30. ᕢ This is an Understanding Organization question. The professor discusses the construction company as an example of the kind of company that could be organized around project teams. Choice 2 is correct. The other choices are about functional organizations, the opposite organizing principle. 31. ᕣ In this replay question you listen again to a question from the professor, an answer by a student, and another question by the professor. It is an Under- standing the Function of What Is Said question. In order to understand the professor’s second question, you must recognize that it is a repetition of the previous question. By repeating his question after the student’s answer, the professor is signaling that it has not been satisfactorily answered. He is also signaling that the answer to his question is an important point. The correct answer is choice 3; the student’s answer does not include a point the professor wants to make. 32. ᕡ This is a Detail question. In this lecture, the professor does not explicitly define “unity of command.” But in the last part of the talk he gives an exam- ple of the absence of unity of command: “this engineer working on a project seems to have two bosses.” Choice 1 is the correct response. 33. ᕢ To answer this question, you need to recognize the difference between the examples the professor uses in the lecture and the principle that the lecture is actually about. The question asks about a “conflict” discussed in the lecture. Choices 1, 3, and 4 are about specific conflicts that might occur in one of the organizations the professor uses as examples. Only choice 2 is about the general principle of a conflict between two equally important goals. Choice 2 is the correct answer. 34. This question is easy to recognize as a Connecting Content question. Based on information in the lecture, you must indicate whether or not certain state- ments describe functional organization of project organization. The chart correctly filled out looks like this: Functional Organization Project Organization It encourages people with similar expertise to work closely together. R It helps the company to adapt quickly and meet changing needs. R It helps to achieve uniformity in projects. R 320 TOEFL iBT Practice Test 1 Speaking Listening Scripts and Sample Responses With Raters’ Comments Use the sample Independent and Integrated Speaking rubrics on pages 187 to 190 to see how responses are scored. The raters who listen to your response will ana- lyze it in three general categories. These categories are Delivery, Language Use, and Topic Development. All three categories have equal importance. This section includes important points that should be covered when answer- ing each question. All of these points must be present in a response in order for it to receive the highest score in the Topic Development category. These important points are guides to the kind of information raters expect to hear in a high-level response. This section also refers to example responses on the accompanying audio tracks. Some responses were scored at the highest level, while others were not. The responses are followed by explanations for their scores. Question 1 Track 24 Listening Script Narrator Choose a place you go to often that is important to you and explain why it is impor- tant. Please include specific details in your explanation. Preparation time: 15 seconds Response time: 45 seconds Important Points In this question, you are asked to talk about a place you like to go often and explain why it is important to you. People who listen to your response should be able to easily follow the progression of your ideas. Responses scored at the high- est level contain ideas supported with details and elaboration that go beyond sim- ple structures. For example, the response “I like this place because it is nice” does not have enough detail. Why is this place nice? Developing this idea more might look like this: “I like this place because it is quiet and peaceful. Listening to the ocean waves on the beach relaxes me and helps me to relieve stress.” 321 Answers, Explanations, and Listening Scripts Sample Responses Play Audio Track 31 to hear a high-level response for Question 1. Rater’s Comments The speaker continues speaking throughout the entire 45 seconds. She speaks clearly using a variety of vocabulary and a wide range of grammar. Her reasons are well developed. She uses specific details about why France is an important place for her. Instead of just saying, “I’m interested in French culture because it is interesting,” she elaborates by talking about her friend, her interest in French his- tory and culture from a young age, and the food. There is a logical progression of ideas that makes the response easy to understand. Play Audio Track 32 to hear a mid-level response for Question 1. Rater’s Comments This response is sustained and the speech is generally understandable. At times, though, the speaker’s pronunciation makes it difficult to understand the meaning of her ideas. She really gives only one reason why she likes shopping. This reason is used repetitively without much elaboration. Shopping is something she likes very much and makes her feel better. She could have added complexity to her ideas by saying something like “When I go shopping, I usually go with friends and we have a good time together without thinking about jobs, or schoolwork.” She also makes some basic grammatical errors and uses a limited range of vocabulary. Question 2 Track 25 Listening Script Narrator Some college students choose to take courses in a variety of subject areas in order to get a broad education. Others choose to focus on a single subject area in order to have a deeper understanding of that area. Which approach to course selection do you think is better for students and why? Preparation time: 15 seconds Response time: 45 seconds Important Points In this question, you are asked to make a choice between two given options. In a complete, well-developed response, you should clearly state your choice/prefer- ence. You may choose both options, but you must support both of them with rea- sons that are detailed. If you think taking a variety of courses is better, make sure you explain in detail what your reasons are for having that opinion. Here is an example: “Taking a variety of courses is better because it gives you an opportunity to learn about subjects outside of your field of study. Because so many fields of study are related, you never know when knowledge from one area will be helpful 322 TOEFL iBT Practice Test 1 in another.” This kind of response clearly shows which option was chosen and includes a detailed reason why it was chosen. Sample Responses Play Audio Track 33 to hear a high-level response for Question 2. Rater’s Comments The speaker gives a thoughtful, sustained answer with ideas and reasons that progress logically. He speaks fluently and demonstrates good control of grammar and vocabulary, with only minor errors that do not obscure the meaning of his ideas. The speaker very clearly states his opinion that the answer depends on whether you are an undergraduate or graduate student. He continues by giving a detailed reason that supports each perspective. Play Audio Track 34 to hear a low-level response for Question 2. Rater’s Comments Although the speaker’s pronunciation is clear, his pace is slow and irregular. The clearest parts of his speech are words that he has taken from the prompt of the question. He demonstrates very limited vocabulary. His thoughts are understand- able at the sentence level, but there are very few connections between sentences. Such connections would help listeners to understand what is being said or enable them to predict what will likely come next. The opinion is stated in the beginning. However, he frequently uses words from the prompt and repeats the same idea throughout the response. Question 3 Track 26 Listening Script Narrator The university is planning to eliminate its bus service. Read the article from the uni- versity newspaper about the plan. You will have 45 seconds to read the article. Begin reading now. Reading time: 45 seconds Bus Service Elimination Planned The university has decided to discontinue its free bus service for students. The rea- son given for this decision is that few students ride the buses and the buses are ex- pensive to operate. Currently, the buses run from the center of campus past university buildings and through some of the neighborhoods surrounding the cam- pus. The money saved by eliminating the bus service will be used to expand the overcrowded student parking lots. 323 Answers, Explanations, and Listening Scripts Narrator Now listen to two students discussing the article. Man I don’t like the university’s plan. Woman Really? I’ve ridden those buses, and sometimes there were only a few people on the bus. It did seem like kind of a waste. Man I see your point. But I think the problem is the route’s out-of-date. It only goes through the neighborhoods that’ve gotten too expensive for students to live in. It’s ridiculous that they haven’t already changed the route—you know, so it goes where most off- campus students live now. I bet if they did that, they’d get plenty of students riding those buses. Woman Well, at least they’re adding more parking. It’s gotten really tough to find a space. Man That’s the other part I don’t like, actually. Cutting back the bus service and adding park- ing’s just gonna encourage more students to drive on campus. And that’ll just add to the noise around campus and create more traffic . . . and that’ll increase the need for more parking spaces . . . Woman Yeah, I guess I can see your point. Maybe it would be better if more students used the buses instead of driving. Man Right. And the university should make it easier to do that, not harder. Narrator The man expresses his opinion of the university’s plan to eliminate the bus service. State his opinion and explain the reasons he gives for holding that opinion. Preparation time: 30 seconds Response time: 60 seconds Important Points The university plans to eliminate the bus service because it is too expensive to run and too few students use it. The man disagrees with the university plan. He believes the reason few students take the bus is that the route goes to neighbor- hoods where students do not live. If the routes were changed, many more stu- dents would ride the bus. The man disagrees with the way the university plans to use the money it saves on the bus service. Building more parking lots on campus will encourage more students to drive on campus. This would increase noise and traffic on campus. 324 TOEFL iBT Practice Test 1 325 Answers, Explanations, and Listening Scripts Sample Responses Play Audio Track 35 to hear a high-level response for Question 3. Rater’s Comments The speaker gives a clear and coherent response that is detailed and accurate. He speaks quickly, but this does not prevent him from being understood. He very clearly states the man’s opinion and summarizes the man’s reasons for having that opinion. He uses complex grammatical structures and a wide variety of appropriate vocabulary. As a result, his speech seems to flow automatically. Play Audio Track 36 to hear a mid-level response for Question 3. Rater’s Comments The speaker’s first language moderately influences her pronunciation, intonation, and pacing. This creates some listener effort. She provides content that is relevant to the task, but her limitations in language use hinder her ability to accurately convey relevant details. She fills the entire time with understandable speech. How- ever, she incorrectly repeats throughout the response time that students cannot afford to ride the bus. She also says that few students will drive cars and over- crowd the parking lots. This creates confusion for the listener. The speaker never mentions the man’s concern about increased noise and traffic on campus. Question 4 Track 27 Listening Script Narrator Now read the passage about the nature of social interaction. You will have 45 seconds to read the passage. Begin reading now. Reading Time: 45 seconds Social Interaction People deal with each other every day. This interaction is at the heart of social life. The study of social interaction is concerned with the influence people have over one another’s behavior. People take each other into account in their daily behavior and in fact, the very presence of others can affect behavior. For example, one prin- ciple of social interaction, audience effects, suggests that individuals’ work is af- fected by their knowledge that they are visible to others, that the presence of others tends to alter the way people behave or perform an activity. Narrator Now listen to part of a talk in a sociology class. The professor is discussing audience effects. Professor OK, so we said that the way we interact with others has an impact on our behavior . . . 326 TOEFL iBT Practice Test 1 In fact, there’s some interesting research to suggest that in one type of interac- tion—when we’re being observed specifically, when we know we’re being watched as we perform some activity—we tend to increase the speed at which we perform that activity. In one study, college students were asked to each put on a pair of shoes—shoes with laces they would have to tie. Now one group of students was told that they would be observed. The second group, however, didn’t know they were being observed. The students who were aware that they were being watched actually tied their shoes much faster than the students who thought they were alone. Other studies confirm the same is true even when we’re learning new activities. Let’s say someone is learning a new task—for example, learning how to type. When they’re conscious of being observed, they’ll likely begin typing at a much faster rate than they would if they were alone. But, and this is interesting, the study also showed that certain common behavior— things people typically do, like . . . making mistakes when you’re learning something new that behavior pattern will also increase. So in other words, when we’re learning to type, and we know we’re being watched, we’ll type faster but we’ll also make more mistakes. Narrator Explain how the examples of tying shoes and learning to type demonstrate the princi- ple of audience effects. Preparation time: 30 seconds Response time: 60 seconds Important Points The principle of audience effects suggests that when people are aware of being observed, their behavior changes. Specifically, in the two studies described, peo- ple worked faster when they were aware of being observed. In one study, two groups were told to put on shoes that tied. One group was told it would be observed and the other was not. The group that knew it was being observed tied shoes much faster than the other group. In learning to type, those being observed type faster, but they also make more mistakes than those not aware of being observed. Sample Responses Play Audio Track 37 to hear a high-level response for Question 4. Rater’s Comments The speaker speaks clearly. She identifies the concept of audience effects and the two examples from the listening. She organizes her response in a logical way that leads the listener from one sentence to the next. She supports her response with accurate details and demonstrates a sophisticated level of both grammatical structures and vocabulary. This is evident in the way she smoothly transitions from one idea to the next and the efficient use of language to accurately summa- . af- fected by their knowledge that they are visible to others, that the presence of others tends to alter the way people behave or perform an activity. Narrator Now listen to part of a talk. question. All of these points must be present in a response in order for it to receive the highest score in the Topic Development category. These important points are guides to the kind of information. seconds Important Points The university plans to eliminate the bus service because it is too expensive to run and too few students use it. The man disagrees with the university plan. He believes the reason