マイチューターのTOEFL対策コラム

TOEFL スピーキング　Question 4 学習ステップ

マイチューター　「TOEFL スピーキング　Perfect Master (Intermediate)」

カリキュラムでは、Question 4  対策として、試験問題標準レベルで様々な

トピックを使い、以下の流れで効果的、実践的な練習を繰り返し、

スコアアップへ導きます。


目標スコアー 80点（Speakingセクション 20点）を目指す受講者に適した

カリキュラムになっています

学習ステップ

ステップ   1  リスニング &メモ取り　アカデミックなトピックの講義を聞き概要をメモします。

↓

ステップ   2   解答の構成　 解答へ導くため用意された５つの質問に解答します。

↓

ステップ  3   解答の作成　テンプレートを使い解答文を作り、スピーチをします。

↓

ステップ   4   比較と復習　　模範解答を聞いて、自分の解答と比較します。　　
　

▮　Listen

STEP 1 | Listening & Note Taking | Listen to a lecture , and take notes.

メモ取り

Note－Taking

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

__________________________________________________________________

Question

Using points and examples from the lecture, explain the two different theories on why the dinosaurs became extinct.

 STEP 2　 |Organizing 解答の組み立て| Ask yourself the following questions and organize your ideas

1. What is the topic of the professor’s lecture?
2. According to the professor, what happened when a meteor or asteroid struck Earth?
3. Why do people believe that this strike caused the dinosaurs to become extinct?
4. What do scientists say were the results of the eruption of a super volcano?
5. How did the greenhouse effect make the dinosaurs extinct?

1. ____________________________________________________
2. ____________________________________________________
3. _____________________________________________________
4. ____________________________________________________
5. ______________________________________________________

解答例

1.  The professor describes two of the more popular theories on why the dinosaurs became extinct.

2.  After an object from space hit Earth, lots of dirt and debris were thrown into the air, which decreased the amount of sunlight getting through to Earth.

3.  Because there was less sunlight, plants died, so herbivorous dinosaurs no longer had a food source and died, and then the carnivores died soon afterwards.

4.  After a super volcano erupted, it spewed carbon dioxide into the atmosphere, which caused global warming to occur rapidly.

5.  The dinosaur eggs reacted badly to the heat, so more males were born, which meant that the dinosaurs could not reproduce.

                

STEP 3 |Response 解答| Make your response using the organized ideas.

The professor states that dinosaurs once ____________________ _

__________________________________________________________

________ The first is that _________________________________ _

The second theory Is that __________________________________ _

So ________________________________________________________

___________________________________________________________

STEP 6  | Compare 比較 | Listen to a sample response, and compare it with yours.

Sample Response 模範解答

The professor states that dinosaurs once ruled Earth but suddenly became extinct. She gives two different theories to explain their disappearance. The first is that a meteor or asteroid struck Earth. She even says that some scientists know where it hit. The strike sent dirt up into the”atmosphere, which hid the planet from the sun. It got colder, and there was no sunlight, so all the plants died. Without food sources, the dinosaurs all died. The second theory is that there was an eruption of a super volcano. This filled the air with carbon dioxide, which caused the greenhouse effect to start on Earth. When subjected to heat, lizard and dinosaur eggs change. Females in eggs become males. So there were no more females being born, which meant that the dinosaurs couldn’t reproduce.

TOEFL スピーキング　Question 4 学習ステップ

マイチューター　「TOEFL スピーキング　Perfect Master (Basic)」

カリキュラムでは、Question 4  対策として、試験問題に比べ、

簡単なトピックとやや短めな講義を使った様々な問題に

チャレンジしていただきます。

以下の学習ステップで、効果的、実践的な練習を繰り返し、スコアアップへ導きます。

目標スコアー 61点（Speakingセクション 15点）を目指す受講者に適した

カリキュラムになっています。

TOEFL初級者（例：英検準2級以下、TOEIC 500点以下）で

リスニングが苦手な方はリスニングのない「TOEFL特訓ゼミ　Starter」

カリキュラムからの受講をお勧めいたします。

学習ステップ

ステップ   1  リスニング &メモ取り　アカデミックなトピックの講義を聞き概要をメモします。

↓

ステップ   2   解答の構成　 メモを使ってKey sentencesを書き出します。

↓

ステップ  3   解答のスピーキング　 質問に対し、メモを参考に解答します。

↓

ステップ   4   比較と復習　　模範解答を聞いて、自分の解答と比較します。　　
　

▮　Listen

STEP 1 | Listening & Note Taking | Listen to a lecture , and take notes.

スクリプト

Have you heard about the positive externality effect? The positive externality effect is kind of a difficult theory to explain. Basically, it means that certain actions in society can help society as well as the individual. Let’s see. A common example is the flu shot. People can help themselves by getting a flu shot and keeping healthy. They might save some money by not missing work, avoiding the doctor and not having to pay for medicine. They also help society as a whole by not getting others sick. This is the positive externality effect. Of course, sometimes people don’t care about society and don’t get their shots. This hurts all of society, not just the individual. The government can help by reducing the costs of the shots or forcing people to get their shots.

メモ取り

Subject: Positive externality effect

_________________________________________________________________

_________________________________________________________________

Detail: Help self and society at same time

_________________________________________________________________

__________________________________________________________________

 STEP 2　 |Organizing 解答の組み立て| Make key sentences using the above notes

Key sentences

❶　__________________________________________________________

❷ __________________________________________________________

                

STEP 3 |Response 解答| Make your response using the above information.

Question

Using points and examples from the talk, explain the positive externality effect.

Your Response _________________________________________________

_______________________________________________________________

_______________________________________________________________

STEP 6  | Compare 比較 | Listen to a sample response, and compare it with yours.

Sample Response 模範解答

The positive externality effect is a theory that when one person or a group of people is helped by something, the effect that it has on them will positively affect society as a whole. When a person gets a flu shot for example, it helps the person who won’t get the flu and it also helps everyone else that the person might have infected to.

TOEFLスピーキングQuestion 4  解答に必須の表現集

Question 4では、90秒～120秒程度、230～280語程度の

アカデミックなトピックに関する講義を聞きます。

そしてリスニングが終わったら20秒で回答の準備を行い、

60秒でスピーキングを行うという流れになります。

また、Question 4での質問内容は必ず、「講義で述べられているトピックに

関して2つの～を説明しなさい」というものです。

Useful Expressions

講義で教授が主題についてどのように例証しているか説明する表現を学びます。　

1.Expressions that can be used in telling about the lecture subject

講義について説明する表現

1. The professor discussed…
2. The lecture talked about…
3. The entire lecture covered …
4. The topic of the lecture was …
5. The majority of the talk was about…
6. The professor told her students about …
7. The professor’s lecture mentions …
8. He focused on …
9. The main idea was …
10. The professor looked into …

2.Expressions that can be used in telling about the first example

講義の主題を説明する第1の理由と例を述べる表現

1. The first example is ….
2. He first cites …
3. First, the lecturer…
4. In her first example, she mentions …
5. The first is that…
6. First, he discusses .. .
7. First of all, he covers …
8. She first discusses .. .
9. The first one he mentions is …
10. His first explanation is …

3.Expressions that can be used in telling about the second example

  講義の主題を説明する第2の理由と例を述べる表現

1. The second example is about….
2. Next, the professor mentions…
3. On the other hand,….
4. The lecturer then discusses…
5. Another thing she covers is…
6. The second example cited is…
7. After that, the professor talks about…
8. The second theory is that. ..
9. The professor’s next point Is…
10. The second explanation deals with…

Question 4 　　概要

それではTOEFL iBTスピーキング　Question 4の概要を理解していきましょう。

Question 6では、90秒～120秒程度、230～280語程度の

アカデミックなトピックに関する講義を聞きます。

そしてリスニングが終わったら20秒で回答の準備を行い、

60秒でスピーキングを行うという流れになります。

また、Question 4での質問内容は必ず、「講義で述べられているトピックに

関して2つの～を説明しなさい」というものです。

自身の意見を述べる場ではなく講義のメインポイントを説明する

というスピーキングテストとなっています。

メモ取りが許されていますのでリスニング中にしっかり概要と要点を押さえておくことが重要です。

採点方法

Task 4も他のQuestionと同じく、4点満点で採点が行われ、

各点数の目安は全4問で4点取れば16点、3点で12点、2点で8点、1点で4点です。

全体アプローチ（Holistic approach）という採点形式となります。

各タスクでスピーキング全体を見て全体的に何点のレベルの

スピーキングなのかを決める採点方法となっているので、

ミスの回数によって評価されるわけではありません。

ですから話している途中にミスをしたからといって満点の4点を

とれないというわけではありません。

ETSに認定されている採点者がスピーキングの評点をして、

受験者がどのようにトピックを展開し言いたいことを

どれほどうまく伝えられているかを判定します。

Task 4での評価項目も、他のTOEFLスピーキング同様以下の3つです。

• Delivery (流れ、発音、ペース、イントネーション等)
• Language use　(文法と単語)
• Topic development(内容－：しっかり質問に答えられているのか)

|　質問例

Using points and examples from the talk, explain the two different methods that the environmental movement uses to encourage people to care about conservation.

Question 4　　攻略法　

それでは、解答法を順を追って解説していきます

▮　リスニング

まずはリスニング

リスニングでは教授があるトピックについて定義し、それに対して2種類の例を挙げます。この内容は毎回同じ形式なので、慣れることが大切です。

以下サンプル問題から解説していきます

音声スクリプト

We all know about the Importance of conservation and keeping our environment clean. But how do we convince others to do the same thing? Well, there are many ways. But I want to tell you about two of the most effective ways. The first is by utilizing moral persuasion, and the second is by encouraging people to get involved by volunteering.By utilizing moral persuasion, we can appeal to people’s sense of morality. Does everyone ­remember Smokey the Bear?, His motto was; “Only you can prevent forest fires. ” You probably remember the TV cartoon character, but  did you know Smokey was a real bear? Some firemen saved him from a forest fire. The National Forest Service used the image of a cute bear cub to encourage people to protect their environment and not start forest fires. They were using a cute animal to convey a moral message.　Now, how about volunteering? Have you ever volunteered to pick up trash on the side of the road? Didn’t you feel great afterwards? Sure you did. You probably realized how much trash there was and how important it was to clean it up.  If more people started volunteering to do this, they would reach the same conclusion. They’d get out, help clean and realize they should be more responsible.

　メモ取り　　　 Question 　4　 リスニング

解答に役立つ要点のメモ取りが重要です。

効果的にメモを取り解答を組み立てる方法をマスターしましょう。

講義の内容は必ず主題（M),次にその主題を支える「理由/ポイント」(R/P),

「例、詳細」(E)、結論(C) （結論は省略しても構わない）が述べられます。

今回のリスニングの例だと

M 　　

how do we convince others the Importance of conservation and keeping our environment clean.

R/P　1

utilizing moral persuasion

E  1

Smokey the Bear, who was used to help prevent forest fires. Smokey was a real bear that was saved from a forest fire, so the National Forest Service used his image as a cute bear cub to tell people they should be more concerned about protecting the environment

R/P　2

volunteering

E  2

When people volunteer, first they feel good about helping. Also, they see for themselves how much work there is to do and how they need to help, so they become more responsible.

▮　スピーキング

次にスピーキングの60秒間の中で話す内容を理解しましょう。

60秒間の中で話す内容は以下の5つです。

1. 主題 (M) 講義の主題を述べます
2. 構成(O) 主題の「理由/ポイント」(R/P)の数を述べます。（時に省略）
3. 第一の理由/ポイント(R/P)と例、詳細(E)
4. 第二の理由/ポイント(R/P)と例、詳細(E)
5. 結論(C) 主題について再度のべます（時に省略）

●　模範解答　Sample Response

The professor mentions that environmentalists often use two ways to convince people that they should care about conservation. The first is to use moral persuasion. The professor mentions Smokey the Bear, who was used to help prevent forest fires. Smokey was a real bear that was saved from a forest fire, so the National Forest Service used his image as a cute bear cub to tell people they should be more concerned about protecting the environment. The other method that environmentalists use is to convince people to volunteer. When people volunteer, first they feel good about helping. Also, they see for themselves how much work there is to do and how they need to help, so they become more responsible.

TOEFL スピーキング　Question 3 学習ステップ

マイチューター　「TOEFL スピーキング　Perfect Master (Advance)」 カリキュラムでは、

Question 3  対策として、やや難易度の高い様々なトピックを使い、

以下の流れで効果的、実践的な練習を繰り返し、スコアアップへ導きます。


目標スコアー 100点（Speakingセクション 25点）を目指す受講者に適した

カリキュラムになっています。

学習ステップ

ステップ   1　リーディング　 アカデミックなテーマについての短い課題文を読む

↓

ステップ　2  チェックテスト リーディング内容の理解度をチェックするための質問に解答します。

↓

ステップ　3  リスニング 　　 関連する講義を聞き概要をメモします。

↓

ステップ   4   解答の構成　 試験同様の質問に対し、解答へ導くため用された

５つの質問に解答します。

↓

ステップ　5   解答作成　　 5つの解答を基に解答を作ります。

↓

ステップ　６　スピーキング　　時間を計りながら、何も見ずに回答を述べます。

↓

ステップ　7   比較と復習　　模範解答を聞いて、自分の解答と比較します。　　
　

↓

ステップ 　8 　自己採点　　　毎回自己採点を記録してください

▮ Read

STEP 1    | Reading 読解| Read the following an academic subject.

Creative Categorization

Marketing experts do their utmost to induce customers to purchase their products. Often, when faced with a product that, for whatever reason, does not appeal to a large segment of the population,marketers merely change the category it is in. This process is called creative categorization. By doing this, marketers can increase the appeal of a product. The two most common methods of creative categorization are to change the cost or design of a product. By doing so, products may go from being ones purchased by a small number of people to ones with mass appeal.

STEP 2   | Comprehending　読解力テスト | Answer the following questions to make sure you understand the reading

1.  What do marketers attempt to do?

2 What do some marketers do when their products do not appeal to many people?

3 What is creative categorization?

4 What are the two most common ways marketers use creative categorization?

5 According to the passage, what is often the end result of creative categorization?

1 ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿　　

2  ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿　

3  ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿　　　　　

4  ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿　　　　　　

5  ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿

Comprehending　　解答例

1. Marketers attempt to get people to buy their products.

2. Marketers change the category of their products in these cases.

3. Creative categorization is making a product more appealing by changing the category in which it is included.

4. Marketers often alter either the price of design of a product to change its category.

5. The end result of creative categorization is that the product often develops mass appeal.

▮　Listen

STEP 3 | Listening & Note Taking | Listen to a lecture about the same topic, and take notes.

スクリプト

Imagine you’re a marketing executive and you have some products to sell. There may even be a huge section of society which doesn’t purchase your products. Well, there are a couple of ways to break into that market.You might try changing the price of your product. Did you know, for example, that watches were once regarded as expensive pieces of jewelry? Timepieces used to cost too much for most people. But most of you have watches, right? What happened? Well, one brilliant marketer started touting watches as fashion accessories. Sales of watches leaped dramatically. You can get watches for less than ten dollars nowadays, and they come in all kinds of styles. By changing the category into which watches fell, they began appealing to a greater number of people. Here’s another. Think about cell phones. At first, their use was limited, and only rich people or businessmen used them. However, companies began marketing them to the masses. Now you’ve got kids and grandparents with cell phones these days. Does a six-year-old kid need a phone? Not at all. But marketers have made it so that phones are no longer outrageously expensive. Likewise, they aren’t considered tools only for the rich or for businessmen anymore. They’re fashion devices now, almost like accessories for many people.

Note－Taking メモ取り

＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿

●　質問 Question

The professor describes how two different products began to appeal to a greater number of people. Explain how they are related to creative categorization.

STEP 4 | Organizing　 解答の組み立て | Ask yourself the following questions and organize your ideas.

1 What does the professor say about a problem marketing executives may have?

2 According to the professor, what used to be true about watches?

3 How have people’s perceptions of watches changed today?

4 At first, who used to use cell phones?

5 What is true about cell phone usage today?

1   ___________________________________________

2   _________________________________________

3 _______________________________________________

4    _______________________________________

5 _______________________________________________

解答例

1. According to the professor, people often need an explanation when they do not understand something

2. The professor wanted to save some numbers on his cell phone but did not know how.

3. The professor’s friend showed him how to save numbers on his phone step by step.

4. The show .talked about cell phones; however, ultimately, the professor still had no idea how to use his phone.

5. He knew the theory behind how cell phones work but could not put it into practice.

STEP 5 | Response 解答作成| Make your response using the above information.

The subject of the talk is ____________________________________

__________________________________________________________

The professor states that ____________________________________

____________________ The second example given is__________ ___

As described in the reading, ___________________________________

___________________________________________________________

____________________________________________________________

▮　Speak

STEP 6   | Speaking 解答| Now say your response out loud, and record your time. While you are speaking, do not look at the written response.

Response time  45 seconds                Your speaking time seconds

STEP 7  | Compare 比較 | Listen to a sample response, and compare it with yours.

Sample Response 模範解答

The subject of the talk is how marketing executives can transform a product with low appeal to one that has mass appeal. The professor states that watches actually used to be very expensive and were considered jewelry. However, this changed when marketers began promoting them as fashion accessories, so now they’re both cheap and prevalent. The second example given is that of cell phones. The professor declares that they were once expensive and used exclusively by rich people and businessmen. However, once companies began marketing them to the masses, now even young children and the elderly have them, often as fashion accessories. As described in the reading, these are both examples of creative categorization. The reading mentions that this is putting an existing product into a new category, often by changing its price or design, in order to make it attractive to more people.

STEP 8 自己採点　　

Delivery

1 How clearly did you speak your response?

Language Use

2 How well did you control language structures to convey your ideas?

3 How appropriately did you use vocabulary to convey your ideas?

Topic Development

4 How fully did you answer the question?

5 How coherently did you present your ideas?

TOEFL スピーキング　Question 3 学習ステップ

マイチューター　「TOEFL スピーキング　Perfect Master (Intermediate)」

カリキュラムでは、Question 3  対策として、試験問題標準レベルで様々な

トピックを使い、以下の流れで効果的、実践的な練習を繰り返し、

スコアアップへ導きます。


目標スコアー 80点（Speakingセクション 20点）を目指す受講者に適した

カリキュラムになっています。

学習ステップ

ステップ   1　リーディング　アカデミックなテーマについての短い課題文を読む

↓

ステップ   2  チェックテスト リーディング内容の理解度をチェックするための5つの質問に解答します。

↓

ステップ   3  リスニング 　　 関連する講義を聞き概要をメモします。

↓

ステップ   4   スピーキング　 試験同様の質問に対し、解答へ導くため用された

4つの質問に解答します。

↓

ステップ   5   スピーキング　 4つの解答を基に解答を作り上げます。

↓

ステップ   6   比較と復習　　模範解答を聞いて、自分の解答と比較します。　　
　

▮ Read

STEP 1    | Reading | Read the following an academic subject.

Keystone Species

Some animals have disproportionate, yet positive, effects upon their environments for a number of reasons. These animals are referred to by scientists as keystone species. They receive this moniker because, just like the keystone is the crucial stone in an arch that keeps it from falling, without the presence of a keystone species, a particular habitat would be changed considerably, often for the worse. Animals can be keystone species for many reasons. The most prominent keystone species are predators, but other animals can positively change their habitats in other ways like changing the environment or spreading nutrients through their habitats.

STEP 2   | Comprehending　読解力テスト | Answer the following questions to make sure you understand the reading

1 What is a keystone species?

2 What is the importance of the word “keystone”?

3 What would happen to a habitat without the presence of a keystone species?

4 What is the main way in which animals serve as keystone species?

5 What are some other ways in which animals can be keystone species?

1 ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿　　

2  ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿　

3  ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿　　　　　

4  ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿　　　　　　

5  ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿

Comprehending　　解答例

1. A keystone species is an animal that has a greater than normal effect on its environment.

2. The keystone is the most important stone in an arch, so a keystone species is the most important animal in its environment.

3.  A habitat would change in a negative way without its keystone species.

4.  The major way animals serve as keystone species is as predators.

5. Other ways animals can be keystone species are by changing their environments and spreading nutrients in their areas.

▮　Listen

STEP 3 | Listening & Note Taking | Listen to a lecture about the same topic, and take notes.

スクリプト

We’ve talked about some of the animals in Africa and the roles they play in their environments, but let me tell you about the most important one. Are you ready? It’s … the elephant. Really. I’m serious. Actually, the elephant is a keystone species in its part of Africa. Here, let me explain it. First, elephants have prodigious appetites. Do you know how much they eat daily? They chow down about 500 pounds of vegetation. Wow. Thanks to elephants, the areas in which they live don’t get overrun with plants. Why is this important? Well, if elephants weren’t there, their habitat would be filled with vegetation, which would cause most other animal species either to migrate or simply become extinct. They wouldn’t be able to handle the resulting new environment. Since they eat lots, elephants also defecate a lot. Because elephants are somewhat nomadic, they spread nutrients for the soil to absorb, and, through their waste, they essentially plant seeds, which will grow up to be plants that other animals can feed upon. Clearly, then, elephants are crucial to their environment.

Note－Taking メモ取り

＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿

●　質問

Q     The professor describes the importance of elephants to their habitats. Explain how the elephant’s importance relates to keystone species.

STEP 4 | Organizing　 解答の組み立て | Ask yourself the following questions and organize your ideas.

1 What is the keystone species in Africa?

2 What is the importance of elephants eating so much vegetation daily?

3 What is the importance of elephants defecating in various places?

4 How do keystone species relate to elephants?

▮　Speak

STEP 5   | Response 解答| Make your response using the above information

The professor begins by telling__________________________________
_________________________________   According to the lecturer,____
 ____________In the reading, ___________________________________

___________________________This represents the idea of___________

______________________________________________________________

_________ If you look at the details,_______________________________

______________________________________________________________

Something else to remember is ___________________________________

解答例

1. Elephants are the keystone species in Africa.

2. Elephants eat vegetation and keep plants from overrunning the region, which makes for a comfortable environment for many animals.

3. When elephants defecate in different places, they provide the soil with nutrients, and they spread different plants’ seeds, which will grow and then feed other animals.

4. Without elephants, Africa would be a drastically different place, so this makes them a keystone species.

STEP 6  | Compare 比較 | Listen to a sample response, and compare it with yours.

Sample Response 模範解答

The professor begins by telling the students that the keystone species in Africa is the elephant. He states that a keystone species is defined as an animal that has an incredibly large effect on its environment. While the most common keystone species are predators, there are other ways in which animals can serve as a keystone species. This is the case of the elephant. To begin with, elephants eat around 500 pounds of vegetation a day. This keeps the forest from expanding too much, something which would inconvenience other animals to the point that they would either migrate from the region or merely die off. Also, when elephants wander and defecate, they enrich the soil and plant seeds that will become other plants and trees. Animals can then use these new plants as food sources.

TOEFL スピーキング　Question 3 学習ステップ

マイチューター　「TOEFL スピーキング　Perfect Master (Basic)」

カリキュラムでは、Question 3  対策として、試験問題に比べ、

簡単なトピックとやや短めな課題文、講義を使った様々な問題に

チャレンジしていただきます。

以下の学習ステップで、効果的、実践的な練習を繰り返し、スコアアップへ導きます。

目標スコアー 61点（Speakingセクション 15点）を目指す受講者に適した

カリキュラムになっています。

TOEFL初級者（例：英検準2級以下、TOEIC 500点以下）で

リスニングが苦手な方はリスニングのない「TOEFL特訓ゼミ　Starter」

カリキュラムからの受講をお勧めいたします。

学習ステップ

ステップ   1　リーディング　アカデミックなテーマについての短い課題文を読む

↓

ステップ   2 　メモ取り　　課題文についての概要をメモします。

↓

ステップ   3  チェックテスト 課題文の理解度をチェックするための質問に解答します。

↓

ステップ   4  リスニング &メモ取り　関連する講義を聞き概要をメモします。

↓

ステップ   5   スピーキング　 質問に対し、メモを参考に解答します。

↓

ステップ   6   比較と復習　　模範解答を聞いて、自分の解答と比較します。　　
　

▮ Read

STEP 1    | Reading | Read the following an academic subject.

Animal Domestication

Animal domestication is done by asserting dominance. In accordance to their natural instincts, wild animals follow the dominant member of their herd. So people domesticate them by assuming the role of the dominant member .

STEP 2   | Note Taking　メモ取り |　Take notes on the reading

①　 Animal domestication : done by asserting dominance

②　 Possible : because animal’s instinct is to follow dominant member

STEP 3  |Organizing　解答の組み立て | Answer the following question using the above information.

Q : According to the passage, how is animal domestication done?

A : People act like the dominant member of the herd. That way, the other animals will follow them.

▮　Listen

STEP 4 | Listening & Note Taking | Listen to a lecture about the same topic, and take notes.

メモ取り

①　 Feral horses : have instinct to follow dominant male

②　 Domestication : done by taking dominant status out of male

               

                

スクリプト

All right. .. Let’s take a look at feral horses that live in the wild. Feral horses live in herds and are led by the dominant male horse. In order to domesticate these animals, humans have altered this behavior by eliminating dominant males. This means that no horse is dominant.

▮　Speak

STEP 5   | Response 解答| Make your response using the above information

Q :   The professor describes feral horses. Example illustrates the principle of domestication

Your Response

People domesticate horses by becoming the dominant member of the herd. This is possible because horses are animals that the principles of animal domestication can apply to.

STEP 6  | Compare 比較 | Listen to a sample response, and compare it with yours.

Feral horses live in herds. And people domesticate the horses by eliminating the dominant males and taking the dominant position. This process is in line with the principles of domestication. According to the principle, animal domestication can be done by assuming the role of the dominant member.

TOEFLスピーキングQuestion 3  解答に必須の表現集

TOEFL スピーキング Question 3 では、あるアカデミックなトピックの課題文

（75～100語程度）を50秒で読み（リーデング）、

次に教授がそのトピックの例について話す講義を聞きます（リスニング）。

リーディングとリスニングが終了後は30秒で回答を準備し、

60秒でスピーキングを行います。

Question 3で聞かれる内容は、「トピックについて説明し、

教授がどのようにそのトピックを例証しているか答えなさい」です。

Useful Expressions

トピックについて説明し、教授がどのようにそのトピックを例証しているかを説明する表現を学びます。　

1.Expressions that can be used in telling about the lecture subject

講義について説明する表現

1. The lecturer describes …
2. In the course of the lecture, the professor .. .
3. The subject of the talk is …
4. During his lecture, the professor mentions .. .
5. The professor gives a lecture on …
6. The professor lectures on .. .
7. The lecture Is mostly about …
8. The topic of the lecture Is .. .
9. In the lecture, the professor focuses on …
10. The professor’s talk mentions …

2.Expressions that can be used in telling about the lecture details

講義の詳細を説明する表現

1. If you look at the details, ….. –
2. The professor gives several examples…
3. The first was…
4. One thing the professor mentions is …
5. First, the professor says …
6. The reason for this is .. .
7. Something else to remember Is …
8. The first reason is that .. .
9. It is often the case that …
10. The professor states that. ..

3.Expressions that can be used in referring and quoting remarks

 備考の参照や引用に使用できる表現

1. The professor says,” … ”
2. According  to the lecture,
3. The professor thinks that. ..
4. The lecturer remarks that. ..
5. She mentions,” … “
6. In his opinion,
7. The professor discusses…
8. The reading mentions that ..
9. In the reading, the author  writes…
10. In the professor’s words, “…”

4. Expressions that can be used In making relations

講義と課題文を関連させる表現

1. This is a part of … in the reading because…
2. This represents the idea of … in the reading.
3. This relates to the reading passage In that .•.
4. This is a classic Instance of …
5. The professor’s example is connected to the reading in that …
6. The reading passage describes this Instance as …
7. An example of this Is found in the reading, which mentions …
8. The relation between the reading and lecture Is …
9. This fact is strongly related to …
10. The connection the professor makes to the reading is …

5. Expressions that can be used in telling about the reading passage

課題文を説明する表現

1. According to the reading,
2. The reading states that…
3. In the reading,
4. It is considered to be a fact that…
5. The reading covers…
6. The reading passage describes…
7. As describe in the reading,
8. The topic covered in the reading is…
9. This concept is covered in the reading, which stakes…
10. The reading focuses on …

6. Expressions that can be used to connect the lecture examples to one another

講義の例証をもう一つの例証に結びつける表現

1. Both instances…
2. In both cases,
3. These are two methods…
4. The two examples both …
5. The lecturer’s two examples …
6. The professor’s two Instances …
7. Both of the professor’s examples ..
8. The two examples mentioned both …
9. This shows how the two instances…
10. These are both examples of…

Question 3 　　概要

それではTOEFL iBTスピーキング　Question 3の概要を理解していきましょう。

Question 3 は「読む」「聞く」「書く」の3技能が問われているため、

「integrated 問題」と呼ばれています。

内容は、あるアカデミックなトピックの課題文（75～100語程度）

を50秒で読み（リーデング）、次に教授がそのトピックの例につい

て話す講義を聞きます（リスニング）。

リーディングとリスニングが終了後は30秒で回答を準備し、

60秒でスピーキングを行います。

Question 3で聞かれる内容は、「トピックについて説明し、

教授がどのようにそのトピックを例証しているか答えなさい」です。

例えばトピックが “Dormancy” に関するものだった場合、以下のような質問になります。

|　質問例

The professor describes the behavior of the lungfish during the dry season. Explain how the lungfish’s behavior relates to dormancy.

Question 3 　　攻略法　

それでは、解答法を順を追って解説していきます

▮　リーディング

先ほど使った”dormancy”をトピックにしたサンプル問題を見ていきましょう。

Dormancy

Some animals go through periods of their lives when they stop developing for some time. This period of time is called dormancy. When an animal is lying dormant, it has two primary characteristics. First, the animal engages in a very small amount of physical activity. Often, it barely moves, as it tends to stay in one place. Also, a dormant animal has very little need for nourishment. This is connected to the fact that it is not moving and not being active. For example, when bears hibernate in winter, they are engaging in a period of dormancy.

リーディングの内容は必ずアカデミックなトピックとその定義が含まれています。

今回の場合、トピックは” dormancy” で定義は” Some animals go through periods of their lives when they stop developing for some time” になります。

　メモ取り　　　 Question 　3　 リーディング

課題文の構成は通常、「主題(トピック)」,「理由　/　ポイント」、
「例、詳細」の順になります。全体の構成に注意して読み、メモを作成しましょう。

●　 主題(トピック)

●　 理由　/　ポイント

●　 例、詳細

▮　リスニング

課題文と同じトピックに関する講義（約60～90秒間、150～220語程度）を聞きます。

講義は通常、「主題（トピック）」、「理由　/　ポイント」、「例、詳細」の順になります。

リーディングメモの関連個所の右側に講義メモを作ります。

課題文との関係については、次の3つの形があります。

（１）反論型：課題文の内容について反論し、その理由を説明。

（２）例示型：課題文の要点について、例を挙げて説明。

（３）展開型：課題文を発展させて、さらに理由や詳細を説明。

Listen to a lecture about the same topic.

●　スクリプト

Now, most of you have probably heard about  the lungfish and know that it is a species of fish that is actually capable of breathing air, hence the name lungfish. Well, that capability is integral to the survival of lungfish that live in Africa and South America. Here, let me tell you about what they do.　Well, as you know, various places in Africa and South America have both rainy and dry seasons. During the dry season, the pools of water where the lungfish live often simply evaporate from the heat So, what do the lungfish do in order to survive? Well, they dig holes deep in the ground and cover themselves in slime and mud. This helps keep them cool In the heat.　After that. they enter a period  dormancy. This slows down their body functions considerably. For example their hearts might  beat only three times a minutes, incredible, huh? And they might only breathe twice an hour. Simply put, they engage in almost no physical activity. They remain in this state for as long as the dry season lasts. Once the rain starts falling and the water returns, the lungfish can return to their  normal existence of living in the water.

▮　スピーキング

次にスピーキングの60秒間の中で話す内容を理解しましょう。

60秒間の中で話す内容は以下の5つです。

1. トピックは何か
2. トピックの定義
3. 教授の例は何か
4. 教授の例がどのようにトピックを示しているか
5. 結論　コンクルージョン

それでは、一つ一つ見ていきましょう。

1.トピックは何か

まずはトピックが何かについて明確にしましょう。

トピック　は　dormancy 　になります。

2.トピックの定義

そして次にそのトピックを定義しましょう。定義はリーディングに書いているのでそれをそのまま使ってOKです。今回の場合だと

Some animals go through periods of their lives when they stop developing for some time.

3.教授の例は何か

次に教授が何の例について話しているか話します。

the lungfish and know that it is a species of fish that is actually capable of breathing air

4.教授の例がどのようにトピックを示しているか

教授の例がどんな例だったか、そしてそれがどのように今回のトピックを

説明しているかを話します。

When the dry season comes and its pools of water evaporate, the lungfish has to dig a deep hole in the ground to live in. It then covers itself with dirt and slime and promptly enters a period of dormancy. Dormancy is a time when an animal ceases developing and slows down its bodily functions. This is exactly what the lungfish does. It doesn’t move, it slows down its heart rate, and it breathes only two times an hour.

5.　結論　　トピックについて再度述べます。

Because it is lying dormant, it doesn’t need any physical nourishment. This allows the lungfish to survive until the rains come back and create more pools of water for it to live in.

●　模範解答　Sample Response

In his lecture, the professor focuses on the lungfish, a species of fish in Africa and South America that can breathe air. When the dry season comes and its pools of water evaporate, the lungfish has to dig a deep hole in the ground to live in. It then covers itself with dirt and slime and promptly enters a period of dormancy. Dormancy is a time when an animal ceases developing and slows down its bodily functions. This is exactly what the lungfish does. It doesn’t move, it slows down its heart rate, and it breathes only two times an hour. Because it is lying dormant, it doesn’t need any physical nourishment. This allows the lungfish to survive until the rains come back and create more pools of water for it to live in.

TOEFL スピーキング　Question 2 学習ステップ

マイチューター　「TOEFL スピーキング　Perfect Master (Advance)」 カリキュラムでは、

Question 2  対策として、やや難易度の高い様々なトピックを使い、

以下の流れで効果的、実践的な練習を繰り返し、スコアアップへ導きます。


目標スコアー 100点（Speakingセクション 25点）を目指す受講者に適した

カリキュラムになっています。

学習ステップ

ステップ   1　リーディング　学生生活に関する方針についての短い文章を読む

↓

ステップ   2  チェックテスト リーディング内容の理解度をチェックするための質問に解答します。

↓

ステップ   3  リスニング 　　 関連する会話を聞き、主張と理由をメモ取りします。

↓

ステップ   4   スピーキング　 試験同様の質問に対し、解答へ導くため用された

５つの質問に解答します。

↓

ステップ   5   スピーキング　 5つの解答を基にメモを見ずに解答を述べます。

↓

ステップ   6   比較と復習　　模範解答を聞いて、自分の解答と比較します。　　
　

↓

ステップ 7 自己採点　　　毎回自己採点を記録してください

▮ Read

STEP 1    | Reading 読解| Read the following passage about a campus situation.

Seniors Eligible to Teach Freshman Classes

Central University is beginning a new program in the fall semester Eligible  seniors may now co-teach certain classes alongside a professor in their department. Students must have a 3.5 GPA both overall and in their major to qualify as teachers. This program should be of particular interest to students considering pursuing teaching careers-although that is not a requisite to become an　instructor. Student-teachers will need to prepare lesson plans and make themselves available for office hours for their students as well. Inquire at the Student Services Office for more information.

STEP 2   | Comprehending　読解力テスト | Answer the following questions to make sure you understand the reading

1 What is the topic of the notice?

2 How can a student become eligible for this program?

3 What kind of GPA does a student need to participate in the program?

4 Which students in particular may be interested in this program?

5 What will students accepted to the program have to do?

1 ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿　　

2  ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿　

3  ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿　　　　　

4  ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿　　　　　　

5  ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿

Comprehending　　解答例

1. The topic of the notice is a new student-teaching program that the university has decided to create.

2. Students who are excelling academically both in their majors and overall may participate in the program.

3. Students must have GPAs of at least 3.5 in their major and overall in order to qualify as teachers.

4. Students considering teaching careers may be particularly interested in the program.

5. Students will have to turn in lesson plans and conduct office hours, which will give them valuable teaching experience.

▮　Listen

STEP 3 | Listening & Note Taking | Listen to a conversation on the same topic, and take notes.

スクリプト

W: What a silly idea! I can’t believe the school is

entertaining the notion of letting students teach classes.

M: It sounds intriguing to me.

W: You think so?

M: Why not? First, like the announcement says, it would be a great way to get some teaching experience. Think about it. .. It’d look great on an application to graduate school. It might help some students get accepted.

W: Okay, that’s good for the student-teacher, but what about the students taking the classes? I can tell you this … I wouldn’t want a student teaching my class. The student wouldn’t have nearly as much knowledge as a real professor.

M: Well, there is the prospect of that, but the student will just be co-teaching, so I’m not terribly concerned. Anyway, you know, I like the part about the student keeping office hours.

W: Because?

M: My professors are always busy and often don’t have time to chat. It’d be easier and, frankly, more comfortable, going to a student to ask my questions. It’s not like my questions are so difficult that an upperclassman wouldn’t be able to answer them.

Note－Taking メモ取り

＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿

●　質問

The man expresses his opinion of the co-teaching program the university is creating. State his opinion and explain the reasons he gives for holding that opinion.

STEP 4 | Organizing　 解答の組み立て | Ask yourself the following questions and organize your ideas.

1 What is the man’s opinion of the new co-teaching program?

2 What does he think a result of the program will be?

3 In what way will that help the students in the future?

4 What does he feel about the student-teachers having to keep office hours?

5 How does he compare the time professors have to the time students have?

1   Opinion　___________________________________________

2   First reason _________________________________________

3 Details_______________________________________________

4   Second reason _______________________________________

5 Details _______________________________________________

解答例

1. In the man’s mind, the program is a good idea and is worth supporting.

2. First, he thinks that doing student-teaching will benefit the students in the program.

3. He feels that putting it on their resumes will look good when they apply to graduate schools and might even help some of them get accepted.

4. Another reason is that he is encouraged by the fact that the student-teachers would have to keep office hours.

5. He mentions that most of his professors have no time , to chat, but he thinks students would.

▮　Speak

STEP 5   | Speaking 解答| Now say your response out loud, and record your time. While you are speaking, do not look at the written response.

Response time  45 seconds                Your speaking time seconds

STEP 6  | Compare 比較 | Listen to a sample response, and compare it with yours.

Sample Response 模範解答

The topic of the notice is a new student-teaching program the university has decided to create. In the man’s mind, the program is a good idea and is worth supporting. He cites a couple of reasons to defend his opinion. First, he thinks that doing student-teaching will benefit the students in the program. He feels that putting it on their resumes will look good when they apply to graduate schools and might even help some of them get accepted. Another reason is that he’s encouraged by the fact that the student-teachers would have to keep office hours. He believes students having office hours is better than professors having them. He mentions that most of his professors have no time to chat, but he thinks students would. Also, most of his questions could be answered by upperclassmen, so he wouldn’t have to bother his professors so much.

STEP 7 自己採点　　

Delivery

1 How clearly did you speak your response?

Language Use

2 How well did you control language structures to convey your ideas?

3 How appropriately did you use vocabulary to convey your ideas?

Topic Development

4 How fully did you answer the question?

5 How coherently did you present your ideas?