[cs_content][cs_section parallax=”false” style=”margin: 0px;padding: 0px 0px 15px;”][cs_row inner_container=”true” marginless_columns=”false” style=”margin: 0px auto;padding: 0px;”][cs_column fade=”false” fade_animation=”in” fade_animation_offset=”45px” fade_duration=”750″ type=”1/1″ style=”padding: 0px;”][x_custom_headline level=”h2″ looks_like=”h3″ accent=”false” class=”cs-ta-center”]Evaluating Integrated Speaking[/x_custom_headline][/cs_column][/cs_row][/cs_section][cs_section bg_color=”hsl(0, 0%, 100%)” parallax=”false” style=”margin: 0px;padding: 30px 0px 0px;”][cs_row inner_container=”true” marginless_columns=”false” style=”margin: 0px auto;padding: 0px;”][cs_column fade=”false” fade_animation=”in” fade_animation_offset=”45px” fade_duration=”750″ type=”1/6″ style=”padding: 0px;”] [/cs_column][cs_column fade=”false” fade_animation=”in” fade_animation_offset=”45px” fade_duration=”750″ type=”2/3″ style=”padding: 0px;”][x_gap size=”50px”][cs_text]The audio transcripts are below. At the real TOEFL iBT test, you do not have access to the transcripts. We’re including them here so you can learn from them, but you should look at them after you complete the tasks.[/cs_text][x_custom_headline level=”h5″ looks_like=”h5″ accent=”false”]Exercise 3.10.A
[/x_custom_headline][cs_text]Read the following information from a textbook. Then listen to the lecture and question. Then listen to and read the sample response.

Reading Time – 45 seconds[/cs_text][x_accordion][x_accordion_item title=”First, set your timer to count down from 45 seconds. Next, click here and read the text.” open=”false”]

AGENTS OF SOCIALIZATION

Socialization is the process by which we learn how to view the world and interpret our experiences. As we develop from infant to child to adult, we literally “learn our place,” including the positions we will occupy and the roles attached to these positions. Certain people and institutions act as agents of socialization that teach us about the society we live in, including its rules. Agents of socialization transmit the knowledge we need to function as adults. They also give us opportunities to practice the social roles we will eventually acquire.

[/x_accordion_item][/x_accordion][x_audio_player src=”https://jaimemiller.com/wp-content/uploads/2016/09/Album-06-Track-35.mp3″ advanced_controls=”false” preload=”none” autoplay=”false” loop=”false”][x_accordion][x_accordion_item title=”Click for question” open=”false”]Explain agents of socialization and how the examples given by the professor illustrate the concept.[/x_accordion_item][/x_accordion][x_accordion][x_accordion_item title=”Click for sample response” open=”false”]SAMPLE RESPONSE
Score: _________

“Agents of socialization are the people who teach us important lessons about life. They teach us about our social roles. For example, the professor talks about parents. Parents are the first agents of socialization because they teach us how to behave. They teach us how to see the world and how to treat our family. Parents are role models for how to be an adult. Another example is peers. They are friends and classmates. They teach us the social role of friend. Also, they teach us how to have fun. Parents and peers are different, but both influence our goals. Both parents and peers are important agents of socialization.”[/x_accordion_item][/x_accordion][cs_text]Now evaluate the sample response according to the descriptions of the four levels on the previous page. What score do you think the response should receive? Why?[/cs_text][x_accordion][x_accordion_item title=”Click to see the answer” open=”false”]The response would receive a score of 4 on the TOEFL.

The response effectively addresses the task. It explains agents of socialization and gives relevant examples from the lecture. It expresses ideas coherently and develops points with appropriate details. It accurately conveys information from the lecture and the reading, including the following key points:

•Agents of socialization teach us how to live in our society. They give us important knowledge and opportunities to practice the social roles we will occupy.
•The professor gives the example of parents, who teach us the first lessons in how to behave in society. Parents act as role models for adulthood and give guidance on long–term goals.
•The professor also discusses peers as agents of socialization. Peers teach us the social role of friend and influence our lifestyle choices.[/x_accordion_item][/x_accordion][/cs_column][cs_column fade=”false” fade_animation=”in” fade_animation_offset=”45px” fade_duration=”750″ type=”1/6″ style=”padding: 0px;”] [/cs_column][/cs_row][/cs_section][cs_section bg_color=”hsl(0, 0%, 100%)” parallax=”false” style=”margin: 0px;padding: 0px;”][cs_row inner_container=”true” marginless_columns=”false” style=”margin: 0px auto;padding: 0px;”][cs_column fade=”false” fade_animation=”in” fade_animation_offset=”45px” fade_duration=”750″ type=”1/6″ style=”padding: 0px;”] [/cs_column][cs_column fade=”false” fade_animation=”in” fade_animation_offset=”45px” fade_duration=”750″ type=”2/3″ style=”padding: 0px;”][x_gap size=”50px”][x_custom_headline level=”h5″ looks_like=”h5″ accent=”false”]Exercise 3.10.B
[/x_custom_headline][cs_text]Listen to the conversation and question. Then listen to and read the sample response.[/cs_text][x_audio_player src=”https://jaimemiller.com/wp-content/uploads/2016/09/Album-06-Track-36.mp3″ advanced_controls=”false” preload=”none” autoplay=”false” loop=”false”][x_accordion][x_accordion_item title=”Click for question” open=”false”]Briefly summarize the problem the speakers are discussing. Then state which solution you would recommend. Explain the reasons for your recommendation.[/x_accordion_item][/x_accordion][x_accordion][x_accordion_item title=”Click for sample response” open=”false”]SAMPLE RESPONSE
Score: _________

“The woman has a problem. She lives in an apartment off campus. She rides the bus to school, but the bus schedule doesn’t work well for her. Her class starts at seven o’clock, but the bus leaves at six o’clock. She arrives at campus too early for her class. The speakers discuss possible solutions to the problem. One solution is a bicycle. If the woman had a bicycle, she could leave her apartment later because she would not have to get up early to take the bus. I recommend that she gets a bicycle. I prefer this solution because she could arrive at campus at a better time. Also, she could ride her bicycle on a path by the river, which would be safe and pleasant.”[/x_accordion_item][/x_accordion][cs_text]1. Does the response accurately summarize the problem? What details from the conversation are included?
2. What opinion is stated in the response? What reason is given to support this opinion?
3. Evaluate the sample response according to the descriptions of the four levels on the previous page. What score do you think the response should receive? Why?[/cs_text][x_accordion][x_accordion_item title=”Click to see the answer” open=”false”]1. The response accurately summarizes the problem. It includes relevant details from the conversation: the woman lives off campus; she rides the bus; her class begins at 7:00; the bus leaves at 6:00; and she arrives at campus too early.
2. The response states the opinion that the solution of a bicycle is better. The reasons given are that the woman can arrive at campus at a better time and she can ride her bicycle on a path by the river.
3. The response would receive a score of 4 on the TOEFL. It effectively addresses all parts of the task and gives relevant details from the conversation.

Key points:

•The woman’s problem is that she lives off campus and the bus schedule does not work out well for her early morning class. She arrives at campus too early.
•One possible solution is to use the extra time to eat breakfast on campus.
•Another possible solution is to get a bicycle so she can leave home whenever she wants.
•Opinions about the preferred solution will vary.[/x_accordion_item][/x_accordion][/cs_column][cs_column fade=”false” fade_animation=”in” fade_animation_offset=”45px” fade_duration=”750″ type=”1/6″ style=”padding: 0px;”] [/cs_column][/cs_row][/cs_section][cs_section bg_color=”hsl(0, 0%, 100%)” parallax=”false” style=”margin: 0px;padding: 0px;”][cs_row inner_container=”true” marginless_columns=”false” style=”margin: 0px auto;padding: 0px;”][cs_column fade=”false” fade_animation=”in” fade_animation_offset=”45px” fade_duration=”750″ type=”1/6″ style=”padding: 0px;”] [/cs_column][cs_column fade=”false” fade_animation=”in” fade_animation_offset=”45px” fade_duration=”750″ type=”2/3″ style=”padding: 0px;”][x_gap size=”50px”][x_custom_headline level=”h5″ looks_like=”h5″ accent=”false”]Exercise 3.10.C
[/x_custom_headline][cs_text]For this task, you will read a short passage about a campus situation, listen to a conversation, and then speak in response to a question about what you have read and heard. Do not look at the question until the conversation has ended. Do not look at the reading passage while you are speaking.

Read the following announcement from a university president.

Reading Time – 45 seconds[/cs_text][x_accordion][x_accordion_item title=”First, set your timer to count down from 45 seconds. Next, click here and read the text.” open=”false”]

A NEW BUILDING ON CAMPUS

To address our growing student population and the consequent need for facilities, the president of Walker University is proud to announce the approval of plans for construction of a new classroom building on the east side of campus. The two–story structure will contain three lecture halls, eight seminar rooms, a study lounge, and twenty offices for faculty and staff. The project also includes a paved courtyard that will function as a multipurpose outdoor space. An adjoining parking lot will accommodate 200 vehicles. Construction is scheduled to begin in the spring, and the new building will be ready for use in the fall term.[/x_accordion_item][/x_accordion][cs_text]Now close the passage and listen to the conversation. You may take notes, and you may use your notes to help you answer the question. After you hear the question, begin preparing your response. You may look at the question, but NOT at the passage. You have 30 seconds to prepare your response and 60 seconds to speak.[/cs_text][x_audio_player src=”https://jaimemiller.com/wp-content/uploads/2016/09/Album-06-Track-37.mp3″ advanced_controls=”false” preload=”none” autoplay=”false” loop=”false”][x_accordion][x_accordion_item title=”Click for question” open=”false”]The woman expresses her opinion about the plan for a new building. State her opinion and explain the reasons she gives for holding that opinion.[/x_accordion_item][/x_accordion][cs_text]Preparation Time – 30 seconds
Response Time – 60 seconds
[/cs_text][cs_text]Listen to your recorded response. Analyze and evaluate your response by answering the following questions:
1. Does my response include accurate and relevant information from the conversation and the reading?
2. Does my response accurately describe the woman’s opinion? Does it explain the reasons for her opinion?
3. Evaluate your response according to the descriptions of the four levels on the previous page. What score do you think your response should receive? Why?[/cs_text][x_accordion][x_accordion_item title=”Click to see the key points” open=”false”]Key points:

•The woman opposes the plan for having a new building in that particular location.
•One reason she gives is that the space is a natural wooded area where students can enjoy nature. She goes there for peace and quiet. Art and film students go there to work.
•Another reason is that the construction project will destroy an existing green space. Adding a parking lot will only encourage more people to drive to campus. She believes that the university should promote green technology, not destroy green space.[/x_accordion_item][/x_accordion][/cs_column][cs_column fade=”false” fade_animation=”in” fade_animation_offset=”45px” fade_duration=”750″ type=”1/6″ style=”padding: 0px;”] [/cs_column][/cs_row][/cs_section][cs_section bg_color=”hsl(0, 0%, 100%)” parallax=”false” style=”margin: 0px;padding: 0px 0px 45px;”][cs_row inner_container=”true” marginless_columns=”false” style=”margin: 0px auto;padding: 0px;”][cs_column fade=”false” fade_animation=”in” fade_animation_offset=”45px” fade_duration=”750″ type=”1/6″ style=”padding: 0px;”] [/cs_column][cs_column fade=”false” fade_animation=”in” fade_animation_offset=”45px” fade_duration=”750″ type=”2/3″ style=”padding: 0px;”][x_gap size=”50px”][x_custom_headline level=”h5″ looks_like=”h5″ accent=”false”]Exercise 3.10.D
[/x_custom_headline][cs_text]For this task, you will listen to part of a lecture. You will then be asked to summarize important information from the lecture. After you hear the question, you have 20 seconds to prepare your response and 60 seconds to speak. Record your response.
[/cs_text][x_audio_player src=”https://jaimemiller.com/wp-content/uploads/2016/09/Album-06-Track-38.mp3″ advanced_controls=”false” preload=”none” autoplay=”false” loop=”false”][x_accordion][x_accordion_item title=”Click for question” open=”false”]Using points and examples from the lecture, explain some of the properties and functions of spider webs.[/x_accordion_item][/x_accordion][cs_text]Preparation Time – 20 seconds
Response Time – 60 seconds
[/cs_text][cs_text]Listen to your recorded response. Analyze and evaluate your response by answering the following questions:

1. Does my response accurately summarize the main idea and major points from the lecture? Does it include relevant examples and explanation from the lecture?
2. Is my response coherent? Would it be easily understood by other listeners?
3. Evaluate your response according to the descriptions of the four levels on the previous page. What score do you think your response should receive? Why?[/cs_text][x_accordion][x_accordion_item title=”Click to see the key points” open=”false”]Key points:

•Spider webs are flexible, strong, and able to span great distances. Spider silk is stronger than steel of the same weight. It can stretch to almost double its length.
•Spider webs perform the function of gathering food. They are efficient at catching prey. When webs are rebuilt, the spider recycles the old web by eating it.
•Webs function as homes for spiders. Webs are a place to mate and lay eggs. Webs collect dew for spiders to drink. Webs are a place to store food.
•Webs function as a communication medium. Webs convey vibrations, and spiders can interpret the meaning and act in response.[/x_accordion_item][/x_accordion][x_gap size=”50px”][cs_text]Do not look at the transcripts until after you finish the tasks.[/cs_text][x_accordion][x_accordion_item title=”Transcript for Exercise 3.10.A” open=”false”]Now listen to part of a lecture in a sociology class.

Your first agents of socialization are your parents or the other adults who take care of you when you’re a baby. Your parents give you the first important lesson in how to behave in society. They teach you a world of meaning—what to believe, how to look at the world, and how to relate to others around you, especially your family. Your parents teach you what is and isn’t proper behavior. Your parents serve as role models for adulthood—a social role you will eventually occupy. As you get older, they may prepare you for adulthood by giving you more responsibility or more freedom to make your own choices.

When you’re a teenager, your peers—your friends and classmates—are important agents of socialization. Your peers support you and help you grow up and out of your family’s nest. Through interactions with your peers, you learn the social role of friend.

Your parents and your peers are important agents of socialization, but in different ways. Your parents give you guidance on long–term goals, like career choice, but your peers are more likely to influence your immediate lifestyle choices, like how you dress and what you do for fun.

Explain agents of socialization and how the examples given by the professor illustrate the concept.

Now listen to a sample response.

Agents of socialization are the people who teach us important lessons about life. They teach us about our social roles. For example, the professor talks about parents. Parents are the first agents of socialization because they teach us how to behave. They teach us how to see the world and how to treat our family. Parents are role models for how to be an adult. Another example is peers. They are friends and classmates. They teach us the social role of friend. Also, they teach us how to have fun. Parents and peers are different, but both influence our goals. Both parents and peers are important agents of socialization.[/x_accordion_item][x_accordion_item title=”Transcript for Exercise 3.10.B” open=”false”]Listen to a conversation between two students.

M: How do you like your apartment?
W: Well … it’s okay. I mean, I like the apartment, and I
don’t mind living off campus, but it’s kind of far away. There’s a bus, but the schedule doesn’t work out very well for my early morning class.
M: How so?
W: I have a seven o’clock class, three days a week, but
the bus I need to catch leaves at six—there’s only one bus an hour—and that’s just way too early for me. Then I get to campus forty minutes earlier than I need to.
M: Well, you could always use the extra time to eat breakfast on campus. The food’s pretty good in the Corner Café. I eat there sometimes. It’s never busy before seven o’clock.
W: Yeah, maybe.
M: Do you have a bicycle?
W: No, but I’m seriously thinking about getting one. If I
had a bicycle, I could leave home whenever I wanted to. I wouldn’t have to leave so early. There’s a bike path along the river, so I wouldn’t have to ride on the streets, except for the few blocks near my apartment.
M: You wouldn’t even have to buy a bike because you can rent one at the bike shop.
W: Hmm. I didn’t know that.

Briefly summarize the problem the speakers are discussing. Then state which solution you would recommend. Explain the reasons for your recommendation.

Now listen to a sample response.

The woman has a problem. She lives in an apartment off campus. She rides the bus to school, but the bus schedule doesn’t work well for her. Her class starts at seven o’clock, but the bus leaves at six o’clock. She arrives at campus too early for her class. The speakers discuss possible solutions to the problem. One solution is a bicycle. If the woman had a bicycle, she could leave her apartment later because she would not have to get up early to take the bus. I recommend that she gets a bicycle. I prefer this solution because she could arrive at campus at a better time. Also, she could ride her bicycle on a path by the river, which would be safe and pleasant.[/x_accordion_item][x_accordion_item title=”Transcript for Exercise 3.10.C” open=”false”]Now listen as two students discuss the plan for a new classroom building.

M: It’s good to know the administration is finally doing something about the crowding on campus. That new building sounds great.
W: Well, I don’t think so. I don’t see why they have to put the building there.
M: Why not? They have to put it somewhere, and that space isn’t being used for anything.
W: That’s not true! That site is a natural wooded area. It has a beautiful footpath, and lots of people go there to enjoy nature. I go there for peace and quiet. I go there to sketch and draw, and so do a lot of the art students. The film students like to work there. It’s a beautiful place, and we don’t want to lose it.
M: Yeah, but the whole school needs more classrooms, and more space for parking.
W: But this project will destroy an existing green space! For a building and a parking lot? We need green space too! Besides, adding more parking just encourages more cars. More people will drive to campus when they could take the bus. The university should promote green technology, not destroy what little green space is left.
M: Well, they have to do something about the crowding on campus.
W: True, but do they have to put the building there?

The woman expresses her opinion about the plan for a new building. State her opinion and explain the reasons she gives for holding that opinion.[/x_accordion_item][x_accordion_item title=”Transcript for Exercise 3.10.D” open=”false”]Listen to part of a lecture in a biology class. The professor is talking about spider webs.

Spider webs are flexible yet strong, and they can span great distances. Spider webs are made of silk produced by glands in the spider’s abdomen. Spider silk is a protein composition that is stronger than steel of equal weight. A strand of silk can be stretched to almost twice its length without breaking.

Spider webs perform a variety of functions. The most obvious function is gathering food. Spider webs are very efficient at catching prey—up to 95 percent of the insects that touch the web—and this saves the spider from having to expend energy by chasing prey. Spider webs must be rebuilt almost daily, but that’s no problem because spiders can build a new web very quickly. Also, they eat the old web, which replaces some of the energy used in building, so the silk’s protein content is recycled.

Another function of the web is providing a home for the spider. Many spiders live on their webs. Some spiders mate and lay their eggs there. They also drink the dew that collects on the web. They store food there for later use, skillfully wrapped in spider silk.

Yet another function of the web is its performance as a communication medium. For many species, the web conveys vibrations during courtship and territorial disputes. Most spiders have poor vision, so they monitor what’s going on around them by decoding vibrations that are received and transmitted by their webs. This communication system is so precise that the spider can immediately determine the identity, size, and movements of anything that touches the web, and then respond accordingly.

Using points and examples from the lecture, explain some of the properties and functions of spider webs.[/x_accordion_item][/x_accordion][/cs_column][cs_column fade=”false” fade_animation=”in” fade_animation_offset=”45px” fade_duration=”750″ type=”1/6″ style=”padding: 0px;”] [/cs_column][/cs_row][/cs_section][cs_section parallax=”false” style=”margin: 0px;padding: 0px 0px 15px;”][cs_row inner_container=”true” marginless_columns=”false” style=”margin: 0px auto;padding: 0px;”][cs_column fade=”false” fade_animation=”in” fade_animation_offset=”45px” fade_duration=”750″ type=”1/3″ style=”padding: 0px;”][x_gap size=”50px”][/cs_column][cs_column fade=”false” fade_animation=”in” fade_animation_offset=”45px” fade_duration=”750″ type=”1/3″ style=”padding: 0px;”][x_gap size=”50px”][x_button shape=”rounded” size=”x-large” block=”true” circle=”false” icon_only=”false” href=”https://jaimemiller.com/tasks/3-10-evaluating-integrated-speaking/” title=”” target=”” info=”none” info_place=”top” info_trigger=”hover” info_content=””]Return[/x_button][x_gap size=”50px”][/cs_column][cs_column fade=”false” fade_animation=”in” fade_animation_offset=”45px” fade_duration=”750″ type=”1/3″ style=”padding: 0px;”][x_gap size=”50px”][/cs_column][/cs_row][/cs_section][cs_section parallax=”false” style=”margin: 0px;padding: 0px 0px 15px;”][cs_row inner_container=”true” marginless_columns=”false” style=”margin: 0px auto;padding: 0px;”][cs_column fade=”false” fade_animation=”in” fade_animation_offset=”45px” fade_duration=”750″ type=”1/6″ style=”padding: 0px;”] [/cs_column][cs_column fade=”false” fade_animation=”in” fade_animation_offset=”45px” fade_duration=”750″ type=”2/3″ style=”padding: 0px;”][x_custom_headline level=”h2″ looks_like=”h3″ accent=”false”]Extension[/x_custom_headline][cs_text]

1

Study the descriptions of the four score levels on the previous page. Make sure you understand the description for each level. Check your understanding of the meaning of these words and phrases:

addresses the task

coherent

fluid speech

intelligibility

incompleteness

inaccuracy

lack of detail

pacing

listener effort

key ideas

vague

fragmented speech

2

Review your recorded responses to the integrated speaking tasks in units 3.5 through 3.9. Evaluate each response according to the descriptions of the four levels on the previous page. What score would your response receive? What are the areas of strength in your speaking? What are your most serious problems? What can you do to improve your speaking and earn a high score on the TOEFL?

[/cs_text][x_gap size=”50px”][/cs_column][cs_column fade=”false” fade_animation=”in” fade_animation_offset=”45px” fade_duration=”750″ type=”1/6″ style=”padding: 0px;”] [/cs_column][/cs_row][/cs_section][cs_section parallax=”false” style=”margin: 0px;padding: 0px 0px 15px;”][cs_row inner_container=”true” marginless_columns=”false” style=”margin: 0px auto;padding: 0px;”][cs_column fade=”false” fade_animation=”in” fade_animation_offset=”45px” fade_duration=”750″ type=”1/6″ style=”padding: 0px;”] [/cs_column][cs_column fade=”false” fade_animation=”in” fade_animation_offset=”45px” fade_duration=”750″ type=”2/3″ style=”padding: 0px;”][x_line style=”border-top-color: hsl(222, 55%, 28%);border-top-width: 1px;”][cs_text]

This program and course are copyright of Delta Publishing and have been licensed to Jaime Miller Advising.

No part of this course may be shared, re-used, downloaded without permission.

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