Internet-Based TOEFL Test

Reading
- Questions are chronological
- Answers are clearly in the text, often just one sentence you have to look for
- Pay attention to direction markers (supporting/contrasting ideas)
Active reading:
1. First two lines of first paragraph
2. First line of each body paragraph (gives the topic of the paragraph)
3. First and last line of final paragraph
4. Note down overall purpose + idea
a. Explain (information)
b. resolve (debate/question → solution)
c. convince (opinion + support)
→ make notes!
When reading the body paragraphs…
… read the topic sentence carefully
… sort through the specific details until you find what you need
Listening
- Do not look for tricks! Questions and answers are pretty straight forward
- Try to catch every detail: make notes, pretty much everything, quickly
- Focus your eyes just on your notes (and the computer)
- Notes: only write down verbs + nouns, shorten words
- What does the person want me to know? Why did they put it in there?
- For conversations: do the persons achieve their purpose?

TEMPLATE FOR NOTES:

WHAT?/TOPIC: …
WHY?/REASON: …
EXAMPLES/DETAILS: …

CONCLUSION: ….
Speaking
1. Random question (personal)
2. Random question (personal)
3. Combine what you have heard The reading states that summary of text.
and read
4. Combine a definition from a
text and examples that a
speaker provides
5. Listen to a problem, pick one
solution, justify
6. Summarize a lecture on an
academic topic
In my opinion ____ / For me ____
Because 1st reason and 2nd reason.
→ specific reasons
→ tell about (imaginary) friend’s experiences
The speaker’s opinion is that 1st example and 2nd
example.
The article is about topic of text which is defined
by definition of topic.
The speaker provides ___ as an example of topic
of text, because 1st reason and 2nd reason.
(Often 2nd answer is better)
The problem the person has is that ___.
In my opinion, the 1st/2nd solution what it is is the
best because 1st reason and 2nd reason.
The article/lecture is about topic, which is
defined by/as definition.
The lecturer provides these examples:
1st example because reason and 2nd example
because reason.

Topic:
I believe…/I think…/I feel like…/My opinion is…
This person believes/argues that…/The lecturer stated…/The reading presented…
Reason:
One/Another reason…/Additionally…/First/Second…/Moreover…/Furthermore…/In
contrast…/On the other hand…/However….
Conclusion (only restate your thesis; can be left out):
To conclude…/In conclusion…/Thus…/Finally…/Ultimately…/To sum up…/For all the reason I
have stated…
Writing
Introduction 1. Decide what your purpose is
Convince or inform? Picking one option?
2. State the thesis: Simple and direct statement of the topic
I (do not) believe…/In my opinion…/In my view…/I think that…/It is
my belief that…
3. State why (connection between task and topic, no details!)
I belive this because…/I feel this way because…/The reason I think
this is…/This is because…/Since…
Body 1. Topic sentence (you can restate your thesis)
paragraphs 2. Provide details
one example per paragraph
Conclusion 1. Restate your thesis
2. Restate why
Either repeat your examples or emphasize a key
point/idea/general statement
Ultimately…/In conclusion…/Clearly…/Thus…/To conclude…/For the
reasons stated…
Writing – #1 Integrated Task (20 min)
- Read, Listen, Write
- Reading (3 min), Lecture (2 min)
- → relationship between the two (no personal opinion!)
TEMPLATE FOR NOTES:
READING LECTURE
Main idea: … Main idea: …

Example/reason 1: … Point 1 + details: …

Example/reason 2: … Point 2 + details: …
Example/reason 3: … Point 3 + details: …

5 min Organize your essay

2 min Introduction
10 min Body paragraphs
2 min Conclusion
1 min Proofread

Introduction
Topic Sentence In the lecture, the professor/teacher made several points
about topic.
State main idea of lecture The professor/teacher argues that main idea of lecture.
Transition/main idea of However, the author of the passage contends that main
reading idea of reading. //
The points made by the professor/teacher support main
idea of reading passage.
Body Paragraph
Transition/Point 1 from The first point that the professor/teacher uses to cast doubt
lecture on the reading is point 1 from the lecture. //
The first point that the professor/teacher uses to support
the reading is point 1 from the lecture.
Detail for point 1 from According to the professor/teacher, detail for point 1 from
lecture lecture.
Opposing point from Point 1 differs from the reading in that the reading states
reading point 1 of the reading. //
Point 1 supports the reading, which holds that point 1 of the
reading.
Write a second/third body paragraph (similar structure to the one above)
Conclusion
Topic sentence In conclusion, the points made in the lecture contrast with
the reading. //
In conclusion, the points made in the lecture support the
reading.
Summary Point 1 and 2 from the lecture demonstrate that main idea
of the reading is in doubt. //
Point 1 and 2 from the lecture demonstrate that main idea
of the reading is valid.
Writing – #2 Independent Task (30 min)
- Support your own opinion on a statement
TEMPLATE FOR NOTES:
ISSUE: …
YOUR OPINION: …
REASON 1 + DETAILS: …
REASON 2 + DETAILS: …
REASON 3 + DETAILS: …

7 min Organize your essay

2 min Introduction
16 min Body paragraphs
2 min Conclusion
3 min Proofread

Introduction
Topic Sentence/Paraphrase The issue at hand is choice offered by the prompt.
Prompt
Interpret the prompt This issue is important/difficult/troubling because what is
important/difficult/troubling about the prompt.
Body Paragraph
Transition/first reason Your choice of options is preferable because reason 1.
Detail for reason Details about reason 1
Tie reason 1 back to thesis I believe state your choice is the better option because
reasons you believe your option is preferable.
Write a second/third body paragraph (similar structure to the one above)
Conclusion
Transition/restate thesis Ultimately, I feel that your choice is the correct one.
Final Statement I believe this because why you believe your choice is best.