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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.
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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.