TheTOEFLMaster’sGuidetoaPerfectScore:

DefinitiveEdition

TheTOEFLMaster’sGuidetoaPerfectScore:DefinitiveEditionFirstEdition:2015Author:WilliamEdwardHearn–TheTOEFLMasterCoauthor:MariaElizabethGonzales-Hearn,Ph.D.Editors:MariaE.Gonzales-HearnPh.D.&RobertNiebuhr,Ph.D.PartofthePraxisGroupInternationalAcademicSeries

Tomywifeandchildrenwhohavegivenmethetimetowritethisbook.ToDr.RobertNiebuhrPh.D.forencouragingmetocompletethisbook.Tothestudentswhohaveenabledmetotestandperfect the techniques thatwork consistently for allwhouse them.Mayyou all find continuedsuccessinlife.—WilliamE.Hearn©Copyright2015,WilliamE.HearnandMariaE.Gonzales-HearnAllrightsreserved.ExceptaspermittedundertheUnitedStatedCopyrightactof1976,nopartofthispublicationmaybereproducedordistributedinanyform,eitherelectronicallyormechanically,oranyothermeans,orstoredinadatabase,orincorporatedintoanyinformationretrievalsystem,electronicormechanical,withoutthewrittenpermissionofthecopyrightowners.Allinquiriesshouldbeaddressedto:

PraxisGroupInternationalLanguageAKADEMEIA,LLC20017SerreDriveEstero,FL33928USAwww.pgila.orgKindleEditionLibraryofCongressCatalog-in-PublicationDataWilliamE.Hearn/Dr.MariaE.Gonzales-Hearn–1sted.1.EnglishLanguage–Textbooksforforeignspeakers.2.TestofEnglishasaForeignLanguage–studyguides.3.Englishlanguage–Examinations–Studyguides.I.Title.LimitsofLiability/DisclaimerofWarrantyTOEFLiBTisaregisteredtrademarkofEducationalTestingService(ETS).Thematerialinthistexthasbeencreatedcompletelybytheauthors,WilliamE.HearnandMariaE.Gonzales-HearnPhD.ThismaterialisnotendorsedorapprovedbyETS.Credits:CoverbyWilliamE.HearnandMariaE.GonzalesPhD.KindleEdition

TOEFLiBTisaregisteredtrademarkofEducationalTestingServices(ETS).

ThisneitherhasbeenreviewednorendorsedbyETS.

ABOUTTHEAUTHORSWilliamE.Hearnhadbeenamarketingandsalesrepresentativeforovertwentyyearsin theUnitedStates beforemovingwith hiswife and two children to teachEnglish inBolivia,SouthAmerica.A littleoverfiveyearsago,WilliamE.Hearnknewnothingabout theTOEFLiBT, but soon realized the importance of achieving a high score on it in order to apply touniversities inEnglish-speakingcountries.Hehasbeenteachingstudentssincethenhowtopassthe TOEFL iBT with high scores in his and his wife’s English institute, PraxisGroupInternational,whichislocatedinSantaCruz,Bolivia.Hearnpersonallyhastaughtover12,000hoursof instructiononhow to takeandpass theTOEFL iBTandhas thousandsof students inuniversity thanks to his training and assistance. William has since moved to Colorado andcontinues to instruct students at his new academy PraxisGroup International LanguageAKADEMEIA,LLC.MariaE.Gonzales-HearnPh.D.holdsaBAinEducationfromFloridaInternationalUniversity,anMAinEducationfromtheUniversityofCentralFlorida,andaPh.D.inEducationfromFloridaStateUniversity.Dr.Gonzaleshasmore than twentyyears teaching experience in

LatinandNorthAmerica.ShehasbeenaprofessorofCurriculumandInstructionatFloridaGulfCoastUniversityforover tenyears.Shehasrecentlyheldprofessorpositionsat theUniversidadAutónomaGabrielReneMoreno,aswellasUniversidadCatólicaBoliviana“SanPablo,”bothinSantaCruz,Bolivia. In addition, she taught English to students at the SantaCruz InternationalSchoolandownsanddirectsPraxisGroupInternationalEnglishLanguageAkademeia,whereshe offers TOEFL iBT and SAT courses as well as College Placement for students andProfessional Development for Educators. Her research focus is intercultural Curriculum andInstructionwithanemphasisonhowtofostercriticalthinkingbyintegratingthesociologicalandculturalaspectsoftheteachingandlearningprocesses.Inadditiontoco-authoringtwotrilingualchildren’sbooks,shehasalsosupervisedmorethan20studentswiththeirMAanddoctoralthesesaswell as has having been published in scientific journals.Dr. Lizzie has relocated to theUSwhere she is now a professor in the Dual Language program at Regis University in Denver,Colorado.Sheisalsoanexpertincollegeplacementandcontinuestoassiststudentsincompletinguniversityapplicationsaswellasapplyingforscholarships.RobertNiebuhr,Ph.D.earnedhisBachelorofArtsdegreeinHistorywithaminorinGerman from theBarrettHonorsCollege atArizona StateUniversity (ASU)while anArizonaStateRegent’s Scholar. Thereafter, he pursued aMA atASU, duringwhich hewon anNSEPBorenFellowshipforgraduatethesisresearchinSerbiaandanIIEFulbrightFellowshipforayear-longimmersioninZagreb,Croatia.UponcompletingoverseasstudyattheSveučilištauZagrebu,heobtainedanotherMAinhistoryandaPh.D.fromBostonCollege.Authorofalmostadozenbooks and academic articles, Niebuhr also taught in the Department of Slavic Languages atHarvardandrecently taughtEnglishat theUniversidadCatólicaBoliviana“SanPablo” inSantaCruz,Bolivia.ProfessorRobert has recently relocated toArizona and is aprofessor atASUaswellasthedirectorofAmericanGlobalAcademywherehecontinuestohelpstudentsearnhighscoresontheirTOEFLiBT.FORWARDWelcometotheTOEFLMasterTOEFLiBTpreparationcourse.TheTOEFLMasterProgramhasbeendesignedtoinstructstudentsinthemostaccurateandefficientwaytoanswerquestionson theTOEFLiBTexamaswellas teach thebasic skillsnecessary toachievehigherscoresonacademicassignmentsandexamswhileattendingacollegeoruniversity.TESTIMONIALS"PurdueUniversityInboxxAndreLarsenJun1,2013Estimada,Dra.LizzyIjustwantedtothankyouforallyourhelpwithapplyingforalltheuniversities.Ihavenowbeganmyuniversitysincethe13ofMayandIhonestlyenjoyPurdueUniversity.Sincerely,AndreLarsen"

“MyscoreontheTOEFLis99.Iscored29onthereadingpart,23onthelisteninginspiteoftheminuteslostwhentheinternetwentdown,20onthespeakingand27onthewriting.I´mretakingthetestonjanuary30becauseIneed100ormorefortheUniversityofToronto.I`llbebackinSantaCruzonFridayorSaturday,soIcanstarttheSATcourse.I`llcallyouwhenI´mback."-FernandoJustinianoLemaitre

"teacher!!!howareyoudoing!!!!!Iamfine!everythingisgreat!!!Ihavegreatnews!!Tarijawasincredible!!wehadareallygoodtimeandlaughsandeverything...wemetnewpeopleandmade new friends.... another new is that i havemy score...i thought it would be better butwell,....igota90....is itok?IhavebeenlookingforuniversitiesandIgotascholarship!!!!!!!notfullbutithelpsalot!!!Iwouldbestartinginjune!butIamgoingtovisitacousinfirst!!!Iamgoinginto texasa&m-corpuscrhisti!!doyouknowanythingabout thatuniversity???Andas theplanswere,Iamstudyingtheater...Tellmewhatyouthinkaboutit!!!!andteacher!!!ImustsayTHANKYOU!!!!!for theagenda!!! Iuse itall the time!! takecare teacher!! andsayhi toyourwife!" -TaniaMonroy"Hiwilliam;Daboutthetest..mmmwell,itdidntgoaswellasIexpected-...ibecamemyworst enemy :Sok the reading sectionwasmydisaster, at least the first lecture, then thehearingsectionwentprettywell.okknowmovingontothespeakingsection---ididntfinishedexercisefive!ihadtogivemyopinionbutiextendedtoomuchontheproblemandsolutionsthattheminutedendedwhenisaidïnmyopinion" :( :(andbecauseof that irockedin thewritingasigmentshehehehatleastthatsmyimpresion;)intheenditwasokbecauseigota108.-IsabellaMedinaceli""ThisClasswasextremelyhelpfultomeandalsohelpedmegetintothecollegeIwasaimingforintheUSA.Thankyou!"-SebastianAguirre·FloridaStateUniversity

"LizzieandBill!

I'mwritingyoutokeepyouguysupdatedonmycollegelife,becauseit'sthankstoyouthatI'mhere.

AsyouknowIchangedmymajortoRetailMerchandisingandProductDevelopment(whichisoneofthemostpopularmajorsaswellasit'soneofthebests).

TheCollegiateMerchandisingAssociationinastudentgroupofmymajorandit'sreallygreatbecausetheyhavetheirownfashionmagazine,fashionshows,etc.IwontheelectionforOfficerofStudentLiasionforCMAthisweek!AndIalsoworkedwithClutchMagazineasaAssistantStylistforMenswear,andIhadaninterviewonTuesdayforMen'sFashionDirectorforthemagazine'sSpringissueandIGOTIT!!!

ThisiseverythingIeverwantedfromFSU,andallit'sreallyfunnytoseehowallthehardworkatTCCisfinallypayingoff!

NowthatI'veachievedthesegoals,I'mgoingtokeepworkingtobeVicePresidentoftheCMAandEditor-In-ChiefofClutchMagazine;)

Iloveyouguys!Ijustwantedtosharethiswithyousoyoucansharemyhappiness...whichIknowyouwill!!SentviaBlackBerryfromT-Mobile-CarlosKemff(TOEFLscore100)

"ThisclasshasreallyhelpedmealottoimprovemyEnglishfluencyandtogetabettergradeintheTOEFLiBT.Beforethecourse,Igota86intheFREEsampletest,butwiththehelpofToeflmasterIwasabletoget111ontestdayandbroadenedmyacademichorizonsasaresult!I'mthankfulforthat..."-jorgeandresjustinianonava(LudwigMaximilianUniversityofMunich)

IencouragepeoplethatareplanningtotaketheTOEFLiBTtotakethiscourse!Withoutanydoubt,ithelpedmetogetthescoreIwanted.IstartedfromanalmostbasiclevelofEnglish,butstillIlearnedtheprocedureswhohelpedmetogetaverygoodscoreandalsoimprovemyEnglish..Thankyouverymuchandagain,Iencourageyousohardtotakethiscoursebecauseitreallyworks!-JavierOrtizPereyra·WorksatBedfordGolfandTennisClub

INTRODUCTIONOfficially,theTOEFLiBTissaidtotestastudent’sabilitytoreadandunderstandthemainpointsandconceptsthatarecommonlypresentedinacademictextbooks(ReadingSection),understand lectures and conversations common to campus living (Listening Section), speakaccording to norms in an academic setting such as a classroom or in conversation with fellowstudents (Speaking Section), and to write appropriate essays for academic purposes (WritingSection).However,althoughtheTOEFLiBTdoestestthesethings,whattheTOEFLiBTactuallytests is howwell youknowhow to take theTOEFLiBT.TheTOEFLiBTis based on specialstructuresandrules.Knowingthesestructuresandruleswillhelpyoutoachieveahigherscore.

Therefore,theTOEFLMasterProgramwasdesignedspecificallytoteachyouthestructuresandrulesusedandhowtopassthisveryconfusingandcomplicatedtest.YoumustunderstandthattheTOEFLiBTisNOTlikethetestsyouhavetakeninschool.Infact,answering thequestionson theTOEFLiBTasyoudidon the tests inschoolwill likelycauseyoutogetalowerscore.TheTOEFLMasterProgramisdesignedtohelpyoutakethisveryconfusingandcomplicated test ina specialway toanswer thequestionson the testquicklyandaccurately.Itisimportantthatyoufollowtheproceduresastaughtinthisbook.ItisalsoimportanttounderstandthatpassingtheTOEFLiBTissimplythefirststepingettingintoacollegeoruniversity.Onceyouareaccepted,youwillhavetomaintaingoodgrades,especially ifyouare thereonascholarship.Knowing this, theTOEFLMaster’smaingoal is toteachyouthestudyskillsthatwillenableyoutoreadandunderstandanyandallmaterialsthatyouwill encounter while studying at a college or university in the United States or other English-speaking country. These study skills will not only help you to achieve a higher score on theTOEFLiBT, theyultimatelywillhelpyou to achievehighergradesonall assignmentsyouwillturn inandexams thatyouwill takewhile studying.Aswithany skill,devotionandpractice isrequiredtomastertheseskillsandtousethemwithconsistentproficiency.Paycloseattentiontoeachlessonandpracticeeachskilluntilyouhaveahighlevelofaccuracyonyourpracticetests.Thetechniquesinthisbookmayseemstrangeatfirst.Infact,thehardestthingastudenthastodoistotrustinandfollowtheprocedures.However,onceyouswitchtostrictlyfollowingthe techniques and procedures explained in this book, your scorewill quickly and dramaticallyrise.Youwillalsonoticethatthelessonsinthisbookareconciseandtothepoint.TheTOEFLMasterdoes not believe it is necessary to burden a student with extra words when a lesson may besimplified.Shouldyourequireamoredetailedinstruction,pleasefeelfreetovisitourwebsiteat(http://toeflmaster.com)ore-mailme,theTOEFLMasteratwilliam@pgila.org. Finally, this book teaches technique and, although it does use samplequestions todemonstrate how to use those techniques, does not provide actual TOEFL tests. The TOEFLMaster strongly suggests that you also purchase the newest version of theOfficial ETS TOEFLGuide,whichcomeswithaCDcontainingthreerealisticTOEFLiBTexamsforpractice.

TABLEOFCONTENTSAcknowledgementsAbouttheAuthors

ForwardTestimonialsIntroduction

PartI:TOEFL1,2,3!Chapter1–TOEFLiBTOVERVIEWDescriptionofTOEFLiBTStructureRegistrationPreparationTheNightBefore/TestDayChapter2–PSYCHOLOGYTakingtheTOEFLiBTisEASY.WhytaketheTOEFLiBT?Chapter3–TOEFLiBTCHAPTERSPREVIEWREADINGLISTENINGSPEAKINGWRITINGChapter4–LOCKS&KEYS

PartII:SectionsoftheTOEFLiBTChapter5–READINGSECTIONOverviewRecognizingAcademicStructuresSkillswithExercises:ActiveReadingSentenceSimplificationUnderstandingTransitionsDealingwithDifficultVocabularyIdentifyingTestQuestions

ProcessofEliminationGeneralProceduresAdvancedFineProceduresPracticeReportScorecard3-PassagePracticeTestChapter6–LISTENINGSECTIONOverviewPassageStructuresNoteTakingPracticeReportScorecard6-ScriptPracticeTestChapter7–SPEAKINGSECTIONOverviewRubrics6QuestionTypes•Independent•Integrated:Reading&ListeningNoteTakingSampleresponsesPracticeReportScorecardChapter8–WRITINGSECTIONOverviewQuestion#1Question#2NoteTakingExamplesofEssaysScoringInformationPracticeReportScorecard

PartIII:ResourcesChapter9–BASICGRAMMARSubjectVerbConjugationsVerbFormsPrepositionsTransitionalPhrases

CommonGrammaticalErrorsChapter10–ANSWERSReadingExercisesReadingSectionSampleTestListeningSectionSampleTestScoreReferenceChartsChapter11-PATHTOSUCCESSDefinitionPerceptionTwoMindsSelfTalkStayFocusedDisciplineStayingPreparedResponsibilityRelationshipsDevotionRespectOvercomingFear/TestAnxietyTheValueofWorkHigherEducationMotivation/IncentiveThePowerofWritingThingsDownChapter12–FREQUENTLYASKEDQUESTIONS&REFERENCES

PARTI:TOEFL1,2,3!Chapter1:TOEFLiBTOverviewChapter2:Psychology

Chapter3:TOEFLiBTChaptersPreviewChapter4:LocksandKeysChapter1–TOEFLiBTOverviewTOEFLiBT–TESTOFENGLISHASAFOREIGNLANGUAGEInternetBasedTestWHATISTHETOEFLIBT? TheTOEFLiBTisacomputer-basedtest that isdeliveredto testingcentersvia theInternet.ThetestisadministeredbyEducationTestingServices(ETS),thesameorganizationthatadministersotherstandardizedtests.TheTOEFLiBTisdifferentfromapaper-basedtestinthatyoucannotmarkthetestforlaterreferenceorskiptodifferentsectionsduringthetest.Inotherwords,youcannotskippartsoftheReadingSection, complete theListeningSection and then return to theReadingSection tofinish.YouAREallowed to skip questionswithin theReadingSectionONLY but the TOEFLMaster advises against skipping and returning to questions. Each of the other sections presentmaterialinaparticularorderyoumustanswerinordertomoveforward.Theaudioportionsofthetestarealsocomputer-based.YouwillberequiredtospeakintoarecordingdevicefortheSpeakingSection.ThebestwaytoachievethehighestscoreontheTOEFListopractice,practice,andpractice.TheTOEFLtest is ademonstrationof skill.Likeany skill, themoreyoupractice thebetteryouwilldo.Asyoupractice,youwillfindthatyouhavestrengthsandweaknesses.Donotbe discouraged bywrong answers. Simply use this tutorial to learnwhy youmissed them anddevelopthatskilltogetitrightonthetest.ItalsohelpstoknowHOWtotaketheTOEFLtest.Itisbesttoknowthelanguage.Butitisbettertoknowhowtotakethetest.TheTOEFLiBTisastandardized,multiple-choicetest.Thegoodthingisthatalloftheanswers are on the screen. You have a one in four chance of guessing if you do not know.However,therearealsomanywrongchoicesthatseemright.Byrecognizingwronganswers,andeliminatingthem,youwillincreaseyourchanceatgettingahigherscore.THESTRUCTUREOFTHETEST

ReadingTheReadingsectionconsistsoffourorfivepassagesthatareroughly550–700wordseach. Each passage is followed by 12–14 multiple-choice questions about the content of thepassage.Most questions areworth one point each; questions toward the end of the section areusuallyworthmore.Youwillhaveeither80or100minutestocompletethesection(20minutesforeachpassage).Listening TheListeningsectionconsistsofsixornineaudioselectionseachofwhicharefromthreetofiveminutes long.Thetopicoftheselectionswillbeeitheracademiclecturesorcasualconversations.(Asintheexampletest.)Therewillbefivetosixmultiplechoicequestionsaboutthecontentofthelectureorconversation.Youwillhaveeither60or90minutestocompletethissection.SpeakingTheSpeakingsectionconsistsofsixspeakingtasksthatrequirelisteningandreading.Youhavetospeakforeither45or60secondsdependingonthetask,andyouhave20minutestocompletetheentiresection.Youmusttakeandusenotesinthissection.Questions1and2allowforonly15secondsofpreparationtime,Questions3and4allowfor30secondsofpreparationand Questions 5 and 6 give you 20 seconds to prepare your answer. You will speak forapproximately5minutesand30secondstotaltoanswerallsixquestions.Writing This sectionconsistsof twowritingassignments.The firstwriting sectionquestionrequiresyoutoreadpartofapassageandthenlistentopartofalectureonthesametopic.Youmusttakenotesduringthesetwoexercises.Youwillthenhave20minutestowriteanessay150–225wordsdescribingtherelationshipbetweenthetwopassages.Thesecondquestionwillaskyouto make a choice between two concepts or state whether you agree or disagree with a givenstatement.Youwillhave30minutes towriteanessaywithaminimumof300words.Youwillhave60minutestocompletetheentiresection.HOWISTHETESTSCORED?Noonebutthemakersofthetest(ETS)trulyknowexactlyhowthetestsarescored.Theshortansweristhat,afterfinishingtheTOEFLiBT,youwillreceiveascorefrom0to30ineachofthefoursections.Youwillreceiveatotalscoreof0to120onascale.TheaveragescoreoftheTOEFLiBTis68.

HOWARETHESCORESUSED?CollegesanduniversitieswilluseyourTOEFLscoreswhenconsideringyourapplication.In fact, most colleges and universities that require a TOEFL score will not even accept anapplicationwithoutit.TheTOEFLMasterstronglysuggeststhat,beforedecidingonacollegeoruniversity,checktheTOEFLscorerequirementstoseewhatminimumscoreyoumustachieveinordertoapply,thenworkdiligentlytosurpassthatscorebyaminimumof10points.Forexample,iftheuniversityyouwishtoapplytorequiresaminimumscoreof80,youshoulddoyourbesttoscore aminimumof 90 on yourTOEFLiBT.Keep inmind that getting a high score on yourTOEFLiBTdoesnotguaranteeyouadmittanceintoaparticularcollegeoruniversity,butgettingalowscorewilldefinitelypreventyoufromevenbeingabletoapply.REGISTERINGFORTHETOEFLIBTONLINE The easiest way to register for the TOEFL iBT is online at: www.ets.org/toefl/index.html TheTOEFLMaster recommends thatyoupractice taking thepractice testson theOfficialTOEFLwebsite:http://toeflpractice.ets.orgBEPREPARED1.KnowtheDirections:Learn thedirections aheadof time soyoudonotwaste time readingthemduringthetest.2.HaveaPlan:KnowtheformatsforyourSpeakingandWritingtasks.Knowthestructuresofyour responses.Practiceusing theprocedures foransweringReadingquestions, takingnotes forthe Listening, Speaking, and Writing Sections, and the responding in the structures for theSpeakingandWritingSectionstaughtinthisbook.3.KnowtheSections:ThefoursectionsareReading,Listening,Speaking,andWriting in thatorder.Knowtheformatandthequestiontypesusedinthetestforeachone.Practiceusingsampletests.4.PracticeStrategies:A.Manypeoplebelievethattheymuststudymanydifferentsubjectsinordertopreparefor the TOEFL iBT. This simply is not true. ALL of the information needed to answer thequestionson theTOEFLiBTisprovidedon the test. In fact, ifyouuse information that isnotpresentedonthetest,youwillanswerthequestionsincorrectly.Ratherthanstudymanysubjectsunnecessarily,learnthestructuresthatthepassagesarebasedon,therules,andtheproceduresforansweringquestionstaughtinthisbook.B.Learnthestructuresandproceduresneededtoanswerquestions,andpracticethemforaminimumof1houraday.TheTOEFLMasterstronglysuggests60–80hoursofpracticebeforeattemptingtotaketheactualTOEFLiBT.

C.ProcessofElimination(POE)isthemostimportanttoolforgettingahighscoreontheTOEFLiBT.Learnit;useitinallsectionstoanswerquestions.5.GooveryourPracticeTests:Reviewquestiontypesthatweredifficultforyouandunderstandwhyyoumissed them.Reviewyour structures andprocedures for answering thequestion typesthataredifficultforyouandpracticethemuntilyoucanmasterthem.THEDAYBEFORETESTDAY Cramming,or intensestudying immediatelyprior toanevent like theTOEFLiBT,simplydoesnotwork.So,ifyouhavebeenpracticingregularlyforthepastweeksandreallyknowhowtousetheprocessesandprocedurestaughtinthisbook,youareasgoodasyoucanbethedaybefore the test, so relax!This is a day to simplywatchTVinEnglish, listen tomusic andsongsinEnglish,orreadagoodbookwritteninEnglish.Thesethingswillkeepyourmindinthe“English”modeofthought,andthatwillhelpyoutremendouslyontestday.Furthermore,arestedbodyandmindisneededtotakethe3hour45minute-to4hour30minutes-longTOEFLiBT.Therefore,theTOEFLMasterstronglyrecommendsthatyougettosleepnolaterthan11PMthenightbeforetakingthetest.Sleepwellknowingthatyouwillpassyourtestandareonyourwaytoabrightfuture.TESTDAY1.Wakeupearlyontestday.Youshouldbeawakeandgettingreadytoleaveforthetestingcenteratleasttwohoursbeforetesttakingtime.2.Yourmindneedsnutrientstowork,sohaveagoodbreakfast.Ifyoucan,havefreshfruit/juice,milkandcereal,and/oreggs.3.AVOIDENERGYDRINKS!!!Energydrinksactuallyrestrictbloodflowtothebrainmakingithardertoconcentrate.4. Take a short walk before taking the TOEFL iBT. Research has proven that walking beforetakingatestimprovestestscores.Walkingincreasescirculationandbloodflowtothebraingivingitthevitalnutrientsitneedstothinkeffectively.5.Getting to the testingcenter early alsohelpsyou to relaxand to feelprepared, soget to thetestingsite30minutesearly.Thiswayyouwillnotfeelrushedthroughthetest.6. Be sure to have your identification and registration letter from ETS. Without these twodocumentsyouwillnotbepermittedtotakethetest.

7.DONOTTAKEfood,drinks,briefcase,backpack, laptopcomputer,oranythingelse to thetestingcenter.Thetestingcenterwillprovideyouwithpencilsandpaperfortakingnotes.Nothingelseisneeded.8.TURNOFFYOURCELLPHONE.Distractionsduring the testarebad.Havingsomeonethinkthatyouarecheatingandcancelyourtest isworse.Don’tgiveanyonethechancetothinkthatyoumightbecheating.Followingtestcenterrulesisvitaltoyoursuccess.

Chapter2–THEPSYCHOLOGYOFTHETOEFLiBTTakingtheTOEFLiBTisEASY!ManyofmystudentsoncebelievedthattheTOEFLiBTmustbeaverycomplicatedtestbecauseitissoimportant.Ofcourse...itisimportant.Infact,ifastudentdoesn’tearnacertainminimum score, they won’t even qualify to apply to a university or college. In fact, nearly1,000,000studentsworldwidetaketheTOEFLiBTeachyearearninganaveragescoreof68outof120.Whilemostcollegesanduniversitiesrequireaminimumscoreof80toqualifytoapplyand some requiring a score of at least 100, those students who have not achieved at least theminimumscoremust continue to studyand retake the test again andagainuntil theyachieveahighenoughscoretobeacceptedbythecollegeoruniversityoftheirchoice.However,thatdoesn’tnecessarilymeanthattheTOEFLiBTisadifficulttest.ThetruthisthattheTOEFLiBTisaverysimplebasicskillstest.Infact,themoreyousimplifythetest,theeasieritistoearnahighscore.HowcanIsaythatwithsuchconfidencewhensomanypeoplegetlowscores?It’seasy.Tobeginwith,theTOEFLiBTissimplyatestofstructureandprocedures.It testsyourability tounderstandcommonacademicpassagestructuresandsentencesaswellascertainstudyskills likenote taking.Italsorequiresstudents torespondtoquestionsusingthosestructuresandcertainprocedures.Onceyou’vemastered those skills, taking theTOEFLiBT iseasy!AnotherproblemmoststudentsfaceisthattheybelievetheTOEFLiBTistestingtheirEnglishgrammar abilitieswhenactually the test is simplymeasuringhowwell a studentknowshowtotakethetest.WhatdoImeanbythat?TheTOEFLiBTisbasedonrules,structures,andprocedures.So,knowingHOWtotakethetestwillraiseyourscoreevenmorethanhowwellyouknowEnglishgrammar.Inthisbook,youwillfindthateverythinghadbeensimplifiedasmuchaspossible.Thisbookmakesverycomplicatedthingsseemeasy.Simplifyingthingsnotonlymakesstudentslook

smarter,butfeelsmartertoo.Byusingthetechniquestaughtinthisbook,notonlywillyoufeelsmarter and look smarter, pretty soon youwill become smarter.Once you learn the structures,processes, and procedures for answering the questions in each section, you will find that theTOEFLiBTisactuallynotsodifficultatall.Thegoalofthisbookistosimplifyaverydifficulttest.Youmaysometimesfindtheinstructionsstrangeandquitedifferentfromthewaysyouhavebeenlearninginthepast.Keepinmind that this isNOTregular school and theTOEFLiBTisNOTlike tests you have taken inregularschool.Topassthistest,andtheotherslikeitgivenincollegesanduniversities,youmustlearnnewwaysoftesttaking. In the first lesson, youwill learn how to understand passage structures, sentencestructures,basictechniquesforsimplifyingsentences,howtodealwithdifficultvocabularyandtofollow the logical flowof ideas.Understanding thesefive thingswillenableyou toquicklyfindandunderstandtheinformationyouneedtoanswerthequestionsquicklyandaccurately.NOTE:Inmyattempttosimplifytheselessons,Isometimesmaynotexplainthingsfullyenoughforsomestudentstounderstand.However,beforeyougiveup,followtheinstructionsandapplythemtotheassignmentsinthewaystheyareexplained.Remember,thisisnotaregulartestandthe instructions may seem strange until you learn how to use them. After working out theexercises, if you still feel that you need more explanation, please contact a TOEFL Masterinstructorathttp://toeflmaster.com.WHYTAKETHETOEFLiBT?TakingtheTOEFLiBTisthefirstmajorstepinqualifyingtoapplyforentranceintoamajor college or university.This is an important decision in your life and shouldbedonewithseriousthoughtandconsideration.Upuntilthispointinyourlifeyouhavelikelylivedinahomewithfamilytoprovideforyourfood,clothing,andshelterneeds.Itiseasytotakesuchthingsforgrantedwhenyouarebornwiththemandhaveneverknownlifewithoutthem.However,atthispoint in your life you are now an adult with the responsibilities of caring for yourself. Thedecisionsyoumakefromthisdayforwardwilldeterminethecourseandthequalityofyourlife.Makingsuchdecisionsisdifficultifnotimpossiblewhenyouhavenoideaofwhatsuccessfulpathtotake.Donotworry,Ihavegoodnews.Althoughyouaregrowingupandmovingoutonyourown, you are not alone.Many people will be there to help you along the way. Listen to yourcounselors and advisors at the university or college that you attend. They will give you goodadvice.Onemoresourcethatwillhelpyoudetermineyourpathtosuccessisthebiographiesofthose successful peoplewho are doing the thing that youwant to do.There is a saying amongsuccessful people, “If you want to be successful, look around you to those who are alreadysuccessfulandemulate them.”Anothersayingstates, “Ifyoudowhatotherpeopledo,youwillhave what other people have.” Just remember, no matter what career you choose, becomingsuccessfultakeswork.

Chapter3–TOEFLiBTChaptersPreviewPreviewofChapter5–ReadingSectionOverview TheTOEFLMaster'sGuide teachesyouhow tounderstandwhat thequestionsareasking,use thedirections in thequestionsand thestructuresof thepassages toquicklyfind theinformation that answers the questionswithout reading toomuch, and how to eliminatewrongchoicesusingtherulesthetestisbasedon.Thisisaprovenmethodthatisfastandaccurate. Accordingtotheofficial instructions,youmustreadandunderstandthecontentandvocabularyofapassageinalimitedamountoftimewhileansweringthequestionsregardingthepassage.However, ifyou ignore thosedirectionsand insteadbecomefamiliarwith thecommonstructuresofpassagesthatwillhelpyoutofindtheinformationneededquicklyandlearnwhichanswer types arewrongaccording to the rulesof the test, youwill be able to answerquestionsquicklyandaccurately.ThefirstthingyoumustunderstandabouttestingontheTOEFLiBTReadingSectionisthat the passages are filled with extra information that you will not be tested on, as well asinformationandanswerchoicesdesignedtomisleadyou.Thegoodnewsisthatthepassagesarealso designed to present the “key” information in a specific way that, once you know how toidentify it,will help you to find the clues easily in the passages that determinewhatmakes ananswerright.Inordertodeterminewhatinformationyouneedtoread,youmustunderstandcertainsentencestructuresandtherulesthetestisbasedon.ToachieveahighscoreontheTOEFLiBT,gettoknowthesethreebasicsentencestructuresandunderstandhowtoidentifythemainideaofeach.Thischapterbreaksthepassagestructuresdowntotheirsimplestformssothatyoucanunderstand themmoreeasily. Italsogives introductiononhowto identify thequestion typesaswellashaving instruction inhow toeliminate thewrongchoicesbasedonspecific rules soyoudon’tfallforthetrapssetbyETS.Itfocusesonteachingyouhowtosimplifyandunderstandwhatquestions are asking, quickly finding the specific information in the passage that answers thequestions, and eliminating the wrong choices so that you can read less and answer questionsquicklyandaccurately.ReadingONLYtheinformationyouneedtoanswerthequestionandeliminatingchoices

that can’t possibly be correct helps reduce confusion and shorten answering time resulting inansweringmorequestionsaccurately!CAUTION:TheReadingSectionontheTOEFLiBTischallenginginmanyways.Aswasstatedintheintroduction,theTOEFLiBTReadingSectionpassagesarewrittenwithacertainstructure.Passages often contain extra or confusing information that canmake choosing the right answerincrediblydifficult.Therefore,knowingwhattoreadandwhatnottoreadwillbeveryhelpfultoyou.PreviewofChapter6–ListeningSectionOverviewTheTOEFLiBTListeningSectionissaidtotestyourabilitytolistento,andunderstandlecturesandconversationsasyouwillhear theminauniversitysetting.What thissectionreallydoesistestyourabilitytotakerelevantnotesofthemainpointsandrelateddetailsandtouseyournotes to answer the questions. Therefore, you should simply take notes of themain points andrelateddetailsofeachconversationorlecturebyusingthetechniquestaughtinthissection,anduse only those notes and the process of elimination learned in the Reading Section to answerquestions.EarningahighscoreontheListeningsectionisallaboutusingyournotestoanswerthequestions. The good news is that the passages follow specific structures and the questions arepredictable.ThereforetheTOEFLMasterteachesyouthedifferentpassagestructuresandhowtotake notes on ONLY what information questions will be asking. Again, just like the Readingsection,thissectionusesrulesforwrongchoicessoyouwillalsolearnhowtoeliminatechoicesthatcan’tpossiblybecorrectfirstincaseyouneedtoguess.TheListeningSectionchapterdescribesindetaileachpassagetypeandgivesyouspecificrulesandalistofwhattolistenforsothatyoucantakeONLYthenotesyouneedandalistofrulesforeliminatingwrongchoicessothatyoucananswerquestionsquicklyandaccurately.PreviewofChapter7–SpeakingSectionOVERVIEWYoumaybeabletospeakEnglishverywellbutstillreceivealowscoreontheTOEFLiBTSpeakingsectionifyoudon’tusetherequiredresponsestructures.ThischapterteachesyouEXACTLYhow to structureyour responsesaccording toETS’s speaking response rules so thatyoucanearnahighscore-evenifyourEnglishisn'tperfect!

Becauseoftheimportanceofspeaking,andbecauseitissomethingfewstudentsgettopractice,theSpeakingSectionoftencausesthemostanxiety.TheTOEFLMastersays,“Relax.”TheSpeakingSectionisincrediblysimilartotheReadingandListeningsectionsinthatitisatestofrecognizingstructure,knowingtherules,andfollowingprocedures.Onceyouarefamiliarwiththedifferentpassagesandtherequirementsforrespondingtoeachone,thissectionmayactuallyseemeasierthantheothers.Besides,theSpeakingSectionisonlytwentyminuteslongfromstarttofinishandyouwillonlyspeakforatotalofabout5½minutes.What’smore,youonlyhavetospeakforeitherforty–fivesecondsoroneminuteatatimedependingon thequestion.So, speaking really isn’t thebiggestpartof this section.Other skillsyouwillneedarereadingcomprehension,theabilitytolisten,andtotakegoodnotes.That’sright...theskillsyouhavealreadymasteredarethemostimportantskillsneededtoscorewellontheSpeakingSection.SCORINGFORTHESPEAKINGSECTIONThespeakingsectionisgradedonascaleof0to4.Ascoreof0(zero)isreservedforaresponse that simply repeats theprompt,doesnotanswer thequestion, isanswered ina foreignlanguage(anylanguageotherthanEnglish),orisleftblank.Humanbeingsknownas“graders”willbelisteningtorecordingsofyourspeech.ThegradersfortheTOEFLiBTuseatoolknownasa"rubric".Therubricisjustasetofrulesthatguidethegradersinevaluatingthetesttaker’sresponses.Whengraderslistentoyourresponses—and therewillactuallybehumanbeings listening toandgradingyour responses—theyhave therulesofETStogoby.Nothingislefttointerpretationorofhowthey“feel”aboutyourresponse.Eitheryouhavemetacertaincriteriaoryouhaven’t.Itistheonlyfairandconsistentwaytograde.BecausetheTOEFLiBTisastandardizedtest,responsesmustalsobestandardized.Thatmeans that the gradersmust follow certain rules and patterns that can be easily identified andscored. The great thing about the rubric is that all you need to do is form your responses toconformtotherulesandyouearnahighscore-evenifyourEnglishisn'tperfect!YoucanfindtherubricontheETSwebsiteat:http://www.ets.org/Media/Tests/TOEFL/pdf/Speaking_Rubrics.pdfIfyoutookthetimetogototheETSwebsite,youmighthavefoundthattherulesarenotthateasytointerpret.Don’tworry,aswithallthings,theTOEFLMasterlikestosimplifythings.LooktotheSpeakingchapterforalistofsimplifiedrulesthatyoucaneasilyfollow.

PreviewofChapter8–WritingSectionOverviewJustaswiththeSpeakingsection,youmaywriteverywellinEnglishbutifyoudon’tfollowthestructuresETSrequiresyouwillreceivealowscore.Therefore,thischapterteachesyoutherulesandstructurestousetowriteyouressayssothatyoucanearnahighscore-evenifyourEnglishgrammarisn’tperfect!DESCRIPTIONOFTHEWRITINGSECTIONTheTOEFLiBTtestsallthebasicskillsthatyouwillneedwhileattendingacollegeoruniversity.ThislastsectionoftheTOEFLiBTexamtestsyourabilitytowriteessays.Thissectionrequiresthatyouwriteforatotaloffiftyminutes.InmanywaystakingtheWritingSectionismadeeasierbecauseitteststhesameskillsthatyouhavealreadymasteredinthefirstthreesections.Infact,thetwoquestionsthatyouwillencounter in theWritingSectionare incrediblysimilar toQuestions#2and#4of theSpeakingSection.Theprimarydifferenceisthatyouwillbetypingyourresponsesratherthansayingthem.In other words, these questions should not intimidate you because your responses to the twowritingtaskswillfollowthesamepatternsasyourresponsesintheSpeakingSection.Ifyouwantto know how to structure your responses to the Writing Section, look at how sentences andparagraphsarestructuredintheSpeakingSectionandfollowtheexamples.Withalittlepracticeusingthecorrectstructures,manystudentsfindmasteringtheWritingSectiontobequiteeasy.Yourfirstwritingtaskwillrequireyoutobothreadandlistentopassagesonarelatedtopic, soyouwillneed to leaveyourheadseton.Youressaymustbe typedsoyoushouldhavesomefamiliaritywiththestyleofkeyboardyouaregoingtousebeforeyoutaketheTOEFLiBT.AlthoughtheprogramusedfortheTOEFLWritingSectionhascut,copy,andpastefunctions,theTOEFLMaster strongly suggests against using these function for two reasons: First, it ismuchmoredifficulttorestructuresomethingwhenitisalreadywritten.Inotherwords,itisfareasiertowriteyouroriginal ideaswithoutcopyinganythingfromthetext.Second, ifyoucopytoomuchfromtheoriginaltextandmakeityourown,youcouldreceiveascoreof“0”onthistask.Onceyouenter acollegeoruniversity, copyingmaterial and representing it asyourown isknownasplagiarismandisabigacademicno-no.Astudentcanbepunishedforsuchanoffenseandevenbe expelled from the college or university.What’smore, once being expelled for plagiarism, astudentmayfinditincrediblydifficulttobeacceptedbyanyothercollegeoruniversitybecausethe new school would request any transcripts and official documents from the first institution.Therefore, follow the instructions in thischapter toassureahighWritingSectionscorewithoutanyproblems.

Chapter4–Locks&KeysManyofmystudentsworrythattheydon’tknowenoughaboutallthedifferentsubjectsthattheymayencounterontheTOEFLiBT.Theycallandaskwhattheyshouldstudyfor,ratherthan ask about how they should study. The bad news is that there is noway of knowingwhatsubjectswillbeonyourTOEFLiBTontestday,andthereisnowayofstudyingallofthesubjectsthatyoumaybetestedon.TheGOODNEWSisthatyoudon’tneedtoknowanythingaboutthesubjectsthatwillbeonthetest.TheReadingSectionisbasicallylikean“openbook”testwherealltheinformationneededtoanswerthequestionsisavailablerightthereinfrontofyoutoanswertherelatedquestions.Infact,ifitisn’tmentionedinthepassage,itisawrongchoice.Yourtruetaskistomatchthequestionyouareansweringtoinformationinthepassage—a lock and a key—then eliminate any choice that doesn’t match. The problem is that everyquestioniswritteninaconfusingwayandhaschoicesthataredesignedtotrickyou.Findingtheright clue in the passagemakes it possible to choose the right answer by eliminating all of thechoicesthatdon’tmatchthatclue.Getit?Thinkofthequestionbeingalock,andonlyonesentenceinthepassageistherightkey.Thepassageislikeapileofkeys,buteachquestionhasawordorphraseinitthatwilldirectyoutothespecificsentenceinthepassage.Thatwillhelpyoutounlockthequestion.Simplygotothatsentenceandreaditforthegeneralideathatanswersthequestion.Thenlookatyourchoicesandeliminateanychoice that isdifferent fromthatgeneral ideausingyour“processofelimination”(discussedlaterinthenextchapter).

ReadontodiscoverjusthowthisprocessworksandhowitwillhelpyoutoachieveyourhighestTOEFLiBTscore.

PartII:SectionsoftheTOEFLiBTChapter5:ReadingChapter6:ListeningChapter7:SpeakingChapter8:Writing

Chapter5–ReadingSectionDESCRIPTIONOFTHEREADINGSECTIONTheTOEFLiBTReadingSectionconsistsofeitherfourorfivepassagesthatareroughly550–700 words each. Each passage is followed by 12–14 multiple-choice questions about thecontentof thepassage.Mostquestionsareworthonepointeachwhile thequestions toward theendofthesectionareusuallyworthmorepoints.Youwillhavea“block”of80or100minutestocompletetheReadingSection.

Youwillreceiveatotal“scaledscore”between“0–30”forthissection.CAUTION:ETShasitsownwayofdeterminingyourscorethathasnothingtodowithsimplemathematics. Getting two–thirds of the questions correct on your practice tests does notnecessarilymean thatyouwill scorea “20”onyourTOEFLiBT.Westrongly suggest thatyoucontinuetopracticeusingtheTOEFLMastertechniquesuntilyoucanscoreconsistentlyatleast85percentaccuracy.Furthermore,theReadingSectionontheTOEFLiBTischallenginginmanyways.Aswas stated in the introduction, the TOEFL iBT Reading Section passages are written with acertain structure.Passagesoftencontainextraorconfusing information thatcanmakechoosingtherightanswerincrediblydifficult.Therefore,knowingwhattoreadandwhatnottoreadwillbeveryhelpfultoyou. Accordingtotheofficial instructions,youmustreadandunderstandthecontentandvocabularyofapassageinalimitedamountoftimewhileansweringthequestionsregardingthepassage. Ignore those directions and instead become familiar with the common structures ofpassageswillhelpyoutofindtheinformationneededtoanswerquestionsquicklyandaccurately.Althoughthesedescriptionsaresimplified,therereallyisnomoretoacademicstructuresthanispresentedhere.TheTOEFLMasterstronglysuggeststhatyoureadandunderstandthem.Rememberthatsimpledoesnotequaleasy.Youmustmasterbeingabletoreadandunderstandpassages inEnglishwithout translating fromyour native language.Again, in order to achieve ahigherscoreonyourTOEFLiBT,learnthebasicpassagestructures.OVERVIEWOFTHETOEFLiBTREADINGSECTIONThissectionbreaksthepassagestructuresdowntotheirsimplestformssothatyoucanunderstand themmore easily. It also gives an introduction to the question types aswell as thewrongchoicesthatyouwillencounteronthetest.

THE BASIC STRUCTURE OF A TOEFL iBT PASSAGE(TypesofStructures)OntheTOEFLiBT,allpassageswillfollowasimilarstructurewhichwilllooklikethefollowing:1.Anintroductoryparagraphthatcontainsthebasictopicofthepassage.2.Threetosevenbodyparagraphsthatprovidemoreinformationaboutthetopic.3.Aconcludingparagraphthatbringsthepassagetoaclosewithafinalstatement.THEREARETWOTYPESOFBODYPARAGRAPHS InformationinTOEFLiBTpassagesispresentedintwobasicforms:Supportiveandopposing.Moststudentsdonothavedifficultywiththesupportiveforms.However,asAmericanEnglishisexpressedintheoppositewayasmanyother languages,studentsoftenhavedifficultywiththeopposingpassages.Takealookatthebriefdescriptionsbelow:•Supportive:Asupportiveparagraphsupportstheauthor’sviewswithmoredetailsandfacts.This typeofparagraphtypicallygivesreasons,examples,anddetails thatsupport theauthor’smainpointortopic.•Opposing:Anopposingparagraphhasinformationthatcontradictstheauthor’sviews.BeespeciallycarefulwhenreadingthistypeofparagraphasideasinEnglishareoftenexpressedinthe oppositewayofmanylanguages in theworld.Paycloseattentiontooppositedirectionwordssuchas“but,although,andhowever.”

Connection&DirectionWordsSameDirectionOppositeDirectionSequence

AndAlthoughFirst,Second,ThirdBecauseHoweverNextDuetoYetThenThereforeDespiteAfterAnotherButLastForexampleIncontrasttoPreviouslyOnereasonOntheotherhandBeforeAdditionallyRatherFollowingThusFinallyToachieveahigherscoreonyourTOEFLiBT,practiceidentifyingthedifferentconnectionanddirectionwordsandbecomefamiliarwiththewayinformationispresentedineachsentence.DETAILEDDESCRIPTIONOFTHETOEFLPASSAGESThefirstpartofthissectionisbrokeninto5easy-to-followlessons.Pleasefollowtheminordertoachievethebesttestresultsbeforemovingontothetest-takingprocedures.STRUCTUREOFATOEFLiBTPASSAGEReadingpassagesontheTOEFLiBTareconstructedinthesamewaythatinformationispresentedinacademictextbooks.TherearethreebasicpartstothestructureofaTOEFLpassage.Knowingwhatinformationispresentedineachpartwillhelpyoutoanswerquestionsmoreeasilyand correctly. Although this may seem basic and simple, it is very important to know andunderstandthesethingsinordertoachieveahighscoreontheTOEFLiBTReadingSection.ThereareThreePartstoaTOEFLiBTpassage:1.Introduction:Theintroductoryparagraphintroducesthemaintopicorpurposeofthepassage.2.Body: The body paragraphswill give themain points related to the topic or purposewhileofferingmoreinformationintheformofreasons,examples,anddetails.3.Conclusion: Passages donot always have a conclusion and can even end abruptly.But, theymayhaveashortsummarythatwillrefocusthemajorideaofthepassage. OnceyouknowandunderstandhowTOEFLiBTpassagesaresetup,andhowtheypresenttheinformation,youwillunderstandtheseeasier.However,anywayyoulookatit,findingthe information you need to answer the questions takes skill. Aswith any challenge, the skillsneededcanbedeveloped.Herearethreeskillsthatyoumustmasterbeforeattemptingtotakea

ReadingTest.Thesearealsoskillsthatyouwillusethroughoutyourtimeatuniversity.UNDERSTANDINGSENTENCESTRUCTUREThefirstthingyoumustunderstandabouttestingontheTOEFLiBTReadingSectionisthat the passages are filled with extra information that you will not be tested on, as well asinformationdesignedtocauseyoutoguessandmakewrongchoices.Thegoodnewsis that thepassagesarealsodesignedtopresentthe“key”informationinaspecificwaythat,onceyouknowhowtoidentifyit,willhelpyoutofindtheclueseasilyinthepassagesthatdeterminewhatmakesananswerright.Inordertodeterminewhatinformationyouneedtoread,youmustunderstandcertainsentencestructuresandtherulesthetestisbasedon.ToachieveahighscoreontheTOEFLiBT,gettoknowthesethreebasicsentencestructuresandunderstandhowtoidentifythemainideaofeach.UNDERSTANDINGPASSAGESTRUCTURESTheTOEFLiBTReadingSectionhasthreebasicpassagestructures:1.Direct–theinformationispresentedinastraightforwardmanner.2.Direct/Indirectwithsomedifficultvocabulary–thesentencestructuresaresometimesdirect,sometimesindirect.Theyusemorepronouns,adjectives,adverbs,alongwithsomedifficultvocabularywords.3.Mostly Indirectwith a lot of difficult vocabulary – these passages usemostly long, indirectsentences that hide the information with a lot of descriptive phrases, prepositional phrases,pronouns,adjectives,adverbs,andvocabularywords.TheTOEFLMasterpreferstosaythattherearethreebasictypesofpassages:1.Easy•Informationisgiveninadirectwaythatiseasytofindandunderstand.2.Medium• The information is easy to find but confusing because of sentence structure or difficultvocabulary.•Youmustsometimesreadmorethanonesentencetogettheinformationneededtoanswerthequestion.•Youmayneedtodosomesentencesimplificationtounderstandtheinformation.3.Difficult•Theinformationisoftenparaphrased(sayingthesamethinginadifferentway)orislostintoomuchdetailanddifficultvocabulary.•Theinformationisoftenpresentedinanegativeor“oppositedirection”sentence.

•Youoftenmustreadtwoorthreesentencestofullyunderstandtheinformation.•Youmustsimplifythesentencesandfindjustthe“mainidea.”Explanationof“direct”and“indirect”sentencestructure:Direct - When I speak of “direct” sentence structure in this book, what I mean is that theinformationispresentedinaverydirectway.Thecommonsentencestructureis:Subject–Verb–Object.Inotherwords,thesentencetellsyou“who,”or“what,”(thesubject)—isdoing(theverb)—what(theobject).Thisisknownasthe“activevoice.”Forexample: “John took theTOEFLiBT.”This sentence tellsyou“who”—thesubject (John),what he “did”—the verb (took), “what”—the “object” (the TOEFLiBT).As you can see, thissentencepresentstheinformationina“direct”way.Indirect – Indirect sentence structures are usually written to include descriptive phrases,prepositionalphrases,adjectives,adverbs,orarewritteninthepassivevoice.ForExample: “The TOEFL iBTwas taken by John.” This sentence is written in the passivevoice.Thesubjectnowis“TheTOEFLiBT”—theverbis“was”—and“John”becomestheobjectofthepreposition“by.”Soundconfusing?ThissentenceseemsbackwardsfromthecommonstructureofSUBJECT–VERB–OBJECTbutactuallyfollowsthesamepattern.NowyouknowwhatImeanbyso-calledmediumdifficulty.But,don’tworry . . .witha littlepracticeandfamiliarity, thesesentencestructuresareeasytounderstand.AnotherExample:“Havingbeenpreparingforsometime,JohnGonzales,whobythewaywasthe top student in the schoolhe attended, felt thathewas inextricablybound tohisdecision toattendamajoruniversity.”Whodidwhat?–“JohnGonzalesfeltboundtoattendauniversity.”Don’t worry if you didn’t get it. You will have plenty of practice with the TOEFL Mastertechniques.FIVENECESSARYSKILLSFORTHEREADINGSECTION1.WORKONACTIVEREADINGTherearetwotypesofreading:Passiveandactive.Ontheonehand,passivereadingishowyoureadforfunorenjoyment,aswhenyouarereadingafavoritebookormagazine,orhowyoumighthave readyour textbooks in school.Passive reading takes longer thanactive reading,becausewithpassive readingyou readall of thewords toget an in-depthunderstandingof thesubject,story,orarticle.Ontheotherhand,activereadingismuchfaster.Withactivereadingyouarereadingonlyspecificsentencestogetthegeneralinformationneededtoansweraspecificquestion.IntheTOEFLiBT,eachquestionwilldirectyouviacertain“key”wordstowhatsentencecontainsthe

clue that answers that question.Youwill then read only that sentence, or the sentence directlybeforeorafter it, and thenuse theprocessofelimination toeliminateanychoice thatdoesnotmatchthegeneralidea.Soundcomplex?Thinkofitthisway:Let’ssaythatyouneedapairofshoesforaspecialevent,butyoudon’thavethepairyouneed,so,youmustgototheshoestoretobuythem.Youknowby thespecialeventexactlywhat typeofshoesyouneed.Therefore,whenyouget to theshoestore,youdon’ttryoneverypairofshoesinthestore;insteadyougodirectlytotheareathathasthetypeofshoesyouarelookingfor.Youthenscanovertheselectionandpickupthepairthatmostcloselymatcheswhatyouneed.Youmightfindthreeorfourpairsthatcouldworkforyou,butonlyonepairwillworkbest.Althoughyoumightnotthinkofitthisway,youaregoingtouseaskillcalled“processofelimination”tochoosethebestpairforyourneeds.ThisisexactlyhowyoumustanswerquestionsontheReadingSectionoftheTOEFLiBT. Themainreasonyoumustuse theactivereading technique is that theTOEFLiBTpassageshavelotsofextrainformationinthem,whichmeansthattheyhaveadditionalideasthatyouwillnotbe testedon.Thisextra informationcanmakeansweringquestionsdifficult,as themakersofthetest(ETS)knowexactlyhowtotrickyoubymakingchoicesseemrightifyoureadtoomuch.Mostquestionsrequireyoutoreadonlyone,two,oratmost,threesentencestofindtheclue that determines the correct answer. Therefore, the TOEFLMaster Program suggests thatinsteadofattemptingtoreadandretainalloftheinformationinthepassage,focusonansweringeachquestionindividuallyusingactivereading.Really,allasentencerequiresisanounandaverb(calledaclause).Asimplesentencecould be, “Carlos laughed.” But, as we know,most expressions consist ofmore than just twowords.Therestofthewordsonlyaddmoreinformationanddetailtothesentence.TheytellustheWhat,Why,Where,When, andHowCarlos laughed.Keep inmind thatmorewords only givegreater detail to the story. Knowing the basicmeaning of a sentence is really all you need tounderstand togetahigher scoreon theTOEFLiBT.Practice identifying the subject,verb,andobjectinasentencebyaskingyourself,“Who(orwhat)isdoingwhat?”ToSimplify:Everysentencehasthreebasicparts.Whenreadingasentencethatyoufinddifficulttounderstand,justlookfortheseparts:Subject–Who,orwhat,isperformingtheaction.Verb–Theactionbeingperformed.Object–Thisreceivestheactionoftheverb.Ittellswhatthesubjectis“doing.”Practicereadingsentencestopickoutthesethreeimportantparts.SKILL#1–SENTENCESIMPLIFICATIONSentencesimplificationisavaluablestudyskillusedtoremovealltheextrawordsfromasentenceleavingjustthemainidea—subject,verb,andobject.Thisskillhelpstoeliminatemost

(ifnotall)difficultvocabularywordsleavingjustthemainideaofthesentence.Themainpointofthisexerciseistosimplifyasentencebyreducingitdowntojustthesubject,verb,andtheobject.Inotherwords,“Who(orwhat)isdoingwhat?”Keepinmindthatthesubjectmaybealivingthingsuchasapersonorananimal,anon-livingthingsuchasacarorahouse,oranidea(orconcept)suchasinthefollowingsentence:“Anewanalysis,performedbyconsulting firmTetraTech for theNaturalResourcesDefenseCouncil (NRDC), examined theeffectsofglobalwarmingonwatersupplyanddemandin thecontiguousUnitedStates.”In thisexample,“analysis”isthesubject.Whenfindingthesubject,askyourselfthisquestion,“Who(orwhat)isdoingwhat?”Ifyouarestillhavingdifficultyfindingthesubject,lookfortheverb.Oftenasentencewillhavea“helperverb”suchas“is–are–was–were–has–have–had–do–does–did.”Ifthesentencedoesnothavea“helperverb,”lookfortheword“to”andtheverbwillfollow.Itisararesentencethathasneithera “helper”nor theword“to”before theverb.Evenso,youcanalways spot theverb,asitisthewordthatdescribestheactionthesubjectisdoing. Onceyouhavefoundthesubjectandverb,askyourself“what”isgoingonwiththesubject. For example, in the sentence, “When taking the TOEFL iBT exam for the first time,studentshavedifficultyfinding thecorrectanswerbecause theyareconfusedby theconvolutedsentencestructures,difficultvocabularywords,andquestionsthatdon’tmakesense.” Inthisexerciseweremoveanydescriptivephrases,prepositionalphrases,adjectives,adverbsandeverythingaftertheword“by.” Somesentencesare“compoundsentences,”whichmeans that theyareactually twosentences joinedbya commaandaconjunction.Forcompound sentences,write the simplifiedversionforeachsentenceinthespace.Rulesforsimplifyingsentences:1.Eliminatedescriptivephrases–thesearephrasesoffsetbycommasthatonlygivedescriptionofthesubject.2.Eliminateprepositionalphrases–Sometimestheobjectofaprepositionlookslikethesubject.However,thesubjectcannotbetheobjectofapreposition.Commonprepositionalphrasesbeginwith“at,in,on,by,of,to,”and“with.”NOTE: Be careful not to eliminate all prepositions as the “object” of the sentence likely willcontainapreposition.3.Eliminateeverythingaftertheword“by.”4.Eliminatealladjectivesandadverbs–Thesemerelygivedescriptiontothenounsorverbsandaretypicallydifficultvocabularywordsunnecessarytounderstandingthesentence.

5.Whenhavingtroublefindingthesubject,lookforauxiliaryverbssuchas“is,are,waswere,has,have,had,do,does,did,”andtheword“to.”Notallsentencescontainthesewordsbutmostdo.Theywillhelpyoutoidentifytheverbandsubject.Whenyoufindanauxiliarysuchas“were,”simplyaskyourself,“WhoorWhatwere?”Thissimpletrickwillhelpyoutoidentifyeasilythesubjectandrelatedverbs.6.Once youhave identified the subject and verb, simply ask yourself, “WhoorWhat is doingwhat?” Typically the object of the sentence is what is left over after you have applied the“eliminations”tothesentence.TRYTHESEEXERCISESRewritethesentencesbelowexpressingonlythemainideaorideas:1.Theelectronicsofacellularphone,adevicethatmostpeoplebelieveisamoderninvention,areactuallyatechnologythatwasfirstpatentedin1890byNikolaTesla.Simplified:____________________________________________________________2.Gustavo,whoisbestknownforhishonestyandabilitiestosettleargumentsfairly,wascalledtohelpendadisputebetweentworivalgroupswhowerefightingoncampus.Simplified:____________________________________________________________3.Aftermakingover2,000attemptsatcreatingaviablemonofilament,ThomasEdison, famedAmericaninventor,discoveredamonofilamentthatmadethemodernlightbulbpractical.Simplified:____________________________________________________________4.TheSpaceShuttleorbiterresemblesaconventionalaircraft;withdouble-deltawingsswept81°attheinnerleadingedgeand45°attheouterleadingedge.Simplified:____________________________________________________________5.Althoughtimetravelhasbeenacommonplotdeviceinsciencefictionsincethelatenineteenthcentury,itiscurrentlyunknownwhetherthelawsofphysicswouldallowtimetravelintothepast.Simplified:____________________________________________________________6.Thenatureof art, and relatedconcepts suchas creativity and interpretation, is explored in abranchofphilosophyknownasaesthetics.Simplified:____________________________________________________________7.Theterm“culture,”whichoriginallymeantthecultivationofthesoulormind,acquiresmostofits later modern meanings in the writings of the eighteenth-century German thinkers, who on

variouslevelsdevelopingRousseau’scriticismofmodernliberalismandEnlightenment.Simplified:____________________________________________________________8.Bymiddleandhighschool,thesocialstudiescurriculum,consistingofcoursesontheAmericanColonial Era, the American Civil War, Early Western Expansion, and Americanism vs.Communism,becomesmorediscipline-basedandcontent-specific.Simplified:____________________________________________________________9. In the early twentieth century, geneticswas integratedwithDarwin’s theory of evolution bynaturalselectionthroughthedisciplineofpopulationgenetics.Simplified:____________________________________________________________10.Althoughnotthefirsttobuildandflyexperimentalaircraft,theWrightbrotherswerethefirsttoinventaircraftcontrolsthatmadefixed-wingpoweredflightpossiblebyinventingandbuildingthe world's first successful airplane and making the first controlled, powered and sustainedheavier-than-airhumanflight,on17December1903.Simplified:____________________________________________________________

(SeeChapter11forAnswers.)SKILL#2–DEALINGWITHDIFFICULTVOCABULARYTheTOEFLiBTisdesignedtomeasurehowwellyouarepreparedtoperformatanacademic level. The passages are therefore written using difficult vocabulary and sentencestructures.DoNOTbeintimidatedbythem.Simplylearnhowtounderstandwhatthemainpointofthesentenceisbyusingthetechniquestaughtinthisbook.To reallyunderstandwhatyouare readingwhendifficult vocabulary is givingyou trouble, firstunderstandthatwordsareusedtorepresentathing,action,anidea,ortogivedescriptiontothosethreejustmentioned.Considerthatdifficultvocabularywordsarestilljustwords.Therestofthesentence,or the sentenceprecedingor following,will giveyouclues towardsunderstanding theword you don’t know.Or, the difficult word could be irrelevant to understanding the sentencealtogether. Inotherwords,youmaynotneed tounderstand thedifficultvocabularyat all.Still,evenifyoudon’tunderstandsomeofwhatyou’veread,youcanstillscorewellontheTOEFLiBTbyusingthemethodsyouarelearningintheTOEFLMasterProgram.Theimportantthingisthatyounotworryaboutwords thatyoudon’tknow,butpractice focusingon the sentence’s subjectandgeneralmeaning. Manystudentsfeel that theycannotdowellontheTOEFLiBTbecauseofdifficultvocabulary.Afterall,howcansomeoneanswerquestionsiftheydon’tunderstandwhattheyarereading?Well, it ispossible.Rememberthat this isNOTregularschoolandtheTOEFLiBTisNOT a regular test. You truly don’t have to understand all of the words in the passage to

understandwhatyouarereading.(RememberSentenceSimplification?)Allyouarebeingtestedonisthemainideasorconceptsineachpassage,nottheindividualmeaningsofwords(includinginvocabularyquestions).However,ourmindsdonotlikereadingwordsthatwedounderstand;asaresult,practicereading using the active reading technique already described. Theway people read normally iscalledpassive reading.Thatmeans that they readeverywordandunderstandeveryword in thesentence.We read this way when reading a favorite kind of book,magazine, newspaper, or apersonal letter. It isaslowandmeticulouswayofreading. It isalso thewayyouhaveprobablybeentaughttoreadinregularschooltoprepareforregulartests.But,thisisNOTregularschoolandtheTOEFLiBTisNOTaregulartest.Therefore,youmustlearntoreadactively.ActivereadingisawayofreadingfortheGISTofthesentencesandparagraphs.GISTstandsforGeneralIdea,Structure,andTone.Whenreadinginthisway,donotbeconcernedwiththe definition of everyword.You only need to read for themain concepts of the sentence orparagraph.Therearethreewaystodealwithdifficultvocabulary:1.Simplify the sentence– as you have already discovered, by simplifying sentences, you caneliminatealmostalldifficultvocabularywords.Thiswaymaynotworkifusedtoostrictly.It isbestwhenuseditincombinationwiththefollowingtwoways.2.Replacethedifficultword–whenyouencounteradifficultword (anyword thatyoudon’tknow), replace the word in the sentence, by simply using “some” word to fill the space. Putanotherway,eliminatethedifficultvocabularywordandput“something,”“someone,”“somekindof,”or“todosomething”initsplace.Themindgetsconfusedwhenitseesaworditdoesn’tknow.Theminddoesnotlikeblanksor“notknowing.”Byfillingtheblankwithacommonword,yourmindusestheotherinformationfromthesentencetomakesenseofthemainideaofthesentence.Themainideaiswhatyouwillbetestedon.Forexample:“Thisprocessofsuppressionofevidenceisillustratedbymanyoftheanomalouspaleoanthropologicalfindingsdiscussedinthebook.”Citedfromhttp://www.forbiddenarcheology.com/Revised:“Thisprocessofsuppressionofevidence is illustratedbymanyof the“somekindof”findingsdiscussedinthebook.”NOTE:Replacingthedifficultwordwith“some”wordwillbeenoughtohelpyouunderstandanysentenceenoughtoansweranymultiplechoicequestionusingtheprocessofelimination(POE).3. Paraphrasing – many sentences are compound sentences that explain their meaning byparaphrasing.Theparaphrasesmaycomeinsentencesprecedingorfollowing thesentencewiththe difficult vocabulary, or as in the case of the example below,may be containedwithin thesentenceitself.Notetherelationshipstothewordsthatareunderlined.

For example: “Ancient tomes on martial arts are often thought to have been written by onemaster, but, upon greater research, the authorship of such manuscripts appears to have beenscribedbynumerouspractitionersofthecraft.”Whataretherelationshipsoftheunderlinedwords?tomes=manuscriptsmartialarts=thecraftwrittenby=authorshipscribed=writtenmaster(s)=practitioner(s) Itmaytakesomepractice,butparaphrasingisanexcellentwaytodealwithdifficultvocabularywordswhenitcanbeapplied.NOTE: These three ways of dealing with difficult vocabulary may be used individually or incombinationdependingonthesentencestructure.TRYTHESEEXERCISESRewritethesentencesbelowparaphrasingthemainideaorideas:1.Charliewasaroughriderandano-nonsensekindoffellaknownforblazingthetrailbetweenColoradoandOregon,anareaknowntobewildandpopulatedbysavageIndians.Simplified:____________________________________________________________2.Althoughthegreytimberwolfisamonogamouscreaturethattakesonlyonemateforlife,itisananimalthatlivesandhuntsinapack.Simplified:____________________________________________________________3.BythetimeIrealizedthatIleftmywalletathomeonmydresser,Ihadalreadyeatenmydinneratanexpensiverestaurant.Simplified:____________________________________________________________4.ManyscholarsdisputetheoriginoftheChristianBibleasthefamiliarstoriestoldinmanyotherculturesseemtopredatethosetoldintheOldTestament.Simplified:____________________________________________________________5.OneofthebesttimesI’veeverhadwaswhenItookmybestfriendtoacarnivalwherewerodemanyfunandexhilaratingridesallnight.Simplified:____________________________________________________________6.Rice,threebagsfull,whichwasallthatIcouldcarryinmyarms,wasmymainstaple,andallI

hadtoeatafterthestormwipedoutmyhometownandmostofmybelongings.Simplified:____________________________________________________________7.Avatarsinnon-gamingonlineworldsareusedastwo-orthree-dimensionalhumanorfantasticrepresentations of a person’s “inworld” self by allowing the player to choose body and facialcharacteristicsaswellasdifferentclothingstyles.Simplified:____________________________________________________________8.AfterWorldWarII,especiallyinNorthAmerica,therewasaboomingeneralaviation,bothprivate and commercial, as thousands of pilots were released frommilitary service and manyinexpensivewar-surplustransportandtrainingaircraftbecameavailable.Simplified:____________________________________________________________9.AlthoughCharles came froman aristocratic familyof gentlemen,hewas sohaughty that hebecameanembarrassmentforhiscontemptuousattitude.Simplified:____________________________________________________________10.When thecorporationwent intobankruptcy, Jerrybecame the fall guyasexecutivesof thecompanysoughtsomeonetoplacetheblamefortheirfinancialfailure.Simplified:____________________________________________________________

(SeeChapter11forAnswers.)

SKILL#3–UNDERSTANDINGTRANSITIONS TOEFLiBTReadingpassagescangetextremelyconfusingwhentheideaspresentedchangedirections.DoingwellontheTOEFLiBTisgreatlydependantonyourunderstandingofsentencestructuresandofhowideasconnect.Ideasmaybebasicallyconnectedinthreeways:Sequence–Connection–Contradiction. To be more simplified: In the order that they happen, the samedirection,ortheoppositedirection.Inthissetofexercisesyoumustdetermineiftheideasineachsentenceareinacertainorder(Sequence),continuingthesamedirectionofthought(Connection),orgoingintheoppositedirection(Contradiction).BelowisalistofthecommontransitionwordsyouwillfindontheTOEFLiBT:WordsthatindicateaSequenceorProgression:FirstSecondThirdNextAfterLastThenPreviouslyBeforeFollowing

FinallyWordsthatindicateaConnectionBetweenIdeas(SameDirection):BecauseThereforeThusAndAlsoFurthermoreAdditionallySoWordsthatindicateaContradictionBetweenIdeas(OppositeDirection):HoweverDespiteYetOntheotherhandButIncontrasttoAlthoughUsethewordsinthecategoriesabovetofillintheblanksintheexercisesonthenextpage. In some sentences,more than onewordmaywork.However, onlywords from the samecategorywillwork inanyonesentence.The important thing is thatyouunderstand theflowofideas.TRYTHESEEXERCISES1.Dharmareallylikestheuniversitythatshejustreceivedanacceptanceletterfrom._______,thefirstuniversitythatacceptedherisofferingamuchbetterscholarship.2.Theresawillstudyallofhergeneralcoursesfirst,and_________shewillgoontostudyforhermajor.3.OneofthemainreasonsJeremychosetoattendSheffieldCollegeisthathehasfamilywholivenearby.__________,thelowtuitionfeewasafactor.4.Allstudentsmustturnintheirassignmentsbytheendoftoday’sclass____________pickupthenewworkbookthatgoeswiththenextchapterinyourtextbook.5.Theresawasgoingtoattendtheseminarovertheweekend___________shewasnotabletogetherticketintime.6.Jonathanhad__________livedintheuniversitydorm,buthenowlivesinhisownapartment.7.__________PhoenixhadneverbeentoPittsburgh,hefeltasthoughheknewthecity.8. Sherri had ___________ taken the same course on the history ofEuropean politics, and soknewwhattoexpectthistimearound.9.Eddiewasdisappointed____________hereallywantedtogotouniversityinthespring,buthe

didn’tcompletehisapplicationandsubmititontime.10.Lesliereallywantstomajorinmathematicalsciences.____________shefeelsthatadegreeinengineeringwouldprobablyhelphertogetabetterpayingjobaftershegraduated.

(SeeChapter11forAnswers.)NOTE:YouwillneverbeaskedtoidentifyadirectionwordorchoosethecorrectdirectionwordontheTOEFLiBT.Thisexerciseissimplytohelpyouidentifytheflowoflogicinsentences.Itisnotsoimportantthatyouchoosetherightwordforeachsentence.Theimportantthingisthatyougettherightcategory.Skill#4–IDENTIFYQUESTIONTYPES Therearenowelevengeneralquestiontypesonthetest.Understandingthetypesofquestionsnotonlymakeiteasiertoanswerquestionsquickly,butalsoisabsolutelynecessarytoanswerthemaccurately.1.Detail:Thesequestionsaskyouaboutspecificdetailsfromthepassage.2.NegativeDetail:ThesequestionsrequireyoutolookfortheanswerthatisNOTsupportedbythepassage.3.Reference:Thistypeofquestionasksyouwhatanoun,pronoun,adjective,oradverbrefersto.4.Vocabulary inContext (VIC): These questions ask themeaning of a word or phrase in asentence.5. Inference: These questions ask you what the author means by a certain statement in thepassage.6.RhetoricalPurpose:Thesequestionsaskwhytheauthormentionsaparticularpoint.7.Paraphrase:Thesequestionsrequireyoutoreadaboldedsentenceandthenchooseasentencethathasthatsaysthesamethinginadifferentway.8.“True”: These questions ask you to determine which statement is TRUE according to thepassage.9.SentenceInsertion:Thesequestionsrequireyoutodecidewhereaprovidedsentencefitsbestwithinaparagraph.10.Summary:Thistypeofquestionasksyoutochoosethreemainconceptsinthepassage.11.InformationOrganization:Thesequestions requireyou tomatchdetails from thepassagewithtopicsprovidedinthequestion.Eachofthesequestiontypeshasitsownspecialprocedure,andansweringthemcorrectlytakesskill.(Thiswillbeexplainedingreaterdetaillaterinthissection.)PracticetheprocedurestaughtbytheTOEFLMastersothatyoucananswerallthequestionsquicklyandaccurately.

Skill#5–IDENTIFYINGWRONGCHOICESEveryquestionhasfourchoices,butonlyoneisthecorrectanswer!Theothersare“trap”answersthatusewordsorphrasesfromthearticlethatseemrightbutarenot.TherearenotrulyrightanswersontheTOEFLiBT.Instead,thereisonlythebestanswer.Topreventpeoplefromchallenging the answers, ETS has very strict rules for writing clues in the passages and fordesigningwrongchoices.WrongchoicescanbeeliminatedbyknowingandusingtheProcessofElimination(POE),whichinturnmakesiteasytochoosethecorrectanswer.Considerthis:Ifyouhavetoguessonaquestionbetweenfourchoices,youhavea25percentchanceofgettingitright.Ifyoucaneliminateevenonewrongchoice,youthenhavea33.3percentchanceofgettingit right.Eliminate onemore choice and your odds are 50/50.And finally,when you are reallyfamiliar with using the POE, eliminate three of the four choices and your odds of getting thequestionrightare...100percent.Wrongchoicesfallintooneofthefollowingcategories:BeyondtheInformation:Thesechoiceshaveinformationthatisgiveninthepassagebutcomefromanareaofthepassageotherthanwherethekeyword(s)inthequestiondirectyoutolook.AlteredInformation:Thesechoiceschangeaspecificwordorwordsfromwhatisstatedinthepassage,whichthereforechangesthemeaningofthesentence.NotMentioned: The content of these choices is not mentioned in the passage. Although theanswermaymakesenseandmayevenbetrue,itmustbeintheTOEFLpassagetobecorrect.ExtremeLanguage:Choicesusingwordslikealways,never,impossible,all,must,only,most,ornonearetoostrong.Correctanswersusuallydonotincludesuchstrongwords.Oppositeofwhatisstatedinthepassage:Thesechoicesstatetheoppositeofwhatwasstatedinthepassage.NOTE:Identifyingwrongchoicesisthekeytogettingahigherscore!FollowthesestepstoahigherscoreontheReadingSection:1.Answerthequestionsbasedonthequestiontype.2.Activelyreadthepassagelookingforthepurpose,structure,andmainidea.3.Findtheanswerstothequestionsinthepassage.4.UsetheProcessofElimination(POE)toeliminatewrongchoices.

TheTOEFLMasterREADINGSECTIONGENERALPROCEDURES

forANSWERINGREADINGSECTIONQUESTIONSTheReadingSectionoftheTOEFLiBTischallenginginmanyways.Youmustreadandunderstand the content and vocabulary of a passage (550–700words), and then answer 12–14questions ina limitedamountof time(20minutes).But, that ishow thingsaredone in regular

school.Inregularschoolyoumustlearnasubjectandthentakeatestprovingthatyourememberallyouhavelearned.TheTOEFLiBTisnotlikeregularschool,andtherearemucheasierwaystoanswerthequestions.InordertoanswerquestionsontheTOEFLiBTReadingSectionquicklyandcorrectly,youmust follow certain rules and procedures. Listed below are so-called standard procedures:Theseprocedureswillhelpanswerquestionsingeneral,butthemorespecificfineprocedureswillapply to each question individually based on the question type. The TOEFL Master stronglysuggests that you study andpractice thesegeneral and fineproceduresuntil you are capableofapplyingthemautomatically.InSimplerTerms:TheTOEFLiBTisbasedonrules.Therearerulesregardingpassagestructures.Thereare specific rules for the types of questions they ask. There are also specific rules formakingwronganswerchoices.Onceyouknowthesestructuresandrules,answeringthequestionsquicklyandcorrectlyiseasy. Pleasenote that it isextremelydifficultforastudent toachieveahighscoreontheTOEFLiBT.Thefollowingprocedureshavebeenspecificallydesignedtomakereachingahighscoreeasier.YoumustfollowALLproceduresintheordertheyarelisted,andinthewaytheyaredescribedforthemtobeeffective.Regressingtodoingittheregularwaywillcostyouvaluablepointsand

takeextratime.

GENERALPROCEDURESFORANSWERINGREADINGSECTIONQUESTIONS:

8STEPPROCESS1.GodirectlytothequestionsInmyyearsofexperienceandthousandsofstudents,notonehashadaproblemwiththisstep.Simplyskipthereadingandgodirectlytothequestions.Firstofall,thisisNOTlikeatestinschoolandyouarenotlearninganythingontheTOEFLiBT.Second,youhavealimitedamountoftimetoanswer12–14veryconfusingquestions,soyouneedallthetimeyoucangettoanswerthem. Finally, because there is somuch extra information in the passages that youwill not be

testedon,readingmorecouldmakechoosingthebestanswermoredifficult.Rememberthatyoudonotgetpointsforreading.Youonlygetpointsforansweringquestionscorrectly.2.Determinethequestiontype Thereare11questiontypesontheTOEFLiBT.Eachquestionhas itsownspecificprocedurethatwillhelpyoutoansweritquicklyandaccurately.(See“AdvancedFineProceduressectionformoreinformation.)3.UnderstandwhatthequestionisaskingRewordthequestionifnecessaryorfollowthedirectionindicatedbythequestiontype.SomequestionsontheTOEFLiBTarenotquestionsatall,butratherdirectionstogotakeyoutoaspecificpointinthepassage.(See“AdvancedFineProcedures”formoreinformationonthis.)FACT:Ifyoudon’tunderstandaquestion,youaremostlikelytochoosethewronganswer.Somequestionsarestraightforward.However,manyarewordedasopen-endedstatementsorarewrittenin a confusing way, while still others are not questions at all but directions. Make sure youunderstandwhatthequestionisaskingaboutbeforeproceedingtostep#4.(See“AdvancedFineProceduresSectionformoreinformation.)4.Findthekeyword(s)inthequestion Eachquestionwillpoint tosomethingspecificfromthepassage.ETSuseswhat theTOEFLMastercalls“keyword(s)”todirectyoutotheexactplaceinthepassagethatgivesyouthecluetoanswerthequestion.5.Match the “key” word(s) in the question with the related“key(s)”inthepassageEachquestionwillhaveaclueinthepassagethatdeterminesthecorrectanswer.Usethisto your advantage by matching the key word(s) in the question to the same (or similar) keyword(s) in the passage. While some questions, especially EXCEPT questions may ask aboutinformationinthepassageingeneral,manyquestionswilltellyouwhatparagraphtolookin,andthe testwillputanarrownext to thatparagraph.Remember thatquestionscomeinroughly thesameorderastheinformationispresentedinthepassage.So,ifyouaren’tgivenanarrow,lookfortheclueclosetowhereyouhavejustbeenlookingforthepreviousquestion.6.Readonlyasmuchasyouneedtoanswerthequestioninyourownwords

TOEFLpassagescontaincluesthatanswerthequestions.However,theyalsocontainalotof information that you will not be tested on. Besides that, they also make questions that areunclearifyoudon’tknowhowtoreadthem.Ifyoureadtoomuch,orreadinthewrongplace,youmay read information that seems right (there will be a choice that matches) but is wrong.Therefore, use your key word(s) to find the place where you should read and then read onlyenoughtoanswerthequestion.AgoodruleistheRuleof3.Readthesentencethatcontainsthekeyword(s).Ifthatdoesn’tansweryourquestion,readthesentencebefore,andthenthesentenceafter. If you don’t have the answer to your question after reading those three sentences, youprobablydidn’tunderstandthequestionandshouldreevaluatefromstep#3.7.UseProcessofElimination(POE)toeliminatewrongchoicesTherearenorightanswersontheTOEFLiBT!Thereisonlythebestanswer,andthatistheonethatisleftafterusingtheclueandthePOEtoeliminatewrongchoices.Thereisnowaytoget a high score without using the POE, and it makes finding the best answer easy.Use it!Memorizetheseinorder.LearnhowETSusesthemtocreatewrongchoices,andlearntoidentifywhat thewrongchoices look likeso thatyoucaneliminate themquicklyandeasily.Rememberthatthisisatimedtest.Beingabletoeliminatecertainobviouslywrongchoiceswillgiveyouanadvantageandgainyouahigherscore.THEFIVEPROCESSESOFELIMINATIONARE:BeyondtheInformation–Theinformationcomesfromapartofthepassageotherthanwhereyour“key”word(s)directedyouto.Forexample,thequestionmaydirectyoutoreadasentenceinparagraph3,butthechoicehasinformationfromparagraph1,orparagraph4.Thatchoicewouldbeconsidered“beyondtheinformation.”ExtremeLanguage–Wordslikeall,most,impossible,none,never,always,andonlyarelikelytobewrong.NOTE:Extremelanguageiswrongunlessstatedasextremeinthepassage.AlteredInformation–Asignificantwordorwordshavebeenchangedfromwhatisstatedinthepassage.NotMentioned–Thischoicemaybetrue,butisnotmentionedinthepassage.Opposite–TheOppositeofwhatisstatedinthepassage.

8.GuessonVocabularyinContext(VIC)questionsThisisnotalicensetoguessonanyoftheotherquestions,butratherastrategytodealwith vocabulary questionsONLY!The reason for this is that theremay be somewords in thechoices thatyou justdon’tknow. In thiscase,youcanonlyguess.Takingmore time todebateamongwordsthatyoudon’tknowwillonlywastetimeandcauseyoutolosefocus.Everyquestionon the TOEFL iBT has a clue and a process of elimination that will help you to answer it.However, there is one question in which you may not find either the clue or the process ofeliminationhelpful,and that is theVICquestions.ForVICquestions, finding thecluewon’tbehelpfulifyoudonotknowanyofthewordsgivenaschoices.Saveyourtimeforthosequestionsthatyoucananswerwiththefineprocedures.ADVANCEDFINEPROCEDURESFORTHEREADINGSECTIONQUESTIONSAftermemorizingtheorderofthestandardprocedures,youmustmastertheAdvancedFine Procedures to answer questions. Each of the eleven question types has a very specificprocedure for being answered. Below, you will learn that some questions ask about specificinformationfromthepassage.Otherquestionsaskaboutinformationingeneral,whileothersarenotquestionsatall,butaremerelydirections.Regardless,eachquestionhasaspecificprocedurethatwillallowyoutofindtheanswer.Youmustfollowtheseprocedurestoanswereachquestionquickly and accurately.Onceyouhavebecomeaccustomed tousing thegeneral procedures foransweringthequestionsintheReadingSection,itistimetomasterthefineprocedures.Thefineprocedures are specific procedures that are designed to answer each question type in a moredefined andpreciseway.Youmay achieve a good score on yourTOEFLiBTexam by simplyusing thegeneralprocedures,between68or80forexample.Thosescoresmightqualifyyou toapplytosomeuniversitiesintheUnitedStates.However,ifyouarelookingtogetascholarship,ortoapplytoaprestigiousuniversity,youwillneedaTOEFLscoreofatleast100justtoapply.Inorder to achieve a score of over 100, you must completely understand the structures of eachpassagetypeandmastertheseadvancedfineproceduresfortheReadingSectionquestions.1.DetailQuestionsDetailQuestionsgenerallyaskforspecificdetailsfromaspecificplaceinthepassage.Thesequestionsareusuallydirectandbeginwith,“How...”,“What...”or“Why...”andendin a question mark (?). Occasionally a detail question may be open ended (end withoutpunctuation),andbeginwith,“Accordingtothepassage…”or“Accordingtoparagraph#....”Regardless of how this type of question begins or ends, it always asks for specific informationfrom a particular place in the passage that will be determined by the verb and subject of thequestion.

SomeexamplesofDetailQuestionsare:1.“Howdoestemperatureaffectthegrowthofbacteria?”2.“Whattimeofyeardoappletreesblossom?”3.“Whyisitimportanttokeeptherazor’sedgesharp?”4.“Accordingtothepassage,whowasthefirstmantostepfootonthesurfaceofthemoon?”5.“Accordingtoparagraph3,whatisoneeffectglobalwarminghasontheEarth’sclimate?”Answerstodetailquestionscanbefoundeasilyinthepassagebyusingthe“keyword(s)”fromthequestiontolocatethespecificplaceinthepassagecontainingthedetailthatanswersthequestion.Matchthekeyword(s)fromthequestionwiththekeyword(s)inthepassage.Keepinmind that the keyword(s) in the passagemay be slightly different than the keyword(s) in thequestionormaybeaparaphraseofthekeyword(s)inthequestion.Tofindthekeyword(s)inthequestion,lookfortheobjectoftheverb.Withpractice,youwillnoticethatmostquestionshaveabasicformandonlytheverbandsubjectchange.Onceyoubecomefamiliarwiththedifferentformsofeachquestion,youwon’thavetoactuallyreadtheentirequestion;youwillsimplylookatthequestionanddeterminetheverbandsubjectthatitisaskingabout.Usingthepreviousexamples,thesearethe“keyword(s)”fromeach:1.“growthofbacteria”2.“appletreesblossom”3.“razor’sedge”4.“surfaceofthemoon”5.“Earth’sclimate”Onceyouhaveidentifiedthequestion,usethesespecificprocedures:1.Determinewhatthequestionisaskingyouabout.2.Identifytheverbandthe“keyword(s)”inthequestion.3.Matchthekeyword(s)inthequestionwiththekeyword(s)inthepassage.Thenreadtheentiresentencecontainingthosewords.Readfortheinformationthatanswersthequestion.4.UsePOEtoeliminateanychoicethatdoesnotmatch(orisnottrueaccordingto)theinformationinthepassage.NOTE: One twist to the “Detail Questions.” A question may ask, “Which of the followingstatementsistrueabout...?”Followthesameprocedurestoanswerthesequestions.NOTE: Occasionally, you may have to read one or two sentences preceding or following thesentencecontainingthekeyword(s)fortheinformationthatanswersthequestion.ONLYreadasmuchasyouneedtoanswerthequestion:Nomorethanthreesentences.NOTE:Wrongchoiceswillbe:

1.Notmentioned2.Alteredinformation3.Extremelanguage(unlessstatedasextremeinthepassage)4.Theoppositeofwhatisstatedinthepassage5.Beyondtheinformation2.NegativeDetailQuestions NegativeDetailQuestions generally ask you to determinewhat information is notpresentedinthepassage.YoucaneasilyidentifythesequestionsastheyendinthewordEXCEPTorNOTprintedinallcapitalletters.SomeexamplesofNegativeDetailQuestionsare:1.Accordingtothepassage,allofthefollowingsupport...(detailfrompassage)...EXCEPT2.Accordingtoparagraph#,allofthefollowing...(detailfrompassage)...EXCEPTOnceyouhaveidentifiedthequestionusethesespecificprocedures:1.Determinewhatthequestionisaskingabout.2.Identifythe“keyword(s)”inthequestion.3.Gotothepartofthepassagethatyouaredirectedtoread.4.Returntothequestionandreadeachchoicelookingforthekeyword(s)andusethemtofindthematchinginformationinthepassagewhereyouweredirectedtoread.5.UsePOEtoeliminateanychoicethatismentioned(oristrue)inthepassage.NOTE:BeawarethatETSoftenusesparaphrasestodescribeinformationinthepassage.Theseparaphrasedchoicesmayseemasthoughtheyarenotinthepassagebutactuallyarementionedandaretrue.NOTE:CORRECTchoiceswillbe:1.Notmentioned2.Alteredinformation3.Extremelanguage(unlessstatedasextremeinthepassage)4.Theoppositeofwhatisstatedinthepassage5.Beyondtheinformation3.ReferenceQuestionsReferenceQuestionsrequireyoutodeterminewhatahighlightedwordinthetextrefersto. These highlighted words are usually pronouns that refer to a subject that was previouslymentioned.Theyarenotsomuchquestionsastheyaresimplydirections.

SamplesofReferenceQuestionsare:1.Thewordtheyinparagraph#refersto2.Thephrasetheterminparagraph#referstoOnceyouhaveidentifiedthequestionusethesespecificprocedures:1.Thehighlightedwordisalwaysyour“keyword(s).”Godirectlytothepassagetothesentencethatcontainsthehighlightedword(s).2. Read the sentence that contains the highlighted word(s). The highlighted words will beassociatedwithaverbandobjectthatdirectlyfollowitinthesentence.3.Askyourself,“What”is...andthenlookforthesubjectthatisdoingthatactionorpurpose.Anexampleofusing“what”toansweraReferenceQuestion:Drivingwithreducedvisibilityisadangeroussituationforanydriver,butthisisnottheonlyhazarddriversfaceontheroadstoday.Thequestionwillask,“Thewordthisinparagraph#refers to”—you would read the sentence and then ask yourself, “What is not the only hazarddriversface?”Theanswertoyourquestionwilldirectyouto“Drivingwithreducedvisibility.”4.UsePOEtoremoveanychoicethatdoesnotmatchyouranswer.NOTE: If the sentence begins with the highlighted word(s), it may refer to a subject in theprevioussentence.4.VocabularyinContextQuestionsVocabularyinContextQuestionsaskyoutochooseawordfromalistthatbestmatchesahighlightedwordinthequestion.Donotdothat!Thesearetrickyquestionsthatmustbeansweredusingspecificprocedures.AnexampleofaVocabularyinContext(VIC)Questionsis:1.Thewordpoorinparagraph#isclosestinmeaningto2.Thewordcandidlyinparagraph#isclosestinmeaningtoOnceyouhaveidentifiedthequestionasVICusethesespecificprocedures:1.DONOTreadthewordinthequestionorthepassage.Onlyseethatthequestioncontainsahighlightedwordandtheword“meaning”init.2.Godirectlytothepassagetothesentencecontainingthehighlightedword.3.Determinewhatfunctionthewordhas:noun,verb,adjective,oradverb.

4.Readthesentenceinsertingareplacementwordforthehighlightedwordsuchas;“something,”“dosomething,”or“somekindof.”5.Findtherelatedinformation(theclue)withinthesamesentence,thesentencedirectlybefore,ordirectlyafterthesentencecontainingthehighlightedword.6.Eliminateanychoicethatdoesnotmatchtheclue.7. If therearewords in the list thatyoudonotknow,eliminate thoseyoudoknow,butdonotmatch,andguessamongtheremainingwordsthatyoumightnotknow.NOTE:Insomerareinstances,theclueissimplythefeelingyougetwhenreadingthesentenceand thegeneralmeaningof thesentenceas it relates to thepassage.Regardless,your task is tofindthecluethatrelatestothehighlightedwordandeliminateanywordthatdoesnotmatchit.5.InferenceQuestions InferenceQuestions ask you to interpret the author’smeaning based solely on theinformationprovidedinthepassage.Thesequestionscontaintheword,“inferred”andaskaboutsomespecificaspectofaparagraphorthepassageingeneral.InferenceQuestionspresentoneofthegreatestchallengestomoststudentsbecausetheyaskforinformationthatisnotdirectlystatedinthepassage.SomeexamplesofInferenceQuestionsare:1.Whatcanbeinferredfromthepassageabout...?2.Itcanbeinferredfromparagraph#about...?3.Whichofthefollowingcanbeinferredfromparagraph#about...?4.Itcanbeinferredfromparagraph#thattheauthormostlikelybelieves...?5.Whatcanbeinferredfromparagraph#about...?6.Itcanbeinferredfromparagraph#that...7.Whichofthefollowingcanbeinferredfromthepassageabout...?

Forthisquestiontype,youmustnotassumeanything.

Forexample:Thepassagemaygivethefollowinginformation:“Whilediningatafancyrestaurant, thepeoplesittingclosest to thefrontentrancewerestartledwhenamanwalkedinwithhisclothingsoakingwet.”Thequestionmightthenask:“Accordingtothepassagewhatcanbeinferredabouttheman?”Whatresponseswouldyouthinkof?1.Itwasrainingoutside?2.Someonethrewwaterontheman?3.Themanfellinapuddleofwater?

4.Themanhadjustbeenswimming?Noneofthesearecorrectastheyaremerelyassumptions.Thereisnoevidencetosupportanyof these ideas.According to the rulesofETS(the testmakers), theonly thing that canbeinferredbytheinformationgivenisthattheman’sclothingis“notdry.”Soundsstrange?Maybethisquestiontypeisimpossibletoanswer?Therealityisthatwhile it ischallenging, this ispossible toanswer.Simplyfollow theproceduresandyouwillbeabletoanswerthisquestionquicklyandcorrectly.Onceyouhaveidentifiedthequestiontypefollowtheseprocedures:1.Readthequestiontodeterminewhatthequestionisaskingyouabout.Thatcanbedeterminedbyreadingwhatiswrittenafterthewords“about”or“that.”2.Gotothepassagewherethekeyword(s)inthequestiondirectyoutoread.3. Return to the question choices and, using the keyword(s) in the question choice, go to thepassageandfindthesentencecontainingthosekeyword(s).4. Read the sentence in the passage and determine if the statement is true or not. 5. If thestatementisuntrue,eliminateitandgotothenextchoice.6.Aftereliminatingchoicesthatareuntrue,theoneremaining,evenifitisnotmentionedinthepassageoryoudon’tunderstandwhatitmeans,mustbethebestanswer.NOTE:ForInferenceQuestions,thechoicethatisnotmentioned(POE)maybethebestanswer.6.RhetoricalPurposeQuestionsRhetoricalPurposeQuestionsaskyoutodeterminetheauthor’spurposeformentioningaspecificdetail.ThesequestionsalsopresentachallengetomanystudentsasitisoftendifficulttodetermineETS’smeaning.SomeexamplesofRhetoricalPurposeQuestionsare:1.Theauthordiscusses(detailfrompassage)inordertoillustratewhatpoint?2.Whydoestheauthormention(detailfromthepassage)inparagraph#?3.Theauthormentions(detailfromthepassage)inparagraph#inorderto...4.Whydoestheauthordiscuss(detailfromthepassage)inparagraph#?5.Inparagraph#,whatpointdoestheauthormakeabout(detailfrompassage)?Thebestwaytoanswerthesequestionsisnottointerprettheinformationinthepassage.Remember that thesequestionsaredesigned tobeconfusingand that there isnotmuchchancethatyouwillguesstherightanswer.Instead,followtheseprocedurestofindthebestanswer.OnceyouhaveidentifiedthequestionasRhetoricalPurposedothefollowing:1.Godirectlytothepassagewherethekeyword(s)directyoutoread.

2.Readthesentencecontainingthekeyword(s),butdon’ttrytointerpretmeaning.3.Eliminateanychoicethatdoesnotmatchthegeneralmeaningofthesentenceinthepassage.NOTE:Itisoftendifficulttoknowhowweorsomeoneelsefeelsaboutsomething.However,wecanoften(andmoreaccurately)determinehowwedon’tfeel.Forexample,let’ssaythatyouaren’tfeelingquitelikeyourselftodaybutyoudon’texactlyknowhowtodescribehowyoufeel.Thenafriendcomes and asks youhowyou are feeling.You say, “I don’t know.”So, your friend asks,“Areyouhappy,sad,angry,ormelancholy?”Yourespond,“Well,Idon’tknowwhatmelancholyis, but it isn’t any of the other three. I guess I’m feelingmelancholy.”This is the sameway tochoosefromthefourchoicesgivenontheTOEFLiBT.SPECIAL CIRCUMSTANCES: If the sentence following the sentence containing your keywordbeginswithanoppositedirectionword,thatsentenceisthecluetoyourquestion.7.ParaphraseQuestionsParaphrase(orHighlightedSentence)Questionsaskyoutoreadahighlightedsentenceinthepassageandchoosethebest“paraphrase”forit.Thesequestionsessentiallyaskyoutochoosethesentencethatsaysthesamethingasthepassagebutinadifferentway.ThisisanexampleofaParaphraseQuestion:Whichofthesentencesbelowbestexpressestheessentialinformationinthehighlightedsentencein the passage? Incorrect choices change themeaning in importantways or leave out essentialinformation.Thebestwaytoanswerthistypeofquestionistofollowthesespecificprocedures:1.OnceyouarefamiliarwithwhatParaphraseQuestionslooklike,don’treadthem.Theyarenotquestions, but are directions. Save time by going directly to the highlighted sentence in thepassage.2.Beforereadingthehighlightedsentence,askyourselftwoquestions.A.Whatisthemaintopicofthesentence?B.Whatelsedoesthesentencesayaboutthemaintopic?3. Break the sentence into sections based on what the sentence is discussing. In other words,separate the main topic from the different descriptions the sentence gives to present moreinformationaboutthetopic.4.Onceyouhavedetermined the topicandmain ideasof thehighlighted sentenceusePOE toeliminateanychoicethatchangesthemeaningofthehighlightedsentenceorleavesoutimportantinformation.NOTE:Wrongchoiceswillbe:1.Alteredinformation

2.Theoppositeofwhatisstatedinthehighlightedsentence3.Missingimportantinformation(NotMentioned)4.ExtremeLanguage(unlessstatedasextremeinthehighlightedsentence)8.“TRUE”Questions“TRUE”Questionsaresimilarto“EXCEPT”questionsandareansweredinmuchthesameway.Thesequestionsrequireyoutodeterminewhichchoiceistrueaccordingtothepassage.Someexamplesof“true”questionsare:1.Accordingtoparagraph#,whichofthefollowingwastrueof...(detailfrompassage)?2.Whichofthefollowingstatementistrueabout...(detailfromthepassage)?Onceyouhaveidentifiedthequestioncorrectly,usethesespecificprocedures:1.Determinewhatthequestionisaskingabout.2.Identifythe“keyword(s)”inthequestion.3.Gotothepartofthepassagethatyouaredirectedtoread.4.Returntothequestionandreadeachchoicelookingforthe“keyword(s)”andusethemtofindthematchinginformationinthepassagewhereyouweredirectedtoread.5.UsePOEtoeliminatechoicesthatarenotmentioned(false)fromthepassage.NOTE:BeawarethatETSoftenusesparaphrasestodescribeinformationinthepassage.Theseparaphrasedchoicesmayseemasthoughtheyarenotinthepassagebutactuallyarementionedandaretrue.NOTE:WRONGchoiceswillbe:1.Notmentioned2.Alteredinformation3.Extremelanguage(unlessstatedasextremeinthepassage)4.Theoppositeofwhatisstatedinthepassage5.Beyondtheinformation9.InsertedSentenceQuestionsInsertedSentenceQuestionsappeartobecomplexandmaylookintimidatingbutareactuallyquitesimpleintheirdesignandrelativelyeasytoanswerusingtheproperprocedures.Thesequestionsrequireyoutoplaceaboldedsentence(asentenceisdarkenedtype)intoaparagraphinapreselectedplaceindicatedbyanumberinsideofacircle.Thisisaquestionthatrequiresyoutounderstandthestandardstructureofanacademicpassage.Typically,aparagraphwill introduce a subject, and then go into detail, followed by examples. Remember also that

sentencesuseconnectionwordsandphrases.ThisisanexampleofanInsertedSentenceQuestion:Lookatthefournumbers,1–2–3–4,thatindicatewherethefollowingsentencecanbestbeaddedtothepassage.Thisnewtheorywasanastonishingdevelopmentinthemicro-biologyresearchdonebySirYohanVohnaganonrecumbentDNAsequences.Wherewouldthesentencebestfit?1.A2.B3.C4.DYouthenmustrefertoaparagraphthatcontainsthenumberedplacesanddecidewheretheboldedsentencebestfits.Theseprocedureswillhelpyoutoidentifytheproperplacementofthesentence:1.Iftheboldedsentencetobeinsertedbeginswithapronounoradirectionword,orcontainsacommafollowedbyadirectionword,placeitafterthesentenceintheparagraphthatcontainsthesameinformationasthemainideaintheboldedsentence.2. If thebolded sentence to be insertedbeginswith a subject, itmay comebefore or after thesentenceintheparagraphthatcontainsthesameinformationastheboldedsentence.A.Iftheboldedsentenceisintroducingatopicorasubject,placeitbeforethesentenceintheparagraphthatcontainsthesameinformationastheboldedsentence.B.Iftheboldedsentenceisgivingdescriptionoraddingdetailtosomethingpreviouslymentioned,placeitafterthesentencethatcontainsthesameinformationastheboldedsentence.NOTE:Tosaveyourselftimeandtoavoidconfusion,checkthenumberofsentencesbetweenthenumbers.Ifthereismorethanonesentencebetweennumbers,keepinmindthatyoudon’thavetoreadallofthem.Whenthereismorethanonesentencebetweenthenumbers,youmustplacethebolded sentence after the number—only read the sentence before the number. If the boldedsentenceistobeplacedbeforethenumber—onlyreadthesentenceafterthenumber.10.SummaryQuestionsSummaryQuestionsareoneofthetwoformsofthelastquestionthatcouldappearinaReadingSection.Thesequestionsalsolookintimidatingbutarereallyquitesimpletoanswerbyusingtheproperprocedures.

First,summaryquestionshavetheirownlongsetofinstructionsthatmakethemseemmoredifficult.Second,thesequestionsseemtorequirethatwerereadtheentirepassageinordertofindtherightanswers.Andfinally,mostoftheanswersseemto,ormayeven,betrue.Tomakemattersworse,bythetimewegettothesequestions,weareoftenalmostoutoftime.Totopitalloff,thesequestionsareworthmorepoints,somissingthemcostsusalot.ThisisanexampleofaSummaryQuestion:Directions:Anintroductorysentenceforabriefsummaryofthepassageisprovidedbelow.CompletethesummarybyselectingtheTHREEanswerchoicesthatexpressthemostimportantideas in thepassage.Someanswer choicesdonotbelong in the summarybecause theypresentideas that are not presented in the passage or areminor ideas in the passage. This question isworth2points.Thejourneytothemoonwasagreattriumphforman.Choice1Choice4Choice2Choice5Choice3Choice6SummaryQuestionsarealwaysthelastquestioninasection.Thisistoyouradvantagebecauseyouhavealready read the importantpoints in thepassage inorder toanswer theotherquestions.Youcanuseyourknowledgeofthepassagetoeliminatewrongchoices.Thebestwaytoanswerthistypeofquestionistofollowthesespecificprocedures:1.Don’treadthedirectionsortheintroductorysentence.2.Eliminatethetwochoicesthatyouknowarefalseaccordingtothepassage.3.Choosethetwochoicesthatyouknowaretrueaccordingtothepassage.4.BetweentheremainingtwochoiceseliminatethechoicethatiswrongaccordingtothePOE(inthiscase,ifthechoiceisaspecificdetail).NOTE:Summaryquestionsareworth2points.Whenyougetthreechoicescorrect,youearn2points.Whenyougetonly twochoicescorrect,youearn1point.Therefore,byeliminating twochoicesthatyouknowareincorrect,youguaranteeyourselfatleast1pointforthesequestions.BymasteringthePOE,youincreaseyourabilitytoattain2pointsonthesequestions.NOTE:WRONGchoiceswillbe:1.Notmentioned2.Alteredinformation3.Theoppositeofwhatismentionedinthepassage4.Aspecificdetail(becauseasummaryisaboutthebiggerpicture,notdetails)5.Extremelanguage(unlessstatedasextremeinthepassage)

11.OrganizingInformation(Table)Questions OrganizingInformationQuestionsarelongandcanbetimeconsuming.TheyaretheothertypeofthelastquestionthatcanappearintheReadingSection.Althoughtheymayappeardifficulttoanswer,theyareeasytomasterusingtheproperprocedures.Thesequestionsrequireyoutomatchdetailsfromthepassagewiththegivensubjectslistedinthequestion.Thesedetailswillbelistedbyassociationtothesubjectinthepassage.ThisisanexampleofanOrganizingInformationQuestion:Directions:Threeoftheanswerchoicesbelowareusedinthepassagetoillustrate(passagetopic)andtwoareusedtoillustrate(passagetopic#2).Completethetablebymatchingappropriateanswerchoicestothepassagetopictheyareusedtoillustrate.Thisquestionisworth3points.AnswerChoices1.Descriptionoftopic.2.Descriptionoftopic.3.Descriptionoftopic.4.Descriptionoftopic.5.Descriptionoftopic.6.Descriptionoftopic.7.Descriptionoftopic.PassageTopic:(Choose3Answers)PassageTopic:(Choose2Answers)NOTE:Someofthesequestionsareworth3pointswhereasothersareworth4points.Answerthesequestionsusingthefollowingspecificprocedures:1.Usethefirst“PassageTopic”asakeywordtofindtheplaceinthepassagethatgivesdescriptivesentencesaboutit.2.Readthefirstchoiceandseeifitmatchesanydescriptionsofthetopicyouareworkingon.Usekeyword(s)inthechoicetosearchfortheinformation.Ifthechoicedoesnotmatch,skipitandgotothechoice.Repeatthisprocedureuntilyouhaveusedallmatchingoptions.3.Repeatthisprocedureforeach“PassageTopic”untilallchoiceshavebeenexhausted.

NOTE:ThePassageTopicsand theirdescriptionsmaybe indifferentareasof thepassage.Besuretofindalltheplaceswherethekeyword(s)arelisted.NOTE:WRONGChoiceswillbe:1.Beyondtheinformation2.Alteredinformation3.Notmentioned4.Extremelanguage(unlessstatedasextremeinthepassage)5.Theoppositeofwhatismentionedinthepassage

READINGPRACTICETESTSNOTE: Although similar in construction and question types, these practice tests are not asdifficult as theactualETSTOEFLiBTquestions, and aremeant only as simplified versions tohelp you become familiar with using the procedures and techniques. The TOEFL MasterSTRONGLYsuggeststhatyoupurchasethenewestversionof"TheOfficialGuidetotheTOEFLTest"byETS(Also availableonAmazon.com) topractice theTOEFLMaster Techniqueswithcurrenttests.

TheMedicineTreebyHaroldW.TietzeAllpartsofthePapayatreehavemedicinalvalue.Allpartsoftheplantcanbeusedasmedicine, including the fruit, flesh, the flowers, the leaves, the seeds, the stems, the latex, thebark,andeventheroots. The ripe fruitsare rich invitamins.TheycontainvitaminA,C,and thevitaminBcomplex, alongwith amino acids, calcium, iron, enzymes, and so on. The protein in papaya ishighlydigestible.Papayaisofgreatvaluetopeoplewithinsufficientdigestionorunhealthydietsandtoomuchindigestibleprotein.Itisalsoofbenefitforpeoplewithafast-fooddiet,whenfoodismicro-waved,cookedinoils,orre-heated.Papayaisnotonlyahighlydigestibleproteinitselfbutitalsohelpstobreakuphard-to-digestprotein.Thesemi-ripefruittastesverygoodfrommostofthepapayaspeciesandwhensoakedinalittlebitoflemonjuiceandhoneyisatreatforthetastebuds.Thegreenfruithasevenhighernutritionalpropertiesthanthefullyripefruitbutdoesn’ttasteaspleasant.Thegreenfruit iscookedand treatedwith saltor takenwith syrup,honey,orsugar.Thegreenfruithasonly1/3ofthecaloriesoftheripefruitbuthasapproximatelytwiceas

much of highly digestible protein as the ripe fruit. The green fruit has only 2/3 of thecarbohydrates.Thefruitfleshofthegreenfruithaslessbetacarotenethantheripefruit,butmoreintheskin.Theleafofthetreeisprobablythemostvaluablepartoftheplant.Freshleavesareofhigher value than the dried leaves as some beta carotene is lost in the drying process due tooxidation.Theleavesarericherinproteinwithapproximately15timesmorethantheripefruit.The fully ripened fruit has nearly no papain, however, on the other hand the leaves are rich inpapain.Theskinoftheunripefruitandalsofromtheripefruitistreasuredbymanyasthemostpotentpartoftheplant.Theskinofthefruitshouldneverbedisregarded.Onecanmakeittastywithoutdecreasingthehealingpropertiescontainedinit.Theseedsaretherichestindigestibleproteincontainingover24percent.[A]Theyalsocontain32percentcarbohydratesand25percentoils,includingsomeessentialoils.[B]Similartothe super enzyme papain, the enzymeMyrosin is also present aswell as the alkaloid carpaine.Carpainehasasimilaractionasfoxglove(digitalis),withacalmingeffecttotheheart,bronchus,andmuscles. [C]However, if ingested inoverdoseamountscarpainecan lead tocardiacarrest.[D] If possible, one uses fresh seeds, but the seeds may also be dried and stored in airtightcontainersfor2–3years inacoolplace. Ifneeded, theseedsaregroundorpulpedandusedasmedicine.Thebarkandtheinnerbarkofthetreecanbeusedasremedyfortoothache.Theflowerscookedasateaandsweetenedwithsugarcanbeusedforjaundice,bronchitis,andotherillnesses.Therootsareusedinmanycountriesforhealing.Thereisnotmuchknownaboutthecomponents.Therootsarecookedasateafortheeliminationofintestinalparasites,jaundice,kidneystones,colic,andforbleeding.Thelatex(alsocalledthe“milk”oftheleaves,youngshootsandunripefruits),is,afterthefruit,thesecondbestmoneyearnerinthepapayaindustry.Latexcontains5.3percentpapain.Freshlatexisusedforavarietyofskinproblems.Somefarmsgrowpapayaonlytoproducelatex.Youngshoots,leavesandfruitsarecutwithaknifewhichhasmanylittleblades.Thebladescutapproximately2mmintotheskintoproducethelatexflow.Containersareplacedunderthetreeto catch the latex which is then dried and packed in airtight containers and sent to industrialcountries.

EndofPassage1

Questions

1.Thephrasetheplantinparagraph1referstoA.thefruitB.theflowersC.theleavesD.thePapayatree2.Accordingtoparagraph2,allof thefollowingarementionedasavitaminfoundinripefruitEXCEPTA.aminoacidsB.ironC.vitaminsA,CandED.calcium3.Whichofthesentencesbelowexpressestheessentialinformationhighlightedinparagraph2?Wrongchoicesleaveoutessentialinformationorchangethemeaningofthesentence.A.PeoplewithtoomuchproteinintheirdietfindPapayahelpfulfordigestion. B.Papayahelpswiththedigestionofpeoplewhohavepoordietsandeat toomuchindigestibleprotein.C.Peoplewhoeattoomuchindigestibleprotein,haveunhealthydiets,andinsufficientdigestionshouldnoteatpapaya.D.Papayaisworthalotofmoneytopeoplewhohaveunhealthydietsandeattoomuchprotein.4.Thephrasesemi-ripeinparagraph2isclosestinmeaningtoA.readytoeatB.softC.greenD.yellow5.Accordingtothepassage,whatistrueaboutripefruitinparagraph3?A.ripefruitismorenutritiousthangreenfruitB.ripefruittastesbetterthangreenfruitC.greenfruittastesbetterthanripefruitD.ripefruitdoesn’ttasteaspleasantasgreenfruit6.Accordingtoparagraph4,whatisstatedinthepassageaboutdriedleaves?A.theyhavethemostbetacaroteneB.theyhave15timesmorevitaminsthantheripefruitC.theyhavelessbetacarotenethanfreshleavesD.theyaredryduetooxidation7.Theworditinparagraph5refersto

A.ripefruitB.unripefruitC.healingpropertiesD.skinofthefruit8.Accordingtothepassage,whatistheamountofdigestibleproteinintheseeds?A.morethan42percentB.morethan32percentC.morethan24percentD.morethan25percent9.Whatcanbeinferredfromthepassageaboutfoxglove?A.itisamusclerelaxerB.itcausescardiacarrestC.itisanalkaloidD.itisfoundintheseeds10.Theauthormentions“overdoseamounts”inparagraph6inordertoA.describetheeffectsoffoxgloveB.warnthereaderaboutadverseeffectsofcarpaineC.giveanexampleoftheamountofcarpainethatshouldbetakenD.suggestthatyouneedaprescriptiontotakecarpaine11.Lookat the four squares [A], [B], [C]or [D]which indicatewhere the following sentencecouldbestbeaddedtothepassage.Wherewouldthesentencebestfit?Carpainecanbeusedasamusclerelaxerortorelieveacough.Theseedsaretherichestindigestibleproteincontainingover24percent.[A]Theyalsocontain32percentcarbohydratesand25percentoils,includingsomeessentialoils.[B]Similartothe super enzyme papain, the enzymeMyrosin is also present aswell as the alkaloid carpaine.Carpainehasasimilaractionasfoxglove(digitalis),withacalmingeffecttotheheart,bronchus,andmuscles. [C]However, if ingested inoverdoseamounts itcan lead tocardiacarrest. [D] Ifpossible,oneusesfreshseeds,buttheseedsmayalsobedriedandstoredinairtightcontainersfor2–3yearsinacoolplace.Ifneeded,theseedsaregroundorpulpedandusedasmedicine.12.–15.Selecttheappropriatecharacteristicfromtheanswerchoicesandmatchthemtothetypeoffruit theydescribe.TWOof theanswerchoiceswillNOTbeused.Thisquestion isworth4points.AnswerChoices1.fleshhasmorebetacarotene

2.isusedasafast-food3.tastesverygood4.hasonly1/3ofthecalories5.containsvitaminA,C,andthevitaminBcomplex6.doesn’ttasteaspleasant7.hasonly2/3ofthecarbohydratesRipeFruitGreenFruit•••••Passage2

AmericanRevolutionTheAmericanRevolutionwasthepoliticalupheavalduringthelasthalfoftheeighteenthcenturyinwhichthirteencoloniesinNorthAmericajoinedtogethertobreakfreefromtheBritishEmpire,combiningtobecometheUnitedStatesofAmerica.TheyfirstrejectedtheauthorityoftheParliament ofGreatBritain to govern them fromoverseaswithout representation, and thenexpelled all royal officials. By 1774 each colony had established a Provincial Congress, or anequivalent governmental institution, to form individual self-governing states. The Britishresponded by sending combat troops to re-impose direct rule. Through representatives sent in1775 to the Second Continental Congress, the colonies joined together at first to defend theirrespective self-governance and manage the armed conflict against the British known as theAmerican RevolutionaryWar. Ultimately, the colonists collectively determined that the Britishmonarchy, by acts of tyranny, could no longer legitimately claim their allegiance. They thensevered tieswith theBritishEmpire inJuly1776,when theCongress issued theDeclarationofIndependence,rejectingthemonarchyonbehalfofthenewnation.ThewarendedwitheffectiveAmericanvictoryinOctober1781,followedbyformalBritishabandonmentofanyclaimstotheterritorywiththeTreatyofParisin1783. The American Revolution initiated a series of social, political, and intellectualtransformations in early American society and government. Americans rejected the oligarchiescommon in aristocratic Europe at the time, championing instead the development ofrepublicanism based on the Enlightenment understanding of liberalism. Among the significantresultsoftherevolutionwasthecreationofarepresentativegovernmentresponsibletothewillofthe people. However, sharp political debates erupted over the appropriate level of democracydesirableinthenewgovernment,withanumberofFoundersfearingmobrule.Manyfundamentalissuesofnationalgovernanceweresettledwiththeratificationofthe

ConstitutionoftheUnitedStatesin1788,whichreplacedtherelativelyweakerfirstattemptatanationalgovernment,theArticlesofConfederationadoptedin1781.[A]Incontrasttothelooseconfederation,theConstitutionestablishedastrongfederatedgovernment.[B]TheUnitedStatesBillofRights(1791),comprisingthefirst10constitutionalamendments,quicklyfollowed.[C]Itguaranteedmanynaturalrightsthatwereinfluentialinjustifyingtherevolution,andattemptedtobalanceastrongnationalgovernmentwithrelativelybroadpersonal liberties.[D]TheAmericanshift to liberal republicanism, and the gradually increasing democracy, caused an upheaval oftraditionalsocialhierarchyandgavebirthtotheethicthathasformedacoreofpoliticalvaluesintheUnitedStates. AdoptingthepolicythatthecoloniesshouldpayanincreasedproportionofthecostsassociatedwithkeepingthemintheEmpire,BritainhadimposedaseriesofdirecttaxesfollowedbyotherlawsintendedtodemonstrateBritishauthority,allofwhichprovedextremelyunpopularin America. Because the colonies lacked elected representation in the governing BritishParliament,manycolonistsconsideredthelawstobeillegitimateandaviolationoftheirrightsasEnglishmen.In1772,groupsofcolonistsbegantocreatecommitteesofcorrespondence,whichwouldleadto theirownProvincialCongresses inmostof thecolonies. In thecourseof twoyears, theProvincial Congresses or their equivalents rejected the Parliament and effectively replaced theBritish rulingapparatus in the formercolonies, culminating in1774with thecoordinatingFirstContinentalCongress. In response toprotests inBostonoverParliament’sattempts toassertauthority, theBritish sent combat troops, dissolved local governments, and imposed direct rule by Royalofficials.Consequently,thecoloniesmobilizedtheirmilitias,andfightingbrokeoutin1775.FirstostensiblyloyaltoKingGeorgeIII,therepeatedpleasbytheFirstContinentalCongressforroyalinterventionontheirbehalfwithParliamentresultedinthedeclarationbythekingthatthestateswere “in rebellion,” and Congress traitors. In 1776, representatives from each of the originalthirteencoloniesvotedunanimouslyintheSecondContinentalCongresstoadoptaDeclarationofIndependence,whichrejectedtheBritishmonarchyinadditiontoitsParliament.TheDeclarationestablished theUnitedStates,whichwasoriginallygovernedasa looseconfederation througharepresentativegovernmentselectedbystatelegislatures.

EndofPassage2

Questions16.Thewordsbreakfreeinparagraph1isclosestinmeaningtoA.accident

B.damageC.developD.discontinue17.Whatcanbeinferredaboutcombattroopsinparagraph1?A.theywereBritishsoldiersB.theyweresenttocauseafightC.theyweresuccessfulinre-imposingdirectruleD.theywerepoliticians18.Thewordsarmedconflictinparagraph1isclosestinmeaningtoA.afistfightB.adesireforself-governanceC.awarusingweaponsD.anorganizeddefense19.ThewordTheyinparagraph1referstoA.BritishEmpireB.thecolonistsC.CongressD.monarchy20.WhatdidtheFoundersfearinparagraph2?A.politicaldebatesB.democracyC.thegovernmentD.mobrule21.Whichsentencebelowbestexpressestheessentialinformationinthehighlightedsentenceinparagraph 3? Incorrect choices change the meaning in important ways or leave out essentialinformation. A.TheArticlesofConfederation thatwere adopted in1781were replacedby thestronger Constitution of the United States in 1788 in order to fix basic problems of nationalgovernance. B.Changes to theConstitutionof theUnitedStates in1788settled issues thatwereproblemsintheArticlesoftheFederationadoptedin1781.C.TheweakerConfederateGovernmentof1781wasreplacedbytheConstitutionoftheUnitedStatesin1788tocreateastrongerNationalGovernment.D.TheArticlesoftheConfederationwerereplacedbytheConstitutionoftheUnitedStatesbecauseofawarin1781.22.Accordingtoparagraph3,whatguaranteedmanynaturalrights?

A.strongnationalgovernmentB.UnitedStatesBillofRightsC.therevolutionD.constitutionalamendments23.AllofthefollowingarementionedinthepassageEXCEPTA.DeclarationofIndependenceB.liberalrepublicanismC.ArticlesoftheConstitutionD.traditionalsocialhierarchy24.ThephraseallofwhichreferstoA.directtaxesandotherlawsB.BritishauthorityC.policyofthecoloniesD.BritishEmpire25.ThewordillegitimateisclosestinmeaningtoA.lawfulB.illegalC.necessaryD.unlawful26.Theauthormentions“lawstobeillegitimate”inparagraph4inordertoA.demonstratethepoweroftheBritishParliamentB.explainwhypeoplewereunhappywiththenewlawsC.provethattheEnglishwerebreakingthelawD.giveareasonforgoingtowar27.Lookat thefoursquares [A], [B], [C],or [D]which indicatewhere the following sentencecouldbestbeaddedtothepassage.Wherewouldthesentencebestfit?TheselibertieswouldsoonleadAmericatoanewfoundfreedom.ManyfundamentalissuesofnationalgovernanceweresettledwiththeratificationoftheConstitutionoftheUnitedStatesin1788,whichreplacedtherelativelyweakerfirstattemptatanationalgovernment,theArticlesofConfederationadoptedin1781.[A]Incontrasttothelooseconfederation,theConstitutionestablishedastrongfederatedgovernment.[B]TheUnitedStatesBillofRights(1791),comprisingthefirst10constitutionalamendments,quicklyfollowed.[C]Itguaranteedmanynaturalrightsthatwereinfluentialinjustifyingtherevolution,andattemptedtobalanceastrongnationalgovernmentwithrelativelybroadpersonal liberties.[D]TheAmericanshift to liberal republicanism, and the gradually increasing democracy, caused an upheaval oftraditionalsocialhierarchyandgavebirthtotheethicthathasformedacoreofpoliticalvaluesin

theUnitedStates.28.–29. Select the appropriate sentences from the answer choices that are key points in adiscussionofwhatledtotheDeclarationofIndependence.Thisquestionisworth2points.Summary:ManyfactorsshapedthedecisionforAmericanIndependence.•••AnswerChoices1.TheBritishcreatedtheUnitedStatesasarepresentativegovernmentresponsibletothewillofthepeople.2. The United States collectively determined that the British monarchy could no longerlegitimatelyclaimtheirallegiance.3.TheBritishreducedtaxestothecoloniestotryandpersuadethemtobemoreloyal.4. Americans formed their own government including a Constitution, a Bill of Rights, and aDeclarationofIndependence,whichledtotheirfreedomfromBritishrule.5.TheBritishultimatelyabandonedanyclaims to theUnitedStateswith theTreatyofParis in1783.6.KingGeorgeIIdeclaredthatthestateswere“inrebellion,”andCongresstraitors.Passage3ConservationofSeaTurtlesAllspeciesofseaturtlesarelistedas“threatened”or“endangered.”TheLeatherback,Kemp’s Ridley, and Hawksbill turtles are critically endangered. The Olive Ridley and GreenTurtlesare“endangered,”andtheLoggerheadis“threatened.”TheFlatback’sconservationstatusisunclearduetolackofdata.Turtlesfacemanydangersintheopensea.Forexample,turtlesmustsurfacetobreathe.Caught in the nets of fishermen, they are unable to surface and thus suffocate. In early 2007,almostathousandseaturtleswerekilledinadvertentlyintheBayofBengaloverthecourseofafewmonthsofnetting.However,somerelativelyinexpensivechangestofishingtechniques,suchas slightly larger hooks and traps from which sea turtles can escape can dramatically cut themortalityrate.TurtleExcluderDevices(TEDs)havereducedseaturtlebycatchinshrimpnetsby97percent.Anotherdangercomesfrommarinedebris,especiallyfromabandonedfishingnetsinwhichtheycanbecomeentangled.[A]Beachdevelopmentisanotherareawhichthreatensseaturtles.Sincemanyturtlesreturntothesamebeacheachtimetonest,developmentcandisruptthecycle.[B]Therehasbeenamovementtoprotecttheseareas,insomecasesbyspecialpolice.[C]Insomeareas,suchasthe

eastcoastofFlorida,conservationistsdigupturtleeggsandrelocatethemtofencednurseriestoprotectthemfrombeachtraffic.[D]Sincehatchlingsfindtheirwaytotheoceanbycrawlingtowardsthebrightesthorizon,theycanbecomedisorientedondevelopedstretchesofcoastline.Lightingrestrictionscanpreventlightsfromshiningonthebeachandconfusinghatchlings.Turtle-safelightingusesredoramberLEDlight,invisibletoseaturtles,inplaceofwhitelight.Climatechangemayalsocauseathreattoseaturtles.Sincesandtemperatureatnestingbeaches defines the sex of a turtle while developing in the egg, there is concern that risingtemperaturesmayproduce toomany females.However,more research is needed to understandhowclimatechangemightaffectseaturtlegenderdistributionandwhatotherpossiblethreats itmaypose. Anothermajorthreattoseaturtlesisblack-markettradeineggsandmeat.This isaproblemthroughout theworld,butespeciallyaconcern in thePhilippines, India, Indonesia,andthecoastalnationsofLatinAmerica.Estimates reachashighas35,000 turtleskilledayear inMexico and the same number inNicaragua. Conservationists inMexico and theUnited Stateshave launched “Don’t Eat Sea Turtle” campaigns in order to reduce this trade in sea turtleproducts. These campaigns have involved figures such asDorismar, Los Tigres delNorte, andManá. Turtles are often consumed during the Catholic season of Lent, even though they arereptiles,notfish.Consequently,conservationorganizationshavewrittenletterstothepopeaskingthathedeclareturtlesasmeat.InSoutheastAsia,thePhilippineshashadseveralinitiativesdealingwiththeissueofturtleconservation.In2007,theprovinceofBatangasinthePhilippinesdeclaredthecatchingandeatingofPawikansillegal.However,thelawseemstohavehadlittleeffectasPawikaneggsarestill in demand in Batangan markets. In September 2007, several Chinese poachers wereapprehended off the Turtle Islands in the country’s southernmost province of Tawi-Tawi. Thepoachershadcollectedmorethanahundredseaturtles,alongwith10,000turtleeggs.Oneofthemost significant threats now comes from bycatch due to imprecise fishing methods. Donnellypoints to long-liningasamajorcauseofaccidental sea turtledeath.There isalsoblack-marketdemandfortortoiseshellforbothdecorationandsupposedhealthbenefits. In theCaribbean, researchers arehaving some success in assisting a comeback. InSeptember 2007, Corpus Christi, Texas, wildlife officials found 128 Kemp’s Ridley sea turtlenests on Texas beaches, a record number, including 81 on North Padre Island (Padre IslandNationalSeashore)andfouronMustangIsland.Wildlifeofficialsreleased10,594Kemp’sRidley’shatchlingsalongtheTexascoastthisyear.Alsoin2007,theU.S.FishandWildlifeServiceandtheNationalMarineFisheriesServiceissuedadeterminationthattheLeatherback,theHawksbill,andtheKemp’sRidleypopulationswereendangeredwhilethatofGreenTurtlesandOliveRidleyswerethreatened.

EndofPassage3

Questions30.Thewordunclearinparagraph1isclosestinmeaningtoA.cloudyB.opaqueC.certainD.vague31.Thewordtheyinparagraph2referstoA.fishermenB.turtlesC.netsD.shrimp32.Whichsentencebelowbestexpressestheessentialinformationinthehighlightedsentenceinthe passage? Incorrect choices change the meaning in important ways or leave out essentialinformation.A.Inexpensivechangesinthedesignoffishingnetsistheonlywaytosaveturtles.B.Fewerseaturtleswouldbekillediffishermenwouldusedifferentwaysandequipmentthatisn’texpensive.C.Changesinfishingtechniquessuchaslargerhookshavetrappedseaturtlesandcutthem.D.Fewerseaturtlesarebeingcaughtbyfishermen.33.Allofthefollowingarementionedasaformofprotectioninparagraph3EXCEPTA.eggrelocationB.lightingrestrictionsC.specialpoliceD.beachdevelopment34.Whatdoesthepassagesayaboutthebrightesthorizon?A.itiswhatbabyturtlesusetofindtheoceanB.itcauseshatchlingstobecomedisorientedandlosetheirwayC.itistheplacewherethesunrisesovertheoceanD.itstretchesalongthecoastline35.Whatcanbeinferredfromthepassageaboutclimatechangeandthesexofaseaturtle?

A.itmaycausetoomanyfemalestobebornB.thesandistoohotforturtlestomateC.therisingtemperatureofsandmaycausenotbeenoughmalestobebornD.turtlesarenotlayingtheireggsinthehotsand36.ThewordThisinparagraph6referstoA.eggsB.seaturtlesC.meatD.black-markettrade37.Theauthormentions"35,000turtleskilled'inparagraph6inordertoA.giveanexampletheseverityoftheproblemB.demonstratehoweffectiveconservationhasbeeninMexicoC.explainhowclimatechangeiseffectingturtlepopulationsinMexicoandNicaraguaD.provethatthethreattoseaturtlesistheworstinMexicoandNicaragua38.Accordingtothepassage,whyhasthepopebeenaskedtodeclareturtlesasmeat?A.inhopestoreducethenumberofseaturtlesbeingeatenbysomepeopleB.sothatpeoplecaneatthemduringtheCatholicseasonofLentC.toreducetheamountoffishbyCatholicsthatiseatenonFridaysD.sothatpeoplewillknowthatturtlesarereptiles39.Thewordapprehendedinparagraph7isclosestinmeaningtoA.fishingB.arrestedC.sailingD.selling40.Thewordcomebackinparagraph8isclosestinmeaningtoA.returnB.rescueC.increasedturtlepopulationD.nameofaspeciesofseaturtle41.Lookat thefoursquares [A], [B], [C],or [D]which indicatewhere the following sentencecouldbestbeaddedtothepassage.Wherewouldthesentencebestfit?Theserelocationeffortshaveproventobeeffectiveinincreasingseaturtlepopulationsofsomespecies.[A]Beachdevelopmentisanotherareawhichthreatensseaturtles.Sincemanyturtlesreturntothe

samebeacheachtimetonest,developmentcandisruptthecycle.[B]Therehasbeenamovementtoprotecttheseareas,insomecasesbyspecialpolice.[C]Insomeareas,suchastheeastcoastofFlorida, conservationists digup sea turtle eggs and relocate them to fencednurseries toprotectthemfrombeachtraffic.[D]42.–43.Anintroductorysentenceforabriefsummaryofthepassageisprovidedbelow.CompletethesummarybyselectingtheTHREEanswerchoicesthatexpressthemostimportantideasinthepassage.Someanswerchoicesdonotbelonginthesummarybecausetheyexpressideasthatarenotpresentedinthepassageorareminorideasinthepassage.Thisquestionisworth2points.Summary: Sea turtles face many dangers that have put them on the “threatened” or“endangered”specieslistbutsomeeffortstoconserveturtlesareprovingeffective.•••AnswerChoices1.Researchersandwildlifeofficialsareworkingtoincreasetheseaturtlepopulation.2.Turtlesaresaferintheopenseathantheyareclosetoshore.3.Onland,turtlesareendangeredbybeachconditionsandblackmarkettrade.4.Hatchlingturtlesonbeachesarebeingcaughtandreleasedbyconversationalists.5.Thepopeisaskingthathedeclareturtles“meat.”6.SeaTurtlesfacedangersatseabyfishermenandpoachers.

EndofReadingTest.(SeeChapter11forAnswers)

TOEFLReadingSectionProgressReportStudent’sName:_____________________________Date:___________________Usethisformtotrackyourabilitytoanswercertainquestiontypes.Directions: Count the question types missed on the test you have just taken, then study andpracticetheproceduresforansweringthosequestiontypes.PracticeTest#123456(CircleOne)QuestionType

Detail____NegativeDetail____Reference____VocabularyinContext____Inference____RhetoricalPurpose____Paraphrase____True____InsertSentence____Summary____InformationOrganization____

ListeningSectionDescriptionPassageStructuresNoteTakingProgressReportSheetNoteSectionSampleScripts/Tests

Chapter6–ListeningSectionDESCRIPTIONOFTHELISTENINGSECTIONTheTOEFLiBTListeningSectionissaidtotestyourabilitytolistento,andunderstandlecturesandconversationsasyouwillhear theminauniversitysetting.What thissectionreallydoesistestyourabilitytotakerelevantnotesofthemainpointsandtousethemtoanswerrelatedquestions.ThepeopleatETSassumethatyouareoneofthesmartestpeopleinyourclass,andthatyoumayhavelearnedaboutmanysubjectsfromotherresourcessuchasschool,TV,theInternet,andbooks.Theywillsometimestrytousethisagainstyoubysupplyingchoicesthataretrue,butarenotmentionedinthepassage.Incontrast,theycannotknowexactlywhatyouhavestudied,so,

justaswiththepassagesintheReadingSection,youarenotrequiredtoknowanythingaboutthesubjects talked about in theListeningPassages.Therefore, you should simply takenotes of themainpointsofeachconversationorlecturebyusingthetechniquestaughtinthissection,anduseonly those notes and the process of elimination learned in the Reading Section to answerquestions. ListeningpassagesarestructuredthesamewayastheReadingpassagesinthat theyfollowcertainpatterns.For instance,youwillhearan introductionof themain topic in lecturesfollowed by related details. Conversations begin with a greeting followed by a statement ofpurposeorproblemand relateddetails.Onedifference in theListeningSection is thatyouwillhear thepassagesonlyonceandyouwon’tbeable toskipquestionsandgoback to themlater.Therefore,youMUSTtakenotesandanswerthequestionsintheordertoachieveahighscore.TheListeningSectionconsistsofeithersixorninepassagesdependingonwhetherornotyou get an experimental section. Experimental sections are used to determine how ETS willmodifythenextgenerationofteststotrickfuturetesttakers.Donotworrybecauseyouarenotscoredonexperimentalsections.Howwillyouknowifyouare takinganexperimentalsection?Youwon’tknow,butifyoufollowthetechniquesthatyoulearnfromtheTOEFLMasteritwon’tmatter.Thetechniquesyoulearninthisbookwillworkregardlessofhowthetestisdesigned.TheTOEFLMastermethodsusebasiclanguagestructurestofindthecluesinthepassagesandusetheprocessofeliminationtochoosethebestanswer.Inotherwords,nomatterhowthepassagesandquestionsarewritten,theTOEFLMasterprocedureswork.Youwillhaveapproximately10minutestoanswerthequestionsforeachpassage.Youwillhaveeither60or90minutes tocomplete theentire section.Practice finishing thepracticetestsinthattime.NOTE:YOUMUSTTAKEWRITTENNOTESWHILETHEPROFESSORISSPEAKING!

ToscorewellontheTOEFLiBTListeningSection,followthesebasicprinciples:

1.Focusonthestructure:Questionsfollowing lecturesandconversationswillaskaboutspecificdetails. Listen to how themain topic develops in lectures. Pay attention to examples, theories,comparisons,andcause-and-effectrelationshipsin lectures.Focusonthepurpose,requirements,and related details in conversations. Actively listen to the selection, noting the general idea orpurpose,structure,andtoneofthespeakers.2. Listen for the main topic or purpose: Each lecture will have a main topic, while eachconversation will focus on a purpose. This is usually noted at the beginning of the lecture orconversationandisusuallythefocusofthefirstquestion.3.Questionscomeintheordertheinformationappearsinthepassages:Writeyournotesneatly

andintheordertheinformationappearsinthepassages.Usebulletpointstomarkyournotes.DONOT use arrows to connect ideas as this will only confuse you. Use your notes and POE toeliminateanychoicethatdoesn’tmatchtheinformationfromthepassage.4.Answerallof thequestions:There isnoskipping in theListeningSection.Youmustanswereachquestionasitappears.5.Don’tmemorize:Thereisfartoomuchinformationtomemorizeinthepassages.KeepinmindthattheTOEFLiBTistestingyouonyourabilitytofollowthelogicalflowofideas,notonyourabilitytomemorizeinformation.Practicelisteningforthekeywordsandphrases.6.Don’ttaketoomanynotes:Whentakingnotes,onlywritedowntheimportantpoints.Listenforthekeywords andphrases that introduce important information.Thesewill tell you everythingyouneedtoknow.7. Use the Process of Elimination aggressively: Using your understanding of the main idea,previousquestionsandanynotesyou’vetakentohelpyou,usethePOEfromtheReadingSectiontoeliminateobviouswrongchoices. One important thing toknow is thatLecturesandConversationsbothuse standardstructures toexpress the important information thatyouwillbequestionedabout.Theyusekeywordsandphrasestointroducethisinformation.Practicelisteningtopickoutthekeywordsandphrases.Beespeciallyawareofandlistenfortransitionsinthetalksandlectures.Also,practicelisteningforthetoneofthespeakersinconversations.Thespeakerstoneorattitudewilloftenbeoneofthequestionsthatyouwillbeaskedabout.NOTE:ListenforStructureand/orTone:Eachpassagetypehasaspecificstructureand/ortone.TheTOEFLiBTisastandardizedtest,whichmeansthateachpassagetypehascommonquestiontypes related to it. Knowing the structure of the passage will give you a clue to the types ofquestionsthatyouwillbeasked,andknowingthetypesofquestionsthatwillbeaskedwillhelpyoutotakethenotesyouneed.SPECIALNOTE:TheListeningSectionisNOTatestofhowmuchyouknowofanysubjectorofhowmuchyoucanmemorizeofwhat isbeing said.This is a testofhowwellyoucan takenotes of themain points and details of a conversation or lecture, howwell you understand thestructureofconversationsandlectures,howwellyouunderstandthetoneofthespeakers,andhowwellyoucanuseyournotestoanswerthequestions.Rememberthatthisisnotaregularschooltestsodonottrytolearnthesubjectswhileyoulisten.Simplytakenotesusingthekeywordsandphrasesandusethosenotes,alongwithyourPOEtoanswerthequestions.Aspreviously stated,TOEFLiBTpassages followcertain structures.Knowing the structuresofeachpassage typeand the typesofquestionsaskedaftereachonewillenableyou to takemoreaccurateandrelevantnotes.Learn torecognizehowthe information ispresented ineachof thepassage types so thatyoucanbeassuredof taking just thenotesyouneed toanswerquestionscorrectly.STRUCTUREOFLISTENINGPASSAGES

TherearetwotypesofListeningpassages:AcademicLecturesandConversations.ACADEMICLECTURESLecturesarestructuredonamaintopicorconcept.Inlectures,thespeakerwillusuallyintroducethemainideaattheverybeginningofthetalk.Theprofessorwillthenfollowwiththetopicofdiscussion.Whiletakingnotes,writethetopicdown.Onceyouhavethemaintopic,thelecturewillprovideapurpose,explanation,ormoreinformation.TherearefourbasicLecturestructures:1.Compare/Contrast2.Cause-and-EffectRelationships3.AbstractCategory/SpecificExamples4.SequencesTherewill be four to six academic lectures throughout theListening Section.At least twowillcontainclassroomdialog.•Eachlectureisapproximatelysix-minuteslong.•Alecturemayinvolveonespeakerormultiplespeakers:aprofessorandstudents.•Eachlectureisfollowedbysixquestions.AcademicLecturestypicallycontainsixparts:1.Opening/Topic:Youwillhear the teacherorprofessorgreeting theclassandannouncing thetopicofthelecture.2.PurposeoftheLecture:Heretheprofessorwillusuallyintroducethemainpointsofthelecture.Listenforthebriefdescriptionofthemaintopic.3. Reasons/Examples and Details: The lecture will usually contain several supporting reasons,and/ortheorieswithexamplesanddetailstosupportthem.4.Questionsand/orComments:Duringthelecture,theprofessormayaskageneralquestionaboutthetopictoindicatethats/hewillbegivingimportantinformationtotheclass.However,whentheprofessorasksaquestiondirectedtoaspecificstudent,orifastudentasksaquestion,theanswertothatquestionwillbetheanswertooneofthequestionsthatyouwillbeasked.5.PhotosorDrawings:Atsomepointduringthelecture,youmaybeshownaphoto,drawing,ordiagramthattheprofessorwilldescribeindetail.Besuretolookatyourscreentorememberwhatisbeingshown.6.Conclusion/Summary:Lectureswillnotalwayshaveaconclusionorsummary.Theymayevenend abruptly. However, some lectures end in a brief summary of the important points. Also,sometimes,atsomepoint,theprofessorwillsaywhattheclasswilldonext.Alwayslistenfortheprofessortomentionwhattheclasswilldonextasthatwilllikelybeoneofthequestionsthatyouwillbeasked.CONVERSATIONS Inconversations,after thegreeting, thespeakerwill revealhisorherpurpose.One

speaker will then express the purpose of the conversation. Afterwards, the other speaker willeitherask formore informationorwillofferpossible solutions.Theconversation typicallyendswithsomekindofresolution.TherearetwobasicConversationstructures:1.OfficeHours2.ServiceEncounterTherearetwotothreeconversationsinvolvingtwoormorespeakers.1.Eachconversationisthreetofourminuteslong.2.Aconversationhas12–15exchanges.3.Eachconversationisfollowedbyfivequestions.Conversationstypicallycontainfiveparts:1.Thegreeting:Usually,thetwospeakerswillexchangegreetings.Youwillnotneedtotakenoteshere,butitmightbegoodforyoutoknowthespeaker’snames.2.Statementofpurpose:Conversationswill typicallybeaboutanacademicproblemoranissuefacedbyoneof thespeakers.Listenforastudent torespondtoaquestionsuchas,“HowcanIhelpyou?”or“WhatcanIdoforyou?”andtakenotesoftheresponse.Usethesenotestoanswerquestionssimilarto“Whydidthestudentgotoseetheprofessor?”3.Requirements/Suggestions:After thepurpose is revealed,oneof thespeakerswill respond totheothertypicallybyaskingmorequestionsregardingtheproblemorissueraisedfollowedbyalistofrequirementsorbymakingsuggestions.Takenotesoftherequirementsorsuggestionsgivenandanyrelateddetailsthataccompanythem.Usethesenotestoanswerquestionssimilarto“Whatdoestheprofessortellthemantodo?”4. Assorted Details: During the conversation the student and professional will discuss detailsregardingthestudent’spurposeandtheadvicegivenaboutit.Takenotesofthedetailsandofthestudent’sattitudeortone.UsethesenotestoanswerDetail,RhetoricalPurpose,Inference,orTonequestions such as “Why did the student say he needed tomiss the exam?” or “Why does theprofessor say this (replay of professor’s statement)?” or “How does the student feel about theprofessor’ssuggestion?”5.Resolution:Theconversationwillendwithaclosingresolution.Thisisastatementofwhatthestudentintendstodo.Besuretotakenotesoftheresolution.Usethesenotestoanswerquestionssimilarto“Whatdoesthestudentplantodo?”or“Whatwillthestudentlikelydonext?”RECOGNIZINGTHEBASICSTRUCTURESOFCONVERSATIONSWhen listening to a conversation, identify the structure. Being able to recognize the basicstructures of each conversation type is an important skill thatwill enable you to anticipate theinformationyouwillbequestionedon.Havingagoodideaofwhatyouwillbequestionedonwillalsohelpyoutotakethenotesyouneedtoanswertherelatedquestions.ThetwobasicConversationPassagestructuresareasfollows:

1.SERVICEENCOUNTERInaserviceencounter,aftertheinitialgreeting,therewillbeaconversationbetweenastudentandacampusofficial suchasaprofessor,counselor,officeworker, librarian,etc.Aftertheinitialgreeting,thecampusofficialwillaskaquestionsuchas,“WhatcanIdoforyou?”Thestudentwillthenannouncethespecificpurposefortheencounter.Inresponse,thecampusofficialwillthenofferspecificadviceorstateaseriesofrequirementsthestudentmustperformtofulfilltheintendedpurpose.Thisconversationmayinvolveseveralrelateddetails.Besuretotakenotesofthestudent’spurpose,therequirements,andtherelateddetailsforboth.2.OFFICEHOURSInthistypeofconversation,astudentwilllikelyvisitaprofessororstudentcounselortoask for some advice on an academic topic or issue. Then the professor or counselorwill offeradvice to the student.Be sure to takenotes regarding the student’sproblemor issueandof therecommendationsheorshereceives.Alsotakenotesonanyrelateddetailsbeingdiscussed.TAKINGNOTESTakingnotesisaMUSTontheTOEFLiBT.Perhapsinhighschoolyouwereabletodojust fine in your classeswithout taking notes. If so, good for you.However,when attending amajoruniversity in theUnitedStatesorotherEnglish-speakingcountry,youwill likelysit inanauditoriumwith100–400otherstudentsandlistentoaprofessorgivealecturethatcouldrunfrom1to2hourslong.Allthewhile,youmusttakenotesofthelectureinordertoprepareforyourupcomingassignmentsandexams.Youmight think thatyouwill simplyrecord the lecturewithsomekindofdevice,BUTIassureyouthatyouwillnotgetanythingusefulfromsuchaneffort.Unless youhave amicrophoneattached to theprofessor’s shirt, all youwill get are thegarblednoisesofthestudentsaroundyou.Makenomistake,youwillnotbeabletoachieveahighscoreonyourTOEFLiBT,orbeabletogetgoodgradesattheuniversitylevelifyoudon’ttakenotes.Therefore,theTOEFLMasterstronglysuggeststhatyoulearnanddevelopthisskillnow.IMPORTANT:Takingnotesisnotrequiredforanyofyourcourses(unlessyourprofessorwillbegradingyournotes).However,thereisfartoomuchinformationinanyonelectureforapersontobeabletorememberthelectureinitsentirety.Therefore,youmusttakewrittennotesduringthelecture.Asafurthernote,itisnotlikelythatyournoteswillbecomplete,becausewhenyouarewriting,youarenotlistening.Inotherwords,youarelikelytohaveholesinyournotes.TheTOEFLMasterstronglysuggeststhatyoupartnerupwithfourotherstudentsinyourclasstoformastudygroup. Comparing and sharing your notes with others will ensure that you have a fullunderstandingofthelectureandamuchgreaterabilitytoscorewellonassignmentsandexams.Youcanhelpeachothertounderstandthemaintopicsofthelectureand,shouldyouhaveanissuewherethereisadisagreementononeoftheaspectsofthelecture,youcantakeyournotestoyourprofessorandaskforclarification.Professorsareverylimitedfortime.Ifyougotoyourprofessor

forclarificationonanissuefromalecture,thefirstthingtheprofessorwillaskis,“Whatdoyouhaveinyournotes?”Ifyouanswer,“Idon’ttakenotes”theprofessorwill likelysimplytellyou,“That’syourfirstproblem.”Andthenignoreyouasyouhavejustprovedthatyouarenotaseriousstudent.Incontrast,shouldyougotoyourprofessorwithaquestionanddisplayafullsetofnotes,yourprofessorwillseethatyouareaseriousstudentandwilllikelygiveyouthetimeyouneedforan explanation. Furthermore, should you need a little more time to complete a project, theprofessor, knowing that you truly care about doing yourwork,may be inclined to grant you areasonableamountofextendedtimetoturninyourassignment. Even though takingnotes is imperative forgettinggoodgrades,many students areintimidatedatthethoughtofit.Theirmindscringeatthethoughtofwritingdowneverywordaprofessorsays.Althoughthisfeariscompletelyunderstandable,itistotallyunnecessary.Thereisreallynoneed tobeafraid.Takingnotes isa skill likeanyotherandmustonlybepracticed todevelop your abilities. One comforting fact is that it is entirely unnecessary to take notes oneverythingintheListeningpassages.What isnecessaryis thatyoutakenotesonthethingsthatyouwillbetestedon.THENOTETAKINGCHALLENGEPeopleoftentellmethattakingnotesfortheListeningSectionistoodifficultbecausetheydon’tunderstandthelecturesorconversationsbecausethespeakerstalktoofast,andthereisnotenoughtimetowriteallthenotesoftheimportantpointsinthepassages.Asaresult,afterover12,000hoursofinstruction,Ihavefoundthatthesearethetwomainreasonsfortheseproblems:1. “The speakers talk to fast” – The student is likely translating from their native language toEnglishintheirmind.2.“Notenoughtimetowriteallthenotes”–Thestudentiswritingtoomuch,ortryingtowritedowneverythingbeingsaid.Thefirstproblem—“speakers talk to fast”—isprimarily causedby students trying to translatefromtheirnativelanguagetoEnglishintheirmindwhilelisteningtothepassages.ThiscanonlybeovercomebypracticinglisteningtoEnglishconversationsandlecturesuntilunderstandingthelanguage andpassage structuresbecome familiar.Naturally, this takes time.Youmust listen toconversations and lectures in English for several hours a day to get used to the structure andgrammar of the language. To accomplish this easier, the TOEFL Master strongly suggestslisteningtoEnglishconversationsandlecturesforat leastonehourperday.Payattentiontothestructuresofthepassages,andpayspecialattentiontothequestionsthatfollow.Youwillnoticethateachpassagetypehassimilarquestionsassociatedwithit.Also,payattentiontothephrasesthatcueyoutotaketherelevantnotes.Thesecondproblem of “can’twrite fast enough” is easier to correct.Peoplewhobelieve theycan’t write fast enough to take all the notes while listening are simply taking toomany notes.

Studentsoften think thateverythingbeingsaid is important,or theybelieve it is toodifficult todeterminewhat noteswill be needed to answer the questions, so they try andwrite everythingdown.Not only is this nearly impossible, it isn’t necessary. The listening passages are short:Conversations are between two and a half minutes to four minutes long, while lectures arebetween four and a half minutes to six minutes in length. Besides, you will not be tested oneverythingsaidinthepassages,sothereisnoreasontowritedowneverythingthatisbeingsaid.

Whatshouldyoutakenoteson? Again, theTOEFLiBTisa testofhowwellastudent takesnotesanduses themtoanswer the questions. A student, who knows the structures of the passages, and how theinformation is presented in each,will be able to take themost accurate notes.Byknowing thestructure of a passage, a student canpredict how the informationwill be presented andhave agoodideaofwhattypesofquestionswillbeaskedaboutthepassage.Inotherwords,ifyouknowwhatkindsofquestionsyouwillbeasked,youwillknowwhattotakenoteson.Whenyouknowwhatwordsandphrasesareusedtointroducetheso-calledimportantinformation,youwilltakefewer notes, but have all the information that you need to answer the questions.Makes sense,right?TheTOEFLMasterprogramteachesmasteryofthestructuresandphrasesthatyouwillneedtoknowtoscorewellonboththeconversationandlecturepassagesontheTOEFLiBT.

Pleasefollowandpracticeusingthesetechniques.Beawarethatyoudon’thavetounderstandallofthevocabularyorphrasestounderstandwhat is being said. Use your skills of “dealing with difficult vocabulary” (from the ReadingSection)tounderstandthegeneralideasofsentences.Formostquestions,justgettingthegeneralmeaningofasentenceisgoodenoughtoanswerquestionsontheTOEFLiBT.Inotherwords,allyouhavetodoiswritedownthe“generalinformation”anduseittoansweryourquestionswiththehelpofyourProcessofElimination.Ashasbeenstated,therearetwotypesoflisteningpassages:Conversationsandlectures.Conversationsarebasedonapurpose,whereaslecturesarebasedonamaintopic.Foreachtypetherearenotesthatyoushouldtakeingeneraltoanswermostquestions.Keywordsandphraseswillintroducethecluesthatwillanswerallofthequestions!Thelecturesusecertainkeywordsandphrasestointroducetheimportantpoints,whileconversations have definite structures with only certain details that you will be questioned on.Onceyouknowthesestructures,keywords,andphrases(practicelisteningforthem),takingthe“right”notesismucheasier.Eachtypehasitsownpointstolistenforandtotakenoteson.Use

the suggestions in this chapter to practice taking just the notes needed to answer the questionsfollowingeachpassage.Aswasstatedearlier,recognizingthebasicstructuresofthedifferentpassagetypeswillhelp you to take the notes you need to answer the questions because each structure type ofconversationsand lectureswill containcertainwordsandphrases thatwill cueyou towrite therequirednotesneededtoanswertherelatedquestions.Payingattentiontothestructureofthepassage,listeningforthe“key”wordsandphrases,andtakinggoodnotesisthebestwaytoearnahighscoreontheTOEFLiBTListeningSection.GENERALNOTETAKINGTIPSFORTHELISTENINGSECTIONJustastherearegeneralandfineproceduresforansweringReadingSectionquestions,the same is true for the Listening Section note-taking procedures. Below is a list of generalprocedures thatwillhelpyou take the rightnoteseven ifyoudonotunderstandeverythingyouhear.1.Listenfortheintroductionofthe“topic”inlecturesand“purpose”inconversations. Eachacademic lecturebeginswith theannouncementof themain topicandabriefdescriptionof the lecture thatwill follow.Conversationsbeginwithagreeting.After the initialgreeting,oneofthespeakerswilleitherannounceaproblem,purpose,orspeakaboutacampusevent.Takenotesonthemaintopicorthemeinacademiclectures,andtheproblem,purpose,orsignificanteventmentionedinconversations.2.Listenfortoneandattitudeofthespeakers.Somequestionswillrepeatpartofthelectureorconversation,andthesequestiontypesoftenaskforthespeaker’stoneorattitude.Somelecturescontainclassconversationwhereoneormultiplestudentswillrespondtotheprofessor,ormayaskquestionsoftheirown.Listentothespeaker’s voice and try to determine if it is positive, negative, or neutral toward the subject. Inotherwords,dotheysoundworried,excited,confused,angry,happy,afraid,etc?3.Payattentiontotransitionwords.Somequestionsthatfollowthepassagewillfocusonaspecificdetailthatwasintroducedviaatransitionwordsuchas“thus,”“because,”“however,”or“ontheotherhand.”Listenforsuchtransitionwordsandphrases,especiallyifthespeakerisputtingemphasisonthetransitionword.Furthermore,writedownthegeneralideathatfollowsthetransitionword.Beespeciallyawareofoppositetransitions,whicharewordsthatchangethedirectionoflogicinasentence.Doingthiswillalsohelpyoutofollowtheprogressionofthelectureorconversation.4.Payattentiontoquestionsasked.Listenfortheprofessororstudentstoaskquestionsduringlectures.Theanswertothesequestionswillanswercertainquestionsfollowingthatlecture.Takenotesofboththequestionand

theresponse.5.ListenforlistsoftopicsandrelateddetailsSomelectureswillgivelistsoftopicsfollowedbyexamplesanddetails.Besuretowritedownthetopicsandtheirrelateddetailsasthesewillbetheanswerstomultiplepointquestions.6.ListenforDigressionandNegationStatements.Sometimestheprofessormayusea“digressionstatement”suchas“we’llcomebacktothatinamoment,”or“betteryet,”or“Idon’twanttogointothatnow”toindicatethathe/shehasgottenofftopic.Allthisstatementmeans,regardlessofthetopic,isthattheprofessorwillreturntothemaintopic. Anotherstatementyoumayhere iscalleda“negationstatement.”But theprofessoractuallyasksaquestionsuchas“YoudounderstandwhatI’msaying,right?”or“Idon’tneedtoexplainthat,doI?”Alltheprofessormeansbythisquestion,regardlessofthetopicisthathe/sheassumesthestudentsunderstandwhatwassaidandthatnofurtherdiscussionisneeded.7.Listenforcertainkeywordsorphrases.Inlectures,listenfortheprofessortosayphrasessuchas,“todayI’mgoingtotalkabout”andwritedownwhathe/shesaysnext.Thiswillbetheanswertoyourfirstquestion.Thenlistenfor words such as “example,” “reason,” “theory,” “cause,” or “effect.” Take notes of what theprofessorsaysnextandoftherelateddetails.Usethesenotestoanswerdetailquestions.8.Listenforwhatcomesnext.Atsomepointduringalecture,theprofessormaymentionwhattheclasswilldonext.Ifyouheartheprofessorsaysomethingaboutthis,youcanbesurethatyouwillbeaskedaboutitinthequestionsthatfollowthelecture.DETAILEDINSTRUCTIONSFORTAKINGNOTESBasicPrinciple#1:ListenfortheIntroductionoftheTopicinLecturesandforthePurposeinConversations.Thelectureswilltypicallybeginwiththeprofessorgreetingtheclassandthengivingageneralstatementofwhatthelecturewillbeabout.Listenfortheprofessortosaythingssuchas,“todaywe’regoingtolookat,”or“tonight’stopicis,”or“nowI’mgoingtotalkabout.”Sometimesthe lecture may begin with a recap of the previous class followed by one of the previouslymentionedstatements.Takenotesofwhattheprofessorsaysthelecturewillbeabout. Conversations, incontrast, typicallybeginwithagreetingbetween the twospeakers

followedbyonespeakeraskingtheotheraquestionsuchas,“WhatcanIdoforyoutoday?”or“HowcanIhelpyou?”Alternatively,thequestionmaybedirectlyrelatedtothespeaker’spurposewiththespeakeraskingsomethinglike,“Canyouhelpmewithmyproject?”BasicPrinciple#2:ListenforToneandAttitude.Therearethreequestiontypeswhereunderstandingthespeaker’stoneorattitudewillbehelpful: inference,rhetoricalpurpose,and,ofcourse,“tone”questions.Speakerson theTOEFLiBT often use idiomatic phrases, verb phrases, or words that can have more than oneinterpretation.Bylisteningforandrecognizingthespeaker’stone,youmaybebetterabletomakeacorrectinterpretation.The toneofmostLectures is fairlystraightforward.Because thespeaker is teachingaclass, thetonewillusuallybesimilartooneofthefollowingtypes:Objective:Thespeakermaysimplylistfactsorprovidedetailedinformation.Usually,thespeakerwillbeanauthorityonhisorhersubjectandcertainofthetopic.Thistypeoftonecanappearinanyofthefourcommonlecturetypes.Subjective:Insomecasesthespeakerwillpresentapositionormakeanargument.Thespeakerwill try toconvince the listenersaboutacertainviewbygiving reasons followedbydetails thatsupportthereason.Thistypeoftoneismorelikelytoappearincompare/contrastandcause-and-effectlectures.Inquisitive:Therearealsoclassroomdiscussionson theTOEFLiBT.During a discussion, theprofessormay lead the class through a number of questions.His or her tonewill therefore beinquisitive. The professor will consider and respond to student’s questions as the lectureprogresses. Abstract Category/Specific Example lectures typically involve discussion, althoughotherlecturetypesmayaswell.Conversationshaveslightlymorepersonaltones.Youcanexpectthetonetobesimilartooneofthefollowingtypes:Excited:Thistoneistypicalofthesignificanteventconversation.Thespeakerisinterestedintheeventandistryingtoinfluenceothersaboutit.Disappointed/Upset: In this case, the speaker isnothappyabout the situation.Heor shemayexpress dissatisfaction with things or events. This usually occurs during the problem/solutionencounter,althoughitcanappearinotherconversationstoo.UncertainorConfused: Sometimes the speaker is uncertainor confused, especially in serviceencounters.Thespeakerwillbeunsureofwhatactiontotakeorhowtoproceed.

BasicPrinciple#3:Listenforkeywordsandphrases.Ineachpassagetypeyouwillhearcertainkeywordsorphrasesthatwillcueyouintotakingthenotesyouneedtoanswerthequestions.Ingeneral,whenlisteningtolectures,listenforwordssuchas“theory,”“example,”“cause,”“explanation,”and“views.”Wheneveryouhearsuchwords,writedownwhatthespeakersaysnext,includingtherelateddetails.Inproblem/solutionconversations,writedownthedetailsthatthespeakertalksaboutfollowingwordssuchasthese:“problem,”“trouble,”“difficulty,”or“issue.”Inserviceencounters,words to listen for include: “requirement,” “form,”or “application.”Finally, in significant eventconversations, listen for the speakers to use words such as “program,” “event,” “plans,”“participate,”“free,”or“busy.”BasicPrinciple#4:PayAttentiontoTransitions. Listen for transitions anddigression sentences.Typically,NorthAmericanEnglishgrammar structure is the opposite of most languages in the world, so be particularly alert foropposite direction words, such as words like “despite,” “however,” “although,” “on the otherhand,” and “but.”Youwill hear themmost often in theAcademicLectures, but they alsomayappear inConversationsaswell.Youshouldbeawareofcommon transitions from theReadingSection.ThesetransitionsappearinLecturesandConversationsalike.

CommonDirectionWordsSameDirectionOppositeDirectionSequenceofProgressionAndAlthoughFirstBecauseHoweverSecondSoYetThirdThereforeDespiteNextAnotherButAfterForexampleIncontrasttoLastOnereasonOntheotherhandThenDuetoRatherPreviouslyThusEvensoBeforeAdditionallyFollowingFinally

NOTE:BeespeciallyalertforReversalsandNegations.ReversalTransitions:SpeakersontheTOEFLiBTwillmaychangethedirectionorlogicoftheconversationor lecture.Theywill begin one train of thought and then get away from themaintopic.Theywillthenuseaphrasethatwillindicatethattheyarereturningtothemainidea,suchas“we’llcomebacktothatinamoment,”or“Idon’twanttogointothatnow,”or“we’llcomebacktothatlater.”Regardlessofthetopic,whattheprofessormeansbythereversalisthatthistopicwillnotbediscussednow.NegationTransitions:Speakerswill sometimesuseapositiveword to indicateanegation.Forexample: “You do understandwhat I’m saying, right?” or “I don’t have to explain that, right?”Regardlessof the topic, thespeakerassumes that the listenerknowswhat thespeaker is talkingaboutandthatnofurtherdiscussionorexplanationisneeded.BasicPrinciple#5:PayAttentiontoQuestionsBeingAsked.Whenlisteningtolectures,anytimeaprofessorasksaquestiontoaspecificstudent,oranytimeastudentasksaquestion,besuretotakenotesoftheanswer.Thisinformationwilloftenbethetopicofoneormorequestionsfollowingthelecture.However,whenaprofessorasksaquestioningeneral,suchas“Doesanyoneknowwhyfireflieslightup?”thequestionismerelyrhetorical.Theprofessorisaskingthisquestiononlytoget theclass’sattentionandtoget themtopaycloserattentiontowhat isabout tobeexplainedfurther.Inotherwords,regardlessofthetopic,alltheprofessorisdoingisaskingtheclasstopayattention.BasicPrinciple#6:LookatPhotos,Drawings,andDiagrams.Wheneveryouseeaphoto,drawingordiagram,makesuretotakenotesofthedetailstheprofessorgivesaboutit.Thesedetailswillmostlikelybetheanswerstoamultiple-pointquestionthatwillfollowthelecture.BasicPrinciple#7:Listenfor“whatcomesnext.”Insomelecturestheprofessorwillmentionwhattheclasswilldonext.Thisinformationcancomeatanytimeduringthelecture,butusuallycomesneartheend.Makesuretonotewhatthe class will do next as it will definitely be the subject of one of the questions following thepassage.KEYWORDSANDPHRASESFORCONVERSATIONSAnotherproblemmostpeoplehaveintheListeningSectionisthattheytrytolistentoeverywordandmemorizetheentirelectureorconversation.Notonlyisthatincrediblyhardtodo,

it isn’t necessary. Simply listen for the “keywords and phrases” and take notes on the relatedinformation.Therearethreedifferenttypesofconversations.Regardlessofthetype,theyallbeginwithanintroductionbetweenamanandawoman.Whiletakingnotes,indicate“M”forthemale(Man),and“F”forthefemale(Woman).Rememberthat“M”isreferredtoas“he,him,orhis,”and“F” is referred toas“she,her,andhers.”Thiswillhelpyouwhenanswering thequestions.Theconversationsmaybebetweentwostudents,agroupofstudents,orbetweenastudentandacampusprofessionalsuchasaprofessororcounselor.Eachconversationtypehasitsownstructureandquestiontypes.Beingfamiliarwiththeconversationsandrelatedquestiontypeswillhelpyoutoknowwhatnotestotakeforeachone.Useyourpracticeteststofamiliarizeyourselfwiththese.Alternative:Ratherthanuse“M”formale,and“F”forfemale,youmaychoosetouse“B”forboyand“G”forgirl.The reasoningbehind this is that in some languages, suchasSpanish, forexample, “M” could be mistaken for “Mujer,” which is Spanish for woman, rather than “M”standingformale.Whicheverletteryoudecidetostandformanandwoman,makesurethatyouknowthetwoapartanddon’tmistakeonefortheother.NOTE:ConversationtypesmayappearinanyorderontheTOEFLiBT.NOTE:Everyskillyouusetotakenotesandanswerquestionsonthistestwillbeusedwhenstudyinginuniversity.PROCESSOFELIMINATION(POE)ThePOEisthesameasthatusedfortheReadingsection:1.BeyondtheInformation–Thisisinformationfromadifferentpartofthepassagethanwherethequestiondirectsyoutolookinyournotes.2.AlteredInformation–Asignificantwordorwordshavebeenchangedfromtheinformationinthepassage.3.NotMentioned–Thesearechoicesthathaven’tbeenmentionedinthepassage.4.ExtremeLanguage–Thesechoicesusewordslike;all,most,never,noneandonly.Theyhaveexaggeratedtheinformationfromthepassage.5.Oppositeofwhatisstatedinthepassage.NOTE:UseyourPOEfirstwhenansweringthequestionstoavoidfallingfortraps.

TOEFLiBTTOEFLMasterListeningTestNOTE: Although similar in construction and question types, these practice tests are not asdifficult as theactualETSTOEFLiBTquestions, and aremeant only as simplified versions to

help you become familiar with using the procedures and techniques. The TOEFL MasterSTRONGLYsuggeststhatyoupurchasethenewestversionof"TheOfficialGuidetotheTOEFLbyETS"topracticetheTOEFLMasterTechniques.(AvailableonAmazon.com)Youcanhearthesescriptsreadaloudonhttp://toeflmaster.com/For-Book-Owners.php

Script1Questions1–5.Listentoaconversationbetweenastudentandamusicprofessor.M:Hi,ProfessorTaylor.Howhaveyoubeen?Haveyougotaminute?W:Good,thankyouforasking,Jeremy,and...sure,Ihaveaminute.Hey!IheardyougotthescholarshipforthewintersessionatJulliard.That’sfantastic!M:Thanks!Really,thanksalot.Actuallythat’swhatIwantedtotalktoyouabout.I’msureyourcommentstotheprofessortherehadalottodowithmyacceptance.W:Noproblem.Youearnedit.Areyoureadytogetstartedthiswinter?M:Totellyouthetruth...Icanhardlywait.I’llbestudyingclassicguitarwithPeterFrampton—notthefamousguitarist,buttheheadofstringedinstrumentsatJulliard.W: I knowwhoyou are talking about. I studiedwithhimmyself, and I’m sure youwill reallybenefitfromhiscourse.There’snobetterguitaristontheEastcoast.M: So I’ve heard. That’s why I’m so excited to get going. Mr. Frampton was there for myinterviewandgavemesomeencouragingcommentsaboutmyplaying.I’mhopingtohaveajamsessionwithhimand a fewof theothers in the class. I alsowant to study thepianowhile I’mthere.Itjustseemstobeanaturalcomplementtotheguitar,butitreachesintorangestheguitarcan’tgo.However,I’mnotsuretherewillberoomformeinthepianocourse.W:Youwanttostudytwoinstrumentsinthesamesemester?M:That’sright.W:Well . . .youdid tellme thatyouwant tobeaperformer like theonesheardon theradio.Withsomeluckandalotofhardwork,whoknows...onedayImaybebuyingyourCDs!So,Ihopeyougetyourchancetostudypianoaswell,althoughitsoundslikeyou’llhaveafullschedulethiswinter.M:Forsure.It’llbehardwork,butthat’swhatitwilltaketoreachmygoalsifIwanttomakemydreamsintoareality.W:So...whatareyourplansforaftertakingyourcoursesonpianoandclassicguitar?Imean,you’llbeasophomorethenright?M:Yes, that’s right. I intend to return here and study voice. I hear there’s a really great voiceinstructorhere.Youdostillteachmusictheoryandcoachvoicedon’tyou?W:Yes,Idoandthanksforthecomplement.Ilookforwardtohavingyouinmyclass.M:I’mlookingforwardtoittoo.MasteringmyownvoiceisvitaltobeingthekindofperformerIwanttobe.W:I’msureIcanhelpyoureachyourvoice’spotential.

M: It isn’t just that. I’veheard thatyouperformwitha localbandatanightclubhere in town?Maybeyoucouldshowmesomethingaboutthemusicbusiness?W:Maybe...Wait...Howdidyouhearaboutthat?Wearen’texactlyLedZeppelin.It’struethough. I’mpart of a small rockband that performs at theSilverHammer.Theyhave a guitarplayer,soIperformkeyboardsandvocals.Itgivesmeachancetounwindandhavesomefun.WeplaythereeveryFridayandSaturdaynight.Youshouldcomebysometimeandcheckusout.M:I’lltalktomybuddiesanddojustthat.W:Cool.So,congratulationsonyourscholarshipandIhopetoseeyouattheclubFridaynight.M:Nodoubt I’ll see you then. It’s time formyhistory class to start so I gotta run now.Hey!Thanksagainforputtinginthegoodword!W:NoproblemJeremy.I’msurethat,withyourdriveandtalentyouwillbefamoussoon.

EndofScript1

Questions1.Whatisthemainpurposeoftheconversation?A.HowthemanwillspendhiswintervacationB.Theman’splanstobeastarC.Theman’sacceptancetoJulliardD.Theirmutualinterestsinperformingmusic2.Nowlistenagaintopartoftheconversation.“W: I knowwho you are talking about. I studiedwith himmyself, and I’m sure youwill reallybenefitfromhiscourse.There’snobetterguitaristontheEastcoast.”Whatdoestheprofessormeanwhenshesaysthis:“There’snobetterguitaristontheEastCoast.”A.TheteacherisnotfromtheEastCoastB.TheteacheristhebestguitarplayerC.TherearebetterteachersofguitarD.Heshouldchooseadifferentteacher3.Nowlistenagaintopartoftheconversation.“M: It isn’t just that. I’veheard that youperformwitha localbandatanightclubhere in town?Maybeyoucouldshowmesomethingaboutthemusicbusiness?W:Maybe...Wait...Howdidyouhearaboutthat?Wearen’texactlyLedZeppelin.”

Whydoes theprofessor say this: “Wait . . .Howdidyouhearabout that?Wearen’t exactlyLedZeppelin.”A.Sheisangrybecausetheband’snameisn’tLedZeppelin.B.Theprofessorisexcitedbecausetheband’snameisLedZeppelin.C.Theprofessorissurprisedbecausethebandisn’tthatwellknown.D.Theprofessorisconfusedbecausethemancan’theartheband.4.Whatdoesthemanintendtodowithhiseducation?A.BecomeamusicprofessorB.PlayinabandattheSilverHammerC.MarryhismusicinstructorD.Becomeafamousmusicperformer5.Whatcanbeinferredfromtheconversation?A.TheprofessorrecommendedthestudentforthescholarshipB.ThemanmakesCDsontheradioC.TheprofessorwantsthestudenttostayandtakeherclassD.ThemanplaystheguitarprofessionallyScript2Questions6–11.ListentopartofalectureinanArtHistoryclass.LeonardodaVinciTodaywearegoingtobediscussingthelifeofLeonardodaVinci.LeonardowasanItalianRenaissance polymath.He iswidely considered to be one of the greatest painters of alltimeandperhapsthemostdiverselytalentedpersonevertohavelived.AccordingtoarthistorianHelenGardner, thescopeanddepthofhis interestswerewithoutprecedentand,as sheputs it,“hismindandpersonalityseemtoussuperhuman,themanhimselfmysteriousandremote.”Leonardo’searlylifehasbeenthesubjectofhistoricalconjecture.Vasari,thesixteenth-century biographer ofRenaissance painters tells of how a local peasantmade himself a roundshieldandrequestedthatSerPierohaveitpaintedforhim.LeonardorespondedwithapaintingofamonsterspittingfirewhichwassoterrifyingthatSerPierosoldittoaFlorentineartdealer,whosold it to the Duke of Milan. Meanwhile, having made a profit, Ser Piero bought a shielddecoratedwithaheartpiercedbyanarrow,whichhegavetothepeasant.

Leonardo da Vinci was and is renowned primarily as a painter. Among his works, theMona Lisa is the most famous and most parodied portrait and The Last Supper the mostreproduced religious painting of all time. Their fame is approached only by Michelangelo’sCreationofAdam.Leonardo’sdrawingof theVitruvianMan isalsoregardedasacultural icon,

beingreproducedonitemsasvariedastheeuro,textbooks,andT-shirts. Leonardo is revered for his technological ingenuity as well. Using his genius, heconceptualizedahelicopter, a tank,concentrated solarpower, acalculator, thedoublehull, andoutlinedarudimentarytheoryofplatetectonics.Relativelyfewofhisdesignswereconstructedorwereevenfeasibleduringhis lifetime,butsomeofhissmallerinventions,suchasanautomatedbobbin winder and a machine for testing the tensile strength of wire, entered the world ofmanufacturingunheralded.Hemadeimportantdiscoveries inanatomy,civilengineering,optics,andhydrodynamics,buthedidnotpublishhisfindingsandtheyhadnodirectinfluenceonlaterscience.WithinLeonardo’sownlifetimehisfamewassuchthattheKingofFrancecarriedhimawaylikeatrophy,andwasclaimedtohavesupportedhiminhisoldageandheldhiminhisarmsashedied.TheinterestinLeonardohasneverslackened.Thecrowdsstillqueuetoseehismostfamous artworks, T-shirts bear hismost famous drawing, and writers, like Vasari, continue tomarvel at his genius and speculate about his private life and, particularly, about what one sointelligentactuallybelievedin.ThenineteenthcenturybroughtaparticularadmirationforLeonardo’sgenius,causingHenryFuselitowritein1801:“Suchwasthedawnofmodernart,whenLeonardodaVincibrokeforthwithasplendorthatdistancedformerexcellence:madeupofalltheelementsthatconstitutetheessenceofgenius....”ThisisechoedbyA.E.Riowhowrotein1861:“Hetoweredaboveallotherartiststhroughthestrengthandthenobilityofhistalents.”TheinterestinLeonardo’sgeniushascontinuedunabatedtothisday;expertsstudyandtranslatehiswritings,analyzehispaintingsusingscientifictechniques,argueoverattributions,andsearchforworksthathavebeenrecordedbutneverfound.LianaBortolon,writingin1967,said:“Becauseofthemultiplicityofintereststhatspurredhimtopursueeveryfieldofknowledge...Leonardocanbeconsidered,quiterightly, tohavebeentheuniversalgeniusparexcellence,andwithallthedisquietingovertonesinherentinthatterm.Manisasuncomfortabletoday,facedwithagenius,ashewasinthesixteenthcentury.Fivecenturieshavepassed,yetwestillviewLeonardowithawe.”

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Questions6.Whatisthelecturemainlyabout?A.AhistoryofpaintingB.Thelifeofafamousrenaissanceman

C.AhistoryofancientinventionsD.LeonardodaVinci’sfavoritepainting7.Accordingtotheprofessor,whatwasLeonardodaVincimostwellknowfor?A.HisinventionsB.HissculpturesC.HispaintingsD.Hispersonality8. What are two of the inventions mentioned in the professor’s lecture? SELECT TWOANSWERSA.Themodernhelicopter

B.ThecalculatorC.Thesolar-poweredgeneratorD.Thetank9.WhatcanbeinferredfromthepassageaboutLeonardo’sinfluenceonmodernscience?A.Hisfindingshadnoinfluenceontoday’sscienceB.HisinventionsareinusetodayC.Today’sscienceisnotdirectlyinfluencedbyhisdiscoveriesD.AllmodernscienceisgreatlyinfluencedbyLeonardo’sfindings10.Listenagaintopartofthelecture.Thenanswerthequestion.“WithinLeonardo’sownlifetimehisfamewassuchthattheKingofFrancecarriedhimawaylikeatrophy,andwasclaimedtohavesupportedhiminhisoldageandheldhiminhisarmsashedied.”Whydoestheprofessorsaythis:“...hisfamewassuchthattheKingofFrancecarriedhimawaylikeatrophy...”A.LeonardowasverysmalllikeatrophyB.TheKingofFrancecarriedLeonardoawayinhisarmsC.LeonardolookedlikeatrophytothekingD.ThekingadmiredandcherishedLeonardo11.Accordingtotheprofessor,whatdoexpertssearchforofLeonardo’sbuthaveneverfound?A.RecordedworksB.PaintingsC.WritingsD.ScientifictechniquesScript3Questions12–17.Listentopartofatalkinascienceclass.SolarFlaresProfessor:Good evening class.Tonightwe’re going to continue our discussion on the topic ofsolaractivity:specifically,I’llbespeakingaboutsolarflares.AsolarflareisasuddenbrighteningobservedovertheSun’ssurfaceorthesolarlimb,whichisinterpretedasalargeenergyreleaseofupto6×1025joulesofenergy(aboutasixthofthetotalenergyoutputofthesuneachsecond).Theflareejectscloudsofelectrons,ions,andatomsthroughthecoronaintospace.ThesecloudstypicallyreachEarthadayortwoaftertheevent.Solarflaresaffectalllayersofthesolaratmosphere—thephotosphere,chromosphere,

and corona, when the medium plasma is heated to tens of millions of degrees Kelvin andelectrons,protons,andheavierionsareacceleratedtonearthespeedoflight.Theseflaresproduceradiationacrosstheelectromagneticspectrumatallwavelengths,fromradiowavestogammarays.Mostoftheenergygoestofrequenciesoutsidethevisualrangeandforthisreasonthemajorityofflaresisnotvisibletothenakedeyeandmustbeobservedwithspecialinstruments.FemaleStudent:Professor,doesthatmeanthattheSunisactuallyagiantmagnet?Professor:That’s a goodquestionSandy, but let’s save it for another lecture, ok?Flares occurwhenacceleratedchargedparticles,mainlyelectrons,interactwiththeplasmamedium.Scientificresearch has shown that the phenomenon of magnetic reconnection is responsible for theacceleration of the charged particles.On the Sun,magnetic reconnectionmay happen on solararcades—a series of closely occurring loops of magnetic lines of force. These lines of forcequicklyreconnectintoalowarcadeofloopsleavingahelixofmagneticfieldunconnectedtotherestofthearcade.Thesuddenreleaseofenergyinthisreconnectionisintheoriginoftheparticleacceleration. The unconnected magnetic helical field and the material that it contains mayviolently expand outwards forming a coronalmass ejection.This also explainswhy solar flarestypicallyeruptfromwhatareknownas theactiveregionson theSunwheremagneticfieldsaremuchstrongeronanaverage.Cananyonetellmewhatcausessolarflares?Male Student: I’ve been doing some research on the Internet, and it doesn’t seem clear thatanyonereallyknows.Professor: That’s a good observation, Randy, and it’s true . . . Although there is a generalagreement on the flares’ causes, the details are still not well known. It is not clear how themagneticenergyistransformedintotheparticlekineticenergy,norisitknownhowtheparticlesareacceleratedtoenergiesashighas10MeV–that’sMegaElectronvolt,andbeyond.Therearealso some inconsistencies regarding the total number of accelerated particles,which sometimesseemstobegreaterthanthetotalnumberinthecoronalloop.SolarflaresareclassifiedasA,B,C,M,orXaccordingtothepeakfluxinwattspersquaremeter,asmeasuredontheGOESspacecraftorbitingtheEarth.Eachclasshasapeakfluxten timesgreater than theprecedingone,withXclass flareshavingapeak fluxoforder10−4W/m2.Withinaclassthereisalinearscalefrom1to9,soanX2flareistwiceaspowerfulasanX1flare,andisfourtimesmorepowerfulthananM5flare.ThemorepowerfulMandXclassflaresareoftenassociatedwithavarietyofeffectsonthenear-Earthspaceenvironment.X-raysandUV radiation emitted by solar flares can affect Earth’s ionosphere and disrupt long-rangeradiocommunications.Direct radiomissionatdecimetricwavelengthsmaydisturboperationofradarsandotherdevicesoperatingatthesefrequencies.

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Questions

12.Whatisthemaintopicofthelecture?A.EnergyreleasedbytheSunB.SolarmagnetismC.PartsoftheSunD.ThebrightnessoftheSun13.Accordingtothelecture,whatarethethreepartsofthesolaratmosphere?SELECTTHREEANSWERSThisquestionisworth2points.A.CoronaB.TroposphereC.PhotosphereD.GamasphereE.Chromosphere14.Accordingtotheprofessor,whydoscientistsusespecialinstrumentstoviewsolarflares?A.TheirbrightnesswillharmyoureyesB.TheyaretoofarawaytoseewithyoureyesC.TheyoccuratfrequencieswecannotseewithourbareeyesD.Theyonlyhappenatnight15.Nowlistenagaintopartofthelectureandthenanswerthequestion:FemaleStudent:“Professor,doesthatmeanthattheSunisactuallyagiantmagnet?”Professor:“That’sagoodquestionSandy,butlet’ssaveitforanotherlecture,ok?”Whydoestheprofessorsay,“That’sagoodquestionSandy,butlet’ssaveitforanotherlecture,ok?”A.Theprofessordoesn’tknowtheanswerB.Theprofessordoesn’tunderstandthequestionC.TheprofessorthinksSandyhasagoodquestionD.Theprofessorwilldiscussthattopicinanotherlecture16.Nowlistenagaintopartofthelectureandthenanswerthequestion:

MaleStudent:I’vebeendoingsomeresearchontheInternet,anditdoesn’tseemclearthatanyonereallyknows.Professor:That’sagoodobservation,Randy.Andit’strue...”Whydoestheprofessorsay:“That’sagoodobservation,Randy,andit’strue...”A.TheprofessorbelievesRandy’sresearchontheInternetisincomplete.B.TheprofessorthinksthatRandygottheinformationfromtheInternetandknowstheanswer.C.TheprofessoragreeswithRandy’ssummationoftheinformationgatheredfromtheInternet.D.TheprofessorissurethatRandyknowstherightanswer.17.Accordingtothepassage,whatcausessolarflares?A.TheparticlesareacceleratedtoultrahighenergyB.MagneticenergyistransformedintoparticleenergyC.TheactualcauseisstillnotexactlyknownD.ExcessenergyfromtheSuneruptsintospaceScript4Questions18–23.NowlistentoapartofatalkinaCulinaryArtsclass.FoodpreservationAlrightclass,todaywe’regoingtotalkaboutfoodpreservation.Foodpreservationistheprocessoftreatingandhandlingfoodtostoporslowdownspoilage,whichmeansalossofquality,edibility,ornutritionalvalue.Althoughsomeprocessesinvolvetheintroductionofcertainmicro-organismsorfungi,preservation usually involves preventing the growth of bacteria, yeasts, fungi, and othermicro-organisms,aswell as retarding theoxidationof fats thatcause rancidity.Foodpreservationcanalsoincludeprocessesthatinhibitvisualdeteriorationthatcanoccurduringfoodpreparation,suchas the enzymatic browning reaction in apples after they are cut. Ah, you do know what thisbrowningis,right?Maintainingorcreatingnutritionalvalue,texture,andflavorisanimportantaspectoffoodpreservation.Sometimes,thechangesmadebypreservinghavecometobeseenasdesirablequalities—cheese,yogurt,andpickledonionsbeingcommonexamples.Althoughtherearemanytypesoffoodpreservation,todaywewillonlydiscussthemostcommon.

Our firstmethod is drying. Drying is one of themost ancient food preservationtechniques,whichreduceswateractivitysufficientlytopreventordelaybacterialgrowth.Westillusedryingtechniquesforpreservingfoodssuchasbeefjerkyandcertainfruitsandvegetables.

Refrigerationpreservesfoodbyslowingdownthegrowthandreproductionofmicro-organismsandtheactionofenzymesthatcausefoodtorot.Likerefrigeration,freezingisalsooneof the most commonly used processes for preserving a very wide range of foods, includingpreparedfoodstuffs.Forexample,potatowafflesarestoredinthefreezer,butpotatoesthemselvesrequireonlyacooldarkplacetoensuremanymonths’storage. Preservativefoodadditivescanbeantimicrobial;namely, they inhibit thegrowthofbacteria or fungi, including mold. In addition, additives can be antioxidant, such as oxygenabsorbers,whichinhibit theoxidationoffoodconstituents.Commonantimicrobialpreservativesinclude calcium propionate, sodium nitrite, sulfites (that is sulfur dioxide, sodium bisulfite,potassium hydrogen sulfite, etc.), and disodium EDTA. Antioxidants include BHA and BHT.Other preservatives include formaldehyde (usually in solution), glutaraldehyde (which killsinsects),andethanol.Picklingisamethodofpreservingfoodinanedibleanti-microbialliquid.Forexample,inchemicalpickling,thefoodisplacedinanedibleliquidthatinhibitsorkillsbacteriaandothermicro-organisms. Typical pickling agents include brine (high in salt), vinegar, alcohol, andvegetableoil,especiallyoliveoil.Manychemicalpicklingprocessesalsoinvolveheatingorboilingsothatthefoodbeingpreservedbecomessaturatedwiththepicklingagent.Commonchemicallypickled foods include cucumbers, peppers, corned beef, herring, and eggs, as well as mixedvegetablessuchaspiccalilli.Similartopicklingisthemethodofcanning,whichinvolvescookingfoodandthensealingitinsterilecansorjars;thenthecontainersareboiledtokillorweakenanyremainingbacteria.Somefoods,suchasmanycheeses,wines,andbeerswillkeepforalongtimebecausetheir production uses specific micro-organisms that combat spoilage from other less benignorganisms inaprocesscalled fermentation.Thesemicro-organismskeeppathogens incheckbycreating an environment toxic for themselves and othermicro-organisms by producing acid oralcohol.Startermicro-organisms,salt,andhops,controlled(usuallycool)temperatures,controlled(usually low) levels of oxygen, and/or othermethods are used to create the specific controlledconditionsthatwillsupportthedesirableorganismsthatproducefoodfitforhumanconsumption. Soyousee, therearemanywaysofpreservingyourfoodanddespite thevarietyofmethods the general idea is to eliminate bad bacteria or agents that deteriorate the food.Sometimes,goodbacteria,likewithfermentation,actuallymaketheendproductbetter—likewithbeer,forexample.Youdoalldrinkbeer,don’tyou(laughs)?

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Questions18.Whatwasthelecturemainlyabout?A.MethodsofpreservingfoodB.HowbacteriaaffectsfoodC.QualitiesofgoodfoodD.Negativewaysofstoringfood19.Accordingtotheprofessor,howdoesthemethodofdryingpreservefood?A.Keepsfoodcoldtostuntthegrowthofbacteria.B.Removesthewaterfromfood,thusreducingbacterialgrowth.C.Promotesthegrowthofgoodbacteria,whichattackbadbacteria.D.Cooksandsealsfoodtopreventspoilage.20.TheprofessormentionsallofthefollowingmethodsoffoodpreservationEXCEPTA.FreezingB.FermentationC.CanningD.Salting21. Indicate whether each sentence below describes pickling, canning, or fermenting. Thisquestionisworth3points.PicklingCanningFermenting

Storingfoodinanedibleanti-microbialliquid.Used to create an environment toxic for themselves and other mico-ogranisms byproducingacidoralcohol.Cookingfoodandthensealingit.Saltorhopsarecontrolledbycooltemperaturesandlowlevelsofoxygen.Containersareboiledtokillorweakenanyremainingbacteria.

22.Accordingtothepassage,whichofthefollowingisacommonfoodadditive?A.AlcoholB.Formaldehyde

C.PotassiumHydrideD.Ether23.Listenagaintopartofthelecture,andthenanswerthequestion.“Soyousee, therearemanywaysofpreservingyourfoodanddespite thevarietyofmethods thegeneral idea is to eliminate bad bacteria or agents that deteriorate the food. Sometimes, goodbacteria,likewithfermentation,actuallymakestheendproductbetter—likewithbeer,forexample.Youdoalldrinkbeer,don’tyou(laughs)?”Whatdoestheprofessormeanwhenhesaysthis:“Youdoalldrinkbeer,don’tyou(laughs)?”A.HewantstoconfirmthatthestudentsknowaboutfermentationB.HeknowsthestudentsdrinkbeerinsteadofstudyingforhisclassC.HewantstomakethelecturemorepersonalandconnectwiththestudentsD.HethinksthestudentsonlydrinksodaScript5Questions24–28.Nowlistentoadiscussionbetweenastudentandherprofessor.W:HiProfessorWinslow,haveyougotaminute?M:SureTasha,comeonin.Ihaveaclasstostartin15minutes...what’sonyourmind?W:Well...youknowthatassignmentthat’sduenextweek?Theoneonprovingthenumber“0”exists?M:Of course.That’s oneofmy favorite assignments to give eachyear. It really gives studentssomethingtothinkabout.W:Yeah...right...thinkabout....M:Issomethingbotheringyouabouttheassignment?W:Howcanyoutell?Imean...I’vebeengivingitalotofthoughtandI’vereadallthematerialthatyouassigned...severaltimes...butIjustdon’tgetit.Isn’tthereanotherassignmentthatyoucangivetome?M:Icanseethatyou’refrustrated...butdon’tgiveuponyourselfjustyet.Maybeyourjustnotlookingattheassignmenttherightway?Proving“0”isn’tthesameasproving“1”or“2.”W:Nokidding.Ifyourecall,Igotan“A”onthosepapers.M:Iremember.That’swhyIsaythatyoushouldn’tgiveuponthisassignment.Iknowthatyoucandoitifyouputyourmindtoit.W:So...you’renotgoingtogivemeadifferentassignmentinstead?M:I’mafraidnot.Besidesnotbeingfairtoyou,itwouldn’tbefairtotheotherstudents.W:Iwasafraidyouwouldsaythat.M:ListenTasha,youstillhavetheweekendandallweekuntilFridaytoturnyourassignmentin.LookoverthenotesthatyoutookinclassandrereadthearticlesthatIhandedoutinclass.I’msurethattheanswerwillcometoyou.

W:Maybeyou’reright.M:Beforeyougo...letmeaskyouaquestion.W:Ok...M:Howmuchmoneydoyouhaveonyou?W:Nothing.Notadime...“0.”M:Proveit.(Chuckles)I’llseeyouFriday.

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Questions

24.Whydoesthewomangotoseetheprofessor?A.ShewantstoknowaboutagradeonanassignmentB.ShehasanideaforanassignmentC.ShewantstochangeherassignmentD.Shewantstothanktheprofessorforgivingheran“A”onherassignment25.Whydoestheprofessortellthewomanthathehasaclasstostartin15minutes?A.HewantshertojointheclassB.Hedoesn’thavemuchtimetotalkC.HewantstoknowhowlongherquestionswilltakeD.Hedoesn’twanttotalktothewomannow26.Listenagaintopartofthediscussion.Thenanswerthequestion.“M:Issomethingbotheringyouabouttheassignment?W:Howcanyoutell?Imean...I’vebeengivingitalotofthoughtandI’vereadallthematerialthatyouassigned...severaltimes...butIjustdon’tgetit.Isn’tthereanotherassignmentthatyoucangivetome?M:Icanseethatyou’refrustrated...butdon’tgiveuponyourselfjustyet.Maybeyou’rejustnotlookingattheassignmenttherightway?Proving“0”isn’tthesameasproving“1”or“2.”W:Nokidding.Ifyourecall,Igotan“A”onthosepapers.M:Iremember.That’swhyIsaythatyoushouldn’tgiveuponthisassignment.Iknowthatyoucandoitifyouputyourmindtoit.”Whydoestheprofessorsaythis?“Iknowthatyoucandoitifyouputyourmindtoit.”A.He’ssurethewomancananswerifsheunderstandstheassignmentB.HethinksthewomanislookingfortheanswersinthewrongplaceC.Hewantsthewomantoconsiderdoingadifferentassignment

D.Hethinksthewomancan’tseetheassignmentproperly27.Whatdoestheprofessorwantthewomantodo?A.ThinkofanotherassignmenttodoovertheweekendB.TakebetternotesonthearticlesinclassC.Rereadhernotesandthearticlesfromclass,andthendotheassignmentD.Takeadifferentclass28.Whydoestheprofessoraskthewomanhowmuchmoneyshehas?A.HewantstoborrowsomemoneyfromthewomanB.HewantsthewomantopayforhistimeC.HethinksthewomanshouldhavemoneyonherD.He’ssuggestinganideafortheassignmentScript6Questions29–34.ListentoalectureinanRussianLiteratureclass.IvanTurgenevandRussianLiteratureAllright...everyonesettledown...intonight’sclassonRussianLiteraturewewillbediscussingtheRussianauthor,IvanTurgenev.BesuretotakenotesaswewillbehavingaquizonthistopicnextTuesday.Icanseethatafewofyouhavetakenthisclassbefore,butincaseyou’renotfamiliar,IvanTurgenevwasborn into theRussianaristocracy, that is,awealthyfamilyof landowners inOryol,Russia, on 9November 1818.His father, SergeiNikolaevichTurgenev, a colonel in theImperial Russian cavalry, was a chronic philanderer while his mother, Varvara PetrovnaLutovinova,wasawealthyheiress.Ivan’sfatherdiedwhenhewasonlysixteen,leavinghimandhisbrotherNicholastobebroughtupbytheirabusivemother.Ivan’schildhoodwasalonelyone,inconstantfearofhismotherwhobeathimoften.WhenTurgenevwasachild,afamilyserfhadreadtohimversesfromtheRossiadofMikhailKheraskov,acelebratedpoetoftheeighteenthcentury.Suchinfluencedhimtoattemptearlyonliterature,poems,andsketches,whichgaveindicationsofgenius.Duringthelatterpartofhislife,TurgenevdidnotresidemuchinRussia;instead,helivedeitheratBaden-Baden(southernGermany) or Paris, often in proximity to the family of the celebrated opera singer PaulineViardot,withwhomhehadalifelongaffair.Afterthestandardschoolingforasonofagentleman,TurgenevstudiedforoneyearattheUniversityofMoscowandthenmovedtoattendtheUniversityofSaintPetersburgfrom1834to 1837where he focused on theClassics,Russian literature, andPhilology.He completed his

studiesattheUniversityofBerlinfrom1838until1841wherehestudiedPhilosophyandHistory—in Berlin, he was especially impressed with the work of Friedrich Hegel. Turgenev wasimpressed with German society. In fact, he returned home believing that Russia could bestimproveitselfbyincorporatingideasfromtheAgeofEnlightenment.Likemanyofhiseducatedcontemporaries, he was particularly opposed to the institution of serfdom. In 1841, Turgenevstarted his career in Russian Civil Service and spent two years working for the Ministry ofInterior.WhenTurgenevwas19,whiletravelingonasteamboatinGermany,itcaughtfireandTurgenev reacted in a cowardlymanner.Rumors circulated inRussia that followedhim forhisentirecareer,providingthebasisforhisstoryAFireatSea.HisclosestliteraryfriendwasGustaveFlaubert,withwhomhesharedsimilarsocialandaestheticideas.Bothrejectedextremistrightandleftpoliticalviews,andcarriedanon-judgmental,althoughratherpessimistic,viewoftheworld.HisrelationswithLeoTolstoyandFyodorDostoyevskywereoftenstrained,asthetwowere,forvariousreasons,dismayedbyTurgenev’sseemingpreferenceforWesternEurope.Tolstoy,morethanDostoyevsky, at first anyway, rather despisedTurgenev.While traveling together in Paris,Tolstoy wrote in his diary, “Turgenev is a bore.” His rocky friendship with Tolstoy in 1861wroughtsuchanimosity thatTolstoychallengedTurgenevtoaduel,afterwardsapologizing.Thetwodidnotspeakfor17years,butneverbrokefamilyties.DostoyevskyparodiesTurgenevinhisnovelTheDevils(1872),throughthecharacterofthevainnovelistKarmazinov,whoisanxioustoingratiatehimselfwiththeradicalyouth.However,in1880,Dostoyevsky’sspeechattheunveilingofthePushkinmonumentbroughtaboutareconciliationofsortswithTurgenev,who,likemanyintheaudience,wasmovedtotearsbyhisrival’seloquenttributetotheRussianspirit. FathersandSons,Turgenev’smostfamousandenduringnovel,appearedin1862.Itsleadingcharacter,EugeneBazarov,consideredthe“firstBolshevik”inRussianliterature,wasinturnheralded and reviled as either a glorification or a parodyof the so-called newmenof the1860s.Thenovelexaminedtheconflictbetweentheoldergeneration,reluctanttoacceptreforms,andthenihilisticyouth.Infact,thenihilismmovementbeganthankstoTurgenev’sbookandthusstartedahalfcenturyofrevolutionaryactivityinRussiathatculminatedintheOctoberRevolutionandthevictoryofVladimirLeninin1917.That’sallfortoday’sclass,anddon’tforgettostudyyournotessoyouarereadyforthenextclass.

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Questions

29.Whatsubjectistheclasson?

A.ThelifeofIvanTurgenevB.ThehistoryofaRussianpoetC.RussianLiteratureD.ThehistoryofearlyEurope30.Nowlistenagaintopartofthelecture.Thenanswerthequestion.“I can see that a few of you have taken this class before, but in case you’re not familiar, IvanTurgenevwasbornintotheRussianaristocracy,thatis,awealthyfamilyoflandownersinOryol,Russia,on9November1818.”Whydoestheprofessorsaythis,“butincaseyou’renotfamiliar...”A.HeknowsthatnoneofthestudentswillknowthetopicB.HethinkssomeofthestudentsmayalreadyknowaboutthetopicC.He’snotsurewhatthesubjectofthelectureisD.He’sintroducinganewsubject31.Accordingtothelecture,whatinfluencedIvanTurgenevtobecomeinterestedinliterature?A.AnemployeewhoreadpoetrytohimB.HismotherreadtohimasachildC.HisloveoftheoperasingerPaulineViardotD.HisstudiesattheUniversityofMoscow32.Accordingtothelecture,TurgenevbelievedRussiacouldbestimproveitselfbyA.BecominglikeGermanyB.AbolishingtheinstitutionofserfdomC.IncorporatingideasfromtheAgeofEnlightenmentD.AdoptingthephilosophyofFriedrichHegel33.Listenagaintopartofthepassageandthenanswerthequestion.“While traveling together in Paris, Tolstoy wrote in his diary, “Turgenev is a bore.” His rockyfriendshipwithTolstoyin1861wroughtsuchanimositythatTolstoychallengedTurgenevtoaduel,afterwardsapologizing.”Accordingtothelecture,whatdidTolstoymeanwhenhewrote,“Turgenevisabore.”A.TheyhadbecomelongtimefriendsB.HebelievedtheTurgenevactedlikeananimalC.HehatesTurgenevD.HeisunhappywiththewayTurgenevbehaves34.Whydoestheprofessorremindthestudentstostudytheirnotes?

A.TheyaregoingtobetestedthenextdayB.TheyhavetowriteanessayonTurgenevfornextTuesdayC.TheywillbetakingatestonthelecturenextTuesdayD.ThewillhaveaquizonthelecturenextTuesdayTOEFLListeningSectionProgressReportStudent’sName:_____________________________Date:___________________Usethisformtotrackyourabilitytoanswercertainquestiontypes.Directions: Count the question types missed on the test you have just taken, then study andpracticetheproceduresforansweringthosequestiontypes.Test#123456(CircleOne)QuestionTypeGeneralPurpose____Tone____RhetoricalPurpose____Detail____Inference____DetailinChart____

SpeakingSectionSpeakingSectionOverviewRubricsQuestionTypesPracticeScoreSheet

Chapter7–SpeakingSection

OverviewTheTOEFLiBTSpeakingSectiontestsyourabilitytounderstandandrespondverballytocommonquestionsandsituationsencounteredonauniversitycampus.WhenattendingauniversityintheUnitedStates,youwillhavemanysituationswhereyoumust speak tofellowstudents,professors,administrators,andotheruniversitypersonnel. Infact, formanyofyourclasses, classparticipationmaybe30 to70percentofyourgrade.ThatmakeshavingtheabilitytospeakEnglishcriticallyimportantnotjustforpassingtheTOEFLiBT,butforcommunicatingwellwithclassmates,makingfriends,andforgettinggoodgradesineachcourse!Becauseoftheimportanceandbecauseitissomethingfewstudentsgettopractice,theSpeakingSectionoftencausesthemostanxiety.TheTOEFLMastersays,“Relax.”TheSpeakingSectionis incrediblysimilar to theothersections in that it isa testofstructureandprocedures.Onceyouarefamiliarwiththedifferentpassagesandtherequirementsforrespondingtoeachone,thissectionmayactuallyseemeasierthantheothers.Besides,theSpeakingSectionisonlytwentyminuteslongfromstarttofinishandyouwillonlyspeakforatotalofabout5½minutes. What’smore, you only have to speak for either forty–five seconds or oneminutedependingon thequestion.So, speaking really isn’t thebiggestpartof this section.Other skillsyouwillneedarereadingcomprehension,abilitytolisten,andtakegoodnotes.That’sright...theskills you have already mastered are the most important skills needed to score well on theSpeakingSection.BelowarethetasksthatyoucanexpecttomasterontheTOEFLiBTSpeakingSection:1.TwoIndependentTaskswithonequestionaskingaboutapersonalpreferenceandtheotheraskingyoutochooseanoptionorstatewhetheryouagreeordisagreewithacertainstatement.Thetimebreakdowntocompletethesetwotasks.•15secondsofpreparationtime•45secondsofspeakingtime2.TwoIntegratedTasksthatrequireyoutoreadashortpassageandthenlistentoaconversationorlecture.Thetimebreakdowntocompletethesetwotasks.•50and45secondsreadingtimerespectively•60to90secondsofconversation/lecture•30secondsofpreparationtime•60secondsofspeakingtime3. Two Integrated Tasks that require you merely to listen to a conversation or lecture and

respond.Thetimebreakdownforthesetwotasks.•1to2minutesofconversation/lecture•20secondsofpreparationtime•60secondsofspeakingtime

Youwillhave20minutestocompletetheentiresection.

SCORINGFORTHESPEAKINGSECTIONThespeakingsectionisgradedonascaleof0to4.Ascoreof0(zero)isreservedforaresponse that simply repeats theprompt,doesnot answer thequestion, is in a foreign language(anylanguageotherthanEnglish),orisleftblank.Humanbeingsknownas“graders”willbelisteningtorecordingsofyourspeech.ThegradersfortheTOEFLiBTusea toolknownasa rubric.Thesearesimplyrules thatguide thegraders in evaluating test taker’s responses. Because the TOEFL iBT is a standardized test,responsesmustalsobestandardized.Thatmeansthattheymustfollowcertainrulesandpatternsthatcanbeeasilyidentifiedandscored.SCORINGTHESPEAKINGSECTIONHolisticScoreTOEFLScore4.0303.5273.0232.5192.0151.5111.0800TheHolisticScoreistheaverageofscoresfromallsixspeakingtasks.Forexample,ifyourfirstthreeanswersscorea“3”andyoursecondthreeanswersscorea“4,”yourholisticscorewillbe3.5,thusmakingyourTOEFLscore27.SpeakingSectionRubric(Rules)

IndependentTasks(Questions1and2)ETShasveryexplicitruleswhenitcomestospeakingresponses.Youcanfindthemontheirwebsiteat:http://www.ets.org/Media/Tests/TOEFL/pdf/Speaking_Rubrics.pdfWhengraderslistentoyourresponses—andtherewillactuallybehumanbeingslisteningto and grading your responses—they have the rules of ETS to go by. Nothing is left tointerpretationorofhowthey“feel”aboutyourresponse.Eitheryouhavemetacertaincriteriaoryouhaven’t.Itistheonlyfairandconsistentwaytograde.IfyoutookthetimetogototheETSwebsite,youmighthavefoundthattherulesarenotthateasytointerpret.Don’tworry,aswithallthings,theTOEFLMasterlikestosimplifythings.ListedbelowisthesimplifiedversionoftheSpeakingSectionRules.1.YoumustanswerallquestionsinEnglishonly.2.Youmustanswerthequestioncompletely.3.Speak(enunciateyourwords)clearly.4.Havenolongpausesorextrawordsinterjectedsuchas“uh”or“um.”5.Givereasons,examples,anddetailsthatarerelativetothetopic.6. You must use connection words and phrases such as “One reason,” “another reason,” “forexample,”and“furthermore.”7.Youmustusepropergrammar.8.Youmustusethecorrectvocabularywords.Soundslikealot?Ifso,theTOEFLMasterhasgoodnews!Moststudentsbelievethattheystartoutwithascoreof“0”andmustworkhardtogivearesponsegoodenoughtoreceiveascoreof“4,”but the truth is thateveryonestartsoutwithascoreof“4”!Allyouhave todo ismaintainyourscore.Howdoyoudothat?Followtherules! In otherwords,when you have practiced enough to follow the rules and responsestructuresofETS,andgetgoodatfollowing them,youwillmaintainascoreof“4.”Pointsaredeductedfornotmeetingcertaincriteriainsteadofawarded.Forexample,ifyougivearesponsethatfollowsalloftherulesexceptthatyoufailedtouseconnectionwordsandphrases,youwilllikelyscorea“3.”Furthermore,ifyougivearesponsethatfollowsmostoftherulesbuthaslongpauses,extrawords,andpoorgrammar,youwill likelyscorea“2.”So,ifyouwanttoreceiveahighscore,practicefollowingtherules!IndependentTasks(Questions3,4,5,and6)1.YoumustanswerallquestionsinEnglishonly.

2.Youmustanswerthequestioncompletely.3.Speak(enunciateyourwords)clearly.4.Havenolongpausesorextrawordsinterjectedsuchas“uh”or“um.”5.Youmuststateaccuratereasons,examples,anddetailsasstatedandintheordertheyappearinthepassages.*6. You must use connection words and phrases such as “one reason,” “another reason,” “forexample,”and“furthermore.”7.Youmustusepropergrammar.8.Youmustusethecorrectvocabularywords.*Noticethattherulesarealmostthesameexceptforrulenumber5,whichstatesthatyoumustgive accurate reasons, examples, and details asmentioned and in the order they appear in thepassages.Thismeansthatyoushouldtakenoteswhilereadingandlisteninginordertorestatetheinformationaccuratelyandintheorderitappearedinthepassages.NOTE:DON’TTRYTOGIVEAPERFECTRESPONSE!!!Anytimewetrytogiveaso-calledperfectresponse,weultimatelymakemistakes.Thereis noway you can speak at a level above the one you speak at nowwithout knowing how andpracticing it a lot. You are better speaking well at the level you are at now, or learning thegrammarandstructuresneededtogiveahigherresponseandpracticethemuntilyourresponsesbecome natural. Even then, speak at your level. Otherwise, you will lose focus and makegrammatical mistakes, or worse, freeze up and not answer anything at all. The graders alsoconsiderthreemajorareaswhenjudgingthequalityofyourresponse.1.Delivery:OntheTOEFL,deliveryreferstoboththeflowandclarityofyourspeech.Ahigher-scoring response will be well-paced and free of long pauses and unnecessary interjections.Althoughthespeechmaycontainminorpronunciationerrorsorproblemswith intonation, theseerrorsmustnotdetractfromtheunderstandingofyourspeech.2.LanguageUse:Thegradersarelookingforeffectiveuseofgrammarandvocabulary. Complexity of sentence structure will also be considered. A higher-scoring response willcontain compound sentences, which are sentences that join two ideas with a conjunction, andinclude a diverse vocabulary. Your response may have a few grammatical errors. Again, thespeech does not have to be perfect, but the errors must not affect the listener’s ability tounderstandthespeech.3.TopicDevelopment:This includeshowwellyourresponseaddresses the tasksaswellas thedevelopmentofyourideas.Thegradersarejudgingyounotonlyonhowyouspeak,butalsoonwhatyousay.Thespeakermustmakeeffectiveuseofconnectionwordsandphrases.Thisisanimportantpointbecause test takerswhoarecomfortablespeaking inEnglishmaynotachieveatopscoreiftheydonotstructuretheirresponsescorrectly(theETSway).

Again,thesestandardsconformtothethreebasicCoreConceptSkills:1.Purpose,2.Mainidea,and3.Structure.

ThebestwaytoscorewellonthissectionoftheTOEFListoPRACTICESPEAKING.

Bynowyouhavenoticedacommonpatternineachsection.Everythingwrittenandspokenhasthesamebasicstructure—topic,purpose,reasons,examples,details,andconclusion.Thisisaworkingformulathatremainsconsistentineverysectionforareason.Moreover,thisishowweunderstandthingsandhowinformationispresentedacademicallyintextbooksandclasslectures.

If youare still havingdifficultywithyour responses, an excellentpractice exercise is towriteashortspeechandthenpracticespeakingit.Usearecorderandplaybackyourspeechtohearhowyousound.Professionalspeakersusethisexerciseregularly.DEVELOPMENTOFSPEECHTherearethreepartstodevelopingyourspeech—introduction,body,andconclusion.Thereisnoreasontogetfancyinyourspeech.Infact,thesimplerandmoreconciseyoucankeepyourspeechthebetter.Sticktothebasics.Partl:DecideYourPurpose.Makesureyoutakeamomenttodecidewhatyourpurposeis;otherwise,youwillnotbeabletocommunicateiteffectively.Part2:StatetheTopic.Forspeakingtasksthataskyoutopresentyouropinionortodescribesomethingpersonaltoyou,useintroductoryphrases:Somecommonandpowerfulintroductoryphrasesincludethefollowing:IbelieveIthinkIfeelMyviewisMyopinionisMypreferenceisAftereachofthesestatements,youwillneedtomentionthetopicandwhateverexampleyouaregoingtouse.Somespeakingtasksaskyoutosummarizesomeoneelse’sopinionortoexplainfacts.Inthosecases,thefollowingintroductionsareappropriate:ThispersonbelievesthatThisperson’sviewisthatThereadingstatedThispersonholdsthatThisperson’spointisthatThelectureofferedThereadingpresentedThelecturestated

ThispersonarguesthatAftereachstatement,fillinwhatthetopicorpositionis.Part3:State“What”and“Why.” For speaking tasks that ask youropinion, youwill have to statewhy you believesomething. Incontrast,forspeakingtasksthatrequireyoutosummarizefactsorsomeoneelse’sposition,youwillhavetosaywhattheirreasonsare.Usethefollowingwordstoindicatewhatandwhy:becausethereasonduetoforthereforeThespeakingtasksontheTOEFLusuallyrequireyoutodooneofthefollowing:•Presentyouropiniononanissue(similartotheWritingTask)•Explainfactspresentedinalectureorreading.•Summarizesomeoneelse’sopinion.•Describesomethingofimportancetoyou.BASICPRINCIPLESYoudonothavetosoundlikeanativespeakertoscorewell.Itisperfectlyacceptabletospeakwithanaccentandmakesomemistakesingrammarandworduse.Whatultimatelymattersishowunderstandableyourspeechis.Simplybeawareofthefollowing:•Howyousound.Whenspeaking,youmusttrytoavoidunnecessarypausesandspeakatanevenpace.Pausebetweensentencesandnotwithinthem.•Whatyousay.Goodresponseshaveaclearflowofideasanduseappropriatetransitionstolinktopics.•YourcommandofEnglishgrammarandvocabulary.Atop-scoringresponseusesavarietyofwordsandcontainssomecomplexsentencestructures.Thefollowingaretheseprinciplesinmoredetail.BasicPrinciple#1:HowYouSoundKeepinmindthatyoudon’thavetosoundlikeanativeEnglishspeakertogiveahigh-scoring response. However, youmust speak confidently and clearly, with few long pauses andextrawordsinterjectedsuchas“uh”and“um.”Thethreebiggestproblemstoavoidare:•Pausingoftenandbreakingup theflowofyourspeechwithunnecessarywordssuchas“um”and“uh.”

•Deliveringyourspeechinamechanical“robot”voice,asifyouwerereadingtheresponsefromapage.•Callingthemaninthepassage“she”and/orcallingthewomaninthepassage“he.” Thebestwaytoavoidtheseproblemsis to thinkbeforeyouspeak.Eachtaskhasastructurethatmustbefollowedtoscorewell.Gettoknowthesestructuresandpracticethem.Herearesometipstohelpovercomethesecommonproblems:1.PAUSES Onereasonthataspeakermayhavemanypausesinhisorherresponseisa lackofconfidencewhenspeaking.RELAX.Rememberthatyouarestartingoutwithascoreof4andallyouneedtodoisanswerthequestionsclearlyanddirectlybasedonthetypeoftask.AnotherreasonthataspeakermayhavepausesinhisorherresponseisthattheyaretryingtotranslatefromtheirnativelanguageintoEnglishwhilespeaking.TheonlywaytosolvethisproblemiswithmorepracticespeakingonlyinEnglish.Thereisnoquickandeasycurefornotknowingthelanguage.Youmustpracticeregularlyandtrytostudyusingdiversesourcesthatinterestyousuchastelevision,theInternet,radio,andfriends. Finally, themost common reason a speakerpauseswhile speaking is that they are“thinking while speaking.” To avoid this problem youmust practice taking notes of what youintend to speakabout.Then,whenspeaking,keepyoureyesonyournotesandmakesentencesfromwhatyouhaveon thepaper infrontofyou. Inotherwords,useyournotesandformulatesimplesentences.

Rememberto“thinkandthenspeak.”

SPEAKING TIP: It is far easier to control your speech and grammar when making shortsentences.So,inordertospeakasanativeEnglishspeaker,practicemakingshortsentencesandjoining them together with connection words and phrases such as “but, and, or.” Compoundsentencesarenothingmorethantwoormoreshortsentencesjoinedbyaconjunction.2.ROBOTVOICESpeakersoftenspeakinamechanicalandchoppy“robot”voicebecausetheyarereadingdirectlyfromtheirnotes.Onewaytoavoidthisistowritedownonlythekeywordsandphrasesthatyouwillspeakabout.However,thebestwaytoavoidsoundingmechanicalistopracticeyourspeaking.Get to know the tasks and listen to examples of proper responses. Practice the tasksusingavarietyoftopics.Themoreyoupractice,themorenaturalyouwillsound.3.“HE/SHE”Oneofthemostcommonproblemsspeakershaveiscallingthemaninthepassage“she”

and/or calling thewoman in the passage “he.”Although a simple and common error, this canseriouslycostthespeakerpoints.Onewaytoavoidthisistokeeptrackofyournotesbywhosayswhat.Forexample:M:Hi,Gloria.W:Hi,Alfred.M:Haveyouseenthenoticeinthecafeteria?W:No,whatdoesitsay?Also,atthetopofyournoteswriteM=theman,he,him,his;andW=thewoman,she,her,hers.Refer to thesenoteswhenspeakingandmakeaconsciouseffort toavoidmaking thegendermistake.BasicPrinciple#2:WhatYouSayYourspeechshouldbeclearandyoursentencesshouldbewellconnected.Usetransitionwords that relate thepartsofyour speech together.Usewordsandphrases thatwill either linkyour idea to themain topic or to the previous sentence.Use the structures in theReading andListeningSectionsasguides.Forexample:OnereasonIbelieveAlsoForexampleFurthermoreBasic Principle #3: Command of English Grammar andVocabularyYoumusthaveabasicmasteryofgrammarandvocabularytoscorewellontheTOEFLiBT.Thisbookisnotintendedtoteachyougrammarorvocabularynorisitasubstitutefornotknowing thebasic rules.However, somebasicgrammatical structuresandvocabularywordsareprovidedinChapter9.NOTE:TheTOEFLMaster strongly suggests that you spend the time you need in the sectionentitled,GrammarHelp.Knowingtheruleswillallowyoutoconstructsentenceswithgreatereaseandincreaseyourconfidence.Evenifyouareadvancedingrammarandvocabularydonottrytobefancytoimpressthegraders.Therubricissimpleandstraightforwardandyoushouldkeepthatinmind.PREPAREFORYOURSPEECHFollowthesestepstoasuccessfulscoreontheSpeakingSection:Part1:DecideYourPurpose

Youmustbeginyourspeechwithanintroductionandastatementofpurpose.Simplyintroduce your subject or topic and state themain purpose of your speech. Take amoment todecide what your purpose is. Otherwise, you will be unable to communicate the purposeeffectively.Part2:AnswerthePromptOneSectionataTime.Mostpromptshaveseveralparts.Theyareactuallyseveraldifferentquestionsinone.Answerthemonepartatatime.Forexample: Whatwastheproblemthetwostudentswerediscussing?Describetheproblem,andstatewhichsolutionisthebestone.Givereasonsanddetailstosupportyouropinion.Breakthisquestionintothreepartsandanswereachoneindividually.1.Whatwastheproblem?2.Describetheproblem.3.Whichonedoyouthinkisbest?4.Whatreasonsdoyouhaveforyourchoice?Part3:UseExamples,Reasons,andDetailsAllspeakingtasksrequirethatyousupportyouranswersusingexamplesorreasons,anddetails. Be sure that you state examples, reasons, or details accurately in the order they werepresentedinthereadingandlisteningsections.ManypeoplewhospeakEnglishfluentlyfailthissection simply because they do not fully answer the question. Be sure to provide all theinformationthetaskrequiresofyou.Part4:StateWhatorWhy For speaking tasks that ask your opinion, youwill have to statewhy you believesomething.Forspeakingtasksthatrequireyoutosummarizefactsorsomeoneelse’sopinion,youwillhavetosaywhathis,her,orbothoftheirreasonsare.SpokenresponsesontheTOEFLareonly45–60seconds,somostofyourtimewillbeusedpresentingdetailsorexamples.Therefore,yourintroductionshouldbebriefandtothepoint.

THATISTHEKEY!Keepyourspeechbriefandtothepoint.SpeakingSectionDirectionsTheSpeakingSectionmeasuresyourabilitytospeakinEnglishaboutavarietyoftopics.Thereare sixquestions in this section.Recordyour response to eachquestionand listen to therecordingsusingtherubricasyourguide. Questions1and2are independent speaking tasks inwhichyouwill speakaboutafamiliartopic.Yourresponseswillbescoredonyourabilitytospeakclearlyandcoherentlyabout

thetopic. Questions3and4are integrated tasks inwhichyouwill readapassage, listen toaconversationor lecture,and thenspeak in response toaquestionaboutwhatyouhavereadandheard.Youwillneedtocombinerelevantinformationfromthetwosourcestoanswerthequestioncompletely.Yourresponseswillbescoredonyourabilitytospeakclearlyandcoherentlyandonyourabilitytoaccuratelyconveytheinformationaboutwhatyouhavereadandheard.Questions5and6areintegratedtasksinwhichyouwilllistentopartofaconversationorlecture,andthenspeakinresponsetoaquestionaboutwhatyouhaveheard.Yourresponseswillbescoredonyourabilitytospeakclearlyandcoherentlyandonyourabilitytoaccuratelyconveyinformationaboutwhatyouheard.Youwillheareachconversationandlectureonlyonetime.Youmaytakenoteswhileyoulisten.Youmayuseyournotestohelpyouanswerthequestions.QuestionTypesTherearesixquestionstypesintheSpeakingSectionoftheTOEFLiBT.ThereareNOexperimental sections in theSpeakingSection and thequestion types always come in the sameorder.Youmustanswereachquestionasitappears.Knowingtheorderwillhelpyoutopreparefortakingnotesandforstructuringyourresponses.NOTE:Thefirsttwotasksrequireyoutoresponddirectlytoaspecificquestionusingyourownexperiences.Themaingoalwhenansweringeachofthesetwoquestiontypesistoanswereachasconciselyasyoucanwhileprovidingrelevant reasons,examples,anddetails fromyourpersonalexperiencesorknowledge.Youwillhave15secondstoprepareyourresponseand45secondstorespondtoeachquestion.QuestionType1–PersonalPreference ThefirsttypeoftaskontheSpeakingSectionoftheTOEFLiBTasksyou tospeakaboutsomethingthatmaybefamiliartoyou.Youmaybeaskedtodescribesomethingyouwouldliketodo,aplacethatyouprefertogo,somethingthatisafavoriteofyours,somethingyoumaywanttoseeorexperience,etc.Regardlessoftheexactquestion,youmustchoosethesubjectthatyouwillspeakaboutandusedetailsandexamplesinyourresponsetosupportyourtopic.Youwillhave15secondstoprepareand45secondstorespondtothisquestiontype.ExampleofQuestion#1:Nameyourfavoritefoodandexplainwhyitisyourfavorite.Givereasonsanddetailstosupportyourresponse.

Inordertoanswerthisquestioneffectivelyyoumusttakenotesofyourmainideas.Donotwritefullsentences.Simplytakenotesassuggestedbelow:Notes:Topic-PizzaReason-NutritiousDetail-Differentvegetables/meatsReason-CheeseDetail-LovecheeseReason-EasytomakeDetail-lessthan30min.tocookFrom these notes you will make sentences, linking them together with connection words andphrases.SampleHIGH-LEVELresponse:“Oneofmyfavorite foods ispizza. I really likepizzabecause it isnutritious. Icanmakepizzawithalargevarietyofvegetablesandmeats.Also,anotherreasonthatpizzaismyfavoritefoodisthatitiscoveredincheese,andIjustlovecheese.Besidesthat,pizzaiseasytomake.Icanusuallymakeapizza,orgetonemade,inlessthanthirtyminutes.”Tomakethetaskeasier,breakthequestionsintosections,andanswereachsectionindividually.Inotherwords,giveeachsentenceasifyouareansweringaseparatequestion.Usingthepreviousexample:Nameyourfavoritefoodandexplainwhyitisyourfavorite.Givereasonsanddetailstosupportyourresponse.Thefirstpartofthequestionasksyoutosimply“nameyourfavoritefood.”Answerthatquestionasthoughitwasallyouhadtoanswer.Sampleresponseoffavoritefood:“Oneofmyfavoritefoodsispizza.”Next, respond to thesecondand thirdpartsof thequestion individuallyusingconnectionwordsandphrasestoconnectthem:“Explainwhyit isyourfavorite,”and“Givereasonsanddetailstosupportyourresponse.”Reason1:“Ireallylikepizzabecauseitisnutritious.”Detail:“Icanmakepizzawithalargevarietyofvegetablesandmeats.”Reason2:“Also,anotherreasonthatpizzaismyfavoritefoodisthatitiscoveredincheese.”Detail:“andIjustlovecheese.”Reason3:“Besidesthat,pizzaiseasytomake.”Detail:“Icanusuallymakeapizzaorgetonemadeinlessthanthirtyminutes.”

Whenansweredcorrectly,thisresponsewillbe30–45secondsinlength.

Asyoucansee,thisresponsedoesnotseemhighlycomplexorsophisticated,butthisresponsemeetsallofthecriteriaforthetaskand,ifspokencorrectly,itisahigh-scoringresponse.Besides, it ismuchmoredifficult to thinkwhenyou are taking the test, so be sure to practicetakingnotesandspeaking.Also,youmaynotbeabletothinkoforhavetimetothinkofmorethantworeasonsanddetailsinfifteenseconds.That’sokay.Justsaywhatyouaresureofandthenbe silentwhile the clock runs out. Finally, since your preparation time is limited, you need tochooseyourtopicquicklyandtodothat,gowithsomethingfamiliar.Don’tworryabouttellingthetruth;instead,besuretotalkaboutwhatyouknow.Remember:Don’ttrytosoundtoo“brainy.”Justanswerthequestionasbestyoucan.Answeringinthiswaymakesiteasiertostructureyourthoughtsintomanageablesentences.Inaddition,withplanning, you can effectively use connection words and phrases and reduce long pauses whilethinkingofhowtoexpressyourself.Ifyoudopause,dosobetweensentencesandnotduringthem.Pausesbetweensentencesarecommonplaceandunnoticeableunlesstheyareunnecessarilylong.QuestionType#2–ChooseanOptionThesecondtypeoftaskontheTOEFLiBTSpeakingSectionwilleithergiveyoutwooptionstochoosefromorwillaskwhetheryouagreeordisagreewithacertainstatement.Youwillhave15secondstoprepareand45secondstorespondtothisquestiontype.ExampleofQuestion#2:Somepeoplebelievethatuniversitystudentsshouldberequiredtoattendclasses.Othersbelievethatgoingtoclassesshouldbeoptionalforstudents.Whichpointofviewdoyouagreewith?Usespecificreasonsanddetailstoexplainyouranswer.Theothertypewillbewordedsimilartothis:Doyouagreeordisagreewiththefollowingstatement?Playinggamesteachesusaboutlife.Usespecificreasonsandexamplestosupportyouranswer.JustasinQuestionType1,toanswerthisquestioneffectively,youmusttakenotesthatcenteronyourmainideas.Also,remembertobreakthequestionsintosectionsandanswereachsectionindividually.ExampleofQuestion#2:Somepeoplebelievethatuniversitystudentsshouldberequiredtoattendclasses.Othersbelieve

thatgoingtoclassesshouldbeoptionalforstudents.Whichpointofviewdoyouagreewith?Usespecificreasonsanddetailstoexplainyouranswer.SampleofaHIGH-LEVELresponse:“Ibelievestudentsshouldberequiredtoattendclasses.OnereasonIbelieveitisbettertoattendclassesisthatstudentscanhearthequestionsaskedbyotherstudents.Theanswerstothesequestions can help a student understand the subject better. Another reason attending classes isbetter is that the professor often speaks about information that is not in the textbooks. Examsmight have questions about information the professor spoke of only in class. And finally, aprofessormaygiveasurprisequizandifastudentisn’t inclass, theywillnotgetcreditforthatquiz.Thiscouldlowerthestudentsoverallgradeforthatclass.”Thisresponseanswersthequestiondirectlyinthefirstsentenceandisfollowedbyrelatedreasonsanddetails. Itusesproperconnectionwordsandphrases toconnect ideas,hasdifferentsentencestructuresandfacilitatestheuseofpropergrammarandvocabulary.Whenspokencorrectly,thisresponseshouldbe30–45secondsin

length.ExampleofQuestion#2–Type#2:Doyouagreeordisagreewiththefollowingstatement?Playinggamesteachesusaboutlife.Usespecificreasonsandexamplestosupportyouranswer.SampleofaHIGH-LEVELresponse:“Nothingteachesbetterthanreallife.However,Iagreethatplayinggamesteachesusaboutlife.Whohasn’tplayedatbeinganadultwhentheywereachild?Whenwearechildren,wewatchtheadultsaroundusandtrytocopywhattheyaredoing.Thisisonewayoflearning.Also,therearemanyvideogamesdesignedtoteachusabout lifesuchastheTheSim’sgames.Thesegamescanteachushowtomanageafamily,ahome,acity,orevenhowtobuildathemepark.Playinggamesisagoodwaytolearnbecauseapersoncanmakemistakeswithoutcostingthemafortuneorhurtinganyoneforreal.”Thisresponseanswersthequestiondirectlyinthefirstsentenceandisfollowedbyrelatedreasonsanddetails. Itusesproperconnectionwordsandphrases toconnect ideas,hasdifferentsentencestructures,andfacilitatestheuseofpropergrammarandvocabulary. FollowthesamebasicstructureandproceduresusedforansweringQuestionType1whenformulatingyourresponsetothesequestions,includingusingkeywordsonyournote-papertoguideyourresponse.

Whenspokencorrectly,thisresponseshouldbe30–45secondsin

length.TheChallengeOneofthemostdifficulttasksistothinkofaproperresponseinonlyfifteenseconds.Theonlyway tomake thiseasier is topractice,practice,andpractice.Besure to takenotesofyourpreference,reasons,details,andexamples.Writedownonlyyour“keywords”toeachpartofyourresponse.Althoughitisadvisablethatyounotspeakinapre-determinedformat(template),havingaparticularstructuretofollowmayhelpyoutorespondwithmoreaccuracyandconfidenceandmakes your response easy for graders to understand. There is a “structure” that graders arelisteningfor; ifused, thisstructurewillhelpyoutoachieveahigherscore.Justfollowthebasicstructuredescribedinthistutorial. Also, you should pace your responses and speak in clear, concise sentences usingconnection words and phrases to link together your ideas. Graders are listening for theseconnectionwordsandphrases:

ForexampleOnereasonFurthermoreBecauseAlsoAnotherreasonFinallyPracticemakingcompleteandconcisegrammaticallycorrectsentencesusingvocabularythatyouknowtobeappropriate (for instance,noslang).Remember tobreak thequestions intosections and answer each section individually. In otherwords, give each sentence as if you areansweringadifferentquestion,andbesuretouseconnectionwordsandphrasestojointhem.Ifyoudopause,dosobetweensentencesandnotduringthem.Pausesbetweensentencesarenaturalunlesstheyareunnecessarilylong.Rememberto“thinkandthenspeak.” Toavoidextrawords suchas“uh,”“um,”or“eh”—practiceclosingyour lipswhenthinkingofwhattosaynext.Besuretopracticemakingcomplete,concisegrammaticallycorrectsentencesandusevocabularythatyouknowtobeappropriate.Finally,thereisnoofficialpenaltyforspeakinglessthanorgoingoverthetimegivenforthe tasks, however, you should practice completing your response in approximately forty–fivesecondsgivenforeachtask.

Yourresponsesforeitherofthesetasksshouldbebetween30–45

secondsinlength.NOTE: Be sure to write down your ideas and read from what you’ve written. Often when aspeaker looksupatothersaroundthemorat thecomputerscreen,he losesfocusandbegins topauseandfilltheemptyspaceswith“uh”or“um,”whichcouldlowerhisscore.Besuretokeepyoureyesonyournotesasyouspeak.QUESTIONTYPES3&4 Themaingoalwhenansweringeachof these twoquestion types is toanswereachquestionasconciselyasyoucanbyprovidingthedetailsfromthepassagesaccuratelyintheordertheyappearinthepassages.Youwillhave30secondstoprepareand60secondstorespondtoeachquestion.QuestionType3–SummarizeanOpinionThethirdtypeoftaskontheSpeakingSectionoftheTOEFLiBTrequiresyoutotake45seconds toreadabriefannouncement,and then listen to twostudents,amanandawoman,discusstheannouncementandgivetheiropinionsaboutit.Yourtaskistotakenotesonthemaintopic of the announcement, the opinions of the two students, and their tone and attitudes.Followingthatyouwillrespondtothequestionbyusingyournotes.Theannouncementwillbeashortpassageaboutsomethingthathashappenedoncampusthatmayaffectthestudents.Followingtheannouncement,thetwostudentswilldiscussthetopicintwelvetofifteenexchanges.Anexchangeiswhereonestudentspeaksandtheotherresponds.Tobegintheexchanges,youwillfirsthearagreeting.Thisisirrelevantandyouneednottakenotesonthisopeningexchange.Followingthegreeting,though,onestudentwillasktheotheriftheyhadseentheannouncement.Takenotesonwhogavetheiropinionfirst,whytheyholdthatopinion,andtheirtoneorattitudetowardtheannouncement.Aretheyexcited,angry,confused,orhappy?Dotheyagreeordisagreewiththeannouncement?Why?Youwillhave30secondstoprepareand60secondstorespondtothisquestiontype.ExampleofQuestion#3:

NoticeofChangeofCafeteriaHoursDuetothehighvolumeoffreshmenthissemester,thehoursofoperationforthecampuscafeteriamustbechangedtoaccommodatetheextrastudents.Thecafeteriawillnowbeopenfrom11:00AMto1:30PMonlyforfreshmenstudents.Thecafeteriawillbeopenfrom1:30PMto4:30PMforallotherstudents.StudentsmustshowtheirstudentIDtobeadmittedtothecafeteriabetweenthehoursof11:00AMand1:30PM.Again,thischangeisduetothehighvolumeoffreshmenthissemester.Thechangeincafeteriahourswillremainineffectuntilfuturenotice.

Nowlistentotwostudentsastheydiscusstheannouncement.M:HiJanet,howareyou?W:Nottoobad,andyou.M:Didyouseethenoticeonthecafeteriadoors?W:Yes...andit’sgoingtobeaproblemforme.M:Really,how?W:Well,Ihavemorningandafternoonclasses.Iusuallytakemylunchat11:30beforemyafternoonclasses.Mylastclassisoverat5:00.NowIwon’thavetimetoeatduringtheday.M: I see . . .maybe you could brownbag it.Youknow . . . carry your lunchwith you to eatbetweenclasses?W:IsupposeIcould.But,Ihavephysicsandastronomyintheafternoons.Ireallyliketohaveahot,nutritiouslunchbeforemyafternoonclassestomakesuremybrainisreallyfunctioningwell.Takingacoldsandwichandmaybeapieceoffruitjustdoesn’tsoundlikeitwouldbeenough.M: You’re probably right.Hey! There’s a small restaurant just off school campus.Maybe youcouldeatyourlunchthereeachday?W:Youmeantheoneonthecornerwiththecowoutfront?I’veeatendinnerthereandthefoodisprettygood,butkindofexpensiveformybudget.Notonlyisthecafeterialunchhot,nutritious,andconvenient,it’sprettycheaptoo.Idon’tthinkIcanaffordtoeatmylunchatarestauranteveryday.M:Iseewhatyoumean.Icouldn’tafforditeithernowthatIthinkaboutit.So,whatwillyoudo?W:Idon’tknow...maybeacombinationofboth?Just‘tilthepolicychanges.Question:Thewomanhasaproblemwith thenewcampuscafeteriahours.State theproblemandexplainwhatsheintendstodoaboutit.SampleofaHIGH-LEVELresponse: “Thewoman’sproblemis thatshewillnotbeable tohaveher lunch in thecampuscafeterialikesheusuallydoes.Shesaidthatsheneedstohavelunchthenbecauseshehasclassesduring the restof theday.Themansuggested twooptions.Thewomancould“brownbag”herlunch,meaningthatshecouldcarryherlunchinabagduringthedayandeatitwhenshehasthetime.Or,shecouldeatatarestaurantclosetotheschoolcampus.Thewomanwasnothappywitheitheroptionbecauseshelikesahotlunchanddoesn’thavethemoneytoeatatarestauranteveryday,butshefinallysaidthatshemayhavetodoacombinationofbothuntilthepolicychanges.”Asyoucanseebythisresponse,thefirstsentenceanswersthequestiondirectly.Thefollowing sentences fill in thedetails from theconversationand the last sentencecompletes theresponsebyaddressing the secondpartof thequestiondirectly.Be sure toanswer thequestioncompletely.

Thisresponse,whenspokencorrectlywillbe45–60secondsinlength.NOTE:Inthepreviousresponse,thequestionaskedonlythatyourelatethewoman’sproblemandtostatewhatsheintendstodoabout it.However, thereareotherpassagesthataskforboththeman’sandthewoman’sopinionequally.Forexample:

AnnouncementofCourseScheduleChangeMany students are already aware that a change is taking place in the Literature Department.ProfessorSpanglerisretiringattheendofthissemesterandtheuniversitywillsorelymisshim.Intheprofessor’sabsence,theuniversityhashadtomakesomeadjustmentstotheschedulefortheEarlyAmericanLiteraturecourse.Beginningnextsemester,theeveningclasswillbemovedtothemorningsandwillbetaughtbyProfessorBiggs.TheuniversitywishestoexpressitsgratitudetoProfessorSpanglerforhismanyyearsofserviceandapologizetostudentsforanyinconveniencethischangemayhavecaused.Nowlistentotwostudentsastheydiscusstheannouncement.M:Hey,Gloria!W:Oh,hiJoe.Howareyou?W:HaveyouheardthatProfessorSpanglerisretiring?M:Yes,andI’mnottoohappyaboutit.W:You’renothappyaboutit?Why?M:Iwaslookingforwardtobeinginhisclassnextsemester.I’veheardthathereallyknowshissubjectandisanexcellentprofessor.NowIwillhavetosettleforaprofessorI’veneverheardof.W:Iwillbetakingthatsamecoursenextsemestertoo.But,I’msurethenewprofessorwillbeagoodone.Imean,theuniversitywouldn’thireaprofessorwhodoesn’tknowtheirsubject,wouldthey?M: Idon’tknow. Iguessyou’re rightabout that. It’s just that Iwas looking forward tohearingProfessorSpanglertellhisstoriesthatotherstudentshavetoldmeabout.W:Iunderstandyourdisappointment,buttrytokeepapositiveattitude.Hopefullythisprofessorwillbejustasanimated.M:Icertainlyhopeso.Question:The students discuss a change for an upcoming course.Describe the change and describe howeachstudentfeelsaboutitandwhattheyhopewillhappen.Usereasonsanddetailstosupportyourresponse.SampleofaHIGH-LEVELresponse: “The two students are discussing the retirement of an EarlyAmerican Literatureprofessor. The man is disappointed because he had heard from other students that ProfessorSpanglerwasareallygoodteacher.Hewaslookingforwardtohearingtheprofessor’sstoriesin

class and now he will have to have someone different whomay not teach the sameway. Thewomanisnotconcernedaboutthechange.Shethinksthattheuniversitywouldn’thireaprofessorwhodoesn’tknow their subject. In the end, the two studentshope thenewprofessorwill be asgoodasthepreviousone.”

Thisresponse,whenspokencorrectlywilllast45–60seconds.Asyoucanseebythisresponse,thefirstsentenceanswersthequestiondirectly.Thefollowingsentencesfill in thedetailsfromtheconversation,and the lastsentencecompletes theresponsebyaddressing the secondpartof thequestiondirectly.Be sure toanswer thequestioncompletely. Also be sure to use your notes to create your response, relating the informationaccuratelyandintheorderthatitappearedinthepassage.TAKINGNOTES Keepinmindthatyourtaskistostatetheinformationaccuratelyandintheorderitappearsinthepassage.WhentakingnotesforQuestion#3followthestructurebelowforahigh-levelresponse.Therewillbeawrittenannouncementforyoutoreadfollowedbyaconversation.Theconversationwillalwaysbebetweenamanandawoman.So,makealistlikethefollowing:Announcement:Writeabriefdescriptionofannouncement.M: Man’s Opinion – statement of why he holds that opinion, or of how he feels about theannouncement.W:Woman’sOpinion–statementofwhysheholds thatopinion,orofhowshefeelsabout theannouncement.RelatedDetails:Makenotesofanydetailsmentionedrelatedtotheannouncement.NOTE: Be sure to keep your notes clear and in the order the information is presented in thepassage.First,summarizetheannouncement.Thisisabriefsentencethatstatesonlythebasicideaofwhatthereadingpassagewasabout.Then,begintakingnotesofwhichspeakergivestheiropinionfirst.Inotherwords,ifthemangiveshisopinionfirsttakenotesofhisopinionandrelatethemfirstinyourresponsefollowedbythewoman’sresponseifaskedtodoso.Furthermore,takeadditionalnotesofanydetailsrelatedtothemaintopicoftheannouncement.Theremaynotbeanyadditionaldetails,sodoexpecttohearthemalways.Whengivingyourresponse,besuretoanswerthequestionappropriately.Beginwithanintroductionthatstateswhatthediscussionwasabout.If thequestionasksonlyabouttheman’sopinion,giveonlytheman’sopinion.Ifthequestionasksonlyforthewoman’sopinion,giveonlythewoman’sopinion. If thequestionasksfor theopinionofbothstudents, relate theiropinions

accuratelyintheordergiveninthepassage.NOTE:Rememberthatthepronounsusedforthewomanareeither“she”,“her,”or“hers,”andthe pronouns used for theman are either “he,” “him,” or “his.”Mixing them could cost you apoint.QuestionType4–Summarize/ContrastQuestionThefourthtypeoftaskontheSpeakingSectionoftheTOEFLiBTrequiresyoutotake45secondstoreadpartofanacademictextandthenlistentopartofalectureonarelatedtopic.Both the reading and the lecturewill present certainmainpoints and relateddetails.Youmusttakenotesofthemaintopicandmajorpoints,includinganyrelateddetailsofbothpassages.Yourtaskistostatethemaintopicandtherelationshipofbothpassagesinanintroductorystatement,andthenstatehowthetwopassagesrelatetothetopic.Includespecificpointsanddetailsinyourresponseintheordertheyappearedinthetwopassages.Whilelistening,notewhethertheprofessoragreesoropposesthereadingsection.Besuretostatethisrelationshipinyourresponse.Youwillhave30secondstoprepareyourresponseand60secondstorespondtoeachpassage.SampleQuestion:

ReadthefollowingpassageaboutShakespeareHere’s a startling statistic! New research by the RSC and British Council has revealed thatapproximately 50 percent of all schoolchildren in the world study Shakespeare each year . . .Wow!Let’sjusttakeamomenttoletthatsinkin.That’smorethan64millionkidseachyear.Astaggering 65 percent of the world’s countries have Shakespeare as a named author in theircurriculum.What’sgreataboutthisstatisticisthereasonwhytheystudyShakespeare.Halfofthesurvey’srespondentsbelievethatShakespeareshouldbetaughtbecauseitisrelevanttotheissuesthatfaceyoungpeopletoday.Theircontemporaryissuesanddilemmasarereflectedintheplays.

Nowlistentoaprofessorlectureaboutthesametopic.

“Recently,IaskedaverydiversifiedclasswhatShakespeare’sbestplaywasandwhowastheir favorite character.With 38 plays to choose from, I knew from the outset that thiswas adifficultquestion,butIwassurprisedbytheresponsesnonetheless.Regardlessofage,race,creed,religion,orcolor,Shakespeare’splays seem to relate to thehumancharacter in suchaway thateveryonecanputthemselvesintoatleastoneofhischaracters.Althoughmanystudentscalledoutthe obvious,Romeoand Juliet, their favorite character and the reasons that characterwas theirfavorite,wereverydifferent.WhereIthoughtmostwouldrelatetoeitherRomeoorJuliet,someofmystudentsputthemselvesintheplaceoffriendsorfamilymembersofthosetwocharacters.Anotherplay,MuchAdoAboutNothing,wasanother thatwasdiscussed.Althoughnotstatedas

beingafavorite,butoneofthebest.Whilediscussingthisplay,itwasclearthatallofthestudents,no matter their background, found the issues discussed in the play relevant to their currentexperiences.”Question:Theprofessordescribes a response to aquestiongiven in a classonClassicLiterature.Explainhowtheresponsetothisquestionrelatestothereadingonthetopic.SampleofaHIGH-LEVELresponse:“Bothpassagesareabouthowtoday’sstudentscanrelatetotheplaysofShakespeare.ThereadingpassagestatesthatastudydonebyRSCandBritishCouncilfoundalargepercentageofschoolsworldwideteachShakespeare’splaystotheirstudents.ThereadingalsostatesthathalfofthosepeoplewhorespondedtothestudybelieveShakespeareshouldbetaughtinschoolsbecauseyoungpeoplecanrelatetothem.Thelisteningsupportsthereadingastheprofessorsaysthat,inherclasswhenstudentswereaskedwhatplaytheylikedmostandwhatcharactertheyidentifiedwith,regardlessofthestudents’background,theycouldrelatetosomepartofthedifferentplaysortheircharacters.BothpassagesindicatethattheplaysofShakespearerepresentuniversalissuesandexperiencesofstudents.”

Thisresponse,whenspokencorrectlywillbe45–60secondsinlength. In this response, the first sentence answers the question directly and states therelationshipbetweenthetwopassages.Thefollowingtwosentencesexpress thedetailsfromthereading.Thenext sentence restates the relationshipbetween the twopassagesandgoes into thedetails from the listening passage. The last sentence completes the response by addressing thesecondpartofthequestiondirectly.Questionsofthistypecanalsopresentpassagesthatareopposed.Besuretonotetherelationship of the two in your response. Also be sure to answer the question completely.Additionally,useyournotestocreateyourresponse,relatingtheinformationaccuratelyandintheorderthatitappearedinthepassage.TAKINGNOTESQUESTION#4–INTEGRATEDTASKTYPE#1Therearetwotypesofso-calledIntegratedTaskquestions.Inonetype,thereadingwillstateamaintopicsupportedbythemainpointswithrelateddetails,andthelisteningpassagewillhave thesamemain topicandmatch thereadingpointforpoint.Thereadingoftenstatessomekindofdefinitionofthetopicor theoryregardingthetopic,while in the listeningtheprofessor

statesareal-lifesituationthatdepictswhatactuallyhappened.Thepointsfromthelisteningwilleither support or oppose the reading passage. Taking your notes using the structure illustratedbelowwillhelpyoutostateyourrelationshipsaccurately.Whilereadingtakenoteofeachmainpointanditsrelateddetail,andthendothesamewhilelistening. When responding, make sure that you structure your response in the order theinformationcomesintheREADINGsectionforthis typeofquestion.Besuretomarkwhetherthelisteningpassagesupportsoropposesthereadingpassage.Supports—“MainTopic”—OpposedReadingListeningMP:RMP1:Detail:Detail:MP:RMP2:Detail:Detail:MP:RMP3:Detail:Detail:MP:RMP4:Detail:Detail:*MP=MainPoint/RMP=RelatedMainPointSTRUCTUREFORTHISTYPEOFQUESTION#4Ifyourreadingpassageisintheformofamaintopicfollowedbytherelatedmainpointsandtheirsupportingdetails,beginyourresponsebygivingabriefsummaryofboththereadingand listening passages that clearly states the relationship between the two. (They will both beeither supportiveoropposing.)Then, summarize the firstmainpoint from the readingpassage,along with its related details, and state how it relates to the corresponding main point in thelisteningpassage.Repeat thisstructurefor theotherpointsfrombothpassages.Besure tostatetherelationshipsbetweenthereadingandlisteningsectionsforeachmainpoint.Whencomplete,this responsewill have an introductory statement that summarizes the twopassages and clearlystateswhether they are supportiveor opposing followedby statements ofbothmainpoints anddetailsfromeachpassagethatclearlystatestheirrelationship.QUESTION#4–INTEGRATEDTASKTYPE#2IntheothertypeofIntegratedTask,thereadingmaystateaproblemandaproposedsolution, while in the listening the professor will talk about what actually happened when theproposalwasput intopractice.Using thestructure illustratedbelowwillenableyou tostate thedetailsaccuratelyintheordertheyappearineachpassage.

Supports–“MainTopic”–OpposesReadingListeningProblem:ActualOutcome:DiscussionofPossibleSolutions:ProposedSolution:STRUCTUREFORTHISTYPEOFQUESTIONIfyourreadingpassageisinthisform,beginyourresponsewithanintroductionthatsummarizes both passages and states their relationship. Then, give a summary of the readingpassage.Be sure to state all the details accurately and in the order they appear in the reading.Finally,endyourresponsewithastatementoftherelationshipbetweenthereadingandlisteningpassage,andthenstatewhatwasdiscussedinthelisteningpassageaccuratelyandintheordertheinformationappeared.NOTE: Regardless of which type you have on your TOEFL iBT, keep your response to justsummarizing the main points and stating the relationship between the reading and listeningsections.IMPORTANT: YouMUST state from which passage you are relating the information from.Makesuretostateyoursource.Forinformationfromthereadingpassagesay,“thereadingstates,”and for information from the listening passage say, “in the listening, the professor says,” toindicatespecificallywheretheinformationisfrom.Ambiguousresponseswilllosepoints.QUESTIONTYPES5&6Thenexttwotasksrequireyoutolistenandtakenotes.Forquestion#5,youwilllistentoaconversationbetweena studentandaprofessororuniversityprofessional suchasacounselor.Forquestion#6,youwilllistentoaprofessorgivingalecture.Themaingoalwhenansweringeachofthesetwoquestiontypesistoanswereachasconciselyasyoucanwhileprovidingthedetailsfromthepassagesaccuratelyandintheordertheyappearinthepassages.Youwillhave20secondstoprepareand60secondstorespondtoeachquestiontype.

QuestionType5–Summarize/PreferenceQuestionThefifthtypeoftaskontheSpeakingSectionoftheTOEFLiBTrequiresyoutolistentoaconversationbetweenastudentandacampusprofessional.Theconversationwillbebetweenamanandawoman.Theymaydiscusssomethinglikeaschedulingproblemthatthestudenthas;then,acampusprofessionalwillgivetwosuggestions.Yourtaskistostatethestudent’sproblemand the two possible solutions, and then statewhich optionyoubelieve is best andwhy. Takenotesonthemainpointsofthepassage.Notewhattheproblemis,andnotewhatthetwooptionsare.Listentothetoneandattitudesofthespeakerswhiletakingnotes.Respondtothequestionusingyournotes.Inthecaseoftheproblem/solutionquestion,makesuretostatefirstwhattheproblemis.Besuretoidentifyiftheproblemistheman’sorthewoman’sproblem.Next,statewhatthetwopossiblesolutionsareandstatewhoisgivingthesuggestions.Finally,statewhichofthesolutionsisbestandexplainwhy.Althoughyouareessentiallyaskedyouropinion,statethebestsuggestionfromthepassageasindicatedbyreason,attitude,ortoneofthepersonofferingthesolutions.SampleQuestion:Nowlistentoaconversationbetweenamalestudentandafemalecounselor.Counselor:Hi,Jeremy.Howareyou?Student:Fine...Iguess.I’mfacingabigproblemthough.It’stheendofthesemesterandIhavean assignment due in ProfessorDunley’s class onModernArchitecture due next week.At thesametime,Ihavetofinishareportonthe“psychologyofmarketing.”Ijustdon’thavetimetodothemboth.Idon’tknowwhattodo,butifIdon’tgetthembothturnedinontime,Iwon’thaveenoughcreditstograduate.Counselor:Oh,no!Haveyouspokentoyourprofessorsaboutit?Maybeoneofthemwillgiveyouashortextension?Student:Ihaven’tyet.But,theotherproblemisthatIhaveajobthattakesmytimetoo.Ireallyneedthemoneyandcan’taffordtotaketimeoff.Counselor:Isee.Youshouldstillaskbothofyourprofessorsifeitherofthemcouldgiveaslightextension.Surelyneitherofthemwantsyoutohavetorepeatthecourse?Student:Iguessyou’reright.Itisstillgoingtobeawholelotofworkthough,andI’mnotsurethatIcanfinishitwhileworkingmyjob.Counselor:Onething’sforsure.It’salotofworkeitherway,butifyoudon’taskforanextension,youwon’tgetone.Thenyou’llreallyhavetroubles.It’sbettertoasknowwhilethereisstilltime.Student: I’m still afraid that, even with the extension, I won’t be able to complete bothassignments.Counselor:Well...theotherthingyoucoulddoistotalktoyourbossandtaketimeoffofworktofinishyourassignments.Iunderstandthatyouneedthemoney,buthavingtorepeatasemesterwilldefinitelycostyoumore.Whateveryoudecide,youhadbetterdoitsoon.Goodluck.Student:Thanks.ItlookslikeI’vegotatoughchoicetomake.Question:

Describe theman’s dilemma and the suggestions the counselormakes about how tomanage it.Whatdoyouthinkthemanshoulddo,andwhy?SampleofaHIGH-LEVELresponse: “It’s theendofthesemesterandthemanhastwoassignmentsduefortwodifferentclasses, but hedoesn’t have enough time to finish thembecausehe alsohas a job.Theman isafraidthathewon’tbeabletocompletehisassignmentsandwon’tgraduate.Thecounselormakestwosuggestions.First,themancanaskhisprofessorsforashortextensiontocompletehiswork.Andsecond,themancantaketimeofffromhisjobtogethisassignmentsdoneontime.Themanhasadifficultdecisiontomakebecausehesaidthathereallyneedsthemoneyfromhisjob,sotaking timeoffwouldbeaproblemforhim.On theotherhand, ifhefailshiscourses,hewillhavetopaytotakethemagaintograduate.Ithinkthemanshouldtakeofftimefromhiswork.Althoughhereallyneedsthemoney,hisschoolworkmustcomefirst.Ifhefailshiscourses,hewillhavetopayalotmorethanheislosingfromtakingtimeofffromhisjobjusttocompletehistwoassignments.”Thisresponse,whenspokencorrectlywillbe45–60secondsinlength.Inthisresponse,thefirsttwostatementsaddressthequestiondirectlybydescribingtheman’sproblem.Next,thespeakerbrieflydescribesthetwosuggestions.Finally,thespeakerstatesthesolutionthatseemsbestbasedontheinformationprovidedinthepassage.That’sthekey.Usetheinformationandtoneofthespeakerstodeterminewhichsuggestionisbestandwhyitisso.The "tone" is how the students feels about the issue. Note whether they are upset, worried,confused,angry,afraid,happy,satisfied,etc.TAKINGNOTESThenotestructureforthispassageisquitesimple.Problem:PossibleSolution#1:Tone:Detail:PossibleSolution#2:Tone:Detail:Onceyouhavefinishedlisteningtothepassage,simplyplaceamarknexttothesolutionyoubelieve isbestbasedon the reasonsor tonegiven in thepassage.Thenuseyour20-secondpreparationtimetothinkofyourintroductionandconnectionphrasestojoinyourideas.

QuestionType6–SummarizeaLectureQuestionThesixthtypeoftaskontheSpeakingSectionoftheTOEFLiBTrequiresyoutolistentopartofalecturegivenbyaprofessorthatexplainsatermorconceptwithspecificexamplesanddetails.Thislecturewilllast90–120secondslong.Yourtaskistosummarizethemainpointsofeither part of or the entire lecture using your notes and linking everything together withconnection words and phrases. Youmust demonstrate that you understand themain ideas andrelationshipspresentedinthelecture.Youwillhave20secondstoprepareand60secondstorespondtothisquestiontype.SampleQuestion:

ListentoalecturegiveninaMusicTheoryclass.Psychedelicrockisastyleofrockmusicthatisinspiredorinfluencedbypsychedeliccultureandattemptstoreplicateandenhancethemind-alteringexperiencesofpsychedelicdrugs.Itemergedduring themid 1960s among folk rock and blues rock bands in theUnited States andUnitedKingdom.Itoftenusednewrecordingtechniquesandeffects thatdrewonnon-Westernsourcessuch the ragas and drones of Indianmusic. Psychedelic rock bridged the transition from earlybluesandfolk-basedrocktoprogressiverock,glamrock,hardrock,andasaresult, influencedthedevelopmentofsub-genressuchasheavymetal.Bytheendofthe1960sdecade,psychedelicrockwasinretreat.LSDhadbeenmadeillegalintheUSandUKin1966.Attheendoftheyear,theAltamontFreeConcertinCalifornia,headlinedbyTheRollingStones,becamenotoriousforthefatalstabbingofblackteenager,MeredithHunter,byHellsAngelsguards.BrianWilsonoftheBeachBoys,BrianJonesoftheRollingStones,PeterGreenofFleetwoodMac,andSydBarrettofPinkFloydwereearly“acidcasualties,”helpingtoshiftthefocusoftherespectivebandsofwhichtheyhadbeenleadingfigures.SomebandsliketheJimiHendrixExperienceandCreambrokeup.JimiHendrixdiedinLondoninSeptember1970,shortlyafterrecordingBandofGypsies. JanisJoplindiedofaheroinoverdoseinOctober1970,closelyfollowedbyJimMorrisonoftheDoors,who died in Paris in July 1971.Many surviving actsmoved away from psychedelia into eithermore back-to-basics “roots rock,” traditional-based, pastoral or whimsical folk, the widerexperimentationofprogressiverock,ortoriff-ladenheavyrock.Question:Usingpointsandexamplesfromthetalk,explainwhypsychedelicrockwasvirtuallyabandonedbymusicartists.SampleofaHIGH-LEVELresponse:“Accordingtotheprofessor,psychedelicrockwasonlyreallypopularforthelasthalfofthe1960sera.Thatkindofmusicwasembracedbyaculturethatusedpsychedelicdrugsandwhotriedtocreatemusicthatwouldenhancetheeffectsofthosedrugexperiences.Theprofessorsaidthatin1966ayounggirlwaskilledataconcertfeaturingthistypeofmusic,andthatpsychedelicrocklostmostofitspopularitybetweenthelate1960sandearly70swhenmanyoftheperformersdiedofdrugoverdoses.Theseinstancesapparentlyledtotheshiftawayfromthattypeofstyle.At

thattime,manybandsswitchedtootherformsofrockmusic.”

Thisresponse,whenspokencorrectlywillbe45–60secondsinlength.Thisresponsebeginsbyaddressingthemaintopicandthengivesabriefdescriptionofitfollowedbyexamplesanddetailsfromthelecture.Thesecombinetoanswerfullythequestion.FINALNOTE:Thistaskisdesignedtogaugeastudent’sabilitytounderstandandtorespondtocertainacademicsituations.Itisabasicskillstest.ThisisnotanacceptancespeechforaGrammyAward.Noone,otherthanthegradersofthetest,willbereviewingyourresponses,sokeepthemdirectandtothepointusingyournotesandunderstandingofthepassagestoanswerthem.Relax,followyournotes, follow thebasic responsestructures,andspeakclearly.Practiceuntilyouarecomfortablerespondingtotheseparatetasksandyouwilldofine.TAKINGNOTESForthisquestion,takenotesjustasyouwouldintheListeningSection.Takenotesofthemain topic, main points, and any related reasons, examples, and/or details. Then answer thequestionbysummarizingthe lectureusingyournotesandwhatyourememberfromthe lecture.Rememberthatyoumustrelatethedetailsaccuratelyandintheorderinwhichtheyappearinthepassage. Therefore,DONOT circle your notes and connect them to other notes. It is best tosimplylistthedetailsfromthelecturefromtoptobottom.TOEFLSpeakingSectionProgressReportStudent’sName:_____________________________Date:___________________Usethisformtotrackyourabilitytoanswercertainquestiontypes.Test#123456(CircleOne)QuestionTypeIndependentTasksNumber1____Number2____IntegratedTasksNumber3____Number4____Number5____Number6____RubricSummary:AnswerwithYes(Y)orNo(N)DidyouspeakinEnglish_____Didyouanswerthequestion_____Didyouspeakclearly_____

Didyouhaveanylongpausesorextrawords_____Didyouuserelevantexamplesanddetails_____Didyouuseaccurateexamplesanddetailsintheorderpresented(Q#3–6only)_____

Didyouusetransitionwordsandphrases_____Didyouhavepropergrammarandvocabulary_____

WritingSection

DescriptionQuestion#1Question#2ScoringInformationProgressReport

Chapter8–WritingSectionDESCRIPTIONOFTHEWRITINGSECTIONTheTOEFLiBTtestsallthebasicskillsthatyouwillneedwhileattendingacollegeoruniversity.ThislastsectionoftheTOEFLiBTexamtestsyourabilitytowriteessays.Thissectionrequiresthatyouwriteforfiftyminutes.InmanywaystakingtheWritingSectionismadeeasierbecauseitteststhesameskillsthatyouhavealreadymasteredinthefirstthreesections.Infact,thetwoquestionsthatyouwillencounter in theWritingSectionare incrediblysimilar toQuestions#2and#4of theSpeakingSection.Theprimarydifferenceisthatyouwillbetypingyourresponsesratherthansayingthem.In other words, these questions should not intimidate you because your responses to the twowritingaskswillfollowthesamepatternsasyourresponsesintheSpeakingSection.Ifyouwantto know how to structure your responses to the Writing Section, look at how sentences andparagraphsarestructuredintheSpeakingSectionandfollowtheexamples.Withalittlepracticeusingthecorrectstructures,manystudentsfindtheWritingSectiontobequiteeasy.Yourfirstwritingtaskwillrequireyoutobothreadandlistentopassagesonarelatedtopic, soyouwillneed to leaveyourheadseton.Youressaymustbe typedsoyoushouldhavesomefamiliaritywiththestyleofkeyboardyouaregoingtousebeforeyoutaketheTOEFLiBT.AlthoughtheprogramusedfortheTOEFLWritingSectionhascut,copy,andpastefunctions,theTOEFLMaster strongly suggests againstusing these function for two reasons: First, it ismuchmoredifficulttorestructuresomethingwhenitisalreadywritten.Inotherwords,itisfareasiertowriteyouroriginal ideaswithoutcopyinganythingfromthetext.Second, ifyoucopytoomuchfromtheoriginaltextandmakeityourown,youcouldreceiveascoreof“0”onthistask.Onceyouenter acollegeoruniversity, copyingmaterial and representing it asyourown isknownasplagiarismandisabigacademicno-no.Astudentcanbepunishedforsuchanoffenseandevenexpelledfromthecollegeoruniversity.What’smore,oncebeingexpelledforplagiarism,astudentmayfinditincrediblydifficulttobeacceptedbyanyothercollegeoruniversitybecausethenewschoolwouldrequestanytranscriptsandofficialdocumentsfromthefirstinstitution.Therefore,

followtheinstructionsinthischaptertoassureahighWritingSectionscorewithoutanyproblems.QUESTIONTYPESTherearetwotypesofwritingassignmentsinthissection.Thefirstisanintegratedtestthatwillallowyouthreeminutestoreadapassage(andtakenotes),andthenlistentoapassageonarelatedtopic(andtakenotes).Yourtaskistowriteanessaythatsummarizesboththereadingand listeningpassagesand indicateswhether theyare supportiveor inopposition toeachother.Youwillhave20minutestowrite150–225words.Thesecondtasksimplyasksyoutowriteanessaystatingyouropinionregardingyourchoicetoaquestion(similartoSpeakingQuestion#2).Therearetwotypesofthisquestion.Onemayaskyoutochoosebetweentwooptions,whiletheothertypewillaskyouwhetheryouagreeordisagreewithaparticularstatement.Youwillhave30minutestowriteanessaythatisatleast300words.WRITINGSECTIONDIRECTIONSIntegratedTask(Question#1) TheIntegratedWritingTaskrequiresyoutoread, listen,andwrite.Youwillhave3minutestoreadandtakenotesonashortreadingpassage(230–300words)onanacademictopic.Youshouldtakenotesononlythemainpointsinthereadingsothatyouwillbebetterabletotaketherightnotesoftherelatedtopicsinthelisteningpassage.Afterthethreeminutes,thereadingpassage will go away and you will then listen to a speaker talk about the same topic from adifferent perspective. The listening passage will provide either additional or more detailedinformation about the topic in the reading passage. The listening passage is approximately 2minuteslong,soitisimportantthatyoutakenoteswhileyoulisten.Afterthelisteningpassage,thereadingwillreturntoyourscreenforyoutoreference.Evenso,takenotesonthereadingsothatyouwillbebetterabletotaketherightnotesfromtherelatedtopicsinthelisteningpart.Besuretolistthedetailsaccuratelyandintheordertheyappearineachpassage.Finally,youwillbegivenataskofwritingacomparisonsummaryofthetwopassagesstatingthemainpointsfromthe listeningpassage andhow they relate to themainpoints in the readingpassage.These twopassageswilleithersupportoropposeeachother.Thesuggestedlengthofyourresponseis150–225words(Lessthanthelengthoftheparagraphyoujustread.).Writingtimeis20minutes.TAKINGNOTESTakingnotesontheWritingSectionoftheTOEFLiBTisessentialforgettingahighscore. You should take notes on the main topic and main points of the reading and listeningpassagesofthefirstquestion.Thenuseyournotestomakeyourresponse.Usetheoutlineshownonthenextpagetoorganizeyournotes.

REMEMBER:Organizeyourthoughtsfirstandthenwriteyouressay.Notekeywordsandthenlistcommontransitionwordsthatyoucanusetolinkyourideastogether.Keepthesentencesclearandbedirectwithyouranswerandevidence.QUESTION#1–INTEGRATEDTASKTYPE#1TherearetwotypesofIntegratedTaskquestions.Inonetype,thereadingwillstateamain topicsupportedby three tofivemainpointswithrelateddetails,and the listeningpassagewillhavethesamemaintopic,matchingthereadingpointforpoint.Thereadingoftenstatessomekindoftheory,whileinthelisteningtheprofessorstateswhatactuallyhappened.Thepointsfromthe listening will either support or oppose the reading passage. Taking your notes using thestructureillustratedbelowwillhelpyoutostateyourrelationshipsaccurately.Noticethatthemainpoints arenumberedon the listening sideonly.When responding,make sure thatyou structureyour response in the order the information comes in the LISTENING section for this type ofquestion.Besuretomarkwhetherthelisteningpassagesupportsoropposesthereadingpassage.

Supports—“MainTopic”—OpposedReadingListeningMP:RMP1:Detail:Detail:MP:RMP2:Detail:Detail:MP:RMP3:Detail:Detail:MP:RMP4:Detail:Detail:*MP=MainPoint/RMP=RelatedMainPointESSAYSTRUCTUREFORTHISTYPEOFQUESTION#1Ifyourreadingpassageisintheformofamaintopicfollowedbyseveralrelatedmain points, begin your essay with a paragraph that briefly summarizes both the reading andlisteningpassagesthatclearlystatestherelationshipbetween the two.Followthefirstparagraphwith a separate paragraph for each main topic. Write the body paragraphs in the order theinformation appears in the listening section, and be sure to state the relationships between thereading and listening sections for each main point. When complete, this essay will have anintroduction paragraph and a body paragraph for eachmain point. In other words, threemainpointsmeanthreebodyparagraphs,orfourparagraphstotalwiththeintroduction.

ELEMENTSOFANINTEGRATEDWRITINGTASK1.Donotcopyanyinformationfromeitherpassagewordforword.2.Youmust accurately compare themainpoints from theReadingSection to the relatedmainpointsintheListeningSection.3.Stateinformationaccuratelyandintheorderitappearsinthepassages.4.Use the rulesofPOEtowrite your essay.Donot giveyouropinion.Donot exaggerate anyinformationfromthepassages.Donotaddanything.Inotherwords,donotwriteaboutthingsnotmentionedineitherofthepassages.Donotleaveoutanyimportantinformation.Andfinally,donotalteranyinformationfromthepassages.5.Youmustuseconnectionwordsandphrasestoconnectideas.6.Youmustusepropergrammarandvocabulary.IntegratedWritingPassageStructureType#1ThestructureforthistypeofIntegratedWritingTaskwillcontainthreetofivemainpointsinthereadingpassageandasmanyrelatedpointsinthelisteningpassage.Whenwritingyouressay,beginwithanintroductoryparagraphthatsummarizeseachpassage and clearly states the relationship between the two.Following the introduction,write aseparateparagraphforeachmainpointintheordertheyappearedinthelisteningpassage.Besureto include the related information from the reading passage in each paragraph and to state therelationshipbetweenthetwopoints.

Inotherwords,ifyourpassageshavethreemainpoints,youressayshouldcontainfourparagraphs.

ExampleofIntegratedTestQuestion1Type#1

IntegratedEssay“Whatisreality?”

Youhave20minutestoplan,write,andreviseyourresponsetoareadingpassageandalectureonthesametopic.First,readthepassageandtakenotes.Next,listentothelectureandtakenotes.Finally, plan and write your response to the writing question. Typically, a good response willrequirethatyouwrite150–225words.

ReadingPassage

ReadingTime:3minutesWhatisreality?Today’ssociologistsagreeonafewbasicsinregardstowhathumansknowasreality.Theytypicallyagreeonsomethingcalledconsensusreality.Thistheorygenerallystatesthatrealityisthesummationofwhatmostpeoplebelievetobetruebasedontheconsensusofwhatagroupofpeoplebelieveisapracticalrealityratherthanaperceivedreality.Thisconceptdoesnot try todefinerealitybutratherattempts tofindsomecommongroundinwhichpeoplecanbeinagreementwithoneanotherandinteractinapracticalway.Beyondthegeneralconsensus,sociologistsseparatepeopleintothreegroupsinregardstotheir different ideas of reality. Those three groups are Objectivists, Idealists, andMaterialists.Objectivistsbelievethattheworldhasitsownrealityseparatefromman’sperceptionandthatourperceptionhasnoeffectonthetruereality.Theymaintainthatnotacknowledgingthetruerealityof lifehas its consequences. Incontrast, Idealists, sometimescalledSubjective Idealists,believethattheirownperceptiondeterminesthetruereality.Theybelievetheycancreatetheworldinanyway they like itor inanyway it suits theirdesiresorneeds.Finally,Materialists, similar tobutdifferent thanObjectivists, believe that reality is somewhat concrete. These people believe thatrealityiscomprisedofmaterialfactsthatareestablishedandcanbeprovenscientifically.Anyonebelievingotherwisewouldbeconsidereddelusional.However,whenitcomestoconsensusreality,therearetwobasicbutopposingviews.Ontheonehand,somebelievethatsuchaviewofrealityiswrongasitdoesnottakeintoaccounttheexperiencesofeveryoneandthereforeisnotatrueconsensus.Ontheotherhand,someseeitasapracticalwayforasmallgrouptosecureawayofdealingwithcertaincommonsituationswithinasociety.ListeningScriptTakenotesofthemainpointsinthepassage.“Themindiscapableofcreatingitsownreality.Thistheoryissupportedbythefindingsthateye-witnessreportshavetraditionallyproventobeunreliable.Becauseofalackofconsensusfromwitnessesinterviewedatthesceneofcrimes,surveillancevideoisbeingusedmoreandmoretosolvecrimes.Considerthisexample:Aclerkwasworkingaloneinaconveniencestorewhenthreecustomerswalkedinandwenttodifferentlocations.Theclerkreportedseeingafourthmanwalkinbeforeherobbedthestore.Afterwardsthepolicecameandquestionedtheclerkandtheotherthreeshoppers.Whencomparingnotes,thepolicefoundthattheyhadfourdifferentversionsofthe robbery.This is due to thedifferent perspectivesof eachperson and the influenceof theirperceptionofreality.Let’stakealookatthedifferentviewsofeachwitnessandtryandunderstandwhytheysawtheeventastheydid.

Onecustomerinterviewedhadbeenatthebackofthestoreintherefrigeratedsectiongettingicecreamwhentherobberyoccurred.Heclaimsthattherewasnooneelseinthestoreatthe time when he came in and he never saw anyone else in the store. The second customerinterviewedwasstandinginthecandyisledirectlybehindtherobber.Hestatesthattherobberwassixfeettall,240pounds,woreablackmaskandwieldedagun.Heclaimsthathedidn’tseemorebecause he crashed to the floor hoping to avoid conflict with the armed robber. The thirdcustomerstoodatananglefromtherobberandstatedthathesawawomanwearingadressandhigh-heelshoes.Thiswomanhadlongblackhairandheldoutherpurseasiftopay.Therefore,hedidnot thinkhe saw theclerkbeing robbed.Andfinally theclerk stated that the robberwasayoungblackmandressedinaleatherjacketwithaknife.Whenthepoliceviewedthesurveillancetapetheyfoundthatalthoughawomanhadcomeinandpurchasedapackofcigarettes,itwastheclerkwhoactedaloneinstealingmoneyfromtheregisterandthatthereneverwasarobber.Howcouldthisbe?Well...eachcustomerwastoldthattherehadbeenarobberybyafourthpersonentering the store.As theywere separated and therefore had no collective or consensus realitybase,theirmindsfilledinthemissinginformationbasedontheirownperceptionsofreality.”QuestionSummarizethepointsmadeinthelecture,beingsuretoexplainhowtheyspecificallystrengthenspecificpointsinthereadingpassage.SampleEssayBothpassagesdiscussdifferentperceptionsofreality.TheListeninggivesanexampleofa store clerk getting robbed and the police take testimonies fromwitnesses.The professor alsosays that a surveillance video proved eye witnesses are unreliable. This example supports theReadingpassagebydemonstratingthataperson’sviewofrealitymaybesubjectiveorobjectivedependingontheirtypeofperception.Accordingtotheprofessor,oneshopperclaimtonothaveseenanyoneelseenterthestoreandsuggeststhat theclerkcommittedthethefthimself.Hesawandreportedjustwhatheactuallysawhappening.Thissupportsthereadingpassagewhichstatesthat“objectivists”believeinatruerealitybasedonwhattheyknow.Asecondcustomerclaimthathewasbehindtherobberandevendescribehimasatallmaninamaskwithagun.Heevenclaimedtohavefallen to thefloorso thathewouldnotbeseen.However,thesurveillancevideoshowedthattherewasnosuchperson.Thismanmadeupthestorytofithisownviewofreality.ThissupportwhattheReadingdescribesasthe“subjectiverealist”whobelievestheycancreatetheirownreality.Athirdcustomerclaimstoseeawomanwearingadressandhighheelswithlongblackhairholdingoutherpursewhopurchasessomethingbutdidnotseetheclerkgettingrobbed.ThissupportsthedescriptionintheReadingpassageaboutthe“materialist”viewofreality.

Rater’sCommentsThisresponseratesa5,asitcontainsthethreemainpointsfromboththeListeningandReadingpassages.Itclearlyandaccuratelystatestherelationshipsforeachmainpointthroughouttheessayastheyappearinthelisteningpassageandproperlyassociatesthemwiththemaintopicsinthereadingpassage.Eachtopicisalsodiscussedindetailaccordingtothetwopassages.Thisresponseisalsoappropriatelyorganizedandwell-developed.Itoffersdetailsfromthelecture.Forexample,thewritermentionsthedescriptionofthefemalecustomerasdescribedinthelisteningpassage.Althoughitdoessufferfromafewgrammaticalerrorsandofferslimiteduseoftransitionwordsandphrases,thewritermadeitclearthateventshappenedinacertainorder.Thewordingisgenerallyaccurateandminorerrorsdonotdetractfromreader’sunderstanding.QUESTION#1–INTEGRATEDTASKTYPE#2IntheothertypeofIntegratedTask,thereadingmaystateaproblemandaproposedsolution, while in the listening the professor will talk about what actually happened when theproposalwasput intopractice.Using the structure illustratedbelowwillenableyou tonote thedetailsaccuratelyintheordertheyappearineachpassage.Supports–“MainTopic”–OpposesReadingListeningProblem:ActualOutcome:DiscussionofPossibleSolutions:ProposedSolution:ESSAYSTRUCTUREFORTHISTYPEOFQUESTION#1Ifyourreadingpassageisinthisform,beginyouressaywithanintroductoryparagraphthat summarizes both passages and states their relationship.Write your second paragraph as asummaryofthereadingpassage.Besuretostateall thedetailsaccuratelyandintheordertheyappear in the reading. Finally, begin your third paragraphwith a statement of the relationshipbetween the reading and listening passage, and then accurately statewhatwas discussed in thelisteningpassage,intheordertheinformationappeared.NOTE: Regardless of which type you have on your TOEFL iBT, keep your essay to justsummarizing the main points and stating the relationship between the reading and listeningsections.

IMPORTANT: YouMUST state from which passage you are relating the information from.Make sure to state your source. For information from the reading passage write, “the readingstates,”andforinformationfromthelisteningpassagewrite,“inthelistening,theprofessorsays,”toindicatespecificallywheretheinformationisfrom.Ambiguousessayswilllosepoints.ExampleofIntegratedTestQuestion1Type#2

IntegratedEssay“Overbooked”

Youhave20minutestoplan,write,andreviseyourresponsetoareadingpassageandalectureonthesametopic.First,readthepassageandtakenotes.Then,listentothelectureandtakenotes.Finally, plan and write your response to the writing question. Typically, a good response willrequirethatyouwrite150–225words.

ReadingPassageReadingTime:3minutes R.L.BransonUniversityhas aproblemwith the coming semester. It appears thatsomeone in admissions has overbooked the available housing and they have eighteen morestudents coming than they have dorms or apartments. This is proving to be a challenge as themoneyhasalreadybeencollectedbytheadministrationandaddedtotheuniversity’sbudgetforthecomingsemester. Theadministratorsandbudgetarycommittee recentlycame together todiscuss thishousingproblemandtofindasolutionthatwouldworkforboththestudentsandtheuniversity.Aftersomedebate,theycameupwithseveralplans.Oneplanthatwasdiscussedwouldbetoputbunkbedsineighteenofthedormsandhavethoseroomsholdthreestudentsratherthantheusualtwo.However, thisplanwasdismissedwhen theyrealized that the local firemarshalwouldnotallowit,becauseofrulesagainstovercrowding.Anothersuggestioninvolvedhavingstudentsstayat ahotel thatwas locatednot far from theuniversity.This ideawasquicklydroppedwhen aninquiryatsomehotelsrevealedthatthecostwouldbeoveronehundreddollarsanight.Thelastideatobediscussedinvolvedtherentingofseveralhousesinapartoftowninwhichtherentwaslow and students could have rooms to themselves. This seemed like a good option as itwouldsatisfyboththeeconomicdilemmaaswellasmakethestudentshappythattheywouldhavetheirownrooms.Ultimately,thedecisionwasmadetorentfivehousesintown.Thebudgetarycommitteedidaquicksearchofavailablehousesandrentedfivefive-bedroomhousesinanareawheretherentseemedreasonable.Theideawasthatthefeespaidbythestudentswouldbemorethanthecostofrentofthehousesandthereforenotonlysolvetheuniversitieshousingproblembutbringinadditionalincomeaswell.

ListeningScriptTakenotesofthemainpointsinthepassage.“RecentlythebudgetingcommitteeofR.L.BransonUniversitydecidedtorentfivefive-bedroom houses off campus for new students to stay in. Whereas this was supposed to be asolutiontoashortageofhousing,itquicklybecameaproblem.Oneofthebiggestproblemswasthatthestudentshadprepaidforon-campusapartmentsso that theycouldeasilyget to theirclasses.Tofind rentalhousescheapenough, thebudgetingcommitteerentedhousesthatwereovertwentymilesawayfromthecampus.Thatputandaddedstrainon students tobudget their time.Because it took an extrahour to anhour and ahalf oftraveltime,studentscomplainedthattheywerelosingpreciousstudytimeandexpressedworryofhowthiswouldaffecttheirgrades.Furthermore,therewasanaddedexpensetothestudentsfortransportationtoandfromthe university. Within the first two weeks many of the students complained about the addedexpenseanddemandedthattheuniversityprovideeitherbustransportationorpayfortaxistoandfromtheuniversity. Finally,becausethecommitteechose lower-costhousing, thehouses,althoughwell-constructed, were not in safe neighborhoods. One of the houses had been broken into and astudent’slaptopcomputerhadbeenstolen.Thiswasadoublelossforthestudentasthecomputercontainedallofhisassignmentsandworkhehadbeendoing.Intheend,theissueofloststudytimewasneverresolvedandtheuniversityhadtohireprivatesecurityguardstopatrolthehouses.Inaddition,theypurchasedaminibusforthestudents’transportation.Theaddedexpenseofsecurity,transportation,andtherentofthehousescosttheuniversitymorethanthestudentshadpaidforon-campushousing.”Question:Summarizethepointsmadeinthelecture,beingsuretoexplainhowtheyspecificallychallengespecificclaimsmadeinthereadingpassage.SampleEssay Bothpassagesdiscussahousingshortagefornewstudentscoming toR.L.BransonUniversity.Theofficialshadameetinganddecidedonasolutionthattheythoughtwouldbebestforboththestudentsandtheuniversity.However,inthelisteningpassagetheprofessorsaidthattherewasabigproblemwiththatsolutionbecausemanyofthestudentscomplainedanditcosttheuniversitymore.ThereadingpassagesstatedthatR.L.Universityhadaproblemwithnotenoughhouses

forstudentswhoalreadypaidforapartmentsoncampus.Theyhadameetingaboutwhattodo.Somesuggestthattheyputextrabedsintheexistingdorms,butthatwasproblemforfire.Theyalsotalkaboutrentinghotelroomsforstudents,butthatwasbadtoobecauseitcosts$100anightandwastoomuchmoney.Thentheydecidetorentinghousesoffcampusthatwouldbecheapfortheuniversitybutwouldgiveeachstudenttheirownroomandmakethemhappy.Inthelisteningpassagetheprofessorsaysthatthestudentslivinginthehousesawayfromtheuniversitydidn’tlikeitatall.Onethingthestudentscomplainedaboutwasthattheyhadpaidforapartmentsattheuniversityandthesehousestheywereatarefarawayandittakesalongtimeto get to travel. They said that this hurts thembecause they have less time to study.Also, thestudentshadtopayfortheirowntransportationthatwasnotexpected.Andlast,thestudentshadaproblemwith security andonepersonevenhada computer stolen. In conclusion, theprofessorsaidthattheuniversityhadtohiresecurityandbuyabusfortransportation,buttherewasstillaproblemwithnotenoughtimetostudy.Rater’sComments This responsewould likely rate a 5 because it effectively and accurately states therelationship between both passages. The essay is also well-structured with an introductoryparagraph followedby a summary of the reading passage, listening passage, and endingwith asuccinctconclusion.Thestudentalsoaccuratelystateddetailsfromboththereadingandlisteningpassagessuchas thehotel roomscosting$100anight (Reading)andabout thecomputerbeingstolen(Listening).Thisessayalsoclearlystateswhatpassagetheinformationcamefromandusedtransition words and phrases to make a clear transition of ideas. Although there are severalgrammaticalerrorsthroughoutthisessay,theyarenotsobadthattheydetractfromunderstanding.IndependentTask(Question#2)TheIndependentWritingTaskconsistsofonequestionthatrequiresyoutoeithermakeachoice between two options or to state whether or not you agree with a given statement. Youshouldmakeanoutlineofyourbasicideasfirstandthenwriteafive-paragraphessaythatstatesyour choice or your position on the statement, followed by your reasons for making yourstatement. Support your reasons with examples and details. Be sure to use related reasons,examples,anddetailstosupportyourresponse.Youmustuseconnectionphrasestoconnectyourideas.Thesuggestedlengthforthistaskis300+words.Youwillhave30minutestowriteyourresponse.ELEMENTSOFAHIGH-SCORINGESSAY1.YouressayanswersthequestionandiswritteninEnglish.2.Youressayisclearlyorganized,coherent,andflowswell.3.Yourthesisstatementissupportedbyrelevantreasons,examples,anddetails.4.Yourparagraphsaresufficientlydeveloped.

5.YouressaydemonstratesproperuseofEnglishgrammarandworduse(vocabulary).6.Youressayisatleast300wordsinlength.ESSAYSTRUCTURE Writing an essay can bemade easier by following a particular structure.The fiveparagraphstructurewillhelpyoutoorganizeyourideasinaclearandintelligiblemanner.Itwillalsohelpyoutocontrolyourgrammarifyoudon’tyethavegreatgrammarskills.Thisstructurewillalsolookfamiliarasitisoneofthemostcommonstructuresusedinmostwritingassignments.Therearethreepartstoafive-paragraphessay:1.OneINTRODUCTORYparagraph inwhichyouwill stateyour thesis (position) followedbyyourthreesupportingreasons.Keepinmindthatthisisan“introductory”paragraph.NOTE:Youdonotgointodetailinthisparagraph.2. Three BODY paragraphs: each beginningwith one of your reasons, followed by supportingdetailsandexamples.3.OneCONCLUDINGparagraphthatrestatesyourthesisstatementandsummarizesyouressay.STRUCTURE:THEFIVE-PARAGRAPHESSAYTheeasiestwaytoreceiveahighscoreonyouressayistofollowaprovenstructure.Byfollowingguidelinesyoucancontrolyourgrammarandbesuretoansweralltherequiredelementsappropriately.Thefive-paragraphessayisoneofthemostcommonstructuresthatyouwillusewhileattendingacollegeoruniversity.Thisstructureconsistsofoneintroductoryparagraphthatstatesyourthesisstatement,orpositiononanissue,followedbythreereasonsthatsupportyourthesis.Your introductory paragraph is followed by three body paragraphs that state each reason andsupport that reason with relevant details and examples. The essay is completed using oneconcludingparagraphthatsimplyrestatesyourthesisandsummarizesyourreasons.Besuretouseconnectionwordsandphrasestoconnectyourbodyparagraphsbacktoyourthesisstatement.GENERALOUTLINESTRUCTUREFORQUESTION#2Maybeyouhavenotusedanoutlinebefore.Maybeyouhaven’thadto.Regardless,youWILLuseoutlineswhenwritingnow.Youroutlineistheplanthatyouressaywillfollow.Itgivesstructure to your essay before you even begin to write. A proper outline makes writing more

coherentandeasiertounderstand.Essaysthatflowwellandareeasytounderstanddon’tonlygethighscoresontheTOEFLiBT,butalsofromyourprofessorsattheuniversity.Youmaythinkthatwritinganoutlinetakestoomuchtime,andtakesawayfromyouressay writing time. I can tell you for certain that it only seems that way. Althoughwriting anoutlinemay use about 1/3 of your time, your essaywill be betterwritten using a pre-plannedstructure rather thanwithout anoutline.Brainstorming foryouroutlineenablesyou to thinkofrelatedideasfaster,andmakesiteasytoseeiftheyaretrulyrelated.Onceyouhaveanoutline,allyouhavetodoissimplyturntheideasintosentencesjoinedbyappropriateconnectionwordsandphrases.Incontrast,ifyoubeginwritingwithoutanoutlineandcreatethingsasyougo,youressaywill likelywanderwithout coherency or direction.With only 30minutes, you cannot afford tostrayoffcourse.Inthisscenario,youwilllikelyrereadyouressayseveraltimesasyouwriteittoseeifitmakessenseandthendoacompleterewritewhenyoufindthatitdoesn’tmakesense.Notusinganoutlinetakesmuchlonger,islessproductive,andproducesfarmoreerrors.Thesimplefactisthis—thosestudentswhomakeoutlinesreceivehigherscoresoverallthanthosewhodon’t.ThereforetheTOEFLMasterstronglysuggeststhatyoumakeanoutline.MAKINGANOUTLINE

Ok,sohowdoyoumakeanoutline?Forthisquestionyoushouldmakeanoutlinestatingyourthesisofwhetherornotyouagreewiththestatementgiveninthequestion,oryourchoiceofferedinthequestion.Youshouldback up your responsewith three reasons, which use related details and examples for support.Finally, you should end with a conclusion that summarizes your essay. Making an outlineorganizes your thoughts and helps you towrite amore comprehensive essay.Use the structurebelowtomakeanoutline.

Tomakethistaskeasy,simplyfollowthestructurepresentedbelow.SampleQuestion:Somestudentsbelievethatitisbettertostudyabroadwhileothersthinkitisbettertostudyatauniversityclosetotheirhome.Whichdoyouthinkisbetter?Givereasonsanddetailstosupportyourresponse.NOTE:Yourthesisstatementiswhereyoustatewhetheryouagreeordisagreewiththestatementintheprompt—orstatewhichchoiceyoubelieveis“better.”

EXAMPLEOFOUTLINE:Thesis–studyabroadReason1–learnaboutanothercultureDetail–“global”marketExample–helpsinbusinessReason2–independence/responsibilityDetail–needtomanageownlifeExample–schedulingtimeandbudgetingmoneyReason3–selfconfidenceDetail–overcomefearExample–neverawayfromhomebeforeRememberthatthisisjustanoutline.Thisisonlyalistofbasicideastowriteabout.Donotwritelongsentenceshere.Onlywritethemaintopicsthatyouwillwriteabout.Youwilltypeoutyourcompletethoughtsinyouressay.WRITINGANINTRODUCTORYPARAGRAPHStep1:PickaSideorStateYourPositionTheintroductoryparagraphiswhereyoumuststateyourthesisandintroducethethreereasons youhave that support it.The bestway towrite an introductory paragraph is to choosewhatyouaregoing towriteabout first.As the first criteria forgettingahigh score is thatyouanswerthequestion,useyouroutlinetoguideyourfirstsentenceinawaythatleavesnodoubtthatyouhaveansweredthequestion.Beginyourthesisstatementwithphrasessuchas“inmyopinion”or“Ibelieveitisbest.”Step2:SupportYourThesiswithReasonsFollowyourthesisstatement,meaningyourpositiononthetopic,withthreereasonsthatsupport your belief. Be sure to use connection words and phrases such as “one reason,”“additionally,” “furthermore,” “moreover,” and “finally” to connect your reasons to your mainthesis.NOTE: Be sure to offer related reasons to the topic.Also, doNOT go into detail about yourreasonsinyourintroductoryparagraph,andNEVERrepeatthepromptword-for-word.WRITINGYOURBODYPARAGRAPHSBodyparagraphsarewhereyougettoexpressyourideasfullybypresentingyourreasons

supported by details and examples. The first sentence in a body paragraph is called the topicsentence.Yourtopicsentenceshouldprovideaconnectiontothemaintopicwhileclearlystatingthe main idea of the new paragraph. Use connection words or phrases to connect your topicsentencetothepreviousparagraphtogiveyouressayasenseofcontinuity.

ConnectionWords&Phrases

FirstSecondThirdFinally

MoreoverOnereasonAdditionallyAnotherreasonFurthermoreBodyparagraphshavethreeessentialparts:Reasons,examples,anddetails.Or,whatIcall“paintitRED”Eachbodyparagraphmustbeginwiththetopicthatyouarediscussingfollowedbyexampleanddetailsentencesthatsupportyourtopic.Inotherwords,thefirstsentencestateswhatyouthinkaboutthemainideaofthequestion.Yoursecondsentencegivessomedescription,ordetailthatexplainsalittlemoreaboutyourreason.Andfinally,youwillgive an example that illustrates the meaning of your reason so that the reader has a betterunderstandingofwhatyoumean.Eachbodyparagraphwilldiscussonlyoneofyourreasonsandmustbesupportedbydetailsandexamplesthatfullyexplainthatreason. Onceyouhavewrittenyour topicstatement,youmustsupport itwithexamplesanddetails.TheTOEFLMasterhasfoundthatitiseasiertofollowthetopicstatementwithadetailstatement.Your details should be specific to the topic and state your positions ofwhether youagreeordisagreewiththemaintopic,orofwhichchoiceyoubelieveis“better,”dependingonthequestiontype.UseSUPPORTINGexamplestobackupyourreasonandtoconvincethereaderthatyourpointofviewisthecorrectone.Theseexamplesprovideevidencethatsupportsyourpointand states why your reason is important to you. These examples may also draw comparisonsbetweenoneopinion,oronewayofdoing thingswithanother.Make sure thatyourposition isclearwhengivingexamplesandthatyourexamplesarerelatedtothemaintopic.WRITINGYOURCONCLUDINGPARAGRAPHTheconcludingparagraphisbasicallyasummaryofyouressay.Itrestatesyourbeliefsanddrawsthe informationinyouressaytoaclose.Withoutaconcludingparagraph,youressay

may leave the reader wondering if something ismissing or that the essay is incomplete. Yourconclusionneeds tohaveonlyoneor twosentences thatrepeatyourreasonsandstatewhyyouropinioniscorrect.Tomakeitclearthatyouarewritingaconclusionparagraph,usetransitionssuchasthefollowing:

AsthisessayhasdemonstratedTosumupInconclusionAsI’vestatedUltimatelySAMPLEESSAY:Usingthepreviousquestionandoutline,thecorrespondingessayshouldreadsomethinglikethis:SampleQuestion:Somestudentsbelievethatitisbettertostudyabroadwhileothersthinkitisbettertostudyatauniversityclosetotheirhome.Whichdoyouthinkisbetter?Givereasonsanddetailstosupportyourresponse. Although attending a university close to homemay bemore convenient and lessexpensive,IbelieveitisbetterforstudentstostudyinanothercountryliketheUnitedStates.Thefactisthattheworldisgettingsmallerandweneedtoknowmoreaboutotherculturestosurviveeconomically.Studentsalsoneedtobecomemoreindependentiftheyaretobecomeadultsabletohandletheirresponsibilities.Andfinally,althoughI’vetraveledtoEuropeonasummerexchangeprogram,I’veneverreallybeenonmyown,soI’llhavetoovercomethefearoflivingawayfromhome. This is a fear that I believemany students don’t think aboutwhen planning to attend auniversity. With the inventionof the Internet and translatorprogramsmakingcommunicationbetween people of distant countries easier andmaking international commercemore andmorecommon, I believe it is a good idea to become familiarwith other cultures.As theworld getssmaller, it is inevitable that studentswill at somepointneed tohavedealingswithpeople fromother countries. Surely, it is important thatwe understand the culture of others so thatwe canworkwith themwithout conflict ormisunderstandings.By studying in theUnitedStates, Iwillmeetmanypeoplefromallaroundtheworldandwillbeabletolearnmuchabouttheirculture.Besides learning about other cultures, students also need to learn to bemore independent andresponsible.Whilelivingathome,ourparentspayourbills,giveusaroomtolivein,andfoodtoeat.While livingaway fromhomeat auniversity, studentsmust learnhow tobudget theirownfinances,cleanupafterthemselves,andscheduletheirowntime.Therewillbenoonetotellthemitistimetogotoclassortocleanuptheirroom,sotheywillhavetodothat.Ifastudentlivesinanapartment,theywillhavetopaythebillsormayfindtheyhavenoelectricity. Finally,bystudying inanothercountryawayfromtheirhome,studentswillhave to

overcome certain fears.We live in a comfort zone surrounded by the safety of our family andfriends.Theygiveusconfidenceandsupportwhenthingsdon’tgowell.Ourroomisasafeplacefilledwithfamiliarthingsandthatgivesuscomfortaswell.Leavingallthatisfamiliartouscanbequitescary,butitisnecessarytoovercomethisfearinordertogrowandbecomeanadult.Ihavepersonallyneverbeenawayfrommyhome,andyetIamfacingmyfearsandalreadyIfeelstrongerforit. Ultimately, I believe that learning about other cultures, gaining independence andresponsibility,andovercomingpersonalfearsarethefruitsofstudyingabroadthatmakeusmoreresponsibleandrespectablepeople.Rater’sComments—Scoreof5Whatmakesthisahighscoringessay?Thefirstparagraph(introduction)clearlychoosesasideastowhichchoicethewriterbelievesisbetter.Italsointroducesthereasonsthatsupportthe writer’s views. The following three paragraphs (body) restate the reasons given in theintroductionandgive supportingdetails andexamples foreach.The lastparagraph (conclusion)restatesthereasonsandtiesthemalltogetherwiththequestion.Beyondthebasicstructure,thisessayiswell-developed,unified,andcoherent.Italsouses a variety of sentence structures including compound sentences, idiomatic phrases, andprepositional phrases.Although it doesn’t use high-level vocabulary, theword choice is correctthroughout.Thisessay isalsoofsufficient length.ATOEFLiBTessaymustbeaminimumof300words.Withoutbeing“wordy”orredundant,thisessayis474words.Althoughastudentisn’tnecessarily penalized for a shorter essay, it is difficult to fully develop your ideaswith too fewwords,andforthatatesttakermaybepenalized.Shortessayswilllikelynotscoreaswell.SCORINGTHEWRITINGSECTIONYourwrittenresponseswillgotoETS’sOnlineScoringNetwork.Theseresponsesarescoredby2–4certifiedgraderson a scoreof0–5according to the rubricused for theWritingSection.TheaverageofthetwowritingscoresisthenconvertedtoaTOEFLscaled-scoreof0–30.WRITINGSCORETRANSLATION

HolisticScoreTOEFLScore5.0304.5284.0253.5223.020

2.5172.0141.5111.0800Theholisticscoreistheaverageofscoresfrombothessays.Forexample,ifyourfirstessayscoresa3andyoursecondscoresa4,yourholisticscorewillbe3.5makingyourTOEFLscore22.FortheOfficialETSWritingSectionRubricgoto:

http://www.ets.org/Media/Tests/TOEFL/pdf/Writing_Rubrics.pdfWHATTHERUBRICMEANSINSIMPLELANGUAGE Youmustanswer thefirstquestionbyclearlyandaccuratelystating therelationshipbetween the two passages using your notes to summarize the information from both passagesaccuratelyandintheorderitappearsinthelisteningpassage.Youmustalsouseconnectionwordsand phrases to join your ideas, and youmust use proper grammar and vocabulary. YoumustanswerthequestioninEnglishONLY.Youmustanswerthesecondquestionbystatingeitheryourchoiceoryourpositiononthegiven statement clearly.Your essaymust bewell-organized, coherent, andmust flow naturally.You must support your thesis with reasons, and those reasons must be well-developed usingrelevantexamplesanddetails.Furthermore,youmustuseconnectionwordsandphrases to joinyour ideas, and use proper grammar and vocabulary. Youmust answer the second question inEnglishONLY.REMEMBER:Thegradersknowthatthisisessentiallyaroughdraft,soitisacceptabletohavesomespellingandgrammarmistakesinyouressay,butoverallintelligibilitymustremainhigh.ULTIMATELYMasteringtheseskillstakesdevotionandlotsofpracticetodothemwell.EveryEnglish- speaking person has to practice continually in order to read, listen, speak, and writecorrectly.Even so,mostpeople are still terrible at it.That iswhy there are so fewwell-knownpeoplewhogivegoodspeeches,writegoodbooks,orgivegoodcommentary(whichrequiresbothlisteningandspeakingskills).However,itisn’treallydifficultatall.Ifyoupracticethesesimpleexercises and use them in your everyday life, you will be understood as an “effectivecommunicator.”

Remember:Effectivecommunicationis

POWER!!!

TOEFLWritingSectionProgressReportStudent’sName:_____________________________Date:___________________Usethisformtotrackyourabilitytoanswercertainquestiontypes.Test#123456(CircleOne)QuestionTypeQuestion1-IntegratedTask____NumberofWords____Question2-IndependentTask____NumberofWords____

RubricSummary:AnswerthesequestionwithYes(Y)orNo(N)DidyouwritetheessaysinEnglish_____Didyouanswerthequestionclearly(withaclearthesis)_____Didyouhaveanappropriatestructure_____Didyouuserelevantreasonsanddetails_____Didyouuseappropriatetransitionandconnectionwords_____Didyouusepropergrammarandvocabulary_____Didyoumeetthelengthrequirements_____

PartIII:Resources

Chapter10:BasicGrammarChapter11:AnswerstoExercisesChapter12:CommonlyAskedQuestions

Chapter10–BasicGrammarThissectionisnotintendedtofulfillallofyourgrammarneeds,butrathersimplytogiveafewpointersonhowtoconstructsentencesintheAmerican-Englishstyle.Moststudentsworryaboutalltheadvancedgrammar,butitiswiththelittlethingsthattheymakethemostmistakes.Forinstance,simpleconjugations,verbforms,andverbtenseschallengenon-nativespeakers.Thischapterwillgivehelpfultipsonbasicandcomplexsentencestructuresthatyoucanusetowriteeffectiveessays.Therearethreeareasofgrammarthatmostofmystudentshavestruggledwithovertheyearsthemost:VERBS,PREPOSITIONS,andTRANSITIONALPHRASES.Firstofall,ingeneral,AmericanEnglishhastheoppositestructureofmostlanguagesintheworldbecauseAmericanEnglishispresentedprimarilyintheactivevoiceascomparedtothepassivevoicestructure.Tospeakandwriteintheactivevoice,thestructureissimple:Subject–Verb–Object.Example of the active voice structure: “Johnny took his bicycle to school and locked it upoutside.”Example of the passive voice structure: “The bicyclewas taken to school and locked up byJohnny.”Or,“Johnny’sbicyclewastakentoschoolandlockedupbyhim.”Althoughthesesentencesmayseemtopresentthesameinformation,theyareslightlydifferent in meaning. First of all, the first sentence makes it clear that the bicycle belongs toJohnny,whiletheownershipofthebicycleinthesecondsentenceisundetermined.AlthoughthethirdsentencedoesclarifythatthebicyclebelongstoJohnny,itisstillinthepassivevoice.ThegradersforETSpreferessayswrittenintheactivevoice.Therefore,thissectionwillhelp you to understandbasic sentence structures thatwill enable you to speak andwrite in theactivevoice.Belowisatableofthetenmostcommonverbconstructionsintheactivevoice.BareInfinitive–Formofverbwithouttheverb“to”infrontofit.i.e.–work,play,jumpPresentparticiple–Formofverbwiththe“ing”ending.i.e.–working,playing,jumpingPastParticiple–Formofverbwiththe“ed”ending.i.e.–worked,played,jumpedVerbTensesAuxiliariesVerbFormsSimplePresentdo/doesBareInfinitivePresentContinuousam/is/arePresent

ParticiplePresentPerfecthave/hasPastParticiplePresentPerfectContinuoushave/hasbeenPresentParticipleSimplePastdidBareInfinitivePastContinuouswas/werePresentParticiplePastPerfecthadPastParticiplePastPerfectContinuoushadbeenPresentParticipleSimplePresentof“tobe”amBareInfinitiveSimplePastof“tobe”wasBareInfinitiveCONJUGATIONSTherearetwobasicverbtypes:the“tobe”verb,andverbsotherthantheverb“tobe.”THE“TOBE”VERBThesimplepresentofthe“tobe”verbisconjugatedintheactivevoiceasfollows:WithoutContractionWithContractionsIamI’mYouareYou’reHeisHe’sSheisShe’sItisIt’sWeareWe’reTheyareThey’reNOTICEthat theverbchangesfor“he,she,andit.”Theyareconsideredthirdpersonsingular.Regularverbsotherthantheverb“tobe”arenotedbyonecommonfeature.Following“he,she,andit”theyusetheending“s.”REGULARVERBSOTHERTHAN“TOBE”Thesimplepresentofallotherverbsareconjugatedintheactivevoiceasfollows:IworkIplayIsleepYouworkYouplayYousleepHeworksHeplaysHesleeps

SheworksSheplaysShesleepsItworksItplaysItsleepsWeworkWeworkWesleepTheyworkTheyworkTheysleepNOTICEthatthesingularformoftheverbendsin"s".Verbsotherthan“tobe”formquestionsandnegativestatementsusingtheauxiliaryverb“do.”Theseverbsareconjugatedaslistedbelow,usingtheregularverb“towork”:ConjugationExampleQuestionExampleNegativeStatementIdoworkDoIwork?Idonotwork.YoudoworkDoyouwork?Youdonotwork.HedoesworkDoeshework?Hedoesnotwork.ShedoesworkDoesshework?Shedoesnotwork.ItdoesworkDoesitwork?Itdoesnotwork.WedoworkDowework?Wedonotwork.TheydoworkDotheywork?Theydonotwork.BASICSENTENCESTRUCTURESTherearesixbasicsentencestructuresintheactivevoice.Thedifferentverbformsandtensesaregivenintheexamplesasfollows(inthiscase,usingtheverb“tobe”):AffirmativeStatementIamready.Youareready.Heisready.Sheisready.Itisready.Weareready.Theyareready.QuestionAmIready?Areyouready?Isheready?Issheready?Isitready?Areweready?Aretheyready?NegativeStatementIamnotready.Youarenotready?Heisnotready?Sheisnotready?Itisnotready?Wearenotready?Theyarenotready?NegativeQuestionAmInottired?Areyounotready?Ishenotready?Isshenotready?Isitnotready?Arewenotready?Aretheynotready?NegativeQuestionwithContraction

AmInotready?Aren’tyouready?Isn’theready?Isn’tsheready?Isn’titready?Aren’tweready?Aren’ttheyready?NegativeQuestionwithTagQuestionIamready,amInot?Youareready,aren’tyou?Heisready,isn’the?Sheisready,isn’tshe?Itisready,isn’tit?Weareready,aren’twe?Theyareready,aren’tthey?COMMONGRAMMATICALERRORSInmysix-monthgrammarclass,studentsarealwaystryingtogetmytohelpthemwiththe most complicated parts of grammar. They think that learning the most complex parts ofgrammarwillmakethembetterspeakersandwriters.Butthetruthisthatitisthebasicsinwhichpeoplemakethemostmistakes:Thingslikesubject/verbagreement,subject/pronounagreement,pronoun ambiguity, using proper prepositions, joining sentences (clauses), and using the properpunctuation.ThesecommonerrorscandestroyaTOEFLscore,solet’sgetstartedoncorrectingthem.SUBJECT/VERBAGREEMENTThe first and most common problem is subject/verb agreement. The rule for this is simple:Singularwithsingular—pluralwithplural.Inotherwords,ifthesubjectissingularyoumustusethesingularformoftheverb.Conversely,ifthesubjectisplural,youmustusethepluralformoftheverb.Incorrect:Myfriendswasvisitingmeovertheweekend.Correct:Myfriendswerevisitingmeovertheweekend.Itmayhelpyoutoknowthedifferentsingularandpluralverbs.Singular(I)ThirdPersonSingular(he,she,it,who)Plural(we,they,you)amisaredodoesdodiddiddidwaswaswerehavehashaveWhenactingasawhole,somesubjectsseempluralbecausetheyaremadeupofmanypeople,butalsotakeasingularverb:

familyaudienceTheUnitedStates(oranyothercountry)groupjuryteamcongregation*Eachofthesesubjectsaboveusuallyusetheverbis.Manypronounsalsomusttakeasingularverb:eitheranyoneneithernoonenonesomeoneeacheveryoneone*Eachofthesepronounsabovealwaysusetheverbis.Alittleknownruleforverbagreementiswiththeuseofthewords“or”and“nor.”Thisruleisalsosimple:Whenthesubjectfollowing“or”or“nor”issingular,theverbissingular.Whenthesubjectfollowing“or”or“nor”isplural,theverbisplural.i.e.–Eitheroneappleortwopearsareneededtomakethepie.Eithertwoapplesoronepearisneededtomakethepie.Neitheroneapplenortwopearsareneededtomakethepie.Neithertwoapplesnoronepearisneededtomakethepie.Anotherrulefor“or”and“nor”istheirrelationshipto“neither”and“nor.”Either...or-neither...nor.Aneasywaytorememberthisruleisbythinkingthattheygotogetherlikepairsofshoesandgloves.Youwouldn’tputagloveononehandandashoeontheother,wouldyou?So,sentencesmustread:neither...nor...oreither...or...Thisisasimplerule,but

isoftenconfused.Pluralsubjectsoftenendintheletter“s,”butsubjectsmayalsobemadepluralbyusingtheword“and”tojointhem.i.e.–BobandTomaremybestfriends.Inthissentence,“BobandTom”isconsideredacompoundsubject,whichmakesitplural.Compoundsubjectsalwaysuseapluralverb.NOTE:WhenandisusedintheNAMEofsomethingsuchas"peachesandcream",or"WarandPeace",or"Jones,Smith,andJohnson"isitconsideredsingular.PRONOUNAGREEMENTTheruleforpronounagreementwiththeirsubjectsissimple:singularwithsingularandpluralwithplural.Incorrect:Everyoneintheroombelievedtheiranswerwasthebestone.Incorrect:Everyoneintheroombelievedtheiranswerswerethebestones.Correct:Everyoneintheroombelievedhisorheranswerwasthebestone.PRONOUNAMBIGUITYPronounambiguityoccurswhenitisuncleartowhichsubjectthepronounisreferring.This error is very commonwhen speaking or writing in English. Therefore, when speaking orwritingbesure toconsideryouraudience.Keep inmind thatpeopledonotknowwhatyouarethinking,sobecarefulwhendiscussingtwosubjectsthatarerelatingtoeachother.Incorrect:Afterwaitingthreelongdays,thepostmantoldthecustomerthatheshouldbegettinghismail.Question:Whoshouldbegetting“his”mail—thepostmanorthecustomer?Whoknows?Thesentenceisambiguous.Correct:Afterwaitingthreelongdays,thepostmantoldthecustomer,“Youshouldbereceivingyourmail.”PASSIVEVOICEAmericanEnglishistheoppositeofmanylanguagesintheworldwherepeoplespeakandwriteinthepassivevoice.WhenspeakingandwritinginEnglish(especiallyontheTOEFL),itisbesttopresenttheinformationintheactivevoice.Thestructurefortheactivevoiceissimple:Subject–Verb–Object.PassiveVoice:TheTOEFLiBTwastakenbyhim.

ActiveVoice:HetooktheTOEFLiBT.PassiveVoice:Byattendingauniversitywebecomebetterpreparedtoliveasuccessfullife.ActiveVoice:Webecomebetterpreparedtoliveasuccessfullifebyattendingauniversity.WORDINESSWordinesstypicallyoccurswhenwetrytoexplainmorethanisnecessaryusingrepetitivephrasesunnecessarily.Incorrect:Whiletakingthetest,Ikepthearingpeopletalking,whichdisturbedmewhileIwastakingthetest.Correct:Thepeopletalkingduringthetestdisturbedme.PUNCTUATIONANDCAPITALIZATIONThefirstwordofasentencealwaysbeginswithacapitalletter.Also,propernounssuchasnamesofpeople,businesses,andcountriesallbeginwithacapitalletter.Sentencesusuallyendinoneofthreetypesofpunctuation.Period(.)–Ageneralstatementendsinaperiod.QuestionMark(?)–Aquestionendsinaquestionmark.ExclamationPoint(!)–Anemphaticstatementendsinanexclamationmark.NOTE:Rememberthatasentencecontainsasubject,verb,andanobject.Keepyoursentencesshort,tothepoint,andintheactivevoice.

Chapter11–AnswersEXPLANATIONS OF ANSWERS FOR THE READINGEXERCISESSimplifyingSentences1.Theelectronicsofacellularphone,adevicethatmostpeoplebelieveisamoderninvention,areactuallyatechnologythatwasfirstpatentedin1890byNicolaTesla.2.Gustavo,whoisbestknownforhishonestyandabilitiestosettleargumentsfairly,wascalledtohelpendadisputebetweentworivalgroupswhowerefightingoncampus.3.Aftermakingover2,000attemptsatcreatingaviablemonofilament,ThomasEdison,famedAmericaninventor,discoveredamonofilamentthatmadethemodernlightbulbpractical.

4.TheSpaceShuttleorbiterresemblesaconventionalaircraft;withdouble-deltawingsswept81°attheinnerleadingedgeand45°attheouterleadingedge.5.Althoughtimetravelhasbeenacommonplotdeviceinsciencefictionsincethelatenineteenthcentury,itiscurrentlyunknownwhetherthelawsofphysicswouldallowtimetravelintothepast.6.Thenatureofart, and related concepts such as creativity and interpretation, is explored in abranchofphilosophyknownasaesthetics.7.Theterm“culture,”whichoriginallymeantthecultivationofthesoulormind,acquiresmostofits later modernmeanings in the writings of the eighteenth-century German thinkers, who onvariouslevelsdevelopingRousseau’scriticismofmodernliberalismandEnlightenment.8.Bymiddleandhighschool,thesocialstudiescurriculum,consistingofcoursesontheAmericanColonial Era, the American Civil War, Early Western Expansion, and Americanism vs.Communism,becomesmorediscipline-basedandcontent-specific.9. In the early twentieth century, geneticswas integratedwithDarwin’s theory of evolution bynaturalselectionthroughthedisciplineofpopulationgenetics.10.Althoughnotthefirsttobuildandflyexperimentalaircraft,theWrightbrotherswerethefirsttoinventaircraftcontrolsthatmadefixed-wingpoweredflightpossiblebyinventingandbuildingheworld'sfirstsuccessfulairplaneandmakingthefirstcontrolled,poweredandsustainedheavier-than-airhumanflight,on17December1903.DifficultVocabulary1.Charliewasaroughriderandanononsensekindoffellaknownforblazing(doingsomethingto) the trail (area) betweenColorado andOregon, an area known to bewild and populated byIndians.2.Althoughthegreytimberwolfisamonogamouscreaturethattakesonlyonemate(something)forlife,itisananimalthatlivesandhuntsinapack(something).3.BythetimeIrealizedthatIhadleftmywalletathomeonmydresser,Ihadalreadyeatenmydinneratanexpensive(somekindof)restaurant.4. Many scholars (people) dispute the origin (beginning) of the Christian Bible because thefamiliarstoriestoldinmanyotherculturesseemtopredate(dosomethingto)thosetoldintheOldTestament.

5.OneofthebesttimesI’veeverhadwaswhenItookmybestfriendtoacarnival(some-thing)wherewerodemanyfunandexhilaratingridesallnight.6.Rice,threebagsfull,whichwasallthatIcouldcarryinmyarms,wasmymainstapleoffoodandwasallIhadtoeatafterthestormwipedoutmostofmyhometown.7.Avatarsinnon-gamingonlineworldsareusedastwo-orthree-dimensionalhumanorfantasticrepresentations of a person’s “inworld” self by allowing the player to choose body and facialcharacteristicsaswellasdifferentclothingstyles.8.AfterWorldWarII,especiallyinNorthAmerica, therewasaboomingeneralaviation,bothprivate and commercial, as thousands of pilots were released frommilitary service and manyinexpensivewar-surplustransportandtrainingaircraftbecameavailable.9.AlthoughCharles came from an aristocratic (some kind of) family of gentlemen, hewas sohaughtythathebecameanembarrassmentforhiscontemptuousattitude.10.When thecorporationwent intobankruptcy, Jerrybecame the fallguyasexecutives of thecompanysoughtsomeonetoplacetheblame(Jerry)fortheirfinancialfailure.DirectionWords1.Dharmareallylikestheuniversitythatshejustreceivedanacceptanceletterfrom.However,thefirstuniversitythatacceptedherisofferingamuchbetterscholarship.2. Theresawill study all of her general courses first, and thenshewill go on to study for hermajor.3.OneofthemainreasonsJeremychosetoattendSheffieldCollegeisthathehasfamilywholivenearby.Additionally,thelowtuitionfeewasafactor.4.All studentsmust turn in their assignments by the end of today’s class andpick up the newworkbookthatgoeswiththenextchapterinyourtextbook.5.Theresawasgoingtoattendtheseminarovertheweekend,butshewasnotabletogetherticketintime.6.Jonathanhadpreviouslylivedintheuniversitydorm,butnowhelivesinhisownapartment.7.AlthoughPhoenixhadneverbeentoPittsburgh,hefeltasthoughheknewthecity.

8. Sherri had previously taken the same course on the history of European politics and / so /thereforesoknewwhattoexpectthistimearound.9.Eddiewasdisappointedbecausehereallywantedtogotouniversityinthespring,buthedidn’tcompletehisapplicationandhaveitsubmittedontime.10.Lesliereallywantstomajorinmathematicalsciences.Furthermore,shefeelsthatadegreeinengineeringwouldprobablyhelphertogetabetterpayingjobaftershegraduated.

EXPLANATIONSOFANSWERSFORTHEREADINGSAMPLETESTSREADINGPRACTICETESTS

TheMedicineTree1.D(REFERENCE):Thereference“theplant”isusedasapronounandreferstothePapayatreementionedintheprevioussentence.2. C (NEGATIVE DETAIL): In paragraph 2 “amino acids,” “iron,” and “calcium” are allmentionedinthesecondsentence.ChoiceCalterstheinformationfromthepassage.3. B (PARAPHRASE): ChoiceA changes themeaning of the highlighted sentence. Choice Cstatestheoppositeofthehighlightedsentenceregardingtheeatingofpapaya.InchoiceDthereisnomentionofmoneyinthehighlightedsentence.4.A(VOCABULARYINCONTEXT):Theclueinthepassageisthatit“tastesverygood”fromthesamesentence.5. C (TRUE): Choice A is the opposite of what is stated in the passage. Choice B is notmentioned.ChoiceDisalsonotmentioned.6.C(DETAIL):ChoiceAusesextremelanguagenotusedinthepassageandisalsoaltered.Thepassage states that the leaves are the most valuable part of the plant. Choice B uses alteredinformation, as thepassage states that the leaves contain15 timesmoreprotein than ripe fruit.ChoiceDalsoaltersinformationasthepassagestatesthatbetacaroteneislostduetooxidation.7.D(REFERENCE):Theword“it” refers to“theskinof thefruit” thatwas thesubjectof theprevioussentence.Askyourself,“Whatcanonemaketasty?”8.C(DETAIL):Theclueinthepassageisthefirstsentenceofparagraph6thatclearlystatestheseedscontaining“over24percent.”9.A(INFERENCE):Paragraph6statesthatfoxglovehasa“calmingeffectonmuscles,”whichisindicatedinchoiceA.ChoiceBisextreme.ChoiceCisnotmentioned,andchoiceDiswrongbecausethepassagestatesonlythatfoxgloveissimilartocarpaine.10.B(RHETORICALPURPOSE):ChoiceA iswrongbecause thesentencedoesnotmentionfoxglove.Nothing is stated about the amount that should be taken, therefore Choice C is alsowrong.There isnothingmentionedregarding the requirementofaprescription, soChoiceD is

wrong.11. C (SENTENCE INSERTION): The clue here is that “relieving a cough” is related to thebronchus,whichisapartofthelungs.12.– 15. 1, 5—4, 6, 7 (INFORMATIONORGANIZATION—TABLE): Choices 1 and 5 arestatedinrelationshiptoripefruitinparagraph2.Choices4,6,and8arestatedinrelationshiptogreenfruitinparagraph3.Choice2isnotmentioned,andChoice3isextreme.

AmericanRevolution16.D(VOCABULARYINCONTEXT):Theclueinthepassagecomesfromthewords“from”and“tobecome”inthesamesentenceasthehighlightedword.17.A(INFERENCE):TheclueisthattheBritishsentthemtore-imposedirectrule.ChoiceBistheoppositeofwhatisstatedinthepassage.ChoiceCisnotstatedinthepassage.ChoiceDisalsonotstatedinthepassage.18.C(VOCABULARYINCONTEXT):Theclues in thepassageare“against theBritish”and“RevolutionaryWar.”19.B(REFERENCE):Thehighlightedword“They”referstothesubjectoftheprevioussentence.Askyourself,“WhoseveredtieswiththeBritishEmpire?”20.D(DETAIL):Itisstatedclearlyinthepassagethatthe“Foundersfearedmobrule.”ChoiceAwas mentioned in relation to “the appropriate level of democracy.” Choice B was stated as“desirable.”ChoiceCwasnotmentioned.21.A(PARAPHRASE):ChoiceBalterstheinformation:ChangeswerenotmadetotheConstitution.ChoiceCalsoaltersinformationfromtheoriginalsentence.ChoiceDalsoaltersinformation,and“war”wasnotmentionedasthereasonformakingthechange.22. B (DETAIL): The word “It” at the beginning of the sentence refers to the Bill of Rightsmentionedintheprevioussentence.ChoiceAisaltered:Thepassagetalksabout“astrongfederalgovernment.”ChoiceCiswrongbecausethe“naturalrights”justifiedtherevolution.ChoiceDiswrongbecause“constitutionalamendments”werenotmentionedatallintheparagraph.23. C (NEGATIVEDETAIL): Choice C is altered information. All of the other choices arementioned.24.A(REFERENCE):Theclueinthesentenceis“Britishimposed...taxes...otherlaws...provedextremelyunpopular.”Askyourself,“Whatprovedextremelyunpopular?”25.D(VOCABULARYINCONTEXT):Thecluesinthepassageare“thelaws”andaviolationoftheirrights.”26.B(RHETORICALPURPOSE):ChoiceAhas theoppositemeaning.ChoiceC is extreme.ThereisnomentionofgoingtowarasisstatedinChoiceD.27.D(SENTENCEINSERTION):Theboldedsentencebeginswiththepronoun“These,”whichindicatesthat itfollowsthesentencewiththesamemaintopicormainidea.Thephrase“Theseliberties”meansthattheboldedsentenceshouldfollowafterasentencethatdiscussessomekindof“liberties.”

28.–29.2,4,6(SUMMARY):Choice1istheoppositeofwhatisstatedinthepassage.Choice3isnotmentionedinthepassage.Choice6isalteredinformationasitwasKingGeorgeIII,andnotKingGeorgeII.ConservationofSeaTurtles30.D(VOCABULARYINCONTEXT):Theclueinthepassageis“lackofdata”statedinthesentencewiththehighlightedword.31. B (REFERENCE): The word “they” refers to the subject in the previous sentence. Askyourself,“Whatareunabletosurface?”32. B (PARAPHRASE): Choice A is extreme. Choice C is the opposite of the highlightedsentence.ChoiceDaltersthemeaningoftheoriginalsentence.33.D(NEGATIVEDETAIL):Allchoicesarementionedinparagraph3exceptChoiceD.34. A (DETAIL): The sentence containing the key phrase “brightest horizon” clearly states“hatchlingsfindtheirwaytotheocean.”ChoiceBistheoppositeofwhatisstatedinthepassage.ChoiceCisnotmentioned.ChoiceDisalsonotmentioned.35.C(INFERENCE):ChoiceAusesextremelanguage.ChoiceBisalteredinformation.ChoiceDisnotmentioned.36.D(REFERENCE):Theword“This”referstothetopicoftheprevioussentence.Askyourselfthequestion,“Whatproblem?”37. A (RHETORICAL PURPOSE): The sentence which includes the phrase “35,000 turtleskilled”gives adetail regarding theproblempreviously stated in theparagraph.ChoiceB is theopposite ofwhat is stated in the passage. ChoiceC is notmentioned. ChoiceD uses extremelanguage.38.A(DETAIL):ChoiceB is theoppositeof themeaning in thepassage.ChoiceC is alteredinformation.ChoiceDisnotmentioned.39.B(VOCABULARYINCONTEXT):Thecluesare in the twoprevioussentences thatstatethat the “catching and eating of Pawikan eggs is illegal,” and the sentence containing thehighlightedwordstatesthat“poachers”weretakingtheeggs.40.C(VOCABULARYINCONTEXT):Theclueinthepassageisinthefollowingsentencethatstates“Texaswildlifeofficialsfound...arecordnumber.”41.D(SENTENCEINSERTION):Theboldedsentencebeginswiththepronoun“These,”whichindicatesthat itfollowsthesentencewiththesamemaintopicormainidea.Thephrase“Theselocationefforts”indicatesthatthissentenceshouldfollowasentencewhichdiscussessomekindofrelocationefforts.42.–43.1,3,6(SUMMARY):Choice2istheoppositeofwhatisstatedinthepassage.Choice4is altered information: The passage states that the turtle eggs are being relocated byconservationists.Choice5isalsoalteredinformation:Thepopeistheonebeingasked.

LISTENINGSECTIONTESTANSWERSSCRIPT11.C(GENERAL)ChoiceAismentioned,butisnotthemainidea.ChoiceBismentioned,butisnotthemainpurposeoftheconversation.ChoiceDismentioned,butisnotthemainpurposefortheconversation.2.B(INFERENCE)ChoiceAisnotmentioned.ChoiceCistheoppositeofwhatisstatedinthepassage.ChoiceDisnotmentionedinthepassage.3.C(TONE)AlthoughchoiceAmaybetrue,itisn’tthereasontheprofessormakesthecomment.ChoicesBandDarenotmentioned.4.D(DETAIL)Theprofessorstates that themantoldherhewants tobe“aperformer liketheonesontheradio.”Allotherchoicesarenotmentioned.5.A(INFERENCE)Themanstatesthattheprofessor’scommentshadalottodowithhisbeingacceptedatJulliard.Theotherchoicesarenotmentioned.

SCRIPT26.B(GENERAL)Thegeneral topicof this lecture is aboutLeonardodaVinci, aRenaissancemanandallofhisaccomplishments.ItisnotahistorylessonsochoicesAandCarewrong.And,evenifitweretrue,ChoiceDistoospecific.7.C(DETAIL)ThequestionaskswhatLeonardowas“most”wellknownfor.Thelecturestatesclearly that Leonardo “is renowned primarily as a painter,” and then goes into detail about hismostfamouspaintings.Theword“primarily”means“first”or“most”inthissentence.8.B–D (DETAIL)To answer this question, youwould have to take notes regarding the list ofinventions given in the lecture. The professor prefaces the information with the statement,“Leonardo isreveredwithhis technological ingenuityaswell.”ChoiceAisaltered information.TheprofessorstatesthatLeonardoconceptualizedahelicopterratherthana“modernhelicopter.”ChoiceC isalsoaltered informationas theprofessor speaksof“concentratedsolarpower,”butmakesnomentionofa“solarpoweredgenerator.”9.C(INFERENCE)TheprofessorstatesthatLeonardo“didnotpublishhisfindingsandtheyhadno direct influence on later science,”makingChoiceC the best answer.ChoiceA is extreme.ChoiceBisnotmentioned.ChoiceDistheoppositeofwhatisstatedinthelecture.10.D(RHETORICALPURPOSE)Thecluehereisthestatement“hisfamewassuchthat,”andthefollowingstatement“wasclaimedtohavesupportedhim.”ChoiceAiswrongastheprofessordoesnotmentionLeonardo’ssize.ChoiceBiswrongbecausethepassagedoesnotsayhowthekingcarriedLeonardoaway.ChoiceCiswrongbecausethelecturedoesnotsayhowLeonardolookedtotheking.11.A (DETAIL) In paragraph seven, the passage clearly states “experts . . . search forworkswhichhavebeenrecordedbutneverfound.”Theparagraphstatesthat“expertsstudyhiswritings”makingChoiceCwrong.The passage states that (experts) analyze his painting using scientifictechniques”makingChoicesBandDwrong.

SCRIPT312.A(GENERAL)Theprofessortalksaboutsolarflaresthoughoutthepassage,andthepassagestatesthatsolarflaresare“interpretedasalargeenergyrelease(fromtheSun).”ChoicesB,C,andDareminorpointsmentionedinthepassage.13.A–C–E (DETAIL)The passage states this clearly in the sentence regarding the “affect” ofsolarflaresonthesolaratmosphere.ChoicesBandDarenotmentioned.14.C(DETAIL)Theprofessorclearlystated“Mostof theenergygoes intofrequenciesoutsidethevisual range . . . notvisible to thenakedeye . . .”whichmakesChoiceC thebest answer.ChoicesA,B,andDarenotmentioned.15.D (RHETORICALPURPOSE)Theprofessor is clearly stating that hewill not answer thewoman’squestionnow.Thereisnoindicationthattheprofessordoesnotunderstandthequestionorthathedoesnotknowtheanswer,soChoicesAandBarewrong.ChoiceCisclearlystated,buthealsouses thenegation,“let’ssave it foranother lecture,ok?”whichmakesChoiceDthebestanswer.16.C(TONE)ChoiceAisnotmentioned.ChoiceBisnotsupportedbythepassage.ChoiceDisbothextremeandunsupportedbythepassage.17.C(INFERENCE)Theprofessorsays,“Although there isageneralagreementon theflares’causes, the details are still notwell known.” From thiswe can infer thatChoiceC is the bestanswer.ChoicesA,B,andDarenotmentionedascausesofsolarflares.SCRIPT418. A (GENERAL) The professor introduced the main topic in his first sentence. AlthoughchoicesBandCarementionedinthepassage,theyareminorpoints.ChoiceDisnotmentionedinthepassage.19.B(DETAIL)Thiswas statedclearlyas the“mostancient technique.”ChoicesA,C,andDreferto“refrigeration,”“fermentation,”and“canning”respectively.Allofwhichareinotherpartsofthepassage.20.A(NEGATIVEDETAIL)Freezing ismentioned as the thirdprocessmentioned.All otherchoiceswerenotmentioned.21.P–F–C–F–C (DETAIL–CHART)Youmust use your notes from the lecture to answer thisquestion.22.B(DETAIL)Theprofessorgivesalistoffoodadditives.ChoiceAisnotonthelist.ChoicesCandDarealteredinformation.23.C(TONE)According to theprofessor’s tone,he is jokingwith thestudents,andgiving theclassamorepersonaltone.Thereisnosupportingevidenceinthepassagefortheotherchoices.

SCRIPT524.C(GENERAL)Justaftertheprofessorasks,“Issomethingbotheringyouabouttheassignment?”Thewomanrespondsandasks,”Isn’tthereanotherassignmentthatyoucangivetome?”ChoicesA,B,andDarenotmentionedinthepassage.25. B (RHETORICALPURPOSE) Choice A is wrong because the conversation is about thewoman’s homework assignment, not about joining the class. Choice C is wrong because theprofessorwantstoknowifhewillhaveenoughtimetoanswer.ChoiceDiswrongbecauseitisextreme—theprofessorneversaysthathedoesnotwanttospeaktothewoman.26.A(INFERENCE)ChoiceB iswrongbecause theprofessor is referring tohow thewomanunderstandstheassignmentingeneralanddoesnotreferencewheresheisphysicallylookingfortheanswers.ChoiceCiswrongbecausetheprofessorwantsthewomantocontinueworkingonthecurrentassignment.ChoiceDiswrongbecausetheprofessor’scommentisnotabouthowthewomanphysicallyseestheassignment.27.C(DETAIL)ChoiceAiswrongbecausetheprofessorwantsthewomantocontinueworkingonthecurrentassignment.ChoiceBisalteredfromtheinformationinthepassage.Theprofessorclearly tells thewoman to look over her notes from class and to look over the articles that hehandedoutinclass.ChoiceDisnotmentionedatallinthepassage.28.D(INFERENCE)ChoicesA,B,andCarenotsupportedbythepassage.SCRIPT629.C(GENERAL)Inthefirstsentence,theprofessorclearlystatesthattheclassisonRussianLiterature.AlthoughthelecturediscussesthelifeofIvanTurgenev,heisthetopicofthesubject,and not the subject, making choices A and B wrong. Choice D is not supported at all by thepassage.30.B(INFERENCE)ChoiceAisextremeandtheoppositeoftheprofessor’sstatement.ChoiceCiswrongastheprofessorstatedthesubjectinhisfirststatement.ChoiceDistheoppositeofwhattheprofessorpreviouslystated.31.A(DETAIL)ChoiceB isaltered information. Itwasa servantwho read tohimasachild.ChoicesCandDarebeyondtheinformation,arenotsupportedbythepassage,anddonotanswerthequestion.32.C(DETAIL)ChoiceAisalteredinformation.ChoiceBisextremeanddoesnotanswerthequestion. Although Turgenevwas impressedwith the philosophy ofHegel, it was not what hebelievedwouldimproveRussia,makingChoiceDwrong.33. D (RHETORICALPURPOSE) Choice A is the opposite of the meaning in the passage.ChoiceBisnotsupportedbythepassage.ChoiceCisextremelanguage.34.D(DETAIL)ChoicesAandBareunsupported.ChoiceCisalteredinformation.

ScoreReferenceCharts

READINGLISTENINGAnsweredCorrectlyTOEFLScoreAnsweredCorrectlyTOEFLScore39303430382933293729322836283128352730273427292633262825322527253124262430232523292324222822232227222221262121212520202024191919231918192118171820181617

191715171817141617161315161612151515111414151013131491312138121112711101169910588946783566245512440033221100SPEAKINGWRITINGHolisticScoreTOEFLScoreHolisticScoreTOEFLScore

4.0305.0303.5274.5283.0234.0252.5193.5222.0153.0201.5112.5171.082.014001.5111.0800

Chapter11–PathtoSuccess"Everypathleadssomewhere.Choosethepaththatleadstowhereyouwanttogoandstayonit.Alongthewayyouwillfindyoursuccess."-WilliamE.HearnForexample,mypathinlifeledmetowritethisbookinthehopethattheinstructionofcertaintechniqueswillenableyoutopasstheTOEFLiBT,so thatyoumaymoveonwithyourlife.Thepath tosuccessmustbeginwithapurpose inmind.Passing theTOEFLiBTis all fornothingifyoudonothaveapurposeforyourlife.TheTOEFLMasterisnostrangertosuccess,andIhavemadeitmypurposetohelpyoutoreachagreaterlevelofachievementinyourownlife.Andso,Iofferyouthispathtosuccess.LIFELESSON#1"Lookatahomelessperson livingon the streetandconsider that it is thechoices theymakeeverydaythatkeepthemthere.Regardlessofyourfamily,orofhowmuchmoneyyourfamilymayhave,ifyoumakethesamedecisionseverydaythatahomelesspersonmakes,youtoowilllive the life of a homeless person. Conversely, if that same homeless personmade the samedecisionsthatyouaremakingeveryday,theywouldbewhereyouarenow:doingwhatyouaredoing right now. The decisions you make matter. You are the master of your own life" -

WilliamE.HearnDEFINITIONOFSUCCESSFirstofall,toreachanydestination,youmustknowwhereyouaregoing.Otherwiseyoumayendupinaplaceyouhadnotintendedtogo.Therefore,inordertobecomesuccessful,youmustknowwhatsuccessis.Mostpeoplethinkthatsuccessisreachingsomekindofgoal.Theythinkthatmeansowningalarge,fancyhouse,anexpensivecar,finejewelry,andhavinglotsofmoney.Althoughitmaybetruethatmanysuccessfulpeoplehavethosethings...thosethingsarenot what constitute success. They are merely by-products of a successful life. What then issuccess?ThebestdefinitionI’veheardofsuccessisthis;“Successistheprogressiverealizationofaworthyideal.”Thinkabout thatstatementforamoment.Whatdoes itmean?Whatdoes“theprogressive realization” mean? Quite simply, “progressive” means “ongoing continuousimprovement,”andtheword“realization”means“tobringforthfromaconceptofthemindintoreality.”Thewords“worthyideal”simplifiedmeanchooseacareer thatyouwillenjoyforyourlifeaswellassomethingthatbenefitsmanyothers.Inotherwords,thebestideayoucanthinkofthatwillbenefitthemostpeople.Keepinmindthattheincomeyoureceiveforyoureffortscomesfromotherpeople.Themorepeopleyoucanhelp, themore incomeyouwill receive.Considerwho thewealthiestman in theworld is at themoment: Carlos SlimHelu fromMexico.Whatmakes he and his family so wealthy? They own Telecom and thus provide worldwide cellularcommunication.Isthatwhatreallymakesthisfamilysorich?Thattheysellcellphones?No.Theyhelppeoplestayconnectedtotheonestheylove.Thatistheir“worthyideal.”What’syours?PERCEPTION"Perceivedrealityisoftenmorebelievablethanactualreality."-WilliamE.HearnWhatdoesthisstatementmean?Itmeansthatourperceptionsareoftenmorerealtousthanthetruerealitythatisoccurringaroundus.Somepeoplebelievethatrealityisdifferentfordifferentpeople,andthatitisallamatterofperspective.But,thetruthisthatourperceptiondoesnotmakereality.Forexample:Apersonmaytrytostartacar,butthecarwon’tstart.Thatpersonmaybelievethecarispossessedbyaspirit,orthatthecardoesn’tlikethemwhenthetruerealityisthatthebatterycablesarecorrodedandnotallowingelectricitytogettothestarter.Onecouldarguethatitwasanevilspiritthatcorrodedthecables,butintruerealityitwasoxidationatwork.But,Iamnotheretoarguereligionoranybeliefsystem.Iamgivingyousoundadviceonkeepingyourfeetonthepathtosuccessbypointingoutthatwhatyoubelieveandtheactionsthatyoumakematter.Thereforeyoumustbeespeciallyawareofhowyouperceivereality.

WhatdoesperceptionhavetodowithtakingtheTOEFLiBTandsuccess?ToexplainthattoyouImustexplainhowthemindworks.HOWTHEMINDWORKS—TWOMINDS"Whateverweplantinoursubconsciousmindandnourishwithrepetitionandemotionwillonedaybecomeareality."-EarlNightingale

Youwilldiscoverthattheinformationineachlessonisrepeatedofteninthisbook.Thesamethingwillberepeatedagainandagainandagain.Thereisaverygoodreasonforthis.Thiscoursewasdesignedtoworkwiththewaythehumanmindworks.

Toexplain:Humansbasicallyhave“twominds.”Wehavea“consciousmind”anda“sub-consciousmind.”First,wehavetheconsciousmind.Theconsciousmindisakindoffilter.Itdetermineswhatistrueandwhatisnottrue.Italsodecideswhatisusefultouspersonallyandwhatisn’t.Thesub-conscious mind believes that “everything is true.” Once the information gets past theconsciousminditgoesintothesub-consciouswherethelearninghappens.Learning,bytheway,istheprocessofstoringinformationforfuturerecall. Therefore,thefirsttimetheconsciousmindhearssomethingnew,theinformationis“alien”and theconsciousmindrejects it; the informationjustkindofbouncesoffofourhead.Thesecondtimetheconsciousmindhearsthesameinformation,itrecognizesandcategorizestheinformationasfamiliarinthesubconscious.Ifsomeoneweretoaskyouatthattimeifyouknowwhat the information is about, you might say, “Yes.” However, when asked to explain theinformation you would probably say, “I know it. I just can’t explain it.” This is because theinformation is only familiar to your sub-consciousmind.Your sub-consciousmind has not yetactually receivedand learnedenough information tobe serviceable toyou.The third timeyourmindhearsthesameinformation,yourmindsaystoitself,“Thismightbeimportant”andbeginslisteningtoheariftheinformationisrepeatedagain.Thefourthtimeyourmindhearsthesameinformation it begins todecidehow the informationcanbeusedandcreates categories inyoursub-consciousforinformationretrieval.Theinformationisthencategorizedandstoredtobeusedwhen the information is needed for a useful purpose. The fifth time themind hears the sameinformationitdetermineshowtheinformationcanbeused. Atthistimethemindisreadytobeginlearning.Fromnowon,allsimilarorrelatedinformationgoesdirectlyintothesub-conscioustobeusedforassociatedtasks.Betweenthesixthandtenthtimesthesub-consciousmindhearsthesameinformation,it

figures out the differentways the information can be applied to different circumstances.Afterprocessingtheinformationtentimes,themindcannowusetheinformationwithsomeregularityofaccuracy.Afterpracticingwiththesame(orsimilar)typeofinformationtentimes,themindreallybeginstomakeexcellentuseoftheinformation.Fromtheeleventhtothefiftiethtimethemindusestheinformation,itlearnshowtouseandmanipulatetheinformationtowardsapracticaluseinmanysimilarbutdifferentcircumstances.Bythetimeyouhaveseriouslypracticedsomethingfiftytimes,themindwillbecapableofansweringquestionsusingtheinformationwithabout80percentconsistentaccuracy.Bythetimethesubconsciousmindhasworkedwiththeinformationone hundred times it is likely to be an expert in all the differentways the information can beapplied and can work with nearly 100 percent consistent accuracy. (This is assuming that theperson learning paid attention in the beginning andwas careful in learning all the informationaccurately.)Howagain,isthisrelevanttoyou?Well,manylessonsinthisbookareverydifferentfromwhatyouhavelearnedinthepastandsowillbealientoyouwhenyoufirstreadthem.Thesecondtimeyoureadthem,theywillseem familiar to you and youmay think that youknowandunderstand them.Don’t stop therethinkingthatyouknowwhattodo!InordertoscorewellontheTOEFLiBT,youmustreadandfollowtheinstructionsandlearntherulesoverandoveragainatleastfivetimessothatyoumayapply them the rightway consistently. From there, youwould dowell to practice applying thelessonstodoingyourworkonehundredtimes.Themoreyoupractice,thehigheryourscore.Withtheknowledgeofhowtotakethetestandsufficientpractice,youmayachieveascorehighontheTOEFLiBT.SELFTALK"Averyfamous,andperhapswildlysuccessfulmansaid,“Whetheryouthinkyoucanorcan’t—you’reright.”—HenryFordBecarefulwhentalkingtoyourself.Nowthatyouhavereadabouthowthemindworks,understandthatourpersonalthoughtsgostraighttooursubconsciousmind,andthatwhateverwetellourselveswebelievetobetrue.Somepeoplewilltellyouthatonlycrazypeopletalktothemselves.However,that’snottrue.Crazypeopletalktootherpeopleintheirminds.Successfulpeopleknowthesecretthatyoumustconstantly talk toyourselfandevaluateyourposition in lifeaswellasyourstateofmind.Napoleon Hill, perhaps one of the most renowned authors of personal success literature said,“Whatthemindofmancanconceiveandbelieve,itcanachieve.”.Inotherwords,youmusttakecareastowhatyoubelieve,andtalkingtoyourselfisawayofprogrammingyourbeliefsinsuchawayastoachievesuccess.

Also,becarefulnottoacceptothers’commentsthatyouarenotgoodenoughorsmartenoughtosucceed.Therewillbeplentyofthem.Sometimes,evenmembersofyourownfamilyoryourclosestfriends,wellmeaningastheymightbe,willplantnegativethoughtsinyourmindthatmaypreventyoufromachievingahighlevelofsuccessifyoulistentothemandbelievewhattheytellyou.So,castoutanythoughtsthatyoumighthavethatwillcauseyoutosabotageyourownlife,andtalktoyourselfinordertocontinuouslyevaluatewhatyourbeliefsare.Believethatyouwillsucceed.Dothenecessarypracticetosucceed,andyouwill!STAYFOCUSED“Toconquerfrustration,onemustremainintenselyfocusedontheoutcome,nottheobstacles.”―T.F.Hodge Oneofthemostdifficultthingstodoinlifetodayistostayfocused.Withsomanydistractionsanddutiespullingus indifferentdirections, it isnowonder thatwehaveadifficulttime learning.However, inorder tobecomesuccessfulyoumust learnandpractice focusingonwhatisinfrontofusatthemoment.Wemustseetheproblembutfocusonthesolution.Whenlearning,ourbrainsworkmuchlikeacomputer.Iftheinformationcominginiscorrupted it won't be any good. Think about downloading a program. If the download iscorrupted,whatcanyoudowithit?Itprobablywon'tevenopen,andyoumustdeleteitbecauseitisn'tusable.It'sthesamethingwithputtinginformationintoyourbrain.Iftheinformationcomingisfragmentedormixedupwithotherinformation,youlikelywon'tbeabletorememberitwell.Intimeyourbrainwilldeletethecorruptedinformationandyouwon'trememberitatall.Inordertolearnsomethingwellsothatitisserviceablewhenyouneedit,youmustfocusonwhat you are learning at themoment.Also, trying to recall information takes time, and thefasteryouhaverecall,themoreefficientyouwillbe.Youwillfacemanychallengesonyourpathtosuccess.Byfocusingonthesolutionsyoucansolvethesechallengesquicklyandmoreeffectively.ThisappliestotheTOEFLiBTbecauseyouwillbedealingwithansweringquestionsonatimedtest.Eachquestiontyperequiresaspecialprocedure or structure to be answered. You will not have time to second guess yourself, andthereforemustremainfocusedoneachquestiontoansweritquicklyandcorrectly.DISCIPLINE"Wemustallsufferoneoftwothings:thepainofdisciplineorthepainofregretordisappointment."-JimRohn

Everysuccessfulpersonhasdisciplineintheirlives.Therearetwotypesofdisciplineyoumustmastertobesuccessful.Onetypeofdisciplineisdefinedasanactivity,exercise,oraregimenthatimprovesaskill.Theotherisdefinedasabehaviorinaccordancewithrulesofconduct.Tomaintainthesetypesofdiscipline,successfulpeopledevelop“successfulhabits.”

Toachieveastateofsuccessinlife,youmustdevelopcertain“successfulhabits.”Itissaid that “consistency is the key to longevity.” Thus, the secret key to a successful life isconsistency.Greatsuccess in life ismerely theconsistentapplicationofsuccessfulhabits.Tobesuccessfulyoumustcreatecertainhabitsinyourlifethatwillcarryyouthrougheachday,evenattimeswhenyoudonotfeelthatyouarecapableofgoingon.Buildingsuccessfulhabitstakesthefirsttypeofdiscipline.Youmustbeconsistentatdoingacertainthingfortwenty–onedaysstraight.Ifatanytimeyoudonotperformtheactivityduringthosetwenty–onedays,youmustbeginagain.Andsoyoumustmaintainthefirsttypeofdisciplineinordertobuildsuccessfulhabits.Onceyouhavedevelopedahabityoumustmaintainitthroughthesecondtypeofdiscipline.Youmusthaveasetofrulesthatyoufollowconsistently.Let’sfaceit.Lifeishardsometimesandwedon’talwayslikegettingupandgoingtowork.Wedon’treallyenjoypracticingsomethingforhoursonend,andwearen’talwaysinagoodmood.Itisinthesetimesofourlivesthatsuccessfulhabitswillcarryusthrough.Onthosedayswhen,nomatterhowmuchyouarebeingpaid,youjustdon’tfeellikegoingtowork,successfulhabitswillgetyououtofbed,showered,dressed,andonwardtoasuccessfulday.HowwillthishelpyoutoachieveahighscoreontheTOEFLiBT?

TheTOEFLiBTisnot likeregular tests thatyouareused to taking inschool.Thequestionseachhaveaveryspecificstructureandprocedureforansweringthem.Onceyouhavedisciplinedyourselftofollowingthosestructuresandproceduresconsistently,youwillhabituallyachieveahighscore.STAYINGPREPARED"Fortunefavorsthepreparedmind."-LouisPasteurIfyouwanttobesuccessfulinlifeyoumustprepareforsuccessandstayprepared.Hereisalittlestorytoillustratemypoint.Manyyearsagowhentreeswerecutdownbylumber-jacks,menwhocutdowntreeswithahandheldaxe,therewasonelumber-jackwhowasfamousforhisabilitytocutmoretreesthananyoneinalltheland.Forovertwentyyearsheheldthishonor,butaswithanyonewithsuchareputation,eventuallyachallengerwouldcometotakehistitle.

Oneyearaverytall,largeandmuscularyoungmancamelookingtomakeanameforhimself and sought out this legendary lumber-jack to challenge him to just such a contest.Hesearchedforagreatgiantofamaninaforestwherehehadheardthelegendwasworking.Finallyhecameuponanunimpressive lookingmanwhowas restingunder the shadeofamassiveoakwithhisaxelayingacrosshislap.Thismanwasexceptionallyordinarylooking.Hewasonlyfivefeeteightinchestallandseemedtoblendintothescenery.Theyoungchallengeraskedthemanifheknewwheretofindthelegendarylumber-jack,andtheoldermanreplied,"You'relookingathim."Theyoungmanwasobviouslysurprisedashestoodstaring,speechlessandwithhismouthopen."Igetthatalot.",saidtheolderman.Oncethemountainofayoungmanrecoveredhiswits,hechallengedthelegendtothecontest,andsotheybegan.Theyoungmanbeganchoppingfuriouslyandsoonwoodchipswereflyinginalldirections.Heworkedfeverishlystrikingwithmightyblowsthatechoedthroughouttheforest.Onetreeafteranotherfelltohismightandaxe,andhewassurethatthecontestwashis.Towardmid-day,theyoungmanlookeduptoseewhatprogresstheoldmanwasmakingand saw him chopping steadily at a tree.However, a littlewhile later the oldmanwas restingundera tree just ashewasat their firstmeeting.Theyoungman thought tohimself, "Legend,huh?Helookslikeatiredoldman.I'llcutdowntwiceasmanytreestodayashim."Throughouttherestofthedaytheyoungmankeptlookinguponlytoseetheoldmanrestingbyadifferenttree.Finally,theendofthedaycameanditwastimetodeterminethewinnerofthecontest.Thesmugyoungmanwasaboutwornoutfromtheworkbutsureofhisvictoryashecountedoffloudlythenumberoftreeshefell,"One!-Two!-Three!-Four!-Five!-Six!-Seven!-Eight!Beatthatoldman!"Surelythatwasanamazingnumberastheaveragethatanymancoulddowasthree.Silently,theoldlegendtookinventoryofthetreesthatwentdownunderhisaxethatday.Ten...tentreeslayonthegroundjustassureasthesunrisesinthemorning."Impossible!Thatcan'tbe!",bellowedtheyoungmanbarelyregaininghisbreathfromthe exertionof theday.Theold legend smiled andquietly asked, "Whydoyou say that?"Theyoungmanblinked.Theoldmanwasn'tevenwinded.Infacthelookedasifhecouldchopdownanothertentreesbeforeretiringforthenight.Theyoungmanwasdauntedand,aftercalmingalittle, said, "Each time I lookedoveryouwere restingundera treewhile Inever stoppedonce.Howdidyoudoit?Howdidyoubeatme?"Aknowingsmilecreptupintotheoldlegendsfaceandsesimplysaid,"Whatyoudidn'tseewasthat,asIsatresting,Iwassharpeningmyaxe,andwitheachstrokeIhitthesoftspotofthetree."-End.Doyousee?Althoughtheyoungmanworkedveryhardwithoutstopping,theoldmanwaspreparedbyunderstandinghowtocutthetreeswiththeleasteffort,andhestayedpreparedbyrestingbetweenworkyetalwayspreparingforthenexttimehisskillswereneeded.

Themoralofthisstory?Besuretoeducateyourselfwellinthefieldyouintendtowork,andalwayscontinuetopracticeimprovingyourabilities.Worksmart-nothard.RESPONSIBILITYResponsibilityisjustwhatthewordimplies—yourabilitytorespond.Itmeansmorethansimply making the right decision at the right time and taking appropriate action. It is aboutacceptingaccountabilityandbeingabletohandlesituationsinamatureandeffectiveway.Wearenotnaturallybornwiththeabilitytorespondeffectivelytoeverysituation.Wemust become educated in many things and have experience in those things before beingresponsible. One thing that successful people know is that they don’t always make the rightdecisions,butwhenmistakesaremade,theresponsibilityforcorrectingthesituationistheirs.Tobesuccessful,youmustdeveloptheabilitytorespondeffectivelyto

differentsituations.Todothis,youmusthaveanongoingeducationandalifeof

experience.RELATIONSHIPS

"NoManIsAnIsland"-JohnDonneNopersoncannorhaseverbecomesuccessfulalone.Tobecomesuccessful,wemustbuildrelationshipswiththosepeoplewhoshareacommonvisionwithusandwemustalsohavethesensetomaintaintherelationshipsofintegrity.Tobuildsuccessfulrelationships,apersonneedsthreethings:Trust,Trust,andTrust.First,youmustgainandhold the trustofpeople. Ifpeopledon’t trustyoupersonally, theywillhave nothing to do with you. Second, people must trust that the product or service you areprovidingisasadvertisedandisagoodvaluefortheirmoney.Ifyourproductorserviceprovesotherwise,youwilleventuallyloseyourbusiness.Finally,peoplemustbeabletotrustthemselves.Whenapersonlosesconfidenceintheirownabilitytotrustthemselves,theylosetheabilitytosay“yes”or“no”withconfidence.Ifapersoncan’tsay,“yes”withcertainty,theyaremostcertainlysaying,“no.”Tohaveandmaintainsuccessfulrelationships,youmustbehonestwithpeopleaswellasyourself. With such honesty, people will continue to trust you and you will continue to besuccessful.LIFELESSON#2"Littlethingsbecomebigthings.Adropofwateraloneisbarelynoticedbutbecomesasummerrainwhenjoinedwithotherdrops.Aspeckofsoilaloneservesnoonebutinabundancebecomesafertilefield.Agrainofcornalonefeedsnoonebutjointhesethreetogetherandintimeyouwillhaveanabundantlandgrowingfoodenoughtofeedeveryone."-WilliamE.HearnDEVOTION“Makesmallpromises...andkeepthem.”—WilliamE.Hearn What isdevotion?Devotion isyourability to fulfill apromise todo something: todedicateyourself toacertaincauseorpurpose.Successfulpeoplehavechosenfor themselvesapurpose that theyfeel isworthyof theirvery lives.Theydedicateall theyareandhave to theirpurposethroughdevotion.Themostcommonformofdevotionisthatofamarriedcoupleandasparents.

Mostpeoplelivetheirlivesgoingtotheirjobsdayafterdaywithouttrulybeingdevotedto theirwork.Theygo simplybecause theyneed themoney for the food theyeat, clothes theywear,andaplacetosleepwhiletheywait togetupandgobacktoworkagain.Nomatterhowmuchtheyarepaid,theylivealifeofpoverty.Thisisnotdevotion.Devotionisthecommitmenttoagreaterpurposethatwillcarryyoutosuccess.Tobesuccessfulyoumustmakepromisesandkeepthem,andthatisnoteasytodo.Manypeopleinthisworldmake great promises and never follow through, as it is extremely difficult to keep greatpromises. There are simply toomany unforeseen variables.Manymore peoplemake even thesmallestofpromises,andstilltheydonotkeeptheirwords.Haveyoueverhadsomeonetellyouthattheywillcallyou,andtheydon’t?Or,haveyoueverhadsomeoneaskyoutoamovie,ortogoout toeatatacertain time,andyouwere really lookingforward togoing?However,when thattimecame,theydidn’tshowuporevencall?Then,youfinallygetupthecouragetocallthemonlytodiscoverthattheyhadforgottenallaboutyou!Howdoesthatmakeyoufeel?Maybeyoushrugitoffandsay,“That’sokay,”butinsideyouarehurting.Youmightthinkthatpersonisajerk,orworse,youmightwonderwhatiswrongwithyouthattheyforgotaboutyou.Eitherway,youhavelostabitofyourabilitytotrust.Now,youdon’treallytrustthatperson,andworse,youdon’ttrustyourselfforhavingbeenmadeafoolof.Ifyouwanttobesuccessfulinlifetoday,“Makesmallpromises...andkeepthem.”Thepeoplewhocannotbetrustedinsmallthingswillnotbetrustedingreaterthings.So,makesmallpromisesandkeepthem!Inthispeoplewilllearnthattheycantrustyou.

Trustisasecretkeytoachievinggreatsuccess.LIFELESSON#3"Nevercompareyourselftosomeoneelse.Therewillalwaysbesomeonesmarterordumber,richerorpoorer,fasterorslower,tallerorshorter,prettieroruglier...comparingyourselftootherswillonlygiveyouafalsesenseofeithersuperiorityorinferiority.Theonlypersonyoucanhonestlycompareyourselftoisthepersonyouusedtobe.

RESPECT"Thisaboveall:tothineownselfbetrue,"-WilliamShakespeare Whatisrespect?Weknowthatweshouldrespectourparentsandelders.Weshouldrespectthelaw.Weknowthatweexhibitdifferentbehaviorswhenaroundthosepeoplethatwerespect.Weactaccordinglytowhatpeopleexpectofusincertainsituations.But,isthatrespect?Everyonewantsrespect,butfewknowhowtogiveit.Perhapsthatisbecausefewevenknowwhatrespect is.Respect isareflection.Literally, respectmeans, “lookingback.”Therefore thebestwaytolearnaboutrespectistobeginbyrespectingyourself(self-respect).Takethetimenowtotakeagoodlookatyourselfandtodiscoverjustwhoyouarewhatyoutrulybelieve.Writedownonpaperaconstitutionforyourself.Listwhatyourstrongbeliefsare:Thethingsthatyouwilldonomatterwhat,andthethingsthatyouwouldneverdonomatterwhat.Also,makealistofthethingsthatyoumightdobutareconditional.Onceyouhaveagoodunderstandingofyourself,youwillbegintoseeothersmoreclearly.Therefore,insteadofdemandingrespectfromothers,maybewhatweshouldbestrivingforis“considerationforoneanother.”Withsuchconsideration,respectisanaturallyoccurringthing.OVERCOMINGFEAREveryonefeelsfear.Thosewhorefusetoadmitthattheyhavefearshaveinfactthefearofappearingweak.Everybravepersonwhoeverlivedhasbeenbraveonlybecausetheyfeltfearandactedresponsiblyinthefaceofit.Donotbeashamedtofeelfears,asitisanaturalpartoflife.Onlyrecognizethefearyouhave,andactresponsiblywhenyoufeelit.Thesixmajorfearsare:Thefearofpoverty,thefearofcriticism,thefearofillness,thefearof loneliness, the fearofoldage, and the fearofdeath. Inouryouthwe feel the first twolistedfearsmorethantheothers.Moreover,manyfeelthefearofcriticismthemost.Thefearofcriticismisamajorcauseofmostfailuresinthelivesofyoungpeople.Thisfearoftenmanifestsitselfintheformofprocrastinationand/orlowtestscorescausedbywhatwecalltestanxiety.OVERCOMINGTESTANXIETYTestanxietyisacommonproblemformanystudentswhotaketheTOEFLiBT.Thereare fourmainfears that studentsexperience thatprimarilycause testanxiety.They include: thefearoftheunknown,thefearoffailure,thefearofcriticism,andthefearofloss.First,thefearoftheunknowncomesfromsimplynotknowingwhattodoinageneralsense,notknowingwhattoexpectonthetest,orthatwedon’tknowwhatisexpectedfromustopassthetest.Withthefearoftheunknown,weaskourselvesquestionssuchas,“WhatifIdon’tknowenoughaboutthesubjectstoanswerthequestionsright?”or,“WhatifIcan’tanswerthequestions

inthetimegiven?”or,“WhatifIdon’tknowwhatsomeofthewordsmean?”or,“Whatkindoftestisit?”,“DoIhavetowritetheanswersout,orisitamultiplechoicetest?”,“WillIhavetotalkduringthetest?”,andsoon....FearoftheunknowncausesmanystudentstoexperienceanxietyandmaycausesomestudentstoprocrastinateintakingtheTOEFLiBT,meaningthattheywillcontinuously“waitandtakeitlater,”oritcouldevencausesomestudentstonevertakethetestatall.TheTOEFLMasterBookhelpsstudentstoovercomethefearoftheunknowneasilybygiving simple instructions and familiarizing them with every aspect of the test. Reading thetutorials and taking the practice tests in this coursewill thoroughly prepare you for taking andpassingtheTOEFLiBTwithahighscore.Anotheraspectofthefearoftheunknowncomesfromthefearofrelocatingtoastrangenew place. Many students worry about what the new school will be like. They worry aboutwhether or not will they fit in, or if the other students will like them.Worries persist aboutwhetherornottheyspeakEnglishwellenoughtogetgoodgradesintheirclassesoriftheywillbeable to communicate with other students tomake friends. There are somany unknown thingsaboutmovingtoadifferentcountry,howcanastudentpossiblyovercomethosefears?Itisnecessarytoaddressthemanddismissthemoneatatime.

Fearsarecowards,andwhenwefacethemtheyrunaway.Takeforexamplethefearthatwewillnotfitin—thatwemaynotbeacceptedbyothers.Thisisthesamefeareverynewstudentfeelsbeforetheirfirstdayofschoolanywhere.Whetheritwasyou’rebeginningofKindergarten,oryourinitialdayofhighschool,youhavealreadyfacedandovercomethesameoldfearagainandagain.Yet,herewearepreparingforuniversitylifewithallthoseoldfearsbehindusandyouarestillafraid.Why?Whatwastrueofthepastisthesameforthefuture.Don’tworryaboutfittingin.Thereisaplaceforeveryoneandyouwillfindyours.Peopleallovertheworldhavethesamefears.Maybesomeoneyouareabouttomeetisafraidandwonderingifyouwilllikethem?AsfarasspeakingEnglishwellenoughgoes,maybeyoumighthavesomeproblemsatfirst,butyouwillgetbettereverydayasyouaresurroundedbyEnglish-speakingpeopleandthingstoread.Mostpeopledon’tlearnEnglishverywellorquicklybecausetheyonlyhearorreadEnglishfortheshorttimetheyareintheirEnglishclasses—usuallytwoorthreehoursaweek.However,beingconstantlysurroundedbyEnglishspeakerswillhelpyoulearnanduseyourEnglishfasterthanyouevercouldanywhereelse.Inotherwords,don’tworry.Justgoandhavefun.Therestwillcomenaturally.Theotherfearsareabitmorecomplexandaresomewhatdifficult(butnotimpossible)toovercome.Let’saddressthemoneatatimesothatyoucanunderstandbetterhowtheyaffectyourabilitiesandthereforeknowhowtoovercomethem.

Theso-calledfearoffailurehasbeenadebilitatingfearformanytesttakers.NotjustfortheTOEFLiBT,butforallimportanttestsstudentsmusttake.Thereisevenaclinicaldisabilityconsiderationforstudentswhogenuinelyfacethisfearandsimplycannottakeatestbecauseofit.However,althoughthefearoffailureiscommon,andsometimespreventsstudentsfromtakingordoingwellonatest,itisreallyquiteeasytoovercome.Thereareseveralaspectsofthefearoffailure.Themostcommonaspectoftencomesfromnotknowingwhatwillbeonthetest(fearoftheunknown).Yet, thisaspect,ofcourse, iseasilyovercomebylearningaboutthetestandpracticinguntilyougetgoodattakingit.Anotheraspectofthistypeoffearcomesfrombeingworriedaboutwhatpeoplewillsaytous,orsaytoothersaboutus, ifwedonotgetahighenoughscoreonthetest.This isknownas the“fearofcriticism.”Thefearofcriticismisthefearthatcertainpeoplewillridiculeusorunjustlycriticizeusfornotmeetingtheirstandards.Often,studentsbelievethat,iftheydonotperformaswellastheywantto,oraswellasothers(suchasfamilyandfriends)thinktheyshould,theywillbecriticizedfortheirfailure.Wealsosometimesplacethisfearuponourselveswhenwedon’t liveuptoourown expectations. Regardless, the fear of criticismmay cause a person to shut out anyone oranything thatwill cause them to feel bad about themselves. This fear has even been known tocausepeopletosabotagetheirowntest(answerquestionswiththewrongchoiceseventhoughtheyknow the right one) just to escape the anxiety they feel. They will say, “It doesn’t matter. Iansweredwronglyonpurpose” to justify their failure.This typeofanxietycansometimesevenprevent students from taking the test at all. The bestway to overcome this fear is to learn thestructureandrulesforgettingahighscoreonthetestandthenpracticinguntilyouareconfidentthatyoucangetthescoreyouneedontheactualtest.Workingtodowellandbuildingconfidenceinyourabilitiesisthekeytoovercomingmanyfears,includingthefearoffailureandthefearofcriticism. Finally, the fear of loss (sometimes known as the fear of success) can be equallydevastating.Thefearoflosscomestouswhenweareafraidoflosingourfamiliar,comfortablesurroundings.Admitit;movingtoastrangecountrycanbequiteintimidating.Justthinkingofthemany thingswe’ll have to face alone canmake uswant to crawl back into bed and stay there.Speakingofcrawlingbackintobed,yourbedissomethingthatyouwillmiss.Yourroom,withallofyourpersonalpossessions, isreallyacomfortzonetoyou.This is theplaceyougoforrelieffromtheoutsideworld.It’syour“safe”place.Youwillmissyourroomandallofthethingsinit.Yourparents,family,andfriendswillallbeabsentfromyourlifeforperhapsthefirsttime.Youmight not think about it now, but deep inside a fear of losing these familiar things could becausing you great anxiety. This kind of anxiety can cause a person to do crazy things such asfailingtheTOEFLiBTonpurpose,orputtingitofftopracticeenoughtoattaina“perfect”score.The fear of losing your “comfort zone” is a powerful one.The fear of loss has beenknown topreventmorepeoplefrombecomingsuccessfulorlimitingtheirabilitytobecomemoresuccessfulthananyotherfear.

So,howdoyouovercomethisfear?Wellitisovercomeinstages.First,youmustrealizethatyouhavethefearandacknowledgeitforwhatitis:thatis,anirrationalemotion.Next,youmust face this fear in a logicalway.One thing you can do is to remind yourself that going touniversityisonlyatemporarythingandthatyouwillbecomingbackhomeaftergraduating.(Ifthatisyourplan.Noteveryonewantstogobackhome.)Youcanalsotakesomethingsmallfromhomewithyoutouniversitythatgivesyoucomfort.Itcouldbesomethingspeciallikeagiftgiventoyoubyafavoriterelativeorfriend.Wecallthistakingapieceofhomeanddoingthiswillhelpyou feelmore at home in your new life at anAmerican university. Finally, stay in touchwithfamilyasmuchasyoucan.WiththeInternetsoreadilyavailabletomostpeoplenowitiseasiertostayintouchoverlongdistances.Ifyourfamilydoesnothaveacomputer,writealetter.Infact,evenifyourfamilydoeshaveacomputerandInternetconnection,writealetteranyway.Ahandwrittenletterisspecial.Ithasfarmorevaluethanaphonecallorane-mail.Hand-writtenlettersarecherishedandreadoverandoveragain.Ifyoureallylovesomeone...writethemaletterinyourownhand.Allofthesethingswillhelpyoutoovercomethefearoflossbecausetheyhelpyoutostayconnectedtothoseyoulove. In conclusion, this course canhelp alleviate test anxiety causedby the fear of theunknownbyteachingyouhowthetestisdesigned,therulesforwhatisrightandwrongonitandexactlyhowtoanswerthequestionsquicklyandcorrectly.Thisbookcanalsohelpyouovercomethefearoffailureandthefearofcriticismbyhelpingyoutobuildconfidenceinyourtesttakingabilities. To overcome these fears, you must simply learn the structure of the test and theproceduresforansweringthequestions,practicethemuntil theybecomeautomaticandyouwilldowellontheTOEFLiBT.Finally,thefearoflossissomethingthatyouwillgetoversimplybygoing to the university and getting settled into your room, with your classes, friends, andsurroundings.Inashorttime,yournewschoolwilleventuallybecomeyournewtemporaryhome,andyournewfriendswillbeyournewfamily.

PassingtheTOEFLiBTisonesteptobecominganadultandmovingonintoyourbrightfuture.

NOTE: The KEY to confidence and a high score on the TOEFL iBT is PRACTICE,PRACTICE,PRACTICE!!!THEVALUEOFWORK"TheMoneyflowstotheworkers."-WilliamE.HearnYoumaythinkthatyouwanttoreceiveagoodeducationinordertogetawell-payingjob:ajobwhereyouwillbepaidalotofmoney.Youprobablythinkofprinted“money”asthebasisofwealth.However,theterm“money”likelymeanssomethingdifferenttothosewhodonot

understandhow“money”worksorevenwhat“money”is.Allowmetoexplainwhatthetrulywealthypeoplearoundtheworldknowabout“money”thattheaveragepersondoesnot. Mostpeoplethinkofmoneyasthecurrencyusedtopurchasegoodsand/orservices,oftenintheformofpaperbillsandmetalcoins.It issomethingtheycancountandputintheirpocketorabank.Whentheirhandsarefull, they think that theyhavea lotof it—money.Thistypeof“money”isactuallyabarteringtool.Inthepast,peoplebartered,ortradedthingstheyhadfor the goods or services theywanted or needed. It was easy to exchange things like corn fortomatoes,orabasketfilledwithwheatforaday’suseofamule.However,associetiesbecamemore complex and goods and services becamemore diverse, it becamedifficult tomake theseeasytrades.Forexample,afarmermayneedanewtractor,butallhehastotradeisthecorninhisfield.Thus,hegoestothemanwhosellstractorstomakeatrade,butthetractordealerdoesn’tlikeorwantthatmuchcorn.Anotherexamplecouldbethatthemanwhodealsintractorsneedsan eye operation, so he goes to the eye doctor for help and offers to trade a tractor for theoperation,butthedoctordoesn’twantorneedatractor.Youcanseethedilemmahere.Whatisneeded is a form of a universal bartering tool. Thus “money” has taken that form. Using thisbarteringtoolknownascash(money),thefarmersellshiscornandusesthecashhehasreceivedtopurchasethetractor.Thetractordealerinturnusesthecashreceivedfromthefarmertopaythedoctorforaneyeoperation.Regardlessoftheformofpayment,itisstillessentiallybartering. Inaddition, thedefinition thatwealthypeopleuseformoney isaltogetherdifferent.Moneyistheprocessoftranslatingathoughtinthemindtoaproductorservicethatcanthenbeconvertedtocashfortrade.Inotherwords,“money”istheidea.Thinkaboutit.Whatisthemostvaluablethingyoucanown?Isitacar,orahouse?Thevalueofthoseoranytangiblething, is limitedtoitsperceivedvalue,andonceithasbeensoldisnolongerofvaluetoyou.But,intellectualproperty(theidea)ofsomethingcanbringongoingwealthuntiltheendofyourdays.Anauthorcanwriteabookonceandprintandsellavirtuallyunlimitednumberofcopies.Thevalueofonegoodideaisfargreaterthananymaterialproduct.Everythingyoucansetyoureyesorlayyourhandsonstartedoutasanideainsomeone’shead.Everypieceofpaper,everypencil,everycomputer,cellphone...younameit,startedoutasanidea,andifyouwantapieceofthatideayoumustpayforit.Thus,thevalueofanyideaisdirectlyrelatedtoone’sabilitytotranslateitintoaphysicalproductorservice.

Now,whatdoesallofthishavetodowiththevalueofwork?Justasthetermmoneyhastwodifferentmeanings,sotoodoesthetermwork.Whatiswork?Tomost,workisgoingtodoajobataplaceofemployment.Itisthephysicallaboroneperformstoearnapaycheck.Thisformofworkhasaverylimitedabilitytoprovideanongoingincome.Infact,giventhisdefinition,assoonastheworkstopssostopstheincome.

Incontrast,therealdefinitionofworkforthewealthyisthis:Workisthetranslationofanideaintoareality-basedproductorservice.Inotherwords,workis theprocessof takinganabstract idea fromyourmind and creating a physical product or service.Tobe able to take anabstractideafromyourmindandcreatearealproducttakeseducationandeffort.Youmustknoweverythingabouttheproductorservicethatyouintendtomakereal.Thenyoumustmastereveryprocess that it takes to manifest that product or idea into a reality. Getting an education anddeveloping that knowledge takes time, and utilizing that knowledge takes work. The moreeducationyouhave,thebetterableyouaretohaveideasofvalueandtheabilitytotranslatetheminto a realitywhere they can thenbe converted into cash.Toput it anotherway, “Work is thebridgethatspansthegapbetweenyourdreamsandreality.”LIFELESSON#3"Thereisadirectcorrelationbetweenoutputandincome.Ifyoudoubtit,simplysitdownforthirtydaysanddonothing.Itwon'tbelongbeforeeverythingyouhave,includingyourhealth,istakenaway."-WilliamE.HearnHIGHEREDUCATION"Wecannotmakedecisionsaboutthingswedon'tknowabout."-WilliamE.Hearn Whatisaneducationfor?Tomakemoremoneyofcourse,right?But,howwillyoumakeyoureducationearnyouagreaterincome?First,youmustunderstandthatit isn'tjustthedegree(thepieceofpaper)thatyouholdthatearnsyoumoremoney,it'syourabilitytousewhatyou've learned to create a valuable product or service that gets the cash. Also, you mustunderstandthatintellectualpropertyisthemostvaluablethingapersoncanown.Inotherwords,what's inyourhead iswhereyourmoneycomesfrom.Ifyourhead isempty,yourpocketswillalsobeempty.Gettinganeducationdoestwothingsforyou.First,itfillsyourheadwithideas,andsecond,itgivesyoutheabilitytomanifestthoseideasintorealitywhereyoucantradethemforthethingsyoureallywant.Toputthatintoperspective,mostcareerstodayrequireanapplicanttohaveaminimumofabachelor'sdegree(4years)justtoapply.Regardlessofhowsmartyouare,orhowmuchyouknowandtheamountofexperienceyouhave,nothingmattersmorethanthedegreeyougetfromanaccreditedcollegeoruniversity.Inmostcases,withoutadegreeyouwon'tevengetachancetoshowsomeonehowgoodyouareatdoingthejob.Yourapplicationsimplywon'tbeconsidered.

Furthermore,thereisadirectcorrelationbetweenthelevelofeducationapersonhasandhow much money they earn. For example, high school drop-outs are typically destined to domanual labor jobs that pay onlyminimumwage, and they will be displaced when there is anapplicant who comes along with a high school diploma. Those with less than a high schooldiplomaearnanaverageincomeof$22,860ayear.Takeouttaxesandtheirannualtakehomepayisonly$18,745.Matchthatincometothelifestyleyouwanttohave,andyouquicklyrealizethatgoingtouniversityisnecessary. Comparatively,peoplewhohave received theirMaster'sdegreeearnanaverageof$59,230ayearwithatakehomepayof$48,569.IfyoucontinuetoyourDoctoralorprofessionaldegree the average income is $84,448. That's $71,780 that you take home after taxes. That isnearly four times the earnings of someone who didn't pursue a higher education. But moreimportantly, the difference is your ability to live your dreams. All people dream of having asuccessfullifefilledwiththethingstheywant,butthosewithaneducation,andthewillingnesstodowhatisnecessarytohavethosethings,actuallygettoenjoythem.Sources:http://nces.ed.gov/fastfacts/display.asp?id=77andhttp://www.bls.gov/emp/ep_chart_001.htmREMEMBER:Wecannotmakedecisionsregardingthingsweknownothingabout.MOTIVATION&INCENTIVEThereisaverytruesayingamongtheultra-successful:“Whenthe‘Why’isbigenough,the‘How’willtakecareofitself.”Haveyoutakenthetimetoseriouslyaskyourselfwhyyouaretaking theTOEFLiBT exam? Imean, other than to fulfill a requirement needed to attend anEnglish-speakinguniversity,haveyouaskedyourself,“Why?” Although youmaynot think of it now, this questions “why?” is perhaps themostimportant determiner of your ultimate success in life.This questionprovides the foundation ofyourdreamsand is the incentive for your becoming successful. Without the “why?” the cosmos has nomotivationtosupportyourdream.Perhapsyouhaven’taskedyourselfthisallimportantquestionyetwhilethingsaregoingratherwell ifnotat leastmovingalong . . .but Icanassureyou that thisquestionwillbecomeparamountinyourmindwhenthingsgetdifficult.Thelackofasignificantanswertothequestion“why?”istantamounttoquitting.Therefore,theTOEFLMasterSTRONGLYurgesyoutoaskyourself“WHY?”Why

amIdoingthis?WhyamIgoingtoanEnglish-speakinguniversityinaforeigncountry?WhyamIworkingsohard?”Makealistof“why?”questions,andwritedownyouranswers.MakecertainthattheyareYOURanswersandnotthewishesorexpectationsofsomeoneelse.Remember:Whenyour“why”isbigenough,the“how”willtakecareofitself.THEPOWEROFWRITINGTHINGSDOWN"Ifitisn'tinwritingitdoesn'texist."-UnknownAsageneralrule,90percentofthepeopleintheworldcontrol10percentofthewealth,while 10 percent of the people control 90 percent of thewealth.And 1 percent of the peoplecontrolALLoftheworld’swealth.Ifthisweretrue,whatpercentofthepopulationdoyouwanttobein?Abetterquestionwouldbe,“Whatdoesthis1percenthaveincommonthattheother99percentdoesn’t?”Toanswerthatquestionlet’stakealookatwhothesesthreegroupsare.The90percentersarethecommonpeople.Theyareyourworkers:Thosewholaborforapaycheckandthosewhostrivetolivehowevertheymay.Thisgroupworksthemselvestodeathstrivingtosurviveon10percentoftheworld’swealth.The10percentersarethemanagers.Thisgroupconsistsmainlyofeducatedpeoplewhousewhattheyhave read (learned) in order tomanage others to get the productionwork done.They typicallyhavepaid for their educationandareheldaccountable for theproductionwork. If theyare toplevelmanagers, theyhaveasay inwritingcompanypolicies,andoftengetan incomebonusforkeepingcosts lowandproductionatahighlevel.Mostof themlivecomfortablywell.Andthenthere is the1percent:Thosewhocontrolallof theworld’swealth.Thisgrouphasone thing incommon that the others do not share. Theywrite everything down. They are your corporationowners,politicians,lawyers,judges,andtoalesserextentprofessors.Corporationownersemploythe90percentanddeterminewhat theywillgetpaidaswellas thecostofgoodsandservices.Politicians, lawyers,andjudgescreateallof the lawsandregulations that therestofus liveby,whileprofessorswrite thebooks that the restofusareeducatedby. Inotherwords, thisgroupcontrolseverything.Ifyouintendtobeoneofthe1percent—goodforyou,IhopeyouenjoyyourselfandrememberthatIhelpedinmysmallwaytohelpgetyouthere.If,andhighlylikely,youintendtobeinthe10percentofthepopulationwhocontrols90percentofthewealth,welcometotheparty.Justrememberthatthemoneyflowstotheworkers,sotakethiscourseseriously,developsuccessfulhabitsandpracticeuntilyoucananswerquestionsautomaticallyusingtheskillsandstructurestaughtinthisbook.

Regardlesswhichgroupyoufindyourselfin,getintothehabitofwritingthingsdown.Keepa journalofyourdreamsandplans foryour future.Makeamonthly reviewofwhat youhavewrittentodetermineifyouarestayingonthetrackofaccomplishingyourgoals. One last thing,writing thingsdown isnot just forkeeping trackofyourplansandmarkingyourgoals.Thereisasecretpowerinwritingthingsdown.Somethinghappenswhenweputourdreamsonpaper.Somethingmagical,mystical,ordivinehappenswhenwecommitourthoughtstopaper.Theultra-wealthypeopleknowthisistheultimatekeytosuccess.Thereisanancientsaying,“Ifitisn’tinwriting,itdoesn’texist.”Whateveritisyouwantoutoflife,writeitdown.Takeamomentnowtowritedownwhatgoalsyouhaveforyourselfinthenextfiveyears.Wheredoyouwanttobeinyourlife?Allcostsaside,whatwouldyouliketostudy?Wherewouldyouliketolive?Whatlifestylewouldyouliketohave?Whatkindofclotheswouldyouliketowear?Wouldyoupreferlivinginahouseoranapartmentorcondo?Whatkindofdiningdoyouprefer—toeatathomeorafinerestaurant?Whatkindofcarwouldyouliketodrive,orwillyouhavesomeoneelsedriveyou?Whatcareerwouldyouliketohave?Doyouwanttogetmarriedorstaysingle?Willyougetmarriedwhileyouare young, or will youwait until you are older?Will you have a family?Give your life someserious thoughtandwriteallyourdreamsdown.Don’tworryabouthowfantasticyour thoughtsmayseem.Rememberthateverywealthyandsuccessfulpersonintheworldbeganasanewbornbaby.Everythingtheyknowandhavehasbeenaddedtothemsince.Itisthesameforallofus.Writedownyourdreamsandbespecific.Themoreyoucandefineyourdreamonpaper,themoreyourdreamswillbecomearealityasyouenvisionthem.Whatdoyouwant?Writeitdown!

Chapter12–CommonlyAskedQuestionsQ:DoIhavetotaketheTOEFLiBTtoenterauniversity?A:ManyuniversitiesdorequirethatyoumeetaminimumscoreontheTOEFLiBT.ThereareotherteststhatyoumightbeabletotaketodetermineyourlevelofEnglishproficiency,however,the TOEFL iBT is themost widely accepted test. Over 7,300 colleges and universities in 130countriesworldwideaccepttheTOEFLiBT.Q:WhatscoredoIhavetohavetoapplytoauniversity?A:WithoveramillionstudentsayeartakingtheTOEFLiBT,theaveragescoreis68.However,the averageminimumscore for applying tomostuniversities is80.Eachuniversityhas itsownrequirementforaminimumTOEFLiBTscore,socheckwiththeuniversitythatyouarewantingtoattend.Tofindoutwhatscoreyouneedtohave,checktheadmissionsareaatthewebsiteoftheuniversityyouwouldliketoattend.TIP:ThescoreslistedonthesitesaretheMINIMUMrequiredtoAPPLY.Meetingthesescores

willNOTguaranteeadmissiontoauniversity.However,notmeetingthemmaypreventadmission.Myadviceistodoyourbesttoscoreatleast5–10pointshigherthantheminimumscore.Doingthismaybemoredifficult,butyoureffortswillreallypayoffwithahigherGradePointAverage(GPA).Q:HowcanIgetahigherscoreontheTOEFLiBT?A:PRACTICE,PRACTICE,andPRACTICE!!!TIP:TheaveragescoreontheTOEFLiBTis68,buttheaverageminimumscoretoentermanyuniversitiesis80.Asarule,foreverypointyouwanttoscoreover68,youmust practice for two hours taking the test the correct way. To do this, follow all of theinstructionsinthiscoursefortesttakingandvisitthelinksprovidedtohelpwithanygrammarandvocabularyproblemsthatyoumaybehaving.

REMEMBER:Minimumeffortproducesminimumreturn.Maximumeffortproducesmaximumreturn.

Q:HowdoIregisterfortheTOEFLiBT?A:Youcanregistereasilyat:http://ets.org/toefl/ibt/about.FollowthislinkandClickontheblue“RegisterNow”buttononthelefthandsideofthescreen.HaveyourIDcardinhandtoanswerthequestionscorrectlyasanymistakesareverydifficulttocorrect.Also,havethenamesofthreeuniversitiesthatyouwouldlikeyourscoressenttohandytofillinthatsectionwhenyougettoit.Finally,followthedirectionsandhaveyour(oryourparents’)creditcardreadytopayforyourtestregistration.Printthereceiptonceyourregistrationiscompleted.Q:WhatifIhavequestionsregardingtheTOEFLiBTtestitself?A:ForquestionsregardingtheTOEFLiBTtestpleasegoto:http://ets.org/toefl/ibt/faq/REFERENCES Scripts from Reading and Listening: TheMedicine Tree, American Revolution,Conservation of Sea Turtles, Solar Flares, Leonardo da Vinci, Food Preservation, and IvanTurgenev; and, script from the Speaking Section, entitledPsychedelicRockmodified from theoriginal at www.wikipedia.org. Speaking Section Shakespeare excerpt modified “Half of theWorld’s Children Study Shakespeare” by Lee Jamieson for www.About.com. Image of pizzamodifiedfrompublicdomainimagebyJonSullivanatPdPhoto.org.FOOTNOTESINDEX1.HaraldW.TietzeSecondEdition(1988)ThirdEdition20032.TextmodifiedfromWIKEPEDIA(2013)http://en.wikipedia.org/wiki/American_Revolution

3.Textmodifiedfrom(2013)WIKEPEDIAhttps://en.wikipedia.org/wiki/Sea_turtle4.TextmodifiedfromWIKEPEDIA(2013).http://en.wikipedia.org/wiki/Leonardo_da_Vinci5.TextmodifiedfromWIKEPEDIA(2013)http://en.wikipedia.org/wiki/Solar_flare6.TextmodifiedfromWIKEPEDIA(2013)http://en.wikipedia.org/wiki/Food_preservation7.TextmodifiedfromWIKEPEDIA(2013)http://en.wikipedia.org/wiki/Ivan_Turgenev8.TextmodifiedfromAbout.Com(2013)http://shakespeare.about.com/b/2011/10/25/new-shake-speare-content.htm