REVIEW OF TOEFL’ iBT SECTIONS READING OVERVIEW OF THE READING SECTION ‘The Reading section tests your ability to understand reading passages lke those in college textbooks. The passages are aout 700 words in length, ‘There are two formats for the Reading section. On the short format, you will read three pas ‘ages, On the long format, you will read fe passages. Alter each passage, you will answer 112-14 questions about it. Only three passages will be graded, The other passages are part of ‘an experimental section fr fulury tests. Because You will Not know which passages will be ‘graded, you must try to do your best on all of them. 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. Clik on the word or phrase o see a glos- sary definition or explanation, Choose the best answer for mutiple-choice questions, Follow the dlrections on the page or on the Screen for computer-assisted questions. Most questions are worth 1 point, but the last {question in each passage is worth more than 1 point ‘The Reading section is divided into parts. Click on Next to go to the next question, Cck on Back to return to previous questions. You may return to previous questions forall ofthe pas Sages in the same par, but ater you goto the next part, you wil not be able to retum to pas: '29es inthe previous part. Be sure that you have answered al ofthe questions forthe passages, in each part before you cick on Next at the end of the passage to move to the nex 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 tho part that is open ‘You wil have 20 minutes to read each passage and answer the questions for that passage. You will have 60 minutes fo complete all of the passages and ansmer all ofthe questions on the short format and 100 minutes to read all of the passages and answer all ofthe questions on ‘he long format. clack on the sereen will show you how much time you have to complete the Reading section,AEVIEW OF TOEFL®IGT SECTIONS REVIEW OF PROBLEMS FOR THE READING SECTION > Prompts Aprompttor the Reading section s usualy a passage rom an undergraduate college textbook in one of the natural sciences, social sciences, humanities, or arts. The length of the passage is ‘om 850 to 800 words. If tere are technical words, they are explainad ina glossary ater the passage. There are ether three or five prompts in the Reading section with twelve to fourteen questions after each prompt. When you are presented with three prompts, all three will be ‘faded. When you are presented with five prompts, only three willbe graded, and two wil be used for experimental purposes. You should do your best on all ve prompts because you wil not ‘know which of them will be graded. Problems 1~14 in this review refer to the folowing prompt “Producers, Consumers, and Decomposers” > Orgarisms that are capable of using carbon cixie as thor Sl source of ‘carbon are called autotiphs (sell-feeders), ot producers, These are the plants. They chemically fix carbon through photosynthesis. Orgasms that dopend on producars as ther carbon source ae called hetororophs (eed on others), or consumers. Generally, these are animais. Fom the producers, which manufacture ther own food, energy fows though the eystem long ci cuit called the food chain, reaching consumers and eventually derives. Organisms that shar the same basi foods are salto be atthe same trophic level. Ecosystems gonerally are structuredinafood web, a complex network of Interconnected food chains. n& food web, consumers participate in svera ct- ferent food chains, comprising both strong interaclons and weak interactions between species in the food web. Primary consumers feed on producers. Al Because producers are always plants, the primary consumer is called an herbvore, or plant eater. A carnivore is a secondary consumer and primarily eats meat. [8 A consumer that feeds on both producers (plants) and consumers (moat scaled an omnivore. F_-_Dotitvors (dtetus feeders and decompesers) are the tinal ink inthe end- tess chain. ( Detitvores renew the entre system by releasing simple ino ganic compounde and nuvents with the breaking down of organic materials Detitus refers to all the dead organic debris—remains, allen leaves, and ‘wastes—tatlving processes leave. Det fooders—worms, mites, torts, centipedes, sna, crabs, and even vutres, among GAEE—work ke an ary © consume detrus and excrete nutrients that fuel an ecosystem. Decomposers ae primary bacteria an fungi that igest organic debris outside ther bodies and absorb and release nutients Inthe process. This metaboic work of micobil An example of a complex community is the oceanic food web that includes kala primary consumer, Kris shrimplke crustacean that Is @ efor food for anintorelted group of organiame, cling whales, ish seabirds, soals, and suid inthe Antarctic region. Al ofthese organisms parcinatein numerous other food chains as well, some consuming and some being consumed. Phytoplankton begin tis chain by harvesting solar energy in photosynthesis. Herivorous 20o- plankton suchas kil and other otganisms eat Phytoplankton Consumers eat il at he next trophic level. Because kil are a proteins, plentlfod, inoroas- ingly factory ships, such as thosé from Japan and Russia, seek them out. THe rua! kr hart Gunny Siew’ MN GFE RIRBSANT SS O55 Tok chickens and fvestock ae a poten fo human congugton! Efficiency ina Food Web 3) Any assessment of world food resources depends on the level of consumer being targeted. Let us use humans as an example. Many people can be fed it heats eaten crecty. However, f the grain is ist fed to cattle (herbivores) and then we eat the beat, the yield of avaliable food energy is cut by 90% (810 kg of ‘grain is reduced to 82 kg of meat}; far fewer people can be fed from the same land area, FA _interms of energy, oly about 10% of the Klocalores (food calories, not heat calves) in plant mattor survive from tho primary tthe secondary optic, level. When humans consume meat instead of grain, thor Isa further loss of biomass and aded ineflency. More nergy islost the ervronment et each Progressive stp inthe food chain. You can see that an oniveros cet suchas ‘hat ofan average North American and European is qute expensive in terms of biomass and enargy. Fi) > Food web concepts are becoming politicized as world food issues grow ‘more critical. Today, approximately half ofthe cutvated acreage In the Urited ‘States and Canada is planted for animal consumpon—beef and dairy cate, hogs, chickens, and turkeys. Livestock feed includes approximately 0% ofthe ‘annual com and nonexported soybean harvest. In adalton, some lands cleared Of rainforest in Cental and South America were converted fo pasture to produce beet for export to restaurants, stores, and fast-food outlets in developed coun- ties. Thus, ifesyle decisions and dietary pattems in North America and Europe are perpetuating inefficient food webs, not to mention the destruction of valuable resources, both here and overseas, Glossary ‘hytoplankton: a plant that lives inthe sea and produces its own energy source trophic level: category measured in steps away from the energy input in an ecosystem RERONG 25REVIEW OF TOEFLEIBT SECTIONS > Problems ‘The problems in this review represent th types of questions that are most frequently tested on ‘he TOEFL. They will appear randomly after a reading passage. Directions will appear with the {questions but if you already recognize the type of problem inthe question presented, and you are familar with the rections, you wil save time. The less tne you have to spend reading directions, the more time you will have to read the passages and answer the questions. The ‘numberof points assigned to each problem is based on the evaluation system for the TOEFL. ‘The frequenoy lee! for each problem is based an the average number of thirty-nine questions that are usually included in a Reading section of three prompts. Low on Average = 1-2 igh a4 Very high 5+ Proew 1: True-Fase A True-False problem asks you to identi the true statement Choose from four sentences. Points—1 Frequency Level—Average 1. According to paragraph 1, which ofthe following is rue about autotrophs? © They use a chemical process to produce their own food, © They require plant matter in order to survive. © They need producers to provide them with carbon, ‘© They do not interact with other organisms in the food chain. Paragraph 1 Is marked with an arrow [2]. Paosuew 2: Vocaswany ‘A Vocabulary problem asks you to choose a general synonym. ‘Choasa from four words or phrases. Points —t Frequency Level-Very high 2. The word 86 inthe passage is closest in meaning to © major © steady © ony © idealREADING Paosuem 3: Teams {A Terms problem asks you to explain @ word that ie specie tothe reading passage. (Choose from four definitions, Poinis—1 Frequency Level—Average 3, Based on the information in paragraph 1, which ofthe fllowing best explains the term “Food web © Energy manuiactured by producer organisms in the food chal ® Another term that defines the food chain © Anintoractve system of food chains ® Primary and secondary consumers inthe food chain Paragraph 1 is marked with an arrow [9 ‘Paosuen 4: Inrenence ‘An Inference problem asks you to draw a conclusion based on information in the passage. (Choose from four possiblities. Points—1 Frequency Level— Very High 4. tmay be concluded thet human belngs ara omnivores beestse ‘® people feed on producers for the most part © people are usually tertiary consumers ‘© people generally eat both producers and consumers ‘© most people are the top carnivores inthe food chain Paostem 5: Rerenence ‘A Reference problem asks you to Identity a word or phrase in the passage that refers to another word or phrase, Choose trom four words or phrases in the passage. Prints—1 Frequency Level—High 65. The word others inthe passage refers to © dobris © teoders © processes © natienss 2REVIEW OF TOEFL*IBT SECTIONS Paoscens 6: Ponpose |A Purpose problem asks you to understand why the author organizes a passage or explains a Concopt in a spect way. ‘Choose fram four reasons. Points—t Frequency Level—Average 6, Why does the author mention kil in paragraph 42 © To suggest a solution fora probler'n the food chain © To provide evidence that contradicts previously statad opinions, ‘© To present an explanation forthe king of kil © To give an example ofa complex food wed Paragraph 4 is marked wit an arrow [- Prose. Panarnaase |A Paraphrase problem asks you to choose the best restatement. ‘Choose from four statements. Points—1 Frequency Level-High 7. Which ofthe sentences below best expresses the information inthe highightod etatement in the passage? The other choices change the meaning or leave out important information. ‘© Partot the one millon tons of kil harvested annually Is used for protein in animal feed. © Bath livestock and chickens as well as humans eat krill as a main part oftheir diets. © The principal use of kil Is for animal feed, although some of the one milion tons is ‘eaten by people. ‘© More than one milion tons of kil is eaten by both animals and humans every year. Prosuew 8: Deran ‘A Detail problem asks you to answer a question about a specific point in the passage. ‘Choose from four possibie answers. Points—1 Frequency Level—Very high 8, According to paragraph 7, how much land is used to grow crops for animal feed”? ‘® 80 percent of the acreage in Europe 7 ‘© Most of the rainforest in Central America {© 50 percent ofthe farm land in Canada and the United States © Half of he land in North and South Aririca Paragraph 7 is marked with an arrow (-© pacing Prosuem 9: Cause ‘A Cause problem asks you to expiain why something inthe passage oxcurrad, (Choose from four reasons. Points—t Frequency Level—Average 9. According to paragraph 7, food webs are ineficient because ‘© consumers in developed nations prefer animal protein © pallcians are not paying attrtion to the issues © there are not enough acres to grow crops efficiently ‘® 100 much of the corn and soybean harvests are exported Paragraph 7 is marked with an artow [3]. ~ Prostem 10: Ormnow ‘An Opinion problem asks you to recognize the author's point of view. ‘Choose from four statements, Proints—1 Frequency Level—Average 10. Which ofthe following statoments most accurately reflects the author's opinion about food ® Too much grain is being exported to provide odd for developed nations. ‘© More forested land needs to be cleared for food production in developing nation. ‘© Food choices in daveloped nations are very cost in terms ofthe environment. © More animal protein is needed in the dlets of people in develophg nations. Prowten 11: Inset ‘An Insert problem asks you to locate a place inthe passage to insert asentonce. ‘Choose from four options marked with @ square. Points—1 Frequency Level—High 11. Look a the four squares [4] that show whore the following sentence could be inserted in the passage. ‘Atortiary 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? (5) (Click on a square [ml to Insert the sentence Inthe passage,2» Rey “VOF TOERLeIBT SECTIONS Posten 12: EXCEPTION ‘An Exception problem asks you to solecta statament that includes information NOT in the pas- sage. (Choose from four sentences. Points—1 Frequency Level~Average 12, According tothe passage, all ofthe folowing characteristics describe producers EXCEPT ® Producers serve as food for consumers. ® Producers make their own food. ‘© Producers form the fist trophic level. (© Producers include bacteria and fungi Prosuew 18: Cuassescenan ‘A Classification problem asks you to match phrases with the category to which they refer (Choose phrases fortwo or three categories, Two phrases will not be used. Points—1—4 points for seven choices PPoints—1-3 points for five choices 1 point for 4 correct answers 4 point for 8 correct answers 2 points for § correct answers 2 points fr 4 correct answers 3 points for 6 corect answers 8 points for correct answers ‘points for7 correct answers Frequency Level—Low 18, Direetione: Complete the table by matching the phrases on the lft withthe headings on the right. Select the appropriate answer choices and drag them tothe type of ofganism to ‘which they relate, TWO of he answer choices wil NOT be used. This question is worth 4 points. “To delete an answer choice, click oni. To soe the passage, click on View Text, ‘Answer Choices Producers |B Depend upon photosynthesis to survive +o Bl Has a weak interaction among species +o Generally consist of animal ite forms Consumers 1B) Incude both herbivores and carnivores “a {E_Form the last ink in the food chain +o |B. Eatmeat as one ofits primary food sources Feed on dead plants and animals Decomposers Ave always some variety of pant ite -o ! a Made exclusively of inorganic materials .‘Pros.ew 14: Sumwany READING ‘A Summary problem asks you to complete a summary ofthe passage. ‘Choose thrae sentences from six choices. Three sentences wll not be used Points—1-2 4 point for 2 correct answers 2 points for 3 corect answars Frequency Level—Average-High 44. Directions: An introduction fora short summary ofthe passage appears below. Complete the summary by selecting the THREE answer choloes 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. oes Answer Choices ® Consumes, primarly animals, feed on producers, plants which manufacture thelr own food source through photosyn- thesis. B Decomposers cigest and recycte dead Plants and animals, releasing inorganic ‘compounds nto the food chain Since more energy is depleted into the environment at each level in the food chain, dietary choices attect the eff ciency of food webs. {©} Among consumers, human beings are considered omnivores because they eat not eny plants but also animals. IE] An example of an undersea food web includes phytoplankton, krill, and fish a. wall as birds, seals, and whales. |B. Rain forests are being cut down in order to clear pastureland for cattle that can be exported to countries with fast-food restaurants2 PREVIEW OF TOEFLSiBT SECTIONS READING STRATEGIES In addon to the academic skis that you will len in Chapter 3, there are several reading strategies that will help you succeed on the TOEFL and after the TOEFL > Preview esearch shows that Ils easier to understand what you are reading if you begin with a gen- ‘eral idea of what the passage is about, Previewing helps you form a general idea ofthe topic “To preview, fist read the tile, the headings and subheadings, and any words in bold print or itales. You should do this as quickly as possible. Remember, you are reading not for specific. information but for an impression of the topic. Next, read the first sentence of each paragraph and the last sentence ofthe passage. Again, this should take seconds, not minutes, to com plate, This ime you are looking for the main idea. + Look at the title and headings ‘Read the fist sentence of every paragraph '* Fld the last sontonce of the passage > Read faster “To oad taster, read for meaning. Ty to understand sentences or even paragraphs, not indvide tual words. To do this, you should read phases instead of reading word by word. Practice using ‘the vision that allows you to see on either side ofthe word you are focusing on with your eyes. “This s calle perpheral vision. When you drive a car, you ae looking ahead uf you bul you are really taking In the tatfic situation on both sides. You are using peripheral vision to move for- ‘ward. This is also important in learning to read faster. Your mind can take in more than one ‘Word atthe eame time. Just think i you stopped your car every time you wanted to know what ‘was going on inthe next lane! You would never get to your destination. To read faster, you have to read for ideas. If you don't know the meaning of a word but you understand the sentence, ‘move on, Dan't stop to look up the word in your dictionary. Dont stop your ca. «Use peripheral vision © Read for meaning > Use contexts Botore you can use @ context, you must understand what a contexts. In English, a context is the combination of vocabulary and grammar that surrounds a word, Context can bea sentence ‘ora paragraph or a passage. Context helps you make a general prediction about meaning. if yu know the general meaning ofa sontence, you also know the general meaning ofthe words in the sentence. Making predictions from contexs is very Important when you are reading a foreign language In this way, you can read and understand the meaning of @ passage without stopping to look up every new word in @ dictionary. On an examination like the TOEFL, dict aries are not permitted in the room. Of course, you have to know some ofthe words in order to have a context for the words that you don't know. That means that you need to work onlearning abasic vocabulary. and then you can make an educated guess about the meaning of naw words by using the context ‘= Learn basic vocabulary ‘© Leazn new words la context > Make inferences ‘Sometimes you will find a direct statement of fact in a reading passage. Other times, you wil not finda direct statement. Then you will need to use the facts as evidonce to make an Infer- lence, An inference isa logical conclusion based on evidence. it can be about the passage itso or about the author's viewpoint. For example, you may begin reading a passage about the Native Americans who fved on the plans. You continue reading and note that they used buf {alo for food, Later, you read that they used bua for clothing and shelter. From these fact, you can draw the conclusion that the buflalo was very important in the culture ofthe plains people. The author did not state ths fact directly, but the evidence allows you to make an infer- Locate the evidence ‘© Draw conclusions > Skim and scan ‘To scanis to lt your eyes travel quickly over a passage in order to find something specific that ‘you are looking for. By scanning, you an find the place in a reading passage whore the answer toa. question is found. First, read the question and look for a reference. A reference in ‘the TOEFL wil identty 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 inthe passage. The paraphrased sentences and the ‘vocabulary words on the TOEFL are shaded to help you find them. If question does not have a reference fike an arrow or shacing, then you should find the Important content words in the question. Content words are usually nouns, verbs, oF adjec= tives. They are called content words because they contain the meaning of @ sentence. Now ‘scan the passage for the same content words or synonyms of the words in the questions. Finally, reac those specific sentences carefully, and choose the answer that corresponds tothe ‘meaning ofthe sentences you have read, ‘+ Rolerto arrows and shading Locate the dotais © Check for exceptions > Make connections Reading is ke having a conversation withthe author. Your mind makes connections with the passage. Sometimes this will happen when you ate reading and a word or phrase refers back toa previous point in the passage. On the TOEFL, one question requires you to insert a sen- tence at the most logical place in a passage n 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. 1 Find reteronoos * Insert sentences > Summarize ‘A summary incudes only the main idea and the major points in a passage. Although a pas- ‘sage may contain many points only the most important are included in @ summary. In English, ‘many writers tend to use a formula with one main idea and three major points. tis customary to find between two and four major points in a short passage. \When you are reading content mataral in textbooks or on examinations, pause atthe end ‘of a section to summarize, Fist, re-read the tile of the section heading. State the main idea “Then, summarize the major points from that section. You can summarize by speaking or wit. ing. The last question on the TOEFL is often a summary ofthe entire passage. ‘State the main idea # Ustthe 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 poopie, itis not a good use oftheir timo. They prefer to read once to get a general idea of the passage and then to go back and scan for each question. The way that you use your time is a very personal choice. When you take the model tests in the next chapter, practice by taking notes on some passages and by scanning on other passages. Use the model tests to detor- ‘mine whether you should spend time taking notes on the reading passages. > Paraphrasing ‘This s the most important academic ski for the Reading section. Many ofthe questions and ‘answer choices are paraphrases of information from the passage. Your ably to recognize Paraphrases willbe essential for you to score well on this section, > Summarizing ‘The last question for every reading passage will require you to summarize the passage either by cassiying information or by distinguishing between major points and minor points. Your skill in summarizing willbe important bacauso the last question is worth more points than the other questions. > Synthesizing This important skilis teste in other sections of the TOEFL® iBT.QUIZ FOR THE READING SECTION READING This is a quiz for the Reacing section of the TOEFL® IB. This section tests your ability to Understand reading passages like those in colage textbooks. During the quiz, you wil read ine reading passage and respond to 14 questions about t. You will have 25 minutes to reed the passage and answer the questions. You may take notes while you read. You may use your noles fo answer the questions. “The Heredity Versus Environment Debate’ E)__ The past century has seen heated controversy about whether inteligance, ‘hich relates strongly to school achievement, i determined primary by hered- iy oF by environment} When 10 tests were undergoing rapid development ‘eauly in the twentieth century, many psychologists believed tha Intaligence was Environmentalist view. By the middle of tho twentieth century, numerous studies had counteracted the harecitaran view, and most social scantists took the position that envionment is as important as or even more important than heredity in determining inteligence. (C) Socisl scientists who sirase the environmentalist view of intelligence generally emphasize the need for con- tinual compensatory programs boginning in infancy. Many also rtcze the use ‘of IQ tests on the grounds that these tests are culturally biased. James Flynn, who collected similar data on other countries, found that massive" galns in te 10 soores of the popuation in fourteen nations have courted during the twentieth century. KRESETaStoranensaeSSTaRG NS -Fiynn’s ahalysis; largely stemmed iottronnigenelicaingntibarianten thie popules ‘on baton ervronmenta cnsnges aro TEcDaMETIAINASTOT SAS _BaSgsse! by 10.1868 Tocston Huson end his coleagues also have concluded, alter reviewing large amounis of ga, that improvements in economic and social conn, and particule in the avaleity of schooling, can produce substantial gene in average 10 from one generation tothe net. In genera, educalors commited to improving the performance of low-achieving students find tse studies encouraging > Hereditarian view. The hereditarlan view of intelligence underwont & major revival in the 1970s and 1980s, based particularly on the wings of Arthur Jensen, Fichard Hermstein, and a group of researchers conducting the Minnesota Study of Twins. Summarizing previous research as wel as their own studles, thse researchers identified heady asthe major factor in determining intetigence—accouning for up t 60 percent ofthe variation in 1 scores, Jensen pubshed highly controversial study in the Harvard Educational Revie in 1960, Pointing out hat Acar Ameteans averagod about 15 pln below whites on 10 tsi, Jensen atbuted thie gap fo © geno cifronce Detwaen the two races in leering abies and pattems. rics countered onsen's arguments by contending that host of envenmenia factors thatREVIEW OF TOEFLS iBT SECTIONS affect 10, including malnutrition and prenatal care are dificult to measure and Impossible to separate from hereditary factors. 10 tests are biased, they sald, land do not necessary even measure inteligence. Alter his 1968 article, ‘Jenson has continued to cite data that he belleved lnk inteligence primarily to ‘heredity His crtos continue to respond with evidence that environmental fsc- tors, and schooling In particular, have @ major influence on 0. FB > Synthesizers’ view. Certain socel scientists have taken a middle, ory theslng” poston inthis controversy. The synthesizers view of intelligence holds that both heredly and environment contribute to ferences in measured Intaligenee. For example, Chistopher Jencks, aor reviwng a larg amount of data, concluded that hare is responsible for 45 percent ofthe 10 variance, feavonment accounts fr 35 petoent, and lteracton between the two Cinte- ‘ction’ meaning that parla abit theve or wthor in specie environmen) ‘ascounts fr 20 percent. Robert Nichols reviewed all 858 and other data and concluded thatthe tue valve fc heredity may be anywhere between 0.40 and 0.20 but thatthe exact value has ite importance for poly. In general, Nichols and other synthesizers meintln that heredity determines the fixed limits ofa range; win those limits, the interaction between environment and heredly Yield the incivcuate itallgenco, In this view, even if interactions between heredity and environment limit our ability 1 specily exactly how much of a childs inteligence rellets environmental factors, teachers (and paronts) should provide each child witha productive envionment in which to realize her ‘orhis maximum potenti Glossary 1G: Inteligence quotient; a numerical value for inteligence 1. According to paragraph 2, which ofthe following is true about ervironmentaists? ‘© They had only afew studies to prove thelr viewpoint. ® They did not agree withthe use of 10 tests to measure intoligence. © They did not believe that educational programs could raise 10 scores. ‘® They were already less popular by the mid twentieth century Paragraph 2 Is marked with an arrow [3 2. Which of the eantences below best expresses the information inthe highiighted statement inthe passage? The olher cholces change the meaning or lee out important information. ‘© Changes in the ervironment rather than genetic progress caused an increase in 1 scores, according to studies by Fiynn. @ Finn's studies were not conclusive in identifying the skils that resulted in improve- ‘ments on 1 tests. © 1Q test results in research by Flynn did not improve because of genetics and cervionment, ‘® The reason that gains in 10 tests occurred was because ofthe changes in skits that were testedREADING 37 3. The word din the passage is closest in meaning to © exports ® advice © arguments © information 4. Why does the author mention the "Minnesota Study of Twi in paragraph 4? © To argue that environments mora important than herecsty ‘® To prove the importance of horedty in measuring IQ © To establish the synthesizers view of intoligence © To summarize previous research before designing a new study Paragraph 4 is marked with an arrow [>]. 5. According to paragraph 4, what can be inferred about the results of the Minnesota Study of “wins? © Twins brought upin diferent environments probably had similar IQ scores. ‘© The environments were more important to [Q than the genetic similarity of twin. ‘® The study cid not suppor the previous work by Jensen and Hermstein, © The 1 scores of twins can vary by as much as 80 percent Paragraph 4 is marked with an arrow [->] 6. According to Jensen's opponents, 10 testa are not relabe because ‘® heredity is not measured on the current forms of 10 tests ® itis citfcut to determine whether a factor is due to heredity or environment © leaning abities and pattems are different for people of diverse racial heredity © they only measure ineligence and not many other important factors 7. The word thin the passage refers to © iferences in measured inteligence © a large amount of data © paricular abilities ® specific environments £8. Based on the information in paragraph 6, which of the folowing best explains the term “synthesizing”? © A modorate position between the two extremes ‘© Apositon for which the evidence is overwhelming © A controversial position that is hotly debated ‘© A modern revision of an outdated position Paragraph 6 is marked with an arrow -9]REVIEW OF TOEFLe ey SECTIONS 8. According toa synthesizers view, how does heresy influence ineligence? © Herediy is very important but not as influential as environment. ® Heredity sets mits on inteligence, but environment can overcome them © A productive environment influences inteligence more than any other factor ® Heredity and environment interact within the limits set at birth 10. According tothe passage, all ofthe following are true ofthe hereditarian view EXCEPT ® Studies by Jensen and Hermetein support this point of view. ‘© Many psychologists in the early twentieth century were hereditarans, © Intotigence as measured by 0 tosis is a result of gonetic predisposition. © Environmental factors are notable o be separated from heredity. 11. Which ofthe folowing statements most accurtely reflects the author's opinion about IQ ‘eis? © The author believes that IO tests should be used continuously rom infancy. ® According othe author, there are too many disadvantages to 10 testing, ‘© The author maintains a neutral point of view about IQ tests inthe discussion, ® [Q tests should be used in research studies but they should not be used in schools. 12. Look atthe four squares [Il] that show where the following sentence could be inserted in ‘the passage. ‘Those who took this hereditarian view of intelligence thought that Ia tests and. ‘similar instruments measured innate differences present from birth In people's ‘capacity. ‘Where could the sentence best be added? (Click on a square [ll] o insert the sentence in the passage. 18, Complete the table by matching the phrases on the left with the headings on the right Select the appropriate answer choices and drag them tothe views of inteligence 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 i. To see the passage, click on View Text. Answer Choices Hereditarian |B Proposed interaction between . heredity and environment. B Atrouted lower 12 to . ‘malnutrition and lack of heath care. (G_ Suggested an innate range of 1 . ‘was influenced by environment.READING 99 (©) Was supported by the Minnesota “Twins study in the 1970s, Environmentalist (E\_Claimed racial composition was . a factor in measured 1. |B. Maintained that 10 tests were often . biased in favor ofthe majority culture. Cited schooling as a postive . consideration in the gains in 1. |B Stated tat social improvements improve * Performance on IQ tests. (D_Aévanced this viewpoint when 1 tess were being developed. . Directions: An introduction for a short summary of the passage appears below. Complete the summary by selecting the THREE answer choloes 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 inthe passage or are minor points from the passage. This question Is worth 2 points. Historically, psychologists have proposed three viewpoints to expl ‘of heredity and environment on 10 scores. the influence Answer Choices ‘Studies by James Flynn verted signif- (D)_In the mid 1900s, the popular view was ‘cant increases in IQ scores among pop- that environment was the more Impor- ulations in fourteen nations in the last tant factor in the development of inteli- ‘century. ‘gence. By the 1970s, psychologists roversed —_[E]_Before the development of 10 tests, both their postion, cing heredity as the pr- heredity and environment were thought mary determiner of intaligence as mea- ‘sured by 1 tests, © Because 10 tests are unfair to minority cultures, the current view is to cisregard previous studies that use them as a basis for measurement. to influence the relative intelligence of children | Some modern psychologists have pro- posed a theory that relies on the interac- tion between heredity and environment to determine 1a. This Is the end of the Reading Quiz To check your answers, refer to the Progress Chart for the Reading Quiz, Chapter 8, pages 505-506.« REVIEW OF TOERLSI6T SECTIONS ‘STUDY PLAN \What cid you learn from takig the quiz? What wll you do diferently when you take the model tests inthe next chapter? Take a few minutes to think, and then write a sentence or two to help you revise your study plan. EXTRA CREDIT ‘After you have completed this chapter, you may want to continue a review of reading. Here are ‘some suggestions. Practice reading on a computer screen. Reading on a computer screen i ferent from reading on a page. First, there is generally less text visible. Second, you must scroll instead of turing pages. Finally, thare may be quite afew icons of other distracting visuals surrounding the passage. To become comfortable with reading on a computer screen, you should take advantage of every opportunity you have to practice. If you have a computer, spend time reac ing on the screen. Everything you read will help you improve this new kil Practice reading the kinds of topics that you will find in the Reading section. The reading passages are similar to the information that you wil find in textbooks from general courses taught in colleges and universities during the first two years. It you can borrow English, language textbooks, read passages from natural sciences, socal sciences, the humanities, land the arts. Te Kinds of passages in encyclopedias are usally at @ reading love slightly ‘below that of textbooks, but they offer an inexpensive way to obtain a lot of reading material for diferent content areas. I you have access to the Internet, free encyclopedias are available ‘online. An encyclopedia on CD-ROM is another option, which you may be able to use ata local library. Hf you purchase an encyclopedia on CD-ROM, an edition from a previous year wil be ‘cheaper and just as useful for your purposes. ‘ADVISOR’S OFFICE your body is relaxed, your mind can relax more easly, During the TOEFL exami- ration, if you find yourself pursing your lip, frowning, and tightening your shoul ders, then use a few seconds to stretch, Clasp your hands and put your arms over your head, Then turn your palms up tothe celing and fook up at your fingers. Pull Your ams up as high as you can to stretch your muscles. Be sure not to look at “anything but your own hands and the colin That way, you won't be suspected of ‘signaling to a fisnd. Even a two-second stretch can make a diference. Now, yawn ‘or taka a deep breath in and out, and youll be more relaxed and ready to go on.usTENING LISTENING OVERVIEW OF THE LISTENING SECTION “The Listening section tests your ably to understand spoken English that is typical of interac- tions and academic speech on college campuses. During the test, you wil isin to conversa tions and lectures and answer questions about them. “There are two formats forthe Listening section. On the short format, you wil listen to two con- versations and four lectures. On the long format, you wil listen to three conversations and six lectures. After each listening passage, you will answer 5-6 questions about it. Only two con: versations and four lectures willbe graded. The other corwersation and lectures are part of an experimental section fr future tests. Because you will not know which conversations and lec- tures willbe graded, you must tr to do your best on all of them, ‘You wil hear each conversation oF lecture one time. You may take notes while you listen, but, notes are not graded. You may use your notes to answer the questions. Choose the best answer for muliplo-choiée questions. Follow the directions on the page or on the screen for computer-assisted questions. Click on Next and then on OK to go to the next ‘question. You cannot return to previous questions. ‘Tha Listening section is divided into Sets. Each set includes one convoreation and two loc tures. 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 forthe section. The clock does NOT count the timo you are kstening tothe conversations and lectures. REVIEW OF PROBLEMS FOR THE LISTENING SECTION > Prompts ‘A prompt forthe Listening section elther a conversation on a college campus or part of alec- ture in a college classroom on one ofthe natural sciences, socal sciences, humanities o arts. Each conversation or lecture is between three and six minutos long. There are ether 6 or @ ‘prompts in the Listening section with §-6 questions after each prompt. When you are pre- ‘sented with 6 prompts, all 6 wil be graded. When you are presented with 9 prompts, only 6 wil 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 15-16 in this ‘view refer tothe frst prompt. Problems 19-24 refer to the second prompt. The scrips fr the ‘prompts inthis review chapter have been printed for you to study while you listen to them. On the official TOEFL® iBT, you will not see the prompts, but you will see the questions while you hhear them. The quiz atthe end of his review and the model tests are lke the official TOEFL® 3. You willnot see the scripts while you isten tothe prompts forthe qulz and the mode ests. aREVIEW OF TOEFL 87 SECTIONS Conversarion a Problems 15-18, Conversation, CD 1 Track 1. Listen to @ conversation on campus Man: Woman: Man: Woman: Man: Woman: Man Woman: Man: Woman: Mar Woman: Man: Woman: Man Woman: Man: Woman: Man: Women: Man: Woman: Man: Woman: Man betwoon two students. Wait up. need to ask you about something (Oh, hi Jack Hi. Listen, | was just wondering whether you understood what Professor CCargon was saying about the review session next Monday? Sure. Wry? Well the way i got tits optional Fight He sad i we did't have any questions, we should just use the time to study on our own. (Okay. That's what | thought. Maybe It just skip it then, Well, its up to you, but the thing Is... sometimes at a review session, some- ‘ona else will aka question, and, you know, the way the professor explains it, its really helpful, mean, to figure out what he wants on the test (Oh I cnt think about it that way, butt makes sense. So, youte going to go then ‘Absolutely. Um, I've had a couple of other classes with Carson and the review sessions always helped get me organized forthe test on ‘And, it you've missed any of the lectures, he usually has extra handouts from all the lasses. So... Well, | haven't missed any ofthe sessions. ‘Me neither. But 'm sill going to be there. Look, uh, iit’ like the other reviow sessions, the fist hour he's going to go over the main points for each class, kind of tke an qutlne of tho course. Then trom tve-thity to sixthity, he take questions. That's the best par. And the last half hour, hel stay for ingi- vidual eonfarancas with people who need extra help. | usualy dont stay for that. (Okay. So we just show up a the regular time and place for lass? COrnot, if you decide to study on your own, Fight. Bu, don’ you think he notice who's there? He said he wasn't going to take attendance. Yeah, but stil. Ws a fairy large cass, But he's grading your final and he remembers you were atthe reviow, it might make a diference. ‘Mayo. think the important thing just to study really hard and do your best. ‘But, the review sessions help me study. | think theyre really good, ‘Okay. Thanks. | quess I'l go, to. Sol see you there. ‘Yeah, | think |... 1d better goUsTENNG 49 > Problems “The problems inthis review represent the typos of questions that are most frequently tested on the TOEFL. The numberof points assigned to each problem is based onthe evaluation system {or the TOEFL. The frequency level for each problem is based on the average numberof thity- ‘our questions that are usually included ina Listening section of sixprompis, ‘Average 12 High a4 Very high Be Paosuem 15: Ponrose 'A Purpose problem asks you to explain why the speakers are having a corwarsaton or why the professor is presenting the materlal ina lecture. Choose from four reasons. Points—1 Frequency Level Average ~ 1, Why does the man want to talk withthe woman? ® To.ask her to help him study forthe exam © To get some handouts fora class he has missed ‘© To clarity his understanding of the review session ‘© To ind out her opinion of Professor Carson, ‘Prose 16: Drax ‘A Dota problem asks you to anewer a question about specie ointn the conversation or lecture. Choose trom four possible answers. Points Frequency Level—Very high 2. Why does the woman think thatthe review session wil be help? ® Bocause she has some questions that she wants to ask the profesor © Because Professor Carson wil tel them some ofthe test questions ‘© Because it helps 1 heat the answers to questions that other people ask ® Because she needs an individual conference wih the professor| \ "| a4 REVIEWOF TOBFI®iBT SECTIONS Prosew 17: Ireneuce [An Inference problem asks you to draw a conclusion based on information inthe conversation ‘or lecture, Choose from four possible answers. Prints—t Frequency Level—Very high 2, Why does the man decide to goto the review session? ® Because the reviow session will make up for absences ‘© Because the woman convinces him that itis a good idea © Because the professor has recommended the session | © Because he needs help to organize his class notes Paosten 18: Pasonarics {A Pragmatics problem asks you to comprehend the function of anguage on a level deeper than. ‘the Surface mearing. You may need to understand the purpose or motivation ofthe speaker, or ‘you may need to interpret the speakor’s attitude or doubt about something in the corwersation €or lecture, Listen to @ replay ofthe sentence or sentences that you must interpret Choose from four possible answers Points—t Frequency LevelVery high 4, Liston agaln to part ofthe conversation. Then answer the following question. ‘Woman: He said he wasn't going to take attendance, - Man: Yeah, but stil Woman: Ite a fay large class. \Why does the man say this:"Yea, but sill. ‘© He thinks thatthe professor wil notice i 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.{ { | } } | | { i usTENNG Lecture Professor: ‘As you know from the textbook, mimicry isn't limited to insects, but its most common among them, and by mimicry tm referring to the likeness between two insects that aren't closely Felated but look very much alike. The insects that engage in mimicry are usually very brighly colored, One of the insects, the one that's characterized by an unpleasant taste, a bad smell, sting or bite, that insects called the model. The mimic looks lke the model but doesn't share the characteristic that protects the model from predators. But, of couse, the prodators aseoc fate the color pattern or some other trat with the unpleasant characteristic and leave both insects alone. Henry Bates was one of the first naturalists who noticed that some butterflies that closely resembled each other were actually unrelated, so mimlery In which one species copies ‘another is called Batesian mimicry. | nave some tab specimens of afew comman mimics in the ‘cases here in the front of the room, and | want you to have a chance to look at them beore the tend ofthe class. There's a day tying moth wth brown and wiite and yellow markings, And this ‘moth is the model because it has a very unpleasant taste and tends to be avoided by moth ‘caters. But you'l notice thatthe swallowtal butterly mounted beside it has very similar col- ‘ration, and actually the swallowtail doesn't have the unpleasant tase at all. Another example is the monarch buttery, which is probably more familar to you since they pase through this area whien they're migrating. Sut you may not know that they have a very nasty taste because | seriously doubt that any of you have eaten one. But forthe predators who do eat butters, this orange and black pattern on the monarch is a warning signal not to sample ft So, the Viceroy butterfy here Is a mimic. Same type of coloring but no nasty taste. Nevertheless, the Viceroy isnt bothered by predators either, cause i's mistaken forthe monarch, So how does ‘predator know thatthe day flying moth and the monarch arent good to eat? Well, bitd only has o eat one to start avoiding them all—models and mimics {A stinging bumbjebee Is another model insect. The sting is painful and occasionally even fatal for predators, So there are a targe number of mimics. For example, there's a boat that mim- {es bumblebees by beating its wings to make noise, and the astonishing thing is that it's able to o this at the same rate as the bumblebee so exactly the same buzzing sound Is created. ‘don't have a specimen ofthat beetle, but Ide have a specimen ofthe hovetly, which is a mimic fof the honeybee, and it makes a similar buzzing sound, too. When you compare tho bee with the fly, youl notice that the Hineyboe has two sets of wings, and the hoverlly has only one set ‘of wings, but as you can imagine, the noise and the more or less similar body and color wil keep most predators from approaching closely enough to count the wings. 4s« REVIEW OF TOEFLSIe7 SECTIONS ‘Some insects without stingers have body parts that mimic the sharp stingor of wasps or bees. ‘though the awk moth is harmless, thas a bundle of hairs that protrudes from the rear of its body. The actual purpose ofthese haits i to spread scent, but to predators, the bundle mimics a slingor closely enough to keep them away, especialy ifthe hawk moth is moving ina threat- tening way as iit were about to sting, There's @ hawk moth here in the case, and tome atleast, it doesnt look that much ike the wasp mounted beside i, but rememiber when youe looking ‘ata specimen, it’ stationary, and in nature the movement is also part of the miler, (Oh, here's a specimen of an ant, ang this I interesting. Another naturalist, Fitz Muller, hypoth- esized that similarity among a large number of species could help protect al of them. Hero's, what he meant. After a fow battles wth a stinging or biting ant, especially when the entre ‘colony comes to the aid ofthe ant being attacked, a predator wil learn to avoid ants, even those that dont sting or bite, because they all lookalike and the predator associates the bad experience with the group. And by extension, the predator wil also avoid insects that mimic ants, ke harmless beaties and spiders. Look at this | have a drawing of @ specimen of a stinging ant beside @ specimen of a brownish spider and the front legs of the spider are mounted so they look more lke antennae because that's just ‘what the spider does to mimic an ant. That way t appears to have six legs lke an ant instead of eight tke a spider. Okay, we have about ten minutes le, and | want you to take this opportunity to look at the specimen cases here in the front ofthe room. be avalable for questions if you have them, How about forming two lines on either side of the cases so more of you can see atthe same tine?ustenna 47 Prosuew 19: Mla loca ‘A Main Idea problem asks you to identity the topic ofthe lecture, that is, what the lecture ie mainly about (Choose from four possible answers. Points—1 Frequency Level—High 5. Whats the lecture mainly about? © An explanation of mimicry among species inthe insect world © A comparison ofthe features ofthe viceroy and the monarch buttery © Arypothesis to explain why similarity among species protects them all © A response to questions about the specimens dieplayed inthe cases Paos.ew 20: Onsamzarion ‘An Organization problem asks you recognize the rhetorical structure ofa lecture or part of @ lecture. For example, chronological order, stops 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? © He shows specimens to demonstrate his points. ® He compares the theories of two naturalist. © He classitis afferent types of mimics. ® He puts the ideas in chronological order. Paos.ew 21: Dems ‘A Detaits problem asks you to answer a question about a specific point inthe conversation or lecture ‘Choose two or three answers from four to six possibitis, Points—1 Frequency Level—Average 7. According to the lecture, what are some characteristics of a moder? Click on 8 answer choices. A pair of wings WE A fou! odor HH Abad taste D Adrab color WE Apaintul sting“ REVIEW OF TOEFL® BT SECTIONS Prosueu 22: Teowmaue {A Technique problem asks you to ident the way that a professor makes a point, or example, by comparing, by providing a definition, by giving an example. (Choose from four possible answers. Points—1 Frequency Level—Average 8. How doos th professor explain Batesian mimicry? ® By giving a precise definition © By providing several examples © By refering tothe textbook © By contrasting it with another hypothesis Paos.ew 23: Yes-Ho ‘A Yes-No problem asks you to decide whether statements agree or dlsagree with information Inthe lecture. “Mark a ist of statements in a chart as ether Yes or No Points—1-2 Frequency LevelAverage Inthe lacura, tha professor explains Fite Muller's hypothesis, Indicate whether each of the following supports the typothesis Citck in the correct box for each choice. Yes | No ‘A. Predators avold species of Insects that have harmed them inthe v past by stinging orbiting them. 'B Predators may bo killed when an enti colony of Insects joins forces v | _agalnst them, (C Predators leave harmless insects alone i they are part of agroup | that Includes stinging insects 1D Predators wil train rom attacking harmless insects i they look ke | 7 insects that have stung them betore. E _ Predators protect themselves irom harmful insacts by stinging or v biting them betore they are attacked,usrenwa Paostem 24: Comecrions ‘A Connections problem asks you to relate ideas or information In the lecture. Match answers with categories, Ist the order of events or stops in a process, and show rela- tionships on a chart. Points—1-4 Frequency Level—Average 10. indicate whether each insect below relers to a model ota mimic Click in the correct box for each pase. Insects Mitie Mode! Tavis bey —= [2 Abow sper =f : © Ahewk ath D_ Abuntices Pe Ania an - USTENING STRATEGIES In addition tothe academic skls that you learned in the previous chapter, there are several i- tening strategies that wil help you sucoaed on the TOEFL and after the TOEFL. > Got organized Before you begin the Listening section on the official TOEFL you will have an opportunity to adjust the volume on your headset. Be sure todo t befor you siemise the directions and begin ‘the test. Alter the test has begun, you may not be able to adjust the volume. When you practice Using the model tests in this book, adjust the volume a the beginning. Lean to gett right wth cut touching the volume button again during practice. Then, prepare to liston. The directions tend to be long and boring, especialy i you have experience taking model tests and know ‘hat todo. Don't get distracted. Be ready to hear the first word inthe introduetion tothe frst lis- tening passage. Adjust the volume fst * Prepare to listen50 REVIEW OF TOEFL®IBT SECTIONS > Proview The introductions for the conversations and lectures contain important information that wil help you prepare your mind to listen. For example, the narrator may say, "Now get ready to ls- ten to par of a lecture in a history clas" When you hear the introduction, you learn two useful facts, Fist, you know that you wil be listening toa lecture. Second, you know thatthe lecture will Be about history. Ths i helpful because itis preview for the stoning passage. «Pay attention tothe introductions ‘Glance at he photo > Use visuals “The photographs and other visuals are there to provide a context for the conversations and lec- ‘ures. In general, he pictures of people are for orientation tothe conversations and lectures, ‘whereas the visuals of objects, ar, specimens, maps, charts, and drawings support the meaning ‘ofthe conversations and lectures. Do not focus onthe pictures of 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 atthe pictures ofthe pro- {fessor and the students, but be alert o the other visuals f you become too involved in loking at the people, you may pay less attention tothe audio, and you could mis part of te passage. ‘= Glance atthe photos of people ‘ Focus on content visuals > Read screen text During the questions for conversations and lectures, watch the screen carefully. You wil hear the questions, and you wil also see them as text on the screen. Ifyou find that i isto your ‘advantage to close your eyes or look away from the photo during the short conversations, be ‘sur fo give your fll attention tothe screen again while the questions are being asked and the ‘answer choices aro presented. By using the model tests, you wil bo able to develop a rythm {or 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 at the end ofthis book contains @ listing of campus vocabulary. These words-and phrases wil help you under- stand the conversations between campus personnel, professors, and students, Pragmatic Lunderstancing wll help you understand the function ofa sentence. A fow examples of function ‘are an apology, an explanation, ora way to get the listener's attention oto change the topic. Pragmatic understanding will also help you interpret the speaker's attitude and the nature of ‘he information—a fact or an opinion, Studying the glossary isan important strategy forthe Ls- tening section. Start now. ‘© Learn campus vocabulary «Study pragmatic cues for lecturesUSTENING > Concentrate ‘Sometimes the environment for the TOEFL is not ideal. Ifthe room le small, you may hear @ very low hum from another headset or the scratch of pencils on paper when others are taking notes. These sounds can be distracting, especialy during the Listening section, The ear- [Phones on your headset should suppress most ofthe noise, but it wil be helpful if you have ‘some strategies o help you concentrate. Some students press thei earphones more tightly to their ears by Holding them with their hands during long listening passages, but this may be clumsy for you when you reach forthe mouse to answer questions. Other students train thom selves to concentrate in a somewhat distracting environment by taking at least one modal test in a small room where other people are studying, such as a lbrary ora study lounge in @ dor- mitory. Remember, you may not be able to contol the tast envionment, but you can control your response tot By keeping your eyes on the screen and the scratch paper and by remain- ing calm, you willbe able to concentrate beter. If the test situation is nosy, don't get angry and start negative tak in your mind, Dor let your emotions interfere with your concentration ‘= Focus on the test materials ® Stayeaim APPLYING THE ACADEMIC SKILLS TO THE TOEFL > Taking Notes ‘Taking notes is probably the most important academic ski forthe Listening section. When you take notes, you wil organize the information into major points and minor points. You wil also record information that you can refer to when you aniswer questions. Your ably to take notes will be crtical for you to score well on this section > Paraphrasing Many of the answer choices are paraphrases of information from the passage. Your ablity to recognize paraphrases willbe helpful as you choose your answers. > Summarizing ‘The fist question in each conversation usually requles you te understand the purpose of the conversation, and the frst question in each lecture usually requires you to recognize a sum- ‘mary of the main idea. By mastering the academic skl of summarizing, you wil be able to respond correct to te first question in each prompt. You wl also be bettr prepared to relate ‘ideas and make connections. > Synthesizing “This important sis tested in other sections ofthe TOEFL IT,2 REVIEWOF TOEFLEIBT SECTIONS (QUIZ FOR THE LISTENING SECTION This is @ quiz for the Listening section of the TOEFL® IBT. This section tesis your ably to understand campus conversations and academic lectures. During the quiz, you wil sten to fone conversation and one lecture. You wil hear each conversation or lecture one time and. respond to questions about them. You may take notes while you listen. You nay use your notes. toanswer the questions, CCowversarion 9 Questions 1~4, Conversation, CD 1, Track 3. Listen to a conversation on campus betwoon a professor and a student 1. Why does the man goto see his professor? ® To borrow a reference book that he needs © Toaska question about the material © To get advice about studying for atest ‘® To pick up some handouts from the class een aeremeerer TG Snes See eee cee Smeaceutaamad © Totwonpie pote pect ‘3, How should Jack prepare forthe test? @ He should memorize the material inthe book. ® He should study the questions betore the test. © He should organize his notes by topic. ® He should not change his usual study plan. 4. Why does the professor give open-book tests? ® Because she believes it helps students with memorization ® Because her tests contain a large number of small facts © Because her students are more successful wth the course ‘® Because she thinks it provides a better learning experienceUstENNG 53 ‘Lecture a Questions 5-14, Lecture, CD 1, Track 3 continued. Lisien to part of a lecture in an economics class. 5. What isthe lecture mainly about? ® Changes in economic systems ‘© Tax incentives for business © Supply-side economies © Atavorable balance of ade 6. How does the professor organize the lecture? ©® By contrasting several economic systems ® By taking 2 historical perspective © By arguing against Friedman and Asmus © By pointing out the benefts of Reaganomics 7. According to the lecturer, what did Kennedy and Reagan have in common? ‘® They were both honored as Nobel laureates in economics. ‘® They cut taxes to spur the economy during their administrations. ® They identilied themselves with supply-side aeanemics ‘® They both taught atthe Chicago Schoo! of Economics. 8. What would Mitton Freidman most likely say about moving a manufacturing plant from the United States toa ste abroad? ‘® He would oppose it because it would cause people to lose their jobs ‘® He would consider it an opportunity fr business to cut costs. © He would view it as natural process inthe shift to technology, ® He would be concemed about the decrease in productivity. 9. According to Barry Asmus, what are two key ways that consumers contribute tothe cre- ation of new jobs? (Click on 2 answer choices. By investing their tax savings By purchasing cheaper goods By moving onto batter paying jobs Dy spending more money10. How does the professor explain the shit from manufacturing to technology? ‘® He points to the global ecanomy as the explanation fori. ® He disagrees with most economists about the long-term effects © He compares it withthe change from agriculture to manufacturing. @ He believes that is too soon to draw any conclusions about 11. Why does thé professor mention the General Eectrie plant? ® Because the plant is a good example of increased productivity ‘® Because unemployment resulted from company decisions © Because the company was able to retrain thor omployoes © Because the plant was down-sized and many jobe were lost 12, Why does the professor say this: © He would he tha students to answer the question © He's joking withthe stodents about the suppy-siders ‘© He wants the students o follow his logical answer. ‘@ He fs impatient because the studens aren" paying attention 18.n the lecture, the professor explains supply-side economics. Incicate whether each ofthe following stratogies supports the theory lickin the corect box foreach choice. [ Yes [No A Reduce tax rates B_ Cut government spending C_Incroase productivity [1D Tolerate temporary unemployment E _Discourage consumer spending 14, Put the following events inthe correct order. ©® Businesses hire more employees with the tax savings. © The government works to affect a reduction in taxes. ‘© The businesses and their employees pay more taxes. © Profits increase because ofthe growth in businesses. iy _ This is the end of the Listening Quiz. To check your answers, refer to the Progress Chart forthe Listening Quiz, Chapter 5, page 510.UusTENNG STUDY PLAN \What did you eam from taking the quiz? What will you do diferently when you take the model tests inthe next chapter? Take afew minute to think, and then write a sentance or two to help you revise your study plan. EXTRA CREDIT ‘After you have completed this chapter, you may want to continue a review of stening. Here aro ‘some suggestions. Listen to an international news broadcast in English. Bo sure to solect a television or radio program that includes reporters from various English-speaking countries, especially Canada, the United States, Australia, and Great Britain. The Listening section of tho TOEFL now includes voioes that reprasent a varity of English accents. The purpase ofthis activity is {o understand diverse speech. Don't take notes. Just listen and try to understand as much as you can, Watch educational tlevision programs. The Learning Channel, Discovery, PBS, BBC, anid othors provide narrated programming with visuals on subjects that simulate lecture topics ‘on the TOEFL. Take notes while you watch the program. During commercial breaks, mute the program and try to summarize the major points that you have heard, using your notes. ‘Attend lectures in English, Local colleges and clubs often have tree lectures in English Choose to attend lectures that simulate college classrooms. In adtition, several web sites oer lectures and talks, Select topics from natural sclance, social science, humanities, andthe arts. wane nprorg, lick on archives winwe-span.org, lik on Booknotes ‘ADVISOR’S OFFICE “There is usually a ten-minute break after the Listening section. What you do during the break s important. f you start o talkin your language with fiends who are ner- vous or negative, you wil go back into the Speaking section nervous and negative. ‘Choose a fiend who is wiling to speak English with you during the break. Use the time to encourage each other wit posive talk. you speak English, you will con- tinue thinking in English, and you wil make a smooth transtion into the next section ‘ofthe TOEFL. It you are as thinking positively, you willbe ready to do your best 6REVIEW OF TOEFLeIBY SECTIONS ‘SPEAKING OVERVIEW OF THE SPEAKING SECTION ‘The Speaking section tests your ability to communicate in English in an academic setting. Dur- ing the test, you will be presented with six speaking questions. The questions ask for a response to. single question, a conversation, a tak, oF a lecture. ‘You may take notes as you listen, but notes are not graded. You may use your notes to answer the quostions. Some ofthe questions ask for a response to a reading passage and a talk or lecture. The reading passages and the questions are writen but the directions wil be spoken, Your speaking will be evaluated’ on both the luency of the language and the accuracy of the Content You willhave 15-20 seconds to prepare and 45-60 seconds to respond to each ques tion. Typically. a good response wil require al of the response time, and the answer will bo ‘Complete by the end ofthe 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 to prepare each of your answers and how much time you have to record each response. REVIEW OF PROBLEMS FOR THE SPEAKING SECTION > Prompts: ‘A prompt forthe Speaking section is ether spoken or writen. For example, a prompt might be 1 question, a conversation, pat ofa lectur, a writen announcement, oF part of a textbook 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 1-8 In this review refer to the kinds of prompts that are typical on the TOEFL® IST. The scripts forthe spoken prompis have baon, printed for you to study while you listen to them. On the official TOEFL, you will not see the spoken prompts. You will se the written announcements and textbook passages, and you wil also see the questions while you hear them. The quiz atthe end of this review and the mode! tests ao ke th oficial TOEFL© BT. You will not see the scripts while you listen tothe prompts for the quiz and the model tests. > Problems ‘The problems in his review represent the typos 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.SPEAKNG s7 Paosuew 25: Exrenieuces In Question 1, you willbe 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 wil make a ‘choice trom your experience and then explain why you made that choice You wil have 15 seconds to prepare and 45 seconds to speak Task + Descrive your experience + Explain the reasons for your choice eee a ‘Washington, D.C. + Family in the area—adhvice, help * International cty-—food, stores + Tours—sites, tains to other eles * Universties—excollent, accepted at 1 fo reoeees eee eee "tke to study ata university in Washington, 0.C., because | have family inthe area, and and it would be nic to have them close by so I could vist them on holidays and in case I need Advice or help. ve been to Washington several mes, and Ike itthere. I's an intemational city with restaurants and stores where I can buy food and other things from my country while, un, ‘while 'm ling abroad, And Washington is an exciting place. ve gone on several tours, but | sill have many places on my list ofstes to see. Also, um, there are trains to New York and Florida 60 could take advantage of my frestime to see other ci, Um, as forthe universes, there are several, uh, several excellent schools in Washington and .. and I'd probably be accepted at one of them, Checklist 1 The talk answers the topic question. The point of view or postion is clear. The talkisdroct and welLorganized The sentences are logically connected Detals and examples support the main idea, The speaker expresses complete thoughtsREVIEW OF TOEFL®IBT SECTIONS The meaning is easy to comprehend. Avwide range of vocabulary is used. There are only minor errors in grarmmar. The talk is within a range of 125-180 words. Phones 26: Prerenences In Question 2, you wil be asked to speak about a personal preference. This may be a situation, an actviy, or an event. Ater you hear the question, you vill make a choice between two options presented and then explain why you made that choice. ‘You will ave 15 seconds to prepare and 45 seconds to speak Task ‘= Choose between two options ‘© Explain the reasons for your preference ‘Some students ive in dormitories on campus. Other students live in apartments off campus. Which tving situation do you think is better and why? Example Notes—Choice and Reasons Dormitories ‘+ Moro interacion—practice English, study * Less responsibilty—meals, laundry, cleaning «Better location—lbrary, recreation, classroom buildings Cf eeemeeee serene Alot of my tends ive off campus, bu | thnk tat living in @ dormitory is @ beter situation, un, ‘especialy forthe fst year at a new college. Dormitories are structured to provide opportunities, for interaction and fr making friends. As a foreign student, it would be an advantage to bein a dormitory to practice English with other residents and to find study groups inthe dormitory ‘And dorm students have, uh, ess responsibilty for meals, laundry, and .. and, ub, cleaning because there are meal plans and services avalable uh, as part of the fees. Besides, there's ‘only one check to write £0, uh, the book, uh, the bookkeeping... its minimal. And the dormi- tory offers an ideal location near the library and, um, al the recreational facies, and ... and the classroom buildings.SPEAKING Gheeklist 2 The talk answers the topic question The point of view or postion is clear. ¥ The talks direct and wel-organizes ¥ ‘The sentences are logically connected. Dotals and examples support the main idea, The speaker expresses complete thoughts The meaning is easy to comprehend. wide range of vocabulary is used. ¥ There are only minor erorsin grammar, The talk is within a range of 125-150 words, Paosuew 27: Reronrs |i Question 3, you wil 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 tothe talk, you wil have 30 seconds to prepare and 60 seconds to speak. Task ‘+ Summarize a situation and an opinion about it ‘Explain the reason or the background ' Connect Iistening and reading passages Reading 45 seconds ‘Announcement concerning @ proposal fora branch campus ‘The university i sofcting stato and local funding to build a branch campus on the west side of the city where the I-19 expressway crosses the 201 loop. This location should provide convenient educational opportunites for students who lve closer to the new campus as well as for those students who may choose to live on the west side once the campus is esta- lished. The city plan forthe next ten years indicates that there wil be major growth near the Proposed sit, including housing and a shopping area. By bulding a branch campus, some of the crowing on the main campus may be resolved. °°REVIEW OF TOERL®IBT SECTIONS ©) eset. cos met | understand that a branch campus on the c's westside would be convenient for students who lve near the proposed sit, and it ight atract more local students, but | oppose the plan because it wil redirect funds from the main campus where several classroom buildings need repair. Hanover Hal fr one. And, uh, alot of the equipment inthe chemistry and physics labs should be replaced. in my lab classes, we dont do some of the experiments because, uh, because we don’ have enough equipment, And we need more teachers on the main campus. "a fke to see the branch campus funding allocated for teachers’ salaries in order to decrease the student-teacher ratios, Most of the freshman classes are huge, and there's very litle inter- action with professors. Um, a branch campus would be a good addition, but nat until some of the problems on the main carpus have been taken care ol Example Notes—Situation and Opinion Plans to open a branch campus, ‘= convenient for students neat ‘© might atract more students + relieve crowding on main campus But wil redrct funde from main campus * bulings need repair ‘© equipment shouldbe replaced ‘© more teachers—smalie classes Q Problem 27, Example Question, CD 1, Track 6 continued. ‘The man expreases 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 lose to the new location, but e's concerned that the funding for a branch campus wil affect funding ‘on main campus for... fr important capital Improvements such as classroom buildings that are, un, in nged of repair. Um, and equipment inthe science labs is getting ol, so It needs to be replaced. And he also points out that more teachers are needed for the main campus in lotder to reduce student-teacher ratios, which... which would imprave the quality ofthe teach- ing and the, uh, 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 Improve the main campus ‘before a branch campus is considered.Checklist 8 The tak summarizes the situation and opinion. ¥ The point of view or positon is clear. ¥ The talks direct and well-organized, The sentences are logically connected. ¥ Dotails and examples support the opiion, The speaker expresses complete though ¥ The meaning is easy to comprehend, Aide range of vocabulary is used, Errors in grammar are minor. Tho talk is within a range of 125-150 words. ProoteM 28: Exanrtes SPEAKING 'n Question 4, you will be asked to listen toa speaker and read a short passage on the same topic. The topic usually moves a general concept and a specific example ol it, Sometimes the speaker provides a contradictory point of view. After you hear the question, you willbe asked ‘o explain the example and relate i tothe concept or contrast the opposing views. You wil have 45 seconds to read the passage, After you have listened tothe talk you will have 80 seconds to prepare and 60 seconds to speak. Task ‘© Explain how an example supports a concept OR Contrast one view with another view ** Connect istening and reading passages Reading 45 seconds ‘The telegraphic nature of eary sentences in chid language Is a result of the omission of | grammatical words such as the article the and auxiliary verbs is and are as well as word endings such as wing, «ed, or-s. By the end of the third year, these grammatical forms begin to appear in he spect of most children. ls evident that a great deal of grammatical know ledge is required before these structures can be used correctly, and errors are commoniy | ‘observed. The correction of grammatical erors isa 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. a[REVIEW OF TOEFL® iT SECTIONS OY ese 0 007 English uses a system of about a dozen word endings to express grammatical meaning—the ing for present time, -s fr possession and plurality, and, un, the ~ed forthe past, to mention only a fow But... now and when do children learn them? Well, in a classic study by Berko in the 1850s, investigators... they ected a series of forms that required the target endings. For ‘example, @ picture was shown of a bird, and... and the investigator identitied it by saying, “This is a Wug" Then the children were shown two simiar bird, to, uh, ... 10 eit the sen- tence, “There are two___" And the children completed the sentence by saying "‘Wugs;’ wel, then it was inferted that they had learned the -s ending. Okay. Essential to that study was the use of nonsense words lke "Wg: since the manipulation of the endings could have been eup- ported by words thatthe children had ... had already heard. In any case, charts were devel- ped to demonstrate the, uh, the gradual natural of grammatical acquistion. And the performance by children from eighteen months to four years confirmed the basic theory of chi language thatthe, uh, .. the gradual reduction of grammatical errors... hat these are ‘evidence of language acquisition. Example Notes—Concept and Example Word endings—grammaticl relationships + -edpast © -splural Wug experiment—Berko ‘© Nonsense words—not influenced by famifar '* Manipulated endings «Data about development Q Problem 28, Example Question, CD 1, Track 7 continued, Describe the Wug experiment and explain why the results supported the basic theory of child language acquston. ser on nn 05 In English, there are several important word encings that express grammatical relationship, for ‘example, the 20 ending signals thatthe speakor's taking about the past and the -s ending means "more than one’ uh, when ite used at the end of a noun. So, when children learn English, they, um, they make errs in these endings, but they gradually refine their use until they master them: In the Wg experiment, Berko created nonsense words to get children to use endings... 30. 80 the researchers could, uh, folow thelr evelopment. was important not toSPEAKING 63 so raa/words because the children might have been influenced by a word they'd haard before. So this experiment provided data about th time it takes and the age when endings are learned. ‘supported the basic theory of child language tha, um, sorting out grammatical eros is a fea- ture ofthe speech of... of four-year-old ... and a stago in language acquisition, Gheckitst 4 The talk relates an example to a concept. 1 Inaccuracies inthe content are minor. The tak is direct and welhorganized 1 The sentences are logically connected. 1 Detals and examples support the opinion. The speaker expresses complete thoughts Tho meaning is easy to comprehend. Aide range of vocabulary is used, The speaker paraphrases in his her own words. The speaker credits the lecturer with wording Error in grammar are minor. The tak is within a range of 125-150 words Phostew 29: Paosuens In Quoston 5, you wil be asked to listen toa eonveraation and explain a problem ae wel asthe solutions that are proposed. ‘ter you have listened to the conversation, you will have 20 seconds to prepare and 60 sec- conds to speak. Task « Descrive a problem and several recommendations «© Express an opinion about the better solution OR Propose an alternative solution ff) peeereeeeeetees ‘Student 1: Did your scholarship check come yet? ‘Student 2: Yeah it came last week. Didnt yours? ‘Student 1: No. That's the problem. And everything's due at the same time—tuition, my dorm fee, and lets not forget about books. | naed about four hundred dolars Just for books. ‘Student 2; Wel, do you have any maney lll rom last semester, in your checking account, mean? Student 1: Some, but not nearly enough. The check probably won't be hers unl the end of the month and | won't get paid at work fortwo mare weeks ...Idon't know wat rm going to do.Py REVIEW OF TOEFL BT SECTIONS ‘Student 2: How about your creditcard? Could you use that? Student 1: Maybe, but fm afraid I'l get the credit card bil before | get the scholarship check and then i be in worse rouble because of, you know, the interest rate lor the crest card on top of everyting els. Student 2: 'se2 your point. Stil, the check might come betore the creditcard bil, You might have to gamble, unless. Student 1: 1m Uistening. ‘Student 2; Wel, unless you take outa student loan. A shert-term loan. They have them set Up al the Student Credit Union. sri that where you have your checking account? ‘Student 1: Ummum, ‘Student 2: So you could take out a short-term loan and pay it off an the day that you get your check. t wouldnt cost that much for interest because it would probably bo ‘only a fow weeks. That's what Id do, Example Notes—Problem and Possible Solutions, Opinion, and Reasons roblem—not enough money © Scholarship check late © Books, tution, dorm due Solutions 2 Use credit card «© Take out student loan pinion—support student loan «Paid same day © Snot much ©) sung un 01 tt Deseribe the woman's budgeting probiem and the two suggestions thet the man makes. What -d0 you think the woman should do and why? eee ee ‘The woman doesn't have enough money for her expenses. Um, she has fo pay tition and her ‘dorm fee is due at the samo time. Besides that, she needs to buy books. So the problem is ‘everything has to be paid now, and she won't gether scholarship check until the end of the month, and she won't get her paycheck for two weeks. Um, the man suggasts that she use her credit card because she won’ have to pay off until the end ofthe month, but the problem {s. the ... the interest would be substantial if the scholarship check is delayed. The other ‘idea—to take outa student loan—that sooms better because the loan could be paid off on the ‘day the check arrives instead ofa fixed dat, and it wouldn't cast much to get a short-term loan atthe Student Credit Union. So... | support applying fora student loan.SPEAKING 65 Ghecktist 5 1 The tak summarizes the problem and recommendations. The speakers point of view or postion i clear. The takis direct and well-organized, The sentences are logically connected. 1 Details and examples suppor the opinion. The speaker expresses complete thoughts. The meaning is easy to comprehend. A wide range of vocabulary is used. Errors in grammar are miner. The talk is within a range of 125-180 words. ‘Paosuem 30: Suumantes |n Question 6, you willbe asked to listen to part of an academic lecture and to give a summary ott Alter 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 “Two types ofigation methods that are used worldwide are mentioned in your textbook, Flood irigation—that’s been a method in use since ancient tmes—and we stil use it today where waters cheap. Basically, canals connect a waler supply like a river or a reservoir to the fields where ditches are constructed with valves, uh, valves that allow farmers to siphon water fom the canal, sending it down through the dliches. So thet way the field can ba totaly flooded, or smaller, narrow diches along the rows can be filed with wate to frigate the erop. Bu, this method does have quite a few disadvantages. Like | said, i's contingant. upon cheap water because itisnt vary efficient and the looding isn't easy to control, | mean, the rows closer to ‘the canal usually receive much more water, and of couse, i the field isn fat, then the water won't be evenly distbutad. Not to mention the cost of building canals and ditches and main- taining the system. So let's consider the alternatve—the sprinkler system. In this method of irgation, its easier to control the water and mare effciant sine the water's directed only on ‘he plants, But, in hot cimates, some ofthe water can evaporate inthe a. til, the main prob- Jem with sprinklers is the expense for installation and maintenance because there's a very ‘complicated pipe system and that usually involves alot more repair and even replacement of Parts, and of course, we have to factor in the labor costs in feasibly studies for sprinklers.cs REVIEW OF TOEFLSIBT SECTIONS Example Notes—Main Points ' Not efficient © Difficult to control—at fields © ‘Intal expense to bull canais,diches «© Requires maintenance Sprinkler © Complicated pipe system ' Expensive to instal, maintain, repair, replace «© Labor cost Q Problem 90, Example Question, CD 1, Track 9 continued. Using examples from the lecture, describe two general types of lrigation systems. Then ‘explain the disadvantages of each iype. Cfo eaeeaneeeareee cae eereeen “Two methods of iigation were eiscussed inthe lecture. Fist, flood inigation. It ivolves the release of water nto canals and drainage ditches that flow ino the fields. The disadvantages ‘ofthe flood method, um, well itis't very efficient since more water is used in flooding than the ‘crops actually, uh, need, and also it ist easy fo control. Another problem i the ial expense for the construction of the canals and the connecting ditches as well as ...as maintenance. ‘And besides tha, I the flelds aren flat, the water doesn't—I mean, i int distributed evenly. ‘The second method is sprinkler irigation, which uses less water and provides better contro, but there is some evaporation, and the pipe system's complicated and can be expensive to install and maintain. So ... there's usually a fot more labor cost because the equipment must be repaired and replaced more often that a canal systor. Ghockiist 6 The tak summarizes a shor lecture. Inaceuracies inthe content are minor The talkis direct and welLorganized The sentences are logically connected. Details and examples support the opinion. 1 The speaker expresses complete thoughts 1 The meaning is easy to comprehend, A wide range of vocabulary is used. The speaker parephrases in histher own words. The speaker credits the lecturer with worcing,‘SPEAKING Errors in grammar ate minor. 1 The tak is within a range of 125-150 words. SPEAKING STRATEGIES |i addition fo the academic skis that you learned in the previous chapter, there are several ‘speaking strategies that wll help you succeed on the TOEFL and after the TOEFL. > Anticipate the first question ‘You wil probably be asked to tak about familar topics at the beginning ofthe Speaking 6ac- tin. I you thnk about some of these topics, you wil now how to arswer when you heer the questions. A few seconds io prepare does not give you enaugh time t organize your thoughts Lniess you have the advantage of poe preparation. ‘You may be asked to choose a favorite person, place, activity, of Hemto talk about. To prepare for this question, spend a few minutes thinking about your personal favorites, © Prepare some answers © Read them aloud Ean My favorite pastine is _ traveling. 5 41, Myfavoritetegcheris 2 Mylavortectyis 3. Mytovorteclassi@ 4 My favrte book is —S 5. Mylavortomeviets 6. My fvote spor is 7. Myfavorte vacation placeig 8. Mytavortenotdayis 8 Myfavontemusicis 10. My ovoite person is °o REVIEW OF TOEFL BT SECTIONS > Support your answers ‘The directions in speaking questions usually ask you to give examples or reasons to support your answers. Develop the habit of adding the word because after your opinions, and provide [least two reasons to support your pestion. You wil become @ better thinker and a better speaker. For example, "Wy favorile pastime is traveling because | lke to meet people and | enjoy learning about diferent places. “My favorite cy fs San Diego because the climate is beautful year ound and there are many interesting sights in or near the cl © Use he word because «Give two or trae examples or reasons > Understand the task ‘You must listen to the question to understand how to organize your answer. if you are being asked to stale an opinion, you should state your pinion and argue only one side ofthe issue. ‘you ar being asked to argue both sides of the issue and take a stand, then the taskis very d+ ferent In that ease, you wll have to make a case for both sides before you state your opinion. * Read the question carefully «© Respond tothe topic > Pronounce to communicate Everyone has an accent in English. People from Australia have an Australian accent. People from the United States have an American accent. People from Brita have a Briish accent. ‘See what ! mean? The important point is that your accent is okay as long es the listener can Lnderstand you. Its good to try to Improve your pronunciation, but communication is more important forthe TOEFL and for your academic and professional ite ‘© Accopt your accent «© Improve communication > Sound confident Ifyou speak in very low vooe, hesitating and apologizing, the listener makes some negative assumptions, This person Is nt confident This person probably doesn't know the answer. Try to speak up and sound assertive without being eggresslvo It heps to start witha smile on your face, ‘© Speak up © Bo asserive > Read 135 words per minute Yes, this is @ speaking sategy. To succeed on the Speaking section, you willbe asked to read short passages of about 100 words each, and you will have about 45 seconds in which to complete the teadng, This reading speed is not impossibly fast, but you will have to avoid re- reading phrases in orde to finish within he time limit When you take the quiz at the end ofthis section, you wil har a cue to start eading, and a question atthe end of 45 seconds. This willSPEAKING 69 help you time yoursell. You probably already read 195 words par minute f not, work on read- ing faster, using the reading stratogies a the baginning of his chapter. Time yourselt © Increase speed to 135, > Adapt notes ‘The system for taking notes that you wil lear in Chapter 3 can be made more effective by ‘adapting i for each question, Use the task and the quastion to anticipate an ouline for your notes. Rafer tothe example notes for Problems 25-30 on pages 87-66 for models of adapted notes. ® Use a system for taking notes © Adapt the formal for each question > Pace yoursalt ‘There is no time fora long inroduction. You have one minute oles to make your point. Start immediately with a direct statement, For example, "The lecturer compares bacteria and \insegs" Include the most important points. When you practice epeaking, using the model tests inthis book, you wil hear prompt fo sla anda beep to end your speach. On the TOEFL, you ‘must stop when the beep sounds. Aivays time yourself when you are practicing forthe Speak- ing ction. you are not using the auto timing, then set kitchen net forthe numberof sec- ‘onds that eoreeponds tothe type of tet problem that you are practisiny—A8 or 60—and then begin speaking. When the ball rings, sop speaking, Did you complete your thought or did you have more to say? Learn to pace yoursell. Soon you will develop a sense of timing for the ‘questions and you wil now how much you can say ina short answer. «Start witha direct statement Make few major points Seta timer > Prepare key phrases ‘Some key phrases are useful or each of the problems inthe Speaking section. Refer to pages 108104 for addtional words and phrases, ‘Question 1: Experiences My favorte__ie because ‘Question 2: Preference ‘Although some people + Tprefer because Although there are many good reasons why Havor because Although a good argumant can be made for + my proference is because70 REVIEW OF TOER WT SECTIONS ‘Question 3: Reports: ‘The speaker supports ‘The speaker opposes. Question 4: Examplos ‘According tothe (reading, lecture) is an example of ‘Question 5: Problems because: because ‘The probiem is that According to ‘Another possiblity isto | think that the best solution isto seems fo me that ‘Question 6: Summaries Detinition: (Cause and Effect: Problom and Solution: 2 Study the key phrases 1 Practice using them + one solution isto because __ Is the best solution because, 5 According to the lecturer, a Is ‘According fo the lecturer, hhas (three) charactoristis, (Two) types of wore discussed inthe lacture. ‘The lecturer explained the sequence of events for “The lecturer compared _with ‘The lecturer contrasted -_with The lectures explains wy ‘The lecturer presents several solutions for the problem ofSPEAKING > Use verbal pauses you get toa point where you don't know what to say tis 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, of Uh, All ofthese verbal pauses are very common in the spaech of native speakers. Of course, i you use these too often, you wil also lose points ‘because they wil distract the listener and you won't have enough time to answer the question complatey «© Learn verbal pauses «© Use them when necessary > Correct yourself How can you correct yourself while you are speaking? Firs, recognize the lference between, ‘mistakes and slips. Most of the time, you don't know that you have made a mistake, but you do ‘know wen you make a slp. Even native speakers make mistakes and sip in grammar. In & very long sentence, we can forget whether the subject was singular or plural, and we can rake «2 mistake. Bt sometimes we hear our mistake, and we correct slips by backing up and start- ing over. Some commonly used phases to correc a previous grammatical sip are 1 mean oF that is. For example, “The worksr bees that take care ofthe young is called, 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 rue is to always correct sips in content and correct slips in ‘grammar and word choice if you can do it quickly and move along without interupting the low of your peoeh, © Correct sips * Use common phrases > Speak to the criteria for evaluation ‘There are checkisis for each question on the Speaking section. Use these checks to evalu ale your speaking If you do not know how to use the checklist, get some extra help. For other options o evaluate your speaking, soe page 783. © Keep the checktists in mind + Take advantage of other options > Stay positive {tis natural 1 bea ite anxious about speaking in & second language, but itis important not to ‘become negative and irghlened. Negative thoughts can Interfere wit your concentration, and you may not hear the questions correctly, Take some deap breaths before each question {and say this in your mind: am a good speaker. | am ready to speak you begin to have neg ative thoughts during the tet, take another deen breath and think “confidence” as you breathe in, Focus on listening to the questions. Focus on taking notes. °° Take deep breaths 2 Use positive setae n2 REVIEW OF TOEFLS\aT SECTIONS APPLYING THE AGADEMIG SKILLS TO THE TOEFL > Taking notes Taking notes is an important academic stil forthe Speaking section because you will use thom to organize your talk and you wil ror to them while you are speaking, When you take notes, it wil help you to adept to the type of question presented. Use the example notes inthis Cchapier to help you. Your ability to take notes will support your success on every question in ‘he Speaking section, > Paraphrasing Many of the answer choices are paraphrases of information from the passage. Your ability to recognize paraphrases will be helpful as you choose your answers, > Summarizing ‘You wil be speaking 2 minute or loss in response fo each question, You must be brie, but you "must also include all of your major points n other words, you must summarize, The frst two {questions inthe Speaking section require you to talk aout familar topics. n these questions, you can summarize your experiences. The last two questions require you to summarize the information in a conversation and a lecture, Your abilty to summarize wil be rela or you to ‘core well on this section. > Synthesizing ‘This important sks tested in two questions on the Speaking section, Question 8 requires you to synthesize the information ina tak and in a short reading. Question 4 raquices you to syn ‘hesize the information ina reading passage and ina lecture. You vil receive points not only ‘or speaking well but also fr including accurate content. The billy to integrate reacing and ls- tering by synthesizing information will be necessary for you to achieve a high score on the Speaking section.SPEAKING (QUIZ FOR THE SPEAKING SECTION ‘This is @ quiz for the Speaking section of the TOEFL® iBT. This saction tests your ability to communicate in English in an academic context. During the quiz, ou wil respond to six epeak ing questions. You may take notes as you listen. You may use your notes to answer the ques tions. The reading passages and the questions are writen (printed in the book), but the directions will be spoken. Once you begin, do not pause the audi. Q Quiz for the Speaking Section, CD 1, Track 10, Question 7 Ht you were asked to choose one movie that has influenced your thinking, which one would you ‘choose? Why? What was especially impressive about the movie? Use specific reasons and \detals to explain your choice. Preparation Time: 15 seconds Recording Time: 45 seconds Guesrion 2 ‘Some people think thal teachers should be evaluated by the performance of their students on Standarcizad taste at the and of tha term. Other peapla maintain that teachers should be Judged by their own performance in the classroom, and not bythe scares that thelr students, achieve on tests. Which approach do you think is better and why? Use speci reasons and ‘examples to support your opinion, Preparation Time: 16 seconds Recording Time: 45 seconds Quesniow 3 Roading Time: 45 seconds Bll for Tuition In order qualify forinstate tulton, a student must have ved within this state for a period of rot les than one year. Furthermore, the insate address must be the permanent residence of he student. College campus addosses may not be used as permanent residences. The students drivers license and any vehicles must be registred in he state, and the previous years state tax form must have been submited to this state, Voter registration and e high school diploma may also be used as evidence of insate stu. Spouses and children of rik lary personnel qual or nstatetulon without residence requirements. ”" REVIEW OF TOEFL® BT SECTIONS ‘The student expresses his opinion of the policy for instate tuition, Report his opinion and ‘explain the reasons that he gives for having that opinion. reparation Time: 20 seconds acording Time: 60 seconds Ques 4 Reading Time: 45 seconds ‘Communication with Primates Early exporiments to teach primates to communicate with their voices failed because of the ferences in their vocal organs, not their intellectual capacity. Dramatic progress was ‘observed when researchers began to communicate by using American Sign Language. Some chimpanzees were able to learn several hundred signs that they put together to ‘express a number of relationships similar to the inital language aequsiion of chleren. In addition, success was achieved by using plastic symbols on a magnetic board, each of ‘which represented a word. For example, a small blue triangle represented an apple. Chim Panzbes were able to respond correctly to basic sequences and even to form some higher level concepts by using the representative systam. Explain the importance of the Kanzi experiment in the context of research on primat communication. Preparation Time: 0 seconde Recording Time: 60 seconds Question 5 DDesoribe the woman's problem and the two suggestions that her land makes about how to handle it. What do you think the woman should do, and vty? Preparation Time: 20 seconds Recording Time: 60 seconds Qoesron & Using the msin points and examples from the lecture, desoribe the habitable zone, and then «explain haw the denon has been expanded by modem scientists, Preparation Time: 20 seconds Recording Time: 60 seconds ‘This Is the end of the Speaking Quiz. To check your answers, refer to ‘the Progress Chart for the Speaking Quiz, Chapter 5, page 516.SPEAKING 75 STUBY PLAN ‘What di you learn trom taking the quiz? What wil you do diferently when you take the model fests in the next chapter? Take a few minutes to think and then writ @ sentence or two to help you revise your study plan. EXTRA GREDIT Aller you have completed this chapter, you may want to continue a review of speaking, Here are some suggestions, Listen to good models of speaking in similar situations. Research is clearly on the ‘ide of those who advocate listening as a method to improve speaking. Tis means that ane of the best ways to learn to speak well isto isten to good speakers. tis also important to simu- late the kind of speaking situation that you wil be required to complete, On the TOEFL, you have six questions and six situations. I you ask similar uestions to excellent speakers end lis- ten caretulty to their responses, you wil learn @ great deal. That is wey this book contains recorded examples of the answors that excellent speakers might provide fr the questions in ‘his review chapter and In the Speaking section of each model test, For exira credit and Improvement, ask teachers or English-specking friends to record thelr answers to the Speak ing questions inthis book. Don't give them the questions in advance, Use the same presanta- tion and timing that you are using forthe mode fests, Than listen to their answers. Practice using the telephone fo speak, Cala trend to pracice some ofthe speaking ques- tions by phone. Speak creciy ino the phone. Ask your fiend to confirm that you are speaking at ‘.g0od volume to be heard clearly and that you sound confident, but na arrogant. your fine is ‘a native speaker, you can ask some of the Speaking questions andlisian to tha responses. Some ‘slephones have a recording option. With your tines permission, you can record the cal OPTIONS FOR EVALUATION ‘tis aticult to evaluste your own speaking. f you ar taking an English class, ask your teacher ‘use the checklists in this chapter to evaluate your speaking. You need to know how you are progressing in relaionshi tothe criteria on the checklists because that is how you wil be evel- tated on the TOEFL® iBT. | you do not have good options to have your speaking evaluated without a fea, there is a ‘ee-based option that wil provide professional evaluations. See page 783 for detail, ADVISOR'S OFFICE When you face a challenge, “take It untl you can make it” This means that you ‘should act as though everything were working out wal, even when you have | doubts, Puta smile on your fava, even itis esl, and eventually it wi be real ‘smile, Stand up straight with your head high ana walk with purpose. You wil stat to ‘actually fel more confident. If you are acting Ike @ successtl person, it may feel ‘Strange at fist. But the mote you practice your role as a successful person, the ‘more comiortable you will be. Soon, when you reach your goals and you are truly ‘successl, you wil have practiced the role, and you wil be the person you have been playing.1° REVIEW OF TOEFLSIET SECTIONS WRITING. OVERVIEW OF THE WRITING SECTION ‘Tho Writing section tests your ability to write assays in Engish similar to those that you would write in eolege courses, During the tost, you wil rite two essays. ‘The Integrated Essay. Fist you will read an academic passage and then you wil sten to 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 writ the acsay. The reading passage will lsappoar wile you ate lstaning to the lecture, but the passage will return to the screen for reference wien you begin to write your essay. You will have 20 minutes to plan, write, and revise your response. Typealy, a good essay forthe iniegrated topic will require that you write 150-225 words ‘The Independent Essay. You wll ead a question on the soreen. It usually asks for your opin- lon about a familar topic. You will have 30 minutes to plan, write, and revise your response, ‘Typically a good essay for the Independant tope wil require that you write 300-360 words. ‘A clock on the seceen wil show you how much time you have left to complete each essay. REVIEW OF PROBLEMS FOR THE WRITING SECTION > Prompts ‘A prompt forthe Writing section is ether a question that refers to both a spoken and writen text for the integrated assay or a written question for the independent essay. Probloms 31-4 inthis review refer to the kind of prompts that are typical onthe TOEFL. On the oficial TOEFL® iBT, you will be asked to respond to one integrated question and one independent question. “The serps forthe spoken prompls have been printed for you to study while you listen to them, On the official TOEFL® iBT, you wll nat see the spoken prompl. You wil see the writen ques tion 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 problem appears as one of the (wo questions included in the Writing section Phostew 34: Svaruess oF Opraswe Incas In this integrated essay question, you will be asked to read a short passage from a textbook and then listen o part of @ short lecture abou the samo topo, The ideas in the textbook and the lecture wil not agree. After you read the question, you write an essay that includes infor- ‘mation from both the reading and the lecture.wamwa ‘You will have 20 minutes to plan, write, and revise your essay. Typically, a good response wil require that you write 150-225 words, Task Resa short passage and take notes ® Liston to short lecture and take notes * Answer a question using information from both the reading and the lecture Reading Passage Time: 8 minutes In his classic book The (ieiPIBRUEMSOLDRSAME published in €B0Di ‘Sigmund Fretdidentied wise as the EH of many dais) For ‘ample a Bhidet’who is concemed about taking an important BE may «eam about the exam, or, more ficly, some type of BBA forthe exam wil ppear In a dream. Sines thoughis must be translated into concrete images, ‘UPRAMNG are BAPE in HleRIER rater then in words. Freud advanced the notion of esate S\mnDO; that I, INagWR, with deep SYMADGHEaarNg In the case ofthe Skat igh be expressed as an SHSISGAREaurda ina fin Froud’ view, Gsm have much InieontonSMitFERJERBAAIES There is a Wistt ‘that is forbidden or Yap?68884 in some way, and forces that oppose In the case of dteai6:Fle SFeSEHNG| they offer a compromise, that is, a way for the wish to be esiessec sale ‘According to Froud, disaiié can be viewed as a way to feiaakthe [WSFEEIOUS; To that end, there are NADAL I0 every cream, including the ‘maHTSS SOALEHY, whichis SBNRTSAMRCAEY anc the tatSHC UHR which is 'SFIBBE To return tothe example ofthe student's dream, the manifest content would be the fiiféin the race, but the latent content would be the athat isin the dreamers subconscious. Because éOfiGlWishls and desires are foo! RBI or too socket itepRopat to suriace from the unconscious to the ‘conscious min, the symbols that are employed may make the wish cfc to expose. The student may actualy want to cheat In order to succeed on the exam, but ina cream, borowing a tianc’s book may be a more acceptable way to.express that desir. n a sense, the dia serves io potentiate ‘oiifictn the unconscious. Reading Passage Notes Freud 1900 Interp. Dreams Ex © wish fltiment = a ‘student d exam or symbol #¢ d= pictures J words ' symbols images ‘exam = obstacle In race7 REVIEW OF TOEFLSIBT SECTIONS D=daydroams wish repressed © d sale express °° d reveal unconscious 2 levals = maniest content= obvious, cirecobstacle race latent content = symboliclexam «© wishes cisturbing or inapprop ‘© symbols protect from confit ©) ese te ctu an et ne eee 'As you wil recall fom the reacing in your textbook, Freud's psychodynamic theory is premised ‘on the assumption that creams arse from a troubled subconscious mind, and so they have ‘deep meaning. But there are other points of view that you should be familar with. Allan Hobson land Robert McCarley propose a vary different theory of dreams. They turn to biochemical research and piyslology fr answers, Using data from thelr study of sleep activity in cats, and by the way, they used cats because cats have brain waves and muscle movements during sleep that are very sinliar to those of humans. In any casa, Hobson and McCarlay determined that the kind of sleop associated with dream fs controled from the brain stem and, further- more, that there are chemicals inthe stam that regulate the fring of certain neurons. So they posit that during dream sleep, brain cells that control movement and balance are activated, but the messages do not transfer tothe body and, consequently, no movement is inated, Stil the brain i trying te intorpret the messages, so dreams occur ‘But how dogs thie explain what we dream about? I mean the content. Wel lets take the exam- ple of a comman cream. Let's Say, you ae trying to escape from something. The bran receives ‘2 message to run, but the legs don't respond. Accorting tothe activaion-synthesis theory, the ‘dream that resuis wil probably laclude somthing ebout being chased and running away. In ‘other words, you wil play out the physical movement in a dream. But, according to the propo- nents ofthe activaivirsyritesie theory, there fst ary hidden meaning in your dream. Your Unfuliled desires have nothing to do with it For the neurophysiologsts, a dream is just a ‘chemical rosponse to brain cals. Lecture Notes Hobsin + Mackarly «© biochemical research + physiology «sleep actvly catsbrain waves, muscle movements = humans 2 dreams — © chemicals + fring neurons brain cells + movement © transfer body = no movementintorpret message dreamwarns escape cream brain message —run_ lege > chase + run acivaton synthesis theory no hidden meaning or unuliled desires hom. response to brain cels 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 chem- ical in the brain that cause neurons to fre. Although the brain is signaling the body to move, the message does not reach the muscles. Instead, i is interpreted in a dream. The example the lecturer cted was a dream in which a person wants to escape. The brain signals the legs torun, bul nstead, the dreamer sees images of himsel being chased. According tothe theory, roams are simply a chemical response to neurological acivity. “This new model, called activation synthesis theory, contraste sharply withthe earl theory that Freud put forward in his classic book The Interpretation of Dreams, in wich he explained dreaming as symbole images that reveal repressed desires and untulilad wishes, Further- ‘more, Freud interpreted dreams on two levels. The first, manifest content, was the literal or direct interpretation, whereas the second, latent content, exposed the symbolic nature ofthe Image. For example, a sticlant wha fs woriad abst an eam may cream about an obstacle in ‘a race, creating the manifest content ofthe obstacle ona race track because of the underiying latent content associated wih the exam. For Habsin and MacKarly, no unflfled wishes are relevant in the student's dream. The chemistry of the brain and not the psyche causes the vision ofthe race track and all other images in dreams, Gheckiist for integrated Essay The essay ancwers the topic question. ¥ Inaccuracies inthe content are minor. The essay is direct and well-organized. ¥ The sentences are logically connected. 1 Details and examples support the main ide. The writer expresses complete thoughts The meaning is easy to comprehend. 1 A.wide range of vocabulary is used, The writer paraphrases in his/her onn words. 1 The writer credits the author with wording. Errors in grammar and idioms are minor. 1 The acadamie tope essay fe within a range of 180-225 words Evaluator’s Comments The essay answers the topie question and the content is accurate. The writer credits the researchers and parephrases ideas. It is a welkorganized essay with logically connected sen- tenoes, The meaning is clear. ~Review OF TOEFL BT SECTIONS Paaatew 32: Svaruesis oF SorPonrae toeas In this intagrated essay question, you will be asked to read a short passage from a textbook ‘and then isten to part of a short lecture about the same topic. The ideas inthe textbook and ‘he lecture will 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, wre, and revise your essay. Typically, a good response will, require that you wita 180-225 words, Task ‘© Read a short passage and take notes « Liston toa short lecture and take notes ‘© Answer a question using information from both the reading and the lecture Reading Passage ‘Time: 8 minutes According to he ebulartfoctnsis, between ans seats eae large ‘lott of Just and Gas collected eround the region in which the SutteAt ‘sar ter ls positoned. Athough similar clouds of dust and gas refered to as nebule ae relatively common and may be found toughout the get, in this cloud as much as S92péiGéfit of the material consisted of ijarigatiaed ‘li, and athena oorarng GRAS were also included in small Proportions. ‘Gist nated a BOHEB in the cloud, which in turn BELERCRASSTIN ‘apiey. This epinning resuted in a BHD with a UBER MBE and flatiedges: Riindoli('tégiohi exerted a StFORGSEGAANTational pull and (e6lid ‘lines begen to conpeCt and, ulimately, to BFBAICAG@t Ino small objects called plelsiial ranging in size fom a few fet fo a fw miles. As these planetesimals GoWiSBHTardGaptured each other, distinct masses concentrated in areas approximately where the plafisisiare now found, At the same time that the planets were forming, the Siili began to transform islfinto a star. The star, which had tsinalanse Coe parce ReeaeBLAS ‘igi mass ecated gitar heat. The PBN he center, which we call he fees planets, were formed trom material that ceokaSnTagrate “atighsi temperatures, whereas the planes BGG} away, called the EVA ‘lah, contained vitualy the BeiisiikiGUSUURTEDceSoeNRARNAC ‘elaine es the" ergthachatila and were able o RORIESEL MEIIAER ‘eifiperalires. Astetids:siid:cormets Were alsOTSWMGG around the system, including mater that was not eolected by calfson with a planet or the gra. {onal pul ofa planet. The ac thatthe oso nets nase sana ‘pln is further evdenic ofthe solr systems AEREZalon when the nebular Cloud bogan to tattan outReading Passage Notes Nebular Hypothesis 4-Smyrsago cloud dust+gas > solar system 99% hydrogen + helium wall eloments gravity colapee > spins rounded mid + flat edges random regions = strong gravity -> connect + break apart planetisimals planetisimalscolided + captured» planets, Sun 99% nebuia’s mass —> light + heat planets neat = terresrialinot disintegrate higher temp far = Jovian/same mix hydrogen + hellum etc 2s cloud/condense lower temp asteroids + comets sw tbls near same plane = evidence rapid rotation "Newer high-speed computers have allowed us to perform experiments by modeling evens that would be very dificult to duplicate under natural conditions. And we have been able to do some interesting research with models of the collapse ofan interstellar cloud under the inf ence of its own gravitational pul. The modeling has ed toa general consensus that stars form in that way—a process of collapse, | mean. So, although the experiments ara not dative, they lead us fo the logical conclusion that when a star fs bor, i wil probably have a cicum- stellar nebula with conditions that are very favorable tothe formation of planets. In effect, we have been able fo watch the conditions that existed at the beginning ofthe formation of the solar system, and observe how the planets were formed. And thats pretty amazing. Further- mor, the modeling suggests that the planetary formation seems to be a natural consequence ‘ofthe process that infiates the formation ofa star. So, this suggests that planetary systems, are the rule, rather than the exception. And that means that an organized search for other plan ‘etary systems should yield some rather interesting results. We may find that the nebular hypothesis is valid not only for our solar systom but also for other systems in the universe. Besides that, when we do the math, we have to assume that atleast some of the stars would produce solar systams with planats that could support fe. Lecture Notes ‘Computer mode! * research collapse interstellar cloud influence gravy «© stars form = process collapse « star born probably nebula = consdllons form planets © natural result process inates formation star «planetary systems rule, not exception © NH other systems universe © math + some stars > solar systems -> support tile2 _-REVIWOF TOERLe.BT SECTIONS Essay Question ‘Summarize the nebular Kypothesis that is described inthe reading and then explain how the lecture supports the hypothesis, Integrated Essay ‘The nebular tiypothesis posits that between four and five milion years ago a cloud of dust, {and gas containing al ofthe elements inthe solar system collapsed under the free of gravity, fan event which caused the cloud to spin and fatten into a disk. Then, a stronger graviational pull caused bodies to marge and pull apart, forming planetesimals that eventually shaped the Planets that exist today. The planets near the Sun, which we call the terrestrial planes, toler fated higher temperatures, but the planets farther away had a composition more similar tothe original cloud and condensed when exposed to the lower temperature. The fact thatthe plan- es omit close to the same plane is evidence for the hypothesis. Furthermore, new technolo ies have allowed us to test the hypothesis with a computer model, which replicates the original conditions. According to scientists, the formation of planets is @ natural result ofthe. process that occurs in the formation ofa star. Moreover, the nebular hypothesis suggesis that there are other solar systems in the universe, some of which could euppor life Ghecklist for integrated Essay 1 The essay answars the topic question, Inaccuracias inthe content are minor. The essay is direct and well-organized, The sentences are logically connected. Details and examples support the main idea. The wrter expresses complete thought The meaning is easy to comprehend. 1 A.wide range of vocabulary is used. 1 The writer paraphrases in his/her own words, The writer cred the author wih wording. Errors in grammar and idioms are minor. 1 The essay is within a range of 160-225 words. Evaluator’s Comments ‘The writer has responded to both parts ofthe question, using transition words to connect the sentences logically. The content is accurate and easy to understand. Excellant vocabulary selection and variety of grammatical structures support the well-paraphrased essay. Proaten 33: Orwwon In this independent essay question, you wil be asked to write an essay about a familar tole ‘This may be a place, a person, a possession, a situation, of an occasion. After you read the ‘question, you vl state your opinion and then explain wy you have that opinion. ‘Yu wil have 90 minutes to plan, wit, and revise your essay. Typically, a goad response vill, ‘equi that you write a minimum of 300 words.were 9 Task ® State your opinion ‘© Explain the reasons for your epinion ‘Question ‘Some students apply for admission only to thei first-choice schoo, while others apply to sav- tral schools. Which plan do you agree with and why? Be sure lo include details and examples {to support your opinion, Example Notes Several schools * application B guarantee admission ‘competitive standards ro space ‘wio school 1 semester S but saves time © lear about options ‘communications | discover advantages asistantships ‘negative exporiance + Iplan 3 schools 1 choice happy ceptions open Independent Essay ‘Although | understand students who desi to concentrate all f thelr energy on appiica- tions to ther first-choice schools, | support making application to several diferent schools “There are two reasons why | fee! this i important. First, application does not guarantee admis~ sion, even for & vary highly qualified applicant. The schol that a student prefers may have very competitive standards for accepiance. In spite excellent academic credentials, high scores on ‘admissions tesis such as the SAT and the TOEFL, and exceptional supporting documents, some qualied applicants may be turned avy because not enough space to accommodate ‘hom. I students apply to their first-choice schools, and they are not accepted fr reasons that ould not be anticipated, they may find themeelvas inthe postion of being without a school for atleast a semester while they scramble to apply to the schools they had considered as second or third choices. It is expensive to apply to 2 large numberof schools because of the anplice- tion fees, but making applications to three schools can save time, which is also a valuable commodity. Another reason to apply to several schoo'sis the opportunity to learn more about each the educational options during the pplication process, While materials are being submitted and communication is occuring between the student and the schoo! officals, advantages at the ‘second: oF thrd-choiee school may be discovered as a result ofthe Information exchanged. ‘Scholarships, grants and other opportunities may be extended when the committee is review. ing the application at one ofthe schools. For example, an unpublilzed research assistantship ‘may be available because of the prior work experience that an applicant has included on the plication form. Conversely, the experience that the student has in applying to the fist-cholceo REVIEW OF TOEFLS.@T SECTIONS school may be 80 negative that anather school willbe more attractive than the first-choice ins tutlon, When | am ready to study at 2 university, | plan to apply to three echools—fwo with very compaliive standards, and one with moderate standards I | am admited at my first-choice. school, | willbe happy, but | wil leave my options open during the application process justin cease | discover some advantages at one ofthe ather schools, heoklist tor independont Essay The essay answers the topic question. 'Y.Tho point of view or position is clear The essay is direct and well-organized. Tho sentonces are logically connected. Details and examples support the main idee. Tho witer expresses complete thoughts The meaning is easy to comprehend, 1 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 200-360 words. Evaluator's Comments ‘The writing semmple is well-organized. It addresses the question and does not digress from the topic. There Is logical progression of ideas, and the writer uses good transons. Opinions ‘are supporied by examples. The writer demonstrates excolont language proficiency, as evi- ‘denced by a variety of grammatical structures and acceptable vocabulary, The reader can Understand this opinion without rexeading. There are only a few grammatical errors that appear to have occurred because of ime constraints. They have been corrected below: Line 5 in spite of Line 7 because there Is nat enough space Line 14 ‘each ofthe educational options Proouew 34: Ancumeur In this independent essay question, you willbe asked to argue both sides of an issue and then take a stand for one side. ‘You wil ave 20 minutes to plan, write, and revise your essay. Typically, a good response will, require that you write @ minimum of 300 words. Task ‘Argue one side—advantages and disadvantages ‘Argue the other side—advantages and disadvantages ‘© Take a stand for one ofthe arguments ‘© Explain the reasons for your preferenceware 08 Question ‘Some students like to take dlstance-learning courses by computer. Other students prefer to ‘study in traitional classroom settings witha teacher. Considar the advantages of both options, {and make an argument for the way that students should organize their schedules, Example Notes ‘Advantages distance * atlond class at your convenience complete assignments at own pace © repeat lectures ‘Advantages traditional ® structured environment ‘© more personal relationship ® immediate response to questions © study groups + friendships Independent Essay Both distance-leaming courses and traditional classes provide important but diferent ‘experiences for college students. On the one hand, hare are many advantages fo distance- ‘earning courses. One of the most important benefisis the opportunity to attend class on your ‘convenience. This is very important or stucents who hol full-time jabs since they can choose {o take their classes on a schedule that allows thom to cartinue working. Another advantage is the chance fo complete assignments at your own pace. Fr students who can work mare quick than ther classmates, ts possible to earn more cradis during the semester. A huge advan- tage to international students is the option of listen to lectures more than once On the other hand, there are advantages to attending a traditional class. The structured environment s beneficial, especially for students who are not as highly motivating. In addition, itis more fkely that you wil develop @ personal relationship with the teacher, an advantage nat ‘only forthe course but also after the course when you need 2 recommendation. By seeing you {nd talking with you face-o-fac, the teacher will remember you better. tis also easier to got {an immediate response to questions because you only have to raise your hand instead sen- ing e-mail and waiting for an anewer. Last, the opportunity for study groups and friendships Is aiifrent and more personal wien you siti the same room, Given al the advantages of both types of courses, I thnk that students would be wise to register for distance-learning courses and tradiional classroom courses during their college ‘experiences. By participating in dstance-leaming courses, they can work independenty in ‘lasses that may be more dificult for them, ropeating the lectures on computer at convenient times. By attending traditional classes, they can get to know the teachers personally and wil have good referencas when they need them. They wil also make friends inthe class. By shar- ing information with other studens, they can organize their schedules forthe folowing semes- ter, chosing the best classes and including both distance-Jaarning and traditional courses.Review OF TOEFLeIBT SECTIONS ‘Chectis for independent Essay The essay answers the topic question. The point of view or postion is clear. The assay is direct and well-organized. The sentences are logically connected. Details and examples support the main idea. The wter expresses complete thoughts The meaning is easy to comprehend. 1 A.wide range of vocabulary is used, © Verious types of sentences are included. Errors in grammar and idioms are minor. The general topic essay is within a range of 300-50 words. Evalustor’s Comments ‘The wring sample is welLorganized with a good tople santence and good suppor statements. Itaddresses both sides ofthe question and does not digress from the tople. There isa logical progression of ideas and excellent language proficiency, as evidenced by a variety of gram- ‘matical structures and appropriate vocabulary. Transition words and phrases support the ead- ‘e°' comprehension of the arguments without re-reading. There are only a few grammatical ‘errors that have been corrected below: Line 3 ‘at your convenience tine & ‘more quickly Une 6 the option of istening Line 10 motivated Line 14 instead of Line 24 choosing WRITING STRATEGIES In adaltion to the academic skis that you learned in the previous chapter, there are several wring strategies that wil help you sucoeed on the TOEFL. and after the TOEFL. Some of the strategies are more appropriate forthe intagrated assay and others are more useful for the independent essay. Integrated Essay “The intograted question asks fora synthesis ofthe content in lecture and a reading passage, itis usualy the frst essay question, > Report \When you are writing about content, ils Important not to offer your opinions, To do this, you ‘must cstinguish between content and opinion. Content may include bath facts and the Ideas of the author or locturer. Opinion is what you think. Your job in an integrated essay sto report the ‘acts and ideas wilhout making judgmenis and without expressing your opinions. © Sale the facts and ideas © Avoid expressing your opinionswamnna 67 > Identity sources In the question forthe Integrated essay, you wil be directed tothe primary source. For exam ple, the question may ask you to summarize content from the reading or to summarize the ™maln points inthe facture This isa cue to begin with summary from the primary source iden- tied inthe question—oither the reading or the lecture. Then, you will be asked to support or ‘contrast the information inthe primary source with the information in the secondary source. Go ta the other source after you have completed your summary. Be sure to include information ‘rom both sources, but begin withthe primary source. «Begin with the primary source « Include both sources > Make connections ‘Supporting Transitions Opposing Transitions When the secondary source agrees with When the secondary source dose not the primary source, use supporting ‘agree withthe primary source, use transtons. ‘opposing transitions. Moreover, Inconirast, Furthermore, (On the other hand, In addition, «© Establish the relationship between sources += Choose appropriate transitions > Include a variety of structures Essays with a varity of sentence structures are more Interesting, and they receive higher ‘scores. Complex sentence structures, achieved by combining simple sentences, also Improve scores. Refer to pages 149-147 to review sentence combining. + Vary sentence structures ‘© Combine sentences > Edit your writing you use al of your time to write, you won't have enough time to edt your writing, Students who take the time to read what they have written wil find some oftheir own mistakes and can correct them before submitting the final essays. Be sure to edt both the independent essay and the integrated essay. To adit most effectively, use the grading checklist that raters will use To evaluate your writing, © Re-read your essay © Ealt with the checklistREVIEW OF TOEFLSIBT SECTIONS Independent Essay ‘The independent question on the TOEFL asks for your opinion. I is usually the second essay question, > Respond to the topic Ins very important to red tho question carci and ana the topic. you wrt on atopic csher than the one hat you have been assgnod, your essay wl ot be scored. «Analyze the topic Wie on he assigned topic > Be direct When you are asked for your opinion, itis appropriate fo begin with a direct statement. The fol lowing phrases and clauses introduce an opinion: Introduction pinion Introductory phrase, Direct statement = Subject + Verb lnm opinion, school uniforms are a good idea, In my view, From my point of view, From my perspective, Introductory Clause Direct statement = Subject + Verb | agree that school uniforms are a goad idea. | disagree that {think that "believe that | support the idea that ‘1am convinced that Wis clearto me that © Begin with an introductory phrase or clause © Make a cirectstatoment of opinion > Goncede the opposing view ‘Sometimes you willbe offered two choices. When stating a preference, itis polite to concede that the opposing view has merit. The following words and phrases express concession: although, even though, despite, and inspite of For example:wamne 9 Concession Opinion ‘Concession clause Direct statement = Subject + Verb: ‘Although there are many advantages to prfer lie ina small town, fving inthe city, Even though technology can damage think’ causes more good than harm, the erviconment, Despite the aitferences among cultures, 1 beiove that peacais possible, In spite ofthe benefits of studying in 1 preter to study alone, ageoup, © Begin wih 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 controling sen- tence, the thesis statement, or the organizing sentence. The purpase ofthis sentence isto out. line the essay forthe reader. Here are some examples of ouline sentences. First sentence: Although there are many advantages to living in the oy, | prfer Heine small town, Outline sentence ‘Three personal experiences convince me that small owns provide a better ite style First sentence: Despite the diferences among cultures, | balleve that peace is possible, ‘Outline sentence: History provides several encouraging examples. First sentence: In spite of the benefits of studying in a group, | prefer to study alone, Outline sentence: ‘There are tree reasons why | have this preference, ‘© Outine the essay forthe reader ‘© Write an outine sentence > Think in English How do English-speaking writers think? According fo research by Robert Kaplan, they orga nize their thoughts in a linear pattem. This means that they thinkin a steight line. Details and ‘examples must rolate to the main points. Digressions are not included80 REVIEWOF TOER..8T SECTIONS For essays that require an opinion, the organization would look ike this pinion 1 ‘Outline Sentence 4 Reason 1 1 Example(Detal Reason 2 Example/Detail Reason 3 L Example/Detall Conclusion In my view, schoo! uniforms are @ good idea, ‘Three reasons convince me that wearing uniforms wil improve the edu- cational experience of students. Inthe fist plac, uniforms are not as expensive as brand name clothing For example, a new school uniform costs about $90, but designer jeans ‘and a name-brand shirt cost five imes that amount. An expensive book ‘would be a better investment ‘Second, tis easier to got ready for school, When there are five choices, it requires time and thought to decide what to wear. Uniforms simpiy the problem of choosing a shirt to comple ‘ment a certain pair of pants and, furthermore, electing socks and ‘Shoes to go with them All ofthese decisions take time and divert atten ‘ion from preparing for classes. Finally, students who wear uniforms identity themselves with their shoal. Wearing the school colors establishes that each student is part of the group, ‘In conclusion, | think schools tht require uniforms send a positive mes- ‘sage to their students. They communicate that itis mora Important to be the best student than tis to have the best clothing. ‘¢ Thinkin a straight tine ‘© Connect each idea with the next > White a strong conclusion |n TOEFL essays, itis not appropriate 1o apologize for not having writen enough, for not hav ing enough time, or for not using goad English skills, An apalogy will cause you to lose points. In adalton, a good conclusion does not add now information. It does not introduce net idea, ‘A strong conclusion is more like @ summary of the ideas in one last sentence. © Summarize tha main idea + Avid apologies and new topicswainine APPLYING THE AGADEMIG SKILLS TO THE TOEFL > Taking Notes ‘Taking notes is an important academic skil fr the Writing section because you wil use them to organize your essay. Because you will not bs graded on the notes, you should not worry about making them perfect. Its more important for them to be useful 1 you, > Paraphrasing In the integrated essay, you must be careful not to use the exact words from the reading or the lecture, Plgiarizing wil result ina faling score on the essay. You must use the eis that you ‘earned to paraphrase in your essay. > Summarizing ‘As you wil remember, summarizing Is one ofthe steps in synthesizing. You will often be asked ‘a summarize the primary source belore you relate It to the secondary source > Synthesizing Part tof the Writing section is the integrated essay. Iisa synthesis of information trom a read- ing passage and a lecture. Synthesizing isthe most important academic ski forthe integrated essay. QUIZ FOR THE WRITING SECTION ‘This isa qui forthe Writing section of the TOEFL® iBT. This section tests your ability to write essays in English. During he quiz, you will respond to two writing questions. You may take Notes as you read and listen to academic information. You may use your notes to write the essays. Onoe you begin, you have 20 minutes to vie the ist essay and 20 minutes to write the second essay. Guesrion 1 Reading Passage Time: minutes ‘Awinwin negotiation is concluded when both parties gain something of value in exchange for making concessions. Although the balance of power may change during the negotiation ‘process, nagotiators on both sides must remain open to options that wil ultimately allow fora fair exchange. To achieve a resolution that benotits both parties, everyone involved must be willing to listen carefully to each others concerns, To ave at a conclusion that is good for ‘everyone, negotiators must reveal what they value and what they don't value. Good negoti {ors look for something that their side does not value but to which the other side assigns a high value. By offering it, they lase nothing, but the other side gains something, thereby feeting ‘more disposed to concede something thatthe other side perceives as valuable, In addition toPREVIEW OF TOEFLOWST SECTIONS Ftening for ways to help the ather side, everyone has fo be aware ofthe liitations that both sides may bring to the table. There are some options thal cannot be explored because they are ‘ot possible for one ofthe parties. For example, a price that does not allow a profit margin for the company that manuiactures its nota point of negolaton, unless the other side can offer ‘a wey to Increase profits or productivity that ist possible, then perhaps a service that saves the buyer money might be a way to balance the firm pricing structure of the goods. ‘A win-win negotiation allows both partis to fool that they made a good deal, but another postive culcome isthe way thatthe people involved feel about each other. In traditional ba- ‘gaining, people on opposite sides of a negotiation tend to view each other as adversaries, a relationship that is often difcult to change ter the negotiation has ended and the colabora- tion is suppased to begin. In a win-win seting, the parties approach the negotiation as col leagues who want to support each other's success. When the deal has been made and the collaboration begins, the people involved are already commited to working together fr thelr ‘mutual benefit. e) ‘Question 1, Lecture, CD 1, Track 14, Now lsten toa lecture onthe same topic asthe passage you have just read. ‘Question ‘Summarize the points made in the reading passage, and then explain how the case study trom the lecure supports the reading. ‘wring Time: 29 minutes ‘Typical Response: 180-226 words Question 2 ‘Some people lke to communicate by e-mail and voice mal. Other people ike to communicate by telephone or face-to-face, Which type of communication do you prefer, and wavy? Be sure to include details and examples to support your opinion. wating Time: 30 minutes “Tical Response: 300-350 words “This is the end of the Wrling Quiz. To check your answers, refer to the Progress Chart forthe Writing Quiz, Chapter 5, page 518.wane ‘STUDY PLAN ‘What did you learn from taking the quiz? What wil you do differently when you take the modal tests in the next chapter? Take a few minutes to think and then write a sentence or two fo help you revise your study plan. EXTRA CREDIT After you have compat this chapter, you may want to continue a review of writing, Here are some suggestions, ‘Bocome familiar with the independent writing topics, Topi previously used for indepen dant questions on the CBT TOEFL Writing secon are listed in the TOEFL® IST information Bulletin avaiable free from Educational Testing Service, Thy ae algo listed on the web sito at \niizets.org Read through the question, and thins about how you would respond to each of the topics. Since most of them require you to stale an opinion tis halptl to frm a general opinion (on each opie. Read good examples of expository writing, Resoarch confirms that reading is important to the development of wring. This means that one of the best ways to learn to wile wel is fo ead goad models of vrting. By boing exposed to good writing, you wil acquire good tech- Fiques. That is why this book contains examples of the answers that excellent writers might create in response to the questions inthis review chapter and in the Wing section of each ‘model es. Itis important to read these exampla answers carefully. Remember that you will be asked to produce expository, not itary essays. For this reason, you should read opinion ‘sesaye instead of short storie. It ie aloo a good idea to read eummaries of content inate, ‘Many popular college textbooks in English prove eummaries atthe end ofthe chapters. In ‘general, these summaries are good models for you to rea OPTIONS FOR EVALUATION tis dict to evaluate your own wting, Ifyou are taking an English class, esk your teacher to se the checklists inthis chapter to evaluate your writing, You need to know how you are pro-

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