TOEFL IBT Reading Section Handouts

Understanding
Vocabulary from Context

Skill 1: Dealing With the Vocabulary Questions
TOEFL iBT Prep by English Academy

TOEFL® Reading Question Types
Reading to Learn
Basic Information and Inferencing questions
questions (1 per set)
1. Factual Information questions (2 to 5 questions per set) 9. Prose Summary
2. Negative Factual Information questions (0 to 2 10. Fill in a Table
questions per set)
3. Inference questions (1 to 2 questions per set)
4. Rhetorical Purpose questions (1 to 2 questions per set)
5. Vocabulary questions (1 to 2 questions per set)
6. Reference questions (0 to 2 questions per set)
7. Sentence Simplification question (0 or 1 question per
set)
8. Insert Text question (1 question per set)
Type 5: Vocabulary Questions
Identifying meanings of individual words
and phrases as they are used in the reading
passage
Typical phrasing: (the word or phrase is

highlighted in the passage)
● The word “X” in the passage is closest
in meaning to . . .
● The phrase “X” in the passage is
closest in meaning to . . .
● In stating X, the author means that . . .
Paragraph 1
Buffalo, zebras, wildebeests, topi, and Thomson’s

gazelles live in huge groups that together make up
Quick Practice: some 90 percent of the total weight of mammals
living on the Serengeti Plain of East Africa. They are
Vocabulary question all herbivores (plant-eating animals), and they all
appear to be living on the same diet of grasses,
herbs, and small bushes. This appearance,
The word “illusory” in the passage however, is illusory. When biologist Richard Bell
is closest in meaning to and his colleagues analyzed the stomach contents
of four of the five species (they did not study
a. definite buffalo), they found that each species was living
b. illuminating on a different part of the vegetation. The different
c. misleading vegetational parts differ in their food qualities:
lower down, there are succulent, nutritious leaves;
d. exceptional higher up are the harder stems. There are also
sparsely distributed, highly nutritious fruits, and Bell
found that only the Thomson’s gazelles eat much
Strategy: of these. The other three species differ in the
proportion of lower leaves and higher stems that
● Guess from context: they eat: zebras eat the most stem matter,
○ Look for connections wildebeests eat the most leaves, and topi are
● Pay attention to the word form intermediate.
(See the answer in the next slide)
Paragraph 1

Vocabulary question: some 90 percent of the total weight of mammals
living on the Serengeti Plain of East Africa. They are
Sample Answer all herbivores (plant-eating animals), and they all
The word “illusory” in the passage however, is illusory. When biologist Richard Bell
is closest in meaning to and his colleagues analyzed the stomach contents
of four of the five species (they did not study
a. definite buffalo), they found that each species was living
b. illuminating on a different part of the vegetation. The different
c. misleading vegetational parts differ in their food qualities:
lower down, there are succulent, nutritious leaves;
d. exceptional higher up are the harder stems. There are also
sparsely distributed, highly nutritious fruits, and Bell
found that only the Thomson’s gazelles eat much
of these. The other three species differ in the
Strategy: proportion of lower leaves and higher stems that
● Guess from context: they eat: zebras eat the most stem matter,
wildebeests eat the most leaves, and topi are
○ Look for connections
intermediate.
● Pay attention to the word form
Recognizing Referents
Skill 2: Dealing With the Reference Questions

Reading to Learn
questions per set)
set)
Type 6: Reference Questions
Identifying referential relationships
between words in the passage:
● A pronoun and its antecedent
● Other grammatical references (e.g.
which, this)
Typical phrasing: (the word or phrase is

● The word “X” in the passage refers to
...
Key Strategy: Look
back to Deal with the
Reference Question
● For the reference questions,
most of the time the answer will
appear before the pronoun; so,
look back.
● Make sure that your choice
agrees with the pronoun in
number (singular or plural) and
gender (for he or she).
More Strategies
Paragraph 4
The word “its” in
A tornado is fed by warm, moist air in the atmosphere. The
paragraph 4 refers to ... more warm, moist air there is, the longer the tomado can last.
This phase of the tornado is referred to as its “mature” stage
a. air and can last from a few minutes to well over an hour. However,
b. phase as the tornado uses up the warm, moist air, cooler air begins to
c. tornado wrap around the tornado. Once the cooler air completely
surrounds the violent storm, it prevents the tornado from pulling
d. minutes in more warm air; as a result, the tornado weakens and
eventually breaks apart.
Recognizing Paraphrase
Skill 3: Dealing With the Sentence Simplification Questions

Reading to Learn
questions per set)
7. Sentence Simplification question (0 or 1 question
per set)
Type 7: Sentence Simplification
Questions
Choosing a sentence that has the same
essential meaning as a sentence in the
passage
Typical phrasing: (the sentence is
● Which of the following best expresses

the essential information in the
highlighted sentence?
Incorrect answer choices change the
meaning in important ways or leave
out essential information.
Key Strategy: Break down
the complex sentence
into simple ones
● Divide the highlighted sentence to its
simpler forms.
● Compare the key information from the
simple sentences with that of the
options
● Metallurgy was a very late and limited

development in the Americas – different
from Africa.
● Africans had iron from a relatively early
date.
● Because of this, Africans could develop
ingenious furnaces to produce high
heat…
Paragraph 2
Fuller devised a type of dance

Quick Practice: Sentence Simplification that focused on the shifting play
of lights and colors on the
question voluminous skirts or draperies she
wore, which she kept in constant
motion principally through
Which of the sentences below best expresses the essential movements of her arms,
information in the highlighted (underlined) sentence in the
passage? sometimes extended with wands
concealed under her costumes.
Incorrect choices change the meaning in important ways or leave
She rejected the technical
out essential information.
virtuosity of movement in ballet,
a. Fuller was more interested in dance’s visual impact than the most prestigious form of
in its narrative or emotional possibilities. theatrical dance at that time,
b. Fuller used visual effects to dramatize the stories and perhaps because her formal
emotions expressed in her work. dance training was minimal.
c. Fuller believed that the drama of her dancing sprang
from her emotional style of storytelling.
Although her early theatrical
d. Fuller’s focus on the visual effects of dance resulted from career had included stints as an
her early theatrical training as an actress. actress, she was not primarily
interested in storytelling or
expressing emotions through
Strategy:
dance; the drama of her dancing
● Divide the highlighted sentence to its simpler forms.
emanated from her visual effects.
● Compare the key information from the simple sentences
with that of the options
Paragraph 2
Fuller devised a type of dance that focused

on the shifting play of lights and colors on the
Sentence Simplification question: voluminous skirts or draperies she wore,
which she kept in constant motion principally
Sample Answer through movements of her arms, sometimes

extended with wands concealed under her
costumes. She rejected the technical
virtuosity of movement in ballet, the most
Which of the sentences below best expresses the essential prestigious form of theatrical dance at that
time, perhaps because her formal dance
information in the highlighted (underlined) sentence in the training was minimal. Although her early
passage? theatrical career had included stints as an
Incorrect choices change the meaning in important ways or leave actress, she was not primarily interested in
storytelling or expressing emotions through
out essential information. dance; the drama of her dancing emanated
from her visual effects.
a. Fuller was more interested in dance’s visual impact than
in its narrative or emotional possibilities.
b. Fuller used visual effects to dramatize the stories and
emotions expressed in her work.
c. Fuller believed that the drama of her dancing sprang ● Fuller’s early theatrical career had
from her emotional style of storytelling. included stints as an actress.
d. Fuller’s focus on the visual effects of dance resulted from ● She was not interested in
her early theatrical training as an actress. storytelling or expressing
emotions through dance.
● The drama of her dancing
Strategy: emanated from her visual effects.
● Divide the highlighted sentence to its simpler forms.
● Compare the key information from the simple sentences
with that of the options
Inserting Sentences into a
Passage
Skill 4: Dealing With the Insert Text Questions

Reading to Learn
questions per set)
set)
Type 8: Insert Text Questions
Inserting a sentence into the passage
Typical phrasing: (4 black squares - [■] in
the passage)
● Look at the four squares [■] that
indicate where the following
sentence could be added to the
passage.
[You will see a sentence in bold.]
Where would the sentence best fit?
Click on a square [■] to add the
sentence to the passage.
Key Strategy: Study the
Connecting Words for Insert
Text Question
● The connecting words are usually the first
word in the bold sentence
● The connecting words can be:
○ Pronouns (he, she, this, which, etc.)
○ Transition words or phrases:
■ On the other hand, in contrast, etc.
■ Furthermore, moreover, in addition,
etc.
■ For example, for instance, etc.
■ In other words, that is, etc.
■ First, next, then, finally, etc.
■ Therefore, in result, consequently,
etc.
● Check the logical connection (or
COHERENCE) between the sentence and
both the previous and following
sentences.
Quick Practice: Insert
The differences in feeding preferences lead, in
Text question turn, to differences in migratory habits. (A) The
wildebeests follow, in their migration, the
pattern of local rainfall. (B) The other species
Directions: Look at the part of the passage
that is displayed above. The letters (A), (B), do likewise. (C) But when a new area is fueled
(C), and (D) indicate where the following by rain, the mammals migrate toward it in a
sentence could be added. set order to exploit it. (D) The larger, less
fastidious feeders, the zebras, move in first; the
The sequence in which they migrate
choosier, smaller wildebeests come later; and
correlates with their body size.
the smallest species of all, Thomson’s gazelle,
Where would the sentence best fit? arrives last. The later species all depend on the
a. Choice A preparations of the earlier one, for the actions
b. Choice B of the zebra alter the vegetation to suit the
c. Choice C stomachs of the wildebeest, topi, and gazelle.
d. Choice D
Strategy: Study the Connecting Words

Insert Text question:
The differences in feeding preferences lead, in
Sample Answer turn, to differences in migratory habits. (A) The
wildebeests follow, in their migration, the
pattern of local rainfall. (B) The other species
Directions: Look at the part of the passage
that is displayed above. The letters (A), (B), do likewise. (C) But when a new area is fueled
(C), and (D) indicate where the following by rain, the mammals migrate toward it in a
sentence could be added. set order to exploit it. (D) The larger, less
fastidious feeders, the zebras, move in first; the
The sequence in which they migrate
choosier, smaller wildebeests come later; and
correlates with their body size.
the smallest species of all, Thomson’s gazelle,
Where would the sentence best fit? arrives last. The later species all depend on the
a. Choice A preparations of the earlier one, for the actions
b. Choice B of the zebra alter the vegetation to suit the
c. Choice C stomachs of the wildebeest, topi, and gazelle.
d. Choice D
Strategy: Study the Connecting Words

to see the coherence
Finding Factual
Information
Skill 5: Dealing With the Factual Information Questions

Reading to Learn
1. Factual Information questions (2 to 5 questions 9. Prose Summary
per set) 10. Fill in a Table
2. Negative Factual Information questions (0 to 2
questions per set)
set)
Type 1: Factual Information Questions
Identifying factual information that is explicitly stated in the passage
Typical phrasing:
● According to the paragraph, which of
the following is true of X?
● The author’s description of X mentions
which of the following?
● According to the paragraph, X occurred
because . . .
● According to the paragraph, X did Y
because . . .
● According to the paragraph, why did X
do Y?
● The author’s description of X mentions
which of the following?
Key Strategy: Use the
SSS Strategy
● Select the keyword to help you
look for the information
● Scan for the keyword in the
passage
● Skim (read the surrounding
sentences) for the information
Paragraph 1
Buffalo, zebras, wildebeests, topi, and Thomson’s gazelles live in huge groups that together
make up some 90 percent of the total weight of mammals living on the Serengeti Plain of East
Africa. They are all herbivores (plant-eating animals), and they all appear to be living on the
same diet of grasses, herbs, and small bushes. This appearance, however, is illusory. When
biologist Richard Bell and his colleagues analyzed the stomach contents of four of the five
Factual Information questions species (they did not study buffalo), they found that each species was living on a different part
of the vegetation. The different vegetational parts differ in their food qualities: lower down,
(2 to 5 questions per set)

there are succulent, nutritious leaves; higher up are the harder stems. There are also sparsely
distributed, highly nutritious fruits, and Bell found that only the Thomson’s gazelles eat much of
these. The other three species differ in the proportion of lower leaves and higher stems that
they eat: zebras eat the most stem matter, wildebeests eat the most leaves, and topi are
intermediate.
According to the passage, which of the
Paragraph 2
following is true of wildebeests?
How are we to understand their different feeding preferences? The answer lies in two
a. They eat more stem matter than associated differences among the species, in their digestive systems and body sizes.
According to their digestive systems, these herbivores can be divided into two categories: the
zebras do. non ruminants (such as the zebra, which has a digestive system like a horse) and the
b. They are able to digest large food ruminants (such as the wildebeest, topi, and gazelle, which are like the cow). Nonruminants
cannot extract much energy from the hard parts of a plant; however, this is more than made
particles if the food is of a high up for by the fast speed at which food passes through their guts. Thus, when there is only a
quality. short supply of poor-quality food, the wildebeest, topi, and gazelle enjoy a advantage. They
are ruminants and have a special structure (the rumen) in their stomachs, which contains
c. They tend to choose feeding areas microorganisms that can break down the hard parts of plants. Food passes only slowly
through the ruminant’s gut because ruminating—digesting the hard parts—takes time. The
in which the vegetation has been ruminant continually regurgitates food from its stomach back to its mouth to chew it up further
worn down. (that is what a cow is doing when “chewing cud”). Only when it has been chewed up and
digested almost to a liquid can the food pass through the rumen and on through the gut.
d. They are likely to choose Larger particles cannot pass through until they have been chewed down to size. Therefore,
low-quality food to eat in periods when food is in short supply, a ruminant can last longer than a non-ruminant because it can
derive more energy out of the same food. The difference can partially explain the eating habits
when the quantity of rainfall is low. of the Serengeti herbivores. The zebra chooses areas where there is more low-quality food. It
migrates first to unexploited areas and chomps the abundant low-quality stems before
moving on. It is a fast-in/fast-out feeder, relying on a high output of incompletely digested
food. By the time the wildebeests (and other ruminants) arrive, the grazing and trampling of
the zebras will have worn the vegetation down. As the ruminants then set to work, they eat
down to the lower, leafier parts of the vegetation. All of this fits in with the differences in
Strategy: Do the SSS strategy stomach contents with which we began.
Paragraph 1
Buffalo, zebras, wildebeests, topi, and Thomson’s gazelles live in huge groups that together
make up some 90 percent of the total weight of mammals living on the Serengeti Plain of East
Africa. They are all herbivores (plant-eating animals), and they all appear to be living on the
same diet of grasses, herbs, and small bushes. This appearance, however, is illusory. When
biologist Richard Bell and his colleagues analyzed the stomach contents of four of the five
Factual Information questions species (they did not study buffalo), they found that each species was living on a different part
of the vegetation. The different vegetational parts differ in their food qualities: lower down,
(2 to 5 questions per set)

there are succulent, nutritious leaves; higher up are the harder stems. There are also sparsely
distributed, highly nutritious fruits, and Bell found that only the Thomson’s gazelles eat much of
these. The other three species differ in the proportion of lower leaves and higher stems that
they eat: zebras eat the most stem matter, wildebeests eat the most leaves, and topi are
intermediate.
According to the passage, which of the
Paragraph 2
following is true of wildebeests?
How are we to understand their different feeding preferences? The answer lies in two
a. They eat more stem matter than associated differences among the species, in their digestive systems and body sizes.
According to their digestive systems, these herbivores can be divided into two categories: the
zebras do. non ruminants (such as the zebra, which has a digestive system like a horse) and the
b. They are able to digest large food ruminants (such as the wildebeest, topi, and gazelle, which are like the cow). Nonruminants
cannot extract much energy from the hard parts of a plant; however, this is more than made
particles if the food is of a high up for by the fast speed at which food passes through their guts. Thus, when there is only a
quality. short supply of poor-quality food, the wildebeest, topi, and gazelle enjoy a advantage. They
are ruminants and have a special structure (the rumen) in their stomachs, which contains
c. They tend to choose feeding areas microorganisms that can break down the hard parts of plants. Food passes only slowly
through the ruminant’s gut because ruminating—digesting the hard parts—takes time. The
in which the vegetation has been ruminant continually regurgitates food from its stomach back to its mouth to chew it up further
worn down. (that is what a cow is doing when “chewing cud”). Only when it has been chewed up and
digested almost to a liquid can the food pass through the rumen and on through the gut.
d. They are likely to choose Larger particles cannot pass through until they have been chewed down to size. Therefore,
low-quality food to eat in periods when food is in short supply, a ruminant can last longer than a non-ruminant because it can
derive more energy out of the same food. The difference can partially explain the eating habits
when the quantity of rainfall is low. of the Serengeti herbivores. The zebra chooses areas where there is more low-quality food. It
migrates first to unexploited areas and chomps the abundant low-quality stems before
moving on. It is a fast-in/fast-out feeder, relying on a high output of incompletely digested
food. By the time the wildebeests (and other ruminants) arrive, the grazing and trampling of
the zebras will have worn the vegetation down. As the ruminants then set to work, they eat
down to the lower, leafier parts of the vegetation. All of this fits in with the differences in
Strategy: Do the SSS strategy stomach contents with which we began.
Identifying
Negative Facts
Skill 6: Dealing With the Negative Factual
Information Questions

Reading to Learn
questions per set)
set)
Type 6: Negative Factual
Information Questions
Verifying what information is true and what
information is NOT true or not included in the
passage based on information that is explicitly
stated in the passage
Typical phrasing: (You can recognize negative fact

questions because the word “NOT” or “EXCEPT”
appears in the question in capital letters.)
● According to the passage, which of the

following is NOT true of X?
● The author’s description of X mentions all of
the following EXCEPT . . .
Key Strategy: Use the
SSS Strategy (4X)
With each option:
● Select the keyword to help you
look for the information
● Scan for the keyword in the
passage
● Skim (read the surrounding
sentences) for the information
Don’t forget to understand the

question completely
Paragraph 1

Negative Factual Information some 90 percent of the total weight of mammals
questions (0 to 2 questions per set) living on the Serengeti Plain of East Africa. They are
all herbivores (plant-eating animals), and they all
Which of the following questions about however, is illusory. When biologist Richard Bell and
Richard Bell’s research is NOT answered in his colleagues analyzed the stomach contents of
paragraph 1? four of the five species (they did not study buffalo),
a. Which of the herbivores studied is they found that each species was living on a
the only one to eat much fruit? different part of the vegetation. The different
b. Which part of the plants do vegetational parts differ in their food qualities:
wildebeests prefer to eat? lower down, there are succulent, nutritious leaves;
c. Where did the study of herbivores’ higher up are the harder stems. There are also
eating habits take place? sparsely distributed, highly nutritious fruits, and Bell
d. Why were buffalo excluded from found that only the Thomson’s gazelles eat much
the research study? of these. The other three species differ in the
they eat: zebras eat the most stem matter,
intermediate.
Strategy: Do the SSS strategy
Paragraph 1

Negative Factual Information some 90 percent of the total weight of mammals
questions (0 to 2 questions per set) living on the Serengeti Plain of East Africa. They are
all herbivores (plant-eating animals), and they all
Which of the following questions about however, is illusory. When biologist Richard Bell and
Richard Bell’s research is NOT answered in his colleagues analyzed the stomach contents of
paragraph 1? four of the five species (they did not study
a. Which of the herbivores studied is buffalo), they found that each species was living
the only one to eat much fruit? on a different part of the vegetation. The different
b. Which part of the plants do vegetational parts differ in their food qualities:
wildebeests prefer to eat? lower down, there are succulent, nutritious leaves;
c. Where did the study of herbivores’ higher up are the harder stems. There are also
eating habits take place? sparsely distributed, highly nutritious fruits, and Bell
d. Why were buffalo excluded from found that only the Thomson’s gazelles eat much
the research study? of these. The other three species differ in the
they eat: zebras eat the most stem matter,
intermediate.
Strategy: Do the SSS strategy
Making Inferences
Skill 7: Dealing with the Inference Questions

Reading to Learn
questions per set)
set)
Type 3: Inference
Questions
Identifying an argument or an idea
that is strongly implied but not
explicitly stated in the text
Typical phrasing: (Inference questions

often includes the word infer, suggest,
or imply.)
● Which of the following can be
inferred about X?
● The author of the passage implies
that X . . .
● Which of the following can be
inferred from paragraph 1 about X?
size
Key Strategy: Draw

logical conclusions
● Keep in mind: the information
is not directly stated
● Draw a logical conclusion by
identifying the relationship
between several facts
● Beware of false and
unpresented information
Paragraph 2
How are we to understand their different feeding preferences? The answer lies
Inference questions: Quick in two associated differences among the species, in their digestive systems
and body sizes. According to their digestive systems, these herbivores can be
divided into two categories: the non-ruminants (such as the zebra, which has
practice a digestive system like a horse) and the ruminants (such as the wildebeest,
topi, and gazelle, which are like the cow). Nonruminants cannot extract much
energy from the hard parts of a plant; however, this is more than made up for
by the fast speed at which food passes through their guts. Thus, when there is
Paragraph 2 suggests that which of the only a short supply of poor-quality food, the wildebeest, topi, and gazelle enjoy
following is one of the most important factors a advantage. They are ruminants and have a special structure (the rumen) in
in determining differences in feeding their stomachs, which contains microorganisms that can break down the hard
parts of plants. Food passes only slowly through the ruminant’s gut because
preferences of East African herbivores? ruminating—digesting the hard parts—takes time. The ruminant continually
a. The availability of certain foods regurgitates food from its stomach back to its mouth to chew it up further (that
is what a cow is doing when “chewing cud”). Only when it has been chewed up
b. The differences in stomach structure and digested almost to a liquid can the food pass through the rumen and on
c. The physical nature of vegetation in through the gut. Larger particles cannot pass through until they have been
the environment chewed down to size. Therefore, when food is in short supply, a ruminant can
d. The ability to migrate when food last longer than a non-ruminant because it can derive more energy out of the
same food. The difference can partially explain the eating habits of the
supplies are low Serengeti herbivores. The zebra chooses areas where there is more low-quality
food. It migrates first to unexploited areas and chomps the abundant
low-quality stems before moving on. It is a fast-in/fast-out feeder, relying on a
high output of incompletely digested food. By the time the wildebeests (and
Strategies:
other ruminants) arrive, the grazing and trampling of the zebras will have worn
● SSS the vegetation down. As the ruminants then set to work, they eat down to the
● Watch out for restatements lower, leafier parts of the vegetation. All of this fits in with the differences in
stomach contents with which we began.
● Draw logical conclusions
● Beware of false and unpresented
information
Paragraph 2
Inference questions: Quick in two associated differences among the species, in their digestive systems
divided into two categories: the non-ruminants (such as the zebra, which has
practice a digestive system like a horse) and the ruminants (such as the wildebeest,
by the fast speed at which food passes through their guts. Thus, when there is
Paragraph 2 suggests that which of the only a short supply of poor-quality food, the wildebeest, topi, and gazelle enjoy
following is one of the most important factors a advantage. They are ruminants and have a special structure (the rumen) in
in determining differences in feeding their stomachs, which contains microorganisms that can break down the hard
parts of plants. Food passes only slowly through the ruminant’s gut because
preferences of East African herbivores? ruminating—digesting the hard parts—takes time. The ruminant continually
a. The availability of certain foods regurgitates food from its stomach back to its mouth to chew it up further (that
is what a cow is doing when “chewing cud”). Only when it has been chewed up
b. The differences in stomach structure
Primary Factor
and digested almost to a liquid can the food pass through the rumen and on
c. The physical nature of vegetation in through the gut. Larger particles cannot pass through until they have been
the environment chewed down to size. Therefore, when food is in short supply, a ruminant can
d. The ability to migrate when food last longer than a non-ruminant because it can derive more energy out of the
same food. The difference can partially explain the eating habits of the
supplies are low Serengeti herbivores. The zebra chooses areas where there is more low-quality
high output of incompletely digested food. By the time the wildebeests (and
Strategies:
other ruminants) arrive, the grazing and trampling of the zebras will have worn
● SSS the vegetation down. As the ruminants then set to work, they eat down to the
● Watch out for restatements lower, leafier parts of the vegetation. All of this fits in with the differences in
stomach contents with which we began.
● Draw logical conclusions
● Beware of false and unpresented
information
Identifying Rhetorical
Purpose
Skill 8: Dealing with the Rhetorical Purpose Questions

Reading to Learn
questions per set)
4. Rhetorical Purpose questions (1 to 2 questions per
set)
set)
Type 4: Rhetorical Purpose
Questions
asking why the author gives particular
information in a particular place or manner
identifying how one paragraph relates to
another
Typical phrasing:
● The author discusses X in paragraph 2

in order to . . .
● Why does the author mention X?
● Why does the author compare X to Y?
Key Strategy: Draw
logical conclusions
● Keep in mind: the information
is not directly stated
● Draw a logical conclusion by
looking through the author’s
perspective
● Beware of false and
unpresented information
Paragraph 2
Rhetorical Purpose Question: in two associated differences among the species, in their digestive systems
Quick Practice divided into two categories: the non-ruminants (such as the zebra, which has
a digestive system like a horse) and the ruminants (such as the wildebeest,
The author mentions the cow and the horse in by the fast speed at which food passes through their guts. Thus, when there is
paragraph 2 in order to only a short supply of poor-quality food, the wildebeest, topi, and gazelle enjoy
a advantage. They are ruminants and have a special structure (the rumen) in
a. distinguish the functioning of their their stomachs, which contains microorganisms that can break down the hard
digestive systems from those of East parts of plants. Food passes only slowly through the ruminant’s gut because
ruminating—digesting the hard parts—takes time. The ruminant continually
African mammals regurgitates food from its stomach back to its mouth to chew it up further (that
b. emphasize that their relatively large is what a cow is doing when “chewing cud”). Only when it has been chewed up
body size leads them to have feeding and digested almost to a liquid can the food pass through the rumen and on
practices similar to those of East through the gut. Larger particles cannot pass through until they have been
chewed down to size. Therefore, when food is in short supply, a ruminant can
African mammals last longer than a non-ruminant because it can derive more energy out of the
c. illustrate differences between same food. The difference can partially explain the eating habits of the
ruminants and nonruminants through Serengeti herbivores. The zebra chooses areas where there is more low-quality
the use of animals likely to be familiar
to most readers high output of incompletely digested food. By the time the wildebeests (and
d. emphasize similarities between the other ruminants) arrive, the grazing and trampling of the zebras will have worn
diets of cows and horses and the the vegetation down. As the ruminants then set to work, they eat down to the
lower, leafier parts of the vegetation. All of this fits in with the differences in
diets of East African mammals stomach contents with which we began.
Strategy: Draw a logical conclusion

Rhetorical Purpose Question:
Paragraph 2
Quick Practice
How are we to understand their different
The author mentions the cow and the horse in
feeding preferences? The answer lies in two
paragraph 2 in order to
associated differences among the species,
a. distinguish the functioning of their
digestive systems from those of East in their digestive systems and body sizes.
African mammals According to their digestive systems, these
b. emphasize that their relatively large herbivores can be divided into two
body size leads them to have feeding
practices similar to those of East categories: the non-ruminants (such as
African mammals the zebra, which has a digestive system like
c. illustrate differences between
ruminants and nonruminants through
a horse) and the ruminants (such as the
the use of animals likely to be familiar wildebeest, topi, and gazelle, which are like
to most readers the cow)….
d. emphasize similarities between the
diets of cows and horses and the
diets of East African mammals
Strategy: Draw a logical conclusion

Selecting Summary
Information
Skill 9: Dealing with the Prose Summary Questions
Reference: MyEnglishLab by Pearson Education Limited (2021)

Reading to Learn
questions per set)
set)
Type 9: Prose Summary Questions
Understanding and recognizing the major ideas and the relative
importance of information in a passage
Selecting the major ideas in the passage by distinguishing them
from minor ideas or ideas that are not in the passage
Selecting three from six answer choices that express the most
important ideas in the passage
0 points for 1 correct choice, 1 point for 2 correct choices, and 2
points for 3 correct choices
Typical phrasing:
● An introductory sentence for a brief summary of the
passage is provided below. Complete the summary by
selecting the THREE answer choices that express the most
important ideas in the passage.
Some sentences do not belong in the summary because
they express ideas that are not presented in the passage or
are minor ideas in the passage. This question is worth 2
points.
Key Strategy:
Eliminate Missing &
Minor Points
● Two types of incorrect
choices: ideas that are NOT in
the passage and minor points
● Eliminate the minor points to
help you find the major points.
● Although rare, watch out for
too-major points
General strategy:
As you are answering the previous View Text
questions, start thinking about the
key ideas of the passage.
Key Strategy:
Eliminate Missing &
Minor Points
● Two types of incorrect
choices: ideas that are NOT in
the passage and minor points
● Eliminate the minor points to
help you find the major points.
● Although rare, watch out for
too-major points
General strategy:
As you are answering the previous View Text
questions, start thinking about the
key ideas of the passage.
Completing
Organizational Tables
Skill 10: Dealing with the Fill-in-a-Table Questions
Reference: MyEnglishLab by Pearson Education Limited (2021)

Reading to Learn
questions per set)
set)
Type 10: Fill in a Table Questions
Completing a table by clicking on correct answer
choices and dragging them to their correct
locations in the table
Points depend on the number of correct choices
(1 for 3 correct ones, 2 for 4, and 3 for 5)
Typical phrasing:
● Directions: Complete the table below to

summarize information about the two types
of art discussed in the passage. Match the
appropriate statements to the types of art
with which they are associated. This
question is worth 3 points.
Key Strategy:
SSS one by one
● Check each of the items one
by one by SSS-ing them
● Be careful with restatement
● Use your scratch paper to
keep track
Constructive Processes Destructive Processes
Fill in a Table (1 per Set)
● ●
Directions: Three of the answer choice are ● ●

used in the passage to illustrate
constructive processes, and two are used ●
to illustrate destructive processes.
Complete the table by matching
appropriate answer choices to the Answer Choices
processes they are used to illustrate. A. Collision of Earth’s crustal plates
B. Separation of continents
This question is worth 2 points. C. Wind-driven sand
D. Formation of grass roots in soil
E. Earthquakes
F. Volcanic activity
Strategy: Do the SSS strategy G. Weather processes
Answer Choices
A. Collision of Earth’s crustal plates
Constructive Processes Destructive Processes B. Separation of continents
C. Wind-driven sand
● ● D. Formation of grass roots in soil
Strategy: Do the SSS strategy E. Earthquakes
● ● F. Volcanic activity
G. Weather processes
●
Answer Choices
A. Collision of Earth’s crustal plates
Constructive Processes Destructive Processes B. Separation of continents
C. Wind-driven sand
● ● D. Formation of grass roots in soil
Strategy: Do the SSS strategy E. Earthquakes
● ● F. Volcanic activity
G. Weather processes
●

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Understanding

Vocabulary from Context

TOEFL iBT Prep by English Academy

Typical phrasing: (the word or phrase is

Buffalo, zebras, wildebeests, topi, and Thomson’s

Buffalo, zebras, wildebeests, topi, and Thomson’s

TOEFL iBT Prep by English Academy

Typical phrasing: (the word or phrase is

TOEFL iBT Prep by English Academy

● Which of the following best expresses

● Metallurgy was a very late and limited

Fuller devised a type of dance

Fuller devised a type of dance that focused

Sample Answer through movements of her arms, sometimes

TOEFL iBT Prep by English Academy

Strategy: Study the Connecting Words

Strategy: Study the Connecting Words

TOEFL iBT Prep by English Academy

(2 to 5 questions per set)

(2 to 5 questions per set)

TOEFL iBT Prep by English Academy

Typical phrasing: (You can recognize negative fact

● According to the passage, which of the

Don’t forget to understand the

Buffalo, zebras, wildebeests, topi, and Thomson’s

Buffalo, zebras, wildebeests, topi, and Thomson’s

TOEFL iBT Prep by English Academy

Typical phrasing: (Inference questions

Key Strategy: Draw

TOEFL iBT Prep by English Academy

● The author discusses X in paragraph 2

Strategy: Draw a logical conclusion

Strategy: Draw a logical conclusion

TOEFL iBT Prep by English Academy

Reference: MyEnglishLab by Pearson Education Limited (2021)

TOEFL iBT Prep by English Academy

Reference: MyEnglishLab by Pearson Education Limited (2021)

● Directions: Complete the table below to

Directions: Three of the answer choice are ● ●

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