For the computer-based exam Sy anny Jolene Gear © Robert Gear Complete test preparation all in one book! Seven complete TOEFL?-format An answer key explaining Free Re De OTE ee rea ed A TOEFI?-format diagnostic test An extensive listening program and two practice tests in this book on Audio Cassette or Audio CD* OME A cage eee Tea Fe ae are LE Rae eee Test-taking strategiesTHIRD EDITION Toe ‘TOEFL® Test directions and test format are reprinted by permission of Educational i testa any approved by ETS, CAMBRIDGE UNIVERSITY PRESS‘PUBLISHED BY THIF PRESS SYNDICATE OF THE UNIVERSITY OF CAMBRIDGE ‘The Pitt Building, Trumpington Street, Cambridge, United Kingdom (CAMBRIDGE UNIVERSITY PRESS ‘The Edinburgh Building, Cambridge CR2 2RU, UK. 40 West 20th Stret, New York, NY 10011-4211, USA. 4477 Williamstown Road, Port Melbourne, VIC 3207, Australia Ruiz de Alareén 12,28014 Made, Spain Dock House, The Waterfron, Cape Town 8001, South Aftica _ttp:/worw cambridge ong (© Cambridge University Press 2002 This book isin copyright. Subject to statutory exception ‘and tothe provisions of relevant collective licensing agreements, ‘no reproduction of any part may take place without ‘the written permission of Cambridge University Press. First edition published 1993 ‘Sccoad edition published 1996 ‘Third edition published 2002 ‘6th printing 2004 Printed in the United States of America Typeface Times 10\2 ‘System QuarkxPress® Library of Congress Cataloging in Publication data Gear, Jolene. ‘Cambridge preparation for the TOEFL test / Jolene Gear and Rober\Gear. 3rd. p. om, ISBN 0-521-78401-8 (book and CD-ROM) ISBN 0-521-78396-8 (book, CD-ROM, ‘and audio CDs) ISBN 0-521-78397-6 (book, CD-ROM, and audio caseettes) ISBN (0-521-78399-2 (audio CDs) ISBN 0-521-78400-X (audio cassettes) ISBN 0-521-78398-4 (CD-ROM) ISBN 0-521-95103-8 (CD-ROM demo) 1. Test of English as a Foreign Language Study guides. 2. English language Textbooks for foreign speakers. 3. English language Examinations Study ‘guides. | Gear, Robert. IL Title PEN28.G35 2002 $28°.0076 de21 (00-031217 ISBN 0-521-78401-8 Book/CD-ROM ISBN 0-521-78399-2 Audio CDs ISBN 0-521-78400-X Audio Cassettes Book/CD-ROM/Audio CD Pack Book/CD-ROM/Audio Cassette Pack CD-ROM Book design: MeNally Graphic Design Layouts and text composition: Dewey Publishing ServicesACKNOWLEDGMENTS ‘We would like to thank those people who made the publication of the Third Edition ‘of this book possible. Our deepest appreciation goes to Sylvia Bloch, Patti Brecht, Liane Carita, Jeff Chen, Tande Dewey, Susan Dodson, Laura Dorfman, Deborah Goldblatt, Arley Gray, Nadia Kalman, Andrew Libby, Kathy Niemezyk, Bill Paulk, Howard Siegelman, and Jennifer Wilkin of Cambridge University Press for their combined efforts and painstaking care in helping to bring the Third Edition into print. A special word of thanks also goes to our colleagues and students atthe University of Oulu, Finland, and ‘Arron Grow and his students and colleagues at Pierce College, Lakewood, Washington, for thei help with feld-testing the Third Eaition. ‘We would also like to express our gratitude to those people who helped with the First and Second Editions: These include Sandra Graham of Cambridge University Press who assisted us throughout the preparation of the First Edition; John Haskell our ETS consultant, who read and commented on the early drafts ofthe First Edition; William Gear for his continuous support and encouragement throughout the preparation of both editions; Ahmed Gomaa and ovr colleagues and students atthe University of| ‘Kuwait for initial piloting and suggestions; Ted Quock for his helpful comments in the pilot study; Karen Davy who assisted us in the preparation of the Second Edition; our colleagues and students atthe University of Bahrain for piloting material forthe Second Edition; and those teachers and students from the following institutions who took part in the initial fiek-testing of the book and cassettes: ‘American Language and Culture Institute ~ CSU, California, USA ‘Cambridge Centre for Languages, Cambridge, England CES Inc., New York, USA Ecole Centrale de Lyon, France Ecole des Cadires, Paris, France ESARC-ESSIGE, St. Clément, France D. B. Hood Community School, Toronto, Canada Instituto Americano, Florence, Italy ISMRA, Caen, France Kyoto YMCA English School, Japan Mohawk College, Hamilton, Canada Nichibei Kaiwa Gakuin, Tokyo, Japan San Jose Site University, Califomia, USA Sankei International College, Toyko, Japan Sheridan College. Mississauga, Canada nl Academy, Tokyo, Japan Temple University, Tokyo, Japan Trident College, Hiroshima, Japan Université Paris - Dauphine, France University of Arkansas at Little Rock, USA University of California Extension —Davis, USA University of Florida, USA University of Washington, USA Vincennes University, Indiana, USA‘We gratefully acknowledge permission to use the following materials Pages $0-53: CD-ROM ‘Test I reading passage for questions 111. The reading on interviewing is adapted from Stuatt Sutherland, Irrationaity: Why We Don't Think Straight, copyright © 1992 by Stuart ‘Sutherland. Printed by permission of Rutgers University Press and Constable Publishers. Pages 159, 582; CD-ROM Test 2, lecture for questions 35-40, ‘The talk about the “War of the Worlds” radio ‘broadcast is used by permission of the Skeprical Inquirer magazine. Page 304, Exercise R3, reading passage for example on screen, Anicle about mounties was originally published on the Royal Cenadian Mounted Police Internet site. RCMP/GRC © 1996-1999, Pages 305-306, Exercise R4, reading passage for questions 14, This article was adapted from the Web site ‘of the Rubber Pavements Association and used with its permission. Pages 379-382; CD-ROM Test 2, reading passage for questions 28-39. The reading on resolutions is adapted from Stuart Sutherland, Irrationality: Why We Don't Think Straight, copyright © 1992 by Stuart Sutherland Printed by permission of Rutgers University Press and Constable Publishers Pages 462, 588-589; CD-ROM Test 4, lecture for questions 34-38. The talk about the fossil record is used by permission of the Skeptical Inquirer magazine. (CD-ROM Test 5, lecture for questions 39-45, The talk in an economics cassis a summary of Chapter 2 in Richaed J. Maybury, Whatever Happened 10 Penny Candy? published by Bluestocking Press, PO Box 2030, Dept. TL, Placerville, CA 95667-1014, USA, and is used with permission of the author and publisher. wTothe user _xiif To the teacher vil Introduction to the TOEFL® Test 1 Reasons for taking the TORFL® Test ‘The TOEFL® Information Bulletins 1 Jnformation about the Computer-Based TOEFL® Test 2 Computer-Based TOEFL® Test format 2 Information about computer-adaptive tests 3 Scoring information 3 Writing scoring information 6 Information about the Paper-Based TOEFL® Test 7 Paper-Based TOEFL® Test format 7 Information about the answer sheet 8 Scoring information 8 How to take the TOEFL® Test successfully 10 ‘Tutorial for the Computer-Based TOEFL® Test 13 Diagnostic Test 35 Section 1 Listening 73 PARTA 73 Strategies to use for Listening, Part A 73 Practice with sounds 76 Exercise LI dentifying the correct soand 76 Exercise L2 Recognizing questions and statements 77 Exercise L3_ Identifying words that are pronounced the same but have different meanings 77 Exercise LA Identifying the meaning of the word in the conversation 78 Exercise LS Adentifying which meaning is correct 78 Exercise L6 Identifying multiple meanings 80 Exercise L7 Matching words 80 Exercise L8_— Practice with conversations 87wi Contents Practice with idioms and phrasal verbs 83 Exercise L9 Understanding idiomatic expressions 84 Exercise L10_ Identifying the correct idiom or phrasal verb 86 Exercise Lil Wentifying the correct meaning of expressions 88 Check your progress. 90 Exercise LI2. Minictest 91 Practice with various structures 94 Exercise L13 Practice with time, quantity, ar comparisons 97 Exercise LI4 Understanding causatives 100 Exercise LIS Understanding negative meaning 102 Exercise LI6- Understanding modals 104 Exercise L17 Wentifying conditions 106 Exercise LI8 Identifying causes and results 109 Check your progress 111 Exercise LI9 Mini-test 111 Practice with understanding meaning from context 114 Exercise L20 Identifying the purpose 115 Exercise L21 Understanding responses 115 Exercise L22 Identifying what people are doing 116 Exercise 123 Drawing conclusions 117 Exercise L24 Making inferences based on context /18 Check your progress 119 Exercise L25 Mini-test 119 PARTB 123 ‘Strategies to use for Listening, Part B 123 Practice with topics 124 Exercise L26 Predicting the topic from the first statement 125 Exercise L27 Identifying the topic from the first statement 125 Exercise L28 Determining ifthe topic is stated in the first sentence of the passage 126 Exercise L29 Identifying a change in topic 127 Check your progress 127 Exercise 130 Mini-test 127 Practice with details 129 Exercise 13] Understanding referents in a conversation or talk 13 Exercise L32_ Understanding restatements 132 Exercise L33 Getting all the facts 133 Exercise 134 Organining details 134 Exercise 135 Focusing on details 136 Exercise 136 Using details 139Contents Check your progress 140 Exercise 137 Minictest 141 Practice with inferences 145 Exercise L38 Understanding inferences 145 Exercise L39 Drawing conclusions 146 Exercise [40 Inferring reasons 148 Check your progress 148 Exercise LAT Mini-test 149 Exercise LA2 Listening Section Practice Test 15) Section 2 Structure 163 Strategies to use forthe Structure Section 163 Strategies to use for complete-the-sentence questions 164 Strategies to use for identify.the-ervor questions 164 Practice with nouns 165 Exercise SI Wdentilying count and noncount nouns 167 Exercise 2 Reviewing plural and singular forms 167 Exercise $3 Locating and checking plurals and singulars 168 Exercise $4 Checking noun forms 169 Exercixe $5 Checking nouns 170 Practice with articles and demonstratives 170 Exercise $6 \dentifying the need for articles 173 Exercise $7 Checking articles. 174 Exercise S& Checking demonstratives 174 Exercise $9 Correcting articles and demonstratives 175, Exercise $10 Locating and checking articles and demonstratives 175 Practice with pronouns and possessive adjectives 176 Exercise SI! Locating pronouns and possessive adjectives 177 Exercise $12 Checking pronoun and possessive adjective forms 177 Exercise S13 Mentifying referents 178 Exercise S14 Checking for agreement 179 Exercise SIS Completing sentences 179 Check your progress 180 Exercise S16 Ministest 181 Practice with subjects 184 Exercise $17 Focusing on subjects 186 Exercise S18 Locating subjects 187 Exercise $19 Checking subject-verb agreement 187 Exercise $20 Choosing the correct subject 188 Exercise $21 Understanding “it” 189 Exercise S22 Understanding “there” 196 Exercise S23. Checking “there” and “it” 191vill, Contents Check your progress 192 Exercise S24 Mini-test 192 Practice with verbs 195 Exercise $25 Exercise $26 Exercise S27 Exercise S28 Exercise S29 Exercise 830 Exercise S31 Focusing on verbs 202 Recognizing the passive and active voices 203 Checking verb tenses 203 Checking subject-verb agreement 204 Checking verb forms 204 Checking infinitives and gerunds 205 Completing the sentence 206 Practice with subject/auxword inversions 207 Exercise $32 Exercise $33 Exercise S34 Exercise $35 Identifying words and phrases that cause a change in word order 208 Locating inversions 209 Correcting word order 209 Completing the sentence 2/0 Check your progress 214 Exercise 536 Ministest 201 Practice with word forms 213 Exercise $37 Exercise $38 Exercise $39 Exercise $40 Exercise S41 Exercise S42 Identifying suffixes 2/6 Identifying functions 216 Checking noun forms 277 Checking verb forms 218 Checking adjective forms 2/9 Checking adverb forms 220 Practice with word choices 220 Exercise $43 Exercise S44 Exercise $45 Exercise S46 Exercise S47 Exercise S48 Exercise $49 Exercise $50 (Checking “and,” “," and “but” 223 (Checking “either ... or” “nether... nos." and “both ...and” 224 (Checking “so,” “as,” and “such as” 224 Checking “too,” “enough,” and “so” 225 Checking “many,” “much,” “few,” and “litle” 225 ‘Checking “like,” “alike,” and “unlike” 226 (Checking “another.” “the other,” “other,” “the others:” and “others” 226 ‘Checking frequently confused words 227 Check your progress 228 Exercise S51 Mini-tex. 228 Practice with clauses 230 Exercise $52 Exercise S53 Recognizing complete simple sentences 232 Recognizing complete complex sentences 232 Practice with noun clauses 233 Exercise S54 Exercise S55 Identifying noun clauses 234 Identifying noun clause functions 235Contents Exercise S56 Locating subjects and verbs in independent clauses 236 Exereise S57 Locating subjects and verbs in noun clauses. 236 Exercise $58 Checking verbs in noun clauses 236 Exercise $59 Choosing correct clause markers 237 Check your progress. 238 Exercise $60 Mini-est 238 Practice with adjective clauses 240 Exercise $61 Locating clause markers 243 Exercise $62 Locating adjective clauses 243 Exercise 563 Checking clause markers 244 Exercise 564° Choosing correct clause markers 244 Exercise S65 Locating subjects and verbs in adjective clauses 245, Exercise S65 Checking verbs in adjective clauses 246 Practice with reduced adjective clauses 246 Exercise S67 Locating adjective phrases 248 Exercise S68 Adentifying adjective phrases and clauses 249 Exercise S69 Recognizing whether or not clauses can be reduced 249 Exercise S70 Checking verb forms 250 Check your progress 250 Exercise $71 Mini-test 251 Practice with adverb clauses 253 Exercise $72 Locating adverb clauses 256 Exercise S73 Identifying adverb clauses 256 Exercise S74 Locating subjects and verbs of adverb clauses 257 Exercise $75 Checking verb tenses and forms 258 Exercise S76 Choosing correct clause markers 258 Practice with reduced adverb clauses 259 Exercise $77 Identifying adverb phrases and clauses 261 Exercise $78 Recognizing clauses that can be reduced 262 Exercise S79 Checking verb forms 262 Exercise $80 Choosing correct clause markers 263 Cheok your progress 264 Exercise S81 Ministest 264 Practice with comparing 266 Exercise S82 Locating phrases 208 Exercise S83 \dentifying kinds of phrases 268 Exercise $84 Checking comparatives. 269 Exercise $85 Checking paralle! comparatives 269 Exercise $86 Checking superlatives 270 Exercise S87 Checking expressions of equality and inequality 270x Contents Practice with parallel structures 271 Exercise S88 Locating parallels 271 Exercise $89 Checking for parallels 272 Exercise $90 Checking parallels 272 Practice with prepositional phrases 273 Exercise S9} identifying prepositional phrases 275 Exercise $92 Locating prepositional phrases 275 Exercise $93 Idemifying correct prepositions 276 Exercise S94 Identifying correct phrases 276 Practice with redundancies 277 Exercise S95. Checking phrases 278 Exercise $96 Identifying redundancies 278 Check your progress 278 Exercise $97, Mini-test 279 Exercise $98 Structure Section Practice Test 281 Section 3 Reading 285 Strategies to use for building reading fluency 285 Strategies to use for building vocabulary 286 Strategies to use for reading 288 Practice with vocabulary 289 Exercise Ri Understanding words in context 290 Exercise R2 Choosing the synonym 300 Exercise RI Finding synonyms 304 Check your progress 305 Exercise RA Mini-test 305, Practice with main ideas 308 Exercise RS Locating topics 309 Exercise R6 Selecting a topic sentence 3/7 Exercise R7 Checking the topic 312 Check your progress 314 Exercise R&— Mini-test 314 Practice with understanding details and restatements 316 Exercise RO Locating referents 318 Exercise RIO Understanding referents 319 Exercise RJ] Finding the referent 327 Exercise R12 Understanding transitions and connectors 322 Exercise R13 Inserting sentences 324 Exercise R/4 Identifying illustrations 326 Exercise RIS Identifying sentences 328Contents Exercise RI6Wentifying paragraphs 330 Exercise RIT Understanding exceptions 332 Exercise RI8 Identifying if statements are the same or different 334 Exercise RI9. Identifying restatements 335 Exercise R20 Locating restated information 338 Check your progress 339 Exercise R21 Mini-test 339 Practice with inferences 349 Exercise R22 Identifying inferences in statements 350 Exercise R23 Locating infered information 352 Exercise R24 Checking if a statement can be inferred 254 Exercise R25 Kdentifying inferences in paragraphs 355 Exercise R26 Making inferences 358 Exercise R27 Drawing conclusions 360 Check your progress. 361 Exercise R28 Mini-test 367 Exercise R29. Reading Section Practice Test 368 Section 4 Writing 389 Strategies to use for building essay-writing fluency 389 Strategies to use for the essay 390 WRITING PARAGRAPHS 391 Practice with topic sentences 391 Exercise WI Looking at topic sentences 391 Exercise W2 Checking topic sentences 392 Exercise W3/ Writing topic sentences 393 Practice with supporting ideas 394 Exercise W4 Checking supporting ideas 394 Exercise WS Checking paragraphs for supporting ideas 395 Exercise W6 Writing supporting ideas 395 Exercise W7 Writing supporting ideas in a paragraph 397 Practice with details 397 Exercise WS Adding details 398 Exercise W9 Adding details to paragraphs 399 Exercise WIO Further practice in adding details to paragraphs 400 Practice with organizing and writing paragraphs 400 Exercise WII Brainstorming 401 Exercise WI2 Combining related ideas 402 Exercise WI3. Writing topic sentences 403 Exercise WI4 Outlining 403ail Contents Exercise WIS. Adding details to the outline 405 Exercise WI6 More brainstorming 406 Exercise WIT Brainstorming for questions 406 Exercise 18 Writing paragraphs 407 WRITING ESSAYS 408 Practice with introductions 409 Exercise W19 Rewriting introductions 4/0 Practice with developmental paragraphs 411 Exercise W20. Writing developmental parsgraphs 471 Exercise W21 Comparing ant contrasting 412 Practice with conclusions 412 Exercise W22 Rewriting conclusions 4/3 Practice with analyzing essays 414 Exercise W23 Analyzing essays 4/4 Exercise W24 Scoring essays 415 Practice with answering essay questions 417 Exercise W25 Practice writing essays 420 Check your progress 421 Exercise W26 Mini-test 421 Exercise W27 Writing Seetion Practice Test 421 Practice Tests 423 Practice Test 1 424 Practice Test 2 457 Answer Keys 495 Diagnostic Test 495 Section J Listening 499 Section? Structure 513 Section 3 Reading 534 Section 4 Writing 545 Practice Test 1 550 Practice Test 2 554 Scripts 559 Diagnostic Test 559 Section I Listening 562 Practice Test 1 583 Practice Test 2 587 Index 591About the book and CD-ROM. Cambridge Preparation for the TOEFL® Test helps you build the skills necessary to answer the questions on the TOEFL® Test successfully. Also, it thoroughly familiarizes you with the TOEFL® Test format and suggests testtaking strategies to help you improve ‘your scores. ‘The book and its accompanying CD-ROM, which features seven practice tests, may be used as classroom text or for self-study. An extensive audio program is also available on audio cassette or audio CD. You may also wish to use the text to review or refresh your English-language skills, Important features of this program + An Introduction that explains what the TOEFL® Test js and other information that you need to know about the test. + A Tutorial that explains how to answer questions on the Computer-Based TOEFL® Test. + A.comprehensive Table of Contents that iden in the text. ies the content of each exercise + An accompanying CD-ROM for additional practice that features seven practice tests in the Computer-Based TOEFL® Test formal. + A Diagnostic Test, which helps you to pinpoint your weaknesses in English and then directs you to the exercises that will strengthen those areas, This test corresponds to Test 1 on the CD-ROM. You may take it on a computer, or as a paper-based test in this book. + ‘Testtaking strategies foreach ofthe four sections of the TOEFL Test — Listening, Structure, Reading, and Writing. ‘+ Exercises that isolate and gradually build upon specific skills needed for success on the TOEFL® Test + Several mini-tests in each section that use the TOEFL® Test format and sifow you to check your mastery of a particular set of skills. + A complete section practice test in the TOEFL® Test format at the end of the Listening, Structure, Reading, and Writing Sections. Each of these tests indicates Whether you have mastered the skills in that section. These section practice tests are combined to form one complete practice test that is included on the CD-ROM as Test 2 + Two full-length Practice Tests atthe end of the book, which give you further practice with the TOEFL® Test format and test-taking strategies. The answer keys to the Practice Tests direct you to the exercises that will help you strengthen those areas that are causing you difficulties. These tests correspond to Tests 3 and 4 on the CD-ROM, altadv To the User ‘An Answer Key, which explains the correct answers for many exercises and tests. A complete listening, program (available as audio cassettes or audio CDs)* that includes all the Listening exercises and Listening test material in the text. Like the actual TOEFL® Test, many different native American English speakers have been used in the recording to give you the opportunity to hear a wide selection of voices, Complete Scripts of all the Listening exercises and Listening test materials on the cassettes or audio CDs, The scripts aid you in checking your answers by allowing you to compare your responses with what you actually heard, ‘An Index that allows you to easily lacate exercises that build specific skills (for example, making inferences), or grammar points (for example, subject-verb agreement), Extended practice exercises, which provide additional work in some skill areas, Cross-references, which indicate the pages where explanations, scripts, or other related exercises can be found. The listening program is available separately for classroom use, oF as part of a ‘pack for self study. A list of ISBNs is included on the copyright page of this book. Important features of the CD-ROM Seven computer-based practice tests, which consist of the four tests that are found in the book (the Diagnostic Tes, End-of-Section Tests. and two Practice ‘Tests) and three additional tests that are not included in the book. All ofthe tests on the CD-ROM are designed to simulate the experience of taking the actual ‘Compster-Based TOEFL® Test. ‘A Full Tutorial and a Quick Tutorial that explain how to answer questions on the ‘Computer-Based TOEFL® Test. ‘The same icons as on the Computer-Based TOEFL® Test to familiarize you with the appearance of the computer screens on the test. ‘Two options that give you the choice of taking the test either as a simulated TOEFL® ‘Test (Full Practice Tests) or with access to answers and explanations during or following the test (Practice and Study). Abookmark option that allows you to stop the program during a test and come back to the same place to continue tater. Assection choice option in Practice and Study that allows you to choose a particular section where you may want 10 focus more attention, A show text option in Practice and Study that allows you to read the script as you listen, ‘An Answer Key that explains the correct answers,To the User xv How to use Cambridge Preparation for the TOEFL® Test 1. Go through the Turorial that starts on page 13 or on the CD-ROM to learn how to answer the types of questions you will see on the TORFL® Test. 2. Complete the computer-based Diagnostic Test (Test 1) on the CD-ROM or the ‘paper-based Diagnostic Test beginning on page 35. This will highlight areas that ‘you need to concentrate on the most so that you will not spend time studying material you already know, 3. The computer-based Diagnostic Test (Test 1) will give you a good idea of the areas where you need more practice, Answer feedback will direct you to relevant skill-building exercises in the book. If you take the paper-based Diagnostic Test, check your answers using the Answer Key starting on page 495. For every wrong answer you choose, the Answer Key ‘will direct you to exercises that will build the skills you need in order to answer that (ype of question comrectly. 4. Read the strategies at the beginning of the Listening, Structure, Reading, and Writing Sections. 5. Work through the exercises that concentrate on the skills you need to develop. “Take the mini-tests as you proceed thcough a section to check your progress 6. When you have finished all the necessary exercises in a particular section, take the zest atthe end of that section or take the appropriate section test on CD-ROM ‘Test 2. For example, once you have worked through the Listening exercises, take the Listening Section Practice Test at the end of the Listening Section or do the stening Section of Test 2 on the CD-ROM 7. Take the Practice Tests. You may want to take one halfway through your course of study to confirm your progress. You may want to leave one to take as a final check before taking the actual TOEFL® Test. 8. If you take the CD-ROM Practice Tests, the program will give you answer feedback that will direct you to skill-building exercises in the book. If you take the paper-based Practice Tests in the book, check your answers using the Answer Key. In many cases, the Answer Key will direct you to exercises will belp you build the skills you need in order to answer that type of question correctly. Notes: Its probably not necessary for you to do every exercise in this book in preparation for the TOEFL® Test, so concentrate on the exercises covering your weaknesses as indicated by the Diagnostic Test and the Practice Tests. Moreover, it is not necessary for ‘you to complete all ofthe items within an exercise. If you discover that an exercise is too ‘easy for you, go on to exercises that will be more challenging. (On the CD-ROM, you can move through the questions al your own pace. In order to complete all of the questions in a timed test, you should try to pace yourself by paying attention to the number of questions and time remaining. ‘On the cassettes or andio CDs, all Listening tests and mini-tests give you the same amount of time (12 seconds) to answer the questions as on the Paper-Rased TOEFL® Test In the skill-building exercises, pause the cassette or audio CD after each question if you need more time to answer or if the question requires a written answer.‘The Diagnostic Test show you the areas that your students need to concentrate fn the most. Don’t fel that every exercise, oral items within an exercise, must, be completed. If you are preparing students for the Computer-Based TOEFL® Test, you may want twencourage them to take some of the tests in simulation mode (Full Practice Tests), ‘which mimics the same test conditions that they will experience during the sctual test, and some of the tests in practice mode (Practice and Study), which gives students the option of checking each answer while going through the Lest If you are preparing students for the Paper-Based TOEFL® fest, provide the same test conditions while they are doing the exercises and tests in the TOEFL® Test format that they will experience during the actual test (ie. use answer sheets, play the cassettes or audio CDs without pauses, and allow only one section to be worked on during the time allotted). In listening skill-building exercises, pause the cassette or audio CD after each question if students need more time to answer or ifthe question requires a written answer. In order to manage time efficiently on the Computer-Based TOEFL® Test, students should become sccustomed to checking the time and number of questions remaining. ‘There are about 30 seconds allotted for Listening questions. Encourage students to answer items in the Paper-Based TOEFL® Test format within 12 seconds. This is the time allowed on the Paper-Based TOEFL® Test, Use the exercises in all sections to build skills in other areas ‘There may be many unfamiliar words throughout the sections, which would be ‘useful to learn in order to improve not only reading and listing skills, but also to build word-form recognition skis for grammar items. Help students to identify ‘which of the words are useful and which may never be encountered again. Making inferences, drawing conclusions, and identifying topies are important skill to acquire for success in both listening and reading comprehension. Understanding the grammatical structure of a sentence is important for determining the meaning of a Listening Section item. ‘The formats ofthe Listening lectures, the Reading passages, and the Writing essays ate similar; that is, dey all begin with an introduction that includes the topic, continue with ideas that support the topic, and end with a conclusion. In class, focus on areas that the Diagnostic Test has indicated most students are ving trouble understanding. Homework assignments canbe individualized so that each student can focus om his or her specific areas of difficulties. Stress to students that all English-language experience is useful in studying for the TOEFL® Test. In addition to the exercises in the book, you may wish to assign related homework or in-class activities. Watching an English-language movie or television program, reading articles in an English-language newspaper or magazine, and listening to English-language radio programs are all helpfu! in improving students’ knowledge of English,Reasons for taking the TOEFL® Test ‘The Test of English as a Foreign Language (TOEFL®) is an examination that is administered by the Educational Testing Serviee (ETS) and used to evaluate « nonnative English speaker's proficiency in the English language. Many North American colleges and universities, as well as a large number of institutions, agencies, and programs, ask for oficial TOEFL® Test score reports. An acceptable score on the TOEFL® Test depends on the specific requirements of the particular institution or agency involved ‘To be admitted t0 a North American college or university, you will probably need a computer-test score of 150 t0 215 (or a paper-test score of at least 475 10 550). Although some colleges accept students with a score under 130 (computer test) or 450 (paper test), usually those students are required to enroll in remedial classes or in ESL classes as part ‘of their course of study. Other colleges and universities require a higher score (250+ on the ‘computer test or 600+ on the paper test). This score is frequently required for students who wish to work at the graduate level. A few colleges and universities do not require nonnative English-speaking students to take the TOEFL® Test, They may, however, have their own English proficiency exam that students are required o take upon arrival. Because these exams test the same skills as the TOEFL® Test, preparing yourself for the TOEFL® ‘Testis good way to prepare for any English proficiency exam. The TOEFL® Information Bulletins ‘Two TOBFL® information bulletins include the necessary registration forms and instructions for completing the forms, as well as information concerning methods of payment, special services, identification requirements, testing sites, and refund policy. 1 you are preparing for the computer-based test, you will need the TOEFL® CBT Bulletin. If you plan to take the paper-based test, you will need the Supplemental Paper TOEFL® Bualetin. To receive a copy of cither information bulletin, write to ETS at the following address and specify which bulletin you need, ‘TOEFLITSE Services P.O. Box 6151 Princeton, NJ 08541-6151 usa Ifyou have access to the Internet, you can order or download either of these bulletins. The TOEFL® Web site address follows. butpuhwwwtoeflong ‘You can also contact TOEFL/TSE Services using the following e-mail address. toefl@ets.ong Depending on where you live or the circumstances in which you are taking the test, ‘you will have to tke ether the computerized test or the paper test. You should find out which ‘est you will be taking so that you can become familiar with its requirements and test format.Introduction to the TOEFL® Test Information about the Computer-Based TOEFL® Test Unlike the Paper-Based TOEFL® Test, you can schedule an appointment forthe corputer- based test atthe testing ceiter on the day you want to take the test, However, since there is no guarantee that there will be an available workstation, you may Want to set up an appointment in advance by phone, fax, or mail. For information about availability, contat the appropriate Regional Registration Center (RRC) for the country you are testing in ‘A list ofthese centers can be found on the TOEFL® Web site (http:/Awww.toef.ore). (On the Paper-Based TOEFL® Test, the Writing test is a separate test and is scored separately. However, on the Computer-Based TOEFL® Test, the score for Writing is a component ofthe score for the Structure Section. Even though the college or university swhere you are applying may not require a score for Weiting, you will have to waite the essay to complete the Computer-Based TOEFL® Test Plan on being a the test center for up to five hours. On the day of the test, you will be required to go through several tutorial lessons that teach you basie computer skills and how to angwer the test questions. You can spend as much time on the tutorials as you want. The total time for taking the Computer-Based TOEFL® ‘est is under four hours; the Writing test takes approximately thirty minutes. Remember that in addition o the actual test-taking me, time is nceded for checking identification, following the score reporting procedures, aking ‘he ten-minute break, and so forth. You cannot take the TOEFL® Test more than once a month. Colleges and universities usually consider only the most recent score. ETS keeps reeords of scores for (Wo years. You will probably have to take the TOEFL® Test again if your score report is more than two years old. Computer-Based TOEFL® Test format Table 1 shows the format and the number and types of questions you can expect to see on the Computer-Based TOEFL® Test TABLE 1 ee a Number Number of questions Total number Listening of passages per passage of questions Time Short dialogues m7 1 Short conversations 23 23 30-59 40-60 Lectures and discussions 4-6 36 minaes Structure Number Total number ofitems of questions ‘Time Completing sentences correctly 10-15 20-25 15-20 Identifying errors 10-15 minutes Number Number of questions Total number Reading of passages per passage of questions Time Reading comprehension 4-5 10-12 4455 70-90 minutes Writing Number - 3 _—__Sfessays__ Time 30 minutes The Listening Section wil have betwee tity and fity-nipe questions. You will have fifleea to weuty-ive ‘minus to answer the questions. The clock doesnot un while you are lsterng tothe spoken passages and guetons only when you are answering the questions.