Ministry of Education Mubarak Al Kabeer Educational Area
Ministry of Education ﺍﻟﺘﺮﺑﻴﺔ ﻭﺯﺍﺭﺓ Mubarak Al Kabeer Educational Area ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻟﻜﺒﻴﺮ ﻣﺒﺎﺭﻙ ﻟﻤﻨﻄﻘﺔ ﺍﻟﻌﺎﻣﺔ ﺍﻹﺩﺍﺭﺓ ELT Supervision ﺍﻹﻧﺠﻠﻴﺰﻳﺔ ﻟﻠﻐﺔ ﺍﻟﻔﻨﻲ ﺍﻟﺘﻮﺟﻴﻪ TOEFL i. BT Speaking Prepared and presented by: ELT Supervisor: Mrs. Hanan Burezq
• The speaking section is included only in the i. BT. It’s approximately 20 minutes long. • For all speaking tasks, you’ll use a headset with a microphone. • It tests the student’s ability to speak in English in an academic setting. The student’s speaking will be evaluated on both the fluency of the language and the accuracy of the content.
• There are usually six speaking questions. The questions ask for a response to a single question, a conversation, a talk or a lecture. 6 tasks 2 Independent speaking tasks 4 integrated speaking tasks (2 Reading , listening & speaking + 2 Listening & speaking)
"Independent Speaking" Questions • Generally, the first question will ask the student to give his opinion of some topic while the second question will ask him to state a preference. • The student will be given 15 seconds to prepare and will speak for roughly 45 seconds.
1. Planning the answer (15 seconds) (Teach students outlining and organizational strategies. ) • They should start by writing a “main point” at the top of the chart. This is their main “answer” to the question they are asked. • Below the main point the student writes one/two “reasons” that support the main point. (broad and not too specific. ) 1. Next, the student writes two “details“ below each reason. (more specific) • They might also include examples from the student’s life that support The reasons.
Example: “What is the best gift to give to a child? ” • These are only (Notes) Best Gift= A pet It is educational Learn responsibiltity Learn stages of life It is a good friend Never judgemental Children often alone these days
2. Delivering the answer (45 seconds) • Sentence one: A “hook. ” This is an interesting sentence that comes before the main point. • Sentence two: The main point. In one good clear sentence state the main point. Don’t be too long. • Sentence three: A transitional sentence, something like “I feel this way for two reasons. ” • Sentence four: The first reason. Begin this sentence with “First. ” • Sentences five and six: State the details that match the first reason. • Sentence seven: The second reason. Begin this sentence with “Second" • Sentences eight/nine: State the details that match the second reason. • Sentence ten: A conclusion. Finish by saying something like "To sum it up. . . " and then repeating the main point. It is suggested that students use transitional phrases where possible. Students can try using something like "moreover" between details. Or a phrase like "what I mean is" before mentioning the details.
Example: “What is the best gift to give to a child? ” Hook "There are many great gifts that can be given to a child. I believe that the best gift to give a child is a pet. I feel this Main point Best Gift= A pet way for two main reasons. First, a pet can be very First educational. Pets teach children about responsibility reason because they have to be serious about taking care of them, Details or they will die. Furthermore, watching a pet grow from an It is a good infant to an adult is a wonderful way for children to learn educational friend about the stages of life. Second, a pet can be a good friend Details to a young child. What I mean is that children sometimes Second reason fight with their friends and family members but pets are Children often Never Learn never judgmental. Moreover, children are often left alone Learn stages alone these days judgemental responsibiltity of life by busy parents. Having a pet in the house will ensure that Conclusion children never feel lonely. For these reasons, I feel that there is no better gift for a child than a pet. "
“Useful phrases” to be used with the independent speaking questions: 1. Opinion: • • • I feel that. . . // I believe that. . // In my opinion. . . I feel this way for two reasons. . . First of all. . . // First. . . Secondly. . . // Moreover. . . To sum it up. . . // And that's why I feel that. . // And that's why I believe that. . . 2. Preference: • • • I prefer to. . . // I prefer that. . . // I prefer X over Y I feel this way for two reasons. . . First of all. . . // First Secondly. . . // Moreover. . . To sum it up. . . // And that's why I prefer X over Y
Samples of ‘Independent Speaking’ questions: Independent Speaking Question 1 “A Best Friend” “What are the qualities that you look for in a best friend? Best friend (neighbour) Describe a friend, and explain what influences you to choose this person as a best friend. Be sure to include specific details and examples in you answer. Qualities Reasons Independent Speaking Question 2 “News” Some people like to watch the news on television. Other people prefer to read the news in a newspaper. Still others High moral Same use their computers to get the news. How do you prefer to values interests Help each Spend time be informed bout the news and why? Use specific reasons (Honest+ (reading+ other together reliable) drawing) and examples to support your choice.
Types: 1. Integrated Reading/ Listening/ Speaking: (Tasks 3 & 4) • The student will read a passage on a campus situation or an academic content, and then listen to a (talk/ conversation/ lecture) before he is asked a question. 2. Integrated Listening/ Speaking: (Tasks 5 & 6) • The student will listen to a conversation or to an excerpt from a lecture before he is asked a question. Tips: • Taking notes on the reading and listening material is allowed. • Questions 3 & 4 : 30 seconds to prepare & 60 seconds to speak. • Questions 5 & 6: 20 seconds to prepare & 60 seconds to speak.
ü The student will read a campus related article, bulletin or letter which presents two reasons for or against a proposal. ü Next he will listen to one or two speakers discussing the proposal with strong opinions for or against the proposal. ü Finally, he will be asked a question about what he has read and heard. He must explain the situation and make a connection between the reading and the listening sections. • • Taking notes: Identify exactly what the proposal is. Identify if the reading contains the reasons for or the reasons against the proposal. State the opinion of the speaker in the listening section and summarize the speaker’s reasons for having that opinion. You should NOT give your own opinion.
ü The student will read a short passage about an academic subject. ü Then, he will listen to a professor giving a brief excerpt from a lecture on that subject. ü Finally, he will be asked a question. ü The answer to this question should be based on what he has read and heard. ü The topics for this question are drawn from a variety of fields: life science, social science, physical science, and the humanities. To answer, the student will need to draw on the reading as well as the lecture, and integrate and convey key information from both sources. (The student will be provided with all the facts necessary to give his response, and no outside knowledge is required. )
ü The student will listen to a short conversation about a campusrelated situation. ü In the conversation, two people will typically discuss a problem and two possible solutions. ü The problem is one that concerns one of them or both of them directly. ü Then, he will be asked to briefly describe the situation that was discussed in the conversation and give his own opinion about solutions to the problem. q The student has to describe the problem that the speakers are discussing, then to state which of the two solutions he prefers and finally to explain why he prefers that solution. q The reasons he gives for his preference can include information provided by the speakers in their discussion as well as his own experiences. q It does not matter which of the two proposed solutions the student chooses, and there is no “right” solution or “wrong” solution. q His response will be rated not on which solution he chooses but rather on how well he describes the problem, states the solution he prefers, and explains the reasons for his preference.
• The student will first listen to a professor presenting a brief excerpt from a lecture on an academic subject. • Then he will be asked a question about what he has heard. The student has to explain the main concept or issue of the lecture using points and examples that were given in the lecture.
TOEFL i. BT Speaking Scoring Rubric: • General Description (4) • Delivery(4): How clear and fluid your speech is, including good pronunciation, natural pacing and natural-sounding intonation patterns. • Language Use(4): How effectively you use grammar and vocabulary to convey your ideas. • Topic Development(4): How fully you answer the question and how coherently you present your ideas. (The average score of the speaking tasks will be converted to a scaled score of 0 -30. )
- Slides: 16