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TOEFL IBT Speaking Practice #67

 Speaking 1

Some people think that family members are the most important influence on young 

adults. Others believe that friends are the most important influence. Which do you 

agree with? Explain why.

My answer transcript:

Personally I  strongly agree that young adults can be more influenced by their friends rather than from   their family.  it just because the family or especially parents don't know how to blend to the young children to whom get into adolescence period.  I do remember when my friend has a parent that's really a chain smoker and me not a smoker then we can influence him as not smoker or even he really doesn't like smoke at all.  that's why  since that day I believe friends can give deep influence either it good or bad.

ChatGPT Assessment, based on TOEFL iBT rubrics in scale out of 10 for each rubric (Delivery, Language Use, Topic Development), then give me better modified version of my answer (max 400 words):

Delivery: 7/10 - Your answer is delivered in a casual and conversational tone. However, a bit more formality could have strengthened your argument, and the flow of your thoughts could have been better structured.

Language Use: 7/10 - While you make your point clearly, some grammar and syntax errors made your argument less persuasive. Clear, concise sentences with proper grammar would help to communicate your thoughts more effectively.

Topic Development: 8/10 - You've developed the topic well, using a personal anecdote to support your point of view. The argument could be improved by including more reasons and evidence to substantiate your claim, as well as a clearer conclusion.

Here's a modified version of your answer:

"I firmly believe that friends often exert a more profound influence on young adults compared to their families, especially during adolescence. The main reason for this assertion lies in the dynamics of social interactions young adults experience. Often, parents and older family members may struggle to relate to the evolving experiences and interests of adolescents, making it more difficult to offer guidance or exert influence effectively.

I recall a personal example that underscores this belief. A friend of mine grew up in a family where his father was a habitual smoker. Despite his father's smoking habit, my friend strongly detested smoking. It was clear that our peer group, rather than his family, played a crucial role in shaping this stance. We, as his friends, all refrained from smoking and actively encouraged him to maintain this aversion.

However, it's important to mention that the influence of friends can swing either way - it can be beneficial or detrimental. In the case of my friend, our influence was positive, but negative influences are also possible, emphasizing the need for guidance from both peers and family.

To conclude, based on my experiences, I believe that friends often have a more significant impact on young adults, although it is crucial to acknowledge the potential for both positive and negative influences."

Speaking 2

Reading Passage:

Required Work Experience 

The business studies department at State University will now require all students 

enrolled in its program to complete one semester of work experience in a local 

corporation or small business. It is felt that students will benefit from this work 

experience by developing leadership and organizational skills that would not normally be learned in a classroom or campus setting. Furthermore, the relationships 

that students establish with the company that they work for may help them to 

secure permanent employment with that company once they have completed the 

program and graduated.

Listening Transcript:

Narrator: Now listen to two students discussing the announcement.

Male student: Did you read this announcement?

Female student: Yeah, and I disagree—I don't think it will actually help students.

Male student: Really? Why not?

Female student: Well, they talked about leadership and organizational skills, but that's not really the kind of work you do. Like my older brother's had the kind of jobs they're talking about... and typically you're just there to do basic tasks like typing or filing stuff—nothing very meaningful.

Male student: Oh, so you wouldn't actually learn anything new...

Female student: Exactly.

Male student: I guess I see what you mean—but what about the other point they make?

Female student: About this helping us after we graduate? I don't agree.

Male student: How come?

Female student: Well, the problem is that there are lots of other universities in our area that have the same requirement... so there are lots of other students in these positions.

Male student: Yeah, I guess I hadn't thought of that.

Female student: So even if you take a position like this in a company while you're still a student, once you graduate, the competition for permanent jobs will be impossible... I mean, there just won't be enough jobs available for all the business graduates in this city who will be looking for full-time work.

Male student: Hmm... I see what you're saying.

Narrator: The woman expresses her opinion of the university's new policy. State her opinion and explain the reasons she gives for holding that opinion.

The question:

The woman expresses her opinion of the university's new policy. State her opinion 

and explain the reasons she gives for holding that opinion.

My answer:

The University has a plan to implement a new policy regarding one semester work on local or small business.  However, the female student not agree with this plan for these two following reasons. According to the announcement that this work plan would give leadership and organizational experience for students, however the female student found her old brother who had done this before only given basic tasks. There was nothing new especially regarding leadership and organizational skills.

Furthermore, the female student  arguing the opportunities that  could be given by the company.  She believed because there are many universities around this city it must be very high competition to get the job.

To sum up because of those  previous reasons the female students disagree with the plan of Campus.

ChatGPT Assessment, based on TOEFL iBT rubrics in scale out of 10 for each rubric (Delivery, Language Use, Topic Development), then give me better modified version of my answer (max 400 words):

Delivery: 8.5 - Your response is generally easy to understand. However, some of your sentences are a bit convoluted, which may disrupt the clarity of your ideas.

Language Use: 8 - Your grammatical structures and vocabulary usage are mostly accurate, although there are minor mistakes such as "the female student not agree" should be "the female student does not agree".

Topic Development: 9 - Your response is well-organized, and you provided a thorough explanation of the female student's opinion, demonstrating a good understanding of the main ideas.

Modified Answer: 

The university has proposed a new policy that would require students to gain work experience at a local business for one semester. The female student, however, disagrees with this plan for two main reasons. 

First, she believes that the proposed work experience will not foster the development of leadership and organizational skills as promised by the university. She bases this belief on her older brother's experience, who undertook similar jobs and was given only basic tasks to perform, like typing and filing, rather than any meaningful, skill-enhancing work. 

Secondly, she disagrees with the university's assumption that this experience will aid students in securing jobs post-graduation. She points out the high level of competition due to the similar requirements at many other universities in the area, suggesting that the number of available positions would not suffice for the large number of graduates seeking employment. 

In conclusion, the female student opposes the university's new policy because she doubts its effectiveness in enhancing relevant skills and aiding job placement upon graduation due to task limitations and high competition.

Speaking - 3

The Reading Passage:

The Establishing Shot 

Film directors use different types of camera shots for specific purposes. An establishing shot is an image shown briefly at the beginning of a scene, usually taken 

from far away, that is used to provide context for the rest of the scene. One purpose of the establishing shot is to communicate background information to the 

viewer, such as the setting—where and when the rest of the scene will occur. It 

also establishes the mood or feeling of the scene. Due to the context that the 

establishing shot provides, the characters and events that are shown next are better understood by the viewer. 

Listening Transcript:


Now listen to part of a lecture on this topic in a film class. 


So, the other day I went to this great new movie. And one of the scenes in particular, 

I thought, was really set up nicely. At the start of the scene...uh, before the action 

and talking and things saw, on the movie screen, an image of a city. You 

could tell it was a big city...there were lots of buildings—tall ones, skyscrapers. And the 

cars and signs on the city streets looked old-fashioned—like they were from the past, like 

the 1940s. 

The other thing I noticed right away, from this first image, just when the scene started, 

was that the city seemed, uh, gloomy. You couldn't see much because it was, well, there 

was mostly darkness rather than sunlight, and there was only just a little bit of light from 

the streetlamps. On top of that, it was raining and kinda foggy. All of these details worked 

together to create a dark, gloomy, mysterious feeling. 

So, then, when the action started, and it showed detectives talking to each other in an 

office, I already knew that the office was located in a tall building in a big city, sometime 

in the 1940s. And I, uh, had a good idea that the events that'd be taking place would be 

pretty dark and mysterious because of the shot, the image, I saw at the beginning of 

the scene. 


Using the professor's example, explain what an establishing shot is and how it is used

The Question:

Using the professor's example, explain what an establishing shot is and how it is 


My speaking transcript:

 Establishing shot is some act to make a scene from big picture into a small picture in order to build a mood or perspective and feeling for the viewers.  example about this establishing shot was given by the professor from the lecture, he saw a movie that at the first it shown image of big city with skyscrapers around there and old fashioned looks maybe from 1940s and it must be from the past and also the darkness outweigh its sunlight,  furthermore it was raining even more mysterious feeling about the scene and after that the professor is seeing the detective discussing each other.  it's something about Established shot to give mysterious feeling to the viewers

ChatGPT Assessment, based on TOEFL iBT rubrics in scale out of 10 for each rubric (Delivery, Language Use, Topic Development), then give me better modified version of my answer (max 400 words):

Delivery: 7 - Your response is clear and generally easy to understand, but some sentences could be more precisely articulated to avoid confusion.

Language Use: 7.5 - Your grammatical structures and vocabulary usage are fairly accurate, although there are a few instances of unclear or awkward wording that hinder the smooth flow of ideas.

Topic Development: 8.5 - Your response does a good job of summarizing the professor's example to demonstrate the concept of an establishing shot. However, the connection between the establishing shot and the subsequent scene could be explained more explicitly.

Modified Answer:

An establishing shot in film is a method of setting the scene by providing a broad, contextual view before narrowing in on specific characters and actions. The professor's experience with a movie provides an apt example. In the movie, the scene started with an establishing shot of a large city filled with skyscrapers, styled in a manner suggestive of the 1940s. This immediately informed the audience that the story was set in the past, in a bustling urban environment. The city appeared gloomy and enigmatic, characterized by darkness, sparse streetlight, and rainy, foggy weather. 

This created a mysterious and ominous atmosphere, setting the emotional tone for the scene. When the action began, involving detectives conversing in an office, the audience could infer that the office was situated in one of the high-rise buildings in the big city, and that the unfolding events were likely to be shrouded in darkness and mystery. The establishing shot effectively communicated the setting, time, and mood to the audience, providing valuable context for the following action.

Speaking - 4

Listening Transcript:

Narrator: Listen to part of a lecture in a biology class.

Professor: We all know that insects like to eat plants. But some plants have been able to develop ways to protect themselves from insects. Today I'm gonna talk about some ways plants defend themselves.

Now, some plants have physical features that prevent insects from landing on them. Like the passion plant, for example. Its leaves have little spiky hairs all over them. They're like spikes sticking out of the plant that are so numerous and dense that they prevent insects from landing on the leaves. Basically, there's just no room for the insect to land. And since insects can't land on the leaves, they can't eat them. So, the little hairs serve as a physical feature that helps protect the passion plant from insects.

Alright, but other plants protect themselves using chemical defenses. Like the potato plant. The potato plant is able to release a chemical throughout its leaf system whenever an insect attacks it or starts eating the leaf. So, say an insect starts eating a potato plant's leaf. That will cause the plant to react by releasing a chemical throughout its leaf system. The insect swallows this chemical as it eats. And this chemical discourages the insect from wanting to eat any more of the plant. How? Well, the substance makes the insect feel full, like it's already had enough to eat. The insect no longer feels hungry. So, it stops eating the plant. So, by emitting this chemical, the potato plant protects itself from insects.

Narrator: Using points from the lecture, explain how the passion plant and the potato plant defend themselves from insects.

The question:

Using points from the lecture, explain how the passion plant and the potato plant 

defend themselves from insects.

My answer transcript:

According to the professor there are ways for plants to prevent eaten by insects.  the first one the example is the passion plant. this plan prevent insects to landing on them by using spiky hairs in front of their leafs so the insects unable to landing on them and obviously it couldn't eat them. 

the next one is about potato plant somehow it's going to release chemical hazardous for insects.  so when the insects eating the potato leaves or fruits it can release chemical that make the insect not hungry anymore so it will leave the potatoes 

ChatGPT Assessment, based on TOEFL iBT rubrics in scale out of 10 for each rubric (Delivery, Language Use, Topic Development), then give me better modified version of my answer (max 400 words):

Delivery: 8 - Your response is clear and easy to understand. There is a minor issue with sentence fluency where the sentences could be more smoothly connected.

Language Use: 8 - Your grammatical structures and vocabulary usage are mostly accurate. However, there are a few minor mistakes such as "prevent eaten by insects" which should be "prevent being eaten by insects" and "release chemical hazardous" should be "release a chemical that is hazardous".

Topic Development: 9 - Your response successfully summarizes the main points from the lecture about how plants defend themselves from insects, and you did an excellent job of explaining the defensive mechanisms of the passion plant and the potato plant.

Modified Answer:

According to the professor, plants have developed strategies to protect themselves from being consumed by insects. For instance, the passion plant employs a physical defense mechanism. Its leaves are covered with tiny, spiky hairs, acting like numerous spikes sticking out of the plant. These dense, spiky hairs prevent insects from landing on the leaves, thereby keeping the plant safe from being eaten.

On the other hand, the potato plant utilizes a chemical defense strategy. When an insect begins to consume the plant, the potato plant responds by releasing a certain chemical throughout its leaf system. This chemical, when ingested by the insect, creates a sensation of satiety, causing the insect to feel full and lose its appetite. Consequently, the insect ceases eating the plant. Through this release of chemical, the potato plant effectively safeguards itself from insect predation.

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