TOEFL Speaking

TPO practice

TOEFL
Test of English as a Foreign Language
SPEAKING
TPO Practice
Lesson 7

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TOEFL SPEAKING

In this section of the test, you will be able to demonstrate your ability to speak about a variety of topics. You will answer four questions by speaking
into the microphone. Answer each of the questions as completely as possible.

In question 1, you will speak about familiar topics. Your response will be scored on your ability to speak clearly and coherently about the topics.

In questions 2 and 3, you will first read a short text. The text will go away and you will then listen to a talk on the same topic. You will then be asked
a question about what you have read and heard. You will need to combine appropriate information from the text and the talk to provide a
complete answer to the question. Your response will be scored on your ability to speak clearly and coherently and on your ability to accurately
convey information about what you have read and heard.

In question 4, you will listen to part of a conversation or a lecture. You will then be asked a question about what you have heard. Your response will
be scored on your ability to speak clearly and coherently and on your ability to accurately convey information about what you heard.

You may take notes while you read and while you listen to the conversations and lectures. You may use your notes to help prepare your response.

Listen carefully to the directions for each question. The directions will not be written on the screen.

For each question, you will be given a short time to prepare your response. A clock will show how much preparation time is remaining. When the
preparation time is up, you will be told to begin your response. A clock will show how much response time is remaining. A message will appear on
the screen when the response time has ended.

Click on Continue to go on.

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TOEFL SPEAKING Question 1 of 4

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State whether you agree or disagree with the following statement. Then explain your reasons, using specific
details in your explanation. Learning through online courses is more effective than learning in the traditional
classroom setting.

_________________________________________________________________________________

Preparation time: 15 seconds

Response time: 45 seconds

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TOEFL SPEAKING Question 2 of 4

Reading time: 45 seconds

Sculpture Courses to Be Discontinued

University administrators announce yesterday that the sculpture program, a division of the art department, will be
eliminated. “The main reason is a lack of student interest,” reported one administrator. “Although the number of art
students has increased, fewer and fewer art majors are taking sculpture classes.” Furthermore, the department’s only
sculpture professor is retiring this year. “Given the art department’s limited budget,” the administrator explained, “it
just doesn’t make sense to hire a new full-time professor to teach sculpture for only a handful of students.”

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TOEFL SPEAKING Question 2 of 4

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TOEFL SPEAKING Question 2 of 4

The woman expresses her opinion about the university’s plan. State her opinion about and explain the reasons
she gives for holding that opinion.

Preparation time: 30 seconds

Response time: 60 seconds

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TOEFL SPEAKING Question 3 of 4

Reading Time: 45 seconds

Behavior Modification

Individuals often modify their behaviors based on what they have learned about the possible
consequences of their actions. When an individual learns through experience that a certain
behavior results in pleasant consequences, that behavior is likely to be repeated. An unpleasant
consequence, on the other hand, discourages further of the behavior. While behavior modification
can be observed in experiments, it also occurs frequently in everyday settings, when individuals
change their behavior based on what they have learned about the consequences of that behavior.

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TOEFL SPEAKING Question 3 of 4

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TOEFL SPEAKING Question 3 of 4

Using the example from the lecture, explain what behavior modification is and how it works.

Preparation time: 30 seconds

Response time: 60 seconds

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TOEFL SPEAKING Question 4 of 4

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TOEFL SPEAKING Question 4 of 4

Using points and examples from the lecture, explain the two major factors of product quality and
how their role in consumer decision making has changed.

Preparation time: 20 seconds

Response time: 60 seconds

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This is the end of the test.

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Criteria
TOEFL® iBT Independent Speaking Task Scoring Rubric （For Question 1-2）
Score General Description
The response fulfills the demands
4
of the task, with at most minor
lapses in completeness. It is
highly intelligible and exhibits
sustained, coherent discourse. A
response at this level is
characterized by all of the
following:
The response addresses the task
3
appropriately, but may fall short of
being fully developed. It is
generally intelligible and coherent,
with some fluidity of expression
though it exhibits some noticeable
lapses in the expression of ideas.
A response at this level is
characterized by at least two of the
following:
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Delivery
Generally well-paced flow (fluid
expression). Speech is clear. It
may include minor lapses, or minor
difficulties with pronunciation or
intonation patterns, which do not
affect overall intelligibility.
Speech is generally clear, with
some fluidity of expression,
though minor difficulties with
pronunciation, intonation, or
pacing are noticeable and may
require listener effort at times
(though overall intelligibility is not
significantly affected).
Language Use
The response demonstrates
effective use of grammar and
vocabulary. It exhibits a fairly high
degree of automatically with good
control of basic and complex
structures (as appropriate). Some
minor (or systematic) errors are
noticeable but do not obscure
meaning.
The response demonstrates fairly
automatic and effective use of
grammar and vocabulary, and
fairly coherent expression of
relevant ideas. Response may
exhibit some imprecise or
inaccurate use of vocabulary or
grammatical structures or be
somewhat limited in the range of
structures used. This may affect
overall fluency, but it does not
seriously interfere with the
communication of the message.
Topic Development
Response is sustained and
sufficient to the task. It is
generally well developed and
coherent; relationships between
ideas are clear (or clear
progression of ideas).
Response is mostly coherent
and sustained and conveys
relevant ideas/information.
Overall development is
somewhat limited, usually lacks
elaboration or specificity.
Relationships between ideas
may at times not be immediately
clear.
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The response addresses the task,
2
but development of the topic is
limited. It contains intelligible
speech, although problems with
delivery and/or overall coherence
occur; meaning may be obscured
in places. A response at this level
is characterized by at least two of
the following:
The response is very limited in
1
content and/or coherence or is
only minimally connected to the
task, or speech is largely
unintelligible. A response at this
level is characterized by at least
two of the following:
0 Speaker makes no attempt to respond OR response is unrelated to the topic.
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Speech is basically intelligible,
though listener effort is needed
because of unclear articulation,
awkward intonation, or choppy
rhythm/pace; meaning may be
obscured in places.
Consistent pronunciation, stress,
and intonation difficulties cause
considerable listener
effort-delivery is choppy,
fragmented, or telegraphic;
frequent pauses and hesitations.
The response demonstrates
limited range and control of
grammar and vocabulary. These
limitations often prevent full
expression of ideas. For the most
part, only basic sentence
structures are used successfully
and spoken with fluidity. Structures
and vocabulary may express
mainly simple (short) and/or
general propositions, with simple
or unclear connections made
among them (serial listing,
conjunction, juxtaposition).
Range and control of grammar and
vocabulary severely limits (or
prevents) expression of ideas and
connections among ideas. Some
low level responses may rely
heavily on practiced or formulaic
expressions.
The response is connected to the
task, though the number of ideas
presented or the development of
ideas is limited. Mostly basic
ideas are expressed with limited
elaboration (details and support).
At times relevant substance may
be vaguely expressed or
repetitious. Connections of ideas
may be unclear.
Limited relevant content is
expressed. The response
generally lacks substance
beyond expression of very basic
ideas. Speaker may be unable to
sustain speech to complete task
and may rely heavily on
repetition of the prompt.
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TOEFL® iBT Integrated Speaking Task Scoring Rubric （For Question 3-6）

Score General Description Delivery Language Use Topic Development

4 The response fulfills the Speech is generally clear, fluid The response demonstrates good control The response presents a clear
demands of the task, with at and sustained. It may include of basic and complex grammatical progression of ideas and conveys
most minor lapses in minor lapses or minor difficulties structures that allow for coherent, efficient the relevant information required
completeness. It is highly with pronunciation or intonation. (automatic) expression of relevant ideas. by the task. It includes appropriate
intelligible and exhibits Pace may vary at times as Contains generally effective word choice. detail, though it may have minor
sustained, coherent discourse. A speaker attempts to recall Though some minor (or systematic) errors or minor omissions.
response at this level is information. Overall intelligibility errors or imprecise use may be
characterized by all of the remains high. noticeable, they do not require listener
following: effort (or obscure meaning),

3 The response addresses the Speech is generally clear, with The response demonstrates fairly The response is sustained and
task appropriately, but may fall some fluidity of expression, but it automatic and effective use of grammar conveys relevant information
short of being fully developed. It exhibits minor difficulties with and vocabulary, and fairly coherent required by the task. However, it
is generally intelligible and pronunciation, intonation or expression of relevant ideas. Response exhibits some incompleteness,
coherent, with some fluidity of pacing and may require some may exhibit some imprecise or inaccurate inaccuracy, lack of specificity with
expression, though it exhibits listener effort at times. Overall use of vocabulary or grammatical respect to content, or choppiness
some noticeable lapses in the intelligibility remains good, structures or be somewhat limited in the in the progression of ideas.
expression of ideas. A response however. range of structures used. Such limitations
at this level is characterized by do not seriously interfere with the
at least two of the following: communication of the message.

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2 The response is connected to Speech is clear at times, though The response is limited in the range and The response conveys some
the task, though it may be it exhibits problems with control of vocabulary and grammar relevant information but is clearly
missing some relevant pronunciation, intonation or demonstrated (some complex structures incomplete or inaccurate.lt is
information or contain pacing and so may require may be used, but typically contain errors). incomplete if it omits key ideas,
inaccuracies. It contains some significant listener effort. Speech This results in limited or vague expression makes vague reference to key
intelligible speech, but at times may not be sustained at a of relevant ideas and imprecise or ideas, or demonstrates limited
problems with intelligibility and/or consistent level throughout. inaccurate connections. Automatically of development of important
overall coherence may obscure Problems with intelligibility may expression may only be evident at the information. An inaccurate
meaning. A response at this obscure meaning in places (but phrasal level. response demonstrates
level is characterized by at least not throughout). misunderstanding of key ideas
two of the following: from the stimulus. Typically, ideas
expressed may not be well
connected or cohesive so that
familiarity with the stimulus is
necessary in order to follow what
is being discussed.

1 The response is very limited in Consistent pronunciation and Range and control of grammar and The response fails to provide
content or coherence or is only intonation problems cause vocabulary severely limits (or prevents) much relevant content. Ideas that
minimally connected to the task. considerable listener effort and expression of ideas and connections are expressed are often
Speech may be largely frequently obscure meaning. among ideas. Some very low-level inaccurate, limited to vague
unintelligible. A response at this Delivery is choppy, fragmented, responses may rely on isolated words or utterances, or repetitions
level is characterized by at least or telegraphic. Speech contains short utterances to communicate ideas. (including repetition of prompt).
two of the following: frequent pauses and hesitations.

0 Speaker makes no attempt to respond OR response is unrelated to the topic.

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