Toefl ibt internet based test 2006 - 2007 part 36 pps

."
The talk summarizes the situation and opinion .
."
The point
01
view
Of
position
is
clear .
."
The talk Is direct and welk>rganized .
."
The sentences are logically connected .
."
Details and examples support the opinion .
."
The
speaker expresses complete lhoughts .
."
The
meaning Is easy
10
comprehend .
."
A wide range
of
vocabulary
Is
used .
."

Errors in grammar are minor .
."
The talk Is within a range
01125-150
words.
I'll.'"
28:
flulPlEl
SPEAKING m
In this question, you will
be
asked
10
listen to a speaker and read a short passage
on
the same
topic. The
lopic
usually involves a general concept and a specific example
01
it. Sometimes the
speaker
prOvides a contradictory point
of
view. Alter you hear the question, you will be aSked
10 explain tha example
and
relate il to
the
concept

Of
contrasl tha opposing views.
You
will
have 45 seconds to read
the
passage. Aft
er
you have listened to the talk, you will have
30
sec:oncIs
to prepare
and
60 seconds
10
speak.
Task
• Explain
how
an
eKamp4e
supports a concept OR
Contrast one view with another
view
• Connect listening and reading
passages
Reading
45 seconds
The
telegraphic nature

of
early sentences in child language
Is
a result ol tha omission
of
grammalical
wortIs
such as the article
tfHJ
and
auKi
llary verbs
Is
and
are
as well as word
endings
such
as
-ing, ·
ed
,
Of
-5. By the
end
of
the third year, these grammatical forms begin
to appear in the speech
of
most

children.
It
Is
evident th
at
a great deal 01 grammatical
knowledge
is
required belore these structures can be used correctly, and errors are
c0m-
monly
observed
. The correction
01
gr
ammatica
l elTors
is
a feature of
Ihe
speech
of
preschoolers
loor
and five years old. The study
of
the
errors in child langua
ge
is interesting

because
It
demonstrates
Whe
n and
how
grammar
is
acquired.
,I
."
2
40
REV1EW
OF
TOEF
L-
IBT
SEC
T
IONS
(')
Problem
28
, Lecture, CD 4, Track
10
English uses a system
01
about a dozen
word

endings to express grammatical
meaning-I
he
-ing
lor present time,
-5
lor possession
and
plurality,
and,
u
h,
I
he
-ed
lor the past, 10 mention
on
ly a lew.
But.
um
, how
and
whe
n
do
children learn th
em?
We
ll, in a classic study
by

Berko
in
the 1
950s
, investigators

they elicited a series of forms that required the target endings. For
example, a picture was s
hO
wn of a bird, and

an
d the investigator
iden
tified it
by
saying,
"This
is
a W
ug
."
T
he
n the children were sh
ow
n
tw
o simil
ar

bir
ds,
to,
uh,
.

to
elicit t
he
sen-
tence,
"T
here are
two
_."
And
if
the children completed the sentence
by
saying
"'vVugs,"
well,
th
en
it was
In
ferred that they had learned
the
-$
ending. Okay. Essential

to th
at
study was the
use of nonsense words l
ike
-Wug
," since
the
manipulati
on
of t
he
endin
gs
could
have
been
suppo
rt
ed
by
words thai t
he
childr
en
had

h
ad
already heard.

In
any
case, charts were
developed
10
demonstrate t
he,
uh,
the gradual natural of grammatical acquisition.
And
Ihe per-
formance
by
children f
rom
eighteen monlhs 10 four years confi
rm
ed
the basic theory of child
language that the, uh,

the gradual reduction 01 gra
mm
atical errors

that these
are
evi-
dence
of

language acquisi
ti
on.
Example
Notes-Concept
and Example
Word
endings-grammatical relationships
• -edpast
•
-5
plural
Wug
experiment- Berko
• Nonsense
words-not
lnlluenced
by
familiar
• Manipulated
endings
•
Data
abo
ut devel
op
ment
(')
Problem
28

, Example
Qu
e
stion
,
CD
4, Track
10
continued
Describe t
he
Wug experiment
and
explain why t
he
results
supported
the basic theory
of
Child
language acquisition.
(')
Problem
28
, Example Answe
r,
CD
4,
Track
10

continued
In
English, there
are
several important
wo
rd endings Ihat express gra
mm
atical
re
l
at
i
onsh
i
ps
,
for
example. the
oed
ending signals that
the
speaker's talking about
the
past
and
the - $ ending
means
"more
than

one: u
h.
when it's used at
the
end
of a
noun.
So,
when
children
Jearn
English, they,
urn
, they make errors in
th
ese
endings,
but
th
ey
gradual
ly
refine their use until
they master
them
. In
the
Wug experiment,
Berko
created nonsense words to get children

to
use
end
ings

so
. . .
so
the researchers
could,
uh,
follow thelr development.
It
was
important
not
M 1 chranlin>i
a'
~
m,
p
fNv
SPEAKING
241
to use
real
words because
the
child
re

n 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 endings are
learned. II supported the
basic
theory of child language that,
urn
, sorting out grammatical errors
is
a feature of
the
speech
of

of four-year-olds . . .
and
a stage
in
language acquisition.
~1I.t4

The talk relates
an

example to a concept.

Inaccuracies in the cootant are minor .

The talk
is
direct
an
d
weU-organi
z
ed
.

The
sentences are logically connect
ed
.

Details and examples support
th
e opinion .

The
speaker expresses complete thoughts .

The
meaning
is
easy to comprehend .

A wide range of
vocabolasy
Is
used
.

The
speaker paraphrases
in
hlslher own words .

The
speaker credits the
leCturer
with wording .

E
rrors
in
grammar are
minor.

The
t
alk
is within a range of
125-1
SO
words.

" ,,.
29:
p.wUU
In
this question,
you
will
be
asked to listen to a conversation
and
explain a problem
as
well
as
the
solutions that are proposed.
After you have
listened to the cooversation,
you
will have 20 seconds to prepare
and
60 sec-
onds to speak.
Task
• Describe a problem
and
several recommendations
• Express
an
opinion

abOul
lhe better solution OR
Propose
an
alternative solution
o Problem
29
, Conversation,
CD
4, Track
11
Student 1:
Studenl2:
Student
1:
Studenl2:
Student 1:
Did
you
r scholarship check come yet?
Yeah
, it
came
last week. OIdn't yours?
No
.
thai
's
the
problem. And everything's due

at
the
same
time-tuition
, my
dorm
fee
, af'd
let
's n
ot
forget
about
books
. I
need
about
foor h
l.
JIldred
doll
ars
just lor books.
Well,
do
you
have any money
le
ft
from last semester, in your checki

ng
account,
I mean?
Some, but not nearly enough.
Th
e
check
probatNy
won't
be
here until the end of
the
month
and
I won't get paid
at
work
fOf
two more weeks

I don't know what
I'm
going to
do
.
'01
'"
,'"
242
R

EV
IEW
OF T
OEFL
- I
BT
SEC
TION
S
Student 2:
How about your credit
ca
rd? Could you use that?
Student 1:
Maybe, but I'm afraid I'll get the credit card bill before I get the scholarship
check: then
111
be in worse troubte because of, you know, the interest rate for
the credit card
on
lop
01 everything else.
Student 2:
I see yo
ur
point. Still, the check might come
be
fore the credit card bill. You
might have to gamble, unless . . .
Student

1: I'm listening.
Student
2:
Siudent 1:
Well, unless
you
take
out a student
loan
. A short-term loan. They have them set
up a
ttha
Student Credit Union. Isn't that where
you
have your
checking
account?
Umhum.
Student 2: So you could lake out a short-term
loan
and
pay It oft on the day that you get
your check.
It wouldn't cost that much
lor
interest because it would probably be
only a few weeks. That's what
I'd
do
. .

Example
Notes-Problem
and Possible Solutions, Opinion, and Reasons
Probl
em-oot
eoough money
• Scholarship check late
• Books, tuition, dorm due
Solutions
• Use credit
ca
rd
• Take out student loan
Opinio
n-
su
pport student loan
• Paid same day
•
:5
not much
n Problem 29, Example QuestIon, CD
4,
Track
11
continued
De
scri
be
the

woman
's budgellng problem and
the
two
suggestions that
the
man
makes
.
What
do
you
th
ink
the
woman
sh
ou
ld
do
end
why?
n Problem
29,
Example
Answer
,
CD
4, Track
11

conttnued
The woman doesn't have enough money for her expenses. Um, she has to pay tuition and her
dorm
fe
e is due at the same timo. Besides thai, she needs to buy
books
.
So
the
problem Is
everything has to be paid
now
, and
she
won't get her scholarship check untit the end
oltha
month, and she won't get her paycheck
lor
two weeks. Um, the man suggests that she use
her credit card because she wo
n't
have to pay
it
off until the end
01
the month, but the problem
is . . . the

the Interest would be SlJbstantial
if

the scholarship check Is delayed. The other
id
ea-to
take out a student
loan-that
$eems better because the loan could be paid off on the
day the
check arrives instead
01
a fixed date, and
it
wouldn't cost much to get a short-term loan
at the Student Credit Union.
So
. . . I support applying for a student loan.
.,
y
'"Sky
pravv
I/'
TIle t
alk
summarizes
the
problem
and
recommendatiOns
.
v
The

speaker's point of view
Of'
position
Is
clear.
v The t
alk
Is
direct
and
well-organized.
v The
sentellCes
are
lOgically
connected.
II'
Details and el\amples support
the
opinion.
II'
The
speaker expresses complete thoughts .

The
meaning
Is
easy
to comprehend .

A
wide
range
of
vocab1Jlary
is
used
.
v
Errors
in
grammar are minor.
I/'
Th
e t
alk
is
with
in
a
range
of 125-1
SO
words.
I'RDILEM
30:
SWMWUU
SPEAXIOO
243
In

th
is question,
you
will
be
a
sked
to
l
isten
to
part
of
an
academic lecture
and
to
give
a
sum
-
mary
01
it.
After
you
have listened to t
he
lecture,
you

will
have
20
seconds
to
prepare
and
60
seconds to
speak.
Task
• Comprehend part of
an
academic lecture
•
Su
mma
rize
the
main
po
ints
n Problem 30,
lecture
, CD 4, Track 12
Two
types
of
Irrigati
on

m
et
hods t
hat
are
used
woridwide
are
mentioned
In
your
textbook. Flood
irrigation
-tha
t's
been
a method in
use
since
anc
ie
nt
times-and
we
still
use
it
today
where
wate

r
's
cheap.
Basically,
canals connect a water
SlJpply
like
a
rive
r or a reservoir
to
the
fields
where
ditches are
cons
tr
uc
t
ed
with
valves
,
uh
, valves
th
at allow
farmers
to siphon
wate

r Irom
tho
can31,
sending
it
down
through
the
ditches.
So
th
3t
w3y
Ih
o fi
old
can
be
tot3J1y
flooded, or
sm
alle
r, narrow ditches
along
the
r
ows
can
be
filled with water

to
irrigate the crop.
But
,
th
is
me
thod
does
have
quite a few disadvantages. Like I
said,
it's
cooUnge
nt
upon
cheap water
because
it
isn't very efficie
nt
and
the
flooding
is
n
't
easy
to
cont

r
ol,
I m
ean,
the
rows
closer
to
the
canal usually
receive
much
more
water,
and
01
course,
if
the
field
isn't flat,
then
the
water
won't
be
evenly distributed. Nol to mention
th
e cost 01 buildi
ng

canals
and
ditches
and
main-
taining
the
syst
em
. So
tet's
consider
Ihe
alternative -
the
sprinkler
system
.
In
this
method
of
irrigation,
ii
's
easier
to
control
th
e water

and
more
effi
cie
nt
since
the
wate
r's directed
on
ly
on
the
plants.
But
,
in
ho
t climates,
some
of
the
water
can
evaporate In
the
air
. Still,
the
main prob-

lem
with
sprinklers is
the
expense lor Installat
ion
and
maintenallCe because there
's
a very
complicated pi
pe
syste
m
and
that usually involves a lot more
repa
ir
and
even
replacemenl of
parts,
and
01
course,
we
have
to factor In
the
labor costs

in
feasibility st
ud
i
es
for sprinklers.
Mille
1<11
ellr
~y
'"Sky
prfr.tv
244
REVIEW
OF TOEFl -
IBT
SECTIONS
Exemple
Notee-Meln
Points
Flood
• Not efficient
• Difficult
10
control-fla
t fields
• Initial expense
10
bu
ild canals, ditches

• Requires maintenance
Sprinkler
• Complicated pipe syslem
• Expensive to install, maintain, repair, replace
• Labor cost
n
Problem
30,
Example
Question,
CD 4,
Track
12
continued
Using examples from the lecture. describe
two
general types
of
irrigation systems. Then
explain the disadvantages
of
each type.
n
Problem
30,
Example
Answer
, CD 4,
Track
12

continued
Two methods
of
irrigation were discussed in the leclure. First, flood irrigation. It involves the
release
01
wale
r in
lo
canals and drainage ditches
Ihaillow
Inlo
Ihe
fields. The disadvantages
of the
llood method, um, well, it isn't very effiCienl since more water is used in flooding than the
crops actually,
uh
, need, and also it isn't easy
to
control. Another problem is the initial expense
l
or
the construction
01
t
he
canals and t
he
connecting ditches as well as

as
maintenance.
And besides that,
II
the fields
aren't
flat, the water
doesn't-
I mean,
it
Isn't distributed evenly.
The second method is sprinkler
irrigation, which uses less water
and
provides better control,
but there is some evaporation,
and
the pipe system's complicated and
can
be
expensIve
10
Install and maintaIn.
So
, . , there
's
usually a
Jot
more

labor cost because the equipment must
be
repaired
and
replaced
more
often that a canal system.
CMcklllt6
'"
The
talk summarizes a short lecture.
'"
Inaccuracies in the
con
tent
are
minor.
'"
T
he
talk is direct and well-organized.
'"
Tho sonlenoos are logically connected.
'"
Details and examples support the opinion.
'"
The
speaker ekpresses complete thoughts.
'"
The meaning is easy

to
comprehend . .
'"
A wide range
01
vocabulary
is
used.
'"
The speaker paraphrases In
hislher
own words.
'"
The
speaker credits the lecturer with wording.
M
til
chr,
~y,'
k
prAY\!
SPEAl(I
f'K>
245
~ Errors in grammar are minor .
.,.
The
talk is within a range of
125-
150 words.

SPEAKING
S11IAnGIES
In
addition to the academic skills that you leamed In the previous chapter, there are several
speaking strategies that
will help you succeed on the TOEFL and after the
TOEFL
~
Ant
icipate the first questl
o.
You
will probably
be
asked to talk about fami
li
ar topics at the beginni
ng
of the Speaki
ng
sec-
tion.
If
you think about some of these topics, you will know how to answer when you hear the
questioos. A few seconds to prepare does not
give you enough time to organize your thoughts
unless
you have the advantage 01 prior preparation.
You
may

be
asked to choose a favorite person, place, activity, or item to talk about.
To
prepare
for this question, spend a few minutes
th
inking about your personal favorites .
• Prepare some answers
•
Read
them
aIood
My favortte pastime Is
_
~""""""

J~If1it~
~
_______________
_
1. My favorite teacher Is
__
_________________
_
2.
My favorite city is
_____________________
_
3. My favorite class is
____________________

_
4.
My favorite book is
____________________
_
5.
My favorite movie
Is
___
___________________
_
6.
My favorite sport is
____________________
_
7.
My favorite vacation place is
___________________
_
B.
My lavorite holiday is
9.
My favorite music is
______________________
_
10. My favorite person is
______________________
_
'01
'"

,'"