1: Expemences In Question 1, you will be asked to speak about a personal experience. This may be a place, a person, a possession, a situation, or an occasion. After you hear the question, you will make a choice from your experience and then explain why you made that choice. You will have 15 seconds to prepare and 45 seconds to speak. Task + Describe your experience «Explain the reasons or give examples e) Example Question, CD 1, Track § Where would you tke to study in the United States? Example Notes —Answer and Reasons Washington, D.C. + Family in the avea-advice, help + EnteVaational city-Fo0d, stores + Towrs-sites, trains to other cities + Unverstiesexcellent, accepted at | Cl ceeds ionertiaisbd ihecd 'd tke to study at a university in Washington, D.C., because | have family in the area, and... and it would be nice ta have them close by s0 | could visit them on holidays and in case | need advice or help. I've been to Washington several times, and | lke it there. It's an. international city with restaurants and stores where | can buy food and other things from my ‘country while, uh, while I'm living abroad. And Washing‘on is an exciting place. I've gone on several tours, but | stil have many places on my list of sites to see. Also, um, there are trains to New York and Flonda so| could take acvantage of my free time to see other cittes. Um, as for the universities, there are several, uh, several excellent schoolsin Washington and . . . and ''d probably be accepted at one of them.2: Prerenences In Question 2, you will be asked to speak about a personal preference. This maybe a situa- tion, an activity, or an event. You may be asked to agree or disagree with a statement. After you hear the question, you will make a choice between two options presented and then ‘explain why you made that choice. You wil have 15 seconds to prepare ard 45 seconds to speak. Task '» Choose between two options ‘= Explain the reasons for your preference Q Example Question, CD 1, Track 6 ‘Some students live in dormitories on campus. Other students lve in apartments off campus. Which tiving situation do you thinks better and why? Example Notes— Choice and Reasons Dormitories + More interaction-practice English, study «+ Less responsibifity-meals, laundry, clean: + fetter lezation-trary, recreation, classroom buildings ee Alot of my friends live off campus, but | think that ling in a dormitory is a better situation, Uh, especially for the first year at a new college. Dormitories ae structured to provide ‘opportunities for interaction and for making friends. As a foreign student, it would be an advantage to be in a dormitory to practice English with other residerts and to find study SPEAKING 63 groups in the dormitory. And dorm students have, un, less responsibilty for meals, Jaundry, and... and, uh, clearing because there are meal plans and servicesavailable, uh, as part of the fees. Besides, there’s only one check to write so the bookkeeping . .. it's minimal. And the dormitory offers an ideal location near the library and, um, all the recreational facilties, and. . .and the classroom buildings.3: Reports In Question 3, you will be asked to read & shor passage and listen to @ speaker on the same topic. The toric usually involves a campus situation and the speaker's opinion about it. After you hear the question, you will be asked to report the speaker's opnion and relate it fo the reading passage. ‘You will have 45 seconds to read the passage. After you have listened to the talk, you will ave 30 seconds 10 prepare anc 60 seconds to speak, + Summarize a situation and an opinion about it + Explain the objections or support + Connec! stoning and reading passages Reading 35 seconds side of the city where tha 1-19 expressway crosses the 201 loop. This location should pro- Vide convenient educational opportunities fer students who live closer fo the new campus 83s well as for those stucients who may choose to live on the west side once the campus is established. The city plan for the next tan years indicates that there will be major growth hear the proposed site, including housing anda shopping area. By Suilcing a branch cam. us, some of the crowding on the main campus may be resolved OP am c0s, 9007 ‘Now listen 10 a stucient wno is expressing an opinion about the proposal. | understand that a branch campus on the city’s west sicle would be convenient for students who live near the proposed site, and Ht might attract more local student, buit | oppose the plan because it wil direct funds trom the main campus where several classroom buildings eed repair Hanover Hall for one. And, uh, alot of the equipment in the Chemistry and phys ics labs should be replaced. In my lab classes, we don't do some of the experiments because ‘we don’t have enough equipment. And we naed more teachers on the main campus. Td like to see the branch campus funding allocated for teachers’ salaries in order te decrease the student-teacher ratios. Most of the freshman classes are huge, and there's very litte interac: tion with professors. A branch campus would be a good addition, tut nat Until some of the problens cn the main campus have been taken care of Example Notes— Situation and Opinion Plans +0 open « branch campus + convenient for students near Taight attract mom students pillanpaitiy eaicntn seep ak tact daca i es ce w haltons asad ect pheblene set tn acsa Spr eret ies QO? Example Question, CD 1, Track 7 continued The man expresses his opinion of the proposal in the announcement. Report his opinion and ‘explain the reasons he gives for having that opinion. OF ecmmmerconmmemnan to the new location, but he's concerned that the funding for a branch campus will affect funding on main campus for. for important capital improverients such as classroom build ings that are, uh, in need of repair. Um, and equpment in the science labs is getting OW, 50 Itneeds to be replaced. And he also points out ‘hat more teachers are neaded for the main ‘campus In order fo reduce student-teacher ratios, when. which vould improve the quality {of the teaching and the emount of interaction in classes. So the man fesls that rore atten. ‘ton should be given ta the man campus and funding should be ciracte to improve the main ‘campus before a branch campus is considered,4: Exawptes In Question 4, you will be asked to listen to a speaker and read a short passage on the same topic. The topic usually involves a general concept and a specific example of it. After youhear the question, you will be asked to explain the example and relate it to the concept. You will have 45 seconds to read the passage. After you have listened to the talk, you will have 30 seconds to prepare and 60 seconds to speak Task = Summarize the concept in the reading = Explain how the example in the listening supports the concept Reading 45 seconds The telegraphic nature of early sentences in child language is @ result of the omission of grammatical words such as the article the and auxiliary verbs /s and are as well as word ‘endings such as -ing, -ed, or -s. By the end of the third year, these grammatical forms begin to appear in the speech of most children. It is evident that a great ceal of grammati- cal knowledge is required before these structures can be used correctly, and errors are commonly observed. The correction of grammatical errors is a feature of the speoch of preschoolers four and five years old, The study of the errors in child language ss interesting because it demonstrates when and how grammar is acquired.66 REVIEW OF TOEFL*IBT SECTIONS. Cacia Now listen to a lecture on the same topic. English uses a system of about a dozen word endings to express grammatical meaning—the -ing for present time, s for possession and plurality, and, uh, the -ed for the past, to mention only a few. But .. . how and when do children learn ther? Welln a classic study by Berko in the 1950s, investigators . .. they elicited series of forms that required the target endings. For example, a picture was shown of a bird, and . .. and the investigator identified it by say- ing, “This is a Wug." Then the children were shown two similar birds, to, uh, .. . to elicit the sentence, “There are two__..” And ifthe children completed the sentence by saying "Wugs,” well, then it was inferred that they had leamed the -s ending, Okay. Essential to that study was the use of nonsense words like "Wug,” since the manipulation of the endings could have been supported by words that the children had . . . had already heard. In any case, charts were developed to demonstrate the gradual nature of grammatical acqussition. And the performance by children trom eighteen months to four years confirmed the basic theory of child language that the gradual reduction of grammatical errors ... that these are evidence of language acquisition. Example Notes—Concept and Example Word e-ndinys-prammatical relationships + -ed past + “Splat Wuly experinent—Berko + Nonsense nords—not influenced by familiar + Mocipulated endings e + Data about development " > Example Quostion, CD 1, Track 8 continued Describe the Wug experiment and explain why the results supported the basic theory of child language acquisition 0 saneaincescreccivennin In English, there are several important word endings that express grammatical relationships, for example, the -ed ending signals that the speaker's talking about the past and the -s end- ing means “more than one,” uh, when it's used at the end of a noun, So, when children learn English, they, um, they make errors in these endings, but they gradually refine their use until they master them. In the Wug experiment, Berko created nonsense words to get children to use endings . .. $0... . so the researchers could, uh, follow their development. It was important not to use real words because the children might have been influenced by a word they'd heard. before. So this experiment provided data about the time it takes and the age when en are learned. It supported the basic theory of child language that, um, sorting out grammatical errors is a feature of the speech of four-year-olds and a stage in language acquisition.