Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Make your likes visible on Facebook?

Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.

No, thanks

TOEFL iBT

No description
by

Renata Pigatto

on 15 January 2014

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of TOEFL iBT

According to paragraph 7, how much land is used to grow crops for animal feed?

(a) 80 percent of the acreage in Europe
(b) Most of the rain forest in Central America
(c) 50% of the farm land in Canada and in the United States
(d) Half of the land in North and South America

Detail 1
TOEFL iBT
The Test
Reading Section

Listening Section
Speaking
Section

Writing
Section

General Information
Todas as atividades de speaking possuem um tempo de preparação e um tempo de realização da tarefa;
As atividades são realizadas no computador, ou seja, não haverá entrevistador;
O aluno pode tomar notas durante a preparação para as tarefas;
Durante a realização das tarefas haverá um relógio na tela indicando o tempo de realização das tarefas;
Não é possível pular ou refazer questões.
Task 1
Independent Task (only speaking);
Livre escolha:
Responder a uma questão ou discorrer sobre um tópico que é familiar ao aluno;
Incluir detalhes e exemplos para fundamentar a sua resposta.
Tempo de preparação: 15 segundos
Tempo de resposta: 45 segundos
Example – Task 1
Describe a personal possession that is special to you and explain why it is important. Include details and examples to support your explanation.
Personal preference task:
Preparation 15s
Answer 45 s
Task 2
Independent Task (only speaking)
Escolha entre duas opções:
Em sua resposta, o aluno deve escolher entre duas possíveis ações, situações ou opiniões;
É necessário das exemplos e razões consistentes que justifiquem a sua escolha;
Tempo de preparação: 15 segundos
Tempo de resposta: 45 segundos

Example – Task 2
Some people believe that children should begin their formal education at an early age (three to five years old). Other people believe that children should begin their formal education later (six to seven years old). Which age do you think is best for a child to begin a formal education and why?
Personal choice task:
Preparation 15s
Answer 45 s
Task 3
Integrated Task (reading + listening + speaking)
Anúncio ou Notícia:
Leitura de um anúncio ou notícia relacionado à vida universitária (75-100 palavras/45 segundos);
Ouvir a uma conversação entre dois estudantes discutindo a mesma notícia (60-80 segundos);
Responder à questão proposta utilizando as informações adquiridas nos itens 1 e 2.
Tempo de preparação: 30 segundos
Tempo de resposta: 60 segundos

Example – Task 3
(reading part)
Founded in 1968, the Legal Aid Project provides free legal services to students. This nonprofit organization was established in order to give law students practical experience in the application of the law. Students are required to work one semester of their senior year in the Project as part of their training. During the semester, students accompany attorneys and lawyers to the courthouse to observe ongoing cases. Many go on to work additional semesters in the Project on a volunteer basis. The Project staff assists the law students with their work and evaluates the job done.
Reading 45s
Legal Aid Project
Task 4
Integrated Task (reading + listening + speaking)
Geral\Específico:
Leitura de um texto baseado em uma disciplina acadêmica (75-100 palavras/45 segundos);
Ouvir a uma breve aula sobre o mesmo tópico, na qual serão dados exemplos e informações específicas (60-90 segundos);
Responder à questão proposta, na qual será pedido que o aluno resuma e relacione as informações adquiridas nos itens 1 e 2.
Tempo de preparação: 30 segundos
Tempo de resposta: 60 segundos
Example - Task 3
(listening/speaking part)
Preparation 30s
Answer 60s
Example – Task 4 (reading part)
The availability of a transportation network has a considerable influence on the production and distribution of agricultural products. For commercial agriculture, the costs of transportation are a major restricting factor on what might be grown. Bulky items, because of their weight, and perishable food items, because of their need for refrigeration, are more expensive in terms of shipping costs. Such economic considerations are an important factor in many parts of the world. Even if a subsistence farmer managed to produce a surplus that could be sold, the transportation costs to get the supply to the market could be prohibitively high.
Transportation of Agricultural Goods
Reading 45s
Example – Task 4 (listening/speaking part)
Preparation 30s
Responde 60s
Task 5
Integrated Task (listening to a conversation + speaking)
Problema/Solução:
Ouvir a uma conversa entre um estudante e um professor/servidor do campus/outro aluno sobre um problema típico de universidades (60-90 segundos);
Responder à questão proposta, resumindo o problema, discutindo as solução e expondo a sua opinião.
Tempo de preparação: 20 segundos
Tempo de resposta: 60 segundos
The woman expresses her opinion of the Legal Aid Project. State her opinion and explain her arguments in favor of the service.
The professor describes a model of zones relevant for agricultural marketing. Explain how these zones are related to the costs of transportation.
Example – Task 5 (conversation/speaking)
The woman has two suggestions for the man. Describe the man’s problem. Then state which of the two suggestions you prefer and explain why.
Preparation 20s
Response 60s
Task 6
Integrated Task (listening to a lecture + speaking)
Resumo:
Ouvir a uma breve palestra acadêmica (60-90 segundos);
Responder à questão proposta:
Resumindo os pontos principais da palestra OU
Falando sobre o tópico principal e dando exemplos e razões já citadas na palestra.
Tempo de preparação: 20 segundos
Tempo de resposta: 60 segundos
Example – Task 6 (lecture/speaking)
Using points and examples from the lecture, explain how the experiment does not support the public’s belief in the Mozart Effect.
Preparation 20s
Response 60s
O que é o TOEFL iBT?
Test of English as a Foreign Language – Internet Based Test
Voltado para o uso acadêmico (da certificação e da língua)
Pontuação de 0 a 120
Pontuação
Quadro Europeu Comum de Referência para Línguas
Onde fazer?
PUCRS – Porto Alegre
UCS – Caxias do Sul
UNISC – Santa Cruz do Sul
Inscrições:
http://www.ets.org/
(Pagamento – U$ 200 – no cartão de crédito)

Qual a duração da prova?
Até quatro horas, divididas em:
Reading test – 60 min
Listening test – aprox. 50 min
Intervalo de 10 min
Speaking test – 20 min
Writing test – 50 min

General Information
Testa a habilidade de compreender passagens semelhantes àquelas encontradas em livros acadêmicos
Cada passagem tem aproximadamente 700 palavras
12-14 perguntas para cada passagem
A maioria das questões vale 1 ponto; ao menos uma questão em cada passagem vale mais que 1 ponto
Formato longo: 4 passagens. Uma não é pontuada
Formato curto: 3 passagens
20 minutos para cada passagem
Vocabulary
The word sole in the passage is closest in meaning to:

(a) Major
(b) Steady
(c) Only
(d) Ideal
Answer
The word sole in the passage is closest in meaning to:

(a) Major
(b) Steady
(c) Only
(d) Ideal
Frequency level: Very High
Paraphrase
Which of the sentences below better expresses the information in the highlighted statement in the passage? The other choices change the meaning or leave out important information.

(a) Part of the 1 million tons harvested annually is used for protein in animal feed.
(b) Both livestock and chickens as well as humans eat krill as a main part of their diets.
(c) The principal use of krill is for animal feed, although some of the one million tons is eaten by people.
(d) More than one million tons of krill is eaten both by animals and humans every year.

Answer
According to paragraph 7, how much land is used to grow crops for animal feed?

(a) 80 percent of the acreage in Europe
(b) Most of the rain forest in Central America
(c) 50% of the farm land in Canada and in the United States
(d) Half of the land in North and South America

Frequency level: Very High
Reference
The word others in the passage refers to

(a) Debris
(b) Feeders
(c) Processes
(d) Nutrients
Answer
The word others in the passage refers to

(a) Debris
(b) Feeders
(c) Processes
(d) Nutrients

Frequency level: Very High
Detail
Answer
Which of the sentences below better expresses the information in the highlighted statement in the passage? The other choices change the meaning or leave out important information.

(a) Part of the 1 million tons harvested annually is used for protein in animal feed.
(b) Both livestock and chickens as well as humans eat krill as a main part of their diets.
(c) The principal use of krill is for animal feed, although some of the one million tons is eaten by people.
(d) More than one million tons of krill is eaten both by animals and humans every year.
Frequency level: Very High
Inference
It may be concluded that human beings are omnivores because

(a) People feed on producers for the most part
(b) People are usually tertiary consumers
(c) People generally eat both producers and consumers
(d) Most people are top carnivores in the food chain

Answer
It may be concluded that human beings are omnivores because

(a) People feed on producers for the most part
(b) People are usually tertiary consumers
(c) People generally eat both producers and consumers
(d) Most people are top carnivores in the food chain

Frequency level: Very High
General Information
Dois tipos de áudio: Conversation e Lecture
Cada uma tem de 3-6 min. de duração
Baseadas em formas reais de enunciação: sotaques, digressões, pausas, hesitações, começos em falso e repetições aparecem.
Anotações são permitidas e encorajadas.
Cada áudio toca apenas uma vez.
8 tipos de perguntas.

Cena: aula num contexto universitário.
A lecture pode ter apenas falas do professor ou pode incluir um aluno realizando ou respondendo uma pergunta.
Duração média: 5 minutos.
6 perguntas.
Não é exigido conhecimento prévio do tema.
As lectures cobrem uma enorme variedade de tópicos.
Lecture
Tipicamente se passam em campi de universidades norte-americanas.
Discussão de questões acadêmicas (ex. resumo do conteúdo da última aula) ou não-acadêmicas (ex. procedimentos para se inscrever num projeto extraclasse)
5 perguntas.
Conversation
Listening Practice I
Why does the man go to see the registrar?

A. To find out why he is not on the list of graduating students
B. To explain why he has not fulfilled his graduation requirements
C. To find out the exact requirements for graduation
D. To submit a document required for graduation
Listening Practice I
According to the registrar, what step is currently taken to ensure that students fulfill their graduation requirements?

A. Academic records are regularly checked by the registrar’s office.
B. Students meet with a department chairperson to plan their course work.
C. Students receive letters listing the courses that they still need to take.
D. Warning letters are sent to students who have fallen behind in their course work.
Listening Practice I
Why does the man mention his classmates?

A. To explain how he obtained information about field research
B. To point out that many students like to do field research
C. To show that it is difficult to get intermediate-level credits
D. To emphasize his motivation to do field research in two of his courses
Listening Practice I
Why does the registrar tell the man to contact his chairperson immediately?

A. A deadline has already passed.
B. The man has a limited time to resolve his problem.
C. The man first needs to find out if the chairperson will help him.
D. Issuing a new grade may take longer than expected.
Listening Practice I
Listen again to part of the conversation:

A. She is uncertain about the reliability of the computer.
B. She will approve the man’s form despite her doubts about it.
C. She needs more information about the man’s credits.
D. She needs to call someone to help her fix computer errors.
Listening Practice II
What is the lecture mainly about?

A. Political events that led to the invention of eyeglasses
B. A comparison of attitudes toward vision correction in Europe and China
C. The relationship between the printing press and literacy
D. An overview of vision correction over time
Listening Practice II
According to the professor, what was an advantage of using clear glass instead of quartz to make reading stones?

A. Clear glass was easier to find than quartz.
B. Clear glass was easier to cut to the appropriate size.
C. Clear glass magnified the letters more than quartz did.
D. Clear glass was less expensive than quartz.
Listening Practice II
What does the professor imply about the invention of eyeglasses?

A. Its historical records are more detailed than those of other inventions.
B. It had little impact on social attitudes toward vision correction.
C. Its occurrence in different places at approximately the same time is not unusual.
D. It contributed to a substantial increase in the number of literate people.
Listening Practice II
Which sentence best describes eyeglasses before the invention of the printing press?

A. They were available to everyone.
B. They were a symbol of wealth and wisdom.
C. They could not correct vision accurately.
D. They could be bought only from traveling peddlers.
Listening Practice II
Put the events in the order they happened

A. Inexpensive eyeglasses became available.
B. The first eyeglasses were made.
C. The number of people interested in reading increased.
D. The printing press was invented.
Listening Practice II
Listen again to part of the lecture:

A. She is impressed by the solution.
B. The solution she describes is obvious.
C. The solution was not a common practice.
D. The solution was not particularly expensive.
Listening Section
8 tipos de questão divididas em 3 categorias
Compreensão
Básica
“Gist” Geral
What problem does the man have?
What are the speakers mainly discussing?
What is the main topic of the lecture?
What is the lecture mainly about?
What aspect of X does the professor mainly discuss?
“Gist” de Propósito
Why does the student visit the professor?
Why does the student visit the office?
Why did the professor ask to see the student?
Why does the professor explain X?
Detalhes
According to the professor, what is one way that X can affect Y?
What is X?
What resulted from the invention of the X?
According to the professor, what is the main problem with the X theory?
Compreensão Pragmática
Entender a Função do Que é Dito
What does the professor imply when he says this: (replay)
What can be inferred from the professor’s response to the student? (replay)
What is the purpose of the woman’s response? (replay)
Why does the student say this: (replay)
Entender a Atitude do Falante
What can be inferred about the student?
What is the professor’s attitude toward X?
What is the professor’s opinion of X?
What can be inferred about the student when she says this: (replay)
What does the woman mean when she says this: (replay)
Conexão de Informações
Organização da Fala
How does the professor organize the information about X?
How is the discussion organized?
Why does the professor discuss X?
Why does the professor mention X?
Conexão de Conteúdos
What is the likely outcome of doing procedure X before procedure Y?
What can be inferred about X?
What does the professor imply about X?
Inferência
What does the professor imply about X?
What will the student probably do next?
What can be inferred about X?
What does the professor imply when he says this: (replay)
General Information
Última seção do TOEFL IBT
Mede a sua capacidade de se comunicar de forma clara por escrito e criar textos bem organizados em termos de gramática, ortografia, vocabulário e estrutura das frases
50 minutos de duração
É dividida em dois tipos de tarefas:
Integrated writing
Independent writing
Integrated writing
Vem primeiro e é dividido da seguinte forma:
Você lê um pequeno texto - 3 minutos
Você ouve uma palestra relacionada ao tema - 2 minutos
Você escreve um texto (150-225 palavras) - 20 minutos
Na sua resposta à questão integrada, você será requisitado a resumir os pontos principais da palestra E mostrar como essa palestra sustenta ou vai contra o que foi dito na passagem escrita.
Dicas
Fazer anotações.
Ouvir atentamente os argumentos, explicações e exemplos dados que sustentam ou vão contra o que foi dito na passagem escrita.
Lembrar que, aqui, NÃO é a sua opinião que está sendo pedida, e sim uma explicação sobre como os pontos do trecho escrito se relacionam com o trecho em áudio.
Example
Directions:
Give yourself 3 minutes to read the passage.
Listening
Writing
Summarize the points made in the lecture, being sure to explain how they respond to the specific points made in the reading passage.

You have 20 minutes to plan and write your response. Your response will be judged on the basis of the quality of your writing and on how well your response presents the points in the lecture and their relationship to the reading passage. Typically, an effective response will be 150 to 225 words.
Independent writing
É a segunda tarefa da seção de escrita. Você tem 30 minutos para escrever um texto de 4 ou 5 parágrafos (em torno de 300-350 palavras) para responder a uma questão proposta.
Principais tipos de tópicos de escrita:
Concordo
ou discordo
Do you agree or disagree with the following statement?
A person’s childhood years (the time from birth to twelve years of age) are the most important years of a person’s life. Use specific reasons and examples to support your answer.
Descrição/explicação
What discovery in the last 100 years has been most beneficial for people in your country? Use specific reasons and examples to support your choice.
Comparação e
contraste
It has been said, “Not everything that is learned is contained in books.” Compare and contrast knowledge gained from experience with knowledge gained from books. In your opinion, which source is more important? Why?
Hipótese
If you were an employer, which kind of worker would you prefer to hire: an inexperienced worker at a lower salary or an experienced worker at a higher salary? Use specific reasons and details to support your answer.
Opinião/preferência:
Some people say that physical exercise should be a required part of every school day. Other people believe that students should spend the whole school day on academic studies. Which opinion do you agree with? Use specific reasons and details to support your answer.
Checklist para a sessão de Writing
O texto responde à questão proposta/não foge do tema;
Há apenas pequenas incorrecções no conteúdo;
O texto é direto e bem organizado;
As frases têm ligação lógica entre si;
Detalhes e exemplos sustentam a ideia principal;
O texto é de fácil compreensão para o leitor;
Não há ideias inacabadas;

Checklist para a sessão de Writing
É empregada vasta gama de vocabulário;
O escritor parafraseia o trecho escrito ou de áudio, usando suas próprias palavras;
O escritor dá crédito ao autor quando necessário;
Há apenas erros menores no que se refere a expressões idiomáticas e gramática;
O texto tem entre 200-250 palavras (integrated task) e 300-350 (independent task).
PONTUAÇÃO
As duas tarefas são avaliadas em uma escala de 0 a 5. A soma é convertida em uma pontuação de uma escala de 0 a 30.
Dicas
Você não precisa produzir uma redação abrangente sobre um tópico especializado. Sua resposta será tratada como um primeiro rascunho. Você poderá obter uma alta pontuação com uma redação que contenha alguns erros.
Links Importantes
TOEFL iBT: http://www.ets.org/toefl/ibt/

My English Online: http://www.myenglishonline.com.br/

Inglês sem Fronteiras UFRGS: http://www.facebook.com/inglessemfronteirasufrgs

Inglês sem Fronteiras: http://isf.mec.gov.br/

Twitter Inglês sem Fronteiras UFRGS: https://twitter.com/IsF_UFRGS
A pontuação da seção Writing é calculada em relação a desenvolvimento, organização, gramática, vocabulário e completude.
Full transcript