The official guide to the toefl ibt third edition part 48 pdf

Preparation time: 15 seconds Response time: 45 seconds Important Points In this question, you are asked to talk about a place you like to go often and explain why it is important to you.

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30.This is an Understanding Organization question The professor discusses the construction company as an example of the kind of company that could

be organized around project teams Choice 2 is correct The other choices are about functional organizations, the opposite organizing principle

31.In this replay question you listen again to a question from the professor, an answer by a student, and another question by the professor It is an Under-standing the Function of What Is Said question In order to understand the professor’s second question, you must recognize that it is a repetition of the previous question By repeating his question after the student’s answer, the professor is signaling that it has not been satisfactorily answered He is also signaling that the answer to his question is an important point The correct answer is choice 3; the student’s answer does not include a point the professor wants to make

32.This is a Detail question In this lecture, the professor does not explicitly define “unity of command.” But in the last part of the talk he gives an exam-ple of the absence of unity of command: “this engineer working on a project seems to have two bosses.” Choice 1 is the correct response

33.To answer this question, you need to recognize the difference between the examples the professor uses in the lecture and the principle that the lecture is actually about The question asks about a “conflict” discussed in the lecture Choices 1, 3, and 4 are about specific conflicts that might occur in one of the organizations the professor uses as examples Only choice 2 is about the general principle of a conflict between two equally important goals Choice 2

is the correct answer

34 This question is easy to recognize as a Connecting Content question Based on information in the lecture, you must indicate whether or not certain state-ments describe functional organization of project organization The chart correctly filled out looks like this:

Functional Organization Project Organization

It encourages people with similar expertise to work closely together R

It helps the company to adapt quickly

It helps to achieve uniformity in

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Listening Scripts and Sample Responses With

Raters’ Comments

Use the sample Independent and Integrated Speaking rubrics on pages 187 to 190

to see how responses are scored The raters who listen to your response will ana-lyze it in three general categories These categories are Delivery, Language Use, and Topic Development All three categories have equal importance

This section includes important points that should be covered when answer-ing each question All of these points must be present in a response in order for it

to receive the highest score in the Topic Development category These important points are guides to the kind of information raters expect to hear in a high-level response

This section also refers to example responses on the accompanying audio tracks Some responses were scored at the highest level, while others were not The responses are followed by explanations for their scores

Question 1

Track 24 Listening Script

Narrator

Choose a place you go to often that is important to you and explain why it is impor-tant Please include specific details in your explanation.

Preparation time: 15 seconds Response time: 45 seconds

Important Points

In this question, you are asked to talk about a place you like to go often and explain why it is important to you People who listen to your response should be able to easily follow the progression of your ideas Responses scored at the high-est level contain ideas supported with details and elaboration that go beyond

sim-ple structures For examsim-ple, the response “I like this place because it is nice” does

not have enough detail Why is this place nice? Developing this idea more might

look like this: “I like this place because it is quiet and peaceful Listening to the ocean waves on the beach relaxes me and helps me to relieve stress.”

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Sample Responses

Play Audio Track 31 to hear a high-level response for Question 1.

Rater’s Comments

The speaker continues speaking throughout the entire 45 seconds She speaks clearly using a variety of vocabulary and a wide range of grammar Her reasons are well developed She uses specific details about why France is an important

place for her Instead of just saying, “I’m interested in French culture because it is interesting,” she elaborates by talking about her friend, her interest in French

his-tory and culture from a young age, and the food There is a logical progression of ideas that makes the response easy to understand

Play Audio Track 32 to hear a mid-level response for Question 1.

This response is sustained and the speech is generally understandable At times, though, the speaker’s pronunciation makes it difficult to understand the meaning

of her ideas She really gives only one reason why she likes shopping This reason

is used repetitively without much elaboration Shopping is something she likes very much and makes her feel better She could have added complexity to her

ideas by saying something like “When I go shopping, I usually go with friends and

we have a good time together without thinking about jobs, or schoolwork.” She also

makes some basic grammatical errors and uses a limited range of vocabulary

Question 2

Narrator

Some college students choose to take courses in a variety of subject areas in order to get a broad education Others choose to focus on a single subject area in order to have a deeper understanding of that area Which approach to course selection do you think is better for students and why?

In this question, you are asked to make a choice between two given options In a complete, well-developed response, you should clearly state your choice/prefer-ence You may choose both options, but you must support both of them with rea-sons that are detailed If you think taking a variety of courses is better, make sure you explain in detail what your reasons are for having that opinion Here is an example: “Taking a variety of courses is better because it gives you an opportunity

to learn about subjects outside of your field of study Because so many fields of

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in another.” This kind of response clearly shows which option was chosen and includes a detailed reason why it was chosen

The speaker gives a thoughtful, sustained answer with ideas and reasons that progress logically He speaks fluently and demonstrates good control of grammar and vocabulary, with only minor errors that do not obscure the meaning of his ideas The speaker very clearly states his opinion that the answer depends on whether you are an undergraduate or graduate student He continues by giving a detailed reason that supports each perspective

Play Audio Track 34 to hear a low-level response for Question 2.

Although the speaker’s pronunciation is clear, his pace is slow and irregular The clearest parts of his speech are words that he has taken from the prompt of the question He demonstrates very limited vocabulary His thoughts are understand-able at the sentence level, but there are very few connections between sentences Such connections would help listeners to understand what is being said or enable them to predict what will likely come next The opinion is stated in the beginning However, he frequently uses words from the prompt and repeats the same idea throughout the response

Question 3

Narrator

The university is planning to eliminate its bus service Read the article from the uni-versity newspaper about the plan You will have 45 seconds to read the article Begin reading now.

Reading time: 45 seconds

Bus Service Elimination Planned

The university has decided to discontinue its free bus service for students The rea-son given for this decision is that few students ride the buses and the buses are ex-pensive to operate Currently, the buses run from the center of campus past university buildings and through some of the neighborhoods surrounding the cam-pus The money saved by eliminating the bus service will be used to expand the overcrowded student parking lots.

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Now listen to two students discussing the article.

Man

I don’t like the university’s plan.

Woman

Really? I’ve ridden those buses, and sometimes there were only a few people on the bus It did seem like kind of a waste.

Man

I see your point But I think the problem is the route’s out-of-date It only goes through the neighborhoods that’ve gotten too expensive for students to live in It’s ridiculous that they haven’t already changed the route—you know, so it goes where most off-campus students live now I bet if they did that, they’d get plenty of students riding those buses.

Woman

Well, at least they’re adding more parking It’s gotten really tough to find a space.

Man

That’s the other part I don’t like, actually Cutting back the bus service and adding park-ing’s just gonna encourage more students to drive on campus And that’ll just add to the noise around campus and create more traffic and that’ll increase the need for more parking spaces

Woman

Yeah, I guess I can see your point Maybe it would be better if more students used the buses instead of driving.

Man

Right And the university should make it easier to do that, not harder.

Narrator

The man expresses his opinion of the university’s plan to eliminate the bus service State his opinion and explain the reasons he gives for holding that opinion.

The university plans to eliminate the bus service because it is too expensive to run and too few students use it The man disagrees with the university plan He believes the reason few students take the bus is that the route goes to neighbor-hoods where students do not live If the routes were changed, many more stu-dents would ride the bus

The man disagrees with the way the university plans to use the money it saves

on the bus service Building more parking lots on campus will encourage more

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The speaker gives a clear and coherent response that is detailed and accurate He speaks quickly, but this does not prevent him from being understood He very clearly states the man’s opinion and summarizes the man’s reasons for having that opinion He uses complex grammatical structures and a wide variety of appropriate vocabulary As a result, his speech seems to flow automatically

Play Audio Track 36 to hear a mid-level response for Question 3.

The speaker’s first language moderately influences her pronunciation, intonation, and pacing This creates some listener effort She provides content that is relevant

to the task, but her limitations in language use hinder her ability to accurately convey relevant details She fills the entire time with understandable speech How-ever, she incorrectly repeats throughout the response time that students cannot afford to ride the bus She also says that few students will drive cars and over-crowd the parking lots This creates confusion for the listener The speaker never mentions the man’s concern about increased noise and traffic on campus

Question 4

Narrator

Now read the passage about the nature of social interaction You will have 45 seconds

to read the passage Begin reading now.

Reading Time: 45 seconds

Social Interaction

People deal with each other every day This interaction is at the heart of social life The study of social interaction is concerned with the influence people have over one another’s behavior People take each other into account in their daily behavior and in fact, the very presence of others can affect behavior For example, one prin-ciple of social interaction, audience effects, suggests that individuals’ work is af-fected by their knowledge that they are visible to others, that the presence of others tends to alter the way people behave or perform an activity

Narrator

Now listen to part of a talk in a sociology class The professor is discussing audience effects.

Professor

OK, so we said that the way we interact with others has an impact on our behavior

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In fact, there’s some interesting research to suggest that in one type of interac-tion—when we’re being observed specifically, when we know we’re being watched as

we perform some activity—we tend to increase the speed at which we perform that activity

In one study, college students were asked to each put on a pair of shoes—shoes with laces they would have to tie Now one group of students was told that they would

be observed The second group, however, didn’t know they were being observed The students who were aware that they were being watched actually tied their shoes much faster than the students who thought they were alone

Other studies confirm the same is true even when we’re learning new activities Let’s say someone is learning a new task—for example, learning how to type When they’re conscious of being observed, they’ll likely begin typing at a much faster rate than they would if they were alone

But, and this is interesting, the study also showed that certain common behavior— things people typically do, like making mistakes when you’re learning something new that behavior pattern will also increase So in other words, when we’re learning

to type, and we know we’re being watched, we’ll type faster but we’ll also make more mistakes.

Narrator

Explain how the examples of tying shoes and learning to type demonstrate the princi-ple of audience effects.

The principle of audience effects suggests that when people are aware of being observed, their behavior changes Specifically, in the two studies described, peo-ple worked faster when they were aware of being observed In one study, two groups were told to put on shoes that tied One group was told it would be observed and the other was not The group that knew it was being observed tied shoes much faster than the other group In learning to type, those being observed type faster, but they also make more mistakes than those not aware of being observed

The speaker speaks clearly She identifies the concept of audience effects and the two examples from the listening She organizes her response in a logical way that leads the listener from one sentence to the next She supports her response with accurate details and demonstrates a sophisticated level of both grammatical structures and vocabulary This is evident in the way she smoothly transitions

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