Skills for TOEFL Internet Based Test.

1. Skills for the TOEFL iBT
What Teachers Need to Know About Internet Testing

2. TOEFL Overview
 Four skills: reading, listening, speaking, writing
 Certain question types “integrate” skills
 Different questions target different levels

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. 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. Reading Question Types

6. Reading Sample

7. Reading Sample

8. Special Question Types

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. Listening Question Types
 Comprehension
 Main idea
 Detail
 Pragmatic Understanding
 Function
 Attitude
 Connecting Information
 Organization
 Inference
 Relating content

11. Listening Task Screens

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. Listening Chart Completion

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. Speaking Sample

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. 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. 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. Independent Writing Task

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. 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. 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. 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. 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. Sez er SARIÖZ
English Teacher | Free-lance Interpreter
www.sezersarioz.com sezer@sezersarioz.com
sezersarioz sezer.sarioz.5