Pratica di Shadowing: TOEFL Speaking Practice Test — How to score 30/30 | Tips & Strategies - Impara a parlare inglese con i video
Scegli una modalità di pratica
Ogni modalità apre una sala di pratica a schermo intero.
400 frasi
Se le frasi sono troppo corte o troppo lunghe, clicca su Edit per modificarle.
1
Most students preparing for TOEFL speaking get stuck around 20 to 22 points.
2
It's a common plateau, close to a good score, but not yet at the level required for top universities and programs.
3
This video shows exactly how to bridge that gap.
4
You'll discover what students who score around 20 do very differently from those who get a perfect 30
5
and how you can apply the same strategies.
6
To guide you through this, I invited Anastasia, our teacher at LinguaTrip.
7
She has a degree in linguistics, scored 119 out of 120 on the TOEFL test,
8
achieved a perfect 9 out of 9 on the IELTS, and has over a decade of experience preparing students for international exams.
9
First, she will read a real TOEFL speaking question.
10
I highly advise you pause the video and try to answer it yourself first.
11
And then, she'll show you an example response that we usually score on 20-22 points, she will explain what needs to change,
12
and finally, play the upgraded version that reaches 30 out of 30.
13
At the end, she'll also share templates you can use to build your own high-scoring answers for any TOEFL speaking task.
14
Ready to practice?
15
Anastasia will guide you step by step, starting with a real TOEFL speaking question.
16
Hi, I'm Anastasia, and this is a TOEFL speaking simulation video.
17
The first question is called independent speaking, and it tests how fluently you can speak about a general topic with very little time to prepare.
18
You'll have 15 seconds to prepare and 45 seconds to speak.
19
Let's listen to the first answer, which would score 3 out of 4 on test day.
20
For those who don't know, each question in the TOEFL speaking section is scored on a scale from 0 to 4.
21
If you score 3 out of 4 on each question, your total speaking score will be around 22 or 23 points.
22
But if you get 4 out of 4 on all questions, you'll earn a perfect 30.
23
So, our first response will be the one that scores 3 out of 4.
24
And by the way, I've designed my 3 out of 4 responses to highlight the most common mistakes students make.
25
So, don't be surprised if I focus only on certain negative aspects.
26
We don't want this video to be too long, so I'll draw your attention to the main issues only.
27
Do you agree or disagree with the following statement?
28
Parents should be involved in the process of helping their children to choose a university.
29
Use specific reasons and details in your response.
30
Please prepare your answer after the beep.
31
Please begin speaking after the beep.
32
I think parents should help their children choose a university, but they shouldn't make the final decision for them.
33
Parents usually have more experience, so they can give useful advice about tuition, job opportunities, or the reputation of the school.
34
But sometimes, you know, they don't really understand what their child really wants to study.
35
So, in my opinion, parents should support their children, but let them make the final choice.
36
What's good about this response?
37
It has a clear structure.
38
I stated the main idea right away and returned to it at the end.
39
There is good control of grammar and vocabulary.
40
The phrases I used in this response are natural and grammatically correct.
41
For example, parents usually have more experience, and they can give useful advice about tuition.
42
The response also features topic-specific vocabulary.
43
The question is about choosing a university, and I used words such as tuition, job opportunities, and the school's reputation.
44
cohesive devices are used well.
45
This response includes linking words such as but, so, and in my opinion,
46
which help the listener follow the flow of ideas.
47
Finally, the tone is intelligible and natural.
48
My delivery was clear and easy to understand, which is always an important aspect of the TOEFL speaking section.
49
Now, what are the aspects that limit this response to a 3 out of 4 score.
50
First and foremost, it's limited development.
51
I gave my reasons, but there is no concrete example or elaboration.
52
Adding a short story or a personal situation,
53
for example, my friend's parents helped her find a university with a good engineering program, would make my argument much stronger.
54
Another issue is that I try to talk about the benefits of both points of you.
55
That parents should help their kids, but also that kids should make their own decisions.
56
It's not a bad approach, but I usually don't recommend my students do that on test day.
57
Since time is limited, it's better to pick one opinion and stick to it so you have time to develop your ideas.
58
Even if it's not what you truly believe, it's fine.
59
For example, you could say that you believe parents should help their children choose a university, give one reason for this opinion,
60
and support it with a short personal story.
61
Another thing is slight repetition.
62
I repeated words such as really and their children several times.
63
It's always better to avoid repeating the same words,
64
especially when you can easily use a synonym or simply rephrase the sentence.
65
For instance, instead of their children, I could have said they're kids.
66
And instead of but sometimes they don't really understand what their child really wants to study,
67
I could have said but sometimes parents don't understand what their children want to study.
68
Finally, be careful with minor filler words such as you know.
69
While there is nothing wrong with using it once, if you say too often in such a short response, it might slightly lower your score.
70
I love how clearly Anastasia breaks things down.
71
And if you want to learn with her in a more structured way, not just in one video, but step by step for every part of the exam,
72
there's something that can really change the game for you.
73
Our intensive TOEFL course with Anastasia is like a full mock exam.
74
You don't just learn theory, you actually practice it.
75
You'll go through 32 structured lessons packed with strategies for every section, plus templates for speaking and writing that makes scoring higher much simpler.
76
You get access to private live streams, a telegram community, and direct Q&A with Anastasia so you never get stuck.
77
And here's my favorite part.
78
You also get one month of free access to our Lingua TOEFL practice app.
79
It recreates real exam conditions with full-time TOEFL tests, section practice, interactive speaking tests,
80
writing scoring, detailed analytics on where you are and how you you can improve and question bank that Anastasia updates regularly.
81
So you're not only studying, you're training under the same conditions you'll face on test day.
82
Our students' results speak for themselves.
83
Ayara said, I took my test last week in Germany and got 112.
84
I think the templates help a lot as I did not expect to score so high.
85
And Isabel shared, I'm so happy, just received my scores and got 113 points.
86
I was expecting to get around 100 points, but never imagined to get 113 out of 120.
87
If you're serious about a top score, join us.
88
Use the code LINGUA MARINA for a special discount and click the link in the description to start today.
89
Let's listen to a 4 out of 4 response.
90
I believe that parents should help their children choose a university because they have a lot of experience.
91
Many students choose schools based only on location or popularity, but parents can help them consider more important long-term factors,
92
such as program quality or future career opportunities.
93
I remember how my cousin wanted to attend a private university just because his friends were going there.
94
His parents encouraged him to research public universities with strong business programs, and he ended up saving money while receiving an excellent education.
95
After graduation, he was able to land a well-paying job
96
and is now extremely glad that his parents' involvement helped him to make a more informed and balanced choice.
97
In this answer, we start with a direct and confident opinion, which is exactly what TOEFL raters look for.
98
Then we have a clear and easy to understand reason, followed by a detailed and believable example about my cousin.
99
There are also several advanced expressions, such as long-term factors, career opportunities, and balanced choice
100
because of the personal story i was also able to show
101
more grammatical variety by using different tenses for example wanted to attend his friends were going there
102
and his parents involvement has allowed him i also included some idiomatic vocabulary such as he ended up saving money
103
so overall So, here is what you want to do in question 1 of the TOEFL speaking test.
104
1. Give a clear opinion.
105
Always choose one point of view and explain it.
106
2. Provide one clear reason for this opinion.
107
Make it simple and easy to understand.
108
If you're a fast speaker, you can give two reasons, but only if you have enough time.
109
3. Provide a detailed example.
110
It can be a personal story or a clear, specific explanation.
111
From my experience, TOEFL raters love personal stories.
112
4. Use at least one idiomatic expression.
113
It should sound natural, so my advice is to create a list of 10-15 idiomatic expressions
114
and ask ChatGPT to generate practice exercises with them, such as fill in the gap or matching activities.
115
Work with them until you have a strong understanding of each phrase, and then try to use one or two naturally in your question-one responses during practice.
116
And of course, work on your pronunciation, intonation, and denunciation.
117
Many people neglect this component, but without clear articulation and natural pronunciation and intonation,
118
you'll never be able to get a high score on the TOEFL speaking test.
119
This applies to every question.
120
If your answers are unclear and the writer cannot understand you, if you mispronounce words frequently,
121
if your stress patterns sound unnatural, then even with perfect grammar and vocabulary,
122
your chances of getting a high score are very limited.
123
By the way, if you'd like to learn the speaking
124
and writing templates that make up half of your answers
125
and can help you boost your score from around 22 or 23 to 25 or 27, click the link below.
126
These templates will help you feel confident and relaxed on test day, and you'll know exactly what to say for each question.
127
Now that we've talked quite a bit about question one, let's move on to question two.
128
This is an integrated question based on a campus announcement.
129
You'll first read a short announcement and then listen to a conversation between two people discussing it.
130
After that, you'll need to briefly summarize the announcement
131
and explain the opinion of the speaker who is more active in the conversation.
132
You should also elaborate on the two reasons they give to support their opinion.
133
Read an article from the campus newspaper.
134
You will have 50 seconds to read the article.
135
Begin reading now.
136
Now listen to two students discussing the article.
137
Oh no, did you see this?
138
Yeah, why?
139
You don't like the idea?
140
Not at all.
141
How come?
142
Well, the cost for one thing, they're just not being realistic.
143
Even compared to the price of textbooks?
144
Well, sure, textbooks aren't cheap.
145
But do you think people are only going to use one device the whole time they're at university?
146
What happens if yours breaks?
147
You have to buy a new one.
148
Or they come out with some fancy new features.
149
Wouldn't you want to get a new one then?
150
Yeah, I see what you mean.
151
A lot of people would probably want to replace theirs with the latest version.
152
Right.
153
Maybe even every year.
154
And that can add up.
155
True.
156
But don't you agree it'll make studying and preparing for classes a lot easier?
157
I don't think everybody's going to think it's so great.
158
What do you mean?
159
Well, it's only helpful if it's easy to use, and, well, this thing is pretty small.
160
It's only about 18 or 20 centimeters tall.
161
Oh, really?
162
So that means the screen's pretty small.
163
Right.
164
And I heard that the keypad or control buttons, they're small, too.
165
So if you have normal-sized fingers, it's not so easy to select an item or get it to function right.
166
You know, to do stuff like highlighting or underlining.
167
I hadn't thought of that.
168
So what good are all those fancy features if it's hard to use them?
169
Besides, I like the old-fashioned way of studying the material, writing notes on the page and underlining or highlighting important sections of the book.
170
I'm more comfortable with that.
171
Please prepare your answer after the beep.
172
Please begin speaking after the beep.
173
Let's listen to a three out of four response first.
174
In the announcement, the university plans to switch to electronic textbooks.
175
The speaker disagrees with this idea and gives two reasons to support her opinion.
176
First, she says that if electronic books break down, students will help to buy new ones, which could actually turn out to be even more expensive.
177
Second, the woman adds that the screens of electronic books are very small and don't really help in studying.
178
If students have average-sized fingers, they might find it difficult to work with the text.
179
What's good about this response?
180
It has a clear structure.
181
I introduced both the announcement and the speaker's opinion, then gave two separate reasons.
182
That's exactly the right format for this task.
183
Also, my content was accurate.
184
I didn't make any mistakes, and both of my reasons were correct and relevant.
185
1. Devices breaking, more expensive.
186
2. Small screens, hard to study effectively.
187
It was also concise and easy to follow.
188
Now, what about the weaknesses?
189
Mostly, it's about limited detail and development.
190
Of course, I mentioned the announcement and the reasons, but I only did it briefly.
191
Toefol raters expect a bit more explanation and examples.
192
I didn't give the two reasons for the change from the reading.
193
That electronic books are supposed to be cheaper and more effective for studying.
194
I also didn't include enough details about the speaker's reasons.
195
For example, I didn't mention that if new features appear, students may want to upgrade to the latest version.
196
I also didn't say that the devices themselves are only about 18 to 20 centimeters long.
197
and that not only their screens, but also their keypads and control buttons are small,
198
which makes it difficult to highlight or underline text.
199
So for question two, if you want to get a high score, you should write down the main idea and the two sub-ideas from the reading.
200
Then give the speaker's opinion, and then add as many details from the conversation as possible, especially if you're aiming for a 4 out of 4.
201
Since I didn't include enough details, my response is too short, and that's another disadvantage.
202
It's only about 25 to 30 seconds long if spoken at a normal pace.
203
A top response usually lasts around 45 to 60 seconds, which gives you enough time to include all the necessary details.
204
And of course, there are a few language and grammar issues.
205
The collocation electronic books is repeated too often.
206
We could replace it with the word devices.
207
In addition, the phrase, don't really help in studying,
208
sounds okay, but aren't effective for studying is more natural.
209
Now, with all this in mind, let's listen to a 4 out of 4 sample answer.
210
According to the announcement, the university plans to replace traditionally bound textbooks with electronic versions
211
because ebooks cost less and can help students study more efficiently.
212
However, the speaker disagrees with this idea.
213
First, she says that electronic books will actually turn out to be more expensive.
214
If a device breaks down, students will have to buy a new one.
215
Also, when new models or features appear, they'll feel pressured to replace their old devices almost every year.
216
Second, the speaker argues that electronic books aren't as effective for studying.
217
The devices are quite small, only about 18 to 20 centimeters tall, so their screens, keypads, and buttons are tiny.
218
And for students with average sized fingers, highlighting or underlining text will be difficult.
219
Since it's hard to use all those features, she believes that ebooks won't really improve learning.
220
She even adds that she prefers the old-fashioned way of working with paper textbooks.
221
In this response, I have a clear structure, which is very important for high score.
222
I begin by summarizing the university's plan and its two reasons, switching to electronic books for cost and efficiency.
223
Then I clearly explain both of the speakers' reasons for disagreeing with the announcement.
224
One, they're actually more expensive in the long run, and two, they're not convenient or efficient to use.
225
This response also features varied and precise vocabulary.
226
Finally, my delivery was smooth and clear.
227
A small tip from me.
228
The two reasons the speaker gives in the conversation always address the two sub-points mentioned in the reading.
229
For example, in this text, the two reasons for switching to electronic books were that they are cheaper and more effective for studying.
230
The speaker presented her counter-arguments in exactly the same order.
231
She first talked about the cost, and then discussed the effectiveness of these study aids.
232
If you want your answers on the TOEFL to get the highest score, you should use this to your advantage.
233
When analyzing the reading, you can already predict what the conversation will be about.
234
Then, when summarizing the conversation, start by addressing the first sub-point from the reading and follow with the second one.
235
That's exactly what I did in my response.
236
I said, first, she says that electronic books will actually be more expensive.
237
Second, the speaker argues that electronic books aren't as effective for studying.
238
Now, question three.
239
In this question, you'll have 30 seconds to prepare and 60 seconds to speak.
240
You'll read an academic text that explains a concept
241
and then listen to a lecture that provides an example or explains that concept in more detail.
242
Let's give it a try.
243
Read a passage from a biology textbook.
244
You will have 50 seconds to read the passage.
245
Begin reading now.
246
Now listen to a lecture on this topic in a biology class.
247
Okay, we can see a great example of this with ants.
248
Ants live in large groups called colonies.
249
They normally move together to get to food sources.
250
And sometimes when ants are moving toward a food source, they'll encounter or find an obstacle in their path.
251
So, for instance, let's say a large number of ants are walking on a tree tree towards some food on a branch.
252
But when they reach the end of the branch they're walking on, there's a wide space between that branch and the next one, the branch with the food on it.
253
Now, none of these ants alone can cross this wide space to get to the other branch with the food.
254
So, how do they solve this problem?
255
Here's how.
256
One ant walks forward until it reaches the end of the branch, and then it It automatically holds onto the branch with its back legs.
257
Then it stretches its body forward into the open space.
258
Now this comes naturally to ants, and it's a simple action.
259
So then the next ant walks to the end of the branch and right across the first ant's body.
260
Then it holds onto the first ant, and then it stretches its body out into the open space, just a little bit closer to the branch with the food on it.
261
Then, one after another, other ants do the same thing, until enough ants connect together to form a bridge between the two branches.
262
Pretty amazing, huh?
263
The connected ants hold this position, allowing the rest of the ants in the group to cross over this bridge of ants to reach the food.
264
Please prepare your answer after the beep.
265
Please begin speaking after the beep.
266
Now, it's time for a 3 out of 4 response.
267
The reading talks about swarm intelligence, which is when insects work together to do something they can't do alone.
268
The professor gives an example about ants that live in groups and go to find food together.
269
When they're walking on a tree and there is a space between two branches, one ant stretches its body to reach the other side.
270
And then the other ants walk on it and do the same.
271
In the end, they make a kind of bridge to get to the food.
272
So this shows that insects can cooperate with each other.
273
This answer correctly includes the main idea and the example from the lecture, and the information is organized in a logical, easy-to-follow way.
274
In addition, the vocabulary and grammar are mostly accurate.
275
However, there are a couple of things that would make this answer receive a 3 rather than a 4.
276
First of all, you've probably noticed that the vocabulary in this response is somewhat simplified.
277
While there is nothing wrong with using simple words or phrases, if your language sounds too basic throughout your response, it will lower your score.
278
For example, instead of saying go to find food, I could have said cooperate to find food or move together to find food.
279
Similarly, work together to do something could be replaced with work together to accomplish or achieve tasks.
280
The second weakness is that many sentences in this response are short and repetitive.
281
this task, it's better to create longer, more connected sentences that focus on the final outcome, rather than describing each step separately.
282
For instance, instead of saying, in the end, they make a kind of bridge to get to the food,
283
so this shows that insects can cooperate with each other.
284
You could say, in the end, they make a kind of bridge to get to the food, which shows that insects can cooperate with each other.
285
We usually pause between sentences, which is natural, but when time is limited,
286
longer sentences help you reduce unnecessary pauses and include more information.
287
Finally, in this response, my tone was rather flat, which would also lower my delivery score.
288
What's important to remember for this task is that you might feel overwhelmed by the amount of information in the lecture.
289
So, my suggestion is to break your summary into three steps.
290
First, introduce the context.
291
Who, where, and when.
292
For example, in this lecture, ants live in large colonies and move in groups to find food.
293
Then, add details that answer the questions what's happening and how does it happen.
294
For instance, when ants move up a tree toward food, they might encounter a gap between the branches.
295
One ant walks to the end of the branch, holds it with its back legs,
296
and stretches its body, and the other ants do the same.
297
Finally, ask yourself, so what?
298
What conclusion can I make from this?
299
This part should answer the question, what's the final outcome?
300
For example, by repeating this process, the ants form a kind of bridge that allows the rest of the colony to cross and reach the food.
301
That's it.
302
Just three main parts.
303
The introduction of the context, the details, and the final outcome.
304
And of course, never try to include every detail you hear.
305
You'll run out of time.
306
I'll now give you two examples of four out of four responses.
307
And you'll see that while both would receive the highest score, the second one is noticeably shorter.
308
That's because it doesn't try to tell the story step by step, but instead focuses on the most essential details,
309
which makes it much easier to produce.
310
Response 1.
311
The reading passage explains the concept of swarm intelligence,
312
which refers to complex behavior that allows groups of insects to accomplish tasks they couldn't manage alone.
313
In the lecture, the professor gives an example of ants that live in colonies and usually cooperate to find food.
314
When ants climbing a tree come across a gap between two branches, they can't cross it individually.
315
However, they work together to solve the problem.
316
One ant holds onto the branch with its back legs and stretches its body forward, and the next ant walks onto it and does the same.
317
By repeating this process, they form a kind of bridge that lets the rest of the colony cross and reach the food.
318
This example clearly demonstrates swarm intelligence, since the ants coordinate their actions to achieve a common goal.
319
Response 2.
320
The reading passage discusses swarm intelligence, which is a complex behavior that allows large groups of insects to accomplish tasks they couldn't manage on their own.
321
In the lecture, the professor explains this concept with an example of ants
322
that live in colonies and move together to find food.
323
When ants climbing a tree encounter a gap between two branches, they can't cross it individually, but they cooperate to form a living bridge.
324
What usually happens is that one ant holds onto the branch with its back legs and stretches its body forward.
325
Then another ant walks onto it and does the same, followed by others.
326
Eventually, they create a bridge that allows the rest of the colony to cross and reach the food.
327
Your job is to produce a response similar to answer number 2, without unnecessary detail, but clear and to the point.
328
And remember to use at least some slightly more advanced language, such as cooperate, accomplish tasks, or work collectively.
329
If you want to answer TOEFL speaking questions without hesitation, panic, or mistakes, click the link below and enroll in our TOEFL course.
330
We'll teach you how to take effective notes, speak confidently, and most importantly, use high-scoring templates for each question to boost your score.
331
You'll get access to our TOEFL app where you can take practice tests, track your progress, and since we're official ETS partners,
332
you'll also receive a promo code for a 5% discount on your TOEFL test.
333
For those of you who have been struggling with TOEFL for a long time and want personalized feedback, you can choose the PRO package and schedule a consultation with me.
334
I'll evaluate your writing and speaking responses and explain exactly what you need to change to improve your score.
335
Finally, the last question is question 4, the academic lecture.
336
In this task, you'll have 20 seconds to prepare and 60 seconds to speak.
337
You won't read any text this time, you'll just listen to a lecture.
338
It usually begins with the professor explaining a topic or concept followed by two examples that illustrate it.
339
For instance, it might be about two types of animals, two adaptation strategies, or two ways something happens.
340
Your job is to listen carefully, take notes, and then summarize the lecture.
341
Listen to part of a lecture in a history class.
342
So, most cities of the ancient world tended to be small, often limited to the banks of a river.
343
They had very little means to expand.
344
These old cities couldn't really cross natural barriers like rivers or be located very far from water sources.
345
But Roman cities, on the other hand, grew much larger.
346
How did this happen?
347
Well, for one thing, the Romans had more advanced technology.
348
Let's look at a couple of Roman developments that allowed their cities to expand.
349
One development that allowed Roman cities to grow was their advanced building materials.
350
The Romans developed a special kind of concrete, a building material that would harden underwater, and this concrete made new kinds of structures possible.
351
Take their bridges, for example.
352
Because of this special concrete, they could build better bridges, bridges that could go across wide rivers,
353
bridges that were big enough to transport equipment and materials with wagons and carts.
354
So with these strong bridges, Roman cities could grow on both sides of the river, creating larger cities than would have been possible otherwise.
355
Another development that helped Roman cities expand was an improved way to move fresh, clean water.
356
People need access to fresh water, and the Romans created an especially effective way to bring it to them.
357
They built structures called aqueducts.
358
Now, aqueducts are a series of open channels, waterways that stretch from water sources high in the mountains to cities.
359
They were carefully planned and built so that a steady drop in altitude provided a steady flow of water to cities.
360
These aqueducts could move a tremendous amount of water over great distances and even bring fresh water to places far from rivers.
361
Because of this, people could have clean water for drinking and bathing without being located near a river, so cities were able to grow larger in new locations.
362
Please prepare your answer after the beep.
363
Please begin speaking after the beep.
364
Three out of four response.
365
In the lecture, the professor talks about how Roman cities were able to grow.
366
The professor mentions two main reasons.
367
First, the Romans used better building materials, like a special kind of concrete that could harden underwater.
368
And because of this, they built strong bridges across rivers, which helped cities develop on both sides.
369
And second, the Romans created a way to move clean water from mountains to their cities,
370
and they made long structures called equeducts that carried water for drinking and bathing.
371
Thanks to that, people didn't need to live right next to a river, so more places became good for living.
372
As you might have already noticed, this answer definitely lacks detail.
373
It doesn't mention transporting equipment and materials in wagons and carts,
374
or that aqueducts worked over long distances and provided a steady flow of water.
375
The vocabulary is also quite basic.
376
And more importantly, the speaker wasted valuable time at the beginning by saying, in the lecture, the professor talks about how Roman cities were able to grow.
377
The professor mentions two main reasons.
378
Instead, you could start your response with something like, the lecture is about two, and then add the topic of discussion.
379
In this response, I also included more pauses and hesitations.
380
While it's completely fine to pause occasionally, We're not robots, after all.
381
If you do it too often, your score may go down.
382
Let's listen to a 4 out of 4 response.
383
The lecture is about two developments that allowed Roman cities to expand.
384
The first was the use of advanced building materials, specifically a special kind of concrete that could harden underwater.
385
This innovation made it possible for the Romans to build stronger bridges
386
that could span wider rivers and were large enough to transport equipment and materials using wagons and carts.
387
As a consequence, Roman cities were able to grow on both sides of the river.
388
The second development was an improved system for moving fresh water.
389
Specifically, the Romans built structures called aqueducts, open waterways that carried water from high mountains to urban areas.
390
These aqueducts transported large amounts of water over long distances,
391
and as a result, people gained access to clean water for drinking and bathing without needing to live near a river,
392
which allowed them to settle in new locations.
393
Well, that's the end of our speaking section.
394
I hope this video was helpful and gave you a better understanding of what to expect.
395
Feel free to share your answers to these questions in the comments below.
396
This way, you can also learn from each other.
397
And if you've already taken the test, please share your results in the comments as well.
398
Your stories are always inspiring, and they're a great way for us to connect.
399
Good luck to all of you, and remember, you are more ready than you think.
400
Bye-bye!
Scarica l'app
Tutto ciò che serve per parlare fluentemente
Pronuncia con IAVoto per ogni frase
Pratica IPAPadroneggia ogni suono
VocabolarioCostruisci il tuo lessico
Gioco di vocabolarioImpara giocando
Stesso Canale
B12
How to Learn English Fast - My Top 4 Tips
Daily ConversationWorking Adults
B12
Improve your English in 30 days with this ACTION PLAN
Daily ConversationWorking Adults
B22
Don't learn grammar! Do THIS!
Daily ConversationWorking Adults
B12
100 Verbs Every English Learner Needs (with examples)
Daily ConversationWorking Adults
A21
100 MOST COMMON ENGLISH WORDS - BEGINNER VOCABULARY
Daily ConversationWorking Adults
B25
100 MOST COMMON ENGLISH WORDS | A1-B2 VOCABULARY
Daily ConversationWorking Adults
B13
8 SECRETS TO LEARN ENGLISH FAST
Daily ConversationWorking Adults
B23
8 THINGS EVERY LANGUAGE LEARNER SHOULD DO DAILY
Daily ConversationWorking Adults
B23
How to think in English and stop translating in your head
Daily ConversationWorking Adults
B23
HOW TO PRONOUNCE BRAND NAMES IN ENGLISH | MARINA MOGILKO
Daily ConversationWorking Adults
B24
English Conversational practice | Improve Speaking Skills | At the Doctor's
Travel EnglishDaily ConversationHigh School Students
B25
Why Perfect Pronunciation Is a Waste of Time
TOEFL PrepBusiness EnglishUniversity Students
B11
ENGLISH VOCABULARY IN MY CAR
Business EnglishDaily ConversationHigh School Students
B11
Real English Conversation Practice: Shadow This with Only 210 Words
Daily ConversationHigh School StudentsUniversity Students
B24
Learn 15 Common English Idioms (With Examples)
Daily Conversation
B24
Improve your English with this study PLAN: Elementary to Intermediate (Marina Mogilko)
Business EnglishDaily ConversationHigh School Students
C14
HOW TO LEARN 100+ ENGLISH WORDS A DAY. ENGLISH VOCABULARY WITH MARINA MOGILKO
Business EnglishUniversity StudentsWorking Adults
B23
How to speak fast and understand native speakers
Business EnglishDaily ConversationUniversity Students
B22
5 things to practice every day to improve your English speaking skills
Interview EnglishDaily ConversationUniversity Students
B29
How to improve your English speaking and listening FAST & Overcome speaking anxiety!
Business EnglishDaily ConversationHigh School Students
FOR YOU
Video consigliato
B22
194 frasi
TOEFL Speaking — New Format Practice Test (Listen & Repeat + Interview)
TOEFL PrepInterview EnglishUniversity Students
B23
203 frasi
15 Must-Know TOEFL Speaking Templates for the "Take an Interview" Task + Response examples
TOEFL PrepInterview EnglishUniversity Students
B25
206 frasi
CELPIP Speaking Practice | Giving Advice
TOEFL PrepInterview EnglishUniversity Students
B23
210 frasi
Stop Going Blank! 5 TOEFL Listen and Repeat Strategies That Work
TOEFL PrepInterview EnglishUniversity Students
B21
209 frasi
TOEFL Speaking TIPS for a Perfect Score - 2026 Edition
TOEFL PrepUniversity StudentsWorking Adults
![[2025.6] TOEIC SPEAKING Test for June 27th LIVE CLASS | 25년 6월 시험 완벽 복원 토익스피킹 모의고사 ✨](https://img.youtube.com/vi/U47JdzQlRs4/mqdefault.jpg)
B26
64 frasi
[2025.6] TOEIC SPEAKING Test for June 27th LIVE CLASS | 25년 6월 시험 완벽 복원 토익스피킹 모의고사 ✨
TOEFL PrepTOEIC PrepInterview English
B23
231 frasi
TOEFL Speaking 2026 (Listen and repeat & Take an interview) Full guide and templates
TOEFL PrepInterview EnglishUniversity Students
B13
17 frasi
TOEFL Speaking 2026 Task 2 | Interview Practice #3
TOEFL PrepInterview EnglishUniversity Students
B2194 frasi
Improve Your IELTS Speaking in 30 Days | Day 11 | Cue Card, Sample Answer & Shadowing
IELTS PrepInterview EnglishUniversity Students
B13
168 frasi
Versant English Test Practice - All parts - Questions and answers
TOEFL PrepInterview EnglishUniversity Students
B21
458 frasi
Как набрать больше 100 баллов TOEFL без особых усилий
TOEFL PrepUniversity Students
B215
323 frasi
How To Speak Like The 1% Elite
IELTS PrepInterview EnglishUniversity Students
Vocabolario e note di pronuncia per questa lezione
Questa lezione di conversazione di livello B2 si basa sul video “TOEFL Speaking Practice Test — How to score 30/30”. Le parole che ritornano più spesso: response, ant, score, example, Toefl. Questo video contiene 400 frasi e 5252 parole da ripetere con lo shadowing. Il parlato dura 37:15. Chi parla mantiene un ritmo costante di circa 141 parole al minuto, comodo per lo shadowing. Il 85% delle parole rientra nelle 3.000 più comuni dell’inglese; conviene studiare le altre prima di iniziare.
Vocaboli chiave di questo video
Le 15 parole più avanzate del video, con pronuncia e significato:
| Parola | Pronuncia | Significato |
|---|---|---|
| ant sostantivo | /ænt/ | formica |
| lecture sostantivo | /ˈlɛk.t͡ʃə/ | conferenza, lezione |
| beep sostantivo | /biːp/ | bip |
| vocabulary sostantivo | /vəˈkæb.jə.lə.ɹi/ | vocabolario |
| cooperate verbo | /kəʊˈɒp.ə.ɹeɪt/ | cooperare, collaborare |
| aqueduct sostantivo | /ˈæk.wəˌdʌkt/ | acquedotto |
| template sostantivo | /ˈtɛm.plɪt/ | mascherina, sagoma |
| insect sostantivo | /ˈɪn.sɛkt/ | insetto |
| textbook sostantivo | /ˈtɛkst.bʊk/ | libro di testo |
| pause sostantivo | /pɔːz/ | pausa |
| summarize verbo | /ˈsʌməˌɹaɪz/ | riassumere |
| swarm sostantivo | /swɔɹm/ | sciame, nugolo |
| accomplish verbo | /əˈkɑm.plɪʃ/ | compiere, realizzare |
| grammar sostantivo | /ˈɡɹæm.ə(ɹ)/ | grammatica |
| idiomatic aggettivo | /ˌɪd.iː.əˈmat.ɪk/ | idiomatico |
I phrasal verb che sentirai
| Parola | Pronuncia | Significato |
|---|---|---|
| end up verbo | andare a finire, finire | |
| add up verbo | sommarsi | |
| come across verbo | dare l'impressione, avere l'aria | |
| go through verbo | attraversare | |
| make up verbo | /ˌmeɪk ˈʌp/ | comporsi |
| write down verbo | sottoscrivere, annotare |
Frasi da ripetere
Frasi brevi e complete del video che puoi riutilizzare nella conversazione di tutti i giorni:
- Do you agree or disagree with the following statement?
- What's good about this response?
- You don't like the idea?
- Wouldn't you want to get a new one then?
- What conclusion can I make from this?
La grammatica di questo video
Le strutture che chi parla usa di più, con le parole esatte del video:
| Struttura | Nel video |
|---|---|
| Frasi condizionali if + frase, will/would + verbo — una condizione e il suo risultato | if electronic books break down, students will help · If a device breaks down, students will have |
| Forma passiva be + participio passato — conta ciò che accade, non chi lo fa | is called · is scored · should be involved |
| Frasi relative who / which + frase — un’informazione in più su una persona o una cosa | students who score · those who don · understand, which is |
| Present perfect have/has + participio passato — un’azione passata che conta ancora adesso | I've designed · has allowed · we've talked |
Pronuncia a cui fare attenzione
Chi parla usa 87 contrazioni e forme ridotte, come you'll, don't, they're. Pronunciale nella forma breve, così come le senti.
- I suoni “sh” e “zh”: accomplish /əˈkɑm.plɪʃ/, tuition /tjuːˈɪʃən/, intonation /ɪntəˈneɪʃən/, pronunciation /pɹəˌnʌn.siˈeɪ.ʃən/, simulation /ˌsɪm.jəˈleɪ.ʃn̩/
- Parole lunghe — attenzione all’accento: vocabulary /vəˈkæb.jə.lə.ɹi/, cooperate /kəʊˈɒp.ə.ɹeɪt/, idiomatic /ˌɪd.iː.əˈmat.ɪk/, underwater /ʌndɚˈwɔtəɹ/, intonation /ɪntəˈneɪʃən/
I suoni difficili per chi parla italiano:
- Consonante finale — senza aggiungere una vocale dopo: ant /ænt/, beep /biːp/, cooperate /kəʊˈɒp.ə.ɹeɪt/, aqueduct /ˈæk.wəˌdʌkt/, template /ˈtɛm.plɪt/
- /æ/ — più aperta della “e”: ant /ænt/, vocabulary /vəˈkæb.jə.lə.ɹi/, aqueduct /ˈæk.wəˌdʌkt/, grammar /ˈɡɹæm.ə(ɹ)/, wagon /ˈwæɡən/
Come esercitarsi con questo video
- Ascolta tutto il video una volta senza parlare e annota le parole che non conosci.
- Fai shadowing frase per frase a velocità normale, ripetendo ognuna finché il tuo ritmo coincide con quello di chi parla.
- Registrati e confronta con l’originale, facendo attenzione a parole come ant, lecture, beep.
Cos'è la tecnica dello Shadowing?
Shadowing è una tecnica di apprendimento delle lingue supportata da studi scientifici, originariamente sviluppata per la formazione dei traduttori professionisti e resa popolare dal poliglotta Dr. Alexander Arguelles. Il metodo è semplice ma potente: ascolti un audio in inglese di madrelingua e lo ripeti immediatamente ad alta voce — come un'ombra che segue il parlante con un ritardo di solo 1–2 secondi. A differenza dell'ascolto passivo o degli esercizi di grammatica, lo shadowing costringe il tuo cervello e i muscoli della bocca a elaborare e riprodurre simultaneamente i modelli di discorso reale. La ricerca dimostra che migliora significativamente la precisione della pronuncia, l'intonazione, il ritmo, il discorso connesso, la comprensione dell'ascolto e la fluidità del parlato — rendendolo uno dei metodi più efficaci per la preparazione alla prova di speaking dell'IELTS e per la comunicazione reale in inglese.