iBT Speaking Overview
iBT Speaking Overview
The tasks in this section of the course provide an opportunity for students to practice for the speaking component of the iBT test. There are six types of speaking prompts based on the iBT format. These are 1) familiar topics, 2) my opinion, 3) university announcements, 4) academic reading and listening, 5) student problems, and 6) academic lectures. There are four tasks for each of these speaking types so there are a total of 24 tasks that you can choose from. You do not need to follow them tasks in sequence. You will record responses and receive feedback from a teacher. There are also resources for online chats and web conferences with your teacher so you can can receive online support and assistance.
The second part of the course is designed to provide opportunities to practice for the writing component of the iBT. Students submit their written responses and receive feedback from their teacher. There is also an opportunity to have online chats and web conferences with the teacher so students can also receive extra support outside of the classroom. There are two main prototypes of writing tasks on the TOEFL® Internet-based Test (iBT). The first one is an independent writing topic which has five different sub types in units 1 - 5 These task types are: 1) agree and disagree, 2) describe and explain, 3) compare and contrast, 4) preferences, and 5) hypothetical. The second one is an integrated task that requires test takers to read, listen, and then write in response to what they have read and heard. This type is found in Unit 6..
**For Teachers** Kindly note that each unit has four writing tasks of the same type. The first and second tasks in each unit have the same writing prompt so all students in the class write about the same topic. These are indicated as "same prompt". The third and fourth tasks in each unit draw prompts from a test bank so students will each have a different randomly-selected topic to write about. These are indicated as "different prompts". There is no need to follow the units or tasks in order and instructors can choose the ones that are best suited for the in-class training and student needs.