Carlton TP #11

Tutee session with TZ only, Wednesday April 2, 3:30-6:00 pm

We meet at CIES lounge. YY is expected to return Saturday. By text TZ had asked that we work on TOEFL Speaking practice. Since we had just covered this in our readings and class, I was glad to comply. I searched online and found some resources I thought were good test practice exercises. When we met we decided to move to the Duroc Science Library where there were quiet rooms and we could focus on real practice. Be forewarned, that reserving a study room is not allowed for CIES credentials or even visiting USF students, so this was a headache until we were given permission to just take a room.

I had read some advice that the best preparation for this test is to simulate the environment as closely as possible for practice, because becoming familiar with the special conditions of the test is important to reduce anxiety and stress. I also realized that TZ was not close to being able to succeed with this test (he is high level 1 now), although he thinks he is much better prepared for Reading and Writing portions (where he is level 3).

My goal is to evaluate how he is approaching his preparation on his own and how the TOEFL mixed level class is working for him. He demonstrates to me his TPO test preparation program. This program has a large database of sample questions, readings, and audio, but is not an authentic simulation, and he has not made a lot of progress working with it. Obviously to me, the material is just too difficult, and all of the free resources I have found do NOT include scaffolding support or much guidance or strategy. That is what you must pay for.

In order to find a workable plan for him, I feel I have to make it clear that he must find ways to build up to this level of practice gradually, and we can use the tools available in ways that will be less frustrating and lead to steadily improved fluency and accuracy. I use the first link below to show him how the test is constructed and how each question differs and what it tests. This page has sample answers so he can see what is expected easily. I explain about the extreme time limits compared to class. We practice constructing a response as fast as possible with quick notes for the free response (1 and 2). He needs much more time but understands the task. Then we review the first integrated task (3) and practice each step with a timer, reading, listening, speaking. The topic is recycling and the dialogue is quite tricky and packed with details, intended to test up to an advanced comprehension and organizational response. He accepts that he cannot be ready to test by June.

This exercise was not as negative as it might sound. We also discussed some resources that are more important and contribute directly to the skills he lacks. I encouraged him to begin recording his voice and listening to his own readings. The second link below allows this easily for a sample of questions. The third link brings together many pages, all with audio and/or video support, to target pronunciation practice by level. I encourage him to use this with a small mirror to compare and work on mouth shaping and mimicry. The last link is another full speaking test simulation source.

One other technical issue I think was holding him back in practice was that his computer audio was terrible. I advised that he get a small pair of speakers or headphones (cheap ear buds vary dynamics too much with movement) to use for listening. This will make a big difference, I am sure.

Resources:
http://www.englishclub.com/esl-exams/ets-toefl-practice-speaking.htm (my main lesson page)
http://www.toeflnetwork.com/toefl-speaking/1/1 (updated site, good scenarios, recording)
http://www.eslamerica.us/Pronunciation.html (excellent pronunciation examples)
https://www.youtube.com/user/ouliogroove (excellent authentic simulated test scenarios)