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TOEFL (Test of English as a Foreign Language) FORMATS ______________________________________________ iBT (internet-Based TOEFL) CBT (Computer-Based TOEFL) PBT (Paper-Based TOEFL) iBT: Reading, Listening, Speaking, Writing CBT: Listening, Structure, Reading, Writing PBT: Listening, Structure and written Expression, Reading, + Writing TOEFL Score on the Most Recent Formats iBT 111-120 96-110 79-95 65-78 53-64 41-52 30-40 19-29 6-18 0-5 CBT 273-300 243-272 213-242 183-212 153-182 123-152 93-122 63-92 23-62 0-22 PBT 640-677 590-639 550-589 513-549 477-512 437-476 397-436 347-396 311-346 310 SECTION ONE: LISTENING. Listening Diagnostic Pre-Test (Paper) Listening Diagnostic Pre-Test (Computer). Listening Introduction. Short Dialogues (Paper and Computer) Skill 1: Restatements. TOEFL Exercise 1. Skill 2: Negative. TOEFL Exercise 2. TOEFL Review Exercise (Skills 1-2). Skill 3: Suggestions. TOEFL Exercise 3. TOEFL Review Exercise (Skills 1-3). Skill 4: Passives. TOEFL Exercise 4. TOEFL Review Exercise (Skills 1-4). Sklill 5: Who and Where. TOEFL Exercise 5. TOEFL Review Exercise (Skills 1-5). Skill 6: Agreement. TOEFL Exercise 6. TOEFL Review Exercise (Skills 1-6). Long Conversations (Paper) Skill 7: The Questions. Skill 8: The Topic. Skill 9: The Order of the Answers. TOEFL Exercise (Skills 7-9) Long Talks (Paper) Skill 10: The Questions. Skill 11: The Topic. Skill 12: The Order of the Answers. TOEFL Exercise (Skills 10-12). Casual Conversations (Computer). Skill 13: Casual Conversations Academic Discussions (Computer). Skill 14: Organization. Skill 15: Direct and Indirect Details. Skill 16: Visualization. TOEFL Exercise (Skills 14-16). Academic Lectures (Computer). Skill 17: Organization. Skill 18: Direct and Indirect Details. Skill 19: Visualization. TOEFL Exercise ( Skills 17-19). Listening Post-Test (Paper). Listening Post-Test (Computer). SECTION TWO: STRUCTURE Structure Diagnostic Pre-Test (Paper). Structure Diagnostic Pre-Test (Computer). Structure Introduction. The Structure Questions (Paper and Computer): Skill 1: Subjects and Verbs. Skill 2: Objects of Prepositions. TOEFL Exercise (Skills 1-2). Skill 3: Present Participles. Skill 4: Past Participles. TOEFL Exercise (Skill 3-4). TOEFL Review Exercise (Skills 1-4). Skill 5: Coordinate Connectors. Skill 6: Adverb Clause Connectors. TOEFL Exercise (Skills 5-6). TOEFL Review Exercise (Skills1-6). Skill 7: Noun Clause Connectors. Skill 8: Noun Clause Connector/Subjects. TOEFL Exercise (Skill 7-8). TOEFL Review Exercise (Skills 1-8). Skill 9: Adjective Clause Connectors. Skill 10: Adjective Connector/Subjects. TOEFL Exercise (Skills 9-10). TOEFL Review Exercise (Skills 1-10). The Written Expression Questions (Paper and Computer) The Written Expression Questions (Paper and Computer) Skill 11: Agreements after Prepositional Phrases. Skill 12: Agreement after Expressions of Quantity. Skill 13: Agreement after Certain Words. TOEFL Exercise (Skills 11-13). TOEFL Review Exercise (Skills 113). Skill 14: Parallel Structure with Coordinate Conjunctions. Skill 15: Parallel Structure with Paired Conjunctions. TOEFL Exercise (Skills 14-15). TOEFL Review Exercise (Skills 1-15). Skill 16: Past Participles after Have. Skill 17: Present Participles or Past Participles after Be. Skill 18: Base Form Verbs after Modals. TOEFL Exercise (Skills 16-18). TOEFL Review Exercise (Skills 1-18). Skill 19: Singular and Plural Nouns. Skill 20: Countable and Uncountable Nouns. TOEFL Exercise (Skills 19-20). TOEFL Review Exercise (Skills 1-20). Skill 21: Subject and Object Pronouns. Skill 22: Possessives. Skill 23: Pronounce Reference. TOEFL Exercise (Skills 2123). TOEFL Review Exercise (Skills 1-23). Skill 24: Adjectives and Adverbs. Skill 25: Adjectives after Linking Verbs. TOEFL Exercise (Skills 24-25). TOEFL Review Exercise (Skills 1-25). Structure Post-Test (Paper). Structure Post-Test (Computer). SECTION THREE: READING Reading Disgnostic Pre-Test (Paper, Computer). Reading Introduction: Skill 1: Main Idea Questions. TOEFL Exercise 1. Skill 2. Stated Detail Questions. TOEFL Exercise 2. TOEFL Review Exercise (Skills 1-2). Skill 3: Find “Unstated” Details. TORFL Exercise 3. TOEFL Review Exercise (Skills 1-3). Skill 4: Implied Detail Questions. TOEFL Exercise 4. TOEFL Review Exercise (Skills 1-4). Skill 5: Vocabulary in Context Questions. TOEFL Exercise 5. TOEFL Review Exercise (Skills 1-5). Skill 6: “Where” Questions. TOEFL Exercise 6. TOEFL Review Exercise (Skills 1-6). Skill 7: Inserting Information. TOEFL Exercise 7. TOEFL Review Exercise (Skills 1-7). Reading Post-Test (Paper, Computer) The Writing Score: Sample Essays Before Writing: Skill 1: The Writing Topic. Skill 2: The Supporting Ideas. While Writing: Skill 3: The Introductory Paragraph. Skill 4: The Supporting Paragraphs. Skill 5: The Concluding Paragraphs. After Writing: Skill 6: Edit Sentence Structure. 6A: Simple Sentence Structure. 6B: Compound Sentence Structure. 6C: Complex Sentence Structure. Skill 7: Edit Written Expression. 7A: Agreement and Parallel Structure. 7B: Verbs and Nouns. 7C: Pronouns and Adjectives. Practice Test. COMPLETE TEST 1: INTRODUCTORY LEVEL (Paper) COMPLETE TEST 2: INTRODUCTORY LEVEL (Computer) COMPLETE TEST 3: TOEFL LEVEL (Paper). COMPLETE TEST 4: TOEFL LEVEL (Computer). Listening on the Paper TOEFL Test 1. Short Dialogues are two-line dialogues between two speakers, each followed by a multiple choice question (Thirty short dialogues and thirty questions. You should choose the best answer to each question from the four choices in your test book). 2 Long Conversations are 60-90 second conversations on casual topics between students, each followed by a number of questions (Two conversations and seven to nine questions. You should choose the best answer to each question from the four choices in your test book). LISTENING The paper and the computer listening sections are similar in the following ways: some passages, some of the talks language skills. The life paper the computer listening 3.of the Talks are 60-90 second about school or and academic subjects, each sections areby different in the some of the passages, some of and the followed a number of following multiple ways: choice questions (Three lectures language the use of visuals, the number of choose questions, amount of time, the elevenskills, to thirteen questions. You should thethebest answer to each control of time between questions, and the procedures and strategies. question from the four choices in your test book). GENERAL STRATEGIES FOR LISTENING COMPREHENSION (Paper TOEFL Test) 1. Be familiar with the directions (You should be completely familiar with the directions before the day of the test. 2. Listen carefully to the passages ( You will hear the recording one time only). 3. Know where the easier and the more difficult questions are generally found (The questions generally progress from easy to difficult). 4. Be familiar with the pacing of the test. You have twelve seconds (you must answer each question within twelve seconds) between each question and prepared for the next question. 5. Never leave any answers blank on your answer sheet. Even if you are not sure of the correct response, you should answer each question. There is no penalty for guessing. 6. Use any remaining time to look ahead at the answers to the questions that follow. When you finish with one question, you may have time to look ahead at the answers to the next question. Listening on the Computer TOEFL Test 1. Short Dialogues (two- to four-line dialogues between two speakers, eleven to seventeen short dialogues and questions) 2. Casual conversations (five to seven-line conversations on casual topics between students (each conversation is accompanied by a context-setting visual and is followed by two or three multiple choice questions) 3. Academic discussions consist of 120-150 second discussions on academic topics by two to five speakers. Each discussion is accompanied by a number of context-setting and content visuals and is followed by three to six questions of varying types. 4. Academic lectures consist of 120-150 second lectures on academic topics by university professors. Each lecture is accompanied by a number of context-setting and content visuals and is followed by three to six questions of varying types. GENERAL STRATEGIES FOR THE LISTENING SECTION (Computer TOEFL Test) 1. Be familiar with the directions. 2. Be familiar with computer adaptivity. You will start with a medium-level question, and the difficulty of the questions will increase or decrease depending on whether or not your answers are correct. 3. Set the volume carefully before you start the Listening section. 4. Dismiss the directions as soon as they come up. The time starts when the directions come up. 5. Listen carefully to the spoken material. You will hear the spoken material one time only. 6. Use the visuals to help you focus on the context. As you listen to the spoken materials, you will see visual materials on the screen. 7. Pace yourself between questions. You control when the spoken material is played. 8. Think carefully about a question before you answer it. You have only one opportunity to answer a given question. 9. Click on an answer on the computer screen when you have selected an answer. You may still change your mind at this point and click on a different answer. 10. Click on Next and then click on Confirm Answer to record your answer. After you click on the Confirm Answer button, you cannot go back and change your answer. 11. Do not spend to much time on a question you are unsure of. If you trully do not know the answer to a question, simply guess and go on. The computer will automatically move you into a level of questions that you can answer. 12. Be very careful not to make careless mistakes. If you mistakenly choose an incorrect answer, the computer will move you to an easier level of questions than you can handle. 13. Monitor the time carefully on the title bar of the computer screen. The title bar indicates the time remaining in the Listening section, the total number of questions in the section, and the current number. 14. Do not randomly guess at the end of the section to complete all the questions in the section before time is up (random guessing to complete the section will only lower your score). SHORT DIALOGUES (Paper TOEFL Test and Computer TOEFL Test) SHORT DIALOGUES ON THE PAPER TOEFL TEST (Thirty short dialogues, thirty multiple choice questions). • PROCEDURES FOR THE SHORT DIALOGUES • 1. As you listen to each short dialogue, focus on the second line of the conversation. The answer to the question is generally found in the second line. • 2. Keep in mind that the correct answer is probably a restatement of a key word or idea in the second line of the dialogue. Think of possible restatement. • 3. Keep in mind that certain structures and expressions are tested regularly in the short dialogues. Listen to these structures and expressions: restatements, negatives, suggestions, passives, who and where, and agreement. 4. Keep in mind that these questions generally progress from easy to difficult. This means that questions 1 through 5 will be the easiest and questions 26 through 30 will be the hardest. 5. Read the answers and choose the best answer to each question. You should answer each question even if you are not sure of the correct response. Never leave any answers blank. 6. Even if you do not understand the complete dialogue, you can still find the correct answer. 7. Be prepared for the next question. You have only 12 seconds between questions. SHORT DIALOGUES ON THE COMPUTER TOEFL TEST ( After you see the visual and listen to the dialogue, you will see the question and the four answer choices on the computer screen) PROCEDURES FOR THE SHORT DIALOGUES (Computer TOEFL Test) 1. Listen carefully to the short dialogue. You may listen to the dialogue one time only. 2. Use the visual to help you focus on the context. A context-setting visual appears on the screen at the beginning of each short dialogue. It shows you who is taking and where they are talking. 3. As you listen to each short dialogue, focus on the last line of the dialogue. The answer to the question is generally found in the last line of the dialogue. 4. Listen to the question following the short dialogue as you read it on the screen. Each listening question is both spoken and written on the computer screen. 5. Keep in mind that the correct answer is probably a restatement of a key word or idea in the last time of the dialogue. Think of possible restatements of the the last line of the dialogue. 6. Keep in mind that certain structures and expressions are tested regularly in the dialogues. Listen for these structures and expressions: restatements, negatives, suggestions, passives, who and where, and agreement. 7. Even if you do not understand the complete dialogue, you can still find the correct answer. 8. Click on an answer on the computer screen when you have selected an answer. You may still change your mind at this point and click on a different answer. 9. Click on Next, then Click on Confirm Answer to record your answer. After you click on this button, you cannot go back and change your answer. 10. Be prepared for the next question. After you click on Confirm Answer, the next question begin automatically. Skill 1: Restatements THE BEST STRATEGY: CHOOSE ANSWERS WITH RESTATEMENTS 1. 2. 3. As you listen to the last line of the dialogue, you should focus on the key idea(s) in that line. If you see a restatement of the key idea(s) in the particular answer, then you have probably found the correct answer. Do not choose answers with words that sound similar to the words on the recording Exercise 1. TOEFL exercise 1. Skill 2: Negatives The following chart shows how negatives can be tested on the TOEFL test Example Correct Answer Negative expression Tom is not sad about the results. Tom is happy about the results. not sad = happy The door is not open. The door is closed. not open = closed Steve did not pass the class. Steve failed the class. did not pass = failed Exercise 2. TOEFL Exercise 2. TOEFL Review Exercise (SkillS 1-2) Skill 3: SUGGESTIONS The following chart lists common expressions that show suggestion. EXPRESSIONS OF SUGGESTION Why ...... not .... ? Why not ..... ? Let’s ..... Exercise 3. TOEFL Exercise 3. TOEFL Review Exercise (Skills 1-3). Skill 4. PASSIVES You should note the following about passive sentences in the short dialogues. PASSIVE STATEMENTS 1. 2. If the dialogue contains a passive statement, the answer to the question is often an active statement. If the dialogue contains an active statement, the answer to the question is often a passive. Note: Check carefully who or what is doing the action in these questions. Exercise 4. TOEFL Exercise 4. TOEFL Review Exercise (Skills 1-4) • Skill 5: WHO AND WHERE Conclusions About Who and Where It is common for you to be asked to draw the following conclusions in the short dialogues: 1. Who is probably talking? 2. Where does the conversation take place? Exercise 5. TOEFL Exercise 5. TOEFL review Exercise (Skills 1-5) Skill 6. AGREEMENT The following chart lists common expressions that show agreement. You should become familiar with these expressions EXPRESSIONS OF AGREEMENT So do I I’ll say Me, too You can say that again Exercise 6. TOEFL Exercise 6. TOEFL Review Exercise (Skills 1-6) LONG CONVERSATIONS (Paper TOEFL Test) • The listening comprehension section of the paper TOEFL test consists of two long conversations, each is followed by a number of questions. • • • • • PROCEDURES FOR THE LONG CONVERSATIONS (Paper TOEFL Test) 1. If you have the time, preview the answers to the questions. While you are looking at the answers, you should try to anticipate the questions for each of the groups of answers. 2. Listen carefully to the first line of the conversation. The first line of the conversation often contains the main idea, subject, or topic of the conversation, and you will often be asked to answer such questions. 3. As you listen to the conversation, follow along with the answers in your test book and try to determine the correct answers. Detail questions are generally answered in order in the conversation, and the answers often sound the same as what is said on the recording. 4. You should guess even if you are not sure. Never leave any answers blank. 5. Use any remaining time to look ahead at the answers to the questions that follow. Skill 7. THE QUESTIONS You try to anticipate the question: When will ..... ? What ..... ? Skill 8: THE TOPIC. You think: The topic of conversation is .... What is the topic of conversation 1? What is the topic of conversation 2? ................3? Skill 9. THE ORDER OF THE ANSWERS What .......? Where .....? Exercise 9. TOEFL Exercise (Skills 7-9). LONG TALKS (Paper TOEFL Test) Examples: What is the topic of the talks? What was ......? What does .... mean ....? What is the meaning of ......? Skills 10, 11, 12. Procedures for the Long Talks (Paper TOEFL Test) PROCEDURES FOR THE LONG TALKS (Paper TOEFL Test) 1. If you have time, preview the answers to the questions. While you are looking at the answers, you should try to anticipate the questions for each of the groups of answers. 2. Listen carefully to the first line of the talk. The first line of the talk often contains the main idea, subject, or topic of the talk, and you will often be asked this type of question. 3. As you listen to the talk, follow along with the answers in your test book and try to determine the correct answers. Detail questions are generally answered in order in the talk, and the answers often siund the same as what is said on the recording. 4. You should guess even if you are not sure. Never leave any answers blank. 5. Use any remaining time to look ahead at the answers to the questions that follow. Skill 10: THE QUESTIONS You try to anticipate the question: How long .....? What type of ....? Exercise 10. Examples: 12 questions • Skill 11: THE TOPIC. You think: The topic of the talk is ......? Questions: What is the topic of Talk 1? .....Talk 2? .......Talk 3? Skill 12: THE ORDER OF THE ANSWERS On the recording, you hear: 1. What happens to ......? 2. What is mentioned about ....? 3. What can someone .....? Exercise 12. Listen to each complete talk and answer the questions that follow. TOEFL Exercise (Skills 10-12) CASUAL CONVERSATIONS (Computer TOEFL Test) For each of the casual conversations, you will see a context-setting visual as you listen to a five- to seven-line conversation between two speakers. After you see the visual and listen to the conversation, you will see a series of two or three multiple choice questions and the four answer choices for each question on the computer screen. You see on the computer screen: (visual). Will the ....? You hear: What do the .....? Where PROCEDURES FOR THE CASUAL CONVERSATIONS (Computer TOEFL Test) • • • • • • • • 1. Listen carefully to the casual conversation. You may listen to the conversation one time only. 2. Use the visual to help you focus on the context. A context-setting visual appears on the screen at the beginning of each casual conversation. It shows you who is talking and where they are talking. 3. Focus on the overall meaning of the casual conversation rather than on specific words or expressions. The question following a casual conversation generally test your overall comprehensionof the conversation rather than the meaning of a specific word or expression. 4. Listen to each question following the casual conversationas you read it on the screen. Each listening question is both spoken and written on the computer screen. 5. Do not panic if you do not understand every word of the casual conversation. You can still answer the questions correctly without understanding each word of the conversation. 6. Click on an answer on the computer screen when you have selected an answer. You may still change your mind at this point and click on a different answer. 7. Click on Next. Then click on Confirm Answer to record your answer. After you click on this button, you cannot go back and change your answer. 8. Be prepared for the next question. After you click on Confirm Answer, the next question begins automatically. Skill 13: Casual Conversation. Questions that accompany casual conversations most commonly test the overall ideas of the conversation (i.e., what are the man and woman discussing? and what do they finally decide to do?, or what is the woman problem? and what does the man suggest?, but they may also test supporting details from the passage (i.e., what time will they leave? , or how many assignments are there? Exercise 13. What .....? How ....? Which ....? Why ......? • ACADEMIC DISCUSSIONS (Computer TOEFL Test) You will see a series of context-setting and content visuals as you listen to 120-150 second discussion by two to five speakers. After you see the visuals and listen to the discussion, you will hear a series of questions as you see each question and each answer choices on the computer screen. You must click on the best answer choice to each question on the computer screen. • Some of the types of questions may follow a discussion: • 1. Multiple Choice Questions with One Correct answer ask you to select the best answer from four choices based upon the information given in the discussion. The multiple choice question may ask about the main idea or a directly or an indirectly answered detail question on the computer screen. • 2. Multiple Choice Questions with Two Correct answers ask you to select the two correct answers from four choices based upon the information given in the discussion. The multiple choice question may ask about a directly or an indirectly answered details from the passage. • 3. Graphic Questions with Four Letters ask you to click one of four letters on a graphic that answers a question. A graphic question with four letters may ask about a directly or an indirectly answered detail from the passage. 4. Questions with Four Graphics ask you to click on one of four graphics that answers a question. A graphic question with four graphics may ask about a directly or an indirectly answered detail from the passage. 5. Matching Questions ask you to match three categories of information from the passage with details from each of the categories. A matching question generally asks about the organization of ideas in the passage. 6. Ordering Questions ask you to put four pieces of information in the correct procedural or chronological order. An ordering question generally asks about the overall organization of ideas in the passage. Example 6 You will see on the screen: Put these continents in order from smallest to largest. Click on a word. Then click on the space where it belongs. Use each word only once. Asia Antartica Africa Australia You will hear: (narrator) Put these continents in order from smallest to largest In the discussion, Meg states that Australia is the smallest, and Asia is the largest, that both Europe and Australia are smaller than Antartica, and that North America, South America, 1 Africa, and Asia are all larger. From this it 2 can be determined that, from smaller to largest, 3 these four continents are Australia, Antartica, Africa, 4 and Asia. PROCEDURES FOR THE ACADEMIC DISCUSSION (Computer TOEFL Test) • 1. Listen carefully to the academic discussion. You may listen to the discussion one time only. • 2. Use the first visual to help you focus on the context. The first visual appears on the screen at the beginning of each academic discussin. It shows you how many people are talking and where they are talking. Anywhere from two to five people could be taking part in an academic discussion. • 3. Focus on the overall meaning of the academic discussion rather than on specific words or expressions. The questions generally test your overall comprehesion rather than the meaning of a specific word or expression. • 4. Relate the remaining visuals to the academic discussion. The remaining visuals are related to the portion of the discussion that you hear as you see the visual. • 5. Listen carefully to each question following the academic discussion as you read it on the screen. Each listening question is both spoken and written on the computer screen. 6. Understand the ordering of the questions that accompany an academic discussion. The answers to the questions that accompany a discussion are generally found in order in the discussion. The answer to the first question will generally be found closer to the beginning to the discussion, and the answer to the last question will generally be found closer to the end of the discussion. 7. Do not panic if you do not understand all of the details of the academic discussion. You can still answer the questions correctly without understanding each detail of the discussion. 8. Click on an answer on the computer screen when you have selected an answer. You may still change your mind at this point and click on a different answer. 9. Click on Next. Then click on Confirm Answer to record your answer. After you click on the button, you cannot go back and change your answer. 10. Be prepared for the next question. After you click on Confirm Answer, the next question begins automatically. Skill 14 ORGANIZATION (Matching Questions and Ordering Questions). Exercise 14: Question 1, Q 2-3, Q 4-5, Q 6-7 Skill 15 DIRECT AND INDIRECT DETAILS (Multiple Choice with one correct answer or two correct answers). Exercise 15: Q 1-5, Q 6-9 Skill 16 VISUALIZATION (There may be two types of questions: click on one drawing of the four that answer a question, and click on the one letter of the four that answers a question). Exercise 16: Q 1-4, Q 5-7, Q 8-11. TOEFL Exercise (Skill 14-16): Q 1-6, Q 7-11, Q 12-16. • ACADEMIC LECTURES (Computer TOEFL Test) • • • • You will see a series of context-setting and content visuals as you listen to 120150 second lecture by a university professor. After you see the visuals and listen to the lecture, you will hear a series of questions as you see each question and each answer choices on the computer screen. You must click on the best answer choice to each question on the computer scren. Some of the types of questions may follow a lecture: 1. Multiple Choice Questions with One Correct answer ask you to select the best answer from four choices based upon the information given in the passage. The multiple choice question may ask about the main idea or a directly or an indirectly answered detail from the passage. 2. Multiple Choice Questions with Two Correct answers ask you to select the two correct answers from four choices based upon the information given in the passage. The multiple choice question may ask about a directly or an indirectly answered details from the passage. 3. Graphic Questions with Four Letters ask you to click one of four letters on a graphic that answers a question. A graphic question with four letters may ask about a directly or an indirectly answered detail from the passage. 4. Questions with Four Graphics ask you to click on one of four graphics that answers a question. A graphic question with four graphics may ask about a directly or an indirectly answered detail from the passage. 5. Matching Questions ask you to match three categories of information from the passage with details from each of the categories. A matching question generally asks about the organization of ideas in the passage. 6. Ordering Questions ask you to put four pieces of information in the correct procedural or chronological order. An ordering question generally asks about the overall organization of ideas in the passage. • • • PROCEDURES FOR THE ACADEMIC LECTURES (Computer TOEFL Test) 1. Listen carefully to the academic lecture. You may listen to the discussion one time only. 2. Use the first visual to help you focus on the context. The first visual appears on the screen at the beginning of each academic lecture. It shows you that a professor is giving a lecture in an academic lecture hall. 3. Focus on the overall meaning of the academic discussion rather than on specific words or expressions. The questions generally test your overall comprehesion rather than the meaning of a specific word or expression. 4. Relate the remaining visuals to the academic lecture. The remaining visuals are related to the portion of the lecture that you hear as you see the visual. 5. Listen carefully to each question following the academic discussion as you read it on the screen. Each listening question is both spoken and written on the computer screen. 6. Understand the ordering of the questions that accompany an academic lecture. The answers to the questions that accompany a lecture are generally found in order in the lecture. The answer to the first question will generally be found closer to the beginning of the lecture, and the answer to the last question will generally be found closer to the end of the lecture. 7. Do not panic if you do not understand all of the details of the academic discussion. You can still answer the questions correctly without understanding each detail of the lecture. 8. Click on an answer on the computer screen when you have selected an answer. You may still change your mind at this point and click on a different answer. 9. Click on Next. Then click on Confirm Answer to record your answer. After you click on the button, you cannot go back and change your answer. 10. Be prepared for the next question. After you click on Confirm Answer, the next question begins automatically. Skill 17 ORGANIZATION ((Matching Questions and Ordering Questions). Exsercise 17 Question 1, Q 2-3, Q 4-5, Q 6-7 Skill 18 DIRECT AND INDIRECT DETAILS (Multiple Choice with one correct answer or two correct answers). Exercise 18 Q 1-6, Q 7-10, Q 11-16. Skill 19 VISUALIZATION (There may be two types of questions: click on one drawing of the four that answers a question, and click on the one letter of the four that answers a question). Exercise 19: Q 1-3, Q 4-7, Q 8-10. TOEFL Exercise (Skill 17-19): Q 1-5, Q 6-9, Q 10-14. LISTENING POST-TEST (Paper) Section 1 Listening Comprehension. Time approximately 35 minutes (including the reading of the directions for each part). Part A, Part B, and Part C, 50 questions. LISTENING POST-TEST (Computer). Part A, and Part B, 30 questions. SECTION TWO STRUCTURE STRUCTURE DIAGNOSTIC PRE-TEST (Paper). SECTION 2 STRUCTURE AND WRITTEN EXPRESSION. Time 25 minutes (including the reading of the directions). STRUCTURE DIAGNOSTIC PRE-TEST (Computer), 20 questions • The paper and the computer structure sections are similar in the following ways: the types of questions, and the language skills tested. • The paper and the computer structure sections are different in the following ways: the number of questions, the amount of time, the ordering of the questions, the strategies, and the scoring. • There are two types of questions in the structure and written expression section of the paper TOEFL test: 1. Structure (questions 1-15) consists of fifteen sentences (from easy to difficult) in which part of each sentence has been replaced with a blank. Each sentence is followed by four answer choices. You must choose the answer that complete the sentence in a grammatically correct way. 2. Written Expression (questions 16-40) consists of twenty-five sentences (from easy to difficult) in which four words or groups of words have been underlined. You must choose the underlined words or group of words that is not correct. GENERAL STRATEGIES (Paper TOEFL Test) • 1. Be familiar with the directions. The directions on every paper TOEFL test are the same. You should be familiar with the directions before the day of the test. • 2. Begin with question 1 through 15. Anticipate that questions 1 though 5 will be the easiest, and questions 11 though 15 will be the most difficult. Do not spend too much time on questions 11 through 15. There will be easier questions that come later. • 3. Continue with questions 16 through 40. Anticipate that Qs 16-20 will be the easiest, and Qs 36-40 will be the most difficult. Do not spend too much time on Qs 36-40. • 4. If you have time, return to Qs 11 through 15. You should spend extra time on Qs 11 though 15 only after you spend all the time that you want on the easier Qs that follow. • 5. Guess to complete the section before time is up. There is no penalty for guessing, so it can only increase your score to guess the answers to Qs that you do not have time to complete. STRUCTURE ON THE COMPUTER TOEFL TEST (twenty to twenty-five questions, fifteen to twenty minutes, computer adaptive = how well you answer the questions). There are two types of questions ( intermixed in this section) • Structure questions consists of sentences in which part of each sentence has been replaced with a blank. Each sentence is followed by four answer choices. You must choose the answer that complete the sentence in a grammatically correct way. • Written Expression consists of sentences in which four words or groups of words have been underlined. You must choose the underlined words or group of words that is not correct. GENERAL STRATEGIES (Computer TOEFL Test) 1. Be familiar with the directions. The directions on every paper TOEFL test are the same. You should be familiar with the directions before the day of the test. 2. Be familiar with computer adaptivity. You will start with a mediumlevel question, and the difficulty of the questions will be increase or decrease depending on whether or not your answers are correct. 3. Dismiss the directions as soon as they come up. The time starts when the directions come up. You should be familiar with the directions, so you can click on Dismiss Directions as soon as it appears and save all your time for the questions. 4. Think carefully about a question before you answer it. You may not return to a question later in the test. You only have one opportunity to answer a given question. 5. Click on an answer on the computer screen when you have selected an answer. You may still change your mind at this point and click on a different answer. 6. Click on Next and then click on Confirm Answer to record your answer. After you click on the Confirm Answer, you cannot go back and change your answer. A new question, either a structure question or a written expression question, will appear. 7. Do not spend too much time on a question you are unsure of. If you truly do not know the answer to a question, simply guess and go on. The computer will automatically move you into a level of questions that you can answer. 8. Be very carefull not to make careless mistakes. If you mistakenly choose an incorrect answer, the computer will move to an easier level of questions than you can handle. You will have to waste time working your way back to the appropriate level of questions. 9. Monitor the time carefully on the title bar of the computer screen. The title bar indicates the time remaining in the Structure section, the total number of questions in the section, and the current number. 10. Do not randomly guess at the end of the section to complete all the questions in the section before time is up. In a computer adaptive section such as structure, random guessing to complete the section will only lower your score. THE STRUCTURE QUESTIONS (Paper TOEFL Test and Computer TOEFL Test), multiple choice questions. Example from the Paper TOEFL Test Homo sapiens ______ about 40,000 years ago. (A) their first appearance (B) first appeared (C) first appearing (D) they first appeared Example from the Computer TOEFL Test Any member of a group of drugs _____ barbituric acid is a barbiturate the derivation of is derived from derived from derives from PROCEDURES FOR THE STRUCTURE QUESTIONS (Paper TOEFL test and Computer TOEFL Test) • 1. First, study the sentence. Your purpose is to determine what is needed to complete the sentence correctly. • 2. Then study each answer based on how well it completes the sentence. Eliminate answers that do not complete the sentence correctly. • 3. do not try to elimnate incorrect answers by looking only at the answers. The incorrect answers are generally correct by themselves. The incorrect answers are generally incorrect only when used to complete the sentence. Now, you should move on to the language skills Skill 1: SUBJECTS AND VERBS Examples from the Paper and Computer TOEFL Tests 1. ____ was ringing continuously for hours (A) Loudly (B) In the morning (C) The phone (D) The bells Answer (C) is the best answer (a subject, the verb is singular) 2. The plane ____ landing at the airport in five minutes. (A) it is (B) it really is (C) Is descending (D) Will be Answer (D) is the best answer; will be together with landing is a complete verb. Exercise 1. SUBJECTS AND VERBS A sentence in English must have at least one subject and one verb. The first thing you should do as you read a a sentence is to find the subject and the verb. Skill 2: OBJECTS OF PREPOSITION (such as in, at, of, to, by, behind, and on to form a prepositional phrase) ▪ Example from the Paper and Computer TOEFL Tests To Mike ____ was a big surprise. (A) really (B) the party (C) funny Answer (B) is the best answer (a subject ). (D) when Answers (A), (C), and (D) are not correct because they cannot be subjects. OBJECTS OF PREPOSITIONS A preposition is followed by a noun or pronoun that is called an object of preposition. If a word is an object of a preposition, it is not the subject. Exercise 2, Exercise (Skills 1-2), TOEFL Exercise (Skills 1-2) Skill 3: PRESENT PARTICIPLES (a present participle can be either an adjective or a part of the verb). A present participle is the –ing form of the verb. It is part of the verb when it is preceded by some form of the verb be The train is arriving at the station now. verb The train arriving at the station now is an hour late. adjective Example from the Paper and Computer TOEFL Tests. The film ____ appearing at the local theater is my favorite. (A) now THE PRESENT PARTICIPLES (B) is A participle is the –ing form of the verb. The present participle can be (C) it (1) part of the verb or (2) an adjective. It is part of the verb when it is (D) was accompanied by some form of the verb be. It is an adjective when it is not accompanied by some form of the verb be. The best answer is (A). In this sentence, there is a complete subject (film) and a complete verb (is), so this sentence does not need another subject or verb. Exercise 3 Skill 4: PAST PARTICIPLES (can be either an adjective or a part of the verb). The past participle is the form of the verb that appears with have or be. It often end in –ed, but there are also many irregular past participles in English. The mailman has left a letter in the mailbox. Verb (the past participle left is part of the verb) The classes were taught by Professor Smith. Verb (taught is part of the verb) The letter left in the mailbox, was for me. Adjective (left is anadjective because it is not accompanied by a form of be or have, and there is a verb, was, later in the sentence) The classes taugth by Professor Smith were very interesting. Adjective (taught is an adjective, and there is a verb, were, later in the sentence) Example from the Paper and Computer TOEFL Tests The bread ____ baked this morning smelled delicious (A) has Answer (D) is the best answer to this question, (A), and (B) is (B) was incorrect because baked is an adjective, (C) is incorrect (C) it because there is no need for the subject it. (D) just Exercise 4. Exercise (Skills 3-4). TOEFL Exercise (Skills 3-4). TOEFL Review Exercise (Skills 1-4) PAST PARTICIPLES A past participle often ends in –ed, but there are also many irregular past participles. For many verbs, including –ed verbs, the simple past and the past participle are same and can be easily confused. The –ed form of the verb can be (1) the simple past, (2) the past participle of a verb, or (3) an adjective. Skill 5: COORDINATE CONNECTORS Many sentences in English have more than one clause. (A clause is a group of words containing a subject, and a verb). When you have two clauses in an English sentence, you must connect the clauses correctly. One way to connect two clauses is to use and, but, or, or so between the clauses. The sun was shining, and the sky was blue. The sky was blue, but it was very cold It may rain tonight, or it may be clear It was raining outside, so I took my umbrella. COORDINATE CONNECTORS and but or so S V , coordinate connector S V It was raining, but Bill went out to play. Example from the Paper and Computer TOEFL tests I forgot my coat, ____ I got very cold. (A) then Then, later, and as a result are not (B) so connectors, so Answers (A), (C), and (C) later (D) are not correct. The best answer (D) as a result is (B), because so can connect two clauses in this manner. Exercise 5. Skill 6: ADVERB CLAUSE CONNECTORS Sentences with adverb clauses have two basic patterns in English: He is tired because he has been working hard. Because he has been working hard, he is tired. In each of these examples, there are two clauses: he is tired and he has been working hard. In the first example, the clause he has been working hard is an adverb clause that is introduced with the connector because (comes in the middle of the sentence, and no comma (,), while in the second example, the connector because comes at the beginning of the sentence, a comma (,) is required in the middle of the sentence. Example from the Paper and Computer TOEFL Tests ____ arrived at the library, he started to work immediately. (A) the student The verb arrived needs a subject. There is (B) When also another clause,’he started to work (C) He immediately’. Answer (D) is the best answer (D) After the student because there is a subject, student, for the verb arrived. Exercise 6. Exercise (Skills 5-6). TOEFL Exercise (Skills 5-6). TOEFL Review Exercise (Skills 1-6). ADVERB TIME AND CAUSE CONNECTORS TIME CAUSE after as before since S Matt because since V felt good adverb connector S Because Matt CONDITION if whether although even though though while adverb connector because S he V , passed, V felt S he CONTRAST V passed. good. Skill 7: NOUN CLAUSE CONNECTORS (a noun clause is a clause that functions as a noun, it is used as an object of a verb if it follows a verb, or an object of a preposition if it follows a preposition). I don’t know why he said such things Noun clause as object of verb I am thinking about why he said such things Noun clause as object of preposition In the first example, there are two clauses, I don’t know and he said such things. They are joined with the connector why. Why changes the clause he said such things into a noun clause which function as the object of the verb don’t know. In the second example, the two clauses I am thinking and he said such things are also joined by the connector why. Why changes the clause he said such things into a noun clause which function as the object of the preposition about. Example from the Paper and Computer TOEFL Tests The citizens worry about ______ is doing. The best answer is answer (A) because (A) what the government it has the connector what and the subject (B) the government government. (B), and (C) are incorrect (C) it because they do not have connectors. (D) (D) is what the government is incorrect because it has an extra verb (is doing) Exercise 7 NOUN CLAUSE CONNECTORS what, when, where, why, how whether, if that S Sally We never V noun clause connector explained why know whether S she V did it. we will get paid or not. Skill 8: NOUN CLAUSE CONNECTOR/SUBJECTS (a noun clause connector can also be a subject of the clause at the same time) I know what happened yesterday. noun clause as object of verb We are thinking about what happened yesterday. noun clause as object of preposition In the first example, there are two clauses: I know and what happened yesterday. These two clauses are joined by the connector what (serves two functions, it is both the subject of the verb happened and the connector that joins the two clauses). In the second example, there are two clauses: in the first clause we is the subject of are thinking, and in the second clause what is the subject of happened. What is also functions as the connector that joins the two clauses. The noun clause what happened yesterday functions as the object of the preposition about. Example from the Paper and Computer TOEFL Tests The company was prepared for ____ happened with the economy. (A) it Answer (C) is the best answer because what is (B) the problem both a connector and a subject. The company (C) what was prepared is the main clause. The word (D) when happened is another verb. (A) is incorrect because it is a subject, but there is no connector. (B) is incorrect because the problem is a subject, but there is no connector. (D) is incorrect because when is a connector, but it is not a subject. NOUN CLAUSE CONNECTOR/SUBJECTS who what which S V noun clause connector/subject V AI told me what happened. We thought about who would be the best president. Exercise 8. Exercise (Skills 7-8). TOEFL Exercise (Skills 7-8). TOEFL Review Exercise (Skills 1-8) Skill 9: ADJECTIVE CLAUSE CONNECTORS. An adjective clause describes a noun. It is positioned directly after the noun that it describes. This is the house that I want to buy. (There are two clauses, joined by that as Adjective clause. the adjective clause connector) That house that I want to buy is quite expensive. Adjective clause. (There are two clauses, joined by that as the adjective clause connector). The adjective clause that I want to buy describes the noun house. Example from the Paper and Computer TOEFL Tests The job ____ started yesterday was rather difficult (A) when There are two clauses: job is the subject of (B) Was the verb was, and the verb started needs a subject. (C) after The best answer is (D). The connector that joins (D) that he these two clauses. ADJECTIVE CLAUSE CONNECTORS whom (for people) S I which (for things) that (for people or things V adjective clause connector S like the dress that you V are wearing. S adjective clause connector S V V The dress that you are wearing is beautiful. NOTE: The adjective connectors can be omitted. This omission is very common in spoken English or in casual written English. It is not as common in normal English or in structure questions on the TOEFL test. Exercise 9. Skill 10: ADJECTIVE CLAUSE CONNECTOR/SUBJECTS. An adjective clause connector can also be subject of the clause at the same time. We are looking at a house that is quite expensive. adjective clause The house that is quite expensive seems like a great house. adjective clause In the first example, there are two clauses: we is the subject of the verb are looking, and that is the subject of the verb is. These two clauses are joined with the connector that (that serves two functions at the same time: it is the subject of the verb is, and it is the connector that joins the two clauses). The adjective clause that is quite expensive describes the noun house. In the second example, there are also two clauses: house is the subject of the verb seems, and that is the subject of the verb is (that also serves two functions: it is the subject of the verb is, and it is the connector that joins the two clauses). Because that is quite expensive is an adjective clause describing the noun house, it directly follows house. Example from the Paper and Computer TOEFL tests ____ just dropped off a package for you is my sister. (A) the woman In this example, the sentence has two verbs, dropped (B) the woman who (C) Because the woman (D) With the woman and is, and each of them needs a subject. The only answer has two subjects is answer (B), woman is the subject of the verb is, and who is the subject of the verb dropped. Who is also the connector that joined the two clauses. ADJECTIVE CLAUSE CONNECTOR/SUBJECTS who (for people) S I which (for things) V adjective connector/subject bought the dress that S adjective clause connector/subject V The dress that was that (for people or things) V was on sale. V on sale was beautiful. NOTE: Athouh adjective clause connectors (Skill 9) can be omitted in formal English, adjective clause connector/subjects (Skill 10) can never be omitted. Exercise 10. Exercise (Skills 9-10). TOEFL Exercise (Skills 9-10). TOEFL Review Exercise (Skill 1-10) THE WRITTEN EXPRESSION QUESTIONS (PAPER TOEFL TEST AND COMPUTER TOEFL TEST) • Each question consists of one sentence in which four words or groups of words have been underlined. You must choose the underlined word or groups of words that is not correct. Example from the Paper TOEFL Test. Both of halibut’s eyes are on one sides of its head. A B C D The singular quantifier one is accompanied by the plural noun sides. One should be accompanied by the singular noun side. You should choose answer (C) because answer (C) is not correct. Example from the Computer TOEFL Test. Colorful rock formations is found in Haleakala’s crater. The singular verb is does not agree with the plural subject formations. The plural verb are should be used with a plural subject. You should click on the word is to answer this question because is is not correct. PROCEDURES FOR THE WRITTEN EXPRESSION QUESTIONS (Paper TOEFL Test and Computer TOEFL Test) 1. First, look at the underlined words or groups of words. You want to see if you can spot which of the four answer choices is not correct. 2. If you have been unable to find the error by looking only at the four underlined expressions, then read the complete sentence. Often the underlined expression is incorrect because of something in another part of the sentence. ------------------------------------------------------------------------------------Skill : 11 AGREEMENT AFTER PROPOSITION PHRASES Subject/verb agreement is simple: if a subject of a sentence is singular, then the verb must be singular, if the subject of the sentence is plural, then the verb must be plural. Sometimes prepositional phrases can come betwen the subject and the verb. If the object of the preposition is singular and the subject is plural, or if the object of the preposition is singular and the subject is plural, or if the object of the preposition is plural and the subject is singular, there can be a problem in making the subject and verb agree. Examples (correct): 1. The subject of the lectures was quite intersesting. 2. The subjects of the lectures were quite interesting. In the first example, the singular subject subject requires a singular verb, was. In the second example, the plural subject subjects requires a plural verb were. Sometimes prepositional Examples (indicate errors): 1. The door to the rooms are*locked. singular plural 2. The doors to the room is* locked. plural singular (* indicates an error, room or rooms is not the subject). SUBJECT VERB AGREEMENT WITH PREPOSITIONAL PHRASES S (prepositional phrases) V When a prepositional phrase comes between the subject and the verb, be sure that the verb agrees with the subject. Exercise 11. Skill 12. AGREEMENT AFTER EXPRESSIONS OF QUANTITY When the subject is expression of quantity like all, most, or some followed by the preposition of, the subject can be singular or plural, depending on what follows the preposition of. Most of the meal was delicious. singular Most of the meals were delicious. plural Most of the meals were delicious. plural Most of the food was delicious. uncountable All of the book were* interesting. (the subject all refers to the singular noun, were should be was) Half of the students is* late to class. (the subject half refers to the plural noun students, is should be are) SUBJECT/VERB AGREEMENT AFTER EXPRESSIONS OF QUANTITY all most some half part of the (object) V When an expression of quantity using of is the subject, the verb agrees with the object. Exercise 12. Skill 13: AGREEMENT AFTER CERTAIN WORDS Certain words in English are always grammatically singular, even though they might have plural meanings. Everybody in the theater are watching the film attentively. (everybody is singular, the plural verb are watching should be changed to the singular verb is watching). SUBJECT/VERB AGREEMENT AFTER CERTAIN WORDS These words or expressions are grammatically singular, so they take singular verbs. anybody everybody nobody somebody each (+ noun) anyone everyone no one someone every (+ noun) anything everything nothing something _______________________________________________________ Exercise 13. Exercise (Skills 11-13). TOEFL Exercise (Skills 11-13). TOEFL Review Exercise (Skills 1-13). Skill 14: PARALLEL STRUCTURE WITH COORDINATE CONJUNCTIONS The job of coordinate conjunctions (and, but, or) is to join together equal expressions. In other words, what is on one side of these words must be parallel to what is on the other side. These conjunctions can join nouns, or verbs, or adjectives, or phrases, or clauses. They just must join together the same structures. Here are examples of equal structures correctly joined by coordinate conjunctions: ▪ She hikes, jogs, or rides her bicycle whenever she can. (Three verbs are joined by the coordinate conjunction or). ▪ There are meeting in the morning, in the afternoon, and in the evening. (Three phrases are joined by the coordinate conjunction and). ▪ The car needs new tires but not a new engine. (Two nouns are joined by the coordinate conjunction but). The sentences that follow show the types of errors in parallel structure that are commonon the TOEFL test. ▪ The student reads each chapter, takes a lot of notes, and memories* the material. (The coordinate conjunction and joins the verb reads, the verb takes, and the plural noun memories. The verb memorizes is needed in place of memories). ▪ The pastries in that shop are very expensive but quite deliciously. ( deliciously should be delicious). PARALLEL STRUCURE WITH COORDINATE CONJUNCTIONS same structure and but or same structure and (same structure), (same structure) but (same structure) or ____________________________________________________ Exercise 14. Skill 15. PARALLEL STRUCTURE WITH PAIRED CONJUNCTIONS The paired conjunctions both ... and, either ... or, neither ... nor, and not only .... but also require parallel structures. The lecture was both informative and enjoyable. Either the history exam or the physics exam is on Tuesday. The missing papers are neither on his desk nor in the file. He visited not only his cousin but also his grandmother. The following is not parallel and must be corrected: They want either to play tennis or golf*. (It is not correct because to play tennis is not parallel to golf. It can be corrected in different ways). They want either to play tennis or to play golf. They want to play either tennis or golf. When you are using these paired conjunctions, be sure that the correct parts are used together. The following are incorrect: He lent me both some paper or* a pencil. (and should be used with both). Either breakfast nor* lunch is included in the price. (or should be used with either). PARALLEL STRUCTURE WITH PAIRED CONJUNCTIONS both either (same structure) neither not only and or nor but (same structure) Exercise 15. Exercise (Skills 14-15). TOEFL Exercise (Skills 14-15). TOEFL Review Exercise (Skills 1-15). • Skill 16: PAST PARTICIPLES AFTER HAVE When you see the have in any of its forms (have, has, having, had), be sure that the verb that follows it is in the past participle form. We had complete* the work. (complete should completed because it is after had). They have went* to the market. (went should be gone because it is after have). VERB FORMS AFTER HAVE have Exercise 16 + past participle Skill 17: PRESENT PARTICIPLES OR PAST PARTICIPLES AFTER BE The verb be in any of its forms (am, is are, was, were, be, been, being) can be followed by another verb). This verb should be in either the present participle or the past participle form. They are turn on* all the lamps. (turn on should be turning on because it is after are). The office door is lock* in the evening. (lock should be locked because it is after is). VERB FORMS AFTER BE be + (1) present participle (2) past participle Exercise 17. Skill 18: BASE FORM VERBS AFTER MODALS Whenever you see a modal such as will, would, shall, should, can, could,may, might, or must, be sure that the verb that follows it is in the base form. You must telling* her the truth. (telling should be the base form tell because it follows must). The child may comes in now. (comes should be the base come because it follows may). He knew that he would forget the phone number. (would forget is correct, forget is the verb base form). VERBS FORMS AFTER MODALS MODAL + base form of the verb __________________________________________________ Modals: will, would, shall, should, can, could, may, might, or must + base form of the verb Exercise 18. Exercise (Skills 16-18). TOEFL Exercise (Skills 16-18). TOEFL Review Exercise (Skills 1-18). Skill 19: SINGULAR AND PLURAL NOUNS A problem that is common in written expression questions on the TOEFL test is a singular noun used where a plural noun is needed or a plural noun used where a singular noun is needed. He just finished several book*. (several indocates that the plural books is needed). She studied each chapters*. (each indicates that the singular chapter is needed). You should watch very carefully for key words such as each, every, a, and single that indicate that a noun should be singular. The key words such as many, several, and three indicate that a noun should be plural. Exercise 19. KEY WORDS FOR SINGULAR AND PLURAL NOUNS For singular nouns For plural nouns each both every single two many one a several various Skill 20: COUNTABLE AND UNCOUNTABLE NOUNS Nouns are classified as countable (can be counted) or uncountable (cannot be counted). It is necessary to distinguish countable and uncountable nouns in order to use the correct modifiers with them. Countable nouns can come in quantities of one, or two, or a hundred, etc. Uncountable nouns can come in some indeterminate quantity or mass. They are often liquid items such as water, milk, oil, or shampoo. They can also refer to abstract ideas such as sadness, fame, or hope. They have taken much* trips recently. ( much is incorrect because trips is countable. This sentence should say many trips). There was not many* water in the pool. (many is incorrect because water is uncountable. This sentence should say much water). KEY WORDS FOR COUNTABLE AND UNCOUNTABLE NOUNS For countable nouns many number few fewer For uncountable nouns much amount little less Exercise 20. Exercise (Skills 19-20). TOEFL Exercise (Skills 19-20). TOEFL Review Exercise (Skills 1-20). Skill 21: SUBJECT AND OBJECT PRONOUNS Pronouns are words such as he, she, or it that take the place of nouns. One common problem is that subject and object pronouns are confused, so you should be able to recoqnize these two types of pronouns. Marie saw the film with Barry She saw it with him Me* and my friend are taking a trip. (me should be I, a subject). Our neighbours are going with you and I. (I should be me, an object of preposition with). Exercise 21. SUBJECT OBJECT I you he she it we they me you him her it us Them Skill 22: POSSESSIVES. Possessive adjectives and possessive pronouns both show who or what “owns” a noun. However, they do not have the same function, and these two possessives can be confused. A possessive adjective a noun: it must be accompanied by a noun. A possessive pronoun takes the place of a noun: it cannot be accompanied by a noun. Beth gave us her television. (her is an adjective). Beth gave us hers. (hers is a pronoun). The students turned in theirs* papers. (the possessive adjective their is needed). I would like to borrow your*. (the possesive pronoun yours is needed). Exercise 22. POSSESSIVE ADJECTIVES POSSESIVE PRONOUNS my your his her its our their mine yours his hers ― ours theirs must be accompanied by a noun cannot be accompanied by a noun Skill 23: PRONOUN REFERENCE. You should check each of the pronouns and possessives for agreement with its referent. Examples of errors: ▪ The cookies are for you, so please take it*. (the singular it is incorrect because it refers to the plural nouns cookies. This pronoun should be replaced with the plural pronoun them). ▪ Each person has to sign their* application form. (the plural possessive adjective their is incorrect because it refers to the singular each person. This adjective should be replaced with the singular his or his or her). PRONOUN REFERENCE 1. Be sure that every pronoun and possessive agrees with the noun it refers to. 2. The noun that the pronoun refers to generally comes before the pronoun. Exercise 23. Exercise (Skills 21-23). TOEFL Exercise (Skills 21-23). TOEFL Review Exercise (Skills 1-23). Skill 24: ADJECTIVES AND ADVERBS. Sometimes, adjectives are incorrectly used in place of adverbs, or adverbs are incorrectly used in place of the adjectives. Adjectives and adverbs have very different uses in sentences. Adjectives have only one job: they describe nouns or pronouns. • It is delicious meal. Adj. Noun It is delicious. Pron. Adj. In the first example, the adjective delicious describes the noun meal. In the second example, the adjective delicious describes the pronoun it. Adverbs have three different uses. They can describe verbs, adjectives, or other adverbs. It is quickly written letter. He writes letters quickly. Adv. Adj. Noun Verb Adv. It is an extremely quickly written letter. Adv. Adv. Adj. Noun In the first example, the adverb quickly describes the verb writes. In the second example, the adverb quickly describes the adjective written (which describes the noun letter). In the third example, the adverb extremely describes the adverb quickly, which describes the adjective written (which describes the noun letter). • Examples of incorrect sentences: They were seated at a comfortably* table. The child talk soft* to her mother. Adv. Noun Verb Adj. We read extreme* long story. Adj. Adj. She speaks unbelievable* quickly. Adj. Adv. In the first example, the adverb comfortably is incorrect because the adjective comfortable is needed to describe the noun table. In the second example, the adjective soft is incorrect because the adverb softly is needed to describe the verb talked. In the third example, the adjective extreme is incorrect because the adverb extemely is needed to describe the adjective long. In the last example, the adjective unbelievable is incorrect because the adverb unbelievably is needed to describe the adverb quickly. USE OF ADJECTIVES AND ADVERBS ADJECTIVES Adjectives describe noun or pronouns. ADVERBS Adverbs describe verbs, adjectives, or other adverbs. Exercise 24. Skill 25: ADJECTIVES AFTER LINKING VERBS Generally an adverb rather than an adjective will come directly after a verb because the adverb is describing the verb. She spoke nicely. Verb Adv. In this example, the verb spoke is followed by the adverb nicely. This adverb describes the verb spoke. However, you must be very careful if the verb is a linking verb. A linking verb is followed by an adjective rather than an adverb. She looks nice. In this example, the linking verb looks is followed by Subj. Adj. the adjective nice. This adjective describes the subject nice. Be careful, the adjective that goes with the linking verb does not always directly follow the linking verb. He seems unusually nice. Subj. Adv. Adj. In this example, the adjective nice, which describes the subject he, is itself described by the adverb unusually. From this example, you should notice that is is possible to have an adverb directly after a linking verb, but only if the adverb describes an adjective that follows. These sentences show the type of error with linking verbs: The test looks easily* to me. Sally feels unbelievable* happy about the news. In the first example, the linking verb looks should be followed by the adjective easy rather than the adverb easily. In the second example, the linking verb feels is followed by the adjective happy. The incorrect adjective unbelievable should be the adverb unbelievably because it describes the adjective happy. The following chart lists commonly used linking verbs and outlines the different uses of adjectives and adverbs after regular verbs and linking verbs. ADJECTIVES AND ADVERBS AFTER VERBS (subject) + (regular verb) + (adverb) A regular verb is followed an adverb. The adverb describes the verb. (subject) + (linking verb) + (adjective) A linking verb is followed by an adjective. The adjective describe the subject. (subject) + (linking verb) + (adverb) + (adjective) It is possible for a linking verb to followed by an adverb and an adjective. The adverb describes the adjective, and the adjective describe the subject. LINKING VERBS: appear be become feel look prove seem smell taste Exercise 25. Exercise (Skills 24-25). TOEFL Exercise (Skills 24-25) TOEFL Review Exercise (Skills 1-25). STRUCTURE POST-TEST (Paper) Structure and Written Expression. Time ― 25 minutes (including the reading of the directions). Structure: 15 questions. Example: Yeast is an organic catalyst ____ known to prehistoric humanity. (A) was (B) which was (C) which it (D) which Written Expression: 25 questions. Example: The smallest and simple living organisms on earth are bacteria. A B C D STRUCTURE POST-TEST (Computer) : 20 questions. Reading Diagnostic Pre-Test (Paper), ± 50 questions, 55 minutes. Reading Diagnostic Pre-Test (Computer), 44 questions. The reading section consists of reading passages followed by a number of questions. The paper and the computer reading sections are similar in the following ways: the types of passages, the laguage skills tested, and the ordering of the questions. The paper and the computer reading sections are different inthe following ways: the types of questions, the number of questions, the amount of time, and the strategies and procedures. READING ON THE PAPER TOEFL TEST. The third section is called Reading Comprehension. This section consists of five passages and fifty questions (although some tests may be longer). You have fifty-five minutes to complete the fifty questions in this section. • Multiple-choice questions ask you to select the best answer to questions about the information given in the reading passages. A multiple choice question may ask about the main idea, directly answered details, indirectly answered details, vocabulary, or overall review ideas. • The questions are presented in linear order. The passages progress from easy to difficult, and the questions are presented in the order in which they appear in the passage. GENERAL STRATEGIES FOR READING (Paper TOEFL Test) 1. 2. 3. 4. 5. Be familiar with the directions. The directions are the same, so it is not necessary to spend time reading the directions carefully when you take the test. You should be completely familiar with the directions before the day of the test. Do not spend too much time reading the passages. You don not have time to read each passage in depth, and it is quite possible to answer the questions correctly without first reading the passage in depth. Do not worry if a reading passage is on a topic you are unfamiliar with. All of the information that you need to answer the question is included in the passages. You do not need any background knowledge to answer the questions. Do not spend too much time on a question you are unsure of. If you do not know the answer to a question, simply guess and go on. You can return to this question later in the section if you have time. Guess to complete the section before time is up. There is no penalty for guessing, so it can only increase your score to guess the answers to questions that you do not have time to complete. PROCEDURES FOR A READING PASSAGE (Paper TOEFL Test) 1. 2. 3. Skim the reading passage to determine the main idea and the overall organization of ideas in the passage. You do not need to understand every detail in each passage to answer the questions correctly. It is therefore a waste of time to read the passage with the intent of understanding every single detail before you try to answer the questions. Look ahead at the questions to determine what laguage skills are being tested in the questions. Questions related to different language skills are answered in different ways. Find the section of the passage that deals with each question. The language skill tells you exactly where to look in the passage to find correct answers. ▪ For main idea questions, look at the line of each paragraph. ▪ For directly and indirectly answered detail questions, choose a key word in the question, and skim for that key word (or a related idea) in order in the passage. ▪ For vocabulary questions, the question will tell you where the word is located in the passage. ▪ For where-in-the passage questions, the answer choices give you the four possible locations of the correct answer. 5. Read the part of the passage that contains the answer carefully. The answer will probably be in a very predictable place in the passage. 6. Choose the best answer to each question from the four choices listed in your test book. You can choose the best answer according to what is given in the appropriate section of the passage, eliminate definitely wrong answers, and mark your best guess on the answer sheet. READING ON THE COMPUTER TOEFL TEST The third section is called the Reading section. This section consists of four to five passages and forty-four to sixty questions. You have seventy to ninety minutes to complete the questions in this section. There are three types of questions: 1. Multiple-choice questions ask you the select the best answer to questions about the information given in the reading passages. A multiple choice question may ask about the main ideas, directly answered details, indirectly answered details, or vocabulary. 2. Click on questions ask you to find a word, phrase, sentence, or paragraph. They may also ask you to click on one of four pictures following a passage. In a click-on question, you may be asked to click on a vocabulary word with a specific meaning, a sentence or picturethat answers a detail question, or a paragraph that discusses a certain topic. 3. Insertion questions ask you to find the most logical place in a passage to insert a specific piece of information. On an insertion question, you must study the context to determine the appropriate place in a passage for the of information. The questions in the Reading section of the computer test are presented in linear order. The passages progres from easy to difficult, and the questions are presented in the order in which they appear in the passage. GENERAL STRATEGIES FOR READING (Computer TOEFL Test) 1. 2. 3. Be familiar with the directions. The directions on every computer TOEFL test are the same, so it is not necessary to spend time reading the directions carefully when you take the test. You should be completely familiar with the directions before the day of the test. Dismiss the directions as soon as they come up. You can click on Dismiss Directions as soon as it appears and save your time for the questions. Understand that this section of the test is linear rather than computer adaptive. This means that the ordering of the passages and questions is specified (and is not based on how you have answered previous questions, as it is in the Structure section and the Listening section of the computer test). 4. Do not spend too much time reading the passages. You don not have time to read each passage in depth, and it is quite possible to answer the questions correctly without first reading the passage in depth. You must scroll through each passage completely and then click on Proceed before you will be allowed to continue with the questions. 5. Do not worry if a reading passage is on a topic you are unfamiliar with. All of the information that you need to answer the question is included in the passages. You do not need any background knowledge to answer the questions. 6. Do not spend too much time on a question you are unsure of. If you do not know the answer to a question, simply guess, click on Next, and go on. You can click on Previous to return to this question later while you are still working on the same passage. 7. 9. Monitor the time carefully on the title bar of the computer screen. The title bar indicates the time remaining in the section, the total number of questions in the section, and the current number. 8. Guess to complete the section before time is up. Because this section is linear rather than adaptive, it can only increase your score to guess the answers to Qs that you do not have time to complete. PROCEDURES FOR A READING PASSAGE (Computer TOEFL Test) 1. Scroll through the reading passage to determine the main idea and the overall organization ideas in the passage. You do not need to understand every detail in each passage to answer the questions correctly. It is therefore a waste of time to read the passage with the intent of understanding every single detail before you try to answer the questions. When you have finished scrolling quickly through the passage, click on Proceed to begin the first question. 2. As a question comes up on the screen, look at the language skill that is being tested. The language skill tells you exactly where to look in the passage to find correct answers. ▪ For main idea questions, look at the line of each paragraph. ▪ For click-on-a-paragraph questions, look at the first line of each paragraph. ▪ For directly and indirectly answered detail questions, choose a key word in the question, and skim for that key word (or a related idea) in order in the passage. ▪ For vocabulary questions, the vocabulary will be highlighted in the passage. ▪ For insertion quesions, look at the context before and after each insertion box. 3. Read the part of the passage that contains the answer carefully. The answer will probably be in a very predictable place in the passage. 4. Choose the best answer to each question. You can choose the best answer according to what is given in the appropriate section of the passage, eliminate definitely wrong answers, and select your best guess. 5. Click on an answer on the computer screen when you have selected an answer. You may still change your mind at this point and click on a different answer. You may also return later to a question within the same reading passage (although it can be time-consuming to click back through too many questions). ------------------------------------------------------------------------------------------------------Skill 1: MAIN IDEA QUESTIONS You may, for example, be asked to identify the topic, subject, title, primary idea, or main idea. It is relatively easy to find the main ideas by studying the topic sentences, which are most probably found at the beginning of each paragraph. (If a passage consists of only one paragraph, you should study the beginning of that paragraph to determine the main idea. If the passage consists of more than one paragraph, you should study the beginning of each paragraph to determine the main idea). MAIN IDEA QUESTIONS HOW TO IDENTIFY THE QUESTION on both paper and computer tests What is the topic of the passage? What is the subject of the passage? What is the main idea of the passage? What is the author’s main point in the passage? What is the author primary concerned? What is the following would be the best title? on computer Click on the paragraph that ....... test only WHERE TO FIND THE ANSWER The answer to this type of question can generally be determined by looking at the first sentence of each paragraph. HOW TO ANSWER THE QUESTION 1. 2. 3. 4. Read the first line of each paragraph. Look for a common theme or idea in the first lines. Past your eyes quickly over the rest of the passage to check that you have really found the topic sentence(s). Eliminate any definitely wrong answers and choose the best answer from the remaining choices. TOEFL EXERCISE 1: PASSAGE ONE (Questions 1-2). PASSAGE TWO (Questions 34). PASSAGE THREE (Questions 5-7). PASSAGE FOUR (Questions 8-11). Skill 2: STATED DETAIL QUESTIONS A stated detail question asks about one piece of information in the passage rather than the passage as a whole. The answers to these questions are generally given in order in the passage, and the correct answer is often a restatement of what is given in the passage. This means that the correct answer often expresses the same idea as what is written in the passage, but the words are not exactly the same. The questions are generally multiple choice questions. On the computer test, there may also be a type of stated detail question that ask you to click on an appropriate drawing. TOEFL EXERCISE 2 : PASSAGE ONE (Questions 1-2). PASSAGE TWO (Quistions 35). PASSAGE THREE (Quistions 6-10). TOEFL REVIEW EXERCISE (Skill 1-2): PASSAGE ONE (Quistion 1-4). PASSAGE TWO (Questions 5-10). PASSAGE THREE (Quistions 11-17). STATED DETAIL QUESTIONS HOW TO IDENTIFY THE QUESTION on both paper and computer tests on computer test only According to the passage, ... It is stated in the passage ... The passage indicates that ... Which of the following is true ...? Click on the drawing that ... WHERE TO FIND THE ANSWER The answer to these questions are found in order in the passage. HOW TO ANSWER THE QUESTION 1. 2. 3. 4. Choose a key word in the question. Skim in the appropriate part in the passage for the key word or idea. Read the sentence that contains the key word or idea carefully. Eliminate the definitely wrong answers and choose the best answer from the remaining choices. Skill 3: FIND “UNSTATED” DETAILS You will sometimes be asked to find an answer that is not stated or not mentioned or not true in the passage. This type of question really means that three of the answers are stated, mentioned, or true in the passage, while one answer is not. You should note that there are two kinds of answers to this type of question: (1) there are three true answers and one that is not mentioned in the passage, or (2) there are three true answers and one that is not true according to the passage. TOEFL EXERCISE 3: PASSAGE ONE (Questions 1-2). PASSAGE TWO (Questions 3-4). PASSAGE THREE (Questions 5-8). TOEFL REVIEW EXERCISE (Skills 1-3): PASSAGE ONE (Questions 1-5). PASSAGE TWO (Qustions 6-12). PASSAGE THREE (Questions 13-18). “UNSTATED” DETAIL QUESTIONS HOW TO IDENTIFY THE QUESTION WHERE TO FIND THE ANSWER HOW TO ANSWER THE QUESTION on both paper Which of the following is not stated ...? and computer Which of the following is not mentioned ...? tests Which of the following is not discussed ...? All of the following are not true except ...? The answer to these questions are found in order in the passage. 1. 2. 3. 4. 5. 1. Choose a key word in the question. Scan the appropriate place in the passage for the key word (or related idea). Read the sentence that contains the key word or idea carefully. Look for answers that are definitely true according to the passage. Eliminate those answers. Choose the answer that is not true or not discussed in the passage. Skill 4: Implied detail questions may be found on both the paper TOEFL test and the computer TOEFL test. In this type of question, you will be asked to answer a multiple choice question about a reading passage by drawing a conclusion from a specific detail or details in the passage. Questions on this type contain the words implied, inferred, likely, or probably to let you know that your answer to the question is not directly stated. It is important to understand that you do not have to “pull the answer out of thin air”. Instead, some information will be given in the passage, and you will draw a conclusion from that information. TOEFL EXERCISE 4: PASSAGE one (Questions 1-3). PASSAGE TWO (Questions 46). PASSAGE THREE (Questions 7-9). TOEFL REVIEW EXERCISE: PASSAGE ONE (Questions 1-5). PASSAGE TWO (Questions 6-10). PASSAGE THREE (Questions 11-16). IMPLIED DETAIL QUESTIONS HOW TO IDENTIFY THE QUESTION on both it is implied in the passage that .... paper and It can be inferred from the passage that .... computer It is most likely that .... tests What probably happened ...? WHERE TO The answers to these questions are generally found in FIND THE order in the passage. ANSWER HOW TO ANSWER THE QUESTION 1. Choose a key word in the question. 2. Scan the passage for the key word (or a related idea). 3. Carefully read the semtence that contains the key word. 4. Look for an answer that could be true, according to the sentence. Skill 5: VOCABULARY IN CONTEXT QUESTIONS. You may be asked to determine the meaning of a difficult word or expression that you do not know. In this case, the passage often gives you a clear indication of what the word or expression means. VOCABULARY IN CONTEXT QUESTIONS HOW TO IDENTIFY THE QUESTION on both paper and computer tests What is the meaning of “X” in line Y? The word “X” in line Y could best be replaced by.... On computer test only Look at the word X in paragraph Y. Click on another word that is close in meaning to X. Click on the word in paragraph Y that could best be replaced by.... WHERE TO Information to help you understand the meaning of a vocabulary FIND THE word can often be found in the context surrounding the word. ANSWER HOW TO ANSWER THE QUESTION 1. 2. 3. 4. Find the word in the passage. Read the sentence that contains the word carefully. Look for context clues to help you understand the meaning. Choose the answer that the context indicates. Skill 6: “WHERE QUESTIONS”. Sometimes, the final question accompanying a reading passage (or one paragraph of a passage) will ask you to determine where in the passage a piece of information is found. This type of question is worded differently on the paper TOEFL test and on the computer TOEFL test. On the paper test, there will be a multiple choice question that asks where certain information is found. The answer choices will list possible locations for the information. On the computer test, the question asks you to click on the sentence that contain certain information. Example from the Paper TOEFL Test. The passage: Line (5) The words “capital” and “capitol” are confused in spelling and in meaning by a lot of people who try to use them. Both their spellings and their meanings are quite closely related. A “capital” is the location of the center of government, while a “capitol” is the actual building where the government officials meet. Thus..... The question: Where in the passage does the author” define the word “capital? (A) Lines 1-2 (B) Lines 4-5 (C) Line 6 (D) Line 8 Example from the Computer TOEFL Test The words “capital” and “capitol” are confused in spelling and in meaning by a lot of people who try to use them. Both their spellings and their meanings are quite closely related. A “capital” is the location of the center of government, while a “capitol” is the actual building where the government officials meet. Thus, in the United States, for example, the Capitol building is located in Washington, D.C., which is the capital city of the United States. Click on the sentence in the passage that mentions where the U.S. Capitol can be found. TOEFL EXERCISE 6: PASSAGE ONE (Questions 1-3). PASSAGE TWO (Questions 4-7), PASSAGE THREE (Questions 8-12). TOEFL REVIEW EXERCISE (Skill1-6): PASSAGE ONE (Questions 1-10), PASSAGE TWO (Questions 11-21), PASSAGE THREE (Questions 22-31) QUESTIONS ABOUT WHERE IN THE PASSAGE HOW TO IDENTIFY THE QUESTION on paper test only Where in the passage...? on computer test only Click on the sentence that indicates.... on paper test only The answer can be in any of the lines WHERE TO FIND listed in the answers to the question. THE ANSWER on computer test The answer will be one of the sentences in the paragraph listed in the question. only HOW TO ANSWER THE QUESTION 1. Choose a key word or idea in the quesstion. 2. Skim the appropriate part(s) of the passage looking for the key word or idea. 3. Choose the answer that contains the key word or idea. Skill 7: INSERTING INFORMATION. On the computer TOEFL test, there may be a question following a particular paragraph or at the end of the reading passage that asks where a particular piece of information should be inserted. Example from the computer TOEFL Test. 1A The first dinosaur footprints in America were discovered by a twelve year-old boy in 1802. 1B The boy, named Pliny Moody, was working on his family farm in Western Massachusetts when he saw something very strange. 1C He saw a flat piece of stone with huge footprints on it. 1D Pliny told his family and friends that he had discovered something unusual. 2A However, no one at the time knew that these were dinosaur footprints. 2B This was sometime before the word dinosaur had been created. 2C Today, we know that the footprints that Piny discovered and reported were made by the dinosaurs that had lived in the area millions of years earlier. 2D 1. The following sentence could be added to paragraph 1. The footprints were in the shape of the footprints of a bird, but they were much bigger. Where would it best fit into the paragraph? Click on the square ( ) to add the sentence to the paragraph. 2. ........... TOEFL EXERCISE 7: PASSAGE ONE (Questions 1-2), PASSAGE TWO (Questions 3-5), PASSAGE THREE (Questions 6-8). TOEFL REVIEW EXERCISE (Skill 1-7): PASSAGE ONE (Questions 1-9), PASSAGE TWO (Questions 10-18), PASSAGE THREE (Questions 19-27). Reading Post-test (Paper), Reading Post-test (Computer). 00000 QUESTIONS ABOUT INSERTING INFORMATION HOW TO IDENIFY THE QUESTION On computer test only WHERE TO FIND THE ANSWER The places where the sentence may be inserted are marked in the passage. HOW TO 1. ANSWER THE QUESTION 2. 3. The following sentence could be added.... Click on the square to add the sentence to the passage. Look at the sentence to be inserted for any key words or ideas at the beginning or the end of the sentence. Read the context before and after the insertion squares for any ideas that relate to the sentence to be inserted. Choose the insertion square that is most related to the sentence to be inserted. SECTION FOUR WRITING Writing sometimes appears on the paper TOEFL test and always appears on the computer TOEFL test. On form of the test, writing consists of an essay question which must be answered by the test-taker in thirty minutes. The paper and the computer writing sections are similar in the following ways: the type of question, the amount of time, and the way the writing is scored. The paper and the computer writing sections are different in the following ways: the frequency with which writing is tested, the place where writing appears on the test, the method for writing the answer, and the computation of the writing score in the overall score. WRITING ON THE PAPER TOEFL TEST. The writing section is called the Test of Written English (TWE). The TWE is given at the beginning of the TOEFL test, before the Listening Comprehension, Structure and Written Expression, and Reading Comprehension. On the TWE, you are given a specific topic, and you are asked to write an answer to the question. You have thirty minutes to write your answer on a lined sheet of paper. The TWE only apprears on some of the paper TOEFL test. The dates when the TWE will be given are published in the Bulletin of Information for TOEFL, TWE, and TSE. You should check the bulletin when you apply for the paper TOEFL test to determine whether or not the TWE will be given on the date when you will take the test. WRITING ON THE COMPUTER TOEFL TEST. The fourth section is called the Writing section. It apprears every time. You are given a specific topic, and you are asked to write an answer to the question. You have thirty minutes either to type your answer on the computer or to write your answer on a lined sheet of paper. You should your answer on the computer only if you are comfortable working on a computer. If you are decide to write your answer by hand, then be sure to write neatly. STRATEGIES FOR WRITING. Because you must write a complete essay in such a short period of time, it is best to write a basic, clear, concise, and wellorganized essay. GENERAL STRATEGIES FOR WRITING (Paper TOEFL test and Computer TOEFL Test) 1. 2. 3. 4. 5. Read the question carefully, and answer the question exactly as it is asked. Take some time at the beginning of the sectionto be sure that you understand exactly what the question is asking. Organize your response very clearly. You should think of having introduction to begin the esay, body paragraph to develop the introduction, and a conclusion to end the essay. Use transitions to help the reader understand the organization of the ideas. Whenever you make any general statement, be sure to support that statement. You can use examples, reasons, facts, or similar details to support any general statement. Stick to vocabulary and sentence structure that you know. This is not the time to try out new words or structures. Finish writing your essay a few minutes early so that you have time to proof what you wrote. You should spend the last three to five minutes checking your essay for errors. THE WRITING SCORE. The writing is given score from 1 to 6, 1 is the lowest score, and 6 is the highest score. WRITING SCORE 6. The writer has very strong organizational, structural, and grammatical skills. 5. The writer has good organizational, structural, and grammatical skills. However, the essay contains some errors. 4. The writer has adequate organizational, structural, and grammatical skills. The essay contains a number of errors. 3. The writer shows evidence of organizational, structural, and grammatical skills that still need to be improved. 2. The writer shows a minimal ability to convey ideas in written English. 1. The writer is not capable of conveying ideas in written English. SAMPLE ESSAYS: Sample Essay Topic, Time ― 30 minutes Do you agree or disagree with the following statement? Some people place a high value on loyalty to the employer. To others, it is perfectly acceptable to change jobs every few years to build a career. Discuss these two positions. Then indicate which position you agree with and why. Use specific reasons and details to support your answer. Example for the “6” score: Strengths of the essay 1. It discusses all aspects of the topic. 2. It is clearly organized. 3. The ideas are well-developed. 4. It has good, correct sentence structure. 5. It has only a few spelling and grammar errors. Weaknesses of the essay 1. The concluding paragraph is rather weak. Example for the “5” score: Strengths of the essay 1. It discusses the topic fully. 2. it is clearly organized. 3. It has correct sentence structure. Weaknesses of the essay 1. The sentence structure is very simple. 2. There are some grammatical errors, particularly with articles. Example for the “4” score: Strength of the essay 1. It answers the questionfairly well. 2. It is clearly organized. Weaknesses of the essay 1. It copies too directly from the question. 2. The ideas are not very well developed. 3. There are several examples of incorrect sentence structure. Example for the “3” score: Strength of the essay 1. It is clearly organized. 2. It has good, correct sentence structure. Weaknesses of the essay 1. It does not discuss the topic completely. 2. There are errors in spelling and grammar. Example for the “2” score: Strengths of the essay 1. The overall organization is clear. 2. The writer’s main point is clear. Weaknesses of the essay 1. The sentence structure is poor. 2. There are numerous errors in spelling and grammar. 3. The ideas are not very well developed. Example for the “1” score: Weaknesses of the essay 1. It does not discuss the topic completely. 2. the ideas are disorganized and difficult to follow. 3. There are many errors in spelling and grammar. 4. There are many errors in structure. 5. It is too short. BEFORE WRITING Skill 1: THE WRITING TOPIC. The first and most important step is to read the writing topic. The writing topic will show you how to organize your response, so you must read the topic and think about how you will organize your essay. Study the following writing topic: Essay topic Some people prefer warm weather, while others prefer cool weather. Discuss the advantages of each type of weather. Then indicate which you prefer and why. Your essay should start with an introduction, and that introduction should mention warm weather, cool weather, and the advantages of each. This introduction should be followed by supporting paragraphs describing the advantages of warm weather and the advantages of cool weather. In the final paragraph, you should discuss whether you prefer warm weather or cool weather and why. The final paragraph is your conclusion. It brings together the ideas in the previous paragraphs about warm and cool weather. The following is a good outline for an essay on this topic. Paragraph 1: INTRODUCTORY PARAGRAPH (mentioning the advantages of warm and cool weather) Paragraph 2: FIRST SUPPORTING PARAGRAPH (listing and discussing the advantages of warm weather) Paragraph 3: SECOND SUPPORTING PARAGRAPH (listing and discussing the advantages of cool weather) Paragraph 4: CONCLUDING PARAGRAPH (saying whether you prefer warm or cool weather and why) _______________________________________________________________ The following chart outlines the key information that you should remember about writing topics on the TOEFL test: THE WRITING TOPIC Each writing topic on the TOEFL test shows you what to discuss and how to organize your response. You must read the topic carefully to determine the best way to organize your response. Exercise 1: For each of the writing topics, indicate the type of information that you will include in each paragraphof your respone. 1. What are the characteristics of a good teacher? Support your response with examples. INTRODUCTORY PARAGRAPH: mentioning the characteristics of good teacher SUPPORTING PARAGRAPH 1: the first characteristic with an example SUPPORTING PARAGRAPH 2: the second characteristic with an example SUPPORTING PARAGRAPH 3: the third characteristic with an example CONCLUDING PARAGRAPH: summary of the characteristics of a good teacher 2. Some people like to try new kinds of food, while other people always eat the same kind of food. Which type of person are you? Give examples to support your response. INTRODUCTORY PARAGRAPH: __________________________________ SUPPORTING PARAGRAPH 1: ___________________________________ SUPPORTING PARAGRAPH 2: ___________________________________ SUPPORTING PARAGRAPH 3: ___________________________________ CONCLUDING PARAGRAPH: ____________________________________ Skill 2: THE SUPPORTING IDEAS. After you decide how to organize your essay, you need to plan your supporting ideas. Your ideas need to support the topic clearly and provide the type of support that the question asks for. Study the following writing topic: Essay topic What kinds of classes do you dislike the most? Use examples to support your response. As you read this topic, you should see that the overall organization of your essay should be an introduction, supporting paragraphs with examples of the kinds of classes you dislike, and a conclusion. You should take a few minutes before you begin writing to develop your supporting ideas. The following chart outlines the key information that you should remember about supporting ideas: THE SUPPORTING IDEAS 1. 2. Your ideas should support the topic clearly. Your ideas should follow what the question asks for. INTRODUCTION kinds of classes that I dislike the most SUPPORTING PARAGRAPH 1 classes that are too disorganized (example) ▪ a history class that I once took that had no syllabus, no clear reading schedule, no clear written assignments, no clear basis for grades SUPPORTING PARAGRAPH 2 classes that are too large (example) ▪ a chemistry course that I once took in a large auditorium with 500 students enrolled, no possibility of discussion with other students, no possibility of asking the professor questions SUPPORTING PARAGRAPH 3 classes that are too boring (example) ▪ a psychology class that I once took where the professor basically read from the textbook during each class period CONCLUSION three least favorite kinds of class: too disorganized, too large, too boring Exercise 2 (Examples): For each of the following topics, develop ideas to support it. 1. What is your favorite holiday of the year? Give reasons to support your response. • INTRODUCTORY IDEA: _______________________________________ • REASON 1: _______________________________________ • REASON 2: _______________________________________ • REASON 3: _______________________________________ 2. Some people are very careful with their money, while other people are not very careful with their money. What kind of person are you? Use examples to support your response. INTRODUCTORY IDEA: __________________________________________ EXAMPLE 1: __________________________________________ EXAMPLE 2: __________________________________________ EXAMPLE 3: __________________________________________ WHILE WRITING Skill 3: THE INTRODUCTORY PARAGRAPH. A good introduction should do two things. First, it should show the reader exactly what the topic is. Then it should the reader how the rest of the essay will be organized. Here is a possible topic for an essay. Essay Topic Some students like to study only one subject, while other students like to study a number of different subjects. What type of student are you? Use reasons to support your response. The following example shows one possible introduction to an essay on this topic. INTRODUCTION Some students enjoy studying a single subject, while other students enjoy studying a variety of subjects. I am the type of student who want to study a large number of subjects. I have two very good reasons why I want to study a variety of subjects. THE INTRODUCTORY PARAGRAPH 1. 2. Be sure to state the topic of the essay in your introductory paragraph. Be sure to state the author’s view on the topic in your introductory paragraph. 3. Be sure to show the organization of the essay in your introductory paragraph. _______________________________________________________________ EXERCISE 3: Write introductory paragraphs for essays on the following topics. In each introductory paragraph that you write, circle the topic of the essay. Put parentheses around the author’s view of the topic. Underline the information that shows the organization of the topic. 1. Some people worry all the time, while other people seem to worry very little. What type of person are you? Give examples to support your response. 2. Do you agree or disagree with the following statement? Teachers should be very strict in class. Support your response with specific reasons and examples. 3. Some students prefer to write papers, while others prefer to give oral presentations. What are the advantages of each? Which do you prefer and why? Skill 4: THE SUPPORTING PARAGRAPHS. An essay needs two or more supporting paragraphs to develop the ideas in an introductory paragraph. A good supporting paragraph should do three things. First, it should have a transition to show that it is a supporting paragraph. Then it should have a topic sentence to introduce the main idea of the supporting paragraph. Finally, it should have details to develop the main idea of the paragraph. THE SUPPORTING PARAGRAPHS 1. Use a transition to show that a paragraph is a supporting paragraph. 2. Use a topic sentence to introduce the main idea of the paragraph. 3. Use details to develop the main idea of the paragraph. _______________________________________________________________ EXERCISE 4: Write supporting paragraph for the essays ....... In each supporting paragraph, circle the transition. Underline the topic of the paragraph, and underline the key details of the paragraph. 1. Some students prefer to write papers, while others prefer to give oral presentations. What are the advantages of each? Which do you prefer and why? 2. ... 3 ..... Etc. Skill 5: THE CONCLUDING PARAGRAPH. A good conclusion should do two things. First, it should summarize the key points f your essay. Then it should make sure that the overall idea and suppoting ideas are very clear. • Refer to the essay topic and sample introduction in skill 3: Essay Topic Some students like to study only one subject, while other students like to study a number of different subjects. What type of student are you? Use reasons to support your response. The following paragraph is the conclusion to the essay that began with INTRODUCTION 1 (IN Skill3) CONCLUSION You can see from this that I am the type of student who enjoys studying lots of subjects. Because I have cosen a career in elementary education, it is good that I enjoy dealing with lots of subjects. Throughout my career, I will be responsible for teaching all these subjects to many, many young children. THE CONCLUDING PARAGRAPH 1. Summarize the key points of your essay. 2. Be sure that the overall idea and suppoting ideas are all very clear. _______________________________________________________________ EXERCISE 5: Write concluding paragraphs for the essays that you introduced in Skill 3. 1. Some people worry all the time, while other people seem to worry very little. What type of person are you? Give examples to support your response. 2. Do you agree or disagree with the following statement? Teachers should be very strict in class. Support your response with specific reasons and examples. 3. Some students prefer to write papers, while others prefer to give oral presentations. What are the advantages of each? Which do you prefer and why? AFTER WRITING Skill 6: EDIT SENTENCE STRUCTURE 6A. Simple Sentence Structure. A simple structure is a sentense that has only one clause. This mean that the sentense has one subject and verb. • The cat quickly ran into the bushes. The information seems unimportant. Subject Verb Subject Verb For each simple sentence, you should check the sentence has both a subject and a verb. A book dercribing the historical events.* (missing a verb) Recently has not rained enough for the plants to be healthy.* (missing a subject) On the shelves at the back of the third floor room of the library.* (missing both a subject and a verb) EDITING SIMPLE SENTENCES 1. A simple sentence is a senence with one clause. 2. A simple sentence must have both a subject and a verb. EXERCISE 6A. Indicate if the sentences are correct (C) or incorrect (I) 6B. COMPOUND SENTENCE STRUCTURE. A compound sentence is a sentence that has more than one main clause. (A main clause is an independent clause that has both a subject and a verb. Compound sentences with two or more main clauses are covered in Skill 5 of the Structure section). • You must work much harder, or you will not succeed. Subj. Verb Subj. Verb This sentence has two main clauses. ▪ The exam was too long, and it had too many questions, so I could not finish it. Subj. Verb Subj.Verb Subj. Verb This sentence has three main caluses (the exam, it had, and I could not finish) You should check that each main clause has a subject and a verb. Each pair of main caluses is connected with a comma and a coordinate connector. ▪ The students found some empty chairs, they quickly took their seats.* Subj. Verb Subj. Verb (missing a connector). ▪ The accountants have finished the report, so can be distributed tomorrow.* Subj. Verb Verb (missing a subject) EDITING COMPOUND SENTENCES 1. A compound sentence a sentence with two (or more) main clauses. 2. Each main clause must have a subject and a verb. 3. Each paie of main clauses must be joined with a comma and coordinate connector (and, but, or, so, yet). EXERCISE 6B: Indicate if the sentences are correct (C) or incorrect (I). 6C. COMPLEX SENTENCE STRUCTURE A complex sentence is a sentence that has a main clause and at least one subordinate clause (a subordinate clause is a dependent clause). This means that the sentence has a subject and verb in the main clause and another subject and verb in each subordinate clause and that each subordinate clause is joined to the main clause with a subordinate connector. Adverb clause is one of three types of subordinate clauses. The other two are adjective clauses and noun clauses. Adverb clauses may come either before the main clause or after the main clause. If an adverb clause comes before the main clause, it is followed by a comma Adverb clauses are introduced by connectors such as after, as, before, since, until, when, while, because, although, even though, and though. Although the exam was relatively short, it was extremely difficult. Subj. Verb Subj.Verb The fine was increased because it was not paid on time. Subj. Verb Subj.Verb The student turn in his exam before time was up because he finished early. Subj. Verb Subj. Verb Subj. Verb If the verb clause comes before the main clause, the adverb clause should be followed by a comma. Exercise 6C... EDITING COMPLEX SENTENCES 1. 2. 3. 4. 5. A complex sentence is a sentence with one main clause and at least one subordinate clause. Each clause must have a subject and a verb. Each subordinate clause must be joined to the main clause with a subordinate connector. An adverb clause may come before or after the main clause. If an adverb clause comes before the main clause, the adverb clause must be followed by a comma. Exercise 6C: Indicate if the sentences are correct (C) or incorrect (I). Exercise 6 (A-C): Find and correct the sentence structure errors in the following essay. The essay discusses the following topic: • What are the important characteristics of a good roommate? Support your response with specific reasons and details. 1. Because many different types of people can be good roommates. Three characteristics, to me, in a good roommate. Let’s see if you agreeing with me about these three important characteristics of a good roommate. (3 errors) 1. Many (6B) different types of people can be good roommates. Three characteristics, to me, are (6A) in a good roommate. Let’s see if you agree (6C) with me about these three important characteristics of a good roommate. 2.., 3,... Etc. 6. Thus, many different types of people (6A) they can be good roommates. However, certain characteristics are (6A) important to me in a roommate: a sense of humor, respect for each other belongings, and not too much need for neatness. A roommate with these characteristics will (6A) be a successful roommate for me. (3 errors), they is incorrect because people is a subject , while are and will are correct). Skill 7: EDIT WRITTEN EXPRESSION 7A: Agreement and Parallel Structure. You may want to review these skills. Skill 11: Agreement after prepositional phrases. Skill 12: Agreement after expressions of quantity. Skill 13: Agreement after certain words. Skill 14: Parallel structure with coordinate conjunctions. Skill 15: Parallel structure with paired conjunctions. EXERCISE 7A: Find and correct the errors in the following essay. The essay discusses the following topic. Do you agree or disagree with the following statement? Money is the best measure of successs. Support your response with details and examples. 1. 2. Everybody have a different way of measuring success. Money may be one measure of success, but it is not the best measure of the success. Better ways of measuring success is available. Some of the better measures of a successful life is family, friendly, and career. (4 errors), should be: has, are, are, friends One way to measure the success of a life are the strength and deep of family relationships. Perhaps someone either without a family nor with a very unhappy family have a lot of money, but this person has not really had a successful life. Anybody with family relationships that are both strong and love have had a successful life. (6 errors), should be: is, depth, or, has, loving, has 3....., 4......, 5...... 7B. Verbs and Nouns. Errors with verbs and nouns are covered in the structure section. You may want to review these skills. Skill 16: Past participle after have. Skill 17: Present participle or past participle after be . Skill 18: Base form verbs after modals. Skill 19: Singular and plural nouns. Skill 20: Countable and uncountable nouns EXERCISE 7B: Find and correct the errors in the following essay. The essay discussing the following topic: Some people always arrive on time or early, while other people are always late. Which type of person are you? Use specific examples and details to support your response. 1. I have always dream of being a person who is always on time. However, in reality, I am always, always late. The following three example show that, even in several very important situation, I cannot seeming to arrive on time. (4 errors). Should be: dreamed, examples, situations, seem 2. One example of my terrible tardiness is a job interviews that I had soon after I graduated from college. I was give the opportunity to interview for a wonderful job that much other people wanted. The interview was schedule for 10:00. However, I overslept and did not arrive at the interview until 11:00. I am sure that my lateness was the major reason that I did not get the job. (4 errors), should be: interview, given, many, scheduled 3....., 4....., 5..... 7C. PRONOUNS AND ADJECTIVES. Errors with pronouns and adjectives are covered in the structure section. You may want to review these skills. Skill 21: Subject and object pronouns. Skill 22: Possessives. Skill 23: Pronoun reference. Skill 24: Adjectives and adverbs. Skill 25: Adjectives after linking verbs. EXERCISE 7C: Find and correct the errors in the following essay. The essay discussing the following topic. When you receive a nice surprise, how do you react? Use examples to support your response. 1. When I receive a pleasant surprise, my reaction differs considerable from the reactions of most people, I think. Most other people react to a nicely surprise by showing theirs reaction and by telling other people around them about its. However, I do not react this way. I react to a pleasant surprise by keeping them to myself for a while. (5 errors), should be: considerably, nice, their, it, it 2. One example of my reaction to a pleasant surprise was a grade that me received on a chemistry exam. After I took this exam, I did not think that I had done extreme well. When the professor returned the exam, him announced that only one exam paper had received an A. I felt quite happily when I looked at my paper and saw the A on them. I kept the news to myself for some time because I wanted to enjoy this myself. Perhaps a week later, I told some of my friends about my grade. It was unbeliveably to they that I had kept this news to myself for so long. (7 errors), should be: I, extremely, he, happy, it, unbelieable, them 3......, 4...... PRACTICE TESTS Essay Topic # 1 Time ― 30 minutes Do you agree or disagree with the following statement? It is sometimes better to lie than to tell the truth. Use specific reasons and details to support your answer. Essay Topic # 2 Time ― 30 minutes Some professors give exam or quizzes often, perhaps once a week; in contrast, other professors give only one comprehensive exam at the end of the course. Discuss the advantages and disadvantages of each type of exam schedule. Then indicate which you prefer and why. Essay Topic # 3 Time ― 30 minutes Some people believe that you should work hard today to prepare for the future, while others believe in the philosophy “tomorrow never comes”, so you should enjoy life to the fullest today. Discuss the adventages of each of these philosophies. Them indicate which one you believe in and why. PREPOSITIONS about before for on under across behind from outside unlike after beside in over until against between inside past up along beyond into since upon among by like through versus around despite near throughout with as down of to within at during off toward without _______________________________________________________________ TOEFL iBT TEST OF ENGLISH AS A FOREIGN LANGUAGE Internet-Based Test MODEL TEST 1: PRETEST; MODEL TEST 2: PROGRESS TEST; MODEL TESTS 3,4,5,6,7: PROGRESS TESTS. READING. The reading section tests your ability to understand reading passages like those in collage textbooks. The passages are about 700 words in length. ▪ There are two formats for the Reading section. On the short format, you will respond to three passages. On the long format, you will respond to five passages. ▪ After each passage, you will answer 12-14 questions about it. Only three passages will be graded. The other passages are part of an experimental section for future tests. Because you will not know which passages will be graded, you must try to do your best on all of them. ▪ You will have 60 minutes to read all of the passages and answer the questions on the short format and 100 minutes to read all of the passages and answer the questions on the long format. ▪ You may take notes while you read, but notes are not graded. You may use your notes to answer the questions. ▪ Some passages may include a word or phrase that is underlined in blue. Click on the word or phrase to see a glossary definition or explanation. ▪ Choose the best answer for multiple-choice questions. Follow the directions on the page or on the screen for computer-assisted questions. ▪ Click on Next to go to the next question. Click on Back to return to the previous question. You may return to previous questions for all of the passages in the same reading part, but after you go to the next part, you may not return to passages in the previous part. Be sure that you have answered all of the questions for the passages in each part before you click on Next at the end of the pasage to move to the next part. ▪ You can click on Review to see a chart of the questions you have answered and the questions you have not answered in each part. From this screen, you can return to the question you want to answer in the part that is open. ▪ A clock on the screen will show you how much time younhave to complete the Reading section. REVIEW OF PROBLEMS FOR THE READING SECTION ● Prompts. A prompt for the Reading section is usually a passage from an undergraduate college textbook in one of the natural sciences, social sciences, humanities, or arts. ▪ The length of the passage is from 650 to 800 words. If there are technical words, they are explained in a glossary after the passage. ▪ There are either three or five in the Reading section with twelve to fourteen questions after each prompt. ▪ When you are presented with three prompts, all three prompts will be graded. ▪ When you are presented with five prompts, only three will be graded, and two will be used for experimental purposes. You should do your best on all five prompts because you will not know which of them will be graded. ▪ Problems 1-14 in this review refer to the following prompt: “Producers, Consumers, and Decomposers → Organisms that are capable of using carbon dioxide as their sole source of carbon are called autotrophs (self-feeders), or producers. These are the plants. They chemically fix carbon through photosynthesis. Organisms that depend on producers as their carbon source are called heterotrophs (feed on others), or consumers. Generally, these are animals. From ....the food chain, .... decomposers.................... Etc. → An example of complex community is the oceanic food..... Phytoplankton begin ...etc Efficiency in a Food Web. Any assessment of world food resources depend on the level of consumer being targeted. Let us use humen as an example. Many people can be fed if wheat is eaten directly. However, if the grain is first fed to cattle (herbivores) and then we eat the beef, the yield of available food energy is cut by 90% (810 kg of grain is rduced to 82 kg of meat); far fewer people can be fed from the same land area. In terms of energy, only about 10% of the kilocalories (food calories, not heat calories) in plant matter survive from the primary to secondary trophic level. When humans consume meat instead of grain, there is a further loss of biomass and added inefficiency. More energy is lost the environment at each progressive step in the food chain. You can see that an omnivorus diet such as ours is quite expensive in terms of biomass and energy. → Food web concepts are becoming politicized as world food issues grow more critical. Today, approximately half of the cultivated acreage in ......etc. Clearly some food webs are .... , whereas others are more complex. The home ... Glossary phyloplankton: a plant that lives in the sea and produces its own energy source. trophic level: category measured in steps away from the energy input in an ecosystem ● Problems The problem in this review represent the type of questions that are most frequently tested on the TOEFL. They will appear randomly after a reading passage. Directions will appear with the questions, but if you already recoqnize the type of poblem in the question presented , and you are familiar with the directions, you will save time. The less time you have to spend reading directions, the more time you will have to read the pasages and answer the questions. The number of points assigned to each problem is based on the evaluation system of the TOEFL. The frequency level for each problem is based on the average number of thirty-nine questions that are usually included in a Reading section of three prompts. Average 1-2 High 3-4 Very high 5+ PROBLEM 1 : TRUE-FALSE A True-False problem asks you to identify the true atatement. Choose from four sentences Points ― 1 Frequency Level ― Average 1. According to paragraph 1, which of the following is true about autotrophs? A They use a chemical process to produce their own food. B They require plant matter in order to survive. C They need producers to provide them with carbon. D They do not interact with other orgnanisms in the food chain. Paragraph 1 is marked with an arrow [→ ] PROBLEM 2: VOCABULARY A Vocabulary problem asks you to choose a general synonym. Choose from four words or phrases. Points ― 1 Frequency Level ― very high 2. The word sole in the passage is closest in meaning to A major B steady C only D ideal PROBLEM 3: TERMS A terms problem asks you to explain a word that is specific to the reading passage. Choose from four definitions. Points ― 1 Frequency Level ― Average 3. based on the information in paragraph 1, which of the following best explains the term”food web”? A Energy manufactured by producer organisms in the food chain B Another term that defines the food chain C An interactive system of food cahains Primary and secondary consumers in the food chain D Paragraph 1 is marked with an arrow [→ ] PROBLEM 4: INFERENCE An Inference problem asks you to draw a conclusion based on information in the passage. Choose from four possibilities Points ― 1 Frequency Level ― very high 4. It may be concluded that human beings are omnivores because A people feed on producers for the most part B people are usually tertiary consumers C people generally eat both producers and consumers D most people are the top carnivores in the food chain PROBLEM 5: PURPOSE A Purpose problem asks you to understand why the author organizes a passages or explains a concept in a specific way. Choose from four reasons. Points ― 1 Frequency Level ― Average 5. Why does the author mention krill in paragraph 4? A To suggest a solution for a problem in the food chain B To provide evidence that contradicts previously stated opinions C To present an explanation for the killing of krill D To give an example of a complex food web Paragraph 4 is marked with an arrow [→ ]. PROBLEM 6: PARAPHRASE A Paraphrase problem asks you to choose the best restatement. Choose from four statements. Points ― 1 Frequency Level ― high 6. Which of the sentences below best expresses the information in the highlighted statement in the paragraph? The other choices change the meaning or leave out important information. A Part of the one million tons of krill harvested annually is used for protein in animal feed. B Both livestock and chickens as well as humans eat krill as a main part of their diets. C The principal use of krill is for animal feed, although some of the one million tons is eaten by people. D More than one million tons of krill is eaten by both animals and humans every year. PROBLEM 7: DETAIL A Detail problem asks you to answer a question about a specific point in the passage. Choose from four possible answers. Points ― 1 Frequency Level ― very high 7. According to paragraph 7, how much land is used to grow crops for animal feed? A 80 percent of the acreage in Europe B Most of the rain forest in Central America C 50 percent of the farm land in Canada and the United States D Half of the land in North and South America Paragraph 7 is marked with an arrow [→ ]. PROBLEM 8: CAUSE A Cause problem asks you to explain why something in the passage occured. Choose from four reasons.points ― 1 Frequency Level ― Average 8. According to paragraph 7, food webs are inefficient because A consumers in developed nations prefer animal protein B politicians are not paying attention to the issues C there are not enough acres to grow crops efficiently D to much of the corn and soybean harvests are exported Paragraph 7 is marked with an arrow [→ ]. PROBLEM 9: REFERENCE A Reference problem asks you to identify a word or phrase in the passage that refers to a pronoun choose from four words or phrases in the paragraph. Points ― 1 Frequency Level ― High 9. The word others in the passage refers to A resources B food webs C grains D cycles PROBLEM 10: OPINION An Opinion problem asks you to recoqnize the aothor’s point of view. Choose from four statements. Points ― 1 Frequency Level ― Average 10. Which of the following statements most accurately reflects the author’s opinion about food issues? A Too much grain is being exported to provide food for developed nations. B More forested land needs to be cleared for food production in developing nations C Food choices in developed nations are very costly in terms of the environment. D More animal protein is needed in the diets of people in developing nations PROBLEM 11: INSERT An Insert problem asks you to locate a place in the passage to insert a sentence . Choose from four options marked with a square. Points ― 1 Frequency Level ― High 11. Look at the four squares [ □] that show where the following sentence could be inserted in the pasage. A tertiary consumer eats primary and secondary consumers and is referred to as the “top carnivore” in the food chain. Where could the sentence best be added? Click on a square [□] to insert the sentence in the passage. PROBLEM 12: EXCEPTION An Exception problem asks you to select a statement that includes information NOT in the passage. Choose from four sentences. Points ― 1 Frequency Level ― Average 12. According to the pasage, all of the following characteristics describe producers EXCEPT Producers serve as food for consumers. Producers make their own food. Producers from the first trophic level. Producers include bacteria and fungi. PROBLEM 13: CLASSIFICATION A Classification problem asks you to match phrases with the category to which they refer. Choose phrases for two or three categories. Two phrases will not be used. Points ― 1-4 points for seven choices Points ― 1-3 points for five choices 1 point for 4 correct answers 1 point for 3 correct answers 2 points for 5 correct answers 2 points for 4 correct answers 3 points for 6 correct answers 3 points for 5 correct answers 4 points for 7 correct answers Frequency Level ― Average. 13. Directions : complete the table by matching the phrases on the left with the headings on the right. Select the appropriate answer choices and drag them to the type of organism to which they relate. TWO of the answer choices will NOT be used. This question is worth 4 points. To delete an answer choice, click on it. To see the passage, click on View Text. Answer choices Producers A Depend upon photosynthesis to survive ● B Has a weak interaction among species ● C Generally consist of animal life forms Consumers To delete an answer choice, click on it. To see the passage, click on View Text. Answer choices A Depend upon photosynthesis to survive B Has a weak interaction among species C Generally consist of animal life forms D Include both herbivores and carnivores E Form the last link in the food chain F Eat meat as one of its primary food sources G Feed on dead plants and animals H Are always some variety of plant life I Made exclusively of inorganic materials Producers ● A ● H Consumers ● C ● D ● F Decomposers ● E ● G PROBLEM 14: SUMMARY A Summary problem asks you to complete a summary of the passage. Choose three sentences from six choices. Three sentences will not be used. Points ― 1-2 1 point for 2 correct answers 2 points for 3 correct answers Frequency Level ― Average 14. Directions: An introduction for a short summary of the passage appears below. Complete the summary by selecting the THREE answer choices that mention the most important points in the passage. Some sentences do not belong in the summary because they express ideas that are not included in the passage or are minor points from the passage. This question is worth 2 points. The food web is comprised of producers, consumers, and decomposers, which interact in endless cycles. ●A ●B ●C Answer Choices A B C Consumers, primarily animals, feed on producers, plants which manufacture their own food source through photosynthesis. Decomposers digest and recycle dead plants and animals, releasing inorganic compounds into the food chain. Since more energy is depleted into the environment at each level in the food chain, dietary choices affect the efficiency of food webs. D Among consumers, human beings are considered omnivores because they eat not only plants but also animals. E An example of an undersea food web includes phytoplankton, Krill, and fish as well as birds, seals, and whales. Rain forests are being cut down in order to clear pastureland for cattle that can be exported to countries with fast-food restaurants. F READING STRATEGIES Preview: ▪ Look at the title and headings ▪ Read the first sentence of every paragraph ▪ Read the last sentence of the passage Read faster: to read faster, read for meaning. Try to understand sentences or even paragraphs, not individual word. To do this, you should read phrases instead of reading word by word. Practice using the vision that allows you to see on either side of the word you are focusing on with your eyes. This is called peripheral vision. ▪ Use peripheral vision ▪ Read for meaning Use contexts: a context is the combination of vocabulary and grammar that surrounds a word. Context can be a sentence or a paragraph or a passage. Context helps you make a general prediction about meaning. Making predictions from contexts is very important when you are reading a foreign language. ▪ Learn basic vocbulary ▪ Learn new words in context Make Inferences: an inference is logical conclusion based on evidence. It can be about the passage or about the author’s viewpoint. ▪ Locate the evidence ▪ Draw conclusion Skim and Scan. To scan is to let your eyes travel quickly over a passage in order to find something specific that you are looking for. By scanning, you can find the place in a reading passage where the answer to the question is found. First, read the question and look for a reference. A reference in the TOEFL will identify a paragraph where the answer to the question is found. For example, you may read, Paragraph 2 is marked with an arrow [→ ]. You know that you need to scan for the arrow at the beginning of paragraph 2 in the passage. The paraprased sentences and the vocabulary words on the TOEFL are shaded to help you find them. If a question does not have a reference like an arrow or shading, then you should find the important content words in the question. Content words are usually nouns, verbs, or adjectives. They are called content words because they contain the meaning of the sentence. Now, scan the passage for the same content words or synonyms of the words in the questions. Finally, read those specific sentences carefully, and choose the answer that corresponds to the meaning of the sentences you have read. ▪ Refer to arrow and ahading ▪ Locate the details ▪ Check for exceptions Make connections: Reading is like having a conversation with the author. Your mind makes connections with the passage. Sometimes this will happen when you are reading and a word or phrase refers back to a previous point in the pasage. On the TOEFL, one question requires you to insert a sentence at the most logical place in the passage. In this case, you are connecting a new sentence with the ideas in the passage. Active readers are always thinking about how the next sentence fits in with what they have already read. ▪ Find references ▪ Insert sentences Summarize: A summary includes only the main idea and the major points in a passage. Although a passage may contain many points, only the most important are included in a summary. In English, many writers tend to use a formula with one main idea and three major points. It is customary to find between two and four major points in a short passage. When you are reading content material in textbooks or on examinations, pause at the end of a section to summarize. First, re-read the title or the section heading. State the main idea. Then, summarize the major points from that section. You can summarize by speaking or writing. The last question on the TOEFL is often a summary of the entire passage. ▪ State the main idea ▪ List the major points APPLYING THE ACADEMIC SKILLS TO THE TOEFL ● Taking notes: For some people, taking notes while they read the passage is a good strategy. For other people, it is not a good use of their time. They prefer to read once to get a general idea of the passage and then to go back and scan for each question. When you take the model tests in the next chapter, pactice by taking notes on some passages and by scanning on other passages. Use the model tests to determine whether you should spend time taking notes on te reading passages. ● Paraphrasing: This is the most important academic skill for the Reading section. Many of the questions and answer choices are paraphrases of information from the passage. Your ability to recoqnize paraphrases will be essential for you to score well on the reading passages. ● Summarizing: the last question for every reading passage will require you to summarize the passage either by classifying information or by distinguishing between major points and minor points. Your skill in summarizing will be important because the last question is worth more points than the other questions. ● Synthesizing: the important skill is tested in other sections of the TOEFL iBT. There are two formats for the Listening section. On the short format, you will respond to two conversations and four lectures. On the long format, you will respond to three conversations and six lectures. After each listening passage, you will answer 5-6 questions about it. Only two conversations and four lectures will be graded. The other conversation and lectures are part of experimental sectionfor future tests. Because you will not know which conversations and lectures will be graded, you must try to do your best on all of them. You will hear each conversation or lecture one time. You may take notes while you listen, but notes will not be graded. You may use your notes to answer the questions. Choose the best answer to multiple-choice questions. Follow the directions on the page or on the screen for computer-assisted questions. Click on Next and OK to go to the next question. You cannot return to previous questions. You have 20 minutes to answer all of the questions on the short format and 30 minutes to answer all of the questions on the long format. A clock on the screen will show you how much time you have to complete your answers for the section. The clock does not count the time you are listening to the conversations and lectures. REVIEW OF PROBLEMS FOR THE LISTENING SECTION ● Prompts: a prompt for the Listening section is either a conversation on a college campus or part of the a lecture in a college classroom on one of the natural siences, social sciences, humanities or arts. Each conversation or lecture is between three and six minutes long. There are either 6 or 9 prompts in the Listening section with 5-6 questions after each prompt. When you are presented with 6 prompts, all six will be graded. When you are presented with 9 prompts, only six will be graded, and 3 will be used for experimental purposes. You should do your best on all 9 prompts because you will not know which of them will be graded. Problems 15-18 in this review refer to the first prompt. Problems 19-24 refer to the second prompt. The scripts for the prompts in this review chapter have been printed for you to study while you listen to them. On the official TOEFLiBT, you will not see the prompts, but you will see the questions while you hear them. CONVERSATION Problems 15-18, Conversation. Listen to a conversation on campus between two students. Problems 15-18, Conversation. Listen to a conversation on campus between two students. Man: Wait up. I need to ask you about something. Woman: Oh hi Jack Man: Hi. Listen, I just wondering whether you understood what Professor Carson was saying about the review session next Monday? Woman: Sure, why? Man: Well, the way I get it, it’s optional. Woman: Right. He said if we did not have any questions, we should just use the time to study on our own. Man: Okay. That’s what I thought. May be I’ll just skip it then Woman: ... Etc... Etc................ Etc ............. Etc................ Man: Okey. Thanks. I guess I’ll go. Woman: So I’ll see you there. man: Yeah, Ithink I....I’d better go. ● Problems The problem in this review represent the types of questions that are most frequently testedon the TOEFL. The number of points assigned to each problem is based on the evaluation system for the TOEFL. The frequency level for each problem is based on the average number of thirty-four questions that are usually included in a Listening section of six prompts. Average 1-2 High 3-4 Very high 5+ PROBLEM 15: PURPOSE A Purpose problem asks you why the speakers are having a conversation or why the professor is presenting the material in the lecture. Choose from four reasons. Points ― 1 Frequency Level ― Average 1. Why does the man want to talk with the woman? A To ask her to help him study for the exam B To get some handouts for a class he has missed C To clarify his understanding of the review session < D To find out her opinion of Professor Carson PROBLEM 16: DETAIL A Detail problem asks you to answer a question about a specific point in the conversation or lecture. Choose from four possible answers Points ― 1 Frequency Level ― Very high 2. Why does the woman think that the review session will be helpful? A Because she has some questions that she wants to ask the professor B Because Professor Carson will tell them some of the test questions C Because it helps to hear the answers to questions that other people ask < D Because she needs an individual conference with the professor PROBLEM 17: INFERENCE An Inference problem asks you to draw a conclusion based on information in the conversation or lecture. Choose from four possible answers. Points ― 1 Frequency Level ― Very high 3. why does the man decide to go to the review session? A Because the review session will make up for absences B Because the woman convinces him that it is a good idea < C Because the professor has recommended the session D Because he needs help to organize his class notes PROBLEM 18: PRAGMATICS A Pragmatics problem asks you to comprehend the function of language on a level deeper than the surface meaning. You may need to understand the purpose of motivation of the speaker, or you may need to interpret the speaker’s attitude or doubt about something in the conversation or lecture. Listen to a replay of the sentence or sentences that you must interpret. Choose from four possible answers. 4. Listen again to part of the conversation. Then answer the following question. Woman: He wasn’t going to take attendance. Man: Yeah, but still .... Woman: it’s a fairly large class. Why does the man say this: “Yeah, but still ...”? A B C D He thinks that the professor will notice if a student is absent. < He agrees with the woman about the attendance policy. He wants to change the subject that they are discussing. He tries to encourage the woman to explain her opinion. LECTURE Problems 19-24, Lecture. Listen to part of a lecture in a zoology class. Professor: As you know from the texbook, mimicry isn’t limited for insects, but it’s most common among them, and by mimicry I’m referring to the likeness between two insects that aren’t closely related but look very much alike. The insects that engage in mimicry are usually very brightly colored. One of the insects that’s characterized by an unpleasant taste, a bad smell, a sting or bite, that insect is called the model. The mimic looks like the ...... Henry Bates was one of the first naturalists who noticed that some butterflies that closely resembled each other were actually unrelated, so mimicry in which one species copies another is called Batesian mimicry. I have some lab spicemens of a few common mimics ............ A stinging bumblebee is another model insect. The sting is painfful and occasionally even fatal for predators. So there are a large number of mimics. For example, there’s a beetle that mimics bumblebees by beating its wings to make noise, and the astonishing thing is that it’s able to do this at the same rate as the bumblebee so exactly the same buzzing sound is created. I don’t have a spicemen of that beetle, but I do have a spicemen of the hoverfly, which is a mimic of the honeybee, and it makes a similar buzzing sound, too. When you .............. >>> Some insects without stingers have body parts that mimic the sharp stinger of wasps or bees. Although the hawk moth is harmless, it has a bundle of hairs that protrudes from the rear of the body. The actual purpose of these hairs is to spread scent, but to predators, the bundle mimics a stinger closely enough to keep them away, especially if the hawk moth is moving in a threatening way as if ..... There’s ...... , and in nature the movement is also part of the mimicry. Oh, here’s a spicemen of an ant, and this is interesting. Another naturalist, Fritz Muller hypothesized that similarity among a large number of species could help protect all of them. Here’s what he meant. After a few battles with a stinging or biting ant, especially when the entire colony comes to the aid of the ant being attacked, a predator will learn to avoid ants, even those that don’t sting or bite, ............... And by extension, the predator will also avoid insects that mimic ants, like harmless beetles and spiders. Look at this .............. Fig. Ant Fig. Spider I have drawing of a spicemen of a stinging ant beside a spicemen of brownish spider and the front legs of the spider are ............ Okay, we have about ten minutes left, and I want you to take this opportunity to look at the spicemen cases here in front of the room. I’ll be available for questions if you have them. How about forming two lines on either side of the cases so more of you can see at the same time? PROBLEM 19: MAIN IDEA A Main Idea question asks you to identify the topic of the lecture, that is, w hat the lecture is mainly about. Choose from four possible answers. Points ― 1 Frequency Level ― High 5. What is the lecture mainly about? A An explanation of mimicry among species in the insect world. <<< B A comparison of the features of the viceroy and the monarch butterfly. C A hypothesis to explai why similarity among species protects them all. D A response to questions about the spicemens displayed in the cases. PROBLEM 20: ORGANIZATION An Organization problem asks you to recoqnize the rhetorical structure of a lecture or part of a lecture. For example, chronological order, steps in a sequence, cause and effect, comparison. Choose from four possible answers. Points ― 1 Frequency Level ― Average 6. How does the professor organize the lecture? A He shows spicemens to demonstrate his points. <<< B He compares the theories of two naturalists. C He classifies different types of mimics. D He puts the ideas in chronological order. PROBLEM 21: DETAILS A Details problem asks you to answer a question about a specific point in the conversation or lecture. Choose two or three answers from four or six possibilities. Points ― 1 Frequency Level ― Average 7. According to the lecture, what are some characteristics of a model? Click on 3 answer choices. A A pair of wings B A foul odor <<< <<< C A bad taste D A drab color E A painful sting <<< PROBLEM 22: TECHNIQUE A Technique problem asks you to identify the way that a professor makes a point, for example, by comparing, by providing a definition, by giving an example. Choose from four possible answers. Points ― 1 Frequency Level ― Average 8. How does the professor explain Batesian mimicry? A By giving a precise definition B By providing several examples <<< C By referring to the textbook D By contrasting it with another hypothesis PROBLEM 23: YES-NO A Yes-No problem asks you to decide whether statements agree or dosagree with information in the lecture. Mark a list of statements in a chart as either Yes or No. Points ― 1-2 Frequency Level ― Average 9. In the lecture, the professor explains Frit’s Muller hypothesis. Indicate whether each of the following supports the hypothesis. Click in the correct box for each choice. Yes No A Predators avoid species of insects that have harmed them in the past by ᴠ stinging or biting them. B Predators may be killed when an entire colony of insects joins forces against them. ᴠ C Predators leave harmless insects alone if they are part of a group that includes stinging insects. ᴠ D Predators will refrain from attacking harmless insects if they look like insects that have stung them before. ᴠ E Predators protect themselves from harmful insects by stinging or biting them before they are attacked. ᴠ PROBLEM 24: CONNECTIONS A Connections problem asks you to relate ideas or information in the lecture. Match answers with categories, list the order of events or steps in process, and show relationships in a chart. Points ― 1-4 Frequency Level ― Average 10. Indicate whether each insect below refers to a model or a mimic. Click in the correct box for each phrase. Insects A A viceroy butterfly B A brown spider C A hawk moth D A bumblebee E A biting ant Mimic Model LISTENING STRATEGIES In addition to the academic skills that you learned, there are several listening strategies that will help you succeed on the TOEFL and after the TOEFL. Get organized: Adjust the volume first on your headset. Be sure to do it before you dismiss the directions and begin the test. Then, prepare to listen. Be ready to hear the first word in the introduction to the first listening passage. Preview: the introductions for the conversations and lecture contain important information that will help you prepare your mind to listen. For example, the narrator may say, “Now get ready to listen to part of a lecture in a history class”. When you hear the introduction, you learn two useful facts. First, you know that you will be listening to a lecture. Second, you know that the lecture will be about history. This is helpful because it is a preview for the listening passage. > Pay attention to the introductions > Glance at the photo Use visuals: the photographs and other visuals are there to provide a context for the conversations and lectures. In general, the pictures of people are for orientation to the conversations and lectures, whereas the visuals of objects, art, spicemens, maps, charts, and drawings support the meaning of the conversations and lectures. Do not focus on the pictures of the people. Do focus on the other visuals that appear during the conversations and lectures. They could reappear in a question. When you take the model tests, practice selective attention. Look briefly at the pictures of the professor and the students, but be alert to the other visuals. If you become too involved in looking at the people, you may less attention to the audio, and you could miss part of the passage. > Glance at the photos of people > Focus on content visuals Read screen text: during the questions for conversations and lectures, watch the screen carefully. You will hear the questions, and you will also see them as text on the screen. Give your full attention to the screen again while the questions are being asked and the answer choices are presented. By using the model tests, you will be able to develop a rhythm for interacting with the screen that is best for you. > Read the questions > Develop a rhythm Understand campus context: the conversations and lectures take place in a campus context. A glossary (words and phrases of campus vocabulary) wil help you understand the conversations between campus personnel, professors, and students. Pragmatic understanding will help you understand the function of a sentence. A few examples of function are apology, an explanation, or a way to get the listener’s attention or to change the topic. Pragmatic understanding will also help you interpret the speaker’s attitude and the nature of the information – a fact or an opinion. Studying the glossary is an important strategy for the listening section. > Learn campus vocabulary > Study pragmatic cues for lectures Concentrate: remember, you may not be able to control the test environment, but you caan control your response to it. By keeping your eyes on the screen and the scratch paper and by remaining calm, you will be able to concentrate better. If the test situation is noicy, don’t get angry and start negative talk in your mind. Don’t let your emotions interfere with your concentration. > Focus on the test materials > Stay calm APPLYING THE ACADEMIC SKILLS TO THE TOEFL Taking Notes: you will organize the information into major points and minor points. You will also record information that you can refer to when you answer question. Your ability to take notes will be critical for you to score well on this section. Paraphrasing: many of the answer choices are paraphrases of information from the passage. Your ability to recoqnize paraphrases will be helpful as you choose your answers. Summarizing: the first question in each conversation usually requires you to understand the purpose of the conversation, and the first question in each lecture usually requires you to recoqnize a summary of the main idea. By mastering the academic skill of summarizing, you will be able to respond correctly to the first question in each prompt. You will also be better prepared to relate ideas and make connections. Synthesizing: this important skill is tested in other sections of the TOEFL iBT. The speaking section tests your ability to communcate in English in an academic setting. During the test, you will be presented with six speaking questions. The questions ask for a response to a single question, a conversation, a talk, or a lecture. You may take notes as you listen, but notes are not graded. You may use your notes to answer the questions. Some of the questions ask for a response to a reading passage and a talk or a lecture. The reading passages and the questions are written, but most of the directions will be spoken. Your speaking will be evaluated on both the fluency and the accuracy of the content. You will have 15-20 seconds tp prepare and 45-60 seconds to respond to each question. Typically, a good response will require all of the response time, but the answer will be complete by the end of the response time. You will have about 20 minutes to complete the Speaking section. A clock on the screen will show you how much time you have prepare your answer and how much time you have to record it. REVIEW OF PROBLEMS FOR THE SPEAKING SECTION ● Prompts: A prompt for the Speaking section is either spoken or written. For example, a prompt might be a question, a conversation, part of a leccture, a written announcement, or part of a texbook passage. Each question has a slightly different prompt. There are six sets of prompts in the Speaking section with 1 question after each set. Problems 1-6 in this review refer to the kinds of prompts that typical on the TOEFL iBT. The scripts for the spoken prompts have been printed for you to study while you listen to them. On the official TOEFL, you will not see the spoken prompts. You will see the written announcements and texbook passages, and you will also see the questions while hear them. ● Problems: The problems represent the types of questions that are most frequently tested on the TOEFL. The task for each problem is explained. Each problem appears as one of the 6 questions included in the Speaking section. PROBLEM 25: EXPERIENCES In this question, you will be asked to speak about a personal experience. This may be a place, a person, a possession, a situation, or an occasion. After you hear the question, you will make a choice from your experience and then explain why you made that choice. You will have 15 seconds to prepare and 45 seconds to speak. Task ▪ Describe your experience ▪ Explain the reasons for your choice Problem 25, Example Question Where would you like to study in the United States? Example Notes – Answer and Reasons Washington, D.C. ▪ Family in the area – advice, help ▪ International city – food, stores ▪ Tours – sites, trains to other cities ▪ Universities – excellent, accepted at 1 Problem 25, Example Answer I’d like to study at a university in Washington, D.C., because I have family in the area, and .... , and would be nice to have them close by so I could visit them on holidays and in case I need advice or help. I’ve been to Washington several times, and I like it there. It’s an international city with restaur ants and stores where I can buy food and other things .... I’ve gone on several tours ... There are train to New York and Florida so I could take advantage of my free time to see other cities. As for the universities, there are several excellent schools in Washington and ..... I’d probably be accepted at one of them. PROBLEM 26: PREFERENCES In this question, you will be asked about a personal preferences. This may be a situation, an activity, or an event. After you hear the question, you will make a choice between two options presented and then why you made that choice. You will have 15 seconds to prepare and 45 seconds to speak. Task ▪ Choose between two options ▪ Explain the reasons for your preference Problem 26, Example Question Some students live in dormitories on campus. Other students live in apartments off campus. Which living situation doyou is better and why? Example Notes – Choice and Reasons Dormitories ▪ More interaction – practice English, study ▪ Less responsibility – meals, laundry, cleaning ▪ Better location – library, recreation, classroom buildings Problem 26, Example Answer A lot of my friends live off campus, but I think that living in a dormitory is a better situation, especially for the first year at a new college. Dormitories are structured to provide opportunities for interaction and for making friends. As a foreign student, it would be an advantage to be in a dormitory to practice English with other residents and to find study groups in the dormitory. And dorm students have, uh, less responsibility for meals, laundry, and ....and, uh cleaning because there are meal plans and services available, uh, as part of the fees.Besides, there’s only one check to write so, the book, uh, the book keeping ..... is minimal. And the dormitory offers an ideal ocation near the library and, all the recreational facilities, and .... the classroom buildings. >>>>→ Checklist 2 √ The talk answers the topic question. √ The point of view or position is clear. √ The talk is direct and well-organized. √ The sentences are logically connected. √ Details and examples support the main idea. √ The speaker expresses complete thoughts. √ The meaning is easy to comprehend. √ A wide range of vocabulary is used. √ There are only minor errors in grammar. √ The talk is within a range of 125 – 150 words. PROBLEM 27: REPORTS In this question, you will be asked to read a short passage and listen to a speaker on the same topic. The topic usually involves a campus situation and the speaker’s opinion about it. After you hear the question, you will be asked to report the speaker’s opinion and relate it to the reading passage. You will have 45 seconds to read the passage. After you have listened to the talk, you will have 30 seconds to prepare and 60 seconds to speak. Task ▪ Summarize a situation and an opinion ▪ Explain the reason or the background ▪ Connect listening and reading passages Reading 45 seconds Announcement concerning a proposal for a branch campus The university is soliciting state and local funding to build a branch campus on the west side of the city where the 1-19 expressway crosses the 201 loop. This location →.... should provide convenient educational opportunities for students who live closer to the new campus as well as for those students who may choose to live on the west side once the campus is established.The city plan for the next ten years indicates that there will be major growth near the proposed site, including housing and a shopping area. By building a branch campus , some of the crowding on the main campus may be resolved. Problem 27, Talk I understand that a branch ampus on the city’s west side would be convenient for students who live near the proposed site, and it might attract more local students, but I opposed the plan because it will redirect funds from the main campus where several classroom buildings need repair. Hanover hall for one. And a lot of equipments in the chemistry and physics lab should be replaced. In my lab classes, we don’t do some of the experiments because we don’t have enough equipment. And we need more teachers on the main campus .... More teachers – smaller classes. Example Notes – Situation and Opinion Plans to open a branch campus But will redirect funds from main campus ▪ convenient for students near ▪ buildings need repair ▪ might more students ▪ equipment should be replaced ▪ relieve crowding on main campus ▪ more teachers – smaller classes Problem 27, Example Question The man expresses his opinion of the proposal in the announcement. Report his opinion and explain the reasons he gives for having that opinion. → ...... The man concedes that the branch campus might be advantageous for students living close to the new location, but he’s concerned that the funding for a branch campus will affect funding on main campus for ... Important capital improvement such as classroom buildings that are ..in need to repair. .... Equipment in the science lab........ More teahers ar needed for the main campus in order to reduce student-teacher ratioa, which .... Which would improve the quality of teaching and ... amount of interaction in classes. So, the man feels that more attention should be given to the main campus and funding should be directed to improved the main campus before a branch campus is considered. PROBLEM 28: EXAMPLES In this question, you will be asked to listen to a speaker and read a short passage on the same topic. The topic usually involves a general concept and a specific example of it. Sometimes the speaker provides a contradictory point of view. After you hear the question, you will be asked to explain the example and relate it to the concept or contrast the opposing views. → ...... You will have 45 seconds to read the passage. After you have listened the talk, you will have 30 seconds to prepare and 60 seconds to speak. Task ▪ Explain how an example supports a concept OR Contrast one view with another view ▪ Connect listening and g passages Reading 45 seconds The telegraphic nature of early sentences in child language is a result of the omission of grammatical words such as the article the and auxiliary is and are as well as word endings such as –ing, -ed, or –s. By the end of the third year, hese grammatical forms begin to appear in the speech of most children. It is evident that a great deal of grammatical knowledge is required before these structures can be used correctly, and errors are commonly observed. The correction of grammatical errors is a feature of the speech of preschoolers four and five years old. The study of the errors in child language is interesting because it demonstrates when and how grammar is acquired. Problem 28, Lecture Problem 28, Lecture English uses a system of about a dozen word endings to express grammatical meaning – the – ing for present time, -s for possession and plurality, and the –ed for the past, to mention only a few. But, how and when do children learn them? Well, in a classic study by Berko in the 1950s, investigators ..... They elicited a series of forms that required the target endings. For example, a picture was shown of a bird, and ....the investigator identified it by saying, “This is a Wug”. Then the children were shown two similar birds .. To elicit the sentence, “There are two__.” And if the children completed the sentence by saying “Wugs”, well, then it was inferred that they had learned the –s ending. Okey. Essential to that study was the use of nonsense words like “Wug”, since the manipulation of the endings could have been supported by words that the children had ... had already heard. In any case, charts were developed to demonstrate the, uh, the gradual natural of grammatical acquisition. And the performance by children from eighteen months to four years confirmed the basic theory of child language that the ... The gradual reductionof grammatical errors ... That these are evidence of language acquisition. Example Notes – Concept and Example Word endings – grammatical relationships → ▪ -ed past ▪ -s plural Wug experiment – Berko ▪ Nonsense words – not influenced by familiar ▪ Manipulated endings ▪ Data about development → ........................ Problem 28, Example Question, describe the Wug experiment and explain why the results supported the basic theory of child language acquisition. Problem 28, Example Answer, In English, there are several important word endings that express grammatical relationships, for example, the –ed ending signals that the speaker’s talking about the past and –s ending means “more than one” uh, when it’s used at the end of a noun. So, when children learn English, they, um, make errors in these endings, but they gradually refine their use until they master them. In the Wug experiment, Berko created nonsense words to get children to use endings ... so... so the researchers could, uh, their development, it was important not to use real words because the children might have been influenced by a word they’d heard before. So this experiment provided data about the time it takes and the age when endings are learned. It supported basic theory of child language that, um, sorting out grammatical errors is a feature of the speech of ... of four-year olds ... and a stage in language acquisition. Checklist 4: √ The talk relates an example to a concept. √ Inaccuracies in the content are minor. √ The talk is direct and well-organized. √ The sentences are logically connected. √ Details and examples support the opinion. √ The speaker expresses complete thoughts. √ The meaning is easy to comprehend. √ A wide range of vocabulary is used. √ The speaker paraphrases in his/her own words. √ The speaker credits the lecturer with wording. √ Errors in grammar are minor. √ The talk is within a range of 125 – 150 words. PROBLEM 29: PROBLEMS In this question, you will be asked to listen to a conversation and explain a problem as well as the solutions that are proposed. After you have listened to the conversation, you will have 20 seconds to prepare and 60 seconds to speak. Task ▪ Describe a problem and several recommendations ▪ Express an opinion about the better solution OR Propose an alternative solution Problem 29, Conversation, Student 1: Did your scholarship check come yet? Student 2: Yeah, it came last week. Didn’t yours? Student 1: No. That’s the problem. And everything’s due at the same time – tuition, my dorm fee, and let’s not forget about books. I need about four hundred dollars just for books. Student 2: Well, do you have any money left from last semester, in your checking account, I mean? Student 1: Some, but not nearly enough. The check probably won’t be here until the end of the mont and I won’t get paid at work for two more weeks ... I don’t know what I’m going to do. Student 2: .... Etc Student 1: .... etc Problem 29, Example Notes – Problem and Possible Solutions, Opinion, and Reasons Problem – not enough money ▪ Scholarship check late ▪ Books, tuition, dorm due Solutions → ▪ Use credit card ▪ Take out student loan Opinion – support student loan → ▪ Paid same day ▪ $ not much Problem 29, Example Question, Describe the woman budgeting problem and the two suggestions that the man makes. What do you thinkhe woman should do and why? Problem 29, Example Answer, The woman doesn’t have enough money for her expenses. Um, she has to pay tuition and her dorm fee is due at the same time. Besides that, she needs to buy books. So the problem is everything has to be paid now, and she won’t get her scholarship check until the end of the month, and she won’t get her paycheck for two weeks. The man suggents that she use her credit card because she won’t have to pay it off until the end of the month, but the problem is.... the.... the interest would be substantial if the scholarship check is delayed. The other idea – to take out a student loan – that seems better because the loan could be paid off on the day the check arrives instead of a fixed date, and it would’ntcost much to get a short-term loan at the Student Credit Union. So.... I support applying for a student loan. Problem 29, Checklist 5 → √ The talk summarizes the problem and recommendations. √ The speaker’s point of view or position is clear. √ The talk is direct and well-organized. √ The sentences are logically connected. √ Details and examples support the opinion. √ The speaker expresses complete thoughts . √ The meaning is easy to comprehend. √ A wide range of vocabulary is used. √ Errors in grammar are minor. √ The talk is within a range of 125 – 150 words. PROBLEM 30: SUMMARIES In this question, you will be asked to listen to part of an academic lecture and to give a summary of it. After you have listened to the lecture, you will have 20 seconds to prepare and 60 seconds to speak. Task → ▪ comprehend part of an academic lecture ▪ Summarize the main points Problem 30, Lecture, Two types of irrigation methods that are used worldwide are mentioned in your texbook. Flood irrigation – that’s been a method in use since ancient times – and we still use it today where water’s cheap. Basically, cannals ..... Connect a water supply like a river or a reservoir to the fields where ditches are constructed with valves, uh, valves that allow farmers to siphon water from the canal, sending it down through the ditches. So that way the field can be totally flooded, or smaller, narrow ditches along the rows can be filled with water to irrigate the crop. But, this method does have quite a few disadvantages. Like I said,it’s contingent upon cheap waterbecause it isn’t very efficient and the flooding isn’t easy to control, I mean, the rows closer to the canal usually receive much more water, and of course, if the field isn’t flat, then the water won’t be evenly distributed. Not to mention the cost of building canals and ditches and maintaining the system. So let’s consider the alternative – the sprinkler system. In this method of irrigation, it’s easier to control the water and more efficient since the water’s directed only on the plants. But, in hot climates, some of the water can evaporate in the air. Still, the main problem with sprinklers is the expense for installation and maintenance because there’s a very complicated pipe system and that usually involves a lot more repair and even replacement of parts, and of course, we have to factor in the labor costs in feasibility studies for sprinklers. Example Notes – Main Points Flood → ▪ Not efficient ▪ Difficult to control ▪ Initial expense to build cannals, ditches ▪ Requires maintenance Sprinkler → ▪ Complicated pipe system ▪ Expensive to install, maintain, repair, replace ▪ Labor cost ...............>>> Problem 30 – Example Question Using examples from the lecture, describe two general types of irrigationsystems. Then explain the disadvantages of each type. Problem 30, Example Answer Two methods of irrigation were discussed in the lecture. First, flood irrigation. It involves the release of water into canals and drainage ditches that flow into the fields. The disadvantages of the flood method, um, well, it isn’t very efficient since more water is used in flooding than the crop actually, uh, need, and also it isn’t easy to control. Another problem is the initial expense for the construction of the canals and the connecting ditches as well as ... as maintenance. And besides that, if the fields aren’t flat, the water doesn’t – I mean, it isn’t distributed evenly. The second method is sprinkler irrigation, which uses less water and provides better control, but there is some evaporation, and the pipe system’s complicated and can be expensive to install and maintain. So .... There’s usually a lot more labor cost because the equipment must be repaired and replaced more often than a cannal system. Checklist 6 → √ SPEAKING STRATEGIES ˃ Anticipate the first question : → ▪ Prepare some answers ▪ Read them aloud. To prepare for this question, spend a few minutes thinking about ypur personal favorites. Example: My favorite pastime is traveling 1. My favorite teacher is _______ 2. My favorite city is __________ 3. My favorite class is __________ 4. My favorite book is _________ 5. My favorite movie is __________ 6. My favorite sport is _________ 7. My favorite vacation place is _________ 8. My favorite holiday is _____ 9. My favorite music is _________ 10. My favorite person is __________ ˃ Understand the task: → ▪ Read the question carefully ▪ Respond to the topic ˃ Pronounce to communicate: the important point is that your accent is okay as long as the listener can understand you. → ▪ Accept your accent ▪ improve communication ˃ Sound confident: if you speak in a very low voice , hesitating and apologizing, the listener makes some negative assumptions. This person probably doesn’t know the answer. Try to speak up and sound assertive without being agressive. It helps to start with a smile on your face. → ▪ Speak up ▪ Be assertive. ˃ Read 135 words per minute: yes, this is a speaking strategy. You will be asked to read short passages of about 100 words each, and you will have 45 seconds in which to complete the reading. → ▪ Time yourself ▪ Increase speed to 135 words per minute. ˃ Adapt notes: refer to the example notes for Problems 25-30 for models of adapted notes. → ▪ Use a system for taking notes ▪ Adapt the format for each question ˃ Pace yourself: there is no time for a long introduction. You have one minute or less to make your point. Start immediately with a direct statement. For example, “The lecturer compares bacteria and viruses.” Include the most important points. → → ▪ Start with a direct statement ▪ Make a few major points ▪ Set a timer ˃ Prepare key phrases: some key phrases are useful for each of the problems in the Speaking section. Question 1: Experiences My favorite ____ is ____ because ____ Question 2: Preferences Although some people ____ , I prefer ____ because ____ Although there are many good reasons why ____, I favor ____ because ___ Although a good argument can be made for ____, my preference is _____ because _____ Question 3: Reports The speaker supports _____ because _____ The soeaker opposes ______ because _____ Question 4: Examples According to the (reading, lecture) ____ _____ is an example of _____ Question 5: Problems The problem is that _____ . Another possibility is to ______. I think that the best solution is to ____ because _____ It seems to me that ______ is the best solution because _____ Question 6: Summaries Definition: According to the lecturer, a ____ is _____ Description: According to the lecturer, a ____has (three) characteristics. Classification: (Two) types of _____ were discussed in the lecture. Chronology: The lecturer explained the sequence of events for _____. Comparison: The lecturer compared _____ with _____. Contrast: The lecturer contrasted _____ with _____. Cause and Effect: The lecturer explains why ____. Problem and Solution: The lecturer presents several solutions for the problem of ___. → ▪ Study the key phrases ▪ Practice using them ˃ Use verbal pauses: when you get to a point you don’t know what to say, it better to use some verbal pauses to think instead of stopping and thinking in silence. Silence on the tape is going to lose points for you. You can say, Okay, Now, Um, And, or Uh. All of these verbal pauses are very common in the speech of native speakers. Of course, if you use these too often, you will also lose points because they will distract the listener and you won’t have enough time to answer the question completely. → ▪ Learn verbal pauses ▪ Use them when neccessary ˃ Correct yourself: how can you correct yourself while you are speaking? First, recoqnize the difference between mistakes and slips. Most of the time, you don’t know that you have made a mistake, but you do know when you make a slip. In a very long sentence, we can forget whether the subject was singular or plural, and we can make a mistake. But sometimes we hear our mistake, and we correct slips by backing up and starting over. Some commonly used phrases to correct a previous grammatical slip are I mean or that is. For example, “The worker bees that take care of the young is called, I mean are called, nurses.” These phrases can be used to correct content, too. For example, “Drones are female bees, I mean, male bees.” A good rule is to always correct slips in content and correct slips in grammar and word choice if you can do it quickly and move along without interrupting the flow of your speech. → ▪ Correct slips ▪ Use common phrases ˃ Speak to the criteria for evaluation There are checklists for each question on the Speaking section. Use these checklists to evaluate your speaking. → ▪ Keep the checklists in mind ▪ Take advantage of other options ˃ Stay positive It is natural to be anxious about speaking in a second language, but it is important not to become negative and frightened. Negative thoughts can interfere with your concentration, and you may not hear the questions correctly. Take some deep breaths before each question and say this in your mind.:”I am a good speaker. I am ready to speak.”If you begin to have negative thoughts during the test, take another deep breath and think “confidence” as you breathe in. Focus on listening to the questions. Focus on taking notes. → ▪ Take deep breaths ▪ Use positive self-talk The Writing section tests your ability to write essays in English similar to those that you would write in college courses. During the test, you will write two essays. The integrated essay asks for your response to an aca and ademic reading passage and a lecture on the same topic. You may take notes as you read and listen, but notes are not graded. You may use your notes to write the essay. The lecture will be spoken, but the directions and the questions will be written. You will have 20 minutes to plan, write, and revise your response. Typically, a good essay for the integrated topic will require that you write 150-225 words. The independent essay usually asks for your opinion about a familiar topic. You will have 30 minutes to plan, write, and revise your response. Typically, a good essay for the independent topic will require that you write 300-350 words. A clock on the screen will show you how much time you have to complete each essay. REVIEW OF PROBLEMS FOR THE WRITING SYSTEM ˃ Prompts A prompt for the Writing section is either a question that refers to both a spoken and written text for the integrated essay or a written question for the independent essay. Problems 31-34 in this review refer to the kind of prompts that are typical on the TOEFL. On the official TOEFL iBT, you will be asked to respond to one integrated question and one independent question. The scripts for the spoken prompts have been printed for you to study while you listen to them. On the official TOEFL iBT, you will not see the spoken prompt. You will see the written question and textbook passage. ˃ Problems The problems in this review represent the types of questions that are most frequently tested on the TOEFL. The task for each problem is explained. Each proble appears as one of the two questions included in the Writing section. PROBLEM 31: SYNTHESIS OF OPPOSING IDEAS In this integrated essay question, you will be asked to read a short passage fro a textbook and then listen to a short lecture about the same topic. The ideas in the textbook and the lecture will not agree. After you read the question, you write an essay that includes information from both the reading and the lecture. You will have 20 minutes to plan, write, and revise your essay. Typically, a good response will require that you write 150-225 words. Task: ▪ Read a short passage and take notes ▪ Listen to a short lecture and take notes ▪ Answer a question using information from both the reading and the lecture Reading Passage Time: 30 minutes In his classic book The Interpretation of Dreams, published in 1900, Sigmund Freud identified wish fulfillment as the origin of many dreams. For example, a student who is concerned about taking an important exam may dream about the exam, or, more likely, some type of symbol for the exam will appear in a dream. Since thoughtsmust be translated into concrete images, dreams are expressed in pictures rather than in words. .... dream symbols, that is images, .... deep symbolic meaning. In the case of exam, ..... obstacle or a hurdle in a race. ... dreams ....in common with daydreams .... wish or repressed ........ dreams while sleeping, .... expressed safely. According to Freud, dreams can be viewed ... to reveal the unconscious. .... there are two levels ......... , including the manifest content, .... obvious and direct, .... latent content,.... symbolic. ...........hurdle, ...........the exam ........Because some wishes ... too disturbing .... inappropriate ................. dream serves to protect the mind from a conflict in the uncoscious. Reading Passage Notes Freud 1900 Interp. Dreams ▪ wish fulfillment ← d Ex ▪ student d exam or symbol ▪ d = pictures Ø words ▪ symbols images ▪ exam = obstacle in race D = daydreams ▪ wish repressed ▪ d safe express ▪ d reveal unconscious 2 levels = manifest content = obvious, direct/obstacle race latent content = symbolic exam ▪ wishes disturbing or inapprop ▪ symbols protect from conflict Problem 31, Lecture. Now listen to a lecture on the same topic as the passage you have just read. As you will recall from the reading in your textbook, Freud’s psychodynamic theory is premissed on the assumption that drems arise from a troubled subconscious mind, and so they have deep meaning. But there are other points of view that you should be familiar with. Allan Hobson and Robert McCarley propose a very different theory of dreams. They turn to biochemical research and physiology for answers. Using data from their study of sleep activity in cat, and by the way, they used cats because cats have brain waves and muscle movements during sleep that are very similar to those of humans. In any case, Hobson and McCarley determined that ....... So they posit that during dream sleep brain cells that control movement and balance are activited ...., But how does this explain what we dream about? I mean the content. Well, let’s take the example of a common dream. Let’s say ........... According to ............ In other words, you will play out the physical moven=ment in a dream. But, according to ........ For the neurophysiologists, a dream is just a chemical response to brain cells. Lecture notes Hobsin + MacKarly → ▪ biochemical research + physiology ▪ sleep activity cats/brain waves, muscle movements = humans ▪ dreams ← ▪ chemicals→ firing neurons brain cells → movement ▪ Ø transfer body = no movement/interpret message dream >>>> → → Ex ▪ escape dream ▪ brain massage - run Ø legs → chase + run ▪ activation synthesis theory ▪ no hidden meaning or unfulfilled desires ▪ chem. Response to brain cells Essay Question Summarize the main points in the lecture, contrasting them with the ideas in the reading passage. Integrated Essay : In research with cats, Hobsin and MacKarly concluded that dreams are the result of chemicals in the brain that cause neurons to fire. Although the brain is signaling the body to ove, the massage does not reach the muscles. Instead, it is intepreted in a dream. The example ......... The brain signal the legs to run, but instead, ......... According to the theory .......... This new model, activation synthesis theory, contrasts sharply with the earlier theory that Freud put forward in his classic book The Interpretation of Dreams, in he explained that dreaming as symbolic images that reveal repressed desires and unfulfilled wishes. Further, ......... The first, manifest content, ..... , whereas the second, latent content, ..... For example, a student who is worry about an exam ... . For Hobsin and MacKarly, no unfulfilled wishes are relevant, .... The chemistry of the bain and not the psyche causes the vision of the race track and all other images in dreams. Checklist for Integrated Essay √ The essay answers the topic question √ inaccuracies in the content are minor √ The essay is direct and well-organized √ The sentences are logically connected. √ Details and examples support the main idea. √ The writer expresses complete thoughts. √ The meaning is easy to comprehend. √ A wide range of vocabulary is used. √ The writer paraphrases in his/her own words. √ The writer credits the lecturer with wording. √ Errors in grammar and idioms are minor. √ The academic topic essay is within a range of 150 – 225 words. Evaluator’s Comments The esay answers the topic question and the content is accurate. The writer credits the reseachers and paraphrases ideas. It is a well-organizwd essay with logically connected sentences. The meaning is clear. PROBLEM 32: SYNTHESIS OF SUPPORTING IDEAS In this integrated essay question, you will be asked to read a short passage from a textbook and then listen to part of a short lecture about the same topic. The ideas in the textbook and the lecture will agree. After yohe question, you write an essay that includes information from both the reading and the lecture. You will have 20 minutes to plan, write, and revise your essay. Typically, a good response will require that you write 150-225 words. Task ▪ Read a short passage and take notes ▪ Listen to a short lecture and take notes ▪ Answer a question using information from both the reading and the lecture. Reading Passage Time 3 minutes Reading Passage Notes Nebular hypothesis ● 4 – 5 m yrs ago ● cloud dust + gas → solar system ● 99% hydrogen + helium w/all elements ● gravity collapse → spin/disk rounded mid + flat adges ● random regions = strong gravity → connect + break apart planetisimals ● planetisimals collided + captured → planets ● Sun 99% nebula’s mass → light + heat ● planets near = terestrial/not disintegrate higher temp far = Jovian/same mix hydrogen + helium etc as cloud condense lower temp ● asteroids + comets swirl ● orbits near same plane = evidence rapid rotation >>>>> →... Problem 32, Lecture. Now listen to a lecture on the same topic as the passage you have just read. Newer high-speed computers have allowed us to perform experiments by modelling events that would be very difficult to duplicate under natural conditions. And we have been able to do some interesting research with models of the collapse of an interstellar cloud under the influence of its own gravitational pull. The modelling .... Stars form in that way .... A process of collapse. So .........star born ... Probably nebula .... Conditions ....to the formation of planets. In effect, ....formation of the solar system.........how the planets were formed. And that.... Furthermore, the modelling suggests that the planetary formation seems to be a natural consequence of the process that initiates the formation of a star. So, .... Planetary systems are the rule, rather than exception. And that mean....we may find that the nebular hypothesis............ Other system in the universe. Besides that, when we do the math, we ... At least some of the stars would produce solar systems with planets that could support life. Lecture Notes Computer model ● research collapse interstellar cloud influence gravity ● stars form = process collapse ● star born probably nebula = conditions form planets ● natural result process initiates formation star ● planetary systems rule, not exception ● N H other systems universe ● math → some stars → solar systems → support life >>> → ... Essay Question summarize the nebular hypothesis that is described in the reading and then explain how the lecture supports the hypothesis. Integrated Essay The nebular hypothesis posits that between four and five million years ago a cloud of dust and gas containing all of the elements in the solar system collapsed under the force of gravity and event which caused the cloud to spin and flatten into a disk. Then, a stronger gravitational pull caused ......... The planets near the Sun, which we call the terretrial planets, tolerated ......., but ......... The fact that the planets orbit close to the same plane is evidence for the hypothesis. Furthermore, ......... New technologies have allowed .... According to scientists, the formation of planets is .......... Moreover, the nebular hypothesis suggests that there are other solar systems in the universe , some of which cloud support life. Checklist for Integrated Essay √ The essay answers the topic question √ inaccuracies in the content are minor √ The essay is direct and well-organized √ The sentences are logically connected. √ Details and examples support the main idea. √ The writer expresses complete thoughts. √ The meaning is easy to comprehend. √ A wide range of vocabulary is used. √ The writer paraphrases in his/her own words. √ The writer credits the author with wording. √ Errors in grammar and idioms are minor. √ The essay is within a range of 150 – 225 words. Evaluator’s Comments The writer has responded to both parts of the question, using transition words to connect the sentences logically. The content is accurate and easy to understand. Excellent vocabulary selection and variety of grammatical structures support the well-paraphrased essay. Checklist for Independent Essay √ The essay answers the topic quest. √ The point of view or position is clear. √ The essay is direct and well-organized √ The sentences are logically connected. √ Details and examples support the main idea. √ The writer expresses complete thoughts. √ The meaning is easy to comprehend. √ A wide range of vocabulary is used. √ Various types of sentences are included. √ Errors in grammar and idioms are minor. √ The essay is within a range of 300 – 350 words. Evaluator’s Comments The writing sample is well-organized. It adresses the question and does not digress from the topic. There is a logical progression of ideas, and the writer uses good transitions. Opinions are supported by examples. The writer demonstrates excellent language proficiency, as evidenced by a variety grammatical structures and acceptable vocabulary. The reader can understand this opinion without re-reading. There are only a few grammatical errors that appear to have occured because of time constraints. They have been corrected below. Line 5 in spite of Line 7 because there is not enough space Line 14 each of the educational options PROBLEM 34: ARGUMENT In this independent essay question, you will be asked to argue both sides of an issue and then take a stand for one side. You will have 30 minutes to plan, write, and revise your esay. Typically, a good response will require that you write a minimum of 300 words. Task: ● Argue one side – advantages and disadvantages ● Argue the other side – advantages and disadvantages ● Take a stand for one of the arguments ● Explain the reasons for your preference Question: Some students like to take distance-learning courses by computer. Other students prefer to study in traditional classroom settings with a teacher. Consider the advantages of both options, and make an argument for the way that students should organize their schedules. Example Notes Advantages distance Advantages traditional ● attend class at your convenience ● structured environment ● complete assignments at own pace ● more personal relationship ● repeat lectures ● immediate response to questions ● study groups + friendships Independent Essay Given all the advantages of both types of courses, I think that students would be wise to register for distance-learning courses and traditional classroom courses during their college experiences. By participating in distance-learning courses, they can work independently in classes thay may be more difficult for them, repeating the lectures on computer at convenient times. By attending traditional classes, they can get to know the teachers personally and will have good references when they need them. They will also make friends in the class. By sharing information with other students, they can organize their schedules for the following semester, chosing the best classes and including both distance-learning and traditional courses. Checklist for Independet Essay √ The essay answers the topic quest. √ The point of view or position is clear. √ The essay is direct and well-organized √ The sentences are logically connected. √ Details and examples support the main idea. √ The writer expresses complete thoughts. √ The meaning is easy to comprehend. √ A wide range of vocabulary is used. √ Various types of sentences are included. √ Errors in grammar and idioms are minor. √ The essay is within a range of 300 – 350 words. Evaluator’s Comments The writing sample is well-organized with a good topic sentence and good support statement. It adresses both sides of the question and does not digress from the topic. There is a logical progression of ideas and excellent language proficiency, as evidenced by a variety of grammatical structures and appropriate vocabulary. Transition words and phrases support the reader’s comprehension of the arguments without re-reading. There are only a few grammatical errors that have been corrected below. Line 3 at your convenience Line 6 more quickly Line 8 the option of listening Line 10 motivated Line 14 instead of Line 24 choosing WRITING STRATEGIES Integrated Essay: the integrated essay asks for a synthesis of the content in a lecture and a reading passage. It is usually the first essay question. ˃ Report : ● State the facts and ideas ● Avoid expressing your opinions ˃ Identify sources: ● Begin with the primary source ● Include both sources ˃ Make connections Supporting Transitions Opposing Transitions When the secondary source agree with When the secondary source does the primary source, use supporting not agree with the primary source, transitons. use opposing transitions Moreover In contrast Furthermore On the other hand In addition ● Establish the relationship between sources ● Choose appropriate transitions ˃ Include a variety of structures (more interesting and higher score) ● Vary sentence structures ● Combine sentences ˃ Edit your writing (be sure to edit both the independent essay and the integrated essay. ● Re-read your essay ● Edit with the checklist Independent Essay (the independent question asks for your opinion. It is usually the second essay question) ˃ Respond to the topic (it is very important to read the question carefully and analyze the topic). ● Analyze the topic ● Write on the assigned topic ˃ Be direct (when you are asked for your opinion it is appropriate to begin with a direct statement. The following phrases and clauses introduce an opinion: Introduction Opinion Introductory phrase, Direct statement = Subject + Verb In my opinion, school uniforms are a good idea. In my view From my point of view From my perspective Introductory clauses Direct statement = Subject + Verb I agree that school uniforms are a good idea. I disagree that I think that I blieve that I support the idea that I am convinced that It is clear to me that ● Begin with the introductory phrase or clause ● Make a direct statement of opinion ˃ Concede the opposing view: Sometimes you will be offered two choices. When stating a preference, it is polite to concede that opposing view has merit. The following words and phrases express concession: although, even though, despite, and in spite of. For example: Concession Opinion Concession clause Direct statement = Subject + Verb Although there are many advantages I prefer life in a small town. to living in the city, Even though technology can damage I think it causes more good than harm. the environment, Despite the differences among I believe that peace is possible. cultures, In spite of the benefits of studying in I prefer to study alone. a group, ● Begin with a concession clause ● Make a direct statement of opinion ˃ Use an outline sentence Some books call the second sentence in an essay the topic sentence, the controlling sentence, the thesis statement, or the organizing sntence. The purpose of this sentence is to outline the essay for the reader. Here are some examples of outline sentences. >>> → ... First sentence: Although there are many advantages living in the city, I prefer life in a small town. Outline sentence: Three personal experiences convince me that small towns provide a better life style. First sentence: Despite differences among cultures, I believe that peace is possible. Outline sentence: History provides several encouraging examples. First sentence: In spite of the benefits of studying in a group, I prefer to study alone. Outline sentence: There are three reasons why I have this preference. ● Outline the essay for the reader ● Write an outline sentence ˃ Think in English How do English-speaking writers think? According to research by Robert Kaplan, they organize their thoughts in a linear pattern. This means that they think in a straight line. Details and examples must relate to the main points. Digressions are not included. >>> ˃ → ... For essays that require opinion, the organization would look like this: Opinion In my view, school uniforms are a good idea. ↓ Outline sentence Three reasons convince me that wearing uniforms will improve the educational experience of students. ↓ Reason 1 In the first place, uniforms are not as expensive as brand name clothing. ↓ Example/Detail For example, a new school uniform cost about $30, but designer jeans and a name-brand shirt cost five times that amount. An expensive book would be a better investment. ↓ Reason 2 Second, it is easier to get ready for school. ↓ Example/Detail When there are five choices, it requires time and thought to decide what to wear. Uniform simplify the problem of choosing a shirt to complement certain pair of decisions take time and divert attention from preparing for classes. ↓ Reason 3 Finally, students who wear uniforms identify themselves with their school. ↓ Example/Detail Conclusion Wearing the school colors establishes that each student is part of the group. In conclusion, I think schoo;s that require uniforms send a positive massage to their students. They communicate that it is important to be the best student than it is to have the best clothing. ● Think in a straight line D ● Connect each idea with the next ˃ Write a strong conclusion: in TOEFL essays, it is not appropriate to apologize for not having written enough, for not having enough time, or for not using good English skills. An apology will cause you to lose points. In addition, a good conclusion does not add new information. It does not introduce a new idea. A strong conclusion is more like a summary of the ideas in one last sentence. ● Summarize the main idea ● Avoid apologies and new topics APPLYING THE ACADEMIC SKILLS TO THE TOEFL ˃ Taking Notes ˃ Paraphrasing ˃ Summarizing ˃ Synthesizing ● Taking notes is an important academic skill for the writing section because you will use them to organize your essay. You should not worry about making them perfect. It is more important for them to be useful to you. ● Paraphrasing: In the integrated essay, you must be careful not to use the exact wordsfrom the reading or the lecture. Plagiarizing will result in a failing score on the essay. You must use the skills that you learned to paraphrase in your essay. ● Summarizing is one of the steps in synthesizing. You will often be asked to summarize the primary source before you relate it to the secondary source. ● Synthesizing: Part 1 of the Writing section is the integrated essay. It is a synthesis of information from a reading passage and a lecture. Synthesizing is the most important academic skill for the integrated essay.