TASK ONE: CASUAL CONVERSATION
In this section of the test, you will be expected to have a short conversation about academic and professional life. One of the evaluators will ask you a question to start the conversation and both raters may ask additional follow up questions. Interact as well as you can and say as much as you can when answering each question. Remember that this is a test of spoken English. Your score will be based on the way you express your ideas, not the actual ideas.
Example question: Why did you choose to pursue a graduate degree in your program of study?
TASK TWO: ROLE-PLAY: OPENING CLASS AND ANNOUNCING CHANGES TO AN EVENT
In this section of the test, imagine that you, the teacher, are opening class for the day and you have been asked by your supervisor to announce changes to the details of an event sponsored by your department. You will be provided with a card that lists the old and new information related to this event. Be sure to make sure your students understand the changes and encourage them to attend the event.
You will have one minute to prepare to present the information listed below. Please note that where it says Your Field of Study, you should say the name of your department.
Announcement of Lecture from Professor Nash
Purpose: Dr. Nash, a well-known professor in (your field of study] will be giving a lecture on [topic in your field] that is relevant to this course [provide name of class].
|Date: Was scheduled for: Next Tuesday||Is now scheduled for: Next Wednesday|
|Time: Was scheduled for: 2:00 P.M.||Is now scheduled for: 3:00 P.M.|
|Place: Room 116, Mott Building|
The talk will last 45 minutes and will be followed by a question and answer period.
TASK THREE: ROLE-PLAY: TEACHING A TERM OR CONCEPT
In this section of the test, you will be expected to teach the audience about a common term or concept from your field of study. You will have one minute to prepare. If you cannot think of a term, the evaluators will provide you with a list of terms from which you can choose.
The evaluators may interrupt you if they have questions or may ask questions at the end of your explanation.
Consider the following questions in order to help you prepare your explanation:
- Can you give a formal definition of this term?
- Why is this term important in your field?
- How will you begin your explanation and be sure that your audience understands what the term is?
- Can you make the definition clearer or simpler by using examples, analogies, or drawings?
TASK FOUR: ROLE-PLAY: OFFICE HOURS
In this section of the test, you will be given a card that describes a role-play that might take place in a TA’s office hours. Imagine the situation and perform the task indicated on the card. Speak as naturally and as accurately as you can. Remember, the evaluators will be interested in the way you express your ideas, not the actual ideas.
Situation: An undergraduate student from your class comes to your office hours to ask for extra credit opportunities to improve his or her grade. The student works hard, but struggles with the material in your class. Imagine that one of your evaluators is the student and explain why you will or will not provide extra credit opportunities for him or her.
You will have thirty seconds to prepare. When you are ready, the evaluator will begin the role play.
In the actual test, you may refer to this information, but do not simply read it.