Speaking 1
The Question:
Some people have one career throughout their lives. Other people do different kinds of work at different points in their lives. Which do you think is better?
Explain why
My answer transcript:
I'd say have many different kind of jobs is better than only one career throughout our life. the reason is simply because if we have many jobs in the past it will be widen our perspective, network and experience. Thus this kind of experience can be useful for us to approaching new high level of career. for example one of the most notable startup start from computer science and then he moved to legal and anything and now become the CEO of Facebook.
ChatGPT Assessment, based on TOEFL iBT rubrics in scale out of 10 for each rubric (Delivery, Language Use, Topic Development):
Delivery: 7/10
The delivery of the response is clear and understandable. The ideas are expressed in a coherent manner, and the response flows smoothly. However, there could be some improvement in terms of vocal variety and intonation to make the response more engaging.
Language Use: 7/10
The language use is generally effective. There is a range of vocabulary and the sentences are mostly grammatically correct. However, there are a few instances of awkward phrasing and errors in sentence structure. Some words are missing or misused, which slightly affects the overall clarity of the response.
Topic Development: 7/10
The response adequately addresses the prompt and provides a clear stance on the issue. The reasons given for preferring multiple jobs are logical and relevant. However, the response lacks specific examples or details to support the points made. Providing more concrete examples and expanding on the ideas would enhance the depth of topic development.
Overall, the response demonstrates a satisfactory understanding of the prompt, but it could benefit from further refinement in terms of language use and providing more specific examples to support the ideas.
Speaking 2
Reading Passage:
History Seminars Should Be Shorter
Currently, all of the seminar classes in the history department are three
hours long. I would like to propose that history seminars be shortened to two
hours. I make this proposal for two reasons. First, most students just cannot
concentrate for three hours straight. I myself have taken these three-hour seminars and found them tiring and sometimes boring. Also, when a seminar lasts
that long, people stop concentrating and stop learning, so the third hour of a
three-hour seminar is a waste of everyone’s time. Two-hour seminars would be
much more efficient.
Sincerely,
Tim Lawso
Listening Passage Transcript:
Narrator:
Now, listen to two students discussing the letter.
Female student:
I completely disagree with Tim's proposal.
Male student:
Why?
Female student:
Well, let's see. Tim is my friend, but he's not your typical student. He stays up late partying every night, including weeknights.
Male student:
If he parties every night, it's no wonder he can't pay attention.
Female student:
Exactly, and most students aren't like that. They come to class prepared and well-rested, so they can concentrate.
Male student:
So, you're saying the problem is really Tim.
Female student:
Yes. He was in one of my classes last year, and whenever I looked at him, he was actually sleeping.
Male student:
I suppose if he's sleeping, he can't really know what's happening or what other people in the class are doing.
Female student:
Exactly. And do you want to know what happens in that last hour of the seminar? In many seminars I've been in, that's when things get interesting.
Male student: Really?
Female student: Yes. That's usually when students get really involved in the discussion and start exchanging important ideas. And if the history department actually did what Tim suggests, well, if they did that, what would happen is you'd lose what might be the most worthwhile part of a seminar.
Narrator: The woman is expressing her opinion about a proposal mentioned in the letter. In summary, please describe the proposal. Then, state her opinion about the proposal and explain the reasons she provides for holding that opinion.
The question:
The woman expresses her opinion about the proposal described in the letter.
Briefly summarize the proposal. Then state her opinion about the proposal and
explain the reasons she gives for holding that opinion
My answer transcript:
The Proposal is about Tim Lawso that proposed the historic classes seminar should be 2 hours instead of 3 hours because he think that it will be efficient. because he think and he believed it's hard to concentrate and when we start to concentrate it will be stopped learning for students. on the other hand, the female student disagree with the proposal, she said that this proposal is unfair for everyone because she knows Tim, that Tim sometimes doing party and sleeping on the classes. and she think that the last hour of seminars from history department is really exciting because it begins discussing something between students. so in conclusion the woman has contrary argument with the proposal
ChatGPT Assessment, based on TOEFL iBT rubrics in scale out of 10 for each rubric (Delivery, Language Use, Topic Development):
Delivery: 7/10
The delivery of the response is clear and understandable. The ideas are expressed in a coherent manner, and the response flows smoothly. However, there could be some improvement in terms of vocal variety and intonation to make the response more engaging.
Language Use: 7/10
The language use is generally effective. There is a range of vocabulary, and the sentences are mostly grammatically correct. However, there are a few instances of awkward phrasing and errors in sentence structure. Some words are missing or misused, which slightly affects the overall clarity of the response.
Topic Development: 7/10
The response adequately summarizes the proposal and states the woman's opinion. The reasons provided for her disagreement are mentioned, but they lack specificity and could be further expanded upon. Adding more specific examples or details to support the points made would enhance the depth of topic development.
Overall, the response demonstrates a satisfactory understanding of the prompt, but it could benefit from further refinement in terms of language use and providing more specific examples to support the woman's opinion.
Speaking 3
Reading Passage:
Explicit Memories and Implicit Memories
In everyday life, when people speak of memory, they are almost always
speaking about what psychologists would call explicit memories. An explicit
memory is a conscious or intentional recollection, usually of facts, names,
events, or other things that a person can state or declare. There is another kind
of memory that is not conscious. Memories of this kind are called implicit memories. An individual can have an experience that he or she cannot consciously
recall yet still display reactions that indicate the experience has been somehow
recorded in his or her brain
Listening passage transcript:
Narrator:
Now listen to part of a lecture on this topic in a psychology class.
Professor:
OK, the first kind of memory, we're all very familiar with this, right? You probably remember what you had for dinner last night. You have a conscious memory of last night's dinner, so, um, if I ask you "What did you eat last night?" you could tell me. But these other kinds of memories—implicit memories. They work differently.
Let's take an example from the world of advertising. When you're driving along a highway, you see plenty of billboards—you know, roadside advertisements. You certainly don't remember them all. But they still affect you. Marketing researchers have shown... well, to be specific, let's say there's a billboard on the highway advertising a car called "the Panther." The ad shows a big picture of the car. And above the car in huge letters is the name of the car: "Panther." A lot of people drive by the billboard. But... ask those drivers later if they saw any advertisements for cars, and, well, they'll think about it, and a lot of them will say no. They honestly don't remember seeing any. They have no conscious memory of the "Panther" billboard. So you ask these same people a different question: You ask, um, OK, ah, you ask them to name an animal starting with the letter P. What do you think they will answer? Do they say "pig"? Pig is the most common animal that starts with the letter P. But they don't say "pig." They say "panther." The billboard had an effect, even though the drivers don't remember ever seeing it.
The Question:
Using the example of the car advertisement, explain what is meant by implicit memory.
My answer transcript:
Based on the materials that implicit memory is something that we're not consciously remember. the professor in the lecture talk about advertising for example. we can see Billboards all over the highway for example, in specific he said about advertising of The Panther car. implicit memory will not recall we are remembering the Billboards all along the way. but if people that already serve of this content of billboards will be noticing if he or she seeing The Panther car in a real form. Then the professor argue somehow if those people who already seen all the panther billboards, when asked about what kind of animal that start with P obviously they will answer it with Panther despite pick that very famous anymore start with P letter.
ChatGPT Assessment, based on TOEFL iBT rubrics in scale out of 10 for each rubric (Delivery, Language Use, Topic Development):
Delivery: 8/10
The delivery of the response is clear and understandable. The ideas are expressed in a coherent manner, and the response flows smoothly. There is good vocal variety and intonation, making the response engaging to listen to.
Language Use: 7/10
The language use is generally effective. There is a range of vocabulary, and the sentences are mostly grammatically correct. However, there are a few instances of awkward phrasing and errors in sentence structure. Some words are missing or misused, which slightly affects the overall clarity of the response.
Topic Development: 8/10
The response adequately explains what is meant by implicit memory using the example of the car advertisement. The explanation highlights that implicit memories are not consciously remembered but still have an effect on behavior. The connection between the billboard advertisement and the drivers' choice of the word "panther" when asked to name an animal starting with the letter P is effectively described. Providing specific details from the example strengthens the topic development.
Overall, the response demonstrates a solid understanding of the prompt. With some minor improvements in language use, the response would be even stronger.
Speaking 4
Listening Passage:
Narrator:
Now listen to part of a talk in an education class.
Professor:
One of the hardest parts of teaching is keeping your students' attention. Now, the key to doing this is understanding the concept of attention. Basically, there are two types of attention. The first type is active. Active attention is voluntary—it's when you intentionally make yourself focus on something. And since it requires effort, it's hard to keep up for a long time. OK, so, um, let's say you're teaching a... a biology class. And today's topic is frogs. All right, you're standing at the front of the room and lecturing: "A frog is a type of animal known as an amphibian..." Well, this isn't necessarily going to keep the students' interest. But most of them will force themselves to pay active attention to your lecture... but it's only a matter of time before they get distracted.
Now, the other type of attention is passive attention—when it's involuntary. Passive attention requires no effort because it happens naturally. If something's really interesting, students don't have to force themselves to pay attention to it—they do it without even thinking about it. So back to our biology lecture. You start talking about frogs, and then you pull a live frog out of your briefcase. You're describing it while you hold it up... show the students how long its legs are and how they're used for jumping, for example. Then maybe you even let the frog jump around a bit on the desk or the floor. In this case, by doing something unexpected... something more engaging, you can tap into their passive attention. And it can last much longer than active attention; as long as the frog's still there, your students will be interested.
Narrator:
Using points and examples from the talk, explain the difference between active and passive attention.
The question:
Using points and examples from the talk, explain the difference between active
and passive attention.
My answer transcript:
The professor on the lectures talk about two kinds of attention. the first one is active attention that we voluntary and put effort to be focused on some kind of material in the classes for example. and the professor talk about if we teach frog and then talk about the detail of the frog it's required for attention from students and it I need a high effort from student and maybe it could short lasting. Secondly it's about passive attention it is more natural and without effort, for example if we bring frogs to the class and if we could show our students how the Frog likes how it jump and so on, it can be experience of unexpected from students and surprise them and it keep them interested to our materials and activate the passive attention. so the key for passive attention is interesting lecture
ChatGPT Assessment, based on TOEFL iBT rubrics in scale out of 10 for each rubric (Delivery, Language Use, Topic Development):
Delivery: 8/10
The delivery of the response is clear and understandable. The ideas are expressed in a coherent manner, and the response flows smoothly. There is good vocal variety and intonation, making the response engaging to listen to.
Language Use: 7/10
The language use is generally effective. There is a range of vocabulary, and the sentences are mostly grammatically correct. However, there are a few instances of awkward phrasing and errors in sentence structure. Some words are missing or misused, which slightly affects the overall clarity of the response.
Topic Development: 8/10
The response adequately explains the difference between active and passive attention using examples from the lecture. The distinction between voluntary, effortful active attention and natural, engaging passive attention is clearly described. The example of teaching about frogs and using a live frog to engage students' passive attention effectively supports the explanation. The response demonstrates a good understanding of the topic.
Overall, the response demonstrates a solid understanding of the prompt. With some minor improvements in language use, the response would be even stronger.
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