." 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 '" ,'" . 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. 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 . 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