Contains five actual retired TOEFL test forms with authentic TOEFL reading, listening, speaking, and writing questions.
3,869 631 27MB
English Pages 564 Year 2013
Table of contents :
Introducing the TOEFL
Official TOEFL iBT Test 1
Reading • Listening • Speaking • Writing
Answers and Audio Scripts
Official TOEFL iBT Test 2
Reading • Listening • Speaking • Writing
Answers and Audio Scripts
Official TOEFL iBT Test 3
Reading • Listening • Speaking • Writing
Answers and Audio Scripts
Official TOEFL iBT Test 4
Reading • Listening • Speaking • Writing
Answers and Audio Scripts
Official TOEFL iBT Test 5
Reading • Listening • Speaking • Writing
Answers and Audio Scripts
TOEFL Test Prep Planner
The People
Sets)
Each
Who Make the Testl
test includes:
•
Answer keys
•
Audio transcripts
•
Self-scoring guides
with Audio Volume
1
Real Past TOEFL® Tests from ETS
All
TOEFL audio passages on disc
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rOEFL JOURNEY are registered trademarks of Educational Testin' Service (ETS) in the United States and other countries. 21139
go anywhere
Official
TOEFL iBT Tests with Audio
Me
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set)
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Contents Introduction About the
How to
1
TOEFL
iBT® Test
Use This Book
TOEFL iBT Test
2 5
1
9
TOEFL iBT Test 2
71
TOEFL iBT Test 3
135
TOEFL iBT Test 4
195
TOEFL iBT Test 5
259
Appendix
A:
Speaking and Writing Scoring Rubrics
325
Appendix
B:
Audio Track Transcripts
335
TOEFL Test Prep Planner
Introduction
Introduction
About the TOEFL iBT® Test The
TOEFL iBT® test measures your ability to use and understand the English
language as
it is
read, heard, spoken,
and written
in the university classroom.
More
than 8,500 universities, agencies, and other institutions in more than 130 countries accept TOEFL® scores as part of their admissions criteria, making the TOEFL iBT
most accepted English-language .test in the world. Each TOEFL iBT test contains four sections: Reading, Listening, Speaking, and Writing. The questions in these sections measure how well you read, listen, speak, and write in English. They also measure how well you use these skills together, so in some cases you will be asked to integrate your skills. For example, you may read a passage or listen to a lecture, and then write or speak about what you learned. Here are brief descriptions of each section, including what the section measures and the types of questions it contains. test the
Reading Section This section measures your ability to understand academic passages in English. The passages are excerpts from university-level textbooks and similar academic materials.
You do not need any background knowledge about the
topics contained in the
passages in order to successfully answer the questions. All the information you
need to answer the questions can be found in the passages. The questions cover your ability to find and understand basic information, make inferences, and read to learn.
Here are the types of Reading questions, with an explanation of each type: Factual Information
These questions ask you
Questions
that
Negative Factual Information Questions
These questions ask you to distinguish information that is true from information that is not true or not
Inference Questions
These questions ask about information that
was
included
to identify factual information
explicitly stated in the
in
passage.
the passage.
but not explicitly stated
in
is
implied
the passage.
Rhetorical Purpose
These questions ask about the
Questions
specific information presented in a passage.
rhetorical function of
These
questions ask whythe author mentioned or included a specific piece of information in the passage.
Vocabulary Questions
These questions ask you to identify the meanings of individual words or phrases as they are used in the passage.
2
Introduction
Reference Questions
These questions measure your
ability to identify rela-
tionships between ideas mentioned
in
the passage and
expressions that refer to the ideas. For example, an idea could be presented and another sentence could refer to "This idea."
A
question might ask what the
phrase "This idea" refers
Sentence Simplification Questions
Insert Text
Questions
to.
These questions ask you to choose a sentence that has the same essential meaning as a particular sentence from the passage. These questions provide
a
new sentence and ask you
to place that sentence into the
best
Summary
Prose
Questions
passage where
it
would
fit.
These questions ask you
to identify
the passage and distinguish or from ideas that
major ideas from
them from minor ideas
were not presented
in
the pas-
sage. To select the correct answers, you need to both
understand the
relative
importance of various pieces
of information from the passage and identify the
answer choices
bination of
presented Fill
in
a Table Questions
in
com-
that covers the major ideas
the passage.
These questions ask you to select which answer choices belong in a table containing two or three categories. You will need to organize or categorize major ideas or points from the passage into the correct categories.
Listening Section This section measures your ability to understand conversations and academic lectures in English.
two conversations. One conversation takes place in a proand may include discussion of academic material or course requirements. The other conversation takes place on a university campus and includes discussion of nonacademic content that is related to university life. Each
You
will listen to
fessor's office
conversation
You
is
followed by
five
questions.
will also listen to four lectures
on a variety of topics. In two
lectures, only
the professor speaks. In the other two lectures, students contribute to the discussion; the professor may ask students questions about the topic being discussed or
may answer students’
questions. Each lecture is followed by six questions. Each conversation and lecture is heard only once. Each contains a context photograph depicting the speaker(s). Some conversations and lectures contain other visuals,
such as blackboards that present technical vocabulary or
uncommon
names.
3
Introduction
Here are the types of Listening questions, with an explanation of each type:
Questions
These questions ask about the main idea or main purpose of a conversation or lecture, or they ask about
Connecting Information
These questions ask you
Questions
information
Basic
Comprehension
important details that were discussed.
in
to identify the organization of
a conversation or lecture, to
make con-
nections between important points that were discussed, or to
make
inferences based on important points that
were discussed. Understanding
These questions ask you to identify a speaker's purpose in making a statement or asking a question or to iden-
Questions
tify a
Pragmatic
speaker's attitude, opinion, or degree of certainty.
Most questions are multiple choice with one correct answer. Some questions more than one answer. You may also encounter questions that ask you to place the steps of a process in order, place checkmarks in a grid, or listen again to require
a portion of a conversation or lecture.
Speaking Section This section measures your ability to speak in English about a variety of topics.
For each question, you will be given a short time to prepare your response. the preparation time is up, answer the question as completely as possible in the time indicated for that question. For the tests in this book, you should record
When
your responses on a recording device. That way, you can review them later and compare them with the answer key and rubrics. For Speaking question 1, you will speak about a familiar topic, such as a person you know, a favorite place, an important object, or an enjoyable event. You should base your response on personal experience or what you know about the familiar topic.
For Speaking question 2, you will give your opinion about a familiar topic. to explain what your opinion is and explain the reasons you have for
You will need
holding that opinion.
For Speaking question 3, you will first read a short passage and then listen to or read a transcript of a conversation on the same topic. You will then be asked a question about both. You will need to combine appropriate information from the passage and the conversation to provide a complete answer to the question. Your response is scored on your ability to speak clearly and coherently and on your ability to
accurately convey information about the passage and the conversation. For Speaking question 4, you will first read a short passage on an academic subject and then listen to or read a transcript of a talk on the same subject. You will then be asked a question about both. Your response is scored on your ability to speak clearly and coherently and on your ability to integrate and convey key information from the passage and the talk.
4
Introduction
For Speaking question
5,
you
will listen to or read a transcript of a conversaYour response is scored on your ability to
tion about a campus-related problem.
summarize the problem, state which solution from the conversation you and explain the reasons for your preference. For Speaking question 6, you will listen to or read a transcript of part of a lecture. You will then be asked a question about it. Your response is scored on your ability to speak clearly and coherently and on your ability to accurately convey information from the lecture. Speaking responses are scored in terms of three important dimensions: delivery, language use, and topic development. When raters evaluate responses, they consider all three dimensions equally. No one dimension is weighted more heavily briefly
prefer,
than another.
Writing Section This section measures your ability to write in English to communicate in an academic environment. For Writing question 1, you will read a passage and listen to or read a transcript of a lecture. Then you will respond to a question that asks you about the relationship between the reading passage and the lecture. Try to answer as completely as possible using information from both the reading passage and the lecture. The question does not ask you to express your personal opinion. You may consult the reading passage again when it is time for you to write. Typically, an effective response will be 150 to 225 words. Your response is judged on the quality of your writing and on the completeness and accuracy of the content. For Writing question 2, you will write an essay in response to a question that asks you to state, explain, and support your opinion on an issue. Typically, an effective essay will contain a minimum of 300 words. Your essay is judged on the quality of your writing. This includes the development of your ideas, the organization of your essay, and the quality and accuracy of the language you use to express your ideas.
How to Use This Book Official
TOEFL
iBT® Tests with Audio can help you prepare for the test. It TOEFL iBT tests. All the test questions are real
includes five complete actual
TOEFL iBT
questions given to test takers at worldwide test administrations, but
some questions are presented differently than on the real test. The audio portions of the Listening, Speaking, and Writing sections are provided on the audio disc that
accompanies
this book.
In the Reading and Listening sections of each
test,
you may mark your answers
in the spaces provided. In the Writing section of each test, spaces are provided for
you
to write
your responses.
5
Audio Portions to
In the Listening, Speaking, and Writing sections, whenever you need to listen an audio portion, you will see the headphones icon: (^). Each audio track is numbered. Click on the number on the disc main menu to
hear that audio track. Written transcripts of the audio portions are located in Appendix B. not have access to the audio
pronunciation, ask transcripts
them
files,
transcripts to you,
make
you do
to read the transcripts aloud to you. Listening to the
better practice than reading
is
If
but do have access to people with good English
them
to yourself. If
someone reads the
sure you see the pictures.
Listen to each audio track only one time. As in the real
test,
you may take notes
while you listen and use your notes to help you answer the questions.
Answers An Answers the
section for each test
is
provided immediately following the end of
test.
For the Reading and Listening sections, Answer Keys are provided.
For the Speaking and Writing sections, there
is
no
single correct
answer
for
each question. The Answers section has descriptions of what you need to do to get a high score.
You can
also evaluate your responses using the scoring rubrics pro-
vided in Appendix A. if you have recorded your responses on a recording you can compare them with the descriptions in the Answers section and
In the Speaking section, device,
with the rubrics.
Rubrics Rubrics are used to guide raters in evaluating Speaking and Writing section TOEFL iBT rubrics can be found in Appendix A.
responses. All
Speaking scores represent an overall judgment of how well a response communicates its intended message. Delivery and language use are two key characteristics that raters consider when scoring responses to Independent Speaking questions (questions 1-2) and Integrated Speaking questions (questions 3-6). Topic development is a third key characteristic. For Independent Speaking questions, topic development is characterized by the fullness of the content provided in the response as well as its overall coherence. For Integrated Speaking questions, topic development is characterized by the accuracy and completeness of the content provided in the response as well as its overall coherence. Writing scores also represent an overall judgment of how well a response communicates its intended message. The quality of the writing is a key characteristic that raters consider when scoring responses to the Integrated Writing question (question
writing
is
1) and the Independent Writing question (question 2). High-quality characterized by good organization, as well as appropriate and precise
use of grammar and vocabulary. For an Independent Writing question, highquality writing also effectively addresses the topic and task and is well developed.
6
Introduction
is another key characteristic of scoring responses to an Integrated Writing complete and accurate response presents the relevant main points
The completeness and accuracy of the content responses that raters consider question.
A
from both the of these tion
lecture
main
when
and the reading, demonstrates the relationship between each and does not include informa-
points, includes supporting details,
from sources other than the
lecture
and the reading.
The TOEFL® Test Prep Planner Included with this book
is
TOEFL® Test Prep Planner. This concise guide is how to prepare for the test effectively and how to
the
designed to help you understand
build the English skills you need to succeed.
It
includes general information about
and the different question types, as well as a test-preparation plan to use in the eight weeks leading up to your test date. You will also find skill-building activities, sample TOEFL iBT test questions, and information on what to do on and after the test
test day.
More Official Resources TOEFL
iBT
test,
For information about these resources and more, and to register for the visit www.toeflgoanywhere.org.
test,
ETS has many
official
resources to help you prepare for the
including:
•
• • •
The Official Guide to the TOEFL® TOEFL® Practice Online The TOEFL Journey® Program "Inside the
TOEFL
Test
Test” Videos
7
TOEFL iBT Test
1
READING This section measures your ability to understand academic passages
in
English.
the section. Give yourself 20 minutes to read each passage and answer the questions about it. The entire section will take 60 minutes to
There are three passages
in
complete.
You may look back at a passage when answering the questions. You can go back to them later as long as there is time remaining.
tions and
skip ques-
Directions: to
complete
Read the passage. Then answer the questions. Give yourself 20 minutes this practice set.
DEER POPULATIONS OF THE PUGET SOUND Two
in the Puget Sound area of Washington Northwest of the United States. The black-tailed deer, a lowland,
species of deer have been prevalent
state in the Pacific
west-side cousin of the mule deer of eastern Washington,
The other species, the Columbian white-tailed the
(
(K) Chlorosis on leaves
(D Change in leaf pigmentation to a dark shade CD Short, stunted appearance of stems CD Reddish pigmentation on the leaves or stem according to paragraph
iaves of
2,
a
symptom
of green
of iron deficiency
is
the presence
in
young
02
deep red discoloration between the veins
CD CD CD
white or yellow tissue between the veins
dead spots between the veins characteristic dark green veins
Much
of the research
on nutrient deficiencies
based on growing plants hydro-
ponically, that
a
to create solutions that selectively omit certain nutrients
«
ing effects
h 3
is,
in soilless liquid
and then observe the
result-
Hydroponics has applications beyond basic research, since it facilitates the growing of greenhouse vegetables during winter. Aeroponics, a technique in which plants are suspended and the roots misted with a nutrient solution, is
on the
plants.
another method for growing plants without
/
The word
"facilitates" in the
(A) slows
down
CD
affects
(JD'makes easier
CD 76
is
nutrient solutions. This technique allows researchers
p
focuses on
passage
is
soil.
closest
in
meaning
to
f
6.
Aicording
to paragraph 3,
what
the advantage of hydroponics for research on
is
utrient deficiencies in plants?
t-
(A)
It
allows researchers to control what nutrients a plant receives.
(D
It
allows researchers to observe the growth of a large
number
of plants
simultaneously.
CD CD
^
is
possible to directly observe the roots of plants.
It
is
unnecessary
to
Vpe word "suspended"
keep misting plants with nutrient solutions.
in
the passage
is
closest
in
meaning
to
grown
CD protected CD spread out CD hung
Scientists have lators,
known
for
some time
can concentrate minerals
that certain plants, called
at levels a
hyperaccumu-
hundredfold or greater than normal.
A
a
survey of known hyperaccumulators identified that 75 percent of them amassed nickel; cobalt, copper, zinc, manganese, lead, and cadmium are other minerals of
p
R
choice. Hyperaccumulators run the entire range of the plant world.
h
herbs, shrubs, or trees.
5
family,
Many members
of the
mustard family, spurge
They may be legume
family,
and grass family are top hyperaccumulators. Many are found in tropical and where accumulation of high concentrations of metals
subtropical areas of the world,
may
afford
some
protection against plant-eating insects and microbial pathogens.
hy does the author mention "herbs," "shrubs," and "trees"? t§) To provide examples of plant types that cannot tolerate high levels of harmful minerals
(D (D
To show
why
so
many
plants are hyperaccumulators
To help explain why hyperaccumulators can be found
in
so
many
different
places
CD 9.
To emphasize that hyperaccumulators occur
Tne word "afford"
in
the passage
is
closest
in
in
a
wide range of plant types
meaning
to
tA) offer
CD prevent CD increase CD remove
77
TOEFL iBT Test 2 Only recently have investigators considered using these plants to clean up sites that have been contaminated by toxic levels of heavy metals
soil
— an
and waste
environmentally friendly approach known as phytoremediation. This scenario begins with the planting of hyperaccumulating species p
a R
in
the target area, such as an aban-
doned mine or an irrigation pond contaminated by runoff. Toxic minerals would first be absorbed by roots but later relocated to the stem and leaves. A harvest of the shoots would remove the toxic compounds off site to be burned or composted to
h
recover the metal for industrial uses. After several years of cultivation and harvest,
e
the site would be restored at a cost
field trials,
much lower than
the plant alpine pennycress removed zinc and
zinc smelter,
and Indian mustard, native
to Pakistan
reducing levels of selenium salts by 50 percent
Ijx
Which
the price of excavation and
standard practice for remediation of contaminated
reburial, the
of the sentences
highlighted sentence
in
in
and
soils.
For example,
cadmium from India,
soils
has been effective
contaminated
in
near a in
soils.
below best expresses the essential information in the paragraph 6? Incorrect choices change the meaning in
important ways or leave out essential information.
1
(A) Before considering phytoremediation, hyperaccumulating species of plants local to the target area
(B)
The
must be
identified.
investigation begins with an evaluation of toxic sites
in
the target area to
determine the extent of contamination.
The
first
plants
in
step
in
phytoremediation
is
(D) Mines and irrigation
ponds can be kept from becoming contaminated by
planting hyperaccumulating species
41.
It
the planting of hyperaccumulating
the area to be cleaned up.
in
targeted areas.
can be inferred from paragraph 6 that compared with standard practices for
remediation of contaminated
soils,
phytoremediation
(A) does not allow for the use of the
removed minerals
for industrial
purposes
(B) can be faster to implement (€) ^
X/l.
is
equally friendly to the environment
is
less suitable for soils that
Why does the (A) To
(C) To
illustrate
be used within
a short period of
time
risks involved in
phytoremediation
the potential of phytoremediation
show that hyperaccumulating plants grow in many how zinc contamination can be reduced
(D) To explain
78
to
author mention "Indian mustard"?
warn about possible
To help
need
regions of the world
known for some time that certain plants, called hyperaccumucan concentrate minerals at levels a hundredfold or greater than normal. survey of known hyperaccumulators identified that 75 percent of them amassed Scientists have
lators,
A p
manganese, lead, and cadmium are other minerals of They may Hyperaccumulators run the entire range of the plant world. be herbs, shrubs, or trees. Many members of the mustard family, spurge family, legume family, and grass family are top hyperaccumulators. Many are found in tropical and subtropical areas of the world, where accumulation of high concentrations of metals may afford some protection against plant-eating insects and microbial nickel; cobalt, copper, zinc,
£
choice.
g p 5
pathogens.
13. Ljbok at
[]
the four squares
that indicate
where the following sentence can be
{
V^^added to the
passage.
Certain minerals are
more
be accumulated
likely to
in large
quantities than
others.
Where would
the sentence best
(A) Scientists have
known
for
fit?
1
some time
that certain plants, called
hyperaccumulators, can concentrate minerals at levels a hundredfold or
more likely to be accumulated known hyperaccumulators identified that 75 percent of them amassed nickel; cobalt, copper, zinc, manganese, lead, and cadmium are other minerals of choice. greater than normal. Certain minerals are in large
quantities than others.
A survey
of
Hyperaccumulators run the entire range of the plant world.
Many members
herbs, shrubs, or trees. family,
legume
are found
in
of the
mustard
They may be
family,
spurge
and grass family are top hyperaccumulators. Many and subtropical areas of the world, where accumulation
family,
tropical
of high concentrations of metals
may
afford
some
protection against
plant-eating insects and microbial pathogens.
(B) Scientists have
known
for
some time
that certain plants, called
hyperaccumulators, can concentrate minerals greater than normal.
A
at levels a
hundredfold or
survey of known hyperaccumulators identified that
75 percent of them amassed
nickel; cobalt, copper, zinc, manganese, lead, and cadmium are other minerals of choice. Certain minerals are more likely to be accumulated in large quantities than others. Hyperaccumulators run They may be herbs, shrubs, or trees. the entire range of the plant world.
Many members
of the
mustard family, spurge
grass family are top hyperaccumulators. subtropical areas of the world, of metals
may
afford
some
Many
family,
legume
are found
where accumulation
and and
family,
in tropical
of high concentrations
protection against plant-eating insects and
microbial pathogens.
79
TOEFL iBT Test 2 (C) Scientists have
known
some time
for
that certain plants, called
hyperaccumulators, can concentrate minerals greater than normal.
A
at levels a
hundredfold or
survey of known hyperaccumulators identified
them amassed nickel; cobalt, copper, zinc, manganese, and cadmium are other minerals of choice. Hyperaccumulators run the entire range of the plant world. Certain minerals are more likely to be that 75 percent of lead,
They may be herbs, shrubs, or legume family, and grass family are top hyperaccumulators. Many are found in tropical and subtropical areas of the world, where accumulation of high concentrations of metals may afford some protection against plant-eating insects and accumulated
in
large quantities than others.
Many members
trees.
of the mustard family, spurge family,
microbial pathogens.
(D) Scientists have
known
some time that
for
certain plants, called
hyperaccumulators, can concentrate minerals greater than normal. that 75 percent of lead,
A
at levels a
hundredfold or
survey of known hyperaccumulators identified
them amassed
nickel; cobalt, copper, zinc,
and cadmium are other minerals of choice.
manganese,
Hyperaccumulators run
They may be herbs, shrubs,
the entire range of the plant world.
or trees.
more likely to be accumulated in large quantities than others. Many members of the mustard family, spurge family, legume family, and grass family are top hyperaccumulators. Many are found in tropical and subtropical areas of the world, where accumulation of high concentrations of metals may afford some protection against plant-eating insects and
Certain minerals are
microbial pathogens.
Directions:
An
introductory sentence for a brief
provided below. Complete the that express the
belong
in
the
summary by
most important ideas
in
the passage.
summary because they express
passage or are minor ideas Write your answer choices
in
in
summary of the passage is THREE answer choices
selecting the
Some
sentences do not
ideas that are not presented
in
the
the passage.
the spaces
where they belong. You can
either write
the letter of your answer choice or you can copy the sentence.
Plants need to absorb certain minerals from the soil for
.
80
normal growth and development.
6
in
adequate quantities
Readim Answer Choices [a]
/
N/[b]
Some
plants can tolerate comparatively low levels of certain minerals, but
such plants are of
When
plants
little
use for recycling nutrients back into depleted
do not absorb
sufficient
amounts
soils.
of essential minerals,
characteristic abnormalities result. [Cl
Mineral deficiencies
v/ Jfrf Though (T|
many plants can be cured by misting their roots with by transferring the plants to a soilless nutrient solution,
in
a nutrient solution or
beneficial in lower levels, high levels of salts, other minerals,
and
heavy metals can be harmful to plants. Because high concentrations of sodium chloride and other salts limit growth in most plants, much research has been done in an effort to develop salt-tolerant agricultural crops.
sf [F]
Some
plants are able to accumulate extremely high levels of certain minerals
and thus can be used to clean up
soils
contaminated with toxic levels of
these minerals.
81
TOEFL iBT Test 2 Read the passage. Then answer the questions. Give yourself 20 minutes
Directions: to
complete
this practice set.
THE ORIGIN OF THE PACIFIC ISLAND PEOPLE The greater
Pacific region, Traditionally called Oceania, consists of three cultural
areas: Melanesia, Micronesia,
tains the large islands of
and Polynesia. Melanesia,
New
in
the southwest Pacific, con-
New
Guinea, the Solomons, Vanuatu, and
Caledonia.
Micronesia, the area north of Melanesia, consists primarily of small scattered islands.
Polynesia Island,
the central Pacific area
is
and
New
largest cultural areas, Polynesia
mated
in
the great triangle defined by Hawaii, Easter
the
two
and Micronesia, together contained a population
esti-
Zealand. Before the arrival of Europeans, the islands
in
at 700,000.
Speculation on the origin of these Pacific islanders began as soon as outsiders
encountered them; data,
many
fanciful
the absence of solid linguistic, archaeological, and biological
in
and mutually exclusive theories were devised.
Pacific islanders
were variously thought to have come from North America, South America, Egypt, Israel, and India, as well as Southeast Asia. Many older theories implicitly deprecated the navigational abilities and overall cultural creativity of the Pacific islanders. For example, British anthropologists G. Elliot Smith and W. J. Perry assumed that only Egyptians would have been skilled enough to navigate and colonize the Pacific. They inferred that the Egyptians even crossed the Pacific to found the great civilizations of the New World (North and South America). In 1947 Norwegian adventurer Thor Heyerdahl drifted on a balsa-log raft westward with the winds and currents across the Pacific from South America to prove his theory that Pacific islanders were Native Americans (also called American Indians). Later Heyerdahl suggested that the Pacific was peopled by three migrations: by Native Americans from the Pacific Northwest of North America drifting to Hawaii, by Peruvians drifting to Easter Island, and by Melanesians.
In
1969 he crossed the Atlantic
Egyptian influences
in
evidence of physical anthropology, islanders
in
an Egyptian-style reed boat to prove
the Americas. Contrary to these theorists, the overwhelming
came from Southeast
linguistics,
and archaeology shows that the
Pacific
Asia and were skilled enough as navigators to
sail
against the prevailing winds and currents.
The basic
cultural
requirements for the successful colonization of the Pacific
islands include the appropriate boat-building, sailing, and navigation skills to get to
the islands
in
the
first
place; domesticated plants
and gardening
skills
suited to often
marginal conditions; and a varied inventory of fishing implements and techniques. is
now
Austronesian languages to
It
generally believed that these prerequisites originated with peoples speaking
emerge
in
(a
group of several hundred related languages) and began b.c.e. The culture of that time, based on
Southeast Asia by about 5000
archaeology and
linguistic reconstruction,
is
assumed
to
have had
a
broad inven-
tory of cultivated plants including taro, yams, banana, sugarcane, breadfruit, coconut,
sago, and
rice. Just as important, the culture also possessed the basic foundation for an effective maritime adaptation, including outrigger canoes and a variety of fishing techniques that could be effective for overseas voyaging.
82
Contrary to the arguments of
some
that
much
was settled by seems reasonable
of the Pacific
Polynesians accidentally marooned after being lost and
adrift,
it
was accomplished by deliberate colonization expeditions that set out stocked with food and domesticated plants and animals. Detailed studies of the
that this feat fully
winds and currents using computer simulations suggest that drifting canoes would have been a most unlikely means of colonizing the Pacific. These expeditions were likely
driven by population growth and political dynamics on the
well as the challenge and excitement of exploring
Polynesians, Micronesians, and
home
islands, as
unknown waters. Because
all
many Melanesians speak Austronesian languages
and grow crops derived from Southeast Asia, all these peoples most certainly derived from that region and not the New World or elsewhere. The undisputed pre-Columbian presence in Oceania of the sweet potato, which is a New World domesticate, has
sometimes been used to support Heyerdahl's "American Indians in the Pacific" theories. However, this is one plant out of a long list of Southeast Asian domesticates. As Patrick Kirch, an American anthropologist, points out, rather than being brought by rafting South Americans, sweet potatoes might just have easily been brought back by returning Polynesian navigators who could have reached the west coast of South America.
Directions:
Now answer the
The greater p
questions.
Pacific region, traditionally called Oceania, consists of three cultural
areas: Melanesia, Micronesia,
and Polynesia. Melanesia,
New
the southwest Pacific, con-
in
Guinea, the Solomons, Vanuatu, and
New
£
tains the large islands of
g
Micronesia, the area north of Melanesia, consists primarily of small scattered islands.
p
Polynesia
"
Island,
is
and
the central Pacific area
New
15.
the great triangle defined by Hawaii, Easter
Zealand. Before the arrival of Europeans, the islands
largest cultural areas, Polynesia
mated
in
and Micronesia, together contained
in
the two
a population esti-
at 700,000.
According to paragraph
1, all
of the following are true statements about
Melanesia, Micronesia, and Polynesia EXCEPT: (A) Collectively, these regions are traditionally (B)
Caledonia.
The islands
of Micronesia are small
(C) Hawaii, Easter Island, and (D) Melanesia
is
£)
known
and spread
as Oceania.
out.
New Zealand mark the
boundaries of Polynesia.
situated to the north of Micronesia.
83
TOEFL iBT Test 2 Speculation on the origin of these Pacific islanders began as soon as outsiders the absence of solid linguistic, archaeological, and biological and mutually exclusive theories were devised. Pacific islanders were variously thought to have come from North America, South America, Egypt, Israel, and India, as well as Southeast Asia. Many older theories implicitly deprecated the navigational abilities and overall cultural creativity of the Pacific islanders. For
encountered them; data,
many
example,
in
fanciful
British anthropologists G. Elliot
Smith and W.
J.
Perry
assumed
Egyptians would have been skilled enough to navigate and colonize the a
inferred that the Egyptians
g
of the
a
Heyerdahl drifted on a balsa-log
”
the Pacific from South America to
New World
Americans
even crossed the
found the great
Pacific to
(also called
America
Melanesians.
In
In 1947 Norwegian adventurer Thor westward with the winds and currents across prove his theory that Pacific islanders were Native
raft
American
Indians). Later
drifting to Hawaii,
Heyerdahl suggested that the Pacific
in
Pacific
Northwest
by Peruvians drifting to Easter Island, and by
1969 he crossed the Atlantic
Egyptian influences
in
an Egyptian-style reed boat to prove
the Americas. Contrary to these theorists, the overwhelming
evidence of physical anthropology, islanders
They
civilizations
(North and South America).
was peopled by three migrations: by Native Americans from the of North
that only
Pacific.
came from Southeast
linguistics,
and archaeology shows that the
Pacific
Asia and were skilled enough as navigators to
sail
against the prevailing winds and currents.
16. i£y stating that
(A)
CD (D (D
the theories are "mutually exclusive" the author
one of the theories is true, then all the others must be the differences between the theories are unimportant if
taken together, the theories cover
all
means
that
false
possibilities
the theories support each other
The word "overwhelming"
in
the passage
is
closest
in
meaning
to
(^Tpowerful
CD CD CD
favorable current
reasonable
18/According to paragraph
2,
which of the following led some early researchers to came from Egypt?
believe that the Pacific islanders originally
;
were known to have fotfhded other great civilizations. ^TSailors from other parts of the world were believed to lack the skills needed CA) Egyptians
to travel across the ocean.
C By 1800, significant numbers of them were produced outside of Britain. They were used in factories before they were used to power trains.
CD They were
used
in
the construction of canals and turnpikes.
13/ According to paragraph
4,
involved combining which
providing a machine to take the place of the horse
two previously separate ingredients?
^ ^ ^
CAX-Turnpikes and canals
Stationary steam engines and
CD CD
142
Metal
rails in
wagons with flanged wheels
roadbeds and wagons capable of carrying heavy loads
Canal boats and heavily laden
wagons
Watt's steam engine soon showed what it could do. It liberated industry from dependence on running water. The engine eliminated water in the mines by drivThe ready ing efficient pumps, which made possible deeper and deeper mining.
Murdoch during the 1790s
develop the
p
availability of coal inspired William
a
new form
«
lamps and flickering candles, and early in the new century, grew accustomed to gaslit houses and even streets. Iron manufacturers, which had starved for fuel while depending on charcoal, also benefited from ever-increasing supplies of coal; blast furnaces with steam-powered bellows turned out more iron and steel for the new machinery. Steam became the motive force of the Industrial Revolution, as coal and iron ore were the raw materials.
h 3
of nighttime illumination to be discovered
gas rivaled smoky
in a
to
millennium and a
half.
first
Coal
oil
well-to-do Londoners
>ok at the four
squares
[]
that indicate
where the following sentence can be
Ided to the passage.
The
factories did not
have to go to the streams when power could come to the
factories.
Where would (A)
The
the sentence best
fit?
factories did not have to
go to the streams when power could come
to the factories. Watt's steam engine soon It
liberated industry
eliminated water
in
it
The ready
Murdoch during the 1790s oil
lamps and
century, well-to-do Londoners streets. Iron manufacturers,
new form
to develop the first
flickering candles,
grew accustomed
which had starved
made
availability of coal
of nighttime illumination to be discovered in a millennium
gas rivaled smoky
could do.
The engine
the mines by driving efficient pumps, which
possible deeper and deeper mining. inspired William
showed what
from dependence on running water.
and
and early
to gaslit
a half. Coal
the
in
new
houses and even
for fuel while
depending on
charcoal, also benefited from ever-increasing supplies of coal; blast furnaces
with steam-powered bellows turned out
more
iron
and
steel for the
new
machinery. Steam became the motive force of the Industrial Revolution, as coal
and
iron ore
were the raw
materials.
showed what it could do. The factories did when power could come to the factories. industry from dependence on running water. The engine
Watt's steam engine soon
(D
not have to go to the streams It
liberated
eliminated water
in
the mines by driving efficient pumps, which
possible deeper and deeper mining.
The ready
made
availability of coal
the 1790s to develop the
first
new form
of nighttime illumination to be discovered in a millennium
and
a half. Coal
inspired William
Murdoch during
gas rivaled smoky
oil
lamps and flickering candles, and early in the new grew accustomed to gaslit houses and even
century, well-to-do Londoners streets. Iron manufacturers,
which had starved
for fuel while
depending on
charcoal, also benefited from ever-increasing supplies of coal; blast furnaces
with steam-powered bellows turned out more iron and steel for the
new
143
TOEFL iBT Test 3 machinery. Steam became the motive force of the Industrial Revolution, as coal and iron ore
(g)
were the raw
Watt's steam engine soon
materials.
showed what
it
could do.
It
liberated industry
from dependence on running water. The factories did not have to go to the streams when power could come to the factories. The engine eliminated water
in
the mines by driving efficient pumps, which
The ready
and deeper mining.
during the 1790s to develop the
be discovered
and
in
a millennium
grew accustomed
to gaslit
which had starved for
first
and
and early
flickering candles,
in
new form
a half. Coal
the
new
possible deeper
Murdoch
of nighttime illumination to
gas rivaled smoky
oil
lamps
century, well-to-do Londoners
houses and even
fuel while
made
availability of coal inspired William
streets. Iron manufacturers,
depending on charcoal, also benefited from
ever-increasing supplies of coal; blast furnaces with steam-powered bellows
turned out more iron and steel for the
new machinery. Steam became
the
motive force of the Industrial Revolution, as coal and iron ore were the raw materials.
(D)
Watt's steam engine soon
showed what
it
could do.
It
liberated
The engine eliminated water in the mines by driving efficient pumps, which made possible deeper and deeper mining. The factories did not have to go to the streams when power could come to the factories. The ready availability of coal inspired William Murdoch during the 1790s to develop the first new form industry from dependence on running water.
of nighttime illumination to be discovered in a millennium
gas rivaled smoky
oil
lamps and
century, well-to-do Londoners streets. Iron manufacturers,
flickering candles,
grew accustomed
to gaslit
which had starved for
and
and early
in
a half. Coal
the
new
houses and even
fuel while
depending on
charcoal, also benefited from ever-increasing supplies of coal; blast furnaces
with steam-powered bellows turned out
more
iron
and
steel for the
new
machinery. Steam became the motive force of the Industrial Revolution, as
~\
coal and iron ore
were the raw
materials.
14. [directions: An introductory sentence for a brief summary of the passage is ^/provided on the next page. Complete the summary by selecting the THREE answer choices that express the most important ideas in the passage. Some
sentences do not belong presented
in
in
the
summary because
the passage or are minor ideas
Write your answer choices
in
in
they express ideas that are not
the passage.
the spaces where they belong. You can either write
the letter of your answer choice or you can copy the sentence.
144
Readim
The
Industrial Revolution
source of power that
.
was
would not have been possible without a new efficient, movable, and continuously available
P
Answer Choices
s
In
the early eighteenth century, Savery and
expanding steam could be used In
&
the mid-1700s,
m
James Watt transformed an
fast, flexible, fuel-efficient
In
all
discovered that
inefficient
steam
pump
into a
engine.
Watt's steam engine played a leading role
production of
Newcomen
to raise a piston in a cylinder.
in
greatly increasing industrial
kinds.
the 1790s, William
Murdoch developed
a
new way
of lighting
houses and
streets using coal gas.
n
Until the 1830s, Britain
was
the world's major producer of steam engines.
S' The availability of steam engines was a railroads,
major factor
in
the development of
which solved a major transportation problem.
145
Read the passage. Then answer the questions. Give yourself 20 minutes
Directions: to
complete
this practice set.
WILLIAM SMITH
A*
In
1769
in
a
little
of William Smith
X
town
in
was born
Oxfordshire, England, a child with the very ordinary into the
rudimentary village schooling, but mostly he roamed
were so abundant
fossils that
in
name
poor family of a village blacksmith. He received his uncle's
the rocks of the Cotswold
farm collecting the
When
hills.
he grew
older,
William Smith taught himself surveying from books he bought with his small savings,
and
at the
age of eighteen he was apprenticed to a surveyor of the
then proceeded to teach himself geology, and
work
for the
company
that
was excavating
when he was
local parish.
He
twenty-four, he went to
the Somerset Coal Canal
in
the south of
England.
v This was before the steam locomotive, and canal building was at ,
its height. The companies building the canals to transport coal needed surveyors to help them find the coal deposits worth mining as well as to determine the best ppurses fpr the canals. This job gave Smith an opportunity to study the fresh rock outcrops cheated by the newly dug canal. He later worked on similar jobs across the length and breadth of England, all the while studying the newly revealed strata and collecting all the fossils he could find. Smith used mail coaches to travel as much as 10,000 miles per year. In 1815 he published the first modern geological map, "A Map of the Strata of England and Wales with a Part of Scotland," a map so meticulously researched that it can still
be used today. In
1831
when Smith was
finally
as the "father of English geology,"
it
recognized by the Geological Society of London
was
not only for his
maps
but also for something
even more important. Ever since people had begun to catalog the strata outcrops, there had been the hope that these could
somehow
in
particular
be used to calculate
more and more accumulations of strata were cataloged in became clear that the sequences of rocks sometimes difregion and that no rock type was ever going to become a reliable
geological time. But as
more and more
places,
fered from region to
it
time marker throughout the world. Even without the problem of regional differences, rocks present a difficulty as unique time markers. Quartz
surrounded by four oxygen ions
—there's no difference at
is
all
quartz
—a
silicon ion
between two-million-
year-old Pleistocene quartz and Cambrian quartz created over 500 million years ago.
As he collected
fossils
from
strata
throughout England, Smith began to see that
the fossils told a different story from the rocks. Particularly
in
the younger strata, the
rocks were often so similar that he had trouble distinguishing the strata, but he never
had trouble
telling the fossils apart. While rock between two consistent strata might one place be shale and in another sandstone, the fossils in that shale or sandstone were always the same. Some fossils endured through so many millions of years that in
in many strata, but others occur only in a few strata, and a few species had their births and extinctions within one particular stratum. Fossils are thus identifying markers for particular periods in Earth's history.
they appear
146
Not only could Smith identify rock strata by the
fossils they contained,
while others begin to be seen as the strata
in
Smith was able to put all the strata sequence. About the same time, Georges Cuvier made the same discovery while
fossils, ral
he could
more ancient sediments, become more recent. By following the of England's earth into relative tempo-
also see a pattern emerging: certain fossils always appear
studying the rocks around Paris. Soon mal) succession
was
valid not only in
it
was
realized that this principal of faunal (ani-
England or France but
virtually
everywhere.
It
because plants showed the same transformation through time as did fauna. Limestone may bejgund in the Cambrian or 300 million years later in the Jurassic strata, but a trilobite the ubiquitous
was
actually a principle of floral succession as well,
—
—
—
marine arthropod that had nor
strata,
a
1769
in
a
in
little
town
in
Smith was born
of William
birth in the
Cambrian
—
never be found
in
Jurassic
questions.
Oxfordshire, England, a child with the very ordinary into the
were so abundant
in
name
poor family of a village blacksmith. He received
rudimentary village schooling, but mostly he roamed fossils that
will
the Cambrian.
Now answer the
Directions:
In
dinosaur
its
his uncle's
the rocks of the Cotswold
hills.
farm collecting the
When
he grew older,
William Smith taught himself surveying from books he bought with his small savings,
and
at the
age of eighteen he was apprenticed to a surveyor of the
then proceeded to teach himself geology, and
work
for the
company
that
was excavating
when he was
local parish.
He
twenty-four, he went to
the Somerset Coal Canal
in
the south of
England.
15.
The word "rudimentary"
in
the passage
is
closest
in
meaning
to
thorough (B) strict
©
basic
(D) occasional
a
ccording to paragraph mith
is
1,
which of the following statements about William
NOT true?
(A) Smith learned surveying by reading and by apprenticing for a local surveyor. (B) Smith's family lived
in
town and possessed little wealth. borrowed from his uncle. work on the excavation of an English
a small English
(C) Smith learned about fossils from books he (0) Smith eventually
left his village
to
canal.
147
This was before the steam locomotive, and canal building was at its height. The companies building the canals to transport coal needed surveyors to help them find the coal deposits worth mining as well as to determine the best courses for the canals. p
a
This job gave Smith an opportunity to study the fresh rock outcrops created by the
g
newly dug canal. He
£
England,
all
he could
find.
”
later
worked on
similar jobs across the length
and breadth of
the while studying the newly revealed strata and collecting
Smith used mail coaches to
1815 he published the
first
modern geological
and Wales with a Part of Scotland,"
a
map
much as map, "A Map
travel as
the fossils
all
10,000 miles per year.
In
of the Strata of England
so meticulously researched that
it
can
still
be used today.
I^Which )
of the following can be inferred
Canals were
built primarily in
from paragraph 2 about canal building?
the south of England rather than
in
p
other
^regions.
Canal building decreased after the steam locomotive was invented. )
Canal building
damaged )
/
18.
in
made
it
difficult to
Canal builders hired surveyors
According to paragraph
^^/vVilliarn Smith?
study rock strata which often became
the process.
2,
like
Smith to examine exposed rock
which of the following
is
true of the
map
published by
/
(A)
It
indicates the locations of England's major canals.
d£)
It
became most valuable when
the steam locomotive
made
rail
travel
possible.
(D The )
19.
It
is
data for the
map were
no longer regarded as
the word "meticulously" (A) carefully
(D (D CD
quickly
frequently
obviously
strata.
in
collected during Smith's
work on
canals.
a geological masterpiece.
the passage l\
is
closest
in
meaning
to
Readim when Smith was
1831
In
finally
as the "father of English geology,"
p
a
it
recognized by the Geological Society of London
was
not only for his
maps
but also for something
even more important. Ever since people had begun to catalog the strata in particular outcrops, there had been the hope that these could somehow be used to calculate geological time. But as more and more accumulations of strata were cataloged in
sequences of rocks sometimes
R
more and more
h
fered from region to region and that no rock type
3
time marker throughout the world. Even without the problem of regional differences,
places,
it
became
clear that the
was ever going
to
become
dif-
a reliable
—
rocks present a difficulty as unique time markers. Quartz is quartz a silicon ion surrounded by four oxygen ions there's no difference at all between two-millionyear-old Pleistocene quartz and Cambrian quartz created over 500 million years ago.
—
0.
Which
of the sentences
highlighted sentence
in
below best expresses the essential information in the paragraph 3? Incorrect choices change the meaning in
important ways or leave out essential information. (A)
The discovery
of regional differences
in
0
the sequences of rocks led
geologists to believe that rock types could
some day become
reliable
time
^markers. C®3 Careful analysis of strata revealed that rocks cannot establish geological time
©
because the pattern of rock layers varies from place to place. Smith's catalogs of rock strata indicated that the sequences of rocks are different from place to place
and from region
to region.
Because people did not catalog regional differences
was Zfl.
Why
in
sequences of rocks,
it
believed that rocks could never be reliable time markers.
does the author use the phrase "Quartz
(A) To describe howjtB&^eHffeZences
is
quartz"? fa
between Pleistocene and Cambrian quartz
reveal information about dating rocks
(D
To point out that the chemical composition of quartz makes
it
more
difficult
to date than other rocks
(D
To provide an example of how regional differences
/make
in
rock sequences can
a particular rock difficult to date
(f; To explain that rocks are difficult to use for dating because their chemical
compositions gjways^er^^
149
As he collected
fossils
from
throughout England, Smith began to see
strata
the fossils told a different story from the rocks. Particularly p
in
that
the younger strata, the
rocks were often so similar that he had trouble distinguishing the strata, but he never
h
telling the fossils apart. While rock between two consistent strata might one place be shale and in another sandstone, the fossils in that shale or sandstone were always the same. Some fossils endured through so many millions of years that
«
they appear
a B
had trouble
in
had
in
many
their births
strata, but others *occur only in a few strata, and a few species and extinctions within one particular stratum. Fossils are thus identi-
fying markers for particular periods
:.
According to paragraph
4,
was
it
in
Earth's history.
difficult for
Smith to distinguish rock
strata
because ^gfthe rocks from different
CD (D
strata closely
he was often unable to find fossils
in
made
it
their similarity to
each other
resembled each other
the younger rock strata difficult for
him to distinguish one rock
type from another the type of rock between
(D
word "endured"
Tfye
in
two consistent
the passage
is
strata
closest
was always
meaning
in
the
same
to
A) vanished (D developed
(D (D
varied
survived
Not only could Smith identify rock strata by the
fossils they contained, he could
also see a pattern emerging: certain fossils always appear
while others begin to be seen as the strata
Smith was able to put
fossils,
all
in
become more
more ancient sediments, By following the
recent.
the strata of England's earth into relative tempo-
p
£ §
ral
sequence. About the same time, Georges Cuvier
studying the rocks around Paris. Soon
£
mal) succession
”
was
was
valid not only in
it
was
made
— 300
million years later
marine arthropod that had strata,
nor a dinosaur
24.Yhe word
150
absolutely surprisingly
nearly
in
its
may be found
the Jurassic strata, but a trilobite
birth in the
passage C\
is
Cambrian
—
closest
meaning
in
It
because plants showed the same
will
in
the Cambrian
— the
never be found
the Cambrian.
"virtually" in the
(A) possibly
CD (D H Go purchase
practice test to •
to
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test.
register
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Reading
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scores:
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1
istening
6.
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Total
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iM
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Chapter
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1:
2 TASKS AND RESOURCES
OBJECTIVES Learn about the
COMPLETED
Test Prep
Reading as
much as
possible
English
in
Read Planner Chapter
•
See sample Speaking questions Appendix 1.
•
Review Speaking Scoring Guides in Planner Appendix 3 to understand what score levels
Speaking.
Speaking section
your reading
View and experience
sample Speaking questions
in
is
an
essential part of building
•
3:
TOEFL PLANNER
Using the Planner
Planner
Go
skills.
to
www.lexile.com/toefl for a list of
books that
mean.
are associated with •
Listen to
sample responses and view
comments on
raters’
level
TOEFL iBT®
the Planner website
www.ets.ora/toefl/Dlanner your current
vou
to helD
skill levels.
identify
and understand what a
response at your desired
level is like.
Refer to
the Scoring Guides as you listen.
Practice your Speaking
•
Pick three general activities and three targeted activities
skills
•
skills.
1
Activity 2
Use the Speaking chapter Guide
Activity
from Chapter 3 (pages 17-20) to work
on your Speaking
to the
TOEFL ® Test (Chapter
in
The
4) for
V
Official
more
Activity
3
Activity
4
Activity
5
Activity
6
practice.
WEEK
3 COMPLETED
TASKS AND RESOURCES
OBJECTIVES Learn about the Reading
•
Read Planner Chapter
•
nutili Review sample Reading questions
4:
Reading.
section
View and experience
!
in
and experience them on the
1
Planner website www.ets.ora/toefl/Dlanner.
questions Practice your Reading
1
Planner Appendix
sample Reading
•
Pick three general activities and three targeted activities
skills
•
skills.
WHOM Use the Reading chapter Guide
Activity
1
from Chapter 4 (pages 23-25) to work
on your Reading
to the
8
TOEFL Test (Chapter
Activity 2 in
The
2) for
Official
more
Activity
3
Activity
4
Activity
5
Activity
6
practice.
Go anywhere from
here.
9
Chapter
TOEFL PLANNER
1:
Using the Planner
Test Prep
WEEK 4 TASKS AND RESOURCES
OBJECTIVES Learn about the
COMPLETED
•
Read Planner Chapter
•
flJIM'l Review sample Listening questions
5: Listening.
Listening section
View and experience
Planner Appendix
sample Listening
in
and experience them on the
1
Planner website www.ets.ora/toefl/Dlanner.
questions Practice your Listening
•
Pick three general activities and three targeted activities
skills
•
Activity
1
Activity
2
from Chapter 5 (pages 28-30) to work
on your Listening
skills.
K19 Use
the Listening chapter
Guide
TOEFL Test (Chapter
to the
8
in
The
3) for
Official
more
Activity
3
Activity
4
Activity
5
Activity
6
practice.
WEEK
5 TASKS AND RESOURCES
OBJECTIVES Learn about the Writing
•
Read Planner Chapter
COMPLETED
6: Writing.
section
View and experience
•
questions
See sample Writing questions Appendix
sample Writing •
Planner
in
1.
Review Writing Scoring Guides
in
Planner
Appendix 4 to understand what score levels
mean. •
nHJiiL Read sample responses and 1
!
comments
in
your current
Appendix level
1
raters’
to help you identify
and understand what a
response at your desired
level is like. Refer to
the Scoring Guides as you read.
Practice your Writing
•
Pick three general activities and three targeted activities
skills
•
skills.
liU1 Use the Writing chapter Guide
Activity
1
Activity
2
from Chapter 6 (pages 34-37) to work
on your Writing
to the
8
in
TOEFL Test (Chapter
The
5) for
Official
more
Activity
3
Activity
4
Activity
5
Activity
fi
practice.
10
Go anywhere from here.
)
1
.
Chapter
WEEK
Using the Planner
1:
TOEFL PLANNER Test Prep
6 TASKS AND RESOURCES
OBJECTIVES Planning for test day
•
Take a complete TOEFL
•
COMPLETED
Read Chapter 7: Test Day and Beyond and gather the documents you will need to take with you.
practice test to
measure
EH9 Take a complete The
Official
Guide
My
practice test in
TOEFL*
to the
Test.
Reading
instructions in the Guide to calculate your
your progress
scores:
Use the
Reading and Listening scaled scores. Listening
•
Time yourself
each section and
for
try to
simulate the test setting.
Get evaluations for
•
Ask a teacher or tutor
to evaluate your
Speaking
My
scores:
responses to the practice test using the Scoring
Speaking and Writing
Guides
in
Appendix 3 of the Planner. Use the
conversion charts
in
Speaking
Appendix 6 to convert the
ratings to a scaled score.
•
Ask a teacher
Writing
or tutor to evaluate your Writing
responses to the practice test using the Scoring Guides
in
Appendix 4 of the Planner. Use the
conversion charts
in
Appendix 6
to convert the
ratings to a scaled score.
Practice
more on your
weakest
skills
•
Compare your scores Decide which
•
to the
to
activities for
each of
Activity 1
skills.
E3I Use Chapters 2 through 5 Guide
1
skills.
Complete three additional your weakest
•
Week
focus on.
Review the Planner chapters that correspond your weakest
•
to your first test in
skills to
TOEFL* Test for more
of
The
Activity
2
Activity
3
Official
practice.
WEEK 7 Take a second complete
TOEFL practice
•
MiUiB Take
a second complete practice test
online at www.ets.ora/toeflDractice.
test to
Add
My
scores:
all
of your section scores to calculate your total
establish your readiness for test
COMPLETED
TASKS AND RESOURCES
OBJECTIVES
Reading
score. Convert your ratings on the Speaking and
day
Writing sections to scaled scores by using the
conversion chart
in
Appendix
Listening
6.
Speaking Writing
Total
•
Stay
in
Timed Mode as much as possible
to
simulate the test setting. •
Review the directions through the practice
•
each section as you go
for
test.
Compare these scores
to the scores
online practice test from
Week
Decide which of the four
skills to
2 to
on your
Week
7.
focus on.
Go anywhere from
here.
1
TOEFL
Test
Chapter
1
:
Using the Planner
Prep
PLANNER
•
Continue preparing
Focus on improving your weakest
skills
using
the Planner and The Official Guide to the 8
TOEFL
WEEK
Test.
8 TASKS AND RESOURCES
OBJECTIVES Continue preparing
•
Focus on improving your weakest
COMPLETED
skills
using
the Planner and The Official Guide to the 9
TOEFL Test
Take another practice
•
BUS Take another complete in
test
The
Official
Guide
the instructions
in
to the
My
practice test
TOEFL®
Test.
scores:
Use
the Guide to calculate your
Reading
Reading and Listening scaled scores. 1
•
Time yourself
for
each section and
istoning
try to
simulate the test setting.
Get evaluations for
•
Ask a teacher
or tutor to evaluate your Speaking
Guides
in
Appendix 3 of the Planner. Use the
conversion charts
in
Appendix 6
•
Ask a teacher
Writing
or tutor to evaluate your Writing
responses to the practice test using the Scoring Guides
in
Appendix 4
conversion charts
in
of the Planner.
Use the
Appendix 6 to convert the
ratings to a scaled score.
•
Review Planner Chapter
•
need a photo
You’ll
ID
7: Test
and
Day and Beyond.
your Registration
Confirmation. Check with your
TOEFL Test
Resource Centre or www.ets.ora/toefl/id ID
•
•
requirements
in
Go anywhere from here.
)
for
your country.
Return to your online registration profile and print out
your confirmation. Check for any
changes
in
your testing details.
Get directions to your testing transportation plans.
12
scores:
Spanking
to convert the
ratings to a scaled score.
Gather your documents
My
responses to the practice test using the Scoring
Speaking and Writing
site
and make
iTest Prep
PLAN NER
About the
TOEFL The TOEFL iBT® communication
measures the English language
test in
an academic
setting.
Speaking and Writing. The entire test the
same
is
It
iBT' Test
skills
important for effective
consists of four sections: Reading, Listening,
about four hours long, and
all
sections are taken on
day.
The TOEFL iBT
test
uses integrated tasks that require test takers to combine
they would
real
academic
in
a
•
read, listen
•
listen
•
read, listen
setting.
and then speak
and then speak
in
in
The integrated questions ask
skills just
as
test takers to:
response to a question
response to a question
3-
and then write 4-
in
response to a question
Test Format The following chart shows the possible number of questions and the timing of the test.
The time
limit for
for
each section
each section varies according to the number of questions.
Every test contains either a longer Reading section or a longer Listening section.
Test Section
Number
of Questions
Timing
Reading
4 passages, 12-14 questions each
60-80 minutes
Listening
6 lectures, 6 questions each
60-90 minutes
2-3 conversations, 5 questions each
BREAK Speaking Writing
10 minutes
6 tasks: 2 independent and 4 integrated
20 minutes
1
integrated task
20 minutes
1
independent task
30 minutes
Go anywhere from
here.
1
3
Chapter
TOEFL PLANNER
2:
About the TOEFL iBF Test
Test Prep
Test Administration •
The TOEFL
iBT® test
is
administered via computer from a secure Internet- based
network. •
Instructions for answering questions are given with
notes throughout the entire
test.
each section. Test takers can take
At the end of testing,
all
notes are collected and
destroyed to ensure test security. •
For the Speaking section, test takers wear headphones and speak into a microphone.
Responses are three to six •
digitally
human
recorded and sent to the ETS Online Scoring Network where
raters score the responses.
For the Writing section, test takers type their responses. Responses are sent to the
ETS Online Scoring Network, where they are rated by four raters— two human raters for human rater and one e-rater ® for the independent task. (With
the integrated task, one e-rater,
•
All
your responses are scored by the computer.)
human
raters are trained
and
certified
throughout the day each time they •
by ETS and are continuously monitored
rate.
Scores are reported both online and by
mail.
About Test Scores Score Scales The TOEFL iBT
test provides scores in four
Reading
0-30
Listening
0-30
Speaking
0-30
areas:
0-30
Writing
Total
skill
Score
0-120 (The
total
score
is
the
sum
of the four section scores.)
Score Reports The score reports provide information about your readiness academic studies
14
Go anywhere from here
.
•
four
•
total
)
skill
in
scores
score
to participate
an English-speaking setting. Score reports include:
and succeed
in
Chapter
2:
About the TOEFL iBT® Test !
Scores are reported online approximately ten days after the
test.
You can view your
scores online free of charge. Paper copies are mailed shortly after the scores are posted online
if
you opted to receive a hard copy. Please see Appendix 2
for
a sample examinee
score report. Colleges, universities
score reports
and agencies also can view your scores online and/or receive paper
when you have
selected them as score recipients. You can do this free of
charge for up to four score recipients
when you
register, or
you can do
it
after the test for
a small fee. See Chapter 7 for more information.
Score Requirements Each
institution sets its
own requirements
depend on factors such as the applicant’s or graduate), offers English
whether the applicant
will
for
TOEFL
ETS has collected the score requirements in
of
the
its
many TOEFL®
TOEFL
.
score requirements.
at
institution
students. Destination institutions. For
Destinations Directory at
www.toeflaoanvwhere.ora However, we advise you program or department
These minimums
the level of study (undergraduate
be a teaching assistant and whether the
as a Second Language support for
your convenience, these are included
iBT® scores.
field of study,
to
check with your
your target destination to find out
if
particular
they have any special
TOEFL
pJ
PLANNER
iTest Prep
PLANNER
Academic Speaking
Skills
The Speaking section measures your settings, during class
the
ability to
speak English
effectively in
as well as outside the classroom. The tasks
real-life situations that
in this
academic
section resemble
students encounter:
During a class, students are expected to respond to questions, participate
•
academic discussions, summarize what they read and
hear,
and express
in
their
views
on topics under discussion. Outside the classroom, students participate
•
opinions and communicate with people
in
in
casual conversations, express their
such places as the bookstore, the
library,
the cafeteria and the housing office.
Speaking Section Description In
the Speaking section, you
will
be asked to speak on a
variety of topics that
draw on
personal experience, campus-based situations and academic content. The Speaking section
The to
is
first
draw
approximately 20 minutes long and includes six questions.
two questions are entirely
called Independent
Speaking Tasks because they require you
on your own ideas, opinions and experiences when you respond.
The other four questions are
called Integrated Speaking Tasks
to integrate your English-language skills— listening
because they require you
and speaking, or
speaking— just as you must during class and outside the classroom.
listening, reading
and
7
Chapter
3:
Speaking
TOEFL PLANNER Test Prep
Speaking Task Types TASK TYPE
TASK DESCRIPTION
TIMING
Independent Tasks 1
.
Personal Preference
This question asks you to express and defend a
personal choice from a given
category—for example,
Preparation time:
15 seconds
important people, places, events or activities that you enjoy.
Response time: 45 seconds
2.
This question asks you to
Choice
make and defend a
personal
choice between two contrasting behaviors or courses
Preparation time:
15 seconds
of action.
Response time: 45 seconds Integrated Tasks Read/Listen/Speak 3.
Campus
Situation
•
A
reading passage (75-100 words) presents a
campus-related issue. Topic: Fit
and Explain
•
A
listening
passage (60-80 seconds; 150-180
words) comments on the issue
in
the reading
passage. •
Preparation time:
30 seconds
The question asks you
to
Response time: 60 seconds
summarize the
speaker’s opinion within the context of the reading passage. 4.
Academic Course
•
A
reading passage (75-100 words) broadly
defines a term, process or idea from an academic
Preparation time:
30 seconds
subject.
Topic: General/Specific
•
An excerpt from a lecture (60-90 seconds; 150-220 words) provides examples and specific
Response time: 60 seconds
information to illustrate the term, process or idea
from the reading passage. •
The question asks you
to
combine and convey
important information from the reading passage
and the lecture excerpt. Listen/Speak 5.
Campus
Situation
•
The
listening
words)
is
passage (60-90 seconds; 180-220
a conversation about a student-related
Preparation time:
20 seconds
problem and two possible solutions.
Topic: Problem/Solution
•
The question asks you
to
demonstrate an
understanding of the problem and to express an
Response time: 60 seconds
opinion about solving the problem. 6.
Academic Course
•
The
listening
passage (90-120 seconds;
230-280 words) Topic:
is
an excerpt from a lecture that
Preparation time:
20 seconds
explains a term or concept and gives concrete
Summary
examples •
to illustrate that term or concept.
The question asks you to summarize the lecture and demonstrate an understanding of the relationship between the examples and the
Response time: 60 seconds
overall topic.
TOTAL
20 minutes
Go anywhere from
here.
1
Chapter
3:
Speaking
Test Prep
PLANNER
Speaking Responses Like
all
section
the other sections of the is
TOEFL
delivered via computer. For
all
iBT® test, the Speaking
Speaking tasks,
you’ll
use a
headset with a microphone.
For Speaking questions that involve listening,
you’ll
hear short spoken
passages or conversations. For Speaking questions that involve reading, you’ll read short written
passages on your computer screen.
You can take notes throughout the Speaking section and use your notes
when you respond
Your responses
to the questions.
be recorded and sent to the ETS Online Scoring
will
Network where they
will
be scored by experienced
raters.
How Speaking Responses Are Scored Your responses listen for
will
be scored
various features
in
score based on the overall scoring criteria vary generally •
will
Delivery:
be
holistically.
This
means
skill
you display
in
your answer. Although
somewhat depending on the
question, the raters
listening for the following features in
How
clear
that raters
your response and assign a single
and
fluid
your speech
is,
your answer:
including
good
pronunciation, natural pacing and natural-sounding intonation patterns. •
18
Language Use: How to
Go anywhere from here.
convey your ideas.
effectively
you use grammar and vocabulary
Chapter
•
Topic Development:
How fully you answer the
all
or
most
of the time allotted,
question and
Good responses
coherently you present your ideas.
and the
3:
how
generally use
and the progression from one idea to the next
C~~-
Complete these Week 2
between ideas clear and easy to
is
tasks and update the checklist on page 9.
more detailed criteria, see the Speaking Scoring Guides in Appendix 3. These will help you better understand how responses are For
•
See sample Speaking questions Planner Appendix
evaluated.
1
www.ets.ora/toefl/Dlanner
and high-scoring responses may contain occasional errors in any of the three areas described above.
•
and minor lapses
in
and experience
them on the Planner website
important to note that raters don’t expect your response to be
perfect,
Test Prep
relationship
follow.
It’s
TOEFL PLANNER
Speaking
at .
Review Speaking Scoring Guides
in
Planner Appendix 3 to understand
what score
Speaking Skills Practice
•
Listen to
view
The best way to practice speaking
some
In
to help If
countries,
you can
that, find
skills
and
overall
communication
skills.
raters’
mean.
sample responses and
comments on
the Planner
website to help you identify your current
with native speakers of English.
find English-speaking tutors or assistants
you with conversation
you can’t do
is
levels
level
and your desired
level.
V
a friend to practice speaking with every day.
Targeted Activities
General Speaking Practice
)
•
Practice using language for giving opinions, language for describing problems
Independent Speaking
and
solutions,
and language
compare
to
and contrast. Try the following activities to build the skills you’ll
need
for the
Independent Speaking tasks:
•
Learn to use idiomatic and informal speech naturally
•
•
Make a
you and practice speaking about them. The topics can be academic or nonacademic (sports, hobbies, travel, etc.). list
and appropriately by
listening
of topics that are familiar to
Think for 20 seconds about what you did yesterday, then recount
to native English
mimic •
their expressions.
Practice using contractions, such as there’s, I’m
one minute. Remember to use the past tense of verbs and use connecting words and phrases, such as “first,” “then” and “while was.”
your experiences
in
speakers and trying to
more
and so on,
natural
when
in
it’s,
order to sound
speaking.
I
• •
Think for 20 seconds about what you plan to do tomorrow, then talk
about
it
for
one minute.
Work on
pronunciation, including
stress, intonation patterns
word
and pauses.
There are a number of products and websites that can help you develop
•
Think of a story with which you are
familiar. Tell
the story to pronunciation
several different people. Try to
tell
skills,
including
the story faster each time. Pronunciation in English from
•
number
magazines and newspapers. it in one minute. Describe the same thing more than once, using different adjectives and Collect a
Look
at
adding
each
of pictures from
AmEnglish.com® and ETS.
picture, then describe
details.
Go anywhere from
here.
1
9
Chapter
XO E F PLANNER
3:
Speaking
Llest Prep
•
State an opinion or a preference for something familiar and
present clear, detailed reasons for your choices. Use connecting
words or phrases -
About note
s
reason
permitted to take notes on the reading
Make
you and explain why your idea •
is
me
the best
Because the reading and
Think about topics related to student
because”).
of classes
materials are very
brief,
life
way
(for
to proceed.
example, the types
you enjoy taking or the best place to
study). For
listening
topic, write
may
important to
is
a recommendation about a topic of concern or interest to
listening material in the Integrated
Speaking tasks on the TOEFL iBT® test.
to help explain your opinion (for example, “the
prefer” or “this
taking: You are •
and
I
taking notes
speak on
down two reasons
this topic for
to explain your preference
each
and
one minute.
not be necessary. However, note•
taking practice will help you prepare
Write
down
topics on slips of paper. Each day, choose one
randomly and practice giving a one-minute response. Repeat your for the test.
responses to each topic two or three times to build fluency.
(
Targeted Activities
)
Integrated Speaking These
activities
can help
build the skills you’ll
need
for the Integrated
Speaking tasks: •
Listen to a talk
on the National Geographic website
at
www.nationalqeoqraphic.com/ and take notes. Then use your notes to give a
summary
of the talk to a friend
and eventually
record a one-minute oral summary. •
Read an
article or listen to
a
talk
on an issue that interests you
example, the environment). Prepare an outline opinion speech about the article or
talk.
for a
(for
one-minute
Your outline should
include your opinion, two points to support your opinion and one detail/reason to support each point. •
campus newspaper
Find
articles, •
articles
on the
Internet. After reading the
express your opinions about them to a
friend.
Read a short article from a newspaper or a textbook. Write down two or three questions and then answer them orally. Eventually, record your answers to the questions.
•
Find a textbook
end
of
Start later
20
Go anywhere from
here.
in
English that includes study questions at the
each chapter. Practice answering the questions
by reading about subjects with which you’re
move on
to less familiar subjects.
orally.
familiar
and
Chapter
•
Find listening and reading material on the
can contain
material
can be a news report on a current topic on TV or
similar or different views.
The
and the reading material can be a newspaper or
and reading - Do separate
and reading
lists
listening
of important points
on the
listening
oral
summaries
of the information
in
the listening
material. Practice paraphrasing using different
and explain it
radio,
Internet report.
structures.
- Combine the information from the reading and
explaining
in
writing
orally using only
how
they
listening
relate. Later, practice
your notes for reference.
- State an opinion about the ideas and information presented the reading and listening material and explain
-
If
Test Prep
material.
words and grammatical
material
TOEFL PLANNER
Speaking
same topic. The
material
- Take notes or create
3:
how
they
in
relate.
the reading and/or listening material describes a problem,
suggest and explain your own solution to the problem. n
Practice Tips for the Speaking Section •
When you
practice for the
TOEFL
iBT® Speaking section, take 15
going to say before you speak. Write
your response. Don’t attempt to write
and •
•
raters will
be able to detect responses that are read and
Record your responses and replay them. Evaluate your - Did
I
- Did
I
- Did
I
- Did
I
- Did
I
- Did
I
- Did
I
- Did
I
seconds
to think about
what you’re
down a few key words and ideas and plan how you will organize down exactly what you’re going to say. It’s a waste of your time,
effort
will
give
them a lower
rating.
by asking yourself these questions:
complete the task?
speak clearly?
make grammatical
errors?
use words correctly? organize
my
ideas clearly and appropriately?
use the time effectively?
speak too quickly or too slowly? pause too often?
Record your response another time a few days
later.
Compare these responses
with your earlier
responses. •
Ask an English teacher or tutor Scoring Guides from Appendix
to evaluate your recordings using the appropriate
TOEFL
iBT Speaking
3.
V
J
^ Go anywhere from
here.
21
Chapter
TOEFL, PLANNER
3:
Speaking
Prep
Group Speaking
Complete these Week 2 tasks and update the checklist on page 9. •
work on your Speaking
mm The
17-20
trying these activities to practice your
speaking
skills
with
friends or a study group: •
Pick three general activities and three
targeted activities from pages
•
Have fun
Activities
Make
cards” with description prompts. For example,
“jnote
describe your favorite restaurant, your best friend or an ideal
to
house. Put the cards face down, choose one and respond
skills.
in
45 seconds. Use the Speaking chapter
Official
Guide
to the
in
•
TOEFL® Test
Join a club
whose members meet
movies, music and
(Chapter 4) for more practice.
travel.
to converse
in
a club doesn’t exist
If
English about
in
your area,
start
one. Invite native English speakers to join you.
J •
With a group,
list
opinion topics and write these on cards. Topics
might include research papers vs. oral presentations, laptops
vs.
desktops, school uniforms vs. wearing regular clothes to school,
and so on. Each person chooses a card, prepares a one-minute presentation and then presents to the group.
The speaker must
support his or her opinion with reasons. The group then can
•
debate each
topic.
Divide group
members
into pairs.
Have each
pair of partners
choose a common problem college students face and brainstorm two solutions
to the problem.
They should prepare
role-plays
in
which one person describes the problem and the other provides the solutions and indicates which solution he or she prefers
and why. •
Practice using transition words and phrases such as however, first,
on the other hand and
in
contrast to help listeners follow your
speech. With a group, write as of
many transitions as you can
think
on cards. Each person must randomly choose one card and
then create two sentences connected by the transition word on the card. You can use a timer and allow each person 30 seconds to respond. •
Set up a discussion club with a group of friends. Each week, one
member chooses a talk or video form)
or a
and everyone
speech in
group gets together, the leader
(available online or in audio
the group listens to for that
talk/speech and leads a discussion on the topic.
22
Go anywhere from
here.
j
it.
When
week summarizes
the
the
Test Prep
PLANNER
Academic Reading
Skills
The Reading section measures your and passages.
In
many academic
ability to
understand university-level academic texts
settings around the world, students are expected to
read and understand information from textbooks and other academic materials written English.
The following are three purposes
for
in
academic reading:
Reading to Find Information scanning text for key facts and important information
•
Effectively
•
Increasing reading fluency and rate
Basic Comprehension •
Understanding the general topic or main idea, major points, important facts and details,
•
vocabulary
in
context,
Making inferences about what
ana pronoun usage is
implied
in
a passage
Reading to Learn •
Recognizing the organization and purpose of a passage
•
Understanding relationships between ideas
•
Organizing information into a category chart or a
summary
in
order to recall major
points and important details •
Inferring
how
ideas connect throughout the passage
Reading Section Description The TOEFL iBT® Reading section includes three to four reading passages. There are 12 to 14 questions per passage. You have 60 to 80 minutes to answer
all
the questions
in
the
section.
Go anywhere from
here.
23
^ Chapter
TOEFL. PLANNER
4:
Reading
Prep
—— Complete these Week 3 tasks and update the checklist on page 9.
—
Reading Passages TOEFL
The excerpts are changed as assess
•
Planner Appendix
1
and experience
them on the Planner website www.ets.ora/toefl/Dlanner
at .
J
|
how
well
introductions to a discipline or topic.
in
as possible because the goal is to you can read the kind of writing that is used in an little
academic environment.
Review sample Reading questions in
iBT® Reading passages are excerpts from university-level
textbooks that would be used
The passages will cover a variety of different subjects. You don’t need to be familiar with the topic of a passage. All the information you need to answer the questions will be in the passage itself. Often passages present information about the topic from more than
one perspective or point of view. This is something you should note as you read because you’ll usually be asked at least one question that allows you to show that you have understood the general organization of the passage.
You must read through or scroll to the end of each passage before receiving questions on that passage. Once the questions appear, the passage appears on the right side of the computer screen. The questions are on the left. (To see how they appear on screen, download the sample questions on the Planner website.)
Reading Question Formats There are three question formats •
in
the Reading section:
Questions with four choices and a single answer
in
traditional
multiple-choice format •
Questions with four choices and a single answer that ask you to “insert a
•
sentence” where
it
fits
best
in
a passage
“Reading to learn” questions with more than four choices that ask
you to select more than one answer
Each passage
is
accompanied by a “reading
questions test your
and
ability to
to learn” question.
These
how the passage is organized among facts and ideas in different
recognize
to understand the relationships
parts of the passage.
For these questions, you’re asked to sort information and place
summary. The two points each. The chart
the text options provided into a category chart or
summary questions
are worth up to
questions are worth up to three points presented, and up to four points
Reading
if
if
there are five options
there are seven options presented.
Skills Practice
You can improve your reading
skills in
English by reading regularly,
especially university textbooks or other materials that cover a variety of subject
_ 24
Go anywhere from here.
and are
^
)
areas— such as sciences, social sciences, in an academic style.
written
arts,
business—
Chapter
The
Internet
is
one
best to include material that in
more academic
is
“
in style,
Test Prep
It’s
the kind that
'
in
Go
building your reading skills. of
TOEFL PLANNER
university courses.
£ Reading as much as possible list
Reading
of the best resources for reading material, but
books, magazines or journals of any kind are very helpful as well.
would be found
4:
English
to
is
^
an essential part of
www.lexile.com/toefl
books that are associated with TOEFL iBT®
for a
skill levels.
General Reading Activities You might •
try
these general
activities to practice
your reading
Increase your vocabulary by keeping a journal of
- Group word
lists
skills:
new words:
by academic subject areas— such as biology,
geology, psychology— and create flash cards to review the
words
frequently.
- Learn to recognize the meanings of
common •
prefixes, suffixes
and
roots of words.
Study the organization of academic
texts:
- Look for the main ideas and the supporting details and pay attention to the relationship between them. Notice how the end of one sentence relates to the beginning of the next sentence.
- Make a
list
of the important points of the
passage and then
summary of If the text is a comparison, be sure your summary reflects that. If the text argues two points of view, be write a
it.
sure both are reflected •
Work
article article.
•
your summary. skills.
You read an
from a journal or magazine and your friend reads a different
Each person makes up
(who, what, where, when, the
in
with a friend to improve your reading
new
article
five
how and
and answer each
basic information questions why).
Exchange
articles,
read
other’s questions.
Read a Reading passage from The Official Guide to the TOEFL8 academic text. Think about the main idea of each paragraph and then write a “headline” for each paragraph. The “headline” should be short (five to eight words) and it should capture the main idea of the paragraph. Then write a five- to sixTest or from any
sentence summary of the entire passage. •
Make a copy text.
together.
newspaper or from an academic try to put the text back words that give you clues about the ordering of help you put the text back together.
of an article from a
Cut the text
Look
into
for
the paragraphs to
paragraphs and then
Go anywhere from
here.
25
Chapter
TO E F PLANNER
4:
Reading
Lriest Prep
•
Work on
done by Read a short text (article or short reading from a text) once and record the time takes you to read it. Then read it again and try to improve your reading speed. increasing your reading speed. This can be
timing yourself as you read.
it
•
Set up a book club with your classmates or friends. Have each
persoQ choose something for everyone to read. Set up a schedule and discuss one reading at each meeting. •
Keep a reading texts
log
in
which you write summaries or responses to
you read.
The TOEFL iBT® Reading section does not measure summarizing skills,
but learning to summarize reading passages
will
help you
on the Speaking and Writing sections.
(
Targeted Activities
)
Reading to Find Information Try these activities to practice for “Reading to Find Information”
questions: •
Scan passages
to find
and
highlight key facts (dates,
terms) and information. Look for capital
letters,
symbols, and special formatting (such as •
C
numbers,
numbers and
italics)
as you scan.
words in a passage that have the same meaning. Highlight each one with the same color marker. Then look at the way the writer used these words with similar meanings. Look
for
Targeted Activities
)
Reading for Basic Comprehension Try these activities to practice for “Reading for Basic Comprehension”
questions: •
Practice skimming a passage quickly to get a general impression of the
main idea instead of
carefully reading
each word and each
sentence. Practice reading the introductory paragraph, the
first
sentences of paragraphs and the concluding paragraph to get the gist of
26
Go anywhere from
here.
)
a passage.
Chapter
•
Develop the ability to skim quickly and identify major points. After skimming a passage, read it again more carefully and write down the main idea, major points and important facts.
•
Choose some
unfamiliar words in a passage and guess the meaning from the context (surrounding sentences). Then look the words up to confirm their meaning.
•
Underline
•
pronouns (for example: he, him, they, them, nouns to which they refer in the passage.
all
identify the
Paraphrase individual sentences
in
etc.)
4:
TOEFL PLANNER
Reading
Test Prep
and
a passage. Then paraphrase
entire paragraphs.
Targeted Activities
)
Reading to Learn •
Whenever you
Complete these Week 3
read, identify the
passage type
tasks and update the
(cause/effect,
compare/contrast, classification, problem/solution, description,
checklist on page 9.
narration). •
Organize the information
in
•
the passage:
Pick three general activities and three
targeted activities from pages
- Make a
of the major points of the
list
passage and the minor
work on your Reading
23-25
to
skills.
points that support them.
-
If
•
the passage categorizes information, create a chart and
place the information
in
IU3 Use the Reading chapter The
appropriate categories.
Official
Guide
to the
in
TOEFL® Test
(Chapter 2) for more practice.
- Create an charts,
summary
oral or written
lists
and
of the
passage using the
outlines.
About charts and the TOEFL iBT® Reading section: You won’t be asked to create charts on the
answer choices
will
test. Instead,
be provided and
you’ll
a chart with possible
be asked to
fill
in
By creating practice charts, however, you can practice categorizing information, and soon
the chart with the correct choices.
will
\
be able to do so with ease.
1
J
Go anywhere from
here.
27
iTest Prep
PLANNER Listening Academic Listening The
Listening section
measures your
settings,
you must be able to
typically
done
for
one
Skills ability to
listen to lectures
understand spoken English.
academic
In
and conversations. Academic
listening
is
of the three following purposes:
Listening for Basic Comprehension •
Comprehend the main
idea,
major points and important details related to the main idea
Listening for Pragmatic Understanding' •
Recognize a speaker’s attitude and degree of certainty
•
Recognize a speaker’s function or purpose 2
Connecting and Synthesizing Information •
•
Recognize the organization of information presented Understand the relationships between ideas presented cause/effect or steps
in
(for
example: compare/contrast,
a process)
•
Make
•
Make connections among
•
Recognize topic changes in lectures and conversations, and recognize introductions and conclusions in lectures
inferences and draw conclusions based on what
pieces of information
in
is
implied
in
the material
a conversation or lecture
Listening Section Description Listening material
in
speech sounds very
the test includes academic lectures and conversations natural.
You can take notes on any
listening material
entire test.
'Pragmatic understanding: To understand a speaker’s purpose, attitude, degree of certainty, etc. "Synthesize: To
combine information from two or more sources
in
which the
throughout the
Chapter
5: Listening
TOEFL PLANNER Test Prep
Most of the questions that follow the lectures and conversations are questions with four answer choices and a single correct answer. There are, however, some other types of
traditional multiple-choice
questions: •
Multiple-choice questions with
more than one answer
(for
example: two answers out of four or more choices) •
Questions that require you to put
in
order events or steps
in
a process •
Questions that require you to match objects or text to categories in
a table
Number
Listening Material 4-6
lectures,
3-5 minutes long
Timing
of Questions
6 questions per lecture
60-90 minutes 2-3 conversations, about 3 minutes long
5 questions per conversation
Academic Lectures The lectures
in
the
TOEFL
speaking that occurs professor
does
all
in
iBT® test reflect the kind of listening
the classroom.
or almost
all
some
In
and
of the lectures, the
of the talking, with an occasional
may engage
comment by a
student.
the students
discussion by asking questions that are answered
in
In
other lectures, the professor
by the students. The photos that
accompany
whether one person or several people
Conversations The conversations office
in
in
will
the lectures indicate
be speaking.
an Academic Setting
the
TOEFL
iBT test
may
take place during an
meeting with a professor or teaching assistant, or during a
service encounter with university staff.
conversations are generally academic
The contents in
of the office
nature or related to course
requirements. Service encounters could involve conversations about
a housing payment, registering for a class or requesting information
The photos that accompany the conversations help you imagine the setting and the roles of the speakers.
at
the
library.
Complete these Week 4 tasks and update the checklist on page 10. •
Listening Skills Practice
BSSEl Review sample in P/a/?r?er Appendix 1
Listening questions
and experience
them on the Planner website Listening to the English language frequently variety of
academic materials
and improve
is
the best
and reading a wide
way
www.ets.oro/toefl/planner
at .
to increase vocabulary
listening skills.
Watching movies and television shows and
listening to the radio
skills. You are more engaged when you listen to entertaining material. Movies, television shows and live interviews are especially useful because they also provide visual reinforcement and cues.
provide excellent opportunities to build listening typically
Go anywhere from
here.
29
Chapter
TOEFL PLANNER
5: Listening
Test Prep
Audiotapes and
CDs
of books, lectures
and presentations are
equally valuable and are available at libraries and bookstores. Also,
many
and most
public libraries
universities
have
their public lectures
available online. Lectures with transcripts are particularly helpful.
The
Internet is a great resource for listening material— visit websites such as www.npr.org www.cnn.com/services/podcastinq .
.
www.audtobooksforfree.com www.vouthradio.org www.bbc.co.uk/radio and .
www.bbc.co.uk/worldservice/learninqenqlish
.
.
General Listening Activities You might •
try
these general
activities to build
Listen to different kinds of material
increasing length and
on a
your listening
skills:
variety of topics, of
difficulty.
- Start with recordings on familiar topics and gradually progress to topics that are
-
First, listen
and then NPR and
new
to you.
shows and movies, programs with academic content, such as broadcasts. Start with short segments and
to conversations, television
listen to
BBC
progress to longer segments.
- Listen several times to each recording: o For beginners,
listen first with English subtitles,
available. Then, without subtitles, listen for the
and key
if
they are
main ideas
details.
o Listen again to understand the connections between ideas, the structure of the talk and/or the speakers’ attitudes and to distinguish fact from opinion.
- Listen
actively:
o Take notes as you details. Write
listen for
main ideas and important
down key words
only, not
every word.
o Keep a log of the new words and expressions you hear.
Check the
The Listening section does not measure summarizing
skills,
summarizing
is
tasks
in
but practicing
spelling
and meaning
in
a dictionary.
o Ask yourself about the basic information presented
useful for the integrated
recording
the Speaking and Writing
the
in
(Who? What? When? Where? Why? How?).
o Make predictions about what you
will
hear next,
sections.
/
o Use your notes to summarize what you’ve heard.
- Copy a
script
from an online news
or podcast. Delete or cover every Listen to the recording,
30
Go anywhere from here.
)
and
story, lecture or talk,
fifth
word on the
try to write in
movie
script.
the missing words.
1
Chapter
5:
Listening
TOEFL PLANNER
- Listen to the news or a lecture online and read the script at the
same
words
in
time. Listen closely
and
the script. Try to identify
highlight the stressed
why the
speaker stresses
specific words.
- Listen to a portion of a lecture or
and create a list of summary. Gradually listen to the entire lecture and combine the summaries for each part into a summary of the whole lecture. important points.
Use the
list
talk
to write a brief
Listening for Pragmatic Understanding •
As you
movies, television shows and lectures:
listen to
- Think about what each speaker hopes to accomplish. What is
the purpose of the lecture or conversation? For example,
is
the speaker apologizing, complaining, inviting or making
suggestions?
- Notice each speaker’s
How
style. Is
the language formal or casual?
does each speaker sound? Is the speaker’s voice calm or emotional? What does the speaker’s tone of voice tell you? certain
- Notice the speaker’s degree of
certainty.
How
sure
is
the
speaker about the information? Does the speaker’s tone of voice indicate something about his/her degree of certainty?
- Pay attention to the way stress and intonation patterns are
used to convey meaning. Replay segments multiple times, listening for shades of meaning. This will help you understand a speaker’s point of view.
- Listen
for
changes
in
topic.
What
transitions are
- Listen for repetitions of ideas and paraphrases.
speakers reinforce
Vocabulary
tip:
used?
How do
their points?
Don’t memorize low-frequency technical
vocabulary. These words are usually defined within a text or listening
passage. Focus on learning high-frequency language
that crosses
all
disciplines.
Go anywhere from
here.
3
Chapter
TOEFL PLANNER
5: Listening
Test Prep
Targeted Activities ")
Listening to Connect and
Synthesize Ideas As you
are listening to recorded lectures or talks:
- Think about
Complete these Week 4
how what
you’re hearing
is
organized. Listen for
the signal words that indicate the introduction, major steps or
tasks and update the
ideas,
examples and the conclusion or summary.
checklist on page 10. •
Pick three general activities and three
targeted activities from pages
work on your •
B9 The
Listening
17-20
Identify the relationships
to
steps
- Listen Guide
ideas. Possible
in
and
a process.
skills.
Use the Listening chapter
Official
between
relationships include cause/effect, compare/contrast
to the
in
for transitions that
between
ideas.
How do
show connections and
relationships
speakers introduce and organize
8
TOEFL Test
their points?
(Chapter 3) for more practice.
J
- Predict what information or idea - Stop the recording
will
at various points.
be expressed
next.
Summarize what you
just
heard or what you’ve heard up to that point.
- Practice
listening for
viewpoints. is
against
and comparing two speakers’
Which speaker supports the idea and which
it?
What words do speakers use
to support their
ideas? Are the words mainly positive or negative?
x
-
Vocabulary idioms test
will
tip:
Understanding phrasal verbs and
common
help you with the Listening section of the
TOEFL
because phrasal verbs and idioms are often used
in
iBT®
informal
conversations.
V
32
Go anywhere from
here.
)
iJP
Academic Writing
Skills
The Writing section measures your academic situations where ideas
in
a
writing
ability to write in in
English
is
English
required,
in
setting. In
all
well-organized manner.
clear,
Often you’ll need to write a paper or an essay response on an
been learning
an academic
you must be able to present your
in
class. This requires
what you’ve read
in
exam about what you’ve
combining information you’ve heard
textbooks or other materials. For
this
in
lectures with
type of writing— often referred to
as integrated writing— you must be able to:
Take notes on what you hear and read, and use your notes to organize information
•
before writing •
Summarize, paraphrase and
•
Write about the
ways the
cite information accurately
from source material
information you heard relates to the information you read
You also must be able to write essays that express and support your opinions. of
on your
own knowledge and
For example, you
type
In this
writing— known as independent writing— you express an opinion and support
it
based
experience.
may be asked
to write an
essay about a controversial issue. You would
use past personal experience to support your position.
x Planning before you write college,
you
will
is
an important
skill
to develop. In your university or
have to write papers and essay exams that
will
require such
skills.
J
lfc_
Writing Section Description The
total
time for the Writing section
tasks: an Integrated Writing
The Integrated Writing Task comes wearing headphones. minutes, you
may
50 minutes.
is
You’ll write
responses to two writing
Task and an Independent Writing Task.
When you
first
finish
because
it
requires
some
listening
and
you’ll
be
the Integrated Writing Task, which takes about 20
take the headphones
off to
work on the Independent Writing Task.
You’ll
then have 30 minutes to complete the Independent Writing Task.
Go anywhere from
here.
33
Chapter
TOEFL PLANNER
6:
Writing
Test Prep
You’ll
type your responses on the computer keyboard, and then your responses
sent to the
be
will
ETS Online Scoring Network.
Task Type Task
Description
1
Integrated Writing Task
•
You read a short text of about 230-300 words (reading time: three minutes) on an
Read/Listen/Write
•
You
•
The reading passage disappears from the screen during the
academic
may
topic.
take notes on the reading passage.
reappears
when you
begin writing so you can refer to
•
You
•
The
•
You write a summary
listen to
in
a speaker discuss the
passage
listening
listening
is
same
lecture that follows.
topic from a different perspective.
about 230-300 words long
(listening time:
may
to points
made
take notes on the listening passage.
passage and explain how these
passage. Suggested response length penalty for writing
The
two minutes).
connected English prose of important points made
in
It
as you work.
passage provides additional information that relates
the reading passage. You
listening
it
more as long as
it
is
relate to the
is in
in
the
key points of the reading
150-225 words; however,
there
is
no
response to the task presented.
Task 2 You write an essay that states, explains and supports your opinion on an issue. An
•
Independent Writing
effective essay will usually contain a
write
Writing from Experience and
Knowledge
more
if
minimum
of
300 words; however, you may
you wish.
You must support your opinions or choices rather than simply
•
list
personal
preferences or choices. •
Typical essay questions begin with statements such as:
-
Do you agree
or disagree with the following statement? Use reasons
and
specific details to support your answer.
-
Some
people believe
Other people believe
[X],
[Y],
Which
do you prefer/agree with? Give reasons and specific
of these
two positions
details.
How Writing Responses Are
Scored
Your responses to
ETS Online Scoring Network. The
all
writing tasks are sent to the
responses are rated by four raters— two human raters
human
rater
and one e-rater ®
for the
for the integrated task
independent task. (With
e-rater,
and by one
your responses are
scored by the computer.) Your responses are rated on a scale of zero to
Appendix
in
4.
five
according to the Writing Scoring Guides
Your average score on the two writing tasks
of 0 to 30. (See
Appendix 6
for a chart that helps
is
converted to a scaled score
you convert the average score on your
responses to a scaled score.) Your response to the Integrated Writing Task
•
(organization, appropriate
and precise use
of
is
scored on the quality of your writing
grammar, and vocabulary) and the
completeness and accuracy of the content.
The independent
•
writing
essay
is
scored on the overall quality of your writing:
development, organization, and appropriate and precise use of grammar and vocabulary.
34
Go anywhere from
here.
It
doesn’t matter whether you agree or disagree with the topic— the
raters are trained to
.
)
accept
all
varieties of opinions.
Chapter
6:
TOEFL PLANNER
Writing
Test Prep
For both of the writing tasks, the raters recognize that your response is
a
You’re not expected to produce a comprehensive essay
first draft.
about a specialized topic. You can receive a high score with an essay that contains
some
errors.
Complete these Week 5
Writing Skills Practice
tasks and update the checklist on page 10.
General Writing Activities •
Be sure you have developed fundamental writing skills before you progress to more targeted practice. Check to see if you can do the
See sample Writing questions Appendix
•
following:
Review Writing Scoring Guides Appendix 4
•
Learn the conventions of spelling, punctuation and paragraph
levels
Planner
in
1.
to
in
Planner
understand what score
mean.
creation.
Read sample responses and
• •
Study the organization of good paragraphs and essays. paragraph discusses in
•
the
first
ONE
main
sentence, which
is
idea. This idea
is
A good
usually written
called the topic sentence.
In
essay
comments identify
like.
idea of the essay.
read.
topic.
Are you writing about something
in
fit
Appendix
your current
what a response
writing, each paragraph should discuss one aspect of the main
Before you write, think about verb tenses that logically
in
1
level
to help
raters’
you
and understand
at your desired level
is
Refer to the Scoring Guides as you
your
the past? Then you
might use the simple past, present and past perfect, past
continuous— tenses that •
Read your
naturally
fit
together.
writing three or four times;
different thing.
Make a
each time, check
checklist of errors
for
a
you commonly make
(for
example: verb tenses, run-on sentences, subject-verb agreement). •
Reread your writing and (for
example:
circle
common,
get, nice, things, stuff). In
these with stronger words and phrases pleasant, objects, possessions).
you can come up •
uninteresting expressions
your second (for
draft,
replace
example: obtain,
See how many
alternate
words
with.
show the relationship between Use words and phrases such as “on the one hand” or
Practice using transitions to ideas.
“in
conclusion” to create a clear structure for your response. •
Practice typing on a
keyboard used from the
in
QWERTY
keyboard, the type of computer
English-speaking countries. The
first six letters in
name comes
the top row of the keyboard.
Go anywhere from
here.
35
Chapter
6:
Writing
iTest Prep
PLANNER
J Vocabulary
tip:
Expand your vocabulary by doing crossword
puzzles and other word games. These are available on sites
like
http://www.vourdictionarv.com This website also has a “Word .
of the Day.”
V
Independent Writing Try the following activities to build the skills you’ll
need
for the
Independent Writing tasks: •
Make a
list
of familiar topics
and write essays about them.
Practice taking 30 minutes to plan, write and revise each essay.
- Think about and writing. This
is
list all
ideas related to a topic or task before
also called “prewriting.”
- Identify one main idea and create a to support that idea.
list
of
some major
points
Develop the essay by using appropriate
explanations and details.
-
When
your essay
Make
sure your supporting ideas are clearly related to your
is
complete, reread what you have written.
main point and are developed •
in detail.
Read a sample essay response from Appendix 1 or in The Official to the TOEFlL® Test and make an outline of the essay.
Guide
Include the main idea and supporting points for each paragraph.
Paraphrase the key points
in
your
own words and summarize
the
essay you read. •
Read
articles
and essays
written by professional writers that
express opinions about an issue, such as a social, environmental or educational issue. Identify the writer’s opinion(s). Notice
the writer addresses possible objections to the opinion(s).
36
Go anywhere from here.
j
how
Chapter
6:
TOEFL se PLANNER
Writing
P
Practice Tips for the Writing Section •
Use the sample Independent Writing topics in Appendix 5 of the Planner and Chapter 5 of The Official to the TOEFL® Test to practice writing for the TOEFL iBT® test. Time yourself, taking 30 minutes to read the question, plan your work and write your essay. Review your essay and ask yourself these Guide
questions:
- Did
•
I
- Did
I
- Did
I
- Did
I
- Did
I
- Did
I
When
complete the task? write clearly?
make grammatical
errors?
use words correctly? organize
my
ideas clearly and coherently?
use the time effectively?
practicing the Integrated Writing response:
- Plan your time minutes to
example, two to three minutes to plan, 15 minutes to
carefully (for
- Start your response with a strong topic statement that -
Show how
the points
made
in
clearly
shows the main
the lecture relate to specific points
summarize the reading and the •
write,
two
to three
edit).
made
in
point of the lecture.
the reading.
Do
not simply
writing.
Ask an English teacher or tutor to evaluate your essay using the appropriate Writing Scoring Guides from Appendix 4 and to give you feedback.
Paraphrasing In
your academic classes, you must be careful never to plagiarize
(copy another writer’s words without acknowledging the source).
Paraphrasing
is
an important
skill
because you are expressing ideas
about something from source material
in
your
own words.
Practice
paraphrasing words, phrases, sentences and entire paragraphs frequently using the following activities: •
Learn to find synonyms. Pick 10-15 words or phrases
passage and quickly think in
of
synonyms without
in
looking
a
them up
a dictionary or thesaurus.
Go anywhere from
here.
37
TOEFL PLANNER
Chapter
6:
Writing
Test Prep
•
Practice writing a sentence using the noun form of a word and
same meaning
then convey the
using the verb form.
two or three sentences. Later, move on paraphrasing paragraphs and longer passages.
•
Try paraphrasing
•
Write a paraphrase of a reading passage using only your notes. If
to
you haven’t taken notes, write the paraphrase without looking
at the original text.
factually accurate
Check your paraphrase
and
that you’ve
used
make
to
different
sure
it’s
words and
grammatical structures.
Vocabulary log.
words with
C
Randomly choose a word from your vocabulary
tip:
Define the word, use similar
it
in
a sentence, and see
meanings you can
Targeted Activities
how many
list.
)
Integrated Writing You can do these
activities to build
the
skills you’ll
need
for the
Integrated Writing tasks: •
Find a textbook material at the
English that includes questions about the
in
end
of a chapter
and practice
writing
answers to
the questions. •
Read academic - Take notes in
articles in
your
and
listen to related lectures.
own language and
then take notes
English.
- Make a
list
- Use your
of the major points
list
to write a
and important
summary
details.
of the major points
and
important details. Be sure to paraphrase using different words
and grammatical
structures.
- Ask your teacher to review your writing and help you correct your errors.
- Gradually decrease the time
it
takes you to read the material
and write these summaries. •
Practice finding main points by listening to recorded lectures or talks online.
out a short
Stop the recording about every 30 seconds to write of what you heard. Replay the recording to
summary
check your summary.
38
Go anywhere from
here.
Chapter
•
Read two
articles
6:
TOEFL PLANNER
Writing
Test Prep
on the same topic. Write a summary of each, in which they are similar and the ways
and then explain the ways in which they are different. •
Listen to a recorded
news
read another story on the
story online.
same news
In
a newspaper or online,
item.
The
Complete these Week 5
material can
provide similar or different views.
tasks and update the
- Take notes on the material.
checklist on page 10.
- Summarize both the written and spoken portions. Clearly identify
which source you are
•
throughout your
referring to
Pick three general activities and three targeted activities from pages
summary.
work on your Writing
- Combine the information and discuss how the materials relate. Explain how the ideas are similar, how one idea
expands upon another, or how the ideas each other. •
Watch a movie with a
friend or
go
differ or
•
contradict
34-37
to
skills.
Kldl Use the Writing chapter in The
Official
Guide
to the
9
TOEFL Test
(Chapter 5) for more practice.
to a restaurant together.
your friend’s opinion of the movie or restaurant; take
some
Ask notes.
Read an online review of the same movie or restaurant. Write a response comparing your friend’s opinions with the online review. •
Read an opinion or friend,
editorial
classmate, family
piece from a newspaper. Interview a
member or teacher on
the
same topic.
Write a response comparing your interview with the written
response.
Be sure
On the TOEFL iBT®
to paraphrase!
score of zero
if
test,
you
will
receive a
you copy words from the reading passage.
J •
Practice integrating
four language
all
skills.
- Listen to an online lecture and take notes. Then prepare both an oral and a written summary. Find and read a text on the same topic. Take notes. Then prepare both an oral and a written
summary
of the lecture
and reading.
Later,
discuss the
reading and lecture with a friend. Prepare a vocabulary
list
of
the important words on the topic.
- Read an essay from an academic text or from The
Guide
to the
TOEFL®
supporting details. orally.
make
Record your summary. Then sure you have included
Finally, write
your
Official
Take notes on the main and Use your notes to summarize the essay Test.
all
own essay on
listen to
your
summary
to
the main points of the essay.
the
same
topic.
Go anywhere from
here.
39
iTest Prep
PLANNER
Test Day and
Beyond now you’re ready to take make your test day go smoothly:
You’ve registered and practiced, and are •
•
some
tips that will help
the
TOEFL
Set your alarm early. Give yourself plenty of time to get ready. getting up, ask a friend to give
you a
Get plenty of
up
rest. Don’t stay
If
iBT® test. Here
you have trouble
call.
late,
and avoid caffeine the night before the
test.
Try to stay relaxed. •
Eat a good meal. Don’t skip a meal on test day. Eat something with protein and a piece of
fruit
to help your
mind stay
alert.
Chapter
7:
Test Day and Beyond
TOEFL PLANNER Test Prep
TOEFL Test Day Tips You’ve practiced hard and Here
is
some
Plan your trip to the testing
Check the
U
now you
are ready for your big day.
information to prepare you for the testing experience
itself.
site:
identification (ID) requirements for your testing location at
www.ets.org/toefl/id.
Plan Your Trip
Determine the best way to
You need to
arrive
I fo3cn3(n3r7T]r77ifo3~n
travel
and how long
The day before your test, check your online have changed, such as testing room or
Make
it
takes to get to the testing
30 minutes before your scheduled
sure to bring your photo ID
and
site.
start time.
profile for
any
details that
may
start time.
registration confirmation with you.
£7 Arriving at the testing
The Testing
You
Site
will
site:
need to present acceptable ID and your
enter the testing
A photo
registration confirmation to
site.
opportunity:
Your picture
will
be taken and displayed at your test station
and on your official score
report.
Your testing station:
You
will
be assigned a seat a few minutes before your
start time.
Your Testing Station No electronic devices or food
are allowed in the testing room.
For other restrictions, check the website at www.ets.org/toefl.
You can use the restroom
at
any time, but remember
the clock does not stop for your
Reading
Listening
r_J\
The TOEFL Test 60 - 80 minutes, 36-56 questions.
60 - 90 minutes. 34-51 questions.
Read passages,
Listen to lectures
then respond to questions.
—
test.
or a classroom discussion, then
Break
© Mandatory
10-minute break for
all
Speaking
tv
test takers.
20 minutes,
For more information,
50 minutes,
6 tasks.
2 tasks.
Read a passage,
speak about familiar
listen to a
topics,
and discuss
material
you read
questions.
recording and
then write your response
about and
4 hours
Writing
Using a microphone,
respond to
Total length of the test:
tv
&
H>
listen to.
(keyboard typing).
visit
www.ets.org/toefl.
^
Go anywhere from here
.
41
Chapter
7:
Test
Day and Beyond
Test Prep
PLANNER What To Expect on
Test Day
General Test-Taking Tips Here are •
some
Know the
test-taking strategies to follow during the test:
directions
in
each section before the
test
by taking a practice
This
test.
will
help you avoid wasting time during the test. •
•
when
Click Help to review the directions only
doesn’t stop
when Help
Carefully read
is
absolutely necessary— the test clock
used.
each question. Some questions ask
for
more than one answer. Some
questions have “not,” so they ask about a negative situation. •
Don’t panic. Concentrate on the current question
only. Don’t think
about how you
answered or should have answered other questions. •
Avoid spending too question and you possible.
•
Then
still
much time on any one don’t
know
limit for
If
you’ve thought about a
many answer choices as
select the best remaining choice.
Pace yourself so you have enough time time
question.
the answer, eliminate as
to
answer every question. Be aware
of the
every section/task and budget enough time for each. You can hide the
time clock, but check the clock periodically to monitor your progress. The clock automatically alert you
when
five
minutes remain
in
Listening
and Reading as
will
well as
in
Writing.
•
The toolbar tells you how many questions you’ve answered and how many Use this information to decide whether you need to go faster or slower.
•
Review
in
Reading. You can go back to review and change your responses
Reading section by clicking Review.
It’s
remain.
in
the
best to do this only after you’ve answered
all
the questions.
After the Test After
you take the
test
take the test again. in
If
and receive your scores, you can determine whether you need
you do,
we recommend
the Planner, reviewing the practice tests
practice tests on
TOEFL®
in
you prepare with additional
that
The
Official
to
activities
Guide and taking additional
Practice Online (www.ets.ora/toeflpracticeL
Score Reports Scores are reported online approximately ten days
after the test.
You can view your scores
online free of charge. Paper score reports are mailed shortly after the scores are posted online. Please
see Appendix 2
for
a sample examinee score report.
Chapter
7:
Test Day and Beyond
Sending Your Scores You can select up to four TOEFL® Destinations as score recipients
for free
when you
register.
In
addition to the destinations
to as
many
your online
you select with your
registration,
you can send your scores
other institutions as you choose for a small fee. You can order by logging into profile,
by mail or by
fax.
Go to
www.ets.org/toefl
for
more
information.
Performance Feedback Score reports also include feedback that indicates whether your performance was high,
medium
or low
and describes what
test takers in these score
ranges typically know and
can do with the English language.
Lexile®
Measures
You can build your English-language reading
skills
by matching your TOEFL iBT® Reading
score with a Lexile® measure. Your Lexile measure allows you to find books that reflect your reading ability and interests and are challenging reading
skills.
MetaMetrics®, Inc. and
ETS
out of choosing the right materials for you to read.
more information.
enough
to help strengthen your
offer this free service to take the
Go to
guesswork
www.lexile.com/toefl
for
TOEFL. PLANNER
Test Prep
PLANNER
Sample Questions Following are print versions of sample questions from each of the four
skills
sections.
You can access these questions on the Planner website (www.ets.org/toefl/planneh along with sample responses for the Speaking and Writing sample questions. These
sample questions are
in
addition to the free
with online test registration.
TOEFL® Questions.
See page 3
for
TOEFL
iBT® Online Sampler that you receive
a
all
list
of
the Sources for Authentic
Appendix
1:
TOEFL PLANNER
Sample Questions
Test Prep
Reading Section
These sample questions in the Reading section measure your ability to understand academic passages in English. You will read one passage and answer questions about it. In a real test, you would have 20 minutes to read the passage and Directions:
answer the questions. Candidates with
disabilities
may
request a time extension.
Meteorite Impact and Dinosaur Extinction
There
is
increasing evidence that the impacts of meteorites have
had important
effects
on
Earth, particularly in the field of biological evolution. Such impacts continue to pose a natural hazard to
known
life
on Earth. Twice
in the twentieth century, large meteorite objects are
to have collided with Earth.
5
10
15
If an impact is large enough, it can disturb the environment of the entire Earth and cause an ecological catastrophe. The best-documented such impact took place 65 million years ago at the end of the Cretaceous period of geological history. This break in Earth’s history is marked by a mass extinction, when as many as half the species on the planet became extinct. While there are a dozen or more mass extinctions in the geological record, the Cretaceous mass extinction has always intrigued paleontologists because it marks the end of the age of the dinosaurs. For tens of millions of years, those great creatures had flourished. Then, suddenly, they disappeared.
The body that impacted Earth at the end of the Cretaceous period was a meteorite with a mass of more than a trillion tons and a diameter of at least 10 kilometers. Scientists first identified this impact in 1980 from the worldwide layer of sediment deposited from the dust cloud that enveloped the planet after the impact. This sediment layer
is
enriched in
and other elements that are relatively abundant in a meteorite but very rare in the crust of Earth. Even diluted by the terrestrial material excavated from the crater, this component of meteorites is easily identified. By 1990 geologists had located the impact site itself in the Yucatan region of Mexico. The crater, now deeply buried in sediment, was originally about 200 kilometers in diameter. the rare metal iridium
20
25
This impact released an enormous amount of energy, excavating a crater about twice as large as the lunar crater Tycho.
The explosion
lifted
about 100
trillion
tons of dust into
the atmosphere, as can be determined by measuring the thickness of the sediment layer
formed when 30
this dust settled to the surface. Such a quantity of material would have blocked the sunlight completely from reaching the surface, plunging Earth into a period of cold and darkness that lasted at least several months. The explosion is also calculated
produced vast quantities of nitric acid and melted rock that sprayed out over starting widespread fires that must have consumed most terrestrial forests and grassland. Presumably, those environmental disasters could have been responsible for the mass extinction, including the death of the dinosaurs. to have
much of Earth,
35
^
Go anywhere from
here.
45
Appendix
1
:
Sample Questions
iTest Prep
PLANNER Several other
mass extinctions
in the geological record
have been tentatively identified
with large impacts, but none is so dramatic as the Cretaceous event. But even without such specific documentation, it is clear that impacts of this size do occur and that their
can be catastrophic. What is a catastrophe for one group of living things, however, opportunities for another group. Following each mass extinction, there is a sudden evolutionary burst as new species develop to fill the ecological niches opened by results
40
may create the event.
45
50
Impacts by meteorites represent one mechanism that could cause global catastrophes and seriously influence the evolution of life all over the planet. According to some estimates, the majority of all extinctions of species may be due to such impacts. Such a perspective fundamentally changes our view of biological evolution. The standard criterion for the survival of a species is its success in competing with other species and adapting to slowly changing environments. Yet an equally important criterion is the ability of a species to survive random global ecological catastrophes due to impacts. Earth is a target in a cosmic shooting gallery, subject to random violent events that were unsuspected a few decades ago. In 1991 the United States Congress asked NASA to investigate the
55
hazard posed today by large impacts on Earth. The group conducting the
study concluded from a detailed analysis that impacts from meteorites can indeed be
hazardous. Although there study shows that this risk
1
46
.
The word “pose” on a.
claim
b.
model
c.
assume
d.
present
Go anywhere from
here.
is
is
always some risk that a large impact could occur, careful
quite small.
line 2 is closest in
meaning
to
Appendix
2.
1
Sample Questions
:
TOEFL PLANNER Test Prep
In paragraph 2, why does the author include the information that dinosaurs had flourished for tens of millions of years and then suddenly disappeared?
a.
To support
the claim that the
Cretaceous
is
mass extinction
at the
end of the mass
the best-documented of the dozen or so
extinctions in the geological record
b.
To
explain
why
as
many as
half of the species
the time are believed to have
become
on Earth at end of
extinct at the
the Cretaceous
c.
To explain why paleontologists have always been the mass extinction at the end of the Cretaceous
d.
To provide evidence
that
intrigued by
an impact can be large enough to and cause an
disturb the environment of the entire planet ecological disaster
3.
Which of
the following can be inferred from paragraph 3 about the
location of the meteorite impact in Mexico?
a.
The
location of the impact site in
geologists
4.
from 1980
Mexico was kept
secret
impact had occurred in the
b.
It was a well-known Yucatan region.
c.
Geologists
d.
The Yucatan region was chosen by
geologists as the
probable impact
climate.
fact that the
knew that there had been an impact knew where it had occurred.
site
because of
According to paragraph 3, how did meteorite had impacted Earth? a.
They discovered a
b.
They found a unique
c.
They were
alerted
by
to 1990.
its
scientists
large crater in the
before they
most
determine that a large
Yucatan region of Mexico.
layer of sediment worldwide.
by archaeologists who had been excavating
in
the Yucatan region.
d.
They located a meteorite with a mass of over a
trillion tons.
Go anywhere from
here.
47
Appendix iTest
1
:
Sample Questions
Prep
PLANNER 5.
6.
7.
8.
The word “excavating” on a.
digging out
b.
extending
c.
destroying
d.
covering up
The word “consumed” on a.
changed
b.
exposed
c.
destroyed
d.
covered
25
is
closest in
meaning
to
line
32
is
closest in
meaning
to
According to paragraph 4, all of the following statements are true of the impact at the end of the Cretaceous period EXCEPT: a.
A large amount of dust blocked sunlight from Earth.
b.
Earth became cold and dark for several months.
c.
New elements were formed in Earth’s crust.
d.
Large quantities of
The phrase “tentatively meaning to a. identified after
nitric acid
identified”
careful study
b.
identified without certainty
c.
occasionally identified
d. easily identified
48
line
Go anywhere from here.
)
were produced.
on
line
36
is
closest in
Appendix
9.
10.
The word
“perspective”
a.
sense of values
b.
point of view
c.
calculation
d.
complication
on
line
46
is
1
:
TOEFL PLANNER
Sample Questions
closest in
meaning
Test Prep
to
Paragraph 6 supports which of the following statements about the factors that are essential for the survival of a species?
a.
The most important factor for the survival of a species ability to compete and adapt to gradual changes in its
is its
environment.
b.
The
ability of a species to compete and adapt to a gradually changing environment is not the only ability that is essential
for survival.
c.
Since most extinctions of species are due to major meteorite impacts, the ability to survive such impacts
important factor for the survival of a d.
The
factors that are
most important
is
the
most
species.
for the survival of a species
vary significantly from one species to another.
Go anywhere from here.
49
Appendix
1
:
Sample Questions
iTest Prep
PLANNER 11.
Which of
the sentences below best expresses the essential information in the
following sentence?
Earth
is
a target in a cosmic shooting gallery, subject to random violent
events that were unsuspected a few decades ago.
Incorrect choices change the
meaning
in
important ways or leave out essential
information.
a.
Until recently,
nobody
realized that Earth
is
exposed to
unpredictable violent impacts from space.
b.
In the last few decades, the risk of a
random violent impact from
space has increased.
c.
Since
most violent events on Earth occur randomly, nobody can when or where they will happen.
predict
d.
A few decades ago, Earth became the target of random violent events originating in outer space.
12.
50
According to the passage, who conducted investigations about the current dangers posed by large meteorite impacts on Earth? a.
Paleontologists
b.
Geologists
c.
The United
d.
NASA
Go anywhere from
here.
States Congress
1
Appendix
13.
Look
at the four letters (A, B, C,
1
:
and D)
that indicate
is
Test Prep
where the
following sentence could be added to the passage in paragraph
This
TOEFL PLANNER
Sample Questions
6.
the criterion emphasized by Darwin’s theory of
evolution by natural selection.
Where would
the sentence best
fit?
Impacts by meteorites represent one mechanism that could cause global catastrophes and seriously influence the evolution of
over the planet. (A) According to extinctions of species
may be due
some
life all
estimates, the majority of
to such impacts. (B)
all
Such a
perspective fundamentally changes our view of biological evolution.
(C)
The standard
criterion for the survival of a species
is its
success
competing with other species and adapting to slowly changing environments. (D) Yet an equally important criterion is the ability of a species to survive random global ecological catastrophes due to in
impacts.
Choose the place where
the sentence
fits best.
A
a.
Option
b.
Option B
c.
Option
C
d.
Option
D
Go anywhere from
here.
5
Appendix
TOEFLs PLANNER
1
:
Sample Questions
Prep
14.
An introductory sentence for a brief summary of the passage is summary by selecting the THREE answer choices that express the most important ideas in the passage. Some sentences do not belong in the summary because they express ideas that are not presented in the passage or are minor ideas in the passage. This question is worth 2 points. provided below. Complete the
Write your answer choices in the spaces where they belong. write in the
number of
You can
the answer choice or the whole sentence.
Answer choices (1)
Scientists
had believed for centuries on Earth.
that meteorite activity
influenced evolution
(2)
The
site
of the large meteorite impact
at the
end of the Cretaceous
period was identified in 1990.
(3)
There have also been large meteorite impacts on the surface of the
Moon, (4)
leaving craters like Tycho.
An iridium-enriched sediment layer and a large impact crater in the Yucatan provide evidence that a large meteorite struck Earth about 65 million years ago.
(5)
Large meteorite impacts, such as one
at the
end of the Cretaceous and
period, can seriously affect climate, ecological niches, plants,
animals.
(6)
Meteorite impacts can be advantageous for some species, which thrive,
52
Go anywhere from
here.
)
and disastrous
for other species,
which become
extinct.
Appendix
1 : 1:
Sample Questions
TOEFLesmep
PLANNER
1. Key
to
Reading Section:
d 7. 2.
c
3.
c
4.
b
5.
a
6.
c
8.
10.
b b b
11.
a
12.
d d
c
9.
13.
14. 4, 5,
6
Go anywhere from
here.
53
Appendix iTest
1
:
Sample Questions
Prep
PLANNER Listening Section
Directions:
The Listening
section measures your ability to understand conversations
lectures in English. In this sample,
you
and
read one conversation and one lecture and
will
answer questions after each conversation or lecture. The questions typically ask about the main idea and supporting details. Some questions'ask about a speaker’s purpose or attitude. Answer the questions based on what is stated or implied by the speakers. Most questions are worth one point. If a question is worth more than one point, it will have special directions that indicate how many points you can receive. •
In an actual
you
test,
will
be able to take notes while you
listen
and use your notes
to
help you answer the questions. Your notes will not be scored.
CONVERSATION TRANSCRIPT (Narrator) Listen to a conversation between a student and her basketball coach and then
answer the questions.
(Male coach) Hi, Elizabeth. (Female student) Hey, Coach.
I
just thought I’d stop
by to see what
I
missed while
I
was gone. I’ve (Male coach) Well, we’ve been working real hard on our plan for the next game asked Susan to go over it with you before practice this afternoon, so you’ll know what .
.
.
we’re doing.
(Female student) Okay.
(Male coach) By the way, how did your brother’s wedding go? (Female student) Oh, uncles
and cousins
(Male coach) So (Female student) about that.
it
I
it
was
beautiful.
And
the whole family
was
there. I
saw aunts and
hadn’t seen in years.
was worth the
Oh definitely.
trip.
I’m sorry
I
had to miss
practice, though.
I
feel
(Male coach) Family’s very important. (Female student) Yep. Okay,
54
Go anywhere from
here.
I
guess
I’ll
see
you
this
afternoon
at practice, then.
bad
.
Appendix
1
TOEFL PLANNER
Sample Questions
:
(Male coach) Just a minute. There are a couple of other things
I
Test Prep
need to
tell
you.
(Female student) Oh, okay.
(Male coach)
Uh
.
.
everybody’s getting a
First,
.
(Female student) Wow.
new team jacket.
How did that happen?
(Male coach) A woman who played here about 20, 25 years ago came through town a few weeks ago and saw a game, and said she wanted to do something for the team, so
.
.
(Female student) So she’s buying us new jackets?
(Male coach) Yep. (Female student)
Wow,
that’s really nice
of
her.
(Male coach) Yes, it is. It’s great that former players still care so much about our school and our basketball program Anyway you need to fill out an order form. I’ll give it to you now, and you can bring it back this afternoon. I’ve got the forms from the other players, so as soon as I get yours we can order. Maybe we’ll have the jackets by the .
.
next game.
(Female student)
OK.
(Male coach) Great.
And
the next thing
half of the season.
And the
is,
someone
college next week, so we’ll need
you know Mary’s transferring to another
to take over her role as captain for the second
other players unanimously picked you to take over as captain
when Mary leaves. (Female student)
Wow.
I
saw everybody
(Male coach) They wanted (Female student)
this
me to tell you.
Of course! But
Susan’s a
morning, and nobody said a word.
So,
do you accept?
much better player than I am. I’m
really
surprised they didn’t pick her.
(Male coach) They think you’re the (Female student)
make
sure
we
(Male coach)
Okay
... I guess
right one. You’ll have to ask
one of the
first
things
I’ll
them
their thoughts.
have to do as captain
is
get a thank-you card out to the lady who’s buying us the jackets.
Good idea.
(Female student)
I
have her address here somewhere.
And I’ll make
sure the whole
team
signs
it.
Go anywhere from
here.
55
.
Appendix
TOEFL. PLANNER
1
:
Sample Questions
Prep
(Male coach) Good. That’s you that order form.
1
2.
3.
What are the
all
the news there
is. I
think that’s
it
for now.
Oh,
let
speakers mainly discussing?
a.
How the woman should prepare for the next game
b.
The woman’s
c.
Things that happened while the
d.
The
style
responsibilities as
of the
team captain
woman was away
new team uniforms
Who is buying new jackets for the team? a.
The coach
b.
The captain of
c.
A former player
d.
A group of basketball fans
the
team
There are two answers for the next question.
Mark two
answers.
Why is the woman surprised to learn that she has been chosen as the new team captain?
56
not the best player on the team.
a.
She
b.
Her teammates did not
c.
She does not have many friends on the team.
d.
She has missed a
Go anywhere from
is
D
here.
lot
tell
her about the decision.
of practices.
me get
Appendix
4.
Read part of
1
the conversation again.
(Female student) I’m sorry about that.
I
had
:
TOEFL PLANNER
Sample Questions
Then answer
Test Prep
the question.
to miss practice, though.
I
feel
bad
(Male coach) Family’s very important.
What does
5.
the
man mean when he says:
“Family’s very important.”
a.
He hopes
b.
He would like to meet the woman’s family.
c.
The woman should spend more time with her family.
d.
The woman had a good reason
the
woman’s family
Why does the coach say: “Good. that’s
it
for
is
doing
well.
for missing practice.
That’s
all
the news there
is. I
think
now.”
a.
He wants to know if the woman understood his point.
b.
He wants the woman to
c.
He
is
preparing to change the topic.
d.
He
is
ready to end the conversation.
act immediately.
Go anywhere from
here.
57
— Appendix
1
:
Sample Questions
Test Prep
PLANNER
LECTURE TRANSCRIPT (Narrator) Listen to part of a lecture in a literature class.
(Male professor) Today
I’d like to
some
introduce you to a novel that
finest detective novel ever written. It
was
also the
first.
critics
consider the
We’re talking about The
Moonstone by Wilkie Collins. Now, there are other detective stories that preceded The Moonstone historically Um, notably the work of Poe Edgar Allen Poe’s stories, “The Purloined Letter.” Now these such as “The Murders in the Rue Morgue” and uh, probably the first to do that. But The were short stories that featured a detective Moonstone which follows them by about twenty years it was published in 1868 this
—
.
.
.
.
the
Now,
first
—
—
what’s interesting
is
uh, come to it as a contemporary reader if you read it as most of the features you find in almost any detective novel are Uh, its hard at this juncture to read this novel and realize that no
one had ever done that wonderful novel and
Um,
.
.
.
that
in fact already present.
it.
—
full-length detective novel ever written.
The Moonstone
in
.
.
,
is
.
.
.
I
before, because
recommend
so in The Moonstone as ,
I
it,
it
all
seems so strikingly
familiar.
even just as a fun book to read,
said, Collins did
much
It’s, it’s
really a
you’ve never read
if
to establish the conventions of
gonna go into the plot at length, but, you know, the basic setdiamond of great ... of great value, a country house, the diamond
the detective genre. I’m not
up
is ..
there’s this
.
mysteriously disappears in the middle of the night, uh, the local police are brought
an attempt to solve the crime, and they mess the
book
arrives. That’s
it
up completely, and then
in, in
the true hero of
Sergeant Cuff.
well, let me try to give you a by first describing the regular police. And this is the dynamic that you’re going to see throughout the history of the detective novel, where you have the regular cops who are well-meaning, but officious and bumblingly inept and they are countered by a figure who’s eccentric, analytical, brilliant, and and able to solve the crime. So, first the regular police get called in to solve the mystery Um, in this
Now,
Cuff, this extraordinarily important character
sense of
who
Sergeant Cuff
.
.
.
is,
—
—
.
.
.
—
case, detective, uh,
Superintendent Seegrave.
When
Superintendent Seegrave comes
in,
he orders his minions around, they bumble, and they actually make a mess of the investigation,
which
you’ll see repeated
particularly in the Sherlock
Holmes
Lestrade, this well-meaning idiot,
is
—um,
stories
you’ll see this pattern repeated,
of a few years
later where, uh, Inspector
always countered, uh, by Sherlock Holmes, who’s
a genius.
now Cuff arrives. Cuff is the man
who’s coming to solve the mystery, and again he of the characteristics that future detectives throughout the history of this genre in this ... in his will have. He’s eccentric. He has a hobby that he’s obsessive about case, it’s the love of roses. He’s a fanatic about the breeding of roses; and here think of So,
has a
lot
—
Nero Wolfe and
his orchids, Sherlock
Holmes and
his violin, a lot
detective heroes have this kind of outside interest that they
antidote to the evil and misery they encounter in their daily
58
Go anywhere from here.
)
.
.
.
of those
later classic
they go to as a kind of
lives.
At one
point, Cuff says
Appendix
he
likes his roses
1:
TOEFL PLANNER
Sample Questions
Test Prep
because they offer solace, uh, an escape, from the world of crime he
typically operates in.
Now,
these detective heroes
.
.
.
they have this characteristic of being smart, incredibly And most importantly, from a kind of existential
smart, but of not appearing to be smart.
point of view, these detectives see things that other people do not detective
is
such an important
—
figure, I think, in
our
see.
And that’s why the
modem imagination.
—
In the case of
The Moonstone I don’t want to say too much here and spoil it for you but the clue that’s key to the solving of the crime is a smeared bit of paint in a doorway. Of course, the regular police have missed this paint smear or made some sort of unwarranted assumption .
.
.
—
about it. Cuff sees this smear of paint this paint, the place where the paint is smeared and realizes that from this one smear of paint you can actually deduce the whole situation ... the whole world. And that’s what the hero in a detective novel like
—
this
.
.
.
brings to
it
—
that the other characters don’t
where others see no meaning and to bring order
6.
7.
What
is
this ability to, uh, see
it’s
... to
where
it
is
meaning no order.
the lecture mainly about?
a.
A comparison of two types of detective novels
b.
Ways
c.
The Moonstone as a model for
d.
Flaws that can be found in the plot of The Moonstone
In what
seems there
in
which detective novels have changed over time
way is The Moonstone
a.
In
its
unusual ending
b.
In
its
unique characters
c.
In
its
focus
d.
In
its
greater length
on a
later detective novels
different
from
earlier
works featuring a detective?
serious crime
Go anywhere from
here.
59
Appendix
1
:
Sample Questions
Test Prep
PLANNER 8.
According to the professor, what do roses
The Moonstone represent?
a.
A key clue that leads to the solving of the mystery
b.
A relief and comfort to the detective
c.
Romance between
d. Brilliant ideas that
9.
in
the
main characters
occur to the detective
Why does the professor mention a smeared bit of paint in a doorway in The Moonstone ?
10.
a.
To
b.
To show how
c.
To exemplify a
d.
To
describe a mistake that Sergeant Cuff has
realistically the
What can be
author describes the crime scene
pattern repeated in
illustrate the superior
made
many
other detective stories
techniques used by the police
inferred about the professor
when he
says this:
“Uh,
it’s
hard
at this
juncture to read this novel and realize that no one had ever done that before,
because
60
it all
seems so strikingly familiar.”
a.
He is impressed by the novel’s originality.
b.
He is concerned that
c.
He is bored by the novel’s descriptions of ordinary events.
d.
He
Go anywhere from here.
is
eager to write a
students
may find
book about a less
the novel difficult to read.
familiar subject.
1
Appendix
1:
Sample Questions
TOEFL PLANNER Test Prep
v 1 1
What does the professor imply when he says this: well, let me try to sense of who Sergeant Cuff is. by first describing the regular police.*’ .
.
give
a.
Sergeant Cuff
b.
The
c.
Sergeant Cuff learned to solve crimes by observing the regular police.
is
unlike other characters in The Moonstone.
author's description of Sergeant Cuff
d. Differences
you a
is
very
realistic.
between Sergeant Cuff and Sherlock Holmes are hard to describe.
8.
Key
to Listening section:
1.
c
2.
c
3. a.
5.
d d
6.
c
4.
7.
b
d b
9.
c
10.
a
11.
a
Go anywhere from
here.
6
Appendix iTest
1
Sample Questions
:
Prep
PLANNER
Speaking Section
Directions:
The Speaking
section in the test measures your ability to speak about a
variety of topics.
In questions
•
1
and
2, in
an actual
test,
your response
speak clearly and coherently about familiar
will
be scored on your
ability to
topics.
you will first read a short text and then listen to to combine appropriate information from the text and the talk to provide a complete answer. Your response will be scored on your ability to accurately convey information, and to speak clearly and coherently. In this sampler, you will read both the text and the talk. In questions 3 and 4, in an actual
•
a talk on the same topic.
•
test,
You will have
will
and 6, in an actual test, you will listen to part of a conversation or Then, you will be asked a question about what you have heard. Your response be scored on your ability to accurately convey information, and to speak clearly
and
coherently. In this sampler,
In questions 5 lecture.
In an actual
•
test,
the conversations
you
will
read the conversation.
you will be able to take notes while you read and while you listen to and talks. You may use your notes to help prepare your responses.
Preparation and response times for an actual
•
with
disabilities
may
test are
noted in
this text.
Sample candidate responses and score explanations can be found
•
Candidates
request time extensions.
in the online version
of the sampler. The scoring rubric used to score actual responses can be found on the
TOEFL® website’s “Download
1
.
Library” page.
Talk about a pleasant and memorable event that happened while you were in school. Explain why this event brings back fond memories. Preparation Time: 15 seconds
Response Time: 45 seconds 2.
it is more fun to spend time with friends in restaurants or cafes. more fun to spend time with friends at home. Which do you
Some people
think
Others think
it is
think
is
better? Explain why.
Preparation Time: 15 seconds
Response Time: 45 seconds
62
Go anywhere from here.
Appendix
3.
Read
the following text
1:
TOEFL PLANNER
Sample Questions
and the conversation
that follows
it.
Test Prep
Then, answer the
question.
The Northfield College Student Association recently decided to make a new purchase. Read the following announcement in the college newspaper about the decision. (Reading time in an actual test would be 45-50 seconds.)
Good News
for
Movie Fans
The Student Association has just purchased a new sound system for the Old Lincoln Hall auditorium, the place where movies on campus are currently shown. By installing the new sound system, the Student Association hopes to attract more students to the movies and increase ticket sales. Before making the purchase of the new equipment, the Student Association conducted a survey on campus to see what kind of entertainment students liked best. Going to the movies ranked number one. “Students at Northfield College love going to the movies” said the president of the Student Association, “so we decided to
make what
they already love even better. We’re confident that the investment into the
sound system
will translate into increased ticket sales.”
(Male student)
I
really think the
(Female student) Really?
(Male student) Sure (Female student)
I
do.
Student Association
made
Why? Don’t you like going to But
this
a bad decision.
the movies?
new purchase is just a waste of money.
What do you mean?
It’s
supposed to sound
really
good.
(Male student) Yeah, well, I’m sure it does, but, in Old Lincoln Hall? I mean that building must be 200 years old! It used to be the college gym! The acoustics are terrible. (Female student) So you’re saying
there’ll
be no improvement?
(Male student) That’s right. And also, I seriously doubt that going to the movies number one social activity for most students. (Female student) Yeah, but
that’s
(Male student) Well, of course (Female student)
what students
that’s
what they
is
the
said.
said.
What
else is there to
do on campus?
What do you mean?
Go anywhere from
here.
63
Appendix
1
:
Sample Questions
Test Prep
PLANNER
(Male student) I mean, there isn’t much to do on campus besides go to the movies. If there were other forms of, uh recreation, or other social activities, you know, I don’t think most students would have said that going to the movies was their first choice. Question:
The man
expresses his opinion of the Student Association’s recent purchase.
State his opinion
and explain the reasons he
gives for holding that opinion.
Preparation Time: 30 seconds Response Time: 60 seconds
4.
Read a passage from a psychology textbook and the lecture that follows it. Then answer the question. (Reading time in an actual test would be 45-50 seconds.)
Flow In psychology, the feeling of complete and energized focus in an activity
People
who
enter a state of flow lose their sense of time
and have a
is
called flow.
feeling of great
They become completely involved in an activity for its own sake rather than what may result from the activity, such as money or prestige. Contrary to expectation, flow usually happens not during relaxing moments of leisure and entertainment, but satisfaction.
for
when we
are actively involved in a difficult enterprise, in a task that stretches our mental
or physical
abilities.
(Male professor) I think this will help you get a picture of what your textbook is describing. I had a friend who taught in the physics department, Professor Jones, he this was a few years ago ... I remember retired last year. Anyway, I remember passing by a classroom early one morning just as he was leaving, and he looked terrible: his clothes were all rumpled, and he looked like he hadn’t slept all night. And I asked if he was OK. I was surprised when he said that he never felt better, that he was totally happy. He had spent the entire night in the classroom working on a mathematics puzzle. He didn’t stop to eat dinner; he didn’t stop to sleep ... or even rest. He was that involved in solving the puzzle. And it didn’t even have anything to do with his teaching or research; he had just come across this puzzle accidentally, I think in a mathematics journal, and it just really interested him, so he worked furiously all night and covered the blackboards in the classroom with equations and numbers and never realized that time was passing by. .
.
.
.
Question: Explain flow and
how
Preparation Time: 30 seconds
Response Time: 60 seconds
64
Go anywhere from
here.
.
.
the example used by the professor illustrates the concept.
.
Appendix
1
:
Sample Questions
TOEFL,.
Prep
PLANNER
5.
Read
the following conversation between two students
and then answer
the question.
(Female student) How’s the calculus class going? You’re doing better?
(Male student) Not really. I just can’t get the hang of it. There’re so many functions and formulas to memorize, you know? And the final It’s only a few weeks away. I’m really worried about doing well. .
(Female student)
Oh
.
.
.
You know, you should go
.
.
to the tutoring
program and ask
for
help.
(Male student) You mean,
Mathematics building?
in the
(Female student) Ya. Get a tutor there. Most tutors are doctoral students in the math
program. They tell
you what to
(Male student)
know what they’re talking about, and study, how to prepare, all of that.
I
(Female student)
know about that program
Of course. You
.
.
.
for the final test,
but doesn’t
it
cost
you know, they’d
money?
have to register and pay by the hour
.
.
.
But they’ve got
all
the answers.
(Male student)
Hmm
.
.
(Female student) Another option, That won’t cost you any money.
guess,
I
is
to
form a study group with other
students.
(Male student) That’s a thought although once I was in a study group, and it was a big waste of time. We usually ended up talking about other stuff like what we did over the weekend. .
.
.
class, right? I’ve actually had some pretty good experiences with study groups. Usually students in the same class have different strengths and weaknesses with the material ... if they’re serious about studying, they can really help each other out. Think about it.
(Female student) But that was for a different
Question: Briefly summarize the problem the speakers are discussing. solution
you would recommend. Explain the reasons
for
Then
state
which
your recommendation.
Preparation Time: 20 seconds
Response Time: 60 seconds
Go anywhere from
here.
65
a
.
Appendix
1
:
Sample Questions
Test Prep
PLANNER 6.
Read part of a
lecture in a biology course
and then answer the question.
Human beings aren’t the only animals that use tools.
(Female professor)
It’s
generally
recognized that other animals use tools as well ... use them naturally, in the wild,
without any human instruction. But when can we say that an object is a tool? Well, it depends on your definition of a tool. J^nd in fact, there are two competing definitions narrow definition and a broad one. The narrow definition says that a tool is an object but not iust any object. To be a tool, according that’s used to perform a specific task to the narrow definition, the object’s gotta be purposefully changed or shaped by the animal, or human, so that it can be used that way. It’s an object that’s made Wild chimpanzees use sticks to dig insects out of their nests but most sticks lying around they might be too thick, for example. So the sticks have to be won’t do the job sharpened so they’ll fit into the hole in an ant hill or the insect nest. The chimp pulls off the leaves and chews the stick and trims it down that way until it’s the right size. The chimp doesn’t just find the stick it you could say it makes it in a way.
—
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
But the broad definition says an object doesn’t have to be modified to be considered a tool. definition says a tool is any object that’s used to perform a specific task. For example, an elephant will sometimes use a stick to scratch its back it just picks up a stick from the ground and scratches its back with it ... It doesn’t modify the stick, it uses it just as it’s found. And it’s a tool, under the broad definition, but under the narrow definition it’s not because, well, the elephant doesn’t change it in any way.
The broad
.
.
.
Question: Using points and examples from the talk, describe the two different definitions of tools given
Preparation Time: 20 seconds
Response Time: 60 seconds
66
Go anywhere from here.
by the professor.
Appendix
1
:
Sample Questions
TOEFL,.,
J
PLANNER
Writing Section
Directions:
These sample tasks
in the
Writing section measure your
ability to write in
English in an academic environment. There will be 2 writing tasks. •
For the first task in this sampler, you will read a passage and part of a lecture about an academic topic. Then you will write a response to a question that asks you about the relationship between the lecture and the reading passage. Try to answer the question as completely as possible using information from the reading passage and the lecture. The question does not ask you to express your personal opinion. Your response will be judged on the quality of your writing and on how well your response presents the points in the lecture
•
and
their relationship to the reading passage.
For the second task, you
will
demonstrate your
ability to write
an essay
in response to
a question that asks you to express and support your opinion about a topic or
issue.
be scored on the quality of your writing. This includes the development of your ideas, the organization of your essay, and the quality and accuracy of the language you use to express your ideas.
Your essay
•
•
will
At
the end of the writing section, in this sampler you will find two sample essays for each question, the score they received, and an explanation of how they were scored. In an actual
test,
you
will
be able to take notes while you
help you answer the questions.
listen
and use your notes to
Appendix
1:
Sample Questions
Test Prep
PLANNER 1
.
Read
the following passage
and the
lecture
which
follows. In
an actual
test,
you
will
have 3 minutes to read the passage. Then, answer the question. In the test, you will have 20 minutes to plan and write your response. Typically, an effective response will be 150 to 225 words.
READING PASSAGE Critics say that current voting systems used in the United States are inefficient and often lead to the inaccurate counting of votes. Miscounts can be especially damaging if an election is closely contested. Those critics would like the traditional systems to be replaced with far more efficient and trustworthy computerized voting systems. In traditional voting, one major source of inaccuracy is that people accidentally vote for the wrong candidate. Voters usually have to find the name of their candidate on a large sheet of paper containing many names the ballot and make a small mark next to that name. People with poor eyesight can easily mark the wrong name. The computerized voting machines have an easy-to-use touch-screen technology: to cast a vote, a voter needs only to touch the candidate’s name on the screen to record a vote for that candidate; voters can even have the computer magnify the name for easier viewing. Another major problem with old voting systems is that they rely heavily on people to count the votes. Officials must often count up the votes one by one, going through every ballot and recording the vote. Since they have to deal with thousands of ballots, it is almost inevitable that they will make mistakes. If an error is detected, a long and expensive recount has to take place. In contrast, computerized systems remove the possibility of human error, since all the vote counting is done quickly and automatically by the computers. Finally some people say it is too risky to implement complicated voting technology nationwide. But without giving it a thought, governments and individuals alike trust other complex computer technology every day to be perfectly accurate in banking transactions as well as in the communication of highly sensitive information.
—
—
LECTURE TRANSCRIPT (Narrator)
Now listen to part of a lecture on the topic you just read about.
(Female professor) While traditional voting systems have some problems, it’s doubtful that computerized voting will make the situation any better. Computerized voting may
what about people who aren’t? them on a regular basis these people will have trouble using computerized voting machines. These voters can easily cast the wrong vote or be discouraged from voting altogether because of fear of technology. Furthermore, it’s true that humans make mistakes when they count up ballots by hand. But are we sure that computers will do a better job? After all, computers are
seem easy People
68
for people
who
Go anywhere from
here.
who
are used to computers. But
can’t afford computers, people
who
don’t use
—
Appendix
programmed by humans, so “human
1
TOEFL PLANNER
Sample Questions
:
error” can
show up
in
Test Prep
mistakes in their programs.
And the errors caused by these defective programs may be far more serious. The worst a human official can do is miss a few ballots. But an error in a computer program can result thousands of votes being miscounted or even permanently removed from the record. there is no physical record of the votes, so a computer recount in the case of a suspected error is impossible! As for our trust of computer technology for banking and communications, remember one thing: these systems are used daily and they are used heavily. They didn’t work flawlessly when they were first in
And in many voting systems,
introduced.
They had
to be
improved on and improved on
until they got as reliable as
they are today. But voting happens only once every two years nationally in the United States
and not much more than twice a year
for us to develop confidence that
Question:
2.
Read
in
many local
the question below. In a real
test,
you
will
your essay. Candidates with disabilities Typically, an effective response will contain a
is
hardly sufficient
fully trusted.
Summarize the points made in the lecture, being sure oppose specific points made in the reading passage.
revise
Question:
areas. This
computerized voting can be
to explain
how
they
have 30 minutes to plan, write, and
may request a time extension. minimum of 300 words.
Do you agree or disagree with the following statement?
A teacher’s ability to relate well with students is more important than excellent
Use
knowledge of the subject being taught.
specific reasons
and examples
to support your answer.
Go anywhere from
here.
69
Appendix
1
:
Sample Questions
Test Prep
PLANNER
Sample responses Below are candidates’ responses exemplifying scores of 5 and 4 to score actual responses can be found
The scoring guides used
for in
both Writing
Appendix
3
tasks.
and
4.
QUESTION 1, RESPONSE A, SCORE OF 5 The
lecture explained
why
the computerized voting system can not replace the traditional
voting system. There are the following three reasons. First of
all,
not everyoen one can use computers correctly.
access to computers,
scared of this
new
you expect them
some people
technology. If
Some people do
not have
and some people are even the voters do not know how to use a computer, how do are not used of computers,
to finish the voting process through computers? This directly refutes the
reading passage which states that computerized voting
is
easier
by just touching the
screen.
may make mistakes as the people do. As computers are human beings, thus erros are inevitable in the computer system. Problems caused by computer voting systems may be more serious than those caused by Secondly, computers
programmed by people.
the
A larger number of votes might be miss counted or even removed from the
system. Furthermore, contradicts what
is
it
would take more energy to recount the votes. Again this which stated that only people will make mistakes
stated in the reading
in counting.
Thirdly, computerized voting system status.
is
not reliable because
it
has not reached a stable
People trust computers to conduct banking transactions because the computerized
banking system
is
being used daily and frecuently and has been
stable.
How ever, the
voting does not happen as often as banking thus the computerized voting system has not
been proved to be
totally reliable.
all, not everyone can use a computer properly, computer cause mistakes and computerized voting system is not reliable are the main reasons why computerized voting system can not replace the traditional voting system.
All in
Score explanation This response points
made
is
well organized, selects the important information
in the lecture,
and explains
its
relationship to the claims
made
from
all
three
in the reading
passage about the advantages of computerized voting over traditional voting methods. First, it counters the argument that computerized voting is more user-friendly and prevents distortion of the vote by saying that
some voters may end up not voting
70
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here.
j
at
all.
many voters find computers
unfamiliar and
1
Appendix
1
:
Sample Questions
TOEFL PLANNER Test Prep
Second, it challenges the argument that computerized voting will result in fewer miscounts by pointing out that programming errors may result in large-scale miscounts and that
some
errors
may
result in the loss
of voting records.
comparison of computerized voting with computerized banking by pointing out that the reliability of computerized banking (“reached a stable status”) has been achieved though frequent use, which does not apply to voting. There are occasional minor language errors: for example, “people not used of computers”; “miss counted”; “computer cause mistakes”; and the poor syntax of the last Third,
it
sentence (“All in
rejects the
all
errors, however, are
.
.
.
”).
not at
Some all
spelling errors are obviously typos: “everyoen.”
The
frequent and do not result in unclear or inaccurate
representation of the content.
The response meets
all
the criteria for the score of
5.
Go anywhere from
here.
7
Appendix iTest
1
:
Sample Questions
Prep
PLANNERJ QUESTION
1,
RESPONSE B, SCORE OF 4
The leture disgreed with the article’s opinions. computerized voting systems.
It’s
not a better solution to use the
might be hard for the voters wlio don’t use the computer so often, or the users some of voters can not aford a computer. Touch screen may also be hard to use for people who is not familiar with computers. Secondly, computer is programmed by human beings, which means it can also have errors. Instead of human being’s counting error, which only results one or two counting error in number, an errror in the program code could cause tramendous error in number. In case of the computer crash or disaster, it may lost all the voting information. We can not even to make a re-count. Lastly, our daily banking or other highly sensitive infomation system, is actually improved as time goes by. They were also problematic at the beginning. As we use them so often, we have more chances to find problems, and furturemore, to fix and improve them. However, for the voting system, we only use them every 2 years nationally and some other rare events. We just don’t use it often enough to find a bug or Firstly,
who
test
is
it
it
fear of the technology, even
thoroughly.
Score explanation
The response indicates that
it
selects
most of the important information from the lecture and main argument in the reading passage about the
challenges the
advantages of computerized voting systems First, the
friendly; however,
it
fails to relate this clearly
computerized voting is
(“it’s
not a better solution”).
response explains that some people will not find computers to be userwill
to the point
made in
prevent distortion of the vote. That
is
the passage that
clearly
an omission, but
it
minor.
Second, the response does a good job of pointing out
how programming and
errors can cause greater problems than miscounts cause in the traditional voting system.
how the frequent use of banking system has contributed to such systems’ reliability, and then it contrasts that with the computerized voting system. There are more frequent language errors throughout the response for example, “users who is fear”; “some of voters can not aford”; “people who is not familiar”; “it may lost”; and “can not even to make.” Expressions chosen by the writer occasionally affect the clarity of the content that is being conveyed: “results one or two counting error in number ... an errror in the program code could cause tramendous error in number” and “use them every 2 years nationally and some other rare events.” However, it should be noted that in these cases, a reader can derive the intended meaning from the context. Due to the more frequent language errors that on occasion result in minor lapses of clarity and due to minor content omission, especially in the coverage of the first lecture point, the response cannot earn the score of 5. At the same time, since the language errors are generally minor and mostly do not interfere with the clarity of the content and since most of the important information from the lecture is covered by the writer, the response deserves a higher score than 3. It meets the criteria for the score of 4. Third, the response provides a nice explanation of
systems
like the
—
72
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here.
)
Appendix
1
:
Sample Questions
TOEFL. PLANNER Prep
QUESTION 2, RESPONSE A, SCORE OF 5 I
remember every teacher
friend wants to
that has taught
know who our first grade
me since I was in
Kindergarten. If a
teacher was in elementary school,
all
they have
looked very kind and understanding in my eyes as a child. They had special relationships with nearly each and every one of the students and were very nice to everyone. That’s the reason I remember all of them. A teacher’s primary goal is to teach students the best they can about the things to
do
is
ask me. The teachers
that are in our textbooks
teach us
how to
live
all
and more important, how to show respect for one another. They life by getting along with everyone. In order to do that, the
a better
teachers themselves have to be able to relate well with students.
My parents are teachers too. One teaches Plant Biology and one teaches English, but that’s not the reason I’m calling them “teachers.”
They
are teachers beacuse they
me how to act in special situations and how to cooperate with others. I have a brother, and my parents use different aproaches when teaching us. They might scold my
teach
much self-control and own and is always either
brother for surfing the internet too long because he doesn’t have they need to restrain him.
He almost never studies on
drawing, playing computer games, or reading.
his
On the other hand,
they never
tell
me off
computer too long. I do my own work when I want and need to because that brings me the best results and my parents understand that. They know that I need leisure time of my own and that I’ll only play until needed. My parents’ ability to relate well with my brother and I allows them to teach, not just the subject they teach but also their excellent knowledge on life. Knowlegde of the subject being taught is something taken for granted, but at the same time, secondary. One must go through and pass a series of courses and tests in order to become a teacher. Any teacher is able to have excellent knowledge of their subject but not all teachers can have the ability to relate well with students. A teacher’s primary goal is to teach students the best they can about how to show respect for one another, so teachers use different approaches when teaching, and knowledge of the subjet being taught is secondary. For these reasons, I claim with confidence that excellent knowledge of the subject being taught is secondary to the for using the
teacher’s ability to relate well with their students.
Score explanation This essay conveys the idea that as important as teaching knowledge is, it is as if not more important for teachers to possess other qualities, all of which the
important
writer classifies as necessary for being able to relate well with students.
Those other
qualities include having “special relationships” with students; the teaching of respect (in
the
first
two paragraphs); and taking
different
approaches for different individuals. The
and whose special qualities in raising the writer and the writer’s brother had to do more with taking varied approaches. The writer then goes on to convey that knowledge is a given “something
writer develops the last idea primarily by using a clearly appropriate extended
complex example of the
writer’s
own
parents,
who
are teachers but
—
Go anywhere from
here.
73
Appendix
1
:
Sample Questions
Test Prep
PLANNER
taken for granted” but not
—because
all
teachers take course
work and pass
tests to
have the qualities the writer considers more important. This response very effectively addresses the topic and the task.
gain their jobs
all
It is
true that this
from most essays: the overall idea is stated explicitly but only at the end of the essay. However, because of very good language structure and good conceptual transitions between ideas, the reader is able to follow the writer’s development of ideas without becoming confused. The response is thus seen to be well organized. Errors in language are almost nonexistent here. This response meets all of the 5-level criteria from response
is
different
the Scoring Guide.
74
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here.
)
Appendix
1
:
Sample Questions
TOEFLes,
Prep
PLANNER
QUESTION 2, RESPONSE B, SCORE OF 4 I
disagree with the idea that the possessing the ability to relate well with student
more important than excellent knowledge of the are several reasons why I disagree with that idea. First, teachers’ job is to
is
subject being taught for a teacher. There
educate their student with their knowledge.
The
ability to
something a counselor should possess, not a teacher. That’s why the board of education gives an award to a teacher with an excellent knowledge of the subject they teach. Teachers who can get along with their students but have no knowledge can be popular and be liked by his or her students, however I don’t consider a teacher with no knowledge a good teacher. Second, Students go to schools because they want to learn knowledge from their relate well
with their student
is
I knew a math teacher who was well known Some students always complained how he never entertains his students which made many of his students to fall asleep. Nevertheless, all of his classes were all full even before the semester began because many students who were eager to learn already booked in. He won the Apples prize (it’s given to a noticed
teachers not to get along with their teachers.
among other mathematics
teachers.
teacher annually) a couple of times and that enabled students to firmly believe in his
way
of teaching.
knowledge to their next had an experience of getting advantaged education from college. Teachers should not let that previlege become useless and workless. We all learn because we want to become the better person that this world needs. Students will also eventually grow up to be influencing other people and teachers should volunteerily be Thirdly, teachers are responsible for conceding their
generation. Teachers already
their students’ role models.
excellent
For conclusion, I think the most important quality a teacher must have is an knowledge of the subject they teach, not an ability to relate well with their
students.
Score explanation This is a more traditional-looking essay that is organized with a point of view in paragraph stating the writer’s disagreement with the writing prompt, followed by three pieces of supporting reasons and examples. the
first
The second paragraph makes the point that counselors are the ones who are relate to students and that teachers with no knowledge are not worthwhile
supposed to
as
teachers.
In the third paragraph the writer tries to describe the fact that knowledge is important by stating that students wanted to take courses from a teacher who was known
knowledge even though they knew the teacher was not entertaining. The fourth paragraph contains the very interesting idea that teachers have the obligation to pass on what they have had the privilege of learning, but this paragraph in particular has a few problems with somewhat unclear expression of concepts: (1) errors of word choice in the word “conceding” (not clear exactly what word is intended here) and in the term “‘advantaged’ education” (advanced education or advantages of to possess special
Go anywhere from
here.
75
Appendix
TOEFL PLANNER
1
:
Sample Questions
Test Prep
education?) and (2) a problem with unclear connection of ideas (why is it said that all learn because we want to become the better person that this world needs?”). Overall, this essay
and the language chosen, rising
76
above the 4
Go anywhere from here.
j
level.
is
“We
well organized, but the slightly unclear connection of ideas
especially in the final paragraph, prevent this response
from
TOEFL PLANNER Test Prep
Sample Score Report Here’s a
sample score
report.
also provide performance
It
includes scaled scores for
feedback on
all
four
skills.
all
The reports shows only the
four sections.
Note: This sample
performance feedback for Reading and Listening.
^
Go anywhere from
here.
77
Appendix
TOEFL
2:
Sample Score Report
PLANNER Speaking
Speaking about Familiar Topics
Your Performance
Limited
Your responses indicate some difficulty speaking in English about everyday experiences and opinions. Listeners sometimes have trouble understanding you because of noticeable problems with pronunciation, grammar, and vocabulary. While you are able to respond partially to the questions, you are not able to fully develop your ideas, possibly due to limited vocabulary and grammar.
(1
.5-2.0)
Fair
Speaking about
Campus
Level
Skills
Situations
(2. 5-3.0)
Your responses demonstrate an ability to speak in English about reading material and experiences encountered by university students. You are able to convey relevant information about conversations, newspaper articles, and campus bulletins; however, some details are missing or inaccurate. Limitations of grammar, vocabulary, and pronunciation at times cause difficulty for the listener. However, they do not seriously interfere with overall communication.
typically
your responses, you are able to use English to
talk about the basic ideas from academic reading or you include few relevant or accurate details. It is sometimes difficult understand your responses because of problems with grammar, vocabulary, and pronunciation. Overall, you are able to respond in a general way to the questions, but the amount of information in your responses is limited and the expression of ideas is often vague and unclear. In
Speaking about
Limited
Academic Course
lecture materials, but, in general,
for
listeners to
(1. 5-2.0)
Content
Your Performance
Level
Writing Skills
You responded
based on Reading and
Writing
Fair (2. 5-3. 5)
Listening
to the task, relating the lecture to the reading, but your response indicates weaknesses such as • an important idea or ideas may be missing, unclear, or inaccurate; • there may be unclarity in how the lecture and the reading passage are related; and/or grammatical mistakes or vague/incorrect uses of words may make the writing difficult to understand. •
You expressed Fair (2. 5-3.5)
Experience
you may not provide enough specific support and development for your main points; your ideas may be difficult to follow because of how you organize your essay or because of the language you use to connect your ideas; and/or grammatical mistakes or vague/incorrect uses of words may make the writing difficult to understand.
• •
•
THIS
ideas with reasons, examples, and details, but your response indicated weaknesses such
as
based on Knowledge and
Writing
IS
THE ONLY PERSONAL RECORD YOU WILL RECEIVE. PLEASE RETAIN FOR YOUR RECORDS.
This score report provides both section scores and a total score. An analysis of your strengths and weaknesses in English is included. The level pertaining to each skill should not be generalized beyond the performance on this test. Skill levels and their associated descriptions are not intended for b^|i^|£l ffl^s |ou hfPfTanted permission. use by colleges as part of their admission criteria
Code Numbers: The code numbers on this score Tepof^re the ones you selected at the time you registered. If any of the numbers you indicated are not shown, they were incorrect Td the TOEFL office was unable to send those score reports. To
Information About Scores: The following seal* score is not reported when one"oT more sect not been administered. These scores have the followingg ranges:
TOEFL iBT. A total
tl
ONLY!
Scaled Scoi
Sections
0-30
Reading
fave
official
score reports sent, follow the directions on the Request Form.
ittached Score Report
Listening
Speaking
DEPT.
Writing
02
WHERE THE REPORT WAS SENT Admissions
office of a
management
Total Score
a graduate school of law
Admissions
office of
01, 04-99
Admissions
office for
00
Admissions
office for
institution or
agency
than
graduate school of
(business)
03
management
graduate study in a field other (business) or law according to the
codes marked on your answer sheet
Scaled Score
undergraduate study or an is not a college or university
that
Scaled Score
Score of Zero
Further information about
TOEFL
iBT scoring
is in
the Learners and Test Takers section of the
IMPORTANT NOTE TO INSTITUTIONS: Scores are valid ONLY
TOEFL Web
site at
www.ets.org/toefl.
received directly from ETS. Photocopies should never be accepted. If you received this score report directly from an examinee, please provide your official TOEFL institution code to the examinee so he/she can request that an official score report be sent to you. If you need to contact ETS, use the toll-free number on the back of the official score report.
Scores more than two years old cannot be reported or validated.
78
Go anywhere from
here.
D
if
TOEFL PLANNER Test Prep
r^j
Scoring Guides-
Speaking These are the Scoring Guides
for the
Speaking section.
Go to the Planner website
www.ets.ora/toefl/planner for sample Speaking questions and responses. As you view and
the Scoring Guides to better understand the score levels.
listen, refer to
Scoring Guide for Independent Speaking (Questions
Score 4
1
&
2)
General Description The response
demands at
fulfills
flow
of the task, with
most minor lapses
completeness. intelligible
It
is
highly
and exhibits
sustained, coherent
A response
discourse.
level is characterized
at this
by
all
of
the following:
3
(fluid
Speech
in
expression).
is clear.
high degree of automaticity with
structures (as appropriate).
is
generally
intonation patterns,
minor
noticeable, but do not obscure
meaning.
minor
is
generally
some
with
fluidity
though with
difficulties
(or
systemic) errors are
The response demonstrates fairly automatic and effective use of grammar and vocabulary and fairly coherent expression of relevant
Response may
pronunciation, intonation,
ideas.
fluidity of
or pacing are noticeable
some imprecise
and may require
use of vocabulary or grammatical
expression, though
it
exhibits
noticeable lapses
in
the expression of ideas.
A response
at this level
is
listener
exhibit
or inaccurate
structures used. This
may
overall intelligibility is not
overall fluency, but
does not
significantly affected).
seriously interfere with the
times (though
effort at
characterized by at least two
communication
it
of the
Response and
is
sustained
sufficient to the
task.
It
is
generally well
developed and coherent;
between
relationships
ideas are clear (or clear
progression of ideas).
Response
is
mostly
coherent and sustained
and conveys relevant ideas/information, Overall
development
and coherent,
some
some
Some
intelligibility.
Speech
It
and complex
of basic
which do not affect
of expression,
intelligible
exhibits a fairly
good control
clear,
developed.
It
include minor lapses
may
with
vocabulary.
with pronunciation or
The response addresses short of being fully
may
It
The response demonstrates effective use of grammar and
or minor difficulties
the task appropriately, but fall
Topic Development
Language Use
Delivery Generally well-paced
the
affect
is
somewhat
limited; usually lacks
elaboration or specificity.
Relationships between
ideas
may
times not be
at
immediately
clear.
message.
of the following:
2
The response addresses the task, but development of the topic
is limited.
intelligible
It
contains
speech, although
Speech
is
basically
intelligible,
though
listener effort
because
articulation,
intonation or
meaning may be obscured places.
A response
level is characterized
least
two
needed
of unclear
problems with delivery and/ or overall coherence occur;
in
is
awkward choppy
The response demonstrates
limited
The response
range and control of grammar and
to the task,
vocabulary. These limitations often
number
prevent
full
expression of ideas. For
or the
is
connected
though the
of ideas presented
development
of
limited. Mostly
the most part, only basic sentence
ideas
structures are used successfully
basic ideas are expressed
is
with limited elaboration
rhythm/pace; meaning
and spoken with
at this
may be obscured
and vocabulary may express
(details
by at
places.
mainly simple (short) and/or
times, relevant substance
general propositions, with simple or
may be
of the following:
in
fluidity.
unclear connections
them
Structures
made among
(serial listing, conjunction,
and support). At vaguely expressed
or repetitious. Connections of ideas
may be
unclear.
juxtaposition).
Co anywhere from here.
79
Appendix
TOEFL PLANNER
3:
Scoring Guides-Speaking
Test Prep
The response
Consistent pronunciation,
very
is
stress and intonation
limited in content and/or
coherence or
only
is
difficulties
minimally connected to the task, or
speech
unintelligible.
is
largely
A response
at
this level is characterized
at least
two
Language Use
Delivery
General Description
Score 1
by
of the following:
cause
Topic Development
Range and control of grammar and vocabulary severely limit (or prevent expression
of)
among
Limited relevant content
expressed. The response
ideas and
generally lacks substance
Some
beyond expression
considerable listener
connections
effort; delivery is
low-level responses
choppy, fragmented or
heavily on practiced or formulaic
may be unable
telegraphic; frequent
expressions.
speech
ideas.
may
of
very basic ideas. Speaker
rely
to
and may
pauses and hesitations.
to sustain
complete task
rely heavily
on
repetition of the prompt.
Speaker makes no attempt to respond
0
OR response
is
unrelated to the topic.
|
Scoring Guide for Integrated Speaking (Questions 3, 4, 5 and 6) Score 4
General Description The response
demands at
fulfills
of the task, with
most minor lapses
completeness. intelligible
It
is
in
highly
and exhibits
sustained, coherent discourse.
is
level is characterized
at this
by
all
of
the following:
generally clear,
fluid
and sustained.
may
include minor lapses
It
by the task.
Contains generally effective word
appropriate detail, though
choice.
attempts to
systematic) errors or imprecise
recall
remains
with
may fall
expression, but
with
is
generally
A response
30
Go anywhere from
minor
it
it
exhibits in
at this level
difficulties
require listener effort (or obscure
coherent expression of relevant
task. However,
require
some
may
listener
remains
good, however.
ideas.
Response may
some
imprecise or inaccurate
in
somewhat
limitations
interfere with the
communication
exhibits
specificity with respect to
limited
content or choppiness
in
the progression of ideas.
do not seriously
the message.
it
inaccuracy, lack of
the range of structures used.
Such
information required by the
some incompleteness,
exhibit
use of vocabulary or grammatical structures or be
of the following:
)
errors
or minor omissions.
noticeable, they do not
characterized by at least two
here.
includes
with
effort at times. Overall intelligibility
is
It
may have minor
The response is sustained and conveys relevant
or pacing, and
noticeable lapses
it
exhibits
fluidity of
fluidity of
the expression of ideas.
may be
(or
The response demonstrates fairly automatic and effective use of grammar and vocabulary, and fairly
generally clear,
pronunciation, intonation
expression, though
some
is
some
and coherent,
some
use
information required
meaning).
Speech
the task appropriately, but
It
Though some minor
vary at times as speaker
The response addresses
intelligible
and conveys the relevant
clear progression of ideas
expression of relevant ideas.
Pace may
high.
developed.
grammatical structures that allow
with pronunciation or
information. Overall
short of being fully
The response presents a
for coherent, efficient (automatic)
intelligibility
3
Topic Development
The response demonstrates good control of basic and complex
or minor difficulties
intonation.
A response
Language Use
Delivery
Speech
the
of
1
Appendix
3:
Scoring Guides-Speaking
TOEFL PLANNER
Test Prep
General Description
Score 2
The response to the task,
though
be missing
some
it
may
inaccuracies.
It
exhibits
or pacing,
speech,
A response
level is characterized
least
two
Speech
listener effort.
may
and/or overall
coherence may obscure meaning.
and so may
require significant
but at times problems with intelligibility
it
problems with
pronunciation, intonation
contains
intelligible
clear at
times, though
relevant
information or contain
some
is
by at
The response is limited in the range and control of vocabulary and grammar demonstrated (some complex structures may be used,
The response conveys
but typically contain errors). This
incomplete
results in limited or inaccurate
key ideas, makes vague
connections. Automaticity of
not be sustained
expression
at a consistent level
at this
may
the phrasal
be evident only at
intelligibility
relevant information
but
clearly incomplete
is
or inaccurate.
may
It
if it
is
omits
reference to key ideas, or demonstrates limited
information.
of important
An inaccurate
response demonstrates
obscure meaning in
some
development
level.
throughout. Problems with
of the following:
Topic Development
Language Use
Delivery
Speech
connected
is
misunderstanding of
key ideas from the
places (but not
stimulus. Typically, ideas
throughout).
expressed
may
not be well
connected or cohesive so that familiarity with the
stimulus
is
necessary
order to follow what
in
is
being discussed. 1
The response is very limited in content or coherence or is
only minimally connected
to the task.
be largely
Speech may at this level
Range and
and intonation problems
and vocabulary severely
prevents) expression of ideas and
listener effort
and
meaning. Delivery
is
control of
connections
frequently obscure
unintelligible.
A response
grammar
Consistent pronunciation
cause considerable
among
very low-level rely
is
characterized by at least two
choppy, fragmented
of the following:
or telegraphic.
limits (or
Some responses may ideas.
on isolated words or short
utterances to communicate ideas.
Speech
The response provide
much
fails to
relevant
content. Ideas that are
expressed are often inaccurate or limited to
vague utterances or
repetitions (including repetition of prompt).
contains frequent pauses
and hesitations.
0
Speaker makes no attempt
to
respond
OR response
is
unrelated to the topic.
Go anywhere from here.
8
A
TOE PLANNER Fii»Test
Prep
r XlScoring Guides^^Writing These are the Scoring Guides
Go to the Planner website
for the Writing section.
www.ets.org/toefl/planner for sample Writing questions and responses. As you view
and
Guides to better understand the score
to the Scoring
listen, refer
levels.
Scoring Guide for Integrated Writing Here
is
the
Scoring Guide used by raters
official
Score
the Integrated Writing Task.
Task Description
A response
5
when they read
at this level successfully selects the important information
presents this information
in
from the lecture and coherently and accurately
relation to the relevant information presented in the reading.
organized, and occasional language errors that are present do not result
in
The response
is
well
inaccurate or imprecise presentation of
content or connections.
A response
4
at this level
is
and accurately presenting
generally good
in
selecting the important information from the lecture
the reading.
A response
is
and
this information in relation to the relevant information in the reading, but
omission, inaccuracy, vagueness or imprecision of also scored at this level
some content from if it
the lecture or
in
in
it
coherently
may have minor made in
connection to points
has more frequent or noticeable minor language errors, as long
as such usage and grammatical structures do not result
in
anything more than an occasional lapse of
clarity or in
the
connection of ideas.
A response
3
at this level contains
the reading, but •
it
is
some
marked by one
Although the overall response
or is
important information from the lecture and conveys
more
imprecise connection of the points
made
The response may omit one major key
•
Some key
points
made
in
relevant connection to
of the following:
definitely oriented to the task,
•
some
in
it
the lecture to points
point
made
in
conveys only vague, global, unclear or somewhat
made
in
the reading.
the lecture.
the lecture or the reading, or connections between the two,
may be
incomplete,
inaccurate or imprecise. •
Errors of
usage and/or grammar may be more frequent or may
meanings
A response
2
in
some
relevant information from the lecture, but
is
marked by
by significant omission or inaccuracy of important ideas from the lecture or
the lecture and the reading. •
vague expressions or obscured
conveying ideas and connections.
at this level contains
difficulties or
result in noticeably
The response
A response
at this level
is
marked by one
or
more
in
significant language
the connections between
of the following:
significantly misrepresents or completely omits the overall connection
between the lecture and the
reading.
• •
The response
significantly omits or significantly misrepresents important points
The response contains language
made
in
the lecture.
errors or expressions that largely obscure connections or
meaning
at key
junctures, or that would likely obscure understanding of key ideas for a reader not already familiar with the
reading and the lecture.
82
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here.
)
Appendix
Scoring Guides-Writing
4:
TOEFL PLANNER Test Prep
Task Description
Score 1
0
A response
at this level
marked by one or more
is
•
The response provides
•
The language
A response
at this level
topic, is written in
or no meaningful or relevant coherent content from the lecture.
little
level of the
of the following:
response
is
so low that
is difficult
it
meaning.
to derive
merely copies sentences from the reading, rejects the topic or
a foreign language, consists of keystroke characters or
is
is
otherwise not connected to the
blank.
Scoring Guide for Independent Writing Task Description
Score 5
An essay
at this level largely
all
of the following:
addresses the topic and task
•
Effectively
•
Is
•
Displays unity, progression and coherence
•
Displays consistent facility
well organized
idiomaticity,
4
accomplishes
An essay • •
and well developed, using
though
it
in
accomplishes
Addresses the topic and task Is
the use of language, demonstrating syntactic variety, appropriate word choice and
may have minor
at this level largely
clearly appropriate explanations, exemplifications and/or details
well,
lexical or
all
grammatical errors
of the following:
though some points
may
not be
fully
elaborated
generally well organized and well developed, using appropriate and sufficient explanations, exemplifications
and/or details •
Displays unity, progression and coherence, though
it
may
contain occasional redundancy, digression or unclear
connections •
Displays
facility in
the use of language, demonstrating syntactic variety and range of vocabulary, though
probably have occasional noticeable minor errors interfere with
3
An essay
in
structure,
word form
at this level
is
marked by one or more
will
of the following:
•
Addresses the topic and task using somewhat developed explanations, exemplifications and/or details
•
Displays unity, progression and coherence, though connection of ideas
•
it
or use of idiomatic language that do not
meaning
May demonstrate
inconsistent facility
in
may be
occasionally obscured
sentence formation and word choice that
may
result in lack of clarity
and
occasionally obscure meaning •
2
May
An essay
display accurate but limited range of syntactic structures at this level
may
reveal
one or more
of the following
and vocabulary
weaknesses:
•
Limited development
•
Inadequate organization or connection of ideas
•
Inappropriate or insufficient exemplifications, explanations or details to support or illustrate generalizations
•
A
•
An accumulation
in
response to the topic and task
in
response to the task
1
An essay •
0
noticeably inappropriate choice of
at this level
of errors in
is
words or word forms
sentence structure and/or usage
seriously flawed by
one or more
of the following
weaknesses:
Serious disorganization or underdevelopment
•
Little
•
Serious and frequent errors
An essay written
in
or no detail, irrelevant specifics or questionable responsiveness to the task in
at this level merely copies
sentence structure or usage
words from the
topic, rejects the topic or is
a foreign language, consists of keystroke characters or
is
otherwise not connected to the topic,
is
blank.
Go anywhere from here.
83
Test Prep
PLANNER
Sample Independent Writing Topics The
following
of the
is
TOEFL®
a
list
of
some
test. You’ll
of the actual Independent Writing topics
see topics very
requires specialized knowledge.
experience of people
in
similar to these
on the
test.
on former versions
None
of the topics
Most topics are general and are based on the common
general and students
in particular.
Whatever the
topic, you’ll
be
asked to give your opinion and to support your opinion with specific reasons
and examples.
Sample Writing Topic •
List
has been said, “Not everything that
It
is
learned
is
contained
in
books.”
Compare
and contrast knowledge gained from experience with knowledge gained from books. In
your opinion, which source
is
more important? Why? Use
specific reasons
and
examples to support your answer. •
Choose one
of the following transportation vehicles
changed people’s
and explain why you
think
it
has
lives:
- automobile - bicycle
- airplane
Use •
specific reasons
Some
and examples
to support your answer.
people prefer to work for a large company. Others prefer to work for a small
company. Which would you prefer? Use
specific reasons
and
details to support
your choice. •
Should a
city try to
preserve
its
old, historic buildings or
them with modern buildings? Use your opinion.
specific reasons
destroy them and replace
and examples
to support
Appendix
5:
Sample Independent Writing Topics iTest Prep
PLANNER If
you were an employer, which kind of worker would you prefer to
an
hire:
inexperienced worker at a lower salary or an experienced worker at a higher salary?
Use
specific reasons
Do you agree
and
details to support your answer.
or disagree with the following statement? Technology has
the world a better place to
Use
live.
specific reasons
made
and examples to support
your opinion. If
you could go back to some time and place
go? Why? Use In
your opinion, what
intelligence,
and
specific reasons
is
in
the past,
the most important characteristic
and examples from your experience
The government has announced think that your
that
it
specific details
in
in life?
Use
new
university.
Some
to locate the university.
new
university
in
people
Compare
your community.
your discussion.
Imagine that you have received
Use
example, honesty,
to explain your answer.
plans to build a
community would be a good place
the advantages and disadvantages of establishing a
land?
(for
a sense of humor) that a person can have to be successful
specific reasons
Use
when and where would you
details to support your choice.
some
land to use as you wish.
How would
you use
this
specific details to explain your answer.
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here.
85
Test Prep
PLANNER
Speaking and Writing Score
Conversion Charts The responses on both the Speaking and Writing sections are sent
to the
ETS Online
Scoring Network.
Speaking Responses
for
each of the
six tasks in
Speaking are rated by three to
six raters
on a scale
from 0 to 4 according to the Scoring Guides on pages 77-79. The mean (average) of tasks
is
all
six
then converted to a scaled score of 0 to 30.
Writing Responses
for the
two tasks
in
Writing are rated on a scale from 0 to 5 according to the
Scoring Guides on pages 80-81 The .
mean
(average) of the scores on the
two tasks
is
then converted to a scaled score of 0 to 30. Following are the conversion charts for Speaking and Writing.
When you have
or tutor, evaluate your responses to questions from The Official Guide.
charts to convert your average scores on
all
a teacher
You can use these
the tasks to a scaled score.
Appendix
6:
Speaking and Writing Score Conversion Charts
TOEFL
Test
Prep
PLANNER
Converting Rating Averages to Scaled Scores for the Writing and Speaking Sections of the TOEFL iBT Test
WRITING RATING AVERAGE
SCALED SCORE
SPEAKING RATING AVERAGE
SCALED SCORE
5.00
30
4.00
30
4.75
29
3.83
29
4.50
28
3.66
28
4.25
27
3.50
27
4.00
25
3.33
26
3.75
24
3.16
24
3.50
22
3.00
23
3.25
21
2.83
22
3.00
20
2.66
20
2.75
18
2.50
19
2.50
17
2.33
18
2.25
15
2.16
17
2.00
14
2.00
15
1.75
12
1.83
14
1.50
11
1.66
13
1.25
10
1.50
11
1.00
8
1.33
10
7
1.16
9
5
1.00
4 0
8
6 5
4 3 2
0
Note: Performance on the Speaking and Writing sections of the TOEFL iBT® test is evaluated based on ratings of 0 to 5 for each of the two Writing tasks and 0 to 4 for each of the six Speaking tasks. The tables above show how the mean scores of the two Writing tasks and the average ratings of six Speaking tasks are converted to a scaled score of 0 to 30.
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Notes
TOEFL PLANNER Test Prep
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here.
89
TOEFLes.
Notes Prep
PLANNER
90
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Notes
TOEFL PLANNER Test Prep
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91
TOEFL PLANNER Test Prep
92
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Notes
Notes
TOEFL PLANNER Test Prep
Notes
TOEFL PLANNER
Test Prep
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