightleo

Thanks. It's very useful.