Group F TOEIC Flex Speaking Test for English Language Teachers

Part A: Reading/modeling texts out loud

Directions: In this part of the test, you will read aloud the text on the screen as if you are modeling it for a class of secondary school learners of English. One of the texts will be a reading passage, while the other will be a dialogue between two speakers.
You will have 60 seconds to prepare for each text. Then you will have 60 seconds to read each text aloud.

Question 1 (of 15): Model the reading text below for a class of secondary school English learners.

Preparation Time = 60 seconds
Response Time = 60 seconds

Question 2 (of 15): Model the dialogue below for a class of secondary school English learners.

Preparation Time = 60 seconds
Response Time = 60 seconds

Part B: Describing visual learning aids

Directions: In this part of the test, you will describe two visual aids in as much detail as you can. One of the visuals will be a photograph or picture that helps to present a new unit of study. The other will be a grammar or key language chart. In both cases, you should assume you are presenting the visual to a class of secondary school learners of English.
You will have 60 seconds to prepare for each response. Then you will have 60 seconds to speak about each visual.

Question 3 (of 15): Talk about the picture to help introduce the new unit of study to students.

Preparation Time = 60 seconds
Response Time = 60 seconds

Question 4 (of 15): Introduce these charts to a class of secondary school English learners.

Preparation Time = 60 seconds
Response Time = 60 seconds

Part C: Responding to student questions

Directions: In this part of the test, you will answer three questions as if they had been asked by students in a secondary school English classroom. For each question, begin responding immediately after the question has finished. You should answer each question as if you are speaking directly to secondary school English language learners.
No preparation time is provided. You will have 30 seconds to respond to Questions 5 and 6 and 60 seconds to respond to Question 7.

Question 5 (of 15): Answer the following question from a classroom student.

Preparation Time = 0 seconds
Response Time = 30 seconds

What is the difference between "considerable" and "considerate"?

Question 6 (of 15): Answer the following question from a classroom student.

Preparation Time = 0 seconds
Response Time = 30 seconds

When I use articles -a,an and the- in my essay, I'm always confused because of its usage. What is the difference between "a", "an" and "the"?

Question 7 (of 15): Answer the following question from a classroom student.

Preparation Time = 0 seconds
Response Time = 60 seconds

I want to send an excellent e-mail to my foreign friends. But I'm not good at writing in English. How can I improve my English writing skill?

Part D: Giving feedback to students

Directions: In this part of the test, you will give feedback to students based on their language production and classroom performance.

For question 8, you will read a writing sample from a student and give the student feedback. For question 9, you will listen to a student’s short speech and provide feedback. For question 10, you will be given details about a student’s classroom performance, and be asked to give feedback/advice to that student. In both cases, you should speak as if you are communicating directly with a secondary school student.

For each question, begin responding immediately after you hear the question. No additional preparation time is provided. You will have 30 seconds to respond to each question.

Question 8 (of 15):

You have asked your secondary school students to write a short essay in response to the following topic:

What is the biggest holiday in your country?

Prepare to look at the writing produced by one of your students (Danny).
You will have 60 seconds to read and think about the student's production.

Danny's writing
Chuseok is biggest holiday in Korea. Chusek is on the 15th of august by lunar calendar. Cuseok call the harvst moon festival. Chuseok is originated from 'gabae', game played in Silla times on midautumn day. The Silla U-ri king era, woman who weaver gather to the royal palace and divide into two team. Two team play a weaver match. Estimating the results of a match on chuseok, a lose team prepae food and give a feast. This is 'gabae', the origin of Chuseok. In Chuseok, grain and fruit ripe. Chuseok is a day that thank an ancestor for a rich harvest and that have a good time with the neighborhood.

Part E: Discussing teaching methodology

Directions: In this part of the test, you will answer three questions based on a short excerpt related to English language teaching methodology. You will have 90 seconds to read the passage. You are permitted to take notes while you read. The text will then be taken away and you will have 30 seconds to review or add to your notes before the questions begin. For each question, begin responding immediately after you hear the question. No additional preparation time is provided. You will have 30 seconds to respond to Questions 11 and 12 and 60 seconds to respond to Question 13.

Question 11-13 (of 15):

Reading Text :
As the field of second language pedagogy has developed and matured over the past few decades, there are increasing efforts to engage in communicative language teaching (CLT). The "push toward communication" has been relentless. Researchers have defined and redefined the construct of communicative competence. They have explored the myriad function of language that learners must be able to accomplish. They have examined the nature of styles and nonverbal communication. With this storehouse of knowledge we have valiantly pursued the goal of learning how best to teach communication.

Communicative Language Teaching suggests that grammatical structure might better be subsumed under various functional categories. CLT pays considerably less attention to the overt presentation and discussion of grammatical rules than traditionally practiced. A great deal of use of authentic language is implied in CLT, as teachers attempt to build fluency. It is important to note, however, that fluency is not encouraged at the expense of clear, unambiguous, direct communication. Finally, much more spontaneity is present in communicative classrooms: students are encouraged to deal with unrehearsed situations under the guidance, but not control, of the teacher. It is often difficult for a nonnative speaking teacher who is not very proficient in the second language to teach effectively. This drawback should not deter one, however, from pursuing communicative goals in the classroom. Technology can come to the aid of such teachers.

This text will be visible for 90 seconds.

Preparation time:
You now have 30 more seconds to add any more notes based on what you can remember from the reading passage. Question 11 will automatically appear on your screen after 30 seconds

Question 11 (of 15):
11. How could we define CLT?

Preparation Time = 0 seconds
Response Time = 30 seconds

Question 12 (of 15):
12. What makes it difficult for a nonnative speaking teachers to practice this methology? and how could they overcome that obstacle

Preparation Time = 0 seconds
Response Time = 30 seconds

Question 13 (of 15):
13. How could CLT be applied in a real classroom?

Preparation Time = 0 seconds
Response Time = 30 seconds

Part F: Provide a language teaching solution

Directions: In this part of the test, you will be presented with a teacher colleague’s secondary school classroom problem and asked to propose a language teaching solution.

You may read a note from your colleague. You will then have 30 seconds to prepare, and 60 seconds to speak.

In your response, be sure to
- show that you recognize the problem, and
- propose a way of dealing with the problem

Question 14 (of 15):
One of your teaching colleagues has approached you for advice.
Here is his note to you:

Hey there, I was wondering if you could help me out with a problem I am having. As you know, this is my second year teaching in public middle school. In my first year, I tried to use different materials other than plain textbooks. However, I got constant complains from supervising teachers and students' parents saying I was not covering all the necessary contents in textbooks. Then, I kind of realized that it is almost impossible to abandon the government designated textbooks. However, I want to do something more interesting rather than just doing what's in the textbooks, but I don't know how to balance between the two. I have came up with many interesting activities and useful materials, but there is not enough time to actually do them in class. What should I do? I would really like to hear your suggestions.

Preparation Time = 30 seconds
Response Time = 60 seconds

Question 9 (of 15):
You have asked your secondary school students to prepare and perform a 1-minute speech about "Halloween". Listen to the speech performed in class by one of your students(Minkyung). You will have one minute to listen to his speech. You may take notes while you listen.

Give Minkyung some quick feedback about her speech.

Preparation Time = 0 seconds
Response Time = 30 seconds