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Skills for the TOEFL IBT

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Skills for TOEFL Internet Based Test.

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Skills for the TOEFL IBT

  1. 1. Skills for the TOEFL iBT What Teachers Need to Know About Internet Testing
  2. 2. TOEFL Overview  Four skills: reading, listening, speaking, writing  Certain question types “integrate” skills  Different questions target different levels
  3. 3. Equivalency Chart CEF level IELTS exam Cambridge exam TOEIC TOEFL iBT C2 7.5 + CPE 910 + 110 - 120 C1 6.5 - 7 CAE 701 - 910 95 - 110 B2 5 - 6 FCE 541 - 700 65 - 95 B1 3.5 - 4.5 PET 381 - 540 40 - 65 A2 3 KET 246 - 380 30 - 40
  4. 4. Reading (60-100 minutes)  3-5 passages / 650-700 words each  12-14 questions per passage  Split screen shows question and passage  Only one question shown at a time  Possible to skip questions and go back  Annotation for certain words or phrases
  5. 5. Reading Question Types
  6. 6. Reading Sample
  7. 7. Reading Sample
  8. 8. Special Question Types
  9. 9. Listening (60-90 minutes)  Questions based on dialogs or lectures  Dialogs  Approx 4 min  5 questions  Lectures  Approx 6 min  6 questions  Note-taking encouraged  May NOT return to previous questions
  10. 10. Listening Question Types  Comprehension  Main idea  Detail  Pragmatic Understanding  Function  Attitude  Connecting Information  Organization  Inference  Relating content
  11. 11. Listening Task Screens
  12. 12. Special Listening Questions Why does the professor say this:  To express uncertainty about the process.  To indicate an example of a decision to be made.  To check the students understanding of the process.  To find out what the students prefer.
  13. 13. Listening Chart Completion
  14. 14. Speaking (20 minutes)  All directions as audio only  Six questions  1 and 2 – independent (experience/opinion)  3 and 4 – integrated (reading/lecture)  5 and 6 – respond to audio information  Preparation and response time varies  Note-taking encouraged
  15. 15. Speaking Sample
  16. 16. Speaking Evaluation  Each task scored 0-4 by a rater  Rating based on  Delivery  Language Use  Topic Development  Total for all tasks converted to 30 point scale
  17. 17. Speaking Scoring Rubric 4  easy to understand  fluent speech  minor mistakes with grammar or pronunciation  ideas are clearly explained 3  not all ideas are fully explained  noticeable mistakes with grammar and pronunciation  possible problems with pace of speech and word choice 2  minimal answer to question  listener needs effort to understand  problems with fluency, pronunciation, grammar, and/or word choice 1  short response that does not fully answer prompt  long pauses and poor pronunciation and grammar  obvious use of formulaic responses 0  no response or not related to the prompt
  18. 18. Writing (50 minutes)  Two writing tasks  Integrated task based on lecture/passage  Independent task based on experience  Each task timed separately  Integrated – 20 min / 150-250 wds  Independent – 30 min / 300 wds
  19. 19. Independent Writing Task
  20. 20. Writing Evaluation  Each task scored 0-5 by a rater  Rating based on  Appropriateness to task  Organization  Flow  Language use  Total for all tasks converted to 30 point scale
  21. 21. Writing Scoring Rubric 5 o complete answer to question o well organized with clearly connected ideas o minor errors in grammar or word choice, but good range of grammar and vocabulary overall 4 o good answer to question, but not all ideas are fully developed o noticeable mistakes with grammar and/or word choice o errors are present, but they do not interfere with comprehension of the ideas 3 o basic answer to question without supporting examples or details o some sentences are unclear due to mistakes with grammar and/or word choice o complex sentence structures are not used or usually contain mistakes 2 o short, unorganized response o disconnected ideas without supporting details or explanation o mistakes with grammar and/or word choice in almost every sentence 1 o short, confusing response o information unrelated to topic may be included o some sentences are incomprehensible due to poor grammar and/or word choice 0 o response only copies words from question o not enough of student’s writing to evaluate
  22. 22. Teaching TOEFL iBT  Practical exposure  What does each part of the test look like?  What computer skills do students need?  Practical practice  How are skills evaluated?  How much practice material is available?  Academic skills development
  23. 23. Practical Practice Reading Practice “Reading to learn” skills Vocabulary Reading speed Listening Practice Note-taking Vocabulary Discourse styles Speaking Practice Brainstorming Note-taking Summarizing Writing Practice Connecting ideas Paraphrasing and summarizing Supporting ideas
  24. 24. Feedback and Evaluation Form The response ... 1 2 3 4 CONTET addresses the topic well has appropriate details connects ideas clearly LANGUAGE uses accurate grammar and appropriate words makes good use of verbal stress and pausing uses clear pronunciation
  25. 25. Sez er SARIÖZ English Teacher | Free-lance Interpreter www.sezersarioz.com sezer@sezersarioz.com sezersarioz sezer.sarioz.5

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