TBI Longman Introductory - The Paper Test

LoNcMAN INTRODT]CTORY COTJRSE FORTHE

TOEFTTEST

THE PAPER TEST

DEBORAH PHILLIPS TOEFL@ is the registered trademark of Educational Testing Service. This publication is not endorsed or approved by ETS.

CCNTENTS

II\ITRODUCTION

1X

SECTION ONE: LISTENING COMPREHENSION DIAGNOSTIC PRE-TEST LISTENING COMPREHENSION

The Listening Part A Questions SKILL 1: Restatements EXERCISE 1 IOEFL EXERCISE

SKILL

2:

3

9

10 11

t2 13

1

Negatives

t4

l4

!5FFft%',"crsE2 TOEFL REVIEW EXERCISE SKILL

3:

Suggestions

3 ISEFftT,i.crsE |OE,FL REVIEW EXERCISE

.T

(Skills I-2)

15

t6

l6 t7 (Skills 1-3)

iB 18

SKILL 4: Passives EXERCISE 4 TOEFL EXERCISE, 4 TOEFL REVIEW EXERCISE (Skills I-4)

22

SKILL 5: Who and where EXERCISE 5 TOEFL EXERCISE 5 TOEFL REVIEW EXERCISE (Skills 1-5)

23 24 24 25

SKILL

6:

Agreement

E.XE,RCISE 6

TOEFL EXERCISE 6 TOEFL REVIEW EXERCISE (Skills 1-6)

The Listening Part B Questions SKILL 7: The questions EXERCISE 7 SKILL

8:

EXE,RCISE

The topic B

SKILL 9: The order of the answers EXERCISE 9 TOEFL EXERCISE (Skills 7-9)

t9 20

2l

26 27 27 28 30 32 32 34 34 35 36 37

ill

IV

CONTENTS

The Listening Part C Questions SKILL 10: The questions E,XE,RCISE,

T

40 10

O

SKILL 1 1: The topic E,XERCISE,

38

42 12

11

SKILL 12: The order of the answers E.XE,RCISE, 12

TOE,FL EXERCISE (Skills 10- 12)

TOEFL POST-TEST

43 14 15 46

SE,CTION TWO: STRUCTURE AND WRITTEN

EXPRESSION DIAGNOSTIC PRE.TE,ST STRUCTURE, AND WRTTTEN EXPRESSION

62

The Structure Questions

63

SKILL

1:

Subjects and verbs

EXE,RCISE,

SKILL

2:

1

Objects of prepositions

E,XE.RCISE

2

EXERCISE, (Skills 1-2) TOE,FL EXERCISE, (Skills

SKILL

3:

E.XERCISE,

SKILL

4:

l-2)

Present participles 3

Past participles

E,XERCISE, 4

EXERCISE, (Skills 3-4)

TOEFL EXERCISE (Skills 3-4) TOEFL REVIE,W EXE,RCISE (Skills 1-4)

SKILL

5:

E,XERCISE,

SKILL

6:

EXERCISE,

Coordinate connectors 5

Adverb clause connectors 6

EXERCISE (Skills 5-6) TOEFL EXERCISE (Skills 5-6) TOEFL REVIEW EXE,RCISE (Skills 1-6)

SKILL

7:

E,XERCISE

SKILL

B:

EXE,RCISE,

Noun clause connectors 7

Noun clause connector/subjects 8

55

61 65 66 67 67 68 69 70 70 72 72 73

71 75

76 76 77 7B

79 BO B1

82 B2 B4

E,XERCISE (Skills 7-8) TOE,FL E,XERCISE (Skills 7-8)

81

TOEFL REVIEW EXERCISE (Skills 1-B)

86

B5

CONTENTS

SKILL

9:

Adjective clause connectors

B7

E,XE,RCISE 9

88

SKILL 10: Adjective clause connector/subjects EXERCISE 10 EXERCISE (Skills 9-10) TOEFL EXERCISE (Skills 9-10) TOEFL REVIEW EXERCISE (Skills 1-10)

89 90

The Written Expression Questions SKILL 1 1: Agreement after prepositional phrases EXERCISE

11

SKILL 12: Agreement after expressions of quantity EXERCISE,

12

SKILL 13: Agreement after certain words EXERCISE 13 EXERCISE (Skills 1 1-1 3) TOEFL EXERCISE (Skills 11-13) TOEFL REVIEW EXERCISE (Skills 1-13)

9I 9I 92 94 95 96 96 97 98 9B

99 100 101

SKILL 11: Parallel stmcture with coordinate conjunctions

r02

EXERCISE,

103

14

SKILL 1 5: Parallel structure with paired conjunctions

t04

EXERCISE, 15 EXE,RCISE (Skills I4-1 5)

105 105

TOEFL EXERCISE (Skills I1-1 s) TOE,FL REVIEW EXERCISE (Skills 1-15)

106

SKILL 16: Past participles after have

108 108

EXERCISE

16

r07

SKILL 17: Present participles or past participles after be EXERCISE 17

109

SKILL 18: Base form verbs after modals EXERCISE 18 EXERCISE (Skills 16-1 8) TOEFL EXERCISE (Skills 16-1 B) TOEFL REVIEW EXERCISE (Skills 1-18)

110 110

109

111 111

SKILL 19: Singular and plural nouns

tt2 rt4

EXERCISE 19

t14

SKILL 20: Countable and uncountable nouns

115

EXERCISE, 20

rt6

EXERCISE (Skills 19-20) TOEFL EXERCISE (Skills 19-20) TOEFL REVIEW EXERCISE (Skills r-20)

t16 l17

SKILL 2I: Subject and object pronouns EXERCISE 21

rt9

118

r20

Vi

CONTENTS

SKILL 22: Possessives EXERCISE 22 SKILL 23: Pronoun reference EXERCISE 23 EXERCISE (Skills 2l-23) TOEFL EXERCISE (Skills 2l-23) TOEFL REVIEW EXERCISE (Skills 1-23) SKILL 24: Adjectives and adverbs EXERCISE 24 SKILL 25: Adjectives after linking verbs EXERCISE 25 EXERCISE (Skills 24-25) TOEFL EXERCISE (Skills 24-25) TOEFL REVIEW EXERCISE (Skills 1-25)

TOEFL POST.TEST

120

t2r t22 t22 123

124 125

126

t27 r28 129 130

130 131

133

SECTION THREE: READING COMPREHENSION DIAGNOSTIC PRE.TEST READING COMPREHENSION

t43

The Reading Comprehension Questions

155

SKILL l: Main idea questions TOEFL EXERCISE 1 SKILL 2: Stated detail questions TOEFL EXERCISE 2 TOEFL REVIEW EXERCISE (Skills 1*2) SKILL 3: Unstated detail questions TOEFL EXERCISE 3 TOEFL REVIEW EXERCISE (Skills 1-3)

r54 156 158

160 162 165 168

170 172

SKILL 4: Implied detail questions TOEFL EXERCISE 4 TOEFL REVIEW EXERCISE (Skills 1-4)

179

SKILL 5: Vocabulary in context questions TOEFL EXERCISE 5 TOEFL REVIEW EXERCISE (Skills 1-5)

183 186

SKILL 6: "f,Vhere" questions TOEFL EXERCISE 6 TOEFL REVIEW EXERCISE (Skills 1-6)

TOEFL POST-TEST

175

t76 r82

189

190

t93 198

,-----r--

r

I

CONTENTS

TEST OF WRITTEN ENGLISH (TWE) The Writing Score Sample

E

ssays

Before Writing SKILL 1: The writing topic SKILL 2: The supporting ideas

While Writing SKILL SKILL SKILL

After

3: 4: 5:

212

212

2rB 2rB 221

224 224 226 229

23r

Hi::

SKILL

The introductory paragraph The supporting paragraphs The concluding paragraph

21r

7:

Edit sentence structure

231

6,{: Simple sentence structure 68: Compound sentence structure 6C: Complex sentence structure

23r

Edit written expression A: Agreement and parallel structure 7B: Verbs and nouns 7C: Pronouns and ad'iectives 7

233 235 238 238 239 240

practice Tests

241

COMPLETE TESTS

243

COMPLE,TE, TEST ONE-INTRODUCTORY LEVEL

COMPLETE TEST TWO-INTRODUCTORY LEVE,L COMPLETE TEST THREE-TOEFL LEVE,L

APPENDIXES APPENDIX A: Similar sounds APPE,NDIX B: Prepositions APPENDIX C: Word endings APPENDIX D: Irregular verb forms APPENDIX E: Word parts

SCORES AND CHARTS Progress Chart Scoring Complete Test Three Diagnostic Charts

245 269 293 319 321 328 330 334 338 351

353

354 357

ANSWER SHEETS

365

RECORDING SCRIPT ANSWER KEY

381

407

vll

INTRODUCTION

ABOUT THIS COURSE PURPOSE OF THE COURSE

This course is intended to prepare students for the paper version of the TOEFL' (Test of English as ;r Foreign Language) test. It is based on the most up-to-date information available on the format and content of the paper TOEFL test. Longman Introductor,'Course fbr the TOEFL Test: The Paper Test carr be used in a variety of rvar.s, depending on the needs of the reader:

L It can be used as the primary

te'xt in a course emphasizing TOEFL test preparation. 2. It car-r be usecl as a supplementiuJ text in a more general ESL course. 3. Along lr,ith its comparnion audio program, it can be used as a tool for indirridualized study bv students preparing for the TOEFL test outside of the ESL classroom.

LEVEL OF THE BOOK

Longnun Introductor\ Course lbr the TOEFL Test: The Paper Test is intended for students rvhose TOEFL scores are in the 380-.180 range on the paper TOEFL test. This text starts belon' the leve-l of the TOEFL test and continues up to the level of Ihe easier questiorts on the TOEFL test. It presents and practices those language skills that appear regularly on the paper TOEFL test and are appropriate to this ler,,el. This book is intended to be used by students rvho are interested in preparing for the paper TOEFL test but rvho are not yet readv for all of the materials found on this test. It can be used

most effectively to introduce lorver-level TOEFL skills and strategies prior to the studv of the more ndvanced Longmart Preparation Course for tlrc TOEFL Test: Tlrc Paper Test.

WHAT IS IN THE BOOK This book contains a var-ietv of materials rvhich together provide a comprehensive preparation program:

. Diagnostic

Pre-Tests for each section of the test measure students' level of performance and allor,v students to determine specific areas of 'uveakness. . Language Skills for each section of the test, inch-rding the Test of Written English (TWE), provide students r,r'ith a thorough Llnde'rstanding of the language skills that are regularly tested on the TOEFL test. . Test-Taking Strategies for each section of the test provide students with clearly defined steps to maxinrize the'ir performance on the test. o Exercises provide practice of one or more skills in a non-TOEFL format. . TOEFL Exercises pror,'ide practice of one or more skills in a TOEFL format. . TOEFL Review Exercises pror,ide practice of all of the skills taught up to that point in a TOEFL format.

IX

X

INTRODUCTION

. TOEFL r .

Post-Tests tor each section of the test measure the progress that students hz.ne made after rvorking through the skills and stratc'gies in the text. Introductory-Level Complete Practice Tests allorv students to revieu, all of the ls11,E-1--ls1,gl skills taught throughor"rt the te.xt in TOEFL-folmat tests. A TOEFL-LeveI Complete Practice Test provides students rvith the opportunitv to see hor,r' the skills they have learned in this tert r,r'ill be incorporated into an actual TOEFL test. This test also provides students rvith the opportunity to determine their approximate TOEFL SCOTCS.

. Scoring Information . . . .

allor.l,s students to deterrnine their approximate TOEFL scores on the TOIIFL-Level Con-rplete Practice Test. Diagnostic Charts allos' students to monitor their progress in specific language skills on the Pre-Tests, Post-Tests, ancl Complete Tests so that thev can easilv determine which skills have been mastered and rvhich skills require turther studv. Progress Charts allort students to monitor their score inrpror.ement from the Pre-Tests to the Post-Tests and Complete Tests. Recording Scripts allorv students to see thc' text of all the listening exercises and tests included on the audiocassettes/audio CDs. Answer Sheets allorv students to practice using appropriate test forms.

WHAT IS ON THE CD-ROM Longntan Introductoty CD-ROA.I for the TOEFL Test: The Paper lesl, rvith over 900 questions in the torrnat of the paper TOEFL test and 120 additional u'riting-practice questions, includes a varietv of materials that contribute lo an effective preparation program for the paper version of the TOEFL test:

. An Overview describes the features of the CD-ROM. . Skills Practice Sections for each of the sections on the paper

version of the TOEFL test, including the Test of Written English (TWE), prol,ide students rvith the opportunity ro

.

revien, and master each of the language skills on the test. Test Sections for each section of the paper version of the TOEFL test allor,r, stndents to take authentic test sections and to measure their progress. Writing tests can be printed for feedback and review..

. Answers . .

and Explanations for all practice and test items allou' students to understand their errors and learn from their mistakes. Skill Reports relate the test items on the CD-ROM to the laneuage skills presented in the book. Scoring and Record-Keeping enable students to record and print out charts that keep track of their progress on all practice and test items.

The follor.r'ing charl describes the contenls of the CD-ROM:

INTRODUCTION

SKILLS PRACTICE

LISTENING COMPREHENSION

Short Dialogues

1 2 Skill3 Skill4 Skill 5 Skill 6 Skill

Conversations Conversation Conversation Conversation

1 2 3

Talks Talk

1 2 Talk 3 Tolk

STRUCTURE

Structure

AND WRITTEN

Skills

EXPRESSION

Listening Comprehension 10 10 10 10 10 10

Skill

l-2 Skills 3-4 Skills 5-6 Skills 7-B Skills 9-10

SECTION TESTS

questions questions questions questions questions questions

Tests Test I Test 2 Test 3

50 questions 50 questions 50 questions



20 20 20 20 20

questions questions questions questions questions

Structure and Written Expression Tests Test 1 40 questions Test 2 40 questions Test 3 40 questions Test 4 40 questions Test 5 40 questions

Written Expression

1-13 14-15 Skills l6-lB Skills 19-20 Skills 2l-23 Skills 24-25 Skills |

Skills

READING COMPREHENSION

20 20 20 20 20 20

questions questions questions questions questions questions

Main ldea Questions Skill l 3 questions Skill 1 4 questions Skill I 4 questions Stated Detail Questions Skill 2 5 questions Skill2 7 questions Skills l-2 B questions

Reading Comprehension Tests

1 2 Test 3

Test Test


XI

Xii

INTRODUCTION

SKILLS PRACTICE


(continued)

SECTION TESTS

Unstated Detail Questions Skill 3 6 questions Skill 3 6 questions Skills 1-3 7 questions

lmplied Detail Questions

4 Skill 4 Skills 1-4 Skill


Vocabulary in Context Questions Skill 5 B questions Skill 5 7 questions Skills l-5 9 questions ,,Where,,

eUeStiOnS

Skill6 Skill 6 Skillsl-6 TEST OF WRITTEN

ENGLISH (TWE)

6 questions 7 questions questions

il

Before and While Writing Skills 16 questions Skills 16 questions Skills 16 questions

1-5 1-5 1-5

After Writing

Skill6 SkillTA Skill 78 SkillTC

20 20 20 20

questions questions questions questions

TWE Tests

1 2 Test 3 Test 4 Test 5 Test 6 Test 7 Test 8 Test 9 Test 10 Test Test

1 question 1 question 1 question 1 question 1 question 1 question 1 question 1 question 1 question 1 question

This CD-ROM ha.s been devcloped spe-cificallv to provicle practice opporttrnities for the paper TOEFL test. To the ertent possible, all qtrestion formats simulate those on the actual paper TOEFL test :ind the Test of Written English (TWE). WHAT

15

ON THE AUDIO PROGRAM

The audio program, u'hich can be pr-rrchased to accompan-v this book, includes all the recorded material flom the I-istening Comprehension section. This program is available on eitherar"rdio CDs clraudiocassettes. Trackine infclrmation is inclucled u'ith the ar-rdio CDs.

INTRODUCTION

OTH ER AVAILABLE MATERIALS

Longman publishes a full suite of materials for TOEFL preparation, lor both the paper and computer-based tests ernd for both intermediate and advanced stuclents. Preparation materials

are available for both course-based instn-rction and self-str-rdr.. Ple:rse contact Lonsman's rvebsite-ll'rvrv. longman. com-for a cornpletc- I i st of t hese prodtrc t s.

ABOUT THE PAPER VERSION OF THE TOEFL TEST OVERVIEW OF THE TEST The TOEFL test is a test to measure the English proficiencv of nonnative speakers of English. bv English-langr-rage' colleges and universities. Additionalh., institutions such as governntent agencies, businesses, or scholarship programs mav require this test. The TOEFL test ctlrl'entlv erists in paper and conrpr.rter formats. (The pulpose of this book is to prepart- stttdents for the Daper version of the TOEFL test. Thc-r'e are other Longman products to prepare students for the conlputer \.er-sion of the TOEFL test.)

It is required prinrzrrilv

DESCRIPTION OF THE TEST The paper version of the TOEFL test cLrrrentlv has the lbllou'ing sectir-rns:

' Listening Comprehension: '

To demonstrate their abilitv to understa.nd spoken English, examinees must listen to r,arious tvpes of passa-qes on a recording and respond to multiplechoice questions about the passages. Structure and Written Expression: To de'monstrate their abilitr, to recognize gramnaticallv correct English, eraminees must either- choose the correct rvav to complete sentences

or find errors in sentences. ' Reading Comprehension: To demonstrate their abilitv to unclersland rvritten English, eraminees must answer multiple-choice questions about the ideas and the meanings of r.vords in reading passages. o Test of Written English (TWE): To demonstrate their abilitv to produce correct, organized, and meaningful English, eraminees must u"rite an essav on a given topic in 30 minuters. The TWE is not given rvith everl' administration of the paper TOEFL test, and its score is not included in the overall TOEFI- score. It is possible for-r.r.ru to determine rr,'hether or not the TWE rvill be given at a patlicttlar administration of the TOEFL test u,hen vou re_eister for the test. The probable format of a paper TOEFL test is outlined belon'. (It should be noted that on certain unannounced occasions a longer version of the paper TOEFL test is given.) SECTION

QUESTIONS

TIME

Listening Comprehension

50 multiple-choice questions

35 minutes

Structure and Written Expression


25 minutes

Reading Comprehension


55 minutes

Test of Written English (TWE)

1 essay

question

30 minutes

xill

INTRODUCTION

XIV

REGISTRATION FOR THE TEST

It is important to understand the follorving information about registration for the TOEFL test:

.

The first step in the registration process is to obtain a copv of the TOEFL Inf'ormation Bulletin. This bulletin can be obtained bv ordering it or dorvnloading it fiom the TOEFL rvebsite u,ww.toefl.org, by calling l-609-'t'71-7100, or by mailing a request to this address;

TOEFL Serr ices Educational Testing Sen'ice P.O. Box 6151 Princeton, NJ 08541-6151 USA

. From the bulletin, it is possible to determine

rvhen and rvhere the paper version of the TOEFL test is being given. It is important to pay attention to registration deadlines. Registration deadlines are listed in the TOEFL Infonnation Bulletin; they are gene-rally four u,eeks before test dates for test centers in the United States and Canada and six u'eeks before test dates for test centers overseas. The registration deadlines listed in the TOEFL Infonnation Bulletin are dates by rvhich registration requests must be received by ETS; they are not dates by which registration requests must be mailed. Procedures for completing the registration form and subrnitting it are listed in the TOEFL Inforntation Bulletin. These procedures must be follorved exactly. Contact information for submitting registration forms foom different pafts of the lr,orld is listed in the TOEFL Information Bulletin.

HOW THE TEST IS SCORED Students should keep the following inforrnation in mind about the scoring of the paper TOEFL test:

. . . r

The paper version of the TOEFL test is scored on a scale of 217 ro 677 points. There is no passing score on the TOEFL test, but various institutions and organizations have their orvn TOEFL requirements. It is imporlant for str"rdents to find out from each institution or organization what TOEFL score is required by that institution or organization. The Test of Written English (TWE) mav or may not be given at a particular administration of the TOEFL test. If the TWE is given, it is scored on a scale of I to 6, and this score is not included in the overall TOEFL score. The dates rvhen scores will be mailed out are listed in the TOEFL InfbrnrcLtion Bulletin. Scores are generallv mailed out approximatelv five rveeks after the test date for test centers in the United States and Canada and approximately six s,eeks after the test date for overseas centers.

INTRODUCTION xv

TO THE STUDENT HOW TO PREPARE FOR THE PAPER VERSION OF THE TOEFL TEST The paper version of the TOEFL test is a standardized test of English. To do well on this test, you should therefore rvork in these areas to improve voltr score:

r r

You must \\,ork to improve vour knor,r,4edge of the English language skills that are covered on the paper version of the TOEFL test.

You must understand the test-laking stra.tegies that are appropriate for the paper version of the TOEFL test. o Yorr must take practice /esls with a focus on applf ing your knowledge of the appropriate language skills and test-taking strategies.

This book can familiarize vou rvith the English language skills and test-taking strategies necessara/ for the paper version of the TOEFL test, and it can also provide 1.'ou with a considerable amount of test practice. Additional practice of the English language skills, test-taking strategies, and tests for the paper version of the TOEFL test are found on the CD-ROM. HOW TO USE THIS BOOK

This book provides a '"'ariety of materials to help you prepare for the paper version of the TOEFL test. Follorving these steps can help vou to get the most out of this book:

.

Take the Diagnostic Pre-Test at the beginning of each section. When vou take the Pre-Test, try to reprodr-rce the conditions and time pressure of a real TOEFL test. (A) Take each section of the test ."r,ithout interruption.

(B) Work on one section at a time. (C) Use the answer sheets fi-om the back of the book. (D) Use a pencil to fill in the ansrver oval completely. (E) Erase any changes that vou make carefulh'. If ansrvers are not completely erased on the actual TOEFL answer sheet, they rnill be marked wrong. each test section. Yotr need to experience the time pressure that exists on the actual TOEFL test. (G) Play the recording one time onlv during the test. (You mav play it more times u'hen vou are reviewing the test.) (H) Mark onlv your ansrver sheet. You cannot r.vrite in a TOEFL test booklet.

(F) Time vourself for

. After you complete the Pre-Test,

you should check your answers, diagnose vour incorect your results. answers, and record (A) Check volrr ans\{ers using the Answer Kev at the back of the book (if it is included) or according to the teacher'.s instmctions. (B) Complete the appropriate part of the Diagnostic Charts on pages 357 -363 to determine which langtrage skills you have already mastered and r.r'hich need further study. (C) Record vour results on the Progress Chaft on page 353.

XVi

INTRODUCTION

Wbrk tl'rrough tlre presentation and exercises for each section, payrin-u parlicular attcntion to the skills that cattsed volt prrrblems in the Pre-Test. Each tinre lhat vou complete a TOEFLformat erercise, trv to simulate the conditions and time pressure of a real TOEFL test.

(A) For listening questions, plav the recording one tinre only. Do not stop the lecgrding betrveen questions.

(B) For strLlcture qltestions, allorv vourselt

one n-rinute for trvo qurestions. (For exanrple, votr should take fir'e minutes for an exerci-se u'ith ten questions.) (C) For reading comprehension cluestions, allorv vourself one minute for one cluestion. (For erample, if a reading passage has ten questions, vou should allor.v yotrrself ten minlrtes to t'ead the passage ancl ansrver the ten questions.)

When fttrther practice on a spccific point is included in an Appendir, a note in the text directs vou to this practice. Complete the Appendix exercises on a specific point u,hen the text directs vou to those exercises and it is an area that vou need to inrprove. When I'ott have completed all the skilis exercises for a section, take the Post-Test for that section. Follorv the directions above to repr-oduce the conditions and tirne pressure of a real TOEFL test. After vou complete- the Posl-Test, follorv the directions above to check 1'our answers, diagnose votrr incorrecI al)s\\'ers, and record votrr results. When -vou have corr"rpleted approximatelv half of the course n-raterial, take the first of the Introcluctory-Ler,el Complete Tests. Be sure to reproducc' tlre conditions and time pressure of a real test. After the test, check vour ans\{'ers, diagnose votrr incon-ect ans\,\,ers, ancl record volrr results. When you bave completed the rt'st of tl-re coul'se material, take the second of the Introductorv-Level Complete Tests. Be sure to t'eproduce the conditions and time pressure of a real test. After the test, check vour answers, diagnose vour incclrrect ans\\,ers, and record your results. When you have con-rpleted both [ntroclucton--Level Complete Tests, take the TOEFL-Ler,el Complete Test. Be sure to reprodtrce the conditions and time pressure o[ a real test. After the test, check vour ans\\'ers, diagnose vour incorrect ans\vers, determine \,ollr approximate TOEFL score, and record vour results.

HOW TO USE THE CD-ROM The CD-ROM provide's additional pt'actice of the English language skills ancl papel version tests to suppiement the language skills and te.sts in the book. The material on the CD-ROM is completely different from the material in the book in order to provide the marimum arrount of practice. Foliowing these steps can help you to get the nlost out of the CD-ROM.

Skills Practice . Aft"rr'..r huu" .o-pleted the language skills in the book. vou should complete the r-elated skills practice exelcises on the CD-ROM (see charl on next page). . Work slorvlv and carefullv through the skills practice exercises. The skills practice exercises are not timed but instead are designed to be clorre in a methodical and thor-rghtful r,r,ay. (A) Ansu,er a question on the CD-ROM using the skills ancl strategies that 1'ou have learned in the book. (B) Use the CJrcck Artstt,er button to deternrinL'\\,hether the ansu'er to that oLlestion is correct or incorect.

INTRODUCTION

AFTER THIS IN THE BOOK:


COMPLETE THIS ON THE CD-ROM:

Short Dialogues: Skill 1 Short Dialogues: Skill 2 Short Dialogues: Skill 3 Short Dialogues: Skill 4 Short Dialogues: Skill 5 Short Dialogues: Skill 6 Conversation s: Ski I I s

7

Short Short Short Short Short Short

-9

Dialogues: Dialogues: Dialogues: Dialogues: Dialogues: Dialogues:

Co nve rsa tio n Co nve rs

ati

on

s

Skill

1

Skill 2 Skill 3 Skill 4

Skill 5 Skill 6

: Co nve r satio

n

I

s: Co nver sati o n 2

Conversations: Conversation 3 Talks: Skills

I0-12

Talks:Talk

1

Talks:lalk 2 Talks:Talk 3 STRUCTURE

AND WRITTEN EXPRESSION


TEST OF WRITTEN

Structure: Structure: Structure: Structure: Structure:

Skills 1-2 Skills 3-4 Skills

Structure: Structure: Structure: Structure: Structure:

5-6

Skills 7-B Skills 9-10

Skills 1-2 Skills 3^4 Skills

5-6

Skills 7-B Skills 9-10

Written Expression: Skills | 1-l3 Written Expression: Skills 14-l 5 Written Expression: Skills | 6-18 Written Expression: Skills l9-20 Written Expression: Skills 2l -23 Written Expression: Skills 24-25

Written Expression: Skills 1 1-l3 Written Expression: Skills 14-l 5 Written Expression: Skills I6-18 Written Expression: Skills 19-20 Written ExDression: Skills 21-23

Reading Reading Reading Reading Reading Reading

Reading Reading Reading Reading Reading Reading

Comprehension: Comprehension: Comprehension: Comprehension: Comprehension: Comprehension:

TWE: Skills

l-5

ENGLISH (TWE)

Skill

1

Skill 2

Skill 3 Skill 4 Skill 5 Skill 6

Written Expression: Skills 24-25 Comprehension: Comprehension: Comprehension: Comprehension: Comprehension: Comprehension:

Skill

Skill 3 Skill 4 Skill 5

Skill 6

TWE: Skills 1-5 (Passage 1)

TWE: Skills 1-5 (Passage 2) TWE: Skills 1-5 (Passage 3) TWE: Skill 7A

TWE: Skill 6 TWE: Skill 7A

TWE: SkillTB

TWE: Skill 7B

TWE: Skill 7C

TWE: Skill 7C

TWE: Skill 6

I

Skill 2

XVii

XViii

INTRODUCTION

(C) If \/ollr ans\\'er is incorrect, r'econsider the question and choose a different answer. (D) Use Lhe Clteck Artstt'er button to check vour ne\\r response. (In the Listening Comprehension section, \'oll n-rav listen to a passage again bv r-rsing the Listen button.) (E) When vou are satisfied that vou l'rave figured oLrt as much as you can on your o\vn, use the Explairt Art.sv'er buttor.r to see an explanation. (ln the Listening Comprehension section, l'ou may see the recording script as voll listen to a passage again by using the Vier.rr

(F)

.

Script button.) Then move on to the nert qr-restion ancl repeat this process.

As ),'ou n'olk r,ottr u'av through the skills practice erercises, monitor vour progress on the chart.s incltrded in thc program. (A) Ihe Score Repor"l-s include a list ol' eerch of the exercises that yon have completed and horv u'ell vou have done on each of the exercises. (If vou do an exercise more than once, the resulls of each attempt u,'ill be listed.) (B) The SkiLl Reporl.s include a list of each of the language skills in the book, how many questions relatec{ to that language skill 1,ou have anstn'ered, and rvhat percentage of the cluestions vclu have ansrvered correctlr,: In this wa\', vou can see clearlv which language

skills vou hnr.e master-ed and u'hich language skills require ftlrlher study'. Sectior-r Tests

; tG-tlr" r".tion tests on the CD-ROM

. . .

periodically throughout the course to determine hor.v u,ell vou hal'e learnccl to applv the langr"rage skills and test-taking strategies presented in the collrse. The CD-ROM includes three Listening Comprehension section tests, five Structure and Written Erpression section tests, three Reading Comprehension section tests, and ten Tesl of Written English (TWE) section tests. T:rke the tests in a manner that is as close ars possible to the actual testing environment. Choose a time u,hen vou can u'ork on a section rvithout inter-mption. Work straight thror-rgh each tir-ned test section . The Check Ansv,er, Explain Answer, and tls/err buttons zrre eivailable onlv in the skills practice activities. The test section is designed to be as clr-.se as possible to an actual test. After 1'or-r complete a test section, fbllorv the directions to go to the Score Reporr for the test that vou just completed. The number correct is given in the upper right corner of the Score Report for the lest that 1-ou jr"rst completed.

r In the Score Repctl'I, see u,hich

questions vou ans\.vered corectly and incorrectly and see rr,hich language skills rvere tested in each question. Print this Score Report if you would like to keep vorrr Scorz Reports together in a notebook. o Irr the Score Re\lott fbr the test that -vou just completed, revieu, each question by doubleclicking on a particular question. When vou double-click on a question in the Score Report, vou can see the question, the ansr.ver that you chose, the correct answer, and the Explain Artsw,er button. You mav click on the Explain Ansv,er button to see an explanation. r Return to the Score Reporr for a paflicular test rvhener,er yoll would like by entering through the Scorcs button on the Main Menr,r. You do not need to review a test section immediatelv but mav instead u,ait to revieu,the test section.

INTRODUCTION

TO THE TEACHER HOW TO GET THE MOST OUT OF THE EXERCISES The exercises ar-e a vital part ol'the TOEFL preparation process presentecl in this book. Marimum benefit can be obtained from the exelcises if str-rdents are properiv preparecl firr thc cxc-r. cises and if the erercises are carefr-rllv revieu,ecl after comple'tion.

.

r .

.

Be sure that students have a clear idea of the appropriate skills and strale'gies inrolved ir-r each erercise. BeIore beginning each exercise, rer-ien'the skills ancl strategics that arc usecl in that exercise. Then, rvhen you rer,ieu, the erercjses, reinlorce the skiils and stralegics thzrt can be used to determine the correct ars\\iers. As vou review the exercises, be sure tcl discuss each ansr,r,er, the incorrect arns\\'els as t'cll as the con'ect answers. Discttss hor,l students can determine that each corrcct ans\\'er' is cor-r ce t and each incorect ans\\'er is incorrect. Two diff'erent methods are possibie to revierv the listening exercises. One good \\,a\.to revicu these exercises is to plav back the recording, stoppin-e al'ter each questior-r to discuss the skills and strategies involved in determining rvhich ans\{c'r is correct and u'hich ()nes al-c. incorrect. Another method is to have students rerfer to the recording script at the back ol' the book to discuss each question. The strlrcture exercises in the correct/incorrect format present a challenge lbr the teacher'. h-r exercises in rvhich students are asked to indicate ri'hich sentences erre correct and u,hich ale incorrecl, it is extremelv helpful fbr students to correct the incorrcct scntences. An indic:r-

tion of the type of error and/or one possible correction for each incorrect sentencc is included in the Ansu'er Key. It should be noted, hou'er,er, thzrt manv of'the incorlect sen-

.

tences can be corrected in several rvavs. Thc role of the te:rcher is to assist students ir-r finding r.arious r.rravs that the sentences can be corrected. The exercises are designed to be completed in class rather than assignecl as homeu,'ork. The exercises are short and take verv little time to complete, par-ticularlv sincc it is irnportant tcr

keep students under time pressure ivhile thev are lvorking on the exercises. Considerablr' more time should be spent in revieu,ing the exercises than in acttrallv doing them.

HOW TO GET THE MOST OUT OF THE TESTS There are four different t1-pes of tests in this book: Pre-Tests, Post-Tests, Introductcrr-n'-Level Complete Practice Tests, and a TOEFL-Level Complete Practice Test. When the lests rrL'pi\L'n, it is important that the test condilions be as sinrilar to actual TOEFL test conditions as possible; each section of the test should be given r.r,ithout intermption zrnd under the lime pressru'e of the actual test. Revieu, of the tests should emphasize the function sen'ed br" each ol' thcse

dilferent

. .

tr'-pes

of tests;

While revielving the Pre-Tests, voll should encorlrage str-rdents to de'tern'rine the aleas u'hercthey require further practice. While revier,r,'ing the Post-Tests, vou should emphasize the langtrage skills arnd strategit:s involved in determinine the correct ans\ver to each question.

XIX

INTRODUCTION

Whilc revieriing thc Introcluctorr-Lere-l Cornplete Tests, r.'ou shor-rld err-rphasize or,ererll strategies lbr the Complete l'ests allcl rcvie\\ the rarietv ol'irrdivicltral language skills and strategies taught throtrghottt. lhe cottt'se. While rerieu'ing the TOEFI--Ler,cl Complete Tcst, vou shoulcl again emphasize or.erall strategies ancl tl'rolotrghll revierv those questions lhat test the langr-rage skills taught in this book. HOW TO GET THE MOST OUT OF THE CD-ROM TItc CD-ROM is clcsignc-cl to sr-rpplcmcnt thc plactice lhat is contained ir-r the book and to proviclc zrn ulternatc nroclarlitr lirl plepar-ation Ior tl-rc paper version of the TOE,FL test. It has a nr-rmbel of fcature's that rlake il casv to incolporatc 1l-rc CD-ROM into a pr-epairation program l'ol the paper r,elsion ol t}'rc'IOEFL tc-st. l-{clc eu-c some iclcas 1o c
r

Thc CD-ROM is clt-,selr coorclinatccl irith the book ancl is inter-rded to provide fr-rlthel practice for the skills arrci strategies that are presented in the book. This means that the overzrll rtr-ganization of tl-re CD-ROM pzilalleis thc or'-silnization of the book but that the erercisen-iaterial and tcst items on the CD-ROM are cliffcrenl flon those fottnd in the book. It can tl'rus be quite el-lective to tc'ach and practice lhe languagc skills and strategies in the book itncl then usc the C'D-RO\,1 fol f Lrr-tircr-prncticc artd assignrnents. . The CD-ROM can be usecl in a conlplllel lab duling class time (if 1'or,r are lttckr.enough to lurr.c access to a conrplrtt:r-lnb cluring class tirnc), irr-rt it clocs not nccd to be used in this u'ar'. [t cnn also bc qr-rite eflc'ctire t() Llsc tltc book durir-rq class tir-r-re and to make assignntents li'orl the CD-RO1V1 lor the students to conrplcte ontside ol'class, either in the school compuier lab rtr otr their personnl computers. L,ithel r.t'tc-tlrocl u'orks qr-rite u'ell. . The CD-ROM coniains both a Skills Plarcticc scction and a Test seclion u,ith completcly differ-cnt qrresticlns in e.iich of tht'sc sectior-rs. In the Skills Practice section, students can practice -Iest scction, str-rdents can see hor^,, u,ell thev ancl assess their mnstelv c,f specific skills. In the are able to apph their knou'led,ee ol thc languzigc skills ancl test-taking strategies to realistic test sections. . The CD-ROM scol'es the Skills Practice cxercises arnd Test sections bv shou'ing the number c()t-l'cct for caclt ,sc-ction. (Ecluivalcnt TOEFL sc()l-cs al'r r-]ot given l-or the scction tests on the CD-ROM bccnr-rsc all of thc st-ctir.rn tests on the CD-ROM are lntroductorv-Ler,'el tests. o Tlre CD-ROM contains plintable Sliill l?eytrt ilnd Sc'r.,rr Raport f orrns so thal \'ou can easilv ancl etf'ficic-ntlr kccp track of votrr students'plc)gl'ess. Yoi-t t-naiv uatrt to ask vour stuclents to print theil Sc'ctre Rc1tor"1-s after tl-rc-r' conrplcte cach crer-cisc atnd compile the Scorc Reporls in a notebook; I'or-r can then ask strrclcnts lo turn in the ir notcbooks periodicallv so that vott can eiisilr check thut lhc- assignmcnts hare been complcted ancl monitor the progress that str-rdents arc makins.

. TheCD-ROMlilloris\outori'orliriiththe'Tcstol'WrittenE,nglish(TWE)tcstsinanttmber o1'u'arr.s. In the Test section oi the CD-ROM, thc' TWE task is to t'r-ite ln essa,v v,,ithin 30 n'rintrte.s. Thc cssar,s can be printeci ril'ren thcr,are nritlen so thart thcv citt-t be revieuted and iinalvzc-d. The essavs are also autonratic;rllv savccl ancl can be accesscci tirrotrgh the Scores

Mcntr. It is also possibic fol the stuclents to cc)pv thcit' essatvs il-lto n u'orcl pt'ocessing progl'ant so that thcr cain nrakc changes, cor-reclions, ar-rcl in-iplovements to their essavs.

SECTION ONE


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1

DIAGNCSTIC PRE-TEST SECTION 1 LISTENING COMPREHENSION Time-approximately 35 minutes (including the reading of the directions for each part) In this section of the test, you will have an opportunity to demonstrate your ability to understand conversations and taiks in English. There are three parts to this section, with special directions for each part. Ansr,r'er all the questions on the basis of what is stated or implied by the speakers vou hear. Do not take notes or write in your test book at any time. Do not turn the pages untii you are told to do so.

Part A Directions: In Part A you will hear short conversations between tu'o people. After each conversation, you will hear a question about the conversation. The conversations and questions will not be repeated. After you hear a question, read the four possible ans\ rers in your test book and choose the best answer. Then, on your ans\\rer sheet, find the number of the question and fill in the space that corresponds to the letter of the answer vou have chosen.

Sample Answer

Here is an example.

@ @ @

On the recording, you vn'iil hear:

(man) (woman) (narrator)

o

TlTat exam V,as just awful. Oh, it could have been tvorse. What does the tvoman mean?

In your test book, you

r,r''ill

read: (A) (B) (C) (D)

The exam was really arvful. It was the u,orst exam she had ever seen. It couidn't have been more difficult. It wasn't that hard.

You learn from the conversation that the man thought the exam was very difficult and that the woman disagreed u'ith the man. The best answer to the question, "What does the woman mean?" is

(D), "It wasn't that hard." Therefore, the correct choice is (D).

TOEFL lc.r Jrr,.tion.and l('rnral alr reptinreJbr l( nrr\\r"n of ETS, the copvri.eirt ou ner l{o\\'evet all eramples and test questions are providc'cl bv Pearson Education, Inc.

LISTENING COMPREHENSION PRE-TEST

1

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1

(A) Her concerns r'r,ere expressed. (B) She r.vonders if the concert u'as good. (C) The music r'r'as fantastic. (D) She wandered about during the night. 2.

3.

(A) In a bus station. (B) In a post office. (C) In an airport. (D) In a travel agenc\'. (A) (B) (C) (D)

4.

5.

He spends half his time with his daughter. His daughter's under a vear old. His daughter r'r,ill start school in a vear and a half. His daughter's eighteen months old.

She's thinking about her grade in the

(B) (C)

The seminar is quite realistic. The seminar will take a great deal of

(D)

trme. She agrees r,r'ith the man about the

seminar'.

10.

(C) (D)

He didn't actr-rall1, rvin the game. He came sometime after Luke.

(A) It's quite clean. (B) It doesn't morre. (C) It's clearly better. (D) It's rather dirtl''. (A) A bus driver. (B) An art teacher. (C) A flight attendant. (D) A travel agent.

12.

(A) (B)

His desk is made of metal. He never meddles rvith his office r,vorkers.

(C) His desk is on the right

I .).

(D)

side of the office. He u'orks in the center of the office.

(A) (B)

Learning something about golf. Taking ferver lessons than he has in the past.

(C) Letting her pla-'.' golf instead of hin'r. (D) Going to play golf together. 14

(A) The location of the meeting. (B) The purpose of the meeting. (C) Who rvill attend the meeting. (D) The time the meeting starts.

(A) He does not iive nearby'. (B) Thev u,'ill go later. (C) lt is not time lo delirer the paper: (D) He does not have time to read. (A)

She rvill assign the homeu'ork

Going to a restaurant. Cooking a full dinner. Eating dinner outside in the garden'

(B)

The man can do the homeu'ork nert

(C)

She rvill return the homeu,ork next

She is fond of Joe. Joe is not lost anymore. She visits Joe regularly. The call rvas already made.

(D)

The assignment must be turned in

15. 7.

He u,as quite fortunate. He lacked the opportunit-v- to pla-"- the

1l

seminar

(A) (B) (C) (D)

(A) (B)

Preparing dinner later.

tomorro\

r.

r.veek. r,r'eek.

8. (A)

(B) (C) (D)


1

game.

(A) Hes on the basketball team. (B) He doesn't even like to play basketball. (C) Hes too short to make the team. (D) He thinks he's tall enough. (A)

I

1

tomorrou'.

I

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1

16. (A) The u'oman is reallv beautiful.

1 24.

(B) The u'oman should repeat u,hat she said. (c) He shares the rroman's opinion. (D) He has time this r"ear to travel. 17.

(A) In a shoe store. (B) In a motel. (C) In a clothing store. (D) ln a storaqe facilitl'.

25.

) (B) (C) (D)

26.

18. (A

She s going to the supcrmarket.

She ri'orks in a grocery store. She's not going out.

She doesn't have enough monev for

(A)

1

1

1

There seems to be a problem r,vith the motor'. He doesn't

(B) (C) (Dt

uant to be an engineer. The music on the car stereo is good. Hc likcs the sound of the engine.

(A) (B) (C) (D)

An artist. A tour guide. A teacher. A pilot.

(A) (B) (C) (D)

Buving some cream for coffee. Cleanlng out the garage. Painting the apartment rvalls green. Putting the apartment in order.

groceries. 19.

(A) He didn't realll- get the highest (B) He'.s rather intelligent. (C) He'.s not donc rvith the exam. (D) Hels not even in the class.

27.

grade.

28 2A

(A) (B) (C) (D)

Resting for a

t-ninutes. Str,rd-v-ing a bit longer. f'er.r'

Taking a fir,e-hour break. Str-rdf ing for shorter periods o[ time. 29.

2l (A) She necds a nerr suitcase. (B) She's putting on a srril. (C) She's preparing lor ar trip.

(D)

She just received a package.

22.

(A) It u,as the last game. (B) The dream rvas really bad. (C) The man never lets her talk. (D) She feels the same \\iav as the man.

23.

(A) (B) (C) (D)

(A) He n'as happy to u'rite the check. (B) He received a large sum of mone\'. (C) He uas ivorking in a huge factor-v. (D) He found some hidden bones. (A) (B) (C) tD)

The stores are all too far ar.'u'av. She dessn't \vant lo go shopping.

(A) (B) (C) (D)

The door rvas closed reaily hard. Alice left because she u,as hungry The door u'as smoothll, sanded. Alice $'ent out through the door on the

She doesn't need to store anything. She prefers shopping nearb'n'.

left side. 30.

(A) Take a bike ride. (B) Take the high road. (C) Go for a rvalk in the forest. (D) Look for fireuood.

He's a bit too strong.

Hes bitter about the accident. Hes still rveak. He feels the accident was not his fault

LISTENING COMPREHENSION PRE.TEST

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Part B Directions: In this part of the test, you will hear longer conversations. After each conversation, you r,r'ill hear several questions. The conversations and questions rvill not be repeated. After vou hear a question, read the four possible answers in your test book and choose the best answer. Then, on your ans\{er sheet, find the number of the question and fill in the space that corresponds to the letter of the ansrver vou have chosen. Remembet you are not allowed to take notes or write in your test book. JI

JZ.

-l-).

34

(A) (B) (C) (D)

Planning a trip.

36

(A) (B) (C) (D)

It looks comfortable. It doesn't seem very big. It looks funny. Its tull of fish.

37.

(A) Standing in a river. (B) Putting up a tent. (C) Sitting in front of the tent. (D) Suimming in the river.

38.

(A) (B) (C) (D)

(A) (B) (C) (D)

A nerv bicycle. An inexpensive bicycle. A fast bicy'cle. A stationary bicycle.

35.

(A) (B) (C) (D)

A half mile.

A mile. TWo miles. Four miles.

(A) He doesn't like it. (B) It doesn't u''ork very (C) Its broken. (D) He got a neul one.

rvell.

(A) Go see his friend's bicycle (B) See her neu' apartment. (C) Walk to school. (D) Buv a nerl'bicvcle.

Camping in the woods. Putting up a tent.

Looking at photos.

Lots. A few. One. None.

TOEFL test directions and format.u'e reprinted bv permission of ETS, the coplright owner Ho\lever, all examples and test

LISTENING COMPREHENSION PRE.TEST

questions are provided bJ Pearson Education, lnc.

1

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1 Part

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C

Directions: In Part C of this section, you u'i1l hear several talks. After each talk, you r.i,ill hear some

+t"rti.t-ttfhe

talks and questions urill not be repeated.

After vou hear a question, vou rvill read the four possible answers in vour test book and choose the best ansu,er. Then, on vour ans\ver sheet, find the number of the question and fill in the space that corresponds to the letter of the ansr.r'er vou have chosen. Here is an example. On the recording, I'ou u'ill hear:

(narrator) Listen to tLn iltstt uctor talk to llis

(man)

class aboul painting. Artist Grant Viood t,tLs a guiding lbrce in lhe school of painting kno*,n as Antertcan regiortalisr, a stt'le rellecting the distinctive charocteristics of'art fi.om rural areas of tlrc Unitetl States. Vrood begtut drawing aninnls on the lanilh farm at the age of three, and vlten he n,ns thirtt'-eight one of his paintings received a rernarkable anloutlt of- pubtic notice and acclaim. Tltis painting, called Anrerican Gothic, is a starkl, sintple depiction of a seriotrs cc,tuple stcu'it'tg directly out at the viewer.

Nou'listen to a sample question.

(narrator) \|'lnt

st1,le

Sample Answer

of'painting is known as Anterican regionalist?

In vour test book, r'ou u,ill read: (A) Art from America's inner cities. (B) Art from the central region of the

@ @

o o

United States.

(C) Art from various urban

areas in the

United States.

(D) Art lr-om rural sections of America. The best ans\\rer to the question, "What st.vle of painting is known as American regionalist?" is (D), "Art from rural sections of America." Therefore, the correct choice is (D). Norv listen to another sample question.

Sample Answer

of \,l/ood's ntost sLtccesslil painting?

@ @

u,ill read: (A) Anterican Regionalist. (B) The Fanilly Farnt in lox,a.

@

(narrator)

WhcLt i.s the nante

In vour lest

bool<, vou

o

(C) Anterican Gothic. (D) A Serious CotLple. The best ans\.vel' to the question, "What is the name of Wood's most successful painting?" is (C), Atnerican Cothic. Therefore, the correct choice is (C). Remember, vou are not allowed to take notes or u'rite in vour test book.

TOEFL test ciir.'ctions and follDat a|r'il:p.iiltccl br permission ol ETS, tlic coprright orrner: Honercr all crerrples rncl tcst qLrestions;u-e p!îdecl br Pe'arson F-clLrcation, lnc.


t

1 39.

40.

1

(A) (B) (C) (D)

Only three chapters. Three chemistry books. Lecture notes and part of the book. Onlv class notes from the lectures.

(A) (B) (C) (D)

Onlv multiple choice. Shorl and long essaYs. Thlee short essays.

1

1

1

(A) (B) (C) (D)

1

Five. Ten.

Twenty-four.

Thirtv-nine.

46.

(A) It is open to visitors. (B) It is still in use as a prison. (C) It is closed to the public. (D) It contains lerv prisoners.

Essays and multiple choice.

1

41.

(A) Haif an hour. (B) Fifty minutes. (C) An hour. (D) Ninety minutes.

47.

(A) Artificial plants. (B) Plants in piastic containers. (C) Plants that resemble plastic. (D) Plants that produce a usable substance.

42.

(A) (B) (C) (D)

48.

(A) (B) (C) (D)

43.

(A) In a zoo. (B) On a boat. (C) In a prison. (D) In a lecture hall.

49.

(A) It biodegrades slowly. (B) It kills plants. (C) People never throw it awav. (D) It is not very strong.

44.

(A) A type of rock. (B) A Spanish explorer. (C) A prison in San Francisco. (D) A kind of bird.

50.

(A) Engineering. (B) Art. (C) Botany. (D) Geology.

Listen to a lecture. Study for the exam. Read three chapters. Take an exam.

It lasts longer. It is more artificial. It is easy to make in a laboratory. It is good for the environment.

This is the end of the Listening Comprehension Diagnostic Pre-Test. Turn offthe recording.

@@@@@@@ When you finish the test, you may do the following: o Turn to the Diagnostic Chart on pages 357-363,

and circle the numbers of the questions that you missed. o Turn to the Progress Chart on page 353, and add your score to the chart.


LISTENING COMPREHENSION The first section of the TOEFL test is the Liste'ning Conrprehension section. Tl-ris sectior-t consists of fiftv questions (sonre tests mL1\: be longer'). \bu il'ill Iisten to recordecl materials and respond to questions about the material. You must listen careftllhl because vor-r u'ill hear the recording one time onlll and the nrateriai on the recordin-s is not urritten in vour test book.

Thele are three pill-ts in the Listerrins Comprehcnsion section of

thc-

TOEFL test: 1. Part A consists ot' thirtv short conversations, earch foilou'ecl bv a question. You must choose thc best i.rns\\'er to cerch cuesticrr-t fi'orn the fcltrr choices in vour test book. 2. Part B consists of tu'o longer conversations, each follori,ed bv a number of questions. You must choose the best ans\\rer to each question from the Four choices in vour test book. 3. Part C consisls of threc- tarlks, each l.ollor.r'ecl bv a number ol questions. Yotr must choose thc be-st ans\\'er to each ouestion frorn the l'oul choices in vour' test book.

GENERAL STRATEGIES

1.

Be familiar with the directions. The directions on every TOEFL test are the same, so it is not necessary to listen carefully to them each time.You should be completely

familiar with the directions before the day of the test.

2. Listen carefully to the conversations and talks. You should concentrate fully on what the speakers are saying on the recording because you will hear the recording one time only.

3. Know where the

easier and more difficult questions are generally found. Within each part of the Listening Comprehension section, the questions generally progress

from easy to difficult.

4.

Never leave any questions blank on your answer sheet. Even if you are unsure of the correct response, you should answer the question.There is no penalty for guessing.

5. Use any remaining time to look ahead at the

answers to the questions that follow. When you finish with one question, you may have time to look ahead at the answers to the next ouestion.

10


THE LISTENING PART A QUESTIONS For cach of the thirtl,-questions in Parrt A of the Listening Comprehension section of the TOEFI- test, vou will hear a short conversation betr,rreen trvo speakers follou,ed bv a question. f'he conversations and questions are not written in vour test book. After r.'otr listen to the conr,c-rsation and question, vou must choose the best ans\\/cr to the qucstion f'rom vottr test book. Example

On the lecording, vou hear: (man) I neecl a car to drive to Arizortn, and I don't have one. (rrrrmirrr ) U\yot t;r;yl oye? (nzrrrartor) What cloes tJte v,ontan suggest?

hr vour test bclok, votr read: (A) Getting a red car. (B) Renting an apartment in Arizona. (C) Not driving to Arizona. (D) Renting a car tor the trip.

Ansu,er (D) is the best ansrver to the question. Wlu not rent one? is a suggestion thal he rent z.r car lor his trip to Arizona.

STRATEGIES FOR THE LISTENING PART A QUESTIONS

to each short conversation, focus on the second line of the conversation. The answer to the question is generally found in the second line of the conversation. As you listen

in mind that the correct answer is probably a restatement of a key word or idea in the second line of the conversation. Think of possible restatements of the second line of the conversation.

2. Keep

in mind that certain structures and expressions are tested regularly in Listening Part A. Listen for these structures and expressions:

3. Keep

. restatements . negatives

' suggestions . oassives conclusions about who and where expressions of agreement

4.

Keep in mind that these questions generally progress from easy to difficult. This means that questions 1 through 5 will be the easiest questions and questions 26 throuqh 30 will be the hardest questions.

LISTENING PART A

the answers and choose the best answer to each question. Remember to answer each question even if you are not sure of the correct response. Never leave any answers blank.

5. Read

if you do not understand the complete conversation, you can find the correct answer. ' lf you only understood a few words or ideas in the seconcl line,choose the answer that contains a restatement of those words or ideas. ' if you did not understand anything at all in the second line of the conversation, choose the answer that sounds the most different from what you heard. . Never choose an answer because it sounds /lke what vou heard in the conversation.

6. Even

The following skills r"vill help vou to implement these strategies in Palt A of the Listening Comprehension section of the TOEFL test.

Sxrl 1:

RESTATEMENTS

Often the correct answer in Listening Part A is an answer that contains a restatement of the ideas in the second line of the conversation. Example On the recording, vou hear: (v,'oman) Steve, is sorrtetling t/te rnatter? You don't look ven, good.

(man) Oh, I'ttt t'beling q!!lk_@toclat. (narrator) Wlnt does tlte nmn nrcan? In vour test book, vou read: (A) Hes not very good-looking.

(B) He'.s 411lll (C) He looks u,orse than he feels. (D) His feet are a little thick.

In this conversation, sick means ill,

and a little means a bit. The best answer ro this question is therefore ans\ver (B) because answer (B) restates the idea in the second line of the dialogue. Please note that answer (D) is definitelv rtot a correct answer because it contains feet instead of lbel and thick instead of sick. These rvords are similar in sound btrt not in meaning to the rvords that vou hear on the recording.

11


12

The follou,ing chat't oullines the nyrst inrportant strategv in Listening Part A. THE BEST STRATEGY: CHOOSE ANSWERS WITH RESTAIEMENTS

1. As you listen to the second line of the conversation, you should focus on the key idea(s) in that line.

2. lf you see a restatement of the key idea(s) in a particular

answer, then you have

probably found the correct answer.

3. Do not choose

answers with words that sound similar to the words on the recordinq.

*i;;;..'.*o.|,,il-l

;' Gr, r.' o*".0,*,n"* .* j sirnilar sounds. You rnay want to complete these practice drills

I

I

before trying the following exercises.

EXERCISE

l:

L (u'ciman)

I,ltlutt

this erercisc, underline the kev idea(s) in the second line of eacl'r short conversation.'fhen unclerline restatements of these key r.r'ords in the Ar-ls\,vers, ancl cht-,r,sc thc best zrnsu,er to each question. Rernember that the best ans\\'el'is prol-rablv lhc'ans\vel'th:.r1 contains a restatement of the kev idea(s) in the second linc o{'l}tc' conrret'sation. h-r

dc-, trttr likt qbott/ yottr ttev' ltottst, / (rnan) /1 ls lcrl t'lct.se to u 1tatk. (nan'ator') II/luit tl,x's tlrt' nttLtt tttt:urt?

2.

(man) Marl; sairl sonte reullv (rvonran)

rri<:e

tltitt,q: l() tttc. trrl grctlelul l<;t wlrcLt

He-s

^,'oLt

(narlatol') l,I'ltul

tlil.

(A) The house is closed Llp no\\r. (B) He parks l'ris car close to his housc.. (C) His hon-re is near a park. (D) I{e doesn't reallv like his neu,house. (A) He dicl a great job. (R) t{e bought a crate full of fruit. (C) He made a gfeat fbol of himself. (D) He's thankful.

tloe.s tlre u'ttrrtrLtr sar'

abotrl \lurk?

3.

(rvcrnran) Srttit, t'rrti'r',: bt'cn n'rttkirtg rtl t/tt' t:ctrrt 1tt t ter I or I to t t rs. (nran) Ye.s, rtrttl I neecl to talct' n break.

(nerrratrrr') l,liltut rlc,t's tlte

rttrLtt tttttLtt?

(A) The computer's brokc'n. (B) FIe necds to relar for a u,hile. (C) He shoulcl keep u'orking. (D) He's broke.

LISTENING PART A

TOEFL EXERCISE 1: In this exercise, listen carefully'to the short conversatiorr and question on the recording, and then choose the best ansrver to the question. You should look for restatements of kev ideas in the second line.

I J Now BEGIN rHE RECoRDTNG nr TOEFL Exrncrsr 1. l.

(A) The dancc-'u'as fun. (B) It \vas a good time to dance. (C) She thinks the man is such a

6. (A) His r,acation is ftrll of activities. (B) In autumn he'll have a rracation.

(C) He can't har,'e a vacation because

good dancer.

(D) Tonight is the lzrst time to

(A) (B) (C) (D)

(D)

dance.

She's quite thir-st1,.

She'll be readv in a half hour. She needs to leave norv. She rvas ready thirtv minutes

7.

(A) The book was ver-v enjovable. (B) It was unpleasant to get rid of the bugs.

(C) She only reads u'hen it is quiet. (D) It is pleasant to ride a bike.

ago. -).

(A) The \voman shouid teach the class herself.

B.

(B) The \voman should sce a

(A) He hasnt traveled much latelv. (B) There were a lot of car-s on the

psvchiatrist.

road.

(C) He needs to lose rveight. (D) The trav was thick zrnd hear,r.

(C) It's a good idea to speak u,ith the instruclor.

(D) He rvould like to

discuss psvchologv rvith the woman.

4.

9.

(A) She has a starring role. (B) She has not found a job vet. (C) She found the lost dog. (D)

5.

he suff'ered a fall. He's foolish to take a vacation now.

Sire

just began u,orking.

(A) He shares everl'thing he has. (B) Hc' has to find his lost shirt. (C) He is clin-rbing the stairs to the apartment.

(D) He has to get a roommate.

10.

(A)

He doesn't knor,r,horv to pla_v the game. (B) He has to u,rite a story for class. (C) He needs to complete an assignment. (D) He has zrlready finished the report.

(A) He always minds his ou'n business.

(B) He manages to avoid working. (C) He is the manager of the deparlment.

(D) He is tbe boss of his ou'n companv.

t5

14


Srcu

2: NEGATIVES

Negative erpressions are verv common in Listening Part A. The most common kind of correct response to a negative statement is a positive statement containing a r.r,ord with an opposite meaning. Example

On the recording, vou hear: (rvoman) Did you get a lot of-w,or* done at the libram todav? (man) I couldtt't. lt r.vasn't ven'quiet there. (narrator) IMhat doe-s the ntan utean?

In vour test book-, vou re-ad: (A) The liblar-r'rvas noisv. (B) He got a lot donc'. (C) He couldn't quite get to the library todav. (D) The librarv's a good place to rl,,ork because it's quiet. The correct answer is answer (A). If it rvas not quiet in the library this means that it rvas nois1,. Notice that the correct answel'uses rzoi.s"rr, the opposite of qtdet. The fbllorving chart shows horv negatives can be tested on the TOEFL test. NEGATIVE SENTENCES CORRECT ANSWER

EXAMPLE

NEGATIVE EXPRESSION

Tom is happy about the results.

not sad = hoppy

The door isn't open.

The door is closed.

not open = closed

Steve drd not pass the class.

Steve failed the class.

did not pass = failed

Tom is not sad about the results.

EXERCISE 2: In this exercise, underline the negative expression in the second line of each short conversation. Then read the question, and choose the best ans\\,er to that question. Remember that the best answer is one that uses an opposite meaning.

l. (rvoman) \bu nnde so ntanv

tttistakes

in t/is ltorrrcttorlc. (man) [ tvasn't ven' careful. (narrator) What does the nnn ttean?

(A) He was rather careless. (B) He cloes not care about mistakes. (C) He took care of the work at home. (D) He did not

can-v the u'ork home.

LISTENING PART

)

(man) Is there a ktt of- sottp? I'rn kirtd of'lttmgrr. (.\vontan) Sor-rr.; there's not o lot. (narrator) I'l'ltat does the w,ottturt ItIean?

Hoty w'as the u,eather nrt tottr trip? (man) Tlrcre wasrt't a cloud in tlrc

(r,rrclman)

(

nalrator

skr'. I4/Jmt cloes the rnatt

)

A

(A) Theres not verl much soap. (B) She doesn't like soup. (C) Therc's onlv a little soup. (D) The man should not be hungn.

(A) It rvas cloud-v. (B) He couldn't see the skv. (C) It ll,asn't vern'crou'ded. (D) There was Lr lot of sunshine.

nleltt?

TOEFL EXERCISE 2: In this exercise, listen carefullv to the shoft conversation and question on the recording, and then choose the best answer to the question. You shor,rld pay particular attention to negative expressions.

I J

Now

BEGIN

rHE RECoRDTNG Ar TOEFL Exrncrse 2.

(A) He rvas on time. (B) Hes sonr, he was late. (C) He doesn't knor,r, rvhv he rvas (D) He hasn't come there latelv. L.

(A) (B) (C) (D)

.r.

,1 T.

(A) (B) (C) (D)

late.

6. (A) He closed the rvindou,s. (B) It didn't rain. (C) The r,vindows were open during the storm.

(D) He sau,the rain through the sorn

she brought the book. She remembered to say she rvas sorl-\, She fbt'got the book. She didn't remember the ring. She's

The The The The

rvindou,s. 7.

throu,n out.

(A) The apple is good because

it'.s

su'eet.

(B) Thele is an apple in each suite. (C) The apple doesn't look good. (D) The apple is sour.

(C) He has a large number of friends. (D) He isn't traveling alone. 9.

She does not have time to park

the car.

(B) She hlrs some {l'ec'tirne. (C) She has not been to the par-k in a rvhile.

certain the plantis alive.

Sheis not snre n'hat happe.ned to

the plant.

babvs nodding off. babvs asleep. babv'.s on the wav home. babv's just t'aiking up.

(D) The park is too rvild.

Shc.is

(C) She planned to throw it out. (D) Shes sure the plant should be

(A) He u,ants to -eo by himself. (B) Hc' isn't going on the trip.

). (A)

(A) (B)

10.

(A) Its cheap. (B) It costs a Iot. (C) It has a Ien,problems. (D) I1's hard to finil.

(A) (B) (C) (D)

She She She She

must leave the rock there. needs a big rock. should take the rock u'ith her. should take a bigger rock.

15

16


TOEFL REVIEW EXERCISE (Skilts l-2): In this erercise, listen carefullv to the short coltvet'sation and qnestion on the r-ecording, and then choose the best ans\\'er to the question.

I J

Now

BEG'N

rHE REcoRDrNc nr ToEFL Revrrw

1. (A) She coulcln't think of :r single ans\\1L.t:

(B) Thc test u,as eas-r. (C) It u,ars impossible to think

Exe

ncrse

6. (A) It u'as diffictrlt to plar-r,,Lrecause of the u'ind.

(B) Hes unhappv because thev lost. (C) He doesn't like plaving football in

clur.ing

the- erarrr.

(D) tt \\'as [o() qr-rie t.

(D)

3. (A) Her nrr-itlrer ancl father

ago.

(B) The rent \\,asn't due the dav

bclore r esterclar. One dav earlier he'd rented an lll)i.t |l r))cll l. (D) Yesterdav he spent the lr,hole day ranting.

(C)

\\,er-c

(B) (C) Her nrother arrd lirther got home too late.

B. rvere mad.

(A) Barrv's too old to er-rjov camping. (B) Not enough people are going camping.

reerl;

it

(C) This u,eekend is not a -eood time tor camping.

u,as

(D) Barry's too -voung to go camping.

a to.\i

(C) He reallv u,anted

a car but cor,rldn't get one.

(D) The car thar he jr-rsr bought is old. 5. (A) Thke some

ven'happl about the

7. (A) He paid the r-cnt tr,r,,o davs

hungrr,. She \vas angl-v at her parents.

4. (A) He didn't get a car'. (B) The czrr he got \\'irsn't

tlre u,inter. He's not

u'av thev tvon.

2. (A) He rvill finish qr-ricklv. (B) He r,r'orks slou,lv. (C) He isn't uon'ied. (D) FIc doesn't likc to u,ork.

(D) Fier parents

(s.LLs 1-2).

9. (A) He has to \\'ater the lau,n. (B) I{es sorrv about havir-r_s to mo\,e.

(C) Hes r,r'ashing his clothes. (D) He can't move right nou,.

seeds.

(B) Sit dorvn. (C) Makr' urr appoinrrrrent. (D) Take sorne tirrre.

10.

(A)

He thinks the u,eather there is gl-eat.

(B) He' prefers dn' weather. (C) The n'eather there is good fbr humans.

(D) He'likes

Sxnl

rt,et rveather.

3: SUGGESTIONS

Suggestions al'e commr)n in Listening Part A, so you should bccome familiar with them. The follorr,'ing example shorvs an expression of a snggestion.

LISTENING PART A

Example

the recording, vou hear: (m:rn) I ltaven't talked with nn,parents in a w,hile. (r.r,oman) I\'|ry tlort't t'otr caLl tltent nov,? (narrator) 1l'lnt does the y'orttnrt suggest?

Or-r

In vour test book, vou read: (A) Calling off his r isit. (B) Talking about his parents. (C) Calling his parents in :r r",hile. (D) Phoning his familv.

In this erample, the erpression n,/el clon't is an expression of suggestion, so the woman's suggestion is to call them. This means that the rvoman suggests phoning his familr,: The best answer is therefore answer (D). The follorving chart lists common expressions that show suggestion. EXPRESSIONS OF SUGGESTION Why

... not ...

?

Why not

...?

Let's . ..

EXERCISE 3: In this erercise, underline the expression of suggestion in each sl-rort conversation. Then read the question, and choose the best ansri'er to that question. Remember that the best ans\uer is one that (man) Tlrc y,eatlter's so beautilhl todat. (u'onran) Let's ::ralk to scltool instead ctl dririrtg. (narr-ator) Wltat dctes tlte wotttart st tgge st ?

2.

3.

.qirres a suggestion.

(A) Taking thc'car to school. (B) Taking a u,alk instead of going to school.

(C)

Goin,e for a drive

in the beautifi-rl

r,l,eather'.

(D) Walking to class.

(u'oman) I neyer lrcn'e enough spentlittg ntone\'. (rnzrn) Itr/hy rtot get 0 part-time job? (narratot') Wlnt does tlrc ntart stLggest?

(A) Spending less mone)'. (B) Doing a better job at rvork.

(man) I4'e don't ltat.'e tun' plarts toright, do v'e? (wc)man) ,V,r, 5e v'lt.t Jt,tt'l tt't' ittt'ile sonte fi'ierttls cn,er to dinrter? (narrator) Il4nt dctes l/te rt't:,rttctrt

(A) Having a dinner partv. (B) Stopping the fight rvith their friends. (C) Planning:i trip. (D) Making some nerv friends.

stLEE7st ?

(C) Earning some mone\'. (D) Spendins less time at her job.

17

18

LISTENINGCOMPREHENSION

TOEFL EXERCISE 3: In this exercise, listen carefullv to the short conversation and question on the recording, and then choose the best answer to the question. You should puy particular attention to expressions of suggestion.

I j

Now

BEGIN

rHE REcoRDtNG nr TOEFL Exenctsr 3.

l. (A) Going to nork.

7.

(A) (B) (C) (D)

8.

(A) Working on the term paper the

(B) Getting sorxe exercise. (C) Relaxing for a rvhile. (D) Visiting her friend Jim. z.

1 J.

4.

5.

(A) Completing the rvork later. (B) Finishing more of the u'ork nou''. (C) Trving to do the r,vork todar,'. (D) Resting tomorrow. (A) (B) (C) (D) (A) (B) (C) (D) (A) (B) (C) (D)

Cooling off the house. Turning dorvn the heat. Raising the temperature. Finding something to eat. Fixing the car. Breaking the news to the others. Buying another automobile. Going dor,r'n the hill in the car. Putting up shelves. Selling the books. Looking for the lost books. Rearranging the books.

Postponing the trip. Leaving immediately Putting on a play tomorrorv. Going later tonight.

r,r,,hole dar,'.

(B) Spending a little money on paper. (c) Doing a better job of planning her term paper. (D) Spending the whole term on the paper.

e. (A) Getting a ne\\ television. (B) Checking r,vhich programs are comrng on. (C) Checking their r.vatches. (D) Seeing a comedy on television.

10. (A) Making some extra mone\'. (B) Depositing the monev in his account. (C) Buying something with the mone\'.

(D) Checking ottt 6.

several banks.

(A) Visiting her sister. (B) Getting a babv-sitter. (C) Letting her sister see the clothes. (D) Giving the clothes a\\ray.

TOEFL REVIEW EXERCISE (Skills l-3): In this exercise, listen carefullv to the short conversation and question on the recording, and then choose the best answer to the question.

I j

Now

BEGIN

rHE REcoRDtNG nTTOEFL Rrvtrw Exrnctsr (SrtiLs 1-3).

l. (A) He prefers

to stay home. (B) He has to take many trips. (C) He has a lot of tasks to do. (D) He r,r,orks rvell at home.

2. (A) There's nothing in the car. (B) He has enough time nou,. (C) He doesn't want a car now. (D) He prefers to do it later.

LISTENING PART A

3. (A) Making less noise.

7.

(B) Spending more time au,av from the apartment. (c) Moving the furniture around the apartment. (D) Changing apartments.

him.

(C) Tell him the time. (D) Phone him in a while. 8.

4. (A) He overstepped his authoritv. (B) He n'orked too much in the morning. (C) He stayed in bed too lon_q. (D) Ue was late getting home in the moming.

5. (A) Shei rathcr

qr-ricr.

(B) He doesn't reallv knor,v her. (C) She'.s had manv difficuities. (D) Hes never taiked to her. 6. (A) Fixing something to drink.

(B) Adding lemon to rhe cake. (C) Paying thirty dollars. (D) Picking lemons from the tree.

Srcll

(A) Write a letter. (B) Complete the assignment for

(A) Getting up in the afternoon. (B) Having his hair cut. (C) Cutting the flowers in the garden. (D) Groining his hair long.

e. (A)

She's sure she sarv him. (B) She doubts what he said. (c) She isn't sure she told him her name. (D) She shares his beliefs.

10. (A) The break regularly lasts an hour (B) No dishes were broken. (c) The break comes at its usual time. (D) It regularly takes an hour to rake the lawn.

4: PASSIVES

It is sometimes difficult to understand v,ho or vlltat is doing the action in a passive sentence. This problem is often tested in Listenins Part A. Example

On the recording, you hear:

(rnan) Is that e nert clnir? (woman) Yes, \te iust b_91gh1it last week. (narrator) What does the woman mean? In vour test book, vou read: (A) She brought the chair with her. (B) The chair was lost for a week. (C) fh" u,ot p"r.hord r-ecently. (D) She "hui. bought tl-re iast chair ft'om the store.

In this conversation, the woman uses an active idea, we . . . bought it [the chair].

The correct answer uses the passive idea the chair u,as purchased. Therefore, the best ansr,r,er to the question above is answer (C).

19


You should note the following about passive sentences in Listening Part A.

an active statement.

2. lf the conversation

contains an octive statement, the answer to the question is often a passive statement.

NOTE:Check carefully who or what is doing the action in these questions.

EXERCISE 4: In this exercise, each of the correct ans\vers is either a passive restatement of an active sentence or an active restatement of a passive sentence. Read the short conversation, and underline the key active or passive statement. Then read the question, and choose the best ansrver to the question. Make sure you understand who or what is doing the action in these passive sentences.

1.

(man)

What happened to vour notebook? (woman) I leli it in the cafbteria. (nar-rator) What does the woman

(A) The cafeteria is to the left. (B) She left a note on the cafeteria door. (C) She took some notes in the cafeteria. (D) The notebook u'as left in the cafeteria.

intpl,,-?

2.

(man)

When are \t)e goirtg to talk

abottt the problent witlt the copv machine? (rvoman) It v,ill be discttssed at the t t t ee t i r tg t ot norrorv. (narrator) Wlnt does tJrc tvontan ntean?

3.

(woman) Did you correct lhe paper? (man) I clrccked everyt single line again and again. (narrator) What does tl'te ntart ntean?

(A)

She needs to make copies before the

meeting.

(B) They rvill talk about the problem tomorTow.

(C) It is a problem to have a meeting. (D) They must discuss u,hether or not to have a meeting.

(A) The paper (B)

has been thoroughly corrected. He wrote many of the lines over and over.

(C) The checkmarks were on every line of the paper. a check for the paper.

(D) He wrote

LISTENING PART

A

TOEFL EXERCISE 4: In this exercise, listen carefullv to the shorl conversation and question on the recording, and then choose the best answer to the question. You should pay particular attention to passives.

i

J

Now

BEGIN

rHE REcoRDtNG nr TOEFL Exrncrsr 4.

1. (A) Her family just arrived. (B) She must pack to go visit her family. (c) She opened the door to greet her f'amilv. (D) The box from her familv rtas opened.

6. (A) Nothing is reallv the matter:

(B) She stole some monev. (C) She left her purse in the store. (D) Someone took her purse.

7. (A) He's quite scared. (B) He likes her pets. (c) He would like to pick up a little snake. (D) He frightens the snakes.

2. (A) He completed the report. (B) He'.s coming to work on the repor-t.

(c) The report is due tomorrol morning. (D) The reporl still needs an infinite amount of rvork.

8. (A) She wrote directions in

a letter. (B) Instructions were follort'ed exactll'. (C) A nerv director has been appointed. (D) She would follorv the man to the housing project.

3. (A) The parents are in bed norv. (B) The children were allor,r'ed to stay up. (c) The parents staved away from the children. (D) The children have gone to bed.

9.

tennis.

(C) Hes a super cook. (D) Dinner needs to be prepared.

4. (A) He got lost. (B) The door was not in tront of the house. (c) He did not need a key to the door. (D) The kev was lost. -5. (A) He picked

out some flowered wailpaper for the dining room. (B) The dining room table has florvers painted on it. (c) The flowers were placed on the table. (D) The flowers were grown in the dining room.

(A) They can cook supper in no time. (B) He doesnt know how to play

10.

(A) The exam reallv is tomorror,r'. (B) There was a change in the content of the exam.

(C) The professor moved the exam to another day. have to change their plans for tomorror,r'.

(D) They

21


TOEFL REVIEW EXERCISE (Skills 1-4): In this exercise, listen carefullv to the short conversation ancl question on the recording, and then choose the best answer to the question.

I J 1

l.

2.

3.

Now

BEGTN

rHE REcoRDTNG Ar TOEFL Rrvlrw ExrRcrsr (sr
(A) (B) (C) (D)

It's the middle of the r,r,inter. The weather is not very calm. The boat needs u,ind to go. Thev need to unr.r,ind the sails.

(A) (B) (C) (D)

Taking tr,r,o hats with him. Aspiring to greater achievements. Taking some medication. Moving his head.

sunshine in. the

sunlight. (D) The park is open all dar.long. 4.

5.

6.

7. (A) Registering in algebra immediately.

(B) Finding another school.

(C) Enrolling in the course later. (D) Repeating the course next senlester. 8.

(A) (B) (C) (D)

9.

(A) Evervone

(A) He €lets Lrp every day at sunrise. (B) The door is open to let the (C) He parks his car out of

(A) She ate part of Steve's meal. (B) Steve didn't pay for his rneal. (C) Steve had five courses for dinner. (D) She was given some money. (A) (B) (C) (D)

He did the problem completelv. He corrected the homera,ork. He u'as totallv wrong. He did r.r,'ell on the math exam.

(A) The u,ashing machine'"r'as repaired.

(B) He washed some clothes this morning.

(C) He broke some

dishes rvhile he

rvas r.vashing them.

(D) The rvashing machine be fixed.

needs to

'l-4).

Its

red. It's not dry. It needs to be watched. Hes going to wash it. feels relaxed at the

party. are enough people to have a pany. (c) The amount of food is adequate. (D) Part of the food is on the table.

(B) There

10. (A) The meeting was at four o'clock. (B) Ever./one came to the meeting in uniforms. (c) The information was si.ren at the meeting. (D) No one \vas uninformed about the meeting.

LISTENING PART A

Srcrr

5:

WHO AND WHERE

It is common in Listening Part A to ask you to draw

some kind of conclusion. In qr-restion the answer is not clearly stated; instead you must drar,v a this type of conclusion based on clues given in the conversation. One kind of conclusion that is common in this part of the test is to ask you to determine v,ho the speaker is, based on clues siven in the conversation. Example On the recording, vou hear:

(man) What do v-ou do during t,our petforntances? (u'oman) I plqt the piano and sing. (narrator) Vl:9it the wonnn ntost likely to be? In your test book, vou read:

(A) (B) (C) (D)

An athlete. A member o{'the audience. A clerk in a music store. A musician.

The clues perJ'omnnces, piano, and sing in the conversation tell 1'ou that the woman is probably a nutsician. Answer (D) is therefore the correct answer. Another tvpe of conclusion that is common in Listening Parl A is to determine where the conversation probablrt takes place, based on clues given in the conversation. Example On the recording, vou hear:

(man) I'd like to open an eccoLult, please. (r.r,'oman) What type ofaccount u,ould you like, (narrator)

"

"ltnslry:g

ot

savings account? \Vhere does this conversation probab'^\ tctke place?

In your test book, vou read: (A) In an accounting class. (B) In a bank. (C) At a sen,ice station. (D) In a market.

Thc clue checking or savings account in the conversation tells you that this conversation probably takes place in a bank. Ansr,ver (B) is therefore the correct answer.

23

24


The follou,ing chart outlines the key point that vou should remember about this type of question. CONCLUSIONS ABOUT WHO AND I,YHERE

It is common for you to be asked to draw the following conclusions in Listening Part A:

1.

Who is probably talking?

2.

Where does the conversation probably take place?

EXERCISE 5: In this exercise, read the shor-t conrrersation and question, underline the clues that help vou answer the question, and then choose the best anslr,er. You rvill have to drau' conclusions about n,ho and where.

l.

(A) (B) (C) (D)

A school administrator. A postal rrorker. A banker. A teacher.

(u'oman) Hot, ttutch are tlrc flou,ers? (man) Tbn dollars a botrquet. (narrator) lVl te re does t t i s c'ot tversa ! ior t probabh, take place?

(A) (B) (C) (D)

In In In In

(man) I rteetl to get tltis presct'iption filled. (rr'toman) If rou'll take a seat, I'll have lour ntedicirte ready fbr yot.t it't a ntontent. (narrator) Who is the v,ontan rnosl likelt' to be?

(A) (B) (C) (D)

A A A A

(man) I'd like to rnail this package, please.

(u,oman) First or second class? (narrator) Who is the y,orttatt ntost likely to be ?

2.

J

3.

a a a a

baker-v.

grocern store. florist shop. garden.

pharmacist. baby-sitter. flight attendant. doctor.

TOEFL EXERCISE 5: In this exercise, listen carefully to the short conversation and question on the recording, and then choose the best answer to the question. You will have to drau, conclusions about who and y,here.

I J

Now

BEGIN

rHE

RECoRDTNG

1. (A) In a hotel room. (B) At a restaurant. (C) At the beach. (D) In a desert.

nr TOEFL ExrRcrsr 5.

2. (A) A manager.

'(B) A teacher. (C) A lau,ver. (D) A librarian.

LISTENING PART A

3.,

(A) (B) (C) (D)

In a library.

ln a doctor-'s office.

7. (A) In an airporr.

-(B) At a gas sration.

In a bookstore. In a glocen.stol"e.

4. (A) A beautician. (B) A secretatn'.

(C) At a supermarket. (D) In a bike shop.

8. (A) A musician.

,(C)

A clentist. (D) A sas station attenclant.

5. (A) In a plane.

.

(B) An office rvor-ker. (C) A professor. (D) An arhletc..

9. (A) In a clothing

store. At a car.u'ash. (C) In a laundrr,. (D) At a grocery store.

(B) In a car.

(B)

(C) On a bus. (D) On a boar. 6. (A) A u,cather. forecaster. (B) A minister. (C) A rnarriarge counselor.. ' (D) A bridc.

10. (A) A bank teller. '(B) A trar.el agent. (C) A police officer: (D) A bus dr-ir.er.

TOEFL REVIEW EXERCISE (Skills 1-5): In this exercise, listen car.efullv to the shol't con\/ers.ttion and question on the recording, and tl.ren choose ti,re best ans\\Ier to the question.

I J

Now

BEG'N

rHE RE..RDTNG nr ToEFL Rrvrrw ExrRcrsr (srrLLs 1-5).

1.'(A) Shutting the r.r,indou,. (B) Moling closer to the windor,ri (C) Closing dorvn the building. (D) Cooling the r-oom off. 2. (A) 'fhe plane came in at nieht. (B) The flight u'as schedtrled to last tuto h<)urs.

(C) 'Ihe fight star.tecl at tu,o o'clock.

'(D)

The plane landed on time.

3. (A) In

a clothing store. At a pool. (C) At a racetrack. (D) In a restaurant.

5. (A) He missed tlre bus he rvanted to

(B)

shirt.

.

6.-

(C) He rnade a huge error. (D) What happened \\,as a mvstenl (A) Tuition is due soon. (B) She has a free dav tomor.rou,. (C) The school is fr"ee. (D) The room u,ill be painted tomorro$/.

'(B)

4.'(A) He'-s rrnhapp.l' rvith tlrc sola. (B) He likes the ne\vs. (C) Heis hearcl the unpleasant ne\\..s (D) He alu'avs tries to evervone.

pleasc

take. He's sorn'he bought the rellou,

7. (A) He plays football regularlr,.

(B)

He heard some people pla-ving football. ,(C) He u,as injur-ed during a game. (D) He hurt someone during a game. (continued on ne.rt page)

25

26


8. (A) Some of the seats were empt\i ' (B) All the chairs rvere full. (C) Thc' le'cturer-u'as standing the rvhole tirne. seated at the back of the lecture hall.

9. (A) Putting on a new suit.

(B) Tasting the soup again. (C) Putting some soup in the bou,ls. (D) Adding flavorings to the soup.

(D) He rvas

10.

(A) A student.

'(B)

A receptionist.

(C) A salesclerk. (D) A dean.

Srrr 6:

AGREEMENT

Expressions of agreement are common in Listening Par^t A, so vou should become familiar u'ith them. The follou'ing example shou,s agl'eement u,ith a positive statement. Example On the recording, -vou hear: (rniin) I tltottght tltat the nrcal n,as overpriced. (u'on-ian) trIe, to
In vour test book, vou read: (A) There \\'ere too manv spices in the meat. (B) She has the same opinion ol'the meal as the man. (C) She \\'ants to share'the mani meal. (D) The price of the meal \\,as grear. The expression me, too shor.r,s agreement u'ith a positive statement, so the \vontan means that she has the sanle ottiuiort as the man. The best ans\ver is therefore ans\\,ef (B).

Tlie follorving chart lists common expressjons that shour agreement. You should become familiar n'ith these erpressions. EXPRESSIONS OF AGREEMENT So da l.

l'll say.

Me, too.

You can soy

thot again.

LISTENING PART

A

EXERCISE 6: In this exercise, undetLine the expression of agreement in each short conversation. Then read the question, and choose the bqst answer to that question. Remember that the best ans\\,er is one that shou,s asreement.

1.

(rvonran) Tlis homen.ork is going to take foret,t'r. I'll say!

(man) (narrator) Wlnt

(A) its going to take for"ever to get home. (B) It takes a long time to ger from home to rvork.

tloes tlrc rrtan rrtectn?

(C) He and the \vornan

have the same

opinion about the homework. (D) He needs to take the homeu'ork

tci

cla.ss.

2.

(u,oman) A rrip to the park ntight lte tt

(A) The \\roman should repeat r.r,hat she

ice.

said.

(n-ran) Ytu can say that agairL!

(narrator) W/tat

doe.s the

rttan tneatt?

(B) trt'.s nice in the park at nighr. (C) 'fhe \\ronran should tell him about palr of rhe rrip. agrees about the rrip to the park.

(D) He

3.

(man) I think

it's tirne to go honte.

(r.voman) So do I.

(n:rrrator) Vrhat does tlte

(A) (B)

n,orttcut

ntean?

Thev don't have time to do it. She also thinks it's a good idea to leave.

(C) She thinks thev are at home. (D) Thev are unsure about the time.

TOEFL EXERCISE 6: In this exercise, listen carefullv to the shofi conversation and question on the recording, and then choose the best ansrver to the question. You should pay particular attention to expressions of agreement.

h J Now

BEGTN

rHE REcoRDtNG nr TOEFL Exencrsr 6.

1. (A) She needs to check into the hospital. (B) She thinks the man should visit

a

-).

her.

(c) She doesn't \vztnt to go to the hospital. (D) She shares the n-ran's opinion. 2.

(A) The man should repear himself. (B) The plize uas quite nen. (C) She rl,as also surlqrisecl. (D) The neu' surface \vas oraised.

4.

(A) (B) (C) (D)

The woman has a nice pet" He agree.s u,ith the \voman. A bir of ltrck rvould be nice. He should put the drinks on ice.

(A)

The-r- moved

just after the babv

u,as born.

(B) He szrw that tlre r,r,oman u,as moving.

(C) The movie r,r,as realh'good. (D) He shares the u,oman's opinion. (corttinued on next page)

27

28


5.

(A) (B) (C)

(A) It rvas possible to take a math

She has over three classes. She's glad to classes.

talk about the

class.

(B) The matter could not possiblv

She'd like him to tell her about

be

discussed. rvas impossible to attend the math exam. He has the same opinion as the

(C) It

the classes. (D) Shes also happl'that the classes are finished.

(D)

woman. 6.

(A) His ideas about sports are similar to the rl'oman's.

9.

(B) Thev should watch a game on teler.'ision together.

(A) They'alu'avs go out for dinner. (B) Thev should cook dinner outside. (C) She thinks thev should go out,

(C) He thinks het better at sports

too.

(D)

than the woman. (D) He doesn't like sports at all. 7.

(A) She needs a straw for the coffee. (B) She agrees u'ith the man. (C) She has been coughing strongh'. (D) She is feeling strong todal'

She r,r'ould like the man to

prepare dinner tonight. 10.

(A) He is in agreement about the teacher.

(B) Her story was quite interesting. (C) He r,vould like the woman to respect rvhat he said.

(D) The history teacher will give the same lectule again.

TOEFL REVIEW EXERCISE (Skills 1-6): In this exercise, listen carefully to tlre short conversation and question on the recording, and then choose the best ans\ver to the question.

I j

Now

BEGIN

rHE REcoRDTNG ATTOEFL Revrew Exrnctsr

l. (A) Baking some pies.

n T.

(B) Climbing some trees. (C) Having some desserl. (D) Picking some apples. 2.

(A) There

are

(Srtls 1-6).

(A) A florist. (B) A barber. (C) A chef. (D) A gardener. (A) (B)

thirtv questions on the

test.

(B) About a half hour remains. (C) The test will begin soon. (D) Thirtv students are taking the

She failed the test. She s

not exactlv sure about the

exam.

(C) Her statistics r,r,ere quite exact. (D) She received a passing grade.

test. 6.

3. (A) She agrees rvith the man. (B) They should visit their friend Bill. (C) It would be a good idea to plav billiards. (D) The bills have alreadv been paid.

(A) (B) (C) (D)

In In In In

a fast-food restaurant. a grocery store.

an airport. a ser-vice station.

LISTENING PART A

7. (A) Going down to the bottom of the

9.

lake.

(B) Swimming in the lake. (C) Riding a boat across the lake. (D) Taking

she said.

(C) He doesn't like the taste of the

a picture of the beautifrrl

drink.

(D) It s too cold to stop for a drink.

lake.

8. (A) He asked a number of questions.

(B)

(A) He rvould like a cold drink. too. (B) The woman should repeat what

He erpressed his doubts about the situation. (C) He is an honorable man. (D) He said u'hat he reallv felt.

10.

(A) He'"vants to have some \vater. (B) The grass is quite dn: (C) Hes w'aiting for the loan to be approved.

(D)

He's going to mow the larvn this u,eek.

29

30


THE LISTENING PART B QUESTIONS Parl B of the Listening Comprehension section of the TOEFL test consists of tu,o long conversations, each followed by a number of questions. You will hear the conversations and the questions on a recording; they are not written in vour test book. You must choose the best answer to each question from the four choices that are written in your test book. The conversations are often about some aspect of school (how difficult a class is, how to write a research paper, hor.r,'to register for a course) or about general living (renting an aparlment, playing sports, going to the bank). The conversations can also be about topics currently in the news in the United States (desalination of the water supply, recycling of used products, damage from a storm or some other type of natural phenomenon). Example On the recording, you hear:

(narrator) Questions 1 through 4. Listen to a conversation behveen tyt,o people y,ho are decorating an apartnrent. (rvoman) He,-, Wah. Do you think yott could help me hang these pic:tures on the yttall? There are only t:r:o

of therrt.

(man) Mortica. Where do vou want thent to gct? (woman) -Sure, I'd like the picture of the mottntains over the fireplace, and I'd like the picture of my famill' over the sofa. Wlnt do you think? (man) 7 thirrt< ttrer'tt look fine there. How, about if wu hold the pictures while I hammer the nails into the wall? (woman) Okat. Let's start ,,vith tlrc picture of-nty fantil,,-. Questions:

1. On the recording, you hear: (narrator) What are the man and v,ornan In your test book, you read:

(A) (B) (C) (D)

2.

Taking some pictures. Hanging some plants. Taking a trip to the mountains. Putting some pictures on the wall.

On the recording, vou hear: (narrator) Hov ntartv pictures are there?

In your test book, vou read:

(A) (B) (C) (D)

One. Trvo.

Three. Four.

discussine?

LISTENING PART

3. On the recording, vou

B

hear:

(narrator) IVlrcre is the pictttre of'the r)otnan's lanilr goirtg? ln voul test book, vou rc-ad: (A) In the fireplace.

(B) AbrNe'the sota. (C) Aonre wirh \Valr. (D) To the top of the mountain. 4. On the recordins, vou hear: (narrator) lUitat is tValt prahabh goirtg to do nert? In \our tcsl book, l'ou reaci: (A) Sit onthc so{a. (B) Photograph Monica'.s familr: (C) 9a14ry{e nails illo tt .'lg]l (D) Climb the r,r'alls. The first qllestion asks u,hat the nr:in nnd \\'oman are discussing. Since the ri,oman asks the man to help hang the.se pictttres on the y,all, the best answer to this question is ans\\rer (D),pfititlg sonrc pictures ort the v,all. Thc second question asks hou' manv pictures there are, and the rvoman clearly savs that there are rlr:o, so the best answer is ansu'er (B). The third question asks u,here the familv picture is going. The r,l,oman savs that she lr'ould like the family picture over the -solh, so the best ansrver to this question is ans'uver (B), ubot,e the sofa. The last question asks u,hat Walt is probablv going to do. Walt has suggested that he should hanmter tlte nails into the vall, so thc- best ansrver is ansrver (C).

STRATEGIES FOR THE LISTENING PART B QUESTIONS

1. lf you have the time, preview the answers to the Listening Part B questions. While you are looking at the answers, you should try to anticipate the questions for each of the groups of answers.

2. Listen carefully to the first line of the conversation.

The first line of the conversation often contains the main idea, subject, or topic of the conversation, and you will often be asked to answer such questions.

3.

to the conversation, follow along with the answers in your test book, and try to determine the correct answers. Detail questions are generally answered in order in the conversation, and the answers often sound the same as what is said on the recording. As you listen

4. You should guess even if you are not sure. Never leave any answers blank.

5. Use any remaining time to look ahead at the that follow.

answers to the questions

JI

32


The follorving skills r,'ill help you to implement these strategies in Part B of the Listening Comprehension section of the TOEFL test.

Sru 7:

THE QUESTIONS

It is very helpful to vour ability to ansrver individual questions in Listenir-rg Part B if vou can anticipate u'hat the questions will be and listen specificallv for the answers to those ouestions. Example

ln vour test book, vou read:

(n) Qa tvtgn{Av. (e) ryg!"89k. (C) Tomorros'. (D) After class.

Yotr tr-r to anticipate the question:

Wlrcn x,ill sontetlting happen?

In this example, vou can be quite certain that one of the questions will be about when something r,vill happen. Since vou are sure that this is one of the questions, vou can listen carefullv for clues that rvill give vou the answer. This erample shows that a helpful strategl' therefore is to look brieflv at the answers in the test book, before vou actuallv hear the conversations on the recordin-q, and try to determine the questions that you will be asked to answer. EXERCISE 7: Study the following answers and trv to determine what the questions will be. (You should note that perhaps vou u,ill only be able to predict par:t of a question, rather than the complete question.) If vou cannot predict the question in a short period of time, then move on to the next group of ansrvers. Question 1 has been ansr,vered for vou.

l. Question: (A) (B) (C) (D)

What,...?

What the assignment is. How good the professor is. The information in Chapter Six. What questions they should ask the professor.

2. Question:

(A) (B) (C) (D)

Six pages. Six chapters. Sixtv pa-ses. The sixth charpter.

LISTENING PART

B

3. Question:

(A) (B) (C) (D)

Whether or not thev shor-rld read the chapters. Whcther or not ther.'should ans\ver the questions. Which chapters thev should read. When the prof'essor gave the assignment.

,{. Question: (A) Turn in the assignmenl.

(B) See the professor'. (C) Go to cl:rss.

(D) Talk to a classmate. 5. Qr,restion:

(A) A bee stung him. (B) He sa\v somt: bees and hornets. (C) Hc u,as stung bv a hornet. (D) He took some eggs trom a nest.

6. Qrrestion:

(A) (B) (C) (D)

To To To To

liberate bees. proteet their nests. hatch their eggs. def'end the park.

7. Question:

(A) A hornet's nest. (B) Sorne bee's eggs. (C) A parked car. (D) A s\varn-l of bees.

B. Question: (A) To stav indoors. (B) To see u,here the hclrnet'.s nest is located. (C) Not to u'alk in the sante location as Greg. (D) To keep au'arv from Greg.

9. Question:

(A) (B) (C) (D)

The The The The

size of the campus. citv bus svstem. length of time for each class.

universitv bus sr,'stem.

10. Qr-restion: (A) The entire camplls. (B) Part of the campus. (C) The campus and thc citr. (D) Onlv the off-campus all-eas. (corttirttrcd on rrcxt poge)

33

34


ll.

Question: (A) Nothing. (B) Three cloliars. (C) A fer,r'cents.

(D) Fiftv

cents"

12. Question:

(A) Red. (B) Green. (C) Yellou,. (D) Blue.

Srcll 8: THE TOPIC As -v-or-r listen to each conrrer-sation in Listening Part B, vou should be thinking about the topic (subiect) ot'main idea for each conversation. Since the first one or two sentences generallv give the topic, vou shoulcl be asking vourself r,vhat the topic is nrhile vou are listening carefullv to the first part of the conversation. Example

On the rec--olding, r,on hear: (narrator) Li.sten to the cont.,ersotion bettt,een tv,o studettts. (man) Wlrut did you tltirtk of that listory^ exant? (rvcrman) Tlrut yvas tlrc harde.st exant I't,e eyer seen. (marr) Artd it t'e.\n't i,,tt l,r*l : h-r.os 1,,rt1,., r,to. Yor-r

think:

Tlte topic of-conver.satiort is e ver\i lorry and

diff'icult histor.v

c.r1n t.

EXERCISE 8: l.isten to the first part of each of the conr,ersations, and decide on the tonic ,-rlt each conr.,ers:rtior-r.

I j

Now

BEGrN

rHE REcoRDTNG Rr Exrncrsr 8.

L What is the tor,ic ol Cclnversation

12

2. What is the topic of Conversation

2?

3. What is the topic of Conversation

3?

LISTENING PART

B

Srru 9: THE ORDER OF THE ANSWERS The answers in Listening Part B are generall-'- found in order in the conversation. This means that as vou listen to the conversation, vou should be thinking about the answers to the questions in the order that thev are listed in the test book. Example

On the recording, you

hear:

(narrator) Questions 1 and 2. Listen to t$,o students on a universitt' canlpus. (man) Cart.vtttt lrelp rrte? I'rn !p;t. (woman) Sure.lVlrcre are yolt trying

to go? (man) I lmve a clttss irt Stanfield Hall at 3:00. I tlrcught I knert, u,here I yvas goittg, but I guess I v,as wrong. (rvoman) You certainly are lost. Stanfield Hall is on the other side ol'tlrc ,*irercitr'. t ,t

In vour test book, vou read (same tinre):

1. (A) He's sick.

(B)

tCl

(D)

He's lost. I-tcl. f ired. Hes brohe.

2. (A) Directlv in lront of them. (B) To the left. (C) Quite nearbl'. (D) On the other side of carnpus.

heoding in that direction. Conrc on with rne and I'll shou,tou the w,a,y. (man) Thtutks. You're a lifbsaver. On the recording, vou hear: (nar-rator) l. What problent does tlrc ntan have? 2. Where is Stanfield Hall?

When you read the ansu'ers to the first question, you can anticipate that the first question is about a man and some type of problem he has. As vou listen, vou hear the man say that he is lost. Therefore, you can anticipate that the best ansr,ver to the first question will be answer (B). When you read the ansrvers to the second question, vou can anticipate that the second question is going to ask where something is. In the conversation, the woman explains that Stanfield Hall is on the other side ol the universitt'. Therefore, as you are listening you can anticipate that the correct ansu'er to the second question is answer (D).

35

36


EXERCISE 9: Listen to each complete conversation, and ans\ver the questions that follor,v.

f) 1.

to* BEG,N rHE RECoRDTNG nr Exrncrsr 9. (A) (B) (C) (D)

What the assignment is. Hou, goocl the prof'essor is. The information in Chapter Six. What qtrestions thev should ask the professor.

(A) (B) (C) (D)

Sir

(A) A hornet's nest. (B) Some bee's eggs. (C) A parked car. (D) A swarm of bees. 8.

a J.

pages.

Six chapters.

hornett nest is

located. as Greg. (D) To keep 3q'ay ft'om Greg.

(A) Whether or not they should read the chapters.

9.

(A) (B) (C) (D)

The The The The

10.

(A) (B) (C) (D)

The entire campus. Part of the campus. The campus and the city Onlv the off-campus areas.

tlI l.

(A) (B) (C) (D)

Nothing. Three dollars. A few cents. Fifty cents.

ta

(A) Red. (B) Green. (C) Yellow. (D) Blue.

ans\\rey the qtrestions.

(C) Which chapters thev should read. (D) When the professor gar,'e the assignment.

(A) Turn in tl-re assignment. (B) See the profcssor. (C) Go to class. (D) Talk to a clarssmate.

). (A) A bee stung him.

(B) He sa\\r sorrle bees and hornels. (C) He $,as stun-q bv a hornert. (D) He took some eggs from a nest. 6.

To stay indoors. To see rvhere the

(c) Not to walk in the same location

Sirtv pages. The sirth chapter.

(B) Whether or not thev should

4.

(A) (B)

(A) To liberate bees. (B) To protect their nests. (C) To hatch eggs. (D) To deiend the park.

lz.

size of the campus. city bus system. length of time for each class. universitv bus system.

LISTENING PART

B

TOEFL EXERCISE (Skills 7-9\: In this exercise, you will use all of the information that vou learned in Skills 7 throueh 9.

f)

*o*

BEGIN

rHE REcoRDTNG Ar TOEFL Exrncrsr (SrrLr-s 7-9).

l. (A) Where the r,voman hves.

(B) Where the man can find out the

7.

time.

(C) Where the school is located. (D) Where the man can mail sonrc't ll

i11s..

B.

2. (A) Sever-al streets awav. (B) Just over one block awa\r. (C) Four miles awav.

(D)

A great distance.

9.

(A) 50 tons. (B) 50 million rons. (C) 85 million tons. (D) 850 million tons. (A) Cut dor,vn m()re trees. (B) Use less paper. (C) Produce more paper. (D) Read more about the problem. (A) The difficultv in findin,u

some.

books.

3. (A) For (B) For (C) For (D) For

(B) Hor,',, far it is to the librarv. (C) The amount of reading thev must

one hour.

tu'o hours. four hours. fir,e hours.

do.

(D) Hou'much thev

clc.rn't

like the

books.

4. (A) Go buv

a package.

(B) Go pick up his mail. (C) Go mail a package. (D) Get into his car.

10.

(A) (B) (C) (D)

A speed-reading class. An American novels class. A librar-r skills class. A class in literarv criticisrn.

t1.

(A) (B)

Some novels. Some short stories.

5. (A) From a textbook.

(B) From the television. (C) From a magazine. (D) From a lecture. 6. (A) Hour trees are gro\\,n in America. (B) How paper is made from trees. (C) Whv paper is used so much. (D) The amount of paper that Americans use.

(C) A tertbook. (D) Solr-re joulnal articles. t2.

(A) Go to the librar.'r. (B) Head for class. (C) Return to the dorms. (D) Start reading.

37

38


THE LISTENING PART C QUESTIONS Part C of the Listening Comprehension section of the TOEFL test consists of three talks, each followed by a number of questions. You 'uvill hear the talks and the questions on a r-ccording; they are not written in your test book. You must choose the best ans\\jer to each question from the four choices that are r,r'ritten in your test book. Like the conversations in Listening Part B, the talks are often about some aspect of school life or topics currently in the news. It is also very common for the talks to be shortened rtersions of lectures from courses taueht in American colleges and universities. Example

On the recording, vou hear:

(narrator) Questions 1 through 4. Listen to a lecture in a

liston class.

(r,voman) Salt, which todal seents so plentilul to us, in the past used to be a valuable connnodity. In tJrc cutcient pasl irt China, salt was used to make coirrs, tttttl irt pnrt .s ol Alrica it v'a.s trarled in plnrv ,-t1'rrtone.t. Irt the Rorttart Etnpire, soldiers tere not paid in tnone)i bttt were instead paid in salt. In fact, the English word "salar"v," which nteans the amount of-monelt that one earns, ." c2mes lront the Latin r Questions:

1. On the recording, vou hear: (narrator) What is the topic of the talk? ln -vour test book, vou read:

(A) Valuable cornmodities. (B) Salt. (C) Ancient China. (D) Monev. 2. On the recording, vou hear: (narrator) What v,as salt In vour test book, vou read: (A) To spice food. (B) To build houses. (C) To make coins. (D) To locate Africa.

used

fbr in China?

LISTENING PART C

3.

On the recording, vou hear: (narlator) IVltat does "salan," ntean in Enelish?

In vour test book, vou read:

(A) Coins. (B) Earnings. (C) Soldiers. (D) Commodities. a.

On the recordinq, vou hear: (narrator) lArlnt is tJrc meaning of tlrc root "sal" in Lcttir.t?

In Vour test book, \'ou read:

(A) (B)

qel1.

(C) (D)

Moner.r

Rome. Tr-ade.

The first question asks about the topic of the talk. The speaker- begins rvith salr and continues to talk about it throughout the passage, so the best ansrvel is answer (B). The second question asks about the use of'salt in China. The speaker says that ht China, sah n,cLs used to make coitls, so the best answer is anslr,er' (C). The third question asks the meaning of salan-. The speaker savs that.salary means the antouttt of'mottel thctt one eerns, so the best ansrnrer is ansu,er (B). The last question asks about the meaning of the root sa/. The speaker savs that "selory" . . . conrcs from the Latht t'oot f'or "salt," so the best ansu'er is ansr"ver (A).

STRATEGIES FOR THE LISTENING PART C QUESTIONS 1.

lf you have time, preview the answers to the Listening Part C questions. While you are iooking at the answers, you should try to anticipate the questions for each of the groups of answers.

2.

Listen carefully to the first line of the talk. The first line of the talk often contains the main idea, subject, or topic of the talk, and you will often be asked this type of question.

you listen to the talk, follow along with the answers in your test book and try to determine the correct answers. Detail questions are generally answered in order in the talk, and the answers often sound the same as what is said on the recording.

3. As

4. You should guess even 5. Use any remaining

if you are not sure. Never leave any answers blank.

time to look ahead at the answers to the questions

that follow.

The follou'ing skills ri'ill help vou to implement these strategies in Part C of the Listening Cornprehension section of the TOEFL test

5Y

40


Srcu 10: THE QUESTIONS It is very helpful to vour abilitv to ansrl,er individual questions in Listening Pzrrt C if vou can anticipate r,vhat the questions r,r'ill be and listen specificallv for the answers to those questions (as vou did in Listenin-e Part B). Example

In vour test book, vou lead: (A) For a \r'eek.

(e) qI99 yglE.det

(C) loL!\g !et'. (D) Since 10:00 thi! morning. You tr-v to anlicipatc the qucstion: Horv Long has (sontetlting) been going on?

In this example, vou can be quite certain that one of the questions rvill be about hou, long something has been goin-e on. Since you are sure that this is one of the questions, you can listen carefullv for clues that rvill girre vou the ansrl,er. This example shorvs that a helpful strategv in Listening Part C (ust as in Listening Par-t B) therefore is to look brieflv at the answers in thc test book, before vou actually hear the talks on the recording, and try to determine the questions that you r,'ill be asked to ansr,rrer'.

EXERCISE l0: Studv the follori,ing ansrvers and try to determine r,r'hat the questions will be. (You should note that perhaps I'ou r,vill onlv be able to predict part ol' a question, rather than the complete question.) If you cannot predict the question in a short period of time, then move on to the next group of answers. Question has been ansrvered for vou. 1

|

. Qucstion'. V''l"aL ty?e of ?ta+ is friE?_ (A) A beautiful plant. (B) A poisonous plant. (C) A delicior-rs plant. (D) A f'ast-grou,ing plant.

2. Ouestion: (A) In vegetable gardens. (B) Onlv in the United States. (C) In supermarkets. (D) In manv different places. 3. Question: (A) Its lear.,es resemble parsleri (B) It gro\vs next to carrots. (C) Its leaves are shaped like carrots (D) It does no1 har,e roots.

LISTENING PART C

4. Question:

(A) (B) (C) (D)

The The The The

pL'rson mav die.

pelson mav get lots of healthftrl nutrients. person mav enjov it and u'ant more. person mav become dangerous.

5. Qucstion: (A) A ston-u,ritins conlest.

(B) A fro-e-catching contest. (C) A singing contest. (D) A frog-jumpins contest. 6. Question:

(A) Sirtr'-tl-rree. (B) T\vo hundred. (C) Trvo thousernd. (D) For(r tltousancl.

7. Question:

(A) One. (B) T\r'o. (C) (D)

Three. Fotrr.

B. Question: (A) The contest took place for vears before Tu,ain wrote about it. (B) T\r'ain rvrote erbout the contest n'hile he u,as'watching it for- the first time. (C) T\r'ain *,ent to see the contest manv times during his lifetime. (D) T\r,ain nrrote about the contest befbre it actuallv took place.

9. Question:

(A) A student. (B) A professor. (C) A bookstorc clelk. (D) A librarian.

10. Questit-rrt: (A) The place u,here students (B) The pl:rce u'here students (C) The place u'here students (D) The place u,here students

get ID cards. can use computers.

check books out. find books in the librar-v.

I 1. Question: (A) A lee.

(B) A student ID card. (C) Permission from the instrr-rctor'. (D) A conrputef. (contintLed on next page)

41

42


12

Queslir-,'n

(A) A leu bottrs. (B) TWo davs. (C) Forrrteen clavs. (D) T\r'<-i r-r-ronths.

Sxru 1 1: THE TOPIC As vou listc'n to eacli talk in Listening Part C, yotr should be thinking about the topic (subject) or mzrin idezr frir each talk (as ]rou did in Listening Part B). Since the first sentenc-e is gc'nerallv a topic senlence, vou should be asking yoursclf u,hat the topic is u,hile \,ou are listening carefurll.r' to the' first part of the talk. Example

On the rccordins, vou llear':

(nalrator) Listert to a talk at tlte start of'n ttrcetittg. (rvornerrr) I'd lil:e to call tlis trrceting to order nov,. Tltis is the tltird rrrcntthly ryeelt,tS of'tlrc__sc)ence club iltis sente.ster, attd todat, y'e need to disc:ttss the tt pcotr t i r tg scier rce lh ir.

think: Tlte topic of'tlte talk the sciertt'e foir.

Yor,r

i.s

a rneelingol the sciettc'e clttb tt't r/isalss

EXERCISE 11: Listen to the first parl of each of the tnlks, and decide on the topic of each tzrlk.

I j

Now

BEGIN

rHE RECoRDTNG

nr Exrncrsr

1. Whzrt is the topic of Talk

1?'

2. What is the tonic of Talk

2?

3. What is the topic of Talk

3?

1 1.

LISTENING PART C

Sxnl 12: THE ORDER OF THE ANSWERS The ansrvers in Listening Part C are generaily found in order in the talk (as they nere in Listening Parl B). This means that as you listen to the talk, you should be thinking about the answers to the questions in the order that they are listed in the test book. Example

hear: In your test book, you read (same time): (narrator) Questions I through 3. Listen to a talk about cats. l. (A) They shout. (woman) Manl,people are allergic to (B) Therr drive red cars. (C) T_gyjlggzg. cats. If they corne in contact (D) They close their eyes. with cats, thq' sneeze, their

On the recording, you

skin tutns red, and their eyes begin to burn. How,ever, 2. (A) They often wear perfume. (B) They can have allergies. it is not onllt people v:ho (C) Thev don't ever suffer. suffer from allergies. Cats (D) They like dust and pollen. Jgoilgg!9to ry!!!b9 pollen, dust, and perfumes, many of'the satne agents 3. (A) Nothing. (B) Bathe it frequently. that cattse allergies in (C) Put it outside. people. Perhaps v-our cat is (D) Give it medicine. sneeling and has v,atet! eyes. Il'.vou think rltat .t'our cat lms some allergies, a veterinarian can orescribe ,nerlicotio, to help solre th" problernOn the recording, vou hear: (narrator) l. What happens to people who suffer lrom allergies? 2. What is mentioned about cats? 3. What can sonteorrc do with a cat that has allereies?

The first question asks what happens to people who suffer from allergies. The speaker saVs that thelt sneeZe, so the best ans'"ver is ansyu'er (C). The second question asks what is mentioned about cats. The speaker says that cats may also be allergic, so the best answer is ansr.ver (B), thelt can have allergles. The third question asks what to do with a cat that has allergies. The speaker says that aveterinarian can prescribe medication, so the best answer is answer (D), give it medicine.

43


EXERCISE 12: Listen to each complete talk, and answer the questions that follorr".

I J

Now

BEGIN

rHE REcoRDtNG nr Exrnctsr 12.

t. (A) A beautiful plant.

8.

(B) A poisonous plant. (C) A delicious plant. (D) A fast-groning plant.

(A) The contest took place for vears before T\t'ain urrote about it.

(B)

TWain wrote about the contest lr'hiie he was rvatching it for

the first time. 2.

(A) (B) (C) (D)

In vegetable gardens. Only in the United States. In supermarkets. In man)'different places.

3.

(A) (B) (C) (D)

Its leaves resemble parslev. lt grows next to car.rots. Its leaves are shaped like carrots

It

(C) Twain went to

see the contest many times during his lifetime. (D) Tr,vain r.r,rote about the contest before it actually took place. 9.

does no1 have roots.

(A) The person may die. (B) The person ma-v get lots of

10.

(A) A student. (B) A professor. (C) A bookstore clerk. (D) A librarian. (A) The place r,r,here students get ID cards.

(B) The place rvhere students can use

healthful nutrients. (C) The person may enjoy it and want more. (D) The person mav become dangerous.

computers.

(C) The place rvhere students check books out.

(D) The place u,here students find books in the librar-v.

5.

6.

7.

(A) (B) (C) (D)

A A A A

stor-v-r,vriting contest.

frog-catching contest. singing contest. frog-jumping contest.

(A) Sixty-three. (B) Tr,i,o hundred. (C) two thousand. (D) Forty thousanc. (A) (B) (C) (D)

One.

Tivo. Three. Four.

11.

t2.

(A) A fee. (B) A student identification card. (C) Permission from the instmctor. (D) A computer. (A) A feu,hours. (B) Tu'o davs. (C) Fourteen days. (D) Two months.

LISTENING PART C

TOEFL EXERCISE (Skills 10-12): In this exercise, vou will use all of the infornration that.v-ou learned in Skills 10 through 12.

f) 1.

l.

*o*

BEGIN

rHE REcoRDTNG nr TOEFL ExrRcrsr (Srcts 10-12).

(A) An artist. (B) A circus pet'former. (C) John Ringling. (D) A tour guide. (A)

Because he u'as from Sarasota,

(B) (C) (D)

Because ht-'knerv Rubens. Because he started a circr"rs. Because he painted baroque-style

B.

9.

(A) It increased slorvly. (B) It increased quickly. (C) It remained about the sanre. (D) It decreased.

(A)

Florida.

(B) (C)

paintings. 3.

(D)

(A) Modern circus equipment. (B) Paintings by Rr-rbens. (C) A parade wagon. (D) A famous portrait of the Ringling

10.

an exam.

undergraduate students. gradr.late this year or next. (D) Whether or not to study

(A) Enter the museum. (B) Go to the circtrs.

(C) Whether to

(C) Returl to the bus. (D) Meet the Ringlings. 5.

6.

7.

(A) (B) (C) (D)

An assembly line. A car. A compan\'I. An inventor.

(A) In 1908. (B) In 1914. (C) In 1918. (D) In 1924. (A) It rvas faster. (B) It \vas rrrore efficient. (C) It \\'as more individualized. (D) It nas cheaper.

(A) Whether to n'rite a thesis or take (B) Whether to be graduate or

brothers. -+.

Students u,ho rvill soon graduate from the Psvchology Department. Professors in the Psvchologv Department. Graduate students in the Ps-vchologv Department. Graduate advisors.

psvchologv. 11.

(A) Exams covering one or trvo hundred pages. Exams about research. (C) Exams covering all material in the program. (D) Exams about recent der,'elopments in psvchologr,'.

(B)

I

z-

(A) Today. (B) Soon. (C) Within six r.veeks. (D) Within half a ye-ar.

45

1

1

1

1

I

1

1

1

TOEFL PCST-TEST SECTION 1 LISTENING COMPREHENSION Time-approximately 35 minutes (including the reading of the directions for each part) In this section of the test, you will have an opportunity to demonstrate your ability to understand conversations and talks in English. There are three parls to this section, r.vith special directions for each part. Answer all the questions on the basis of what is stated or implied by the speakers you hear. Do not take notes or rvrite in your test book at any time. Do not turn the pages until vou are told to do so.

Part A Directions: In Part A you rvill hear short conrrersations between two people. After each conversation,

you will hear a question about the conversation. The conversations and questions will not be repeated. After you hear a question, read the four possible answers in your test book and choose the best answer, Then, on your answer sheet, find the number of the question and fill in the space that corresponds to the letter of the ansu'er vou have chosen. Here is an example.

Sample Answer

@ @ @

On the recording, you will hear:

(man) (woman)

That exant was just au:ful. Oh, it could have been worse.

(narrator)

What does the wontan ntean?

o

In your test book, you r.l'ill read: (A) The exam was really awful.

(B) It was the worst exam she had ever seen. (C) It couldn't have been more difficult. (D) It wasn't that hard.

You learn from the conversation that the man thought the exam was very difficult and that the woman disagreed u'ith the man. The best answer to the question, "What does the woman mean?" is (D), "It \^'asn't that hard." Therefore, the correct choice is (D).

TOEFL test directiois.tnd format

46

LISTEN ING COMPREHENSION POST-TEST

are fcprinted bv permission of ETS, the copvri-qht ol,net: Howcye., all examplcs and test queslions are pro|ided bt Pcarson Education, Inc.

1

1 t.

L.

4.

The course starls this evening.

(A) (B) (C) (D)

A waiter. A baker.

(A) (B) (C) (D)

She s

(A) (B) (C) (D)

He iied.

(A)

He believes that the woman has found some good pieces. He agrees that the prices are low. He would like to have a chance to say something. He thinks that the r,roman is wrong about the prices.

(D) (A) (B) (C) (D)

8.

A neighbor. A tour guide.

in the center of the shop. She went shopping for a ne\v car. She took her car to the store. She was driving him crazv.

He did not tell her his name. Hes aiways truthful.

11.

12.

13.

(B)

She was unable to attend the chemistr-v class. She couldn't find the answer to the

(C) (D)

problem. Chemistry class just finished. She has a problem rvith her chemistry

(A) Stay home. (B) Watch television. (C) Buy a nerv house. (D) Go out. (A) (B) (C) (D)

In In In In

(A) (B) (C) (D)

He is probably sr.r imming. He is poor. Nobody knows where he is. He should not be in the pool.

(A) (B) (C) (D)

Taking naps during the day. Sleeping ionger during the night. Getting him tired out before sleeping. Only sleeping a little at night.

(B) (C)

Attend the meeting.

(D)

Speak more clearly.

The courts have decided on a ne\\' judge. The judge made himself available for questions. The judge decided on the issue. The decision about the judge was finally

1

a business office.

an airplane. a gymnasium. a classroom.

l4 (A) The chapter was difficult to read.

Pay the check.

(A)

(C) (D)

10.

Listen to him.

Not moving inside. Playing in the rain. Not going out. Running hard.

(A)

1

teacher.

He's upset.

(A) (B) (C) (D)

(B)

9.

tonight.

(D)

1

1

1

(A) She doesnt want to go to class. (B) Art has her glasses. (C) The artist will begin the portrait

(B) (C)

7.

1

t5.

16.

She didn't even try to read the chapter. She got through the chapter rather easily. She will try to read the chapter later today.

(A) (B) (C) (D)

His garden is successful. There are a lot of stones in the garden. He enjoys the rocking chair.

(A) (B) (C) (D)

Beautiful weather is impossible. She thinks the wedding is beautiful. She shares the man's opinion. The red dress is incredible.

He s r,l'orking as a security guard.

made.

LISTEN ING COMPREHENSION POST-TEST

47

r 1

1

17.

18.

19.

1

1

(A) (B) (C) (D)

A railroad conductor. A bus driver. A math teacher. A mechanic.

(A) (B) (C) (D)

The sandwich needed some spices. The lunch did not taste very good. She had a delicious meal. She hardl-"- tasted the sand.,vich.

(A) (B) (C) (D)

Shes no longer sick. She has no feelings. Her health is ahvays good. He feels better than she does.

1 25.

(A) (B) (C) (D)

1

1

1

In a bank. In an airpofi. In a store. In a hotel.

(A) Hanging tl-re pictures on the wall. (B) Taking some photographs. (C) Sitting closer to the rvall. (D) Visiting his hometor,r'n. 27. (A) She doesn't knorv who Carl

is.

(B) She already had a meeting with Carl. (c) She needs to tell Carl about the meetrng.

(D) She knows r.r'here Carl lives. \Alatching the professor cloself in class. (B) Spending mole time working in his office. (c) Studying psychology more often. (D) Talking to his proiessor.

20. (A)

21. (A) It's difficult for him to save mone\r (B) He 'uvants to purchase a home near the

28. (A) His book was not reallv cheap. (B) He bor-rght a used text.

(c) His book does not include the latest news.

(D) He did not knor,'"' anything about the textbooks.

2e. (A) It u'as announced that there would be

ocean.

(c) He goes to the beach often. (D) Br-rving a house is out of reach for him.

a

ner,r' teacher.

(B) He u,anted to give something to the teacher.

22. (A)

Sallv has manv Friends.

(C)

The instructor said that a test rvould be

(D)

The teacher returned the exams.

(B) He doesn't understand anything about Sally.

(c) He also thinks that

Sall_-v

u'as not nice.

(D) Sally said many different things. 23. (A) The stereo is not loud enough.

(B) He is going to turn the stereo off. (c) The rvoman should turn and face the

(D)

stereo. The \{oman doesn't \\,ant to hear the

music. 24.

(A) (B) (C) (D)

48

He \\ras not present during the overture. He r,','as in over his head. He repeatedly expressed his appreciation. He thinks the present is overpriced.

LISTENING COMPREHENSION POST-TEST

given.

30. (A) There has been a lot of

(B) (C) (D)

deca-v.

The government is decadent. The government has decided to conduct a new survev. The population is counted everv- ten years.

1

1

1

1

1

1

1

1

Part B Directions: In this part of the test, you rvill hear longer conversations. After each conversation, you r,vill hear several questions. The conversations and questions rvill not be repeated. After you hear a question, read the four possible answers in your test book and choose the best answer. Then, on your answer sheet, find the number of the question and fill in the space that corresponds to the letter of the ansr.r,er you have chosen. Remember, you are not allor,r'ed to take notes or u'rite in your test book. 3l

. (A)

At one o'clock.

(B) At trr o o'clock. (C) At three o'clock. (D) At lour o'clock.

32. (A) Ski.

(B) (C) (D)

Read books on skiing.

Buy skiing equipment. Plan ski trips.

33. (A) He doesn't know how to ski.

(B) (C) (D)

He doesn't knor,r'rvhere the meeting is. He doesn't know what time the meeting starts. He is afraid of skiing.

34. (A) Leave on a skiing trip. (B) Go n'ith the woman to the meeting.

(C) (D)

Try on some skis. Give a lecture to the ski club.

TOEFL'tesl directions and form.rt are reprinted br pcrnission o1 ETS, the coplri-sht otncr. Houelet all clampies and tcst queslions are pao\ ided bv Pcarson Education, Inc

35. (A) From the radio.

(B) (C) (D)

From a book. From the ner.r'spaper. From a lecture.

36. (A) You can eat it. (B) It tastes like fast food. (C) It is inexpensive.

(D)

37. (A)

(B) (C) (D)

You cannot see it. Paper.

Fries. Corn. Burgers.

38. (A) It (B) It (C) It (D) It

is not as good as paper. should not be used for fast food. should be faster than paper. might be healthier than the food.

LISTENING COMPREHENSION POST-TEST

49

I

1

1

1

1

1

1

1

Part C Directions: In Part

C of this section, irou r.vill hear several talks. After each talk, vou

+,estlonsfhe talks and questions

u,ill hear some

r,vill not be repeated.

After vou hear a question, you r'r'ill read the four possible answers in your test book and choose the best ansrt er. Then, on your answer sheet, find the number of the question and fill in the space that corresponds to the letter of the ansr,r,'er you have chosen. Here is an example. On the recording, you will hear:

(narrator) Listen to an instructor talk to his clttss about painting.

(man)

Artist Grant Wood v:as a guiding f'orce in the school of painting known as Antencan regionalist, a style reflecting the distinctive characteristics of art lrom rural areas of the United States. Woocl began draring animals on the fami$ farrn at the age of three, and when he was thirtv--eight one of his paintings received a remarkable amoutlt of pubtic notice and acclaim. Tltis painting, called American Gothic, is a starkly sintple depiction of-a serious couple staring directl,t, out at tlrc viewer.

Now listen to a sample question.

Sample Answer

(narrator) What style of-painting is known as American regionalist? In your test book, vou

r,r,ill

read: (A) Art from America's inner cities. (B) Aft from the central region of the

@ @ @

o

United States. (C) Aft from various urban areas in the United States.

(D) Aft from r-ural sections of America. The best answer to the question, "What style of painting is knorvn as American regionalist?" is (D), "Art from r-ural sections of America." Thereibre, the correct choice is (D). Norv listen to another sample question.

Sample Answer

(narrator) Wlnt is the name of'Wood's ntost successfill painting? In vour test book, you

r,,rill

read: (,\) American Regionalist. (B) The Fttmily Fann in lowct. (C) Anterican Gothic. (D) A Serious Couple.

@ @

o @

The best answer to the question, "What is the name of Wood's most successful painting?" is (C), Anterican Gothic. Therefore, the correct choice is (C). Remember, vou are not allorved to take notes or r,rrrite in vour test book.

50

LISTEN I NG COMPREHENSION POST-TEST

TOEFL tcst directions and format are reprinted bv oermission ,'l LTS. lhe ( op\ l ieht,,rr rrr. Houcr cr ali rrrmple. anJ rc.r qucstions ale prolided br Pearson Education, lnc.

1

1 39.

40.

AI at,

(A) (B) (C) (D)

To To To To

(A) (B) (C) (D)

To the Grand Canyon. To the Colorado River. To a tree house. To the Petrified Forest.

42.

t+5.

45.

the Grand Canyon. a jewelry show.

a deserted stone building.

the Petrified Forest. 46.

(A) It has fallen in the river. (B) It has turned to stone. (C) It (D) It

1

1

1

Swim in the river. Walk through the trees.

(A) (B) (C)

Graduation requirements. School clothing. The date of the December graduation

(A) Any time before graduation. (B) At the beginning of the senior (C) Before the end of December. (D) In the springtime.

year.

48.

(A) (B) (C) (D)

Most have no sense of smell. They are all unable to smell dmgs. They have equally good senses of smell. Most are quite untrainable.

49.

(A) (B) (C) (D)

They They They Thef'

(A) (B) (C) (D)

Airports.

students will be seniors. 50.

files.

A cap and gown. A blue and gold flag. A graduate school catalogue.

Training dogs to use smell. Techniques of dog trainers. The smells of various types of food. How dog breeds are different.

ceremony.

(A) Read it. (B) File it in their personal (C) Study it. (D) Give it to an advisor.

A university class schedule.

(A) (B) (C) (D)

Stay at a distance. Take an5' petrified wood.

(D) Which

(A) (B) (C) (D)

1

1

41

has grown larger. has gotten softer.

(A) (B) (C) (D)

1

are small. are friendly. react quickly.

work well in the cold.

People. Luggage. Snow.

This is the end of Section 1. Stop work on Section 1. Turn off the recording.

@@@@@@@ When you finish the test, you may do the following: o Turn to the Diagnostic Chart on pages 357-363, and circle the numbers of the questions that you missed. o Turn to the Progress Chart on page 353, and add your score to the chart.

LISTENING COMPREHENSION POST.TEST

51

SECTION TWO

STRUCTURE AND WRITTEN EXPRESSION

2o2o2o2o2o2o202 DIAGNOSTIC PRE-TEST SECTION 2 STRUCTURE AND WRITTEN EXPRESSION Time-25 minutes (including the reading of the directions) Now set your clock for 25 minutes. This section is designed to measure vour ability'' to recognize language that is appropriate for standard u'ritten English. There are t\No tlrpes of questions in this section, v,'ith special directions for each tvpe.

Structure Directions: These questions are incomplete sentences. Beneath each sentence you r,r'ill

see four words or phrases, marked (A), (B), (C), and (D). Choose the one u'ord or phrase that best completes the sentence. Then, on vour ans\ver sheet, find the number of the question and fill in the space that corresponds to the letter of the ansrver vou have chosen.

Look at the 1'ollorving examples.

Example

I

Sample Answer

The president

the election bv a

O @

landslide.

r.r'on

e

(A) (B) he r,r'on (C) 1'esterdav (D) fortunatelv

O)

The sentence should read, "The president rvon the election bv a landslide." Therefore, vou should choose ansu''er (A).

Example

II

When

Sample Answer @,

o

the conference?

(A) the--doctor attended (B) did the doctor attend (C) the doctor u'ill attend (D) the doctor'.s attendance

@ @

The sentence should read, "When did the doctor attend the conference?" Therefore, volr should choose ansrver (B).

IOI:FJ, te\t di|ections and loilrat arr'r'eprintccl b\ permissi()n I tTS, thc coprright orrner. f{rnvcver, all cranrpies ancl tcst iLr.sli()ns !ire pror idecl br Pearson Ecittcatiotr, lrc.


PRE-TEST

55

2o2o2o2o2o2o2o2 Researchers have begun str-rdving u'hat

In the earlv 1900s, Eastman

is on human circadian rhvthms.

inerpensive Brou,nie box cameras.

(A) it der,eloped (B) it u,as developed (C) developed (D) developing 2.

3.

-

(A) it is the elfect of light -(B) rhe light af{ects (C) is affecting the light (D) the effect of light

the discover-r of tJ.re fossilized remnants of tides in one-billion-vear-old

If calcium oride remains exposed to air,

-rocks. (A) Geological reports (B) Geologists report (C) The reports of geologists ( D ) Geologisls' I'cpot ls

(A) rurning -(B) turns (C) ir turns (D) the turn

The Brooklvn Bridge vears to complete.

to calcium carbonate.

Some earlv batteries used concentrated gave off poisonous fumes. nitric acid,

took thirteen

(A) (B) (C) (D)

(A) in Nerv York (B) is in Neu' York (C) it is in Ner.r'York (D) u'hich Neu'York 10.

control all of the phl'sical inherit.

\\'e

4. Genes

(A) (B) (C) (D) 5.

that traits that ale traits traits that traits are that

but thel,had

in a periodic rvav involr,es more than the simple

The sound produced bv an object

-

sine r,r'ave.

-

Indigo can ire extracted fr-om a plant, and to d1'c' cloth blue.

(A) it vibrates (B) r'ibrating (C) is vibrating (D) r.ibrates t1. Prior to the discoven- o[ anesthetics

then

surgen'u'as clone

(A) it (B) using (C) using it (D) it can be r.rsed

(A) u'hile thc patienl (B) the patient felt(C) during the patient's (D) rthile patientlv

in the Unitecl States spends 900 hours per ve:rr in class and 1,170 hours in iront of -the television.

(A) The a\.erage third-grader (B) The third grade is average (C) Thc-re are three grades (D) Three average grades

56

thev then thev but thev

STRUCTURE AND WRITTEN EXPRESSION PRE-TEST

\\ras

in

18,16,

still conscious.

2o2o2o2o2o2o202 12. The drastic decline ol the beaver helps to illustrate u'hat to the ecosvstcrlrs of -thc North American continent'

(A) happening (B) the happening (C) has happened (D) abor-rt happenin_e Middle Ages beczrtrse of uith rvitchcraft. - *'as im'gine.l (A) the association (B) associate lhe inragination (C) im:rgine the association (D) the irnagined associ:rtion

13. The usc oi shorthand diecl out in the

1:1. A vacht js steeled

flou'of uatcr-that

uith

a rudder,

the

passes thc hr,rll.

-

(A) *,hich cleflecring (B) detlects (C) it def'lects (D) u'hich dcflects

15. For top specd and strclden:rcceleration, the accelerator pi-rn'rp l'eeds aclditional g:rsoline from the llciat chanrber into above the

t'enttlrl ltlllc'

(A) (B) (C) (D)

the air fkrrr,s the. erir

-

flon

the air-is florvins flous the air


PRE-TEST

57

2o2o2o2o2o20202 Written Expression Directions: In these questions, each sentence has four trnderliner,l u'ords or phrases. The four underlined parts of the sentence are markecl (A), (B), (C), ancl (D). Identitv the one trnderlined r.r'ord or phrase that must be changed in order for the sentence to be correct. Then, on yoLlr ansu,el sheet, find the number of the question and fill in the space that corlesponds to the letter of the ansu'er vou have chosen.

Look at the follor,r'ing eramples.

Example

I

Sample Answer

The lour string on a violin are tuned

A

B-

C

D

@

o .o

,o

in fifths.

'Ihe sentence should reacl, "The fotrr strings on a violin are tuned in fifths." Therefore, vou should choose ansr.r'er'(B).

Example

II

Sample Answer

The researc-h for the book Roor.s taking A

BC

AIer Halev t\erl eJgqrs

'e

@

o .D

D

The sentence should read, "The research for the book Rools took Aler Halev trvelve r,ears." Therefore,

vou shor-rld choose ansrver (C).

58

STRUCTURE AND WRITTEN EXPRESSION PRE-TEST

TOEFL t('sl clirecti,rn' arrcl [ormat ar! r'cprinl.'(l ll perrrission oi E-fS, th. c()p\ r lght ,xr ncr H
2o2o2o2o2o2o202 16. In 1732, coach travelers could got h'om

Ner.v York to Philadelphia

B

in about two days. D

C

17. Some of the District oi Columbia are on lorv-lving, marshv ground.

A

t8

BC

D

Ggo.grq: econom\. is based main on agriculture.

ABCD

l9.

The Paul Revere House nas built

in

1676, and todav its the oldest r.r'ooden building in Boston.

AB-.-D

20. Conifers such as cedars, firs, and pines bear its

A

seeds

in cones.

BC

21. A dome ir u t"-"pllgl'.gl

D

911#= *+t f a builjlins.

22. Succulents suck up trrater in.just a ferv hour, but thev can store

A

B

23. Flving buttresses enabled builders to

pLtt up

ABCD

i1

C_

in their stems for months. D

tall but thinnesl stone walls.

24. Weather forecasters monitor barometric pressures and record thev on charts as isobars.

-ABCD 25. In manr- languages, the forms of a u'ord varies to express such contrasts

ABC

as number, gender,

and tense. D

26. A Milkv Wav object that erupted in the constellation Scorpius has provides information to

AB

astronomers since Juh,.

CD 27. Much fossils are

A

for-rnd

B

in coal-bearing rocks.

C-

D

28. When salt is added to ice, this mixture becomes coldlv enough to freeze ice cream.

ABCD

29. During the eighteenth and nineteenth centuries, Long Isiand was chiefiy an agricultural region

ABC

u'ith fishing,',r'haling, and build ships

as the

important industries.

30. No one rvho has studied the Battle of Little Bighorn knou' the exact route that Custer and his

ABT

detachment took. D


PRE-TEST

59

2o2o2o2o2o2oZoz -ll.'thefolktalesu,hic}rthebrothersGrimmhadcolleqlingwererranslatedintoEnglishinl823.

A-E-C-"D

32. In our sola|

s.YStem,

AB

nine planets, fiftr.seven moons, several dozen comets, several million

asteroids, and billions of meteorites have so far been discover.

C-D 33. From the 1850s until after thr'tuln o{ the centun, man\ of America'.s superricl"r fan-rilies rnade

A-

B

C

Neruport lris laror-ile \umn)er rcs()t'1. D

3'1. Mars may looks red becatrse it is covered rvith a layer of soft red iron oxidc.

ABCD

35. The radioactive srtbslances that pose the -ereatest harnr to humanitv have neither verv short or

A

-

B-C

verv long half Iives. h l)

36. A robin cocks its

hezrd to peer at a \\'ornt r,vith one e)te's and not to hear

ABC-D

37. Film sonnd is often record bv an analog s.\'steln rr hich, like

ARCD

thc-

it,

as u,as once thoLtght.

compact disc, uses light.

38. The scribes of the Middle Ages used quill pens to prodtrce their high

ABCI-

dec<.rratecl manuscr-ipts.

39. The principles of phr sics 491ff!g4 bv Chr-istian Doppler in 1842 for the movemenl of stars

Ag

has

been adzrpted to evaltrate the movement oi blood rvitl'rin the heart.

CD

40. The Piotteer l0 and /l spacecraft

r',u'ere

the first r,.ehicles of humankind

AB

r.o

venture ber..ond rhe

limits of ours solar svsteln.

CD

This is the end of the structure and written Expression Diagnostic pre-Test.

@@@@@@@

60

STRUCTURE AND WRITTEN EXPRESSION PRE_TEST

2o2o2o2o2o2o2o2 When 5'ou finish the test, -vou may do the follor,ving: . Turn to the Diagnostic Chart on pages 357-363, and circle the numbers of the questions that vou missed.

.

Turn to the Progress Chart on page 353, and add vour score to the chart.

STRUCTURE AND WRITTEN EXPRESSION PRE.TEST

ol

STRUCTURE AND WRITTEN EXPRESSION The second section of the TOEFL tesl is the Strtrcture and Written Expression section. This section consists of fortv questions (some tests may be longer). You have twentv-five mir-rtrtes to complete the fort.v questions in this section. There are tu,o tvpes of questions in the Stmcture and Written Erpression section of the TOEFL test: 1. Structure (questions 1-15) consists of fifteen sentences in rihich part of the sentence has been replaced u,ith a blank. Each sentence is followed by four answer choices. \brr rnust choose the anssrer that completes the sentence in a grammaticallv cot-rect rt,a):. 2. Written Expression (questions 16-40) consists of tu,entr.-five sentences in which four u,ords or grollps of u'ords have been underlined. You must choose the underlined r,lord or groLlp of rvords that is not correct.

GENERAL STRATEGIES familiar with the directions. The directions on every TOEFL test are the same, so is not necessary to spend time reading the directions carefully when you take the test. You should be completely familiar with the directions before the day of the test.

1. Be

it

through 15. Anticipate that questions 1 through 5 will be the easiest.Anticipate that questions 11 through 15 will be the most difficult. Do not spend too much time on questions 11 through 15.There will be easier questions that come later.

2. Begin

with questions

1

with questions 16 through 40. Anticipate that questions 16 through will be the easiest. Anticipate that questions 36 through 40 will be the most difficult. Do not spend too much time on questions 36 through 40.

3. Continue

4.

20

lf you have time, return to questions 11 through 15. You should spend extra time on questions 11 through 15 only after you spend all the time that you want on the easier ouestions.

blank on your answer sheet. Even if you are not sure of the correct response,you should answer the question.There is no penalty for

5. Never leave any questions

guessing.

62

STRUCTURE

THE STRUCTURE QUESTIONS Questions 1 through 15 in the Structure and Written Expression section of the TOEFL test measure volrr knowledge of tl-re correct str-trcture of English sentences. The questions in this section are multiple-choice questions in which you must choose the letter of the ans\\'er that best completes the sentence. Example

sreeted r-ne enthusiasticallv at the fi"ont door.

(A) Parental (B) rl (C) Mv l'riends (D) Them

In this example, vou should notice immediatelv that the sentence has a verb, greeted, and that the verb needs a subject. Ansr.l,ers (A), (B), and (D) are incorrect because pttrental, if, and thern are not subiects. The correct ans\ve r is ansuer' (C).

STRATEGIES FOR THE STRUCTURE QUESTIONS

1. First study the sentence. Your purpose is to determine what is needed to complete the sentence correctly.

2. Then study each answer based on how well it completes the sentence. Eliminate answers that do not complete the sentence correctly.

3. Do not try to eliminate incorrect

answers by looking only at the answers. The incorrect answers are generally correct by themselves.The incorrect answers are generally incorrect only when used to complete the sentence.

4. Never leave any answers blank.

Be sure

to answer each question even if you are

unsure of the correct response.

5. Do not spend too much time on the Structure questions.

Be sure

to leave

adequate time for the Written Expression questions.

The tollou,ing skills will help section of the TOEFI- test.

1,'ou

to implement these strategies in the Structure

63


Srcrr

1:

SUBJECTS AND VERBS

You know that a sentence in English should have a subiect and a verb. The most common tvpes of ploblems that you '"vill encounter in the Structure section of the TOEFL test are related to subjects and verbs; perhaps the sentence is missing either the subject, or the verb, or both; perhaps the sentence has an extrar subject or verb. Example I rr,as

(A) (B) (C) (D)

In this example,

ritrsins contintrouslv for houls.

Loudlv In the mor-ning The phone The bells

should notice immediatell'that there is a ve'rb, was rirtgittg, but there is no subject. Answer (C) is the best answer because it is a singular subject that agrees u,ith the singular verb u,as ringing. Ansu,er (,\), loudh, and answer (B), in the moning, are not subjects, so they are no[ con"ect. Although answer (D), bells, could be a subject, it is not correct because bells is plural and it does not agree with the singular ver-b rvas rirryirry. _v-ou

Example

II everv morning and everl er,'ening.

Nenspapers

(A) (B) (C) (D)

deliverl

-

are delivered on time regularly

In this example, \,ou should notice immediateh'that the sentence has a subject, neu,spaperg but that there is no rterb. Because ans\ver (B), are delh,ered, is a verb, it is the best ansu'er. Ansrvers (A), (C), and (D) are not verbs, so thev are not correct. Example The

III

plane

landing at the airport in fir,e minutes.

(A) it is (B) it leallv is (C) is descending (D) r,r"ill be This sentence has a sub.ject, plane, and has part of a verb, landing; to be correct, some form of the verb be is needed to make the verb cotnplete. Answers (A) and

STRUCTURE

(B) are incorrect because the sentence alreadv has a subject, plane, and cloes not need the extra strbject ir. Ansrver (C) is incorrect because descentling is an extra part of a r''et-b that is unnecessarv because of landing. Ansr.r,er (D) is the best answer; t,ill be together rvith lardirzg is a complete verb. The follor'i,ing chart otttlines the key information that vou should remember about subiects arrd verbs. SUBJECTS AND VERBS A sentence in English must have at least one subject and one verb.The first thing you should do as you read a sentence in the Structure section of the TOEFL test iito find the subjecf and the yerb.

EXERCISE 1: Ur-rdetline the sr-rbjects once and the rrerbs turice in each of the follorving sentences. Then indicate if the sentences are correct (C) or incorrect (I).

I

l.

C

2. The bus scheclule

M:- best fliend alu'avs hetpful u,ith problems.

be!:lAlgA

3. Accidentallv dropped the

since lasr u,eek.

glass on the {loor.

4. The custonrer paying the clerk lbr the clothes. 5. The professor handed the svllabus to the stlrdents. 6. Each dav practiced the piano [or hours. 7. The basketball

pla-u-er rossed

B. The nelrr student

ir-r

the ball into the hoop.

the class very talkatirre and triendlv.

9. Walking u'ith the children to school.

--

10. The u'hales headed south for the

r.rrinter-.

65

66


Sxnr

2:

OBJECTS OF PREPOSITIONS

An object of a pre-position is a noun or a pronoun that comes after a preposition such as ht, at, ol', to, bv, behhd, zind on to form a prepositional phrase. The trip (to the island) (on Sotttrdar) rvill last (for three hours).

This sentence contains three objects of prepositions. Island is the object of the preposition to; Saturdar is the object of the preposition ott', hours is the object of the preposition lbr: An object of a prepositior-r can cause confusion in the Structure section of the TOEFL test because it can be rnistaken for the subiect of a sentence. Example To Mike

\\/as a big surprise,

(A) reallv (B) the partv (C) funnv (D)

rvhen

In this example, .vou should look first for the subiect and the verb. You should notice the verb r,r.,as and should also notice that there is no subject. Do not think Lhat Mike is the subject; Mike is the object of the preposition /o, and one noun cannot be both a strb.ject ancl an object at tl-re same time. Because a subject is needed in this sentence, zlnswer (B), tlrc part\,, is the best ansu'er. Answers (A), (C), ar-rd (D) are not correct because they cannot be sr-rbjects. The follou,ir-rg chart outlines the kev information that you should remember about objects of prepositions. OBJECTS OF PREPOSITIONS A preposition is followed by a noun or pronoun that is called an object of the preposition.

ff a word is an object of o preposition, it is not the subject.

NOTE: A list of prepositions and exercises to practice recognizing these prepositions can be found in Appendix B at the back of the text. You may want to complete these exercises before continuing

with

Exercise 2.

STRUCTURE

EXERCISE 2: Each of the following sentences contains one or more prepositional phrases. Underline the subjects once and the verbs tu'ice. Circle the prepositional phrases that come before the verb. Then indicate if the sentences are correct (C) or incorrect (I).

c

1. The name

@@@

t2.

is Jack.

f the clast) need to turn in the papers.

3. The directions to the

4.

exercise on pa_se 20 unclear-.

Because of the heavy rain throughout the night, tire rvalkrvavs are muddr.

5. During the week eat lunch in the school cafeteria. 6. In the morning after the concert

u'as tired.

7. In the summer the trip to the motrntains is our favorite trip. B. In a bor on the top shelf of the cabinet in the hallu,ay of the house.

9. With her purse in her hand ran through the

door.

10. At 1:00 in the morning the alarm clock on the table beside the bed rang.

EXERCISE (Skills 1-2): Underline the subjects once and the verbs trvice. Circle the prepositional phrases that come before the verb. Then indicate if the sentences are correct (C) or incorrect (I). 1. During the meeting in the office discussed the schedule.

2. The doctor

gave the patient a pr-escr-iption.

3. The tall evergreen trees along the road.

4. The watch in the jewelry box 5. Pleasantly

needs a new batteryr.

greets everyone in all the offices ever\,/ nrorning.

6. In the office of the building

across the street from the park on the corner.

7. The dishes in the sink reallv

need to be rvashed as soon as possible.

8. In a moment of worrv about the problem with the

cash

in the account.

67

68


9. The plane

fr-om Neu'York cir-cling the airport.

10. On a regular basis the plants in the boxes under the u,indou, in the kitchen

----

are rvatered and fecl.

TOEFL EXERCISE (Skills l-2): Choose the letter of the u'ord or grolrp of u,orcls that best con-rpletes the sentence.

l.

Mark T\i'ain the vears afier Cir,ii War the "Gilded Age."

the

6. The larse carotid arter-r, main parls ol the brain.

(A) callecl (B) czrlling (C) he c:rlled (D) his calls 2.

Earlv

(A) (B) (C) (D)

toes instead of hoor,es

on

their: f'eet.

(A) (B)

grort' closc 1o the ground in shor:t Arctic sllmmer.

the

Aiaska ii'on-r the 1867, Russians for $7.2 rnillion.

States

(B) to pr-rrchase the United States (C) the Unitcd States'ptrrchase of (D) the United States purchased 5.

8. In 1975, the llrst successful space

(A) Venus (B) Venus the (C) Venus rl,as (D) Venus it uas

In

the United

der,elopment

probe to beginning to send in{ormation back to Earth. -_

Al)O\e lunclra plalils (B) Tundra plants (C) Tr-rndrer plants :rre found (D) tror tundra plants

(A) purchased

radio as the first nractical svstem of rvireless telegraphv

(B) The der,elopment b1, Marconi (C) Dercloping Marconi (D) Marconi developed

-(A)

:1.

carrying blood blood is carried carries blood blood carries

-(A) Marconi'.s

horses

had horse's (C) l-rorses had (D) horses l-raving

3.

7.

to the

9. The two biggest resolt Arkansas are Hot Springs and Eureka Springs'

(A) in (B) torvns in (C) (D)

to'uvns are tor,',,ns are

in

Be-tr,r'een 1725 and 1750, Nerv

En-eland u'itnesse'd an increase in

specizrliz:rtion of

(A) (B) (C) (D)

occupations occupies -. thev occr-rpied it occupicd them

the

10. NASAs Lyndon B. Johnson Space Centercontrol center for the Mercun'; Gemini' and Apollo space flights' -

(A) it rvas at the (B) it u,as the (C) u,as the (D) the

STRUCTURE

Sxrr-r

3:

PRESENT PARTICIPLES

Present participles can cause confusion in the Structure section of the TOEFL test because a present participle can be either an adjective or a part of the verb. A ]rresent parliciple is the -ingform of the verb. It is part of the verb u,hen it is precc'ded by some form ol'the verb be. The train is arritirtp at the station nou,. VERB

In this sentence, arriving is part t>f the verb because it is accompanied bv is. A present participle is an adjective when it is not accompanied bv some form of the verb be. 'fhe train errivitu! at the station nou' is an hour late. ADJE,CTIVE

In this sentence, nrrivirtg is an adjective and not part of the verb because it is not accompanied bv some fbrm of be. The verb in this ser.rtence is is. The follou'ing exar-nple shou's hor.v a present parliciple can be confused rvith the verb in the Stmcture section of the TOEFL test. Example

The

film

appearing at the local theater is mv favorite.

(A) I]O\V (B) is

(c) it (D) \\ras

hr this example, if vou look at onl-r.' the first 'nvords of tl"re sentence, it appears that hlrrt is the subject and appearing is part of the verb. If you think that appearing is par-t of the r,erb, vou might choose answer (B), is, or answer (D), uras, to complete the verb. Hou'ever', these t\vo answers are incorrect because appearirry is not part of tlre r,erb. You should recognize that appearittg is a participial adjective rather than a verb because there is another verb in the sentence, ls. In this sentence, there is a complete subject, filnt, and a complete verb, ls, so this sentence does not need another subject or verb. The best answer to this question is ansu,er (A). The follorving chart outlines the key information you should remember about plesent participles. PRESENT PARTICIPLES A present participle is the -ing form of the verb. The present participle can be (1) part of the verb or (2) an adjective. lt is part of the verb when it is accompanied by some form of the verb be. lt is an adjective when it is not accompanied by some form of the verb be.

69

70

STBUCTURE AND WRITTEN EXPRESSION

EXERCISE 3: Each of the follor'ving sentences contains one or more present participles' Unclerline the sub.iects once and the tr.vice. circle the present participlc-s' and label them as acljecfir,e.s or verbs.'erbs Then indicate if the sentences are correct (C) or incorrect (I).

C

J. The (!r-ving; babl, !!gd. to be picked up. ADJ.

I

2' The .-!glE! g@9on --

the floor qhggF ge into the r,r,ashing machine.

\,ERB

3. The *'aitress bringing tlre steaming soup to the *,aiting diners.

4' Mosr .f

the striking u,or-kers ar.e warking the picket rine.

5. For her birthdari the child 6. The setting sun cr-ealing

is getting a talking doll.

a rainbow of corors in the skr,:

7. The ship is sailing to Merico is leaving tonight. B' The letters needi.rg irnmediate

answer-s are on the desk.

9. The boring class.just encling a ferv minutes ago. 10. The fast-mo\/ing croucls are br-inging freezing rain to the area.

Srul 4: PAST pARTfCtpLES Past participles can cause conf-usion in the structure section of the TOEFL test because a past participle can be either an adjectJ" o. u part of the verb. The past participle is the fornr of the ve'rb that appears n ith have or be. rtoften ends in -ed, but there are also manv irregurar past participles in Engrish. The mailman/uts leli aletter in the mailbox. \IERB

Thc. cla.sses n,ere taugltt bl, pr-ofessor Smith. \/ERB

In the fil'st sentence, the past partic iple /efi is part of the verb because it is accompanied bv lns.In the second sentence, the pasi purrrcipl" taught ;, pu.t of the verb because it is accompanied by y,ere.

STRUCTURE A past participle is an adjective rvhen or have.

it is not accompanied bv some fortn of be

The letter lef't in tl-re mailbo\ \\ras for me. ADJE,CTI\

t]

The classes taueht by Professor Smith \\rere vera'interesting. ADJECTIVE

In the first sentence,lefi is an adjective rather than a verb because it is not accompanied bl'a form of be or hatte (and there is a verb, uras. later in the sentence). In the second sentence, taught is an adjective rather than a r,'erb because it is not accompanied bv a form of be or have (and there is a verb, were, later in the sentence). The follou,ing erample shows hor.r,a past pzrrticiple can be confused with the verb in the Structure section of the TOEFL test. Example The bread

baked this morninc sn-tellecl delicious.

(A) has (B) rvas (C) it (D) iust In this example, if vou look or-rlv at the first feu' u,ords of the sentence, it appears 'that bread is the subject ancl baked is either a completc- verb or a past participle that needs a helping verb. But if you look further in the sentence, vou will see the verb smelled. You r"r'ill then recognize that bakecl is a participial adjective and is therefore not part of the verb. Ansrvers (A) and (B) are incorrect because baked is an adjective and does not need a helping verb such as ltas 01- r,ull.s. Answer (C) is incorrect because there is no need for the subiect ir. Ansr.ver (D) is the best answer to this question. The follorving chart outlines the kev information that vou should remember about past parliciples. PAST PARTICIPLES A past participle often ends in -ed, but there are also many irregular past participles. For many verbs, including -ed verbs, the simple past and the post participle are the same and can be easily confused. The -ed form of the verb can be (1) the simple post, (2) the pasf participle of a verb or (3) an adjective.

71

72


EXERCISE 4: Each of the follor,i,ing sentences contains one or more past participles. Underline the subjects once and the verbs tn'ice. Circle the past parliciples, and label them ats adjectives or verbs. Then indicate if the sentences are correct (C) or incorrect (I).

I

l.

The

&L4,r@Oin

this resralrranr is delicious,

VERB

--e

2. The plane landecl on the @

r'un\\'av. ADJ.

3. The unexpected

gLlests arrived

just at dinnertime.

4. The cotlrses are listed in the catalogtre are required

conrses.

5. The teacher found the lost exant.

6.

Thc'sr-nall apartnrent

vell

ct'o\\'ciecl ancl disorganized.

7. The photographs dereloped

vestercla.r shou'ed Sam and his li'iends.

8. The locked dran'er contained the unrvorn ienels. 9. The tree \\rAS blou,n

or,er in the stolm uras cut into logs.

10. The stuclents registered in this cour-se

ar-e

listed on that sheet o['paper.

EXERCISE (Skills 3-4)z Each of the {ollou'ing sentences contains one or more parliciples. Underline the subjects once and the verbs tu'ice. Circle the participles, and label them as adjectives or verbs. Then indicate if the sentenccs are correct (C) or incorrect (I). 1

. Or-rr hosts are serr,ir.tg drinks

2. The tired u'onran taking

ar

on thc. tilc'cl patio.

murch ne.eclc-d nap.

3. The letters were sent on Mondar,zrr-rir.ed on Wednesdar,.

4. The u,inners desen'ed the big prize. 5. The plants are gror,ving in the

garde-n need a

6. The shinin_q stars lit trp the darkened 7. Tlre

lot oirvater.

skr'.

dljr,e-r lapidlv increased the spce-d of the r-acin_9 car'.

B. The ercited chilch'cn trl'in.e- to btrilcl a sno\\'man in the tatling sno\\,.

STRUCTURE

9. The students are completing the course rvill graduate in

June.

10. The dissatisfied clrslomer is returning the broken toaster to the store.

TOEFL EXERCISE (Skills 3-4): Choose the letter of the rvord or group of words that best completes the sentence. '[he

first

appearecl during the

Robert E.

Lee

tlre- Confederate

last period of the dinosanrs' reign.

errmv to General Grant

(A) Ilor.r,ers etre plants (B) plants hzu'e florvers (C) plants llou'ers (D) flou,ering plants

Appon-rattox Courthouse.

) Thc earliest nrcdicines plants of variolrs sorts.

(A) (B) (C) (D)

surrendered he surrendered surrendering surrender

Tlre

pituitan,gland,

(A) (B) (C) (D)

found belorv it is found belor,r' its foundation belou, finds itself below

the brair-r, r-eleases hormones to control other glands.

-

Simple sails r.r,ere made from canl,as over a frame. c

(A) a stretch (B) stretched (C) u,as stretched (D) it u,as stretched

(D) contains 9.

(A) moving (B) is mor ing (C) it r,r'as nroving (D) in its movement

At alound t\\'o vears of age, manv children regularlv produce sentences three ol four u,ords.

(A) are containing (B) containing (C) contain

Plutois moon, Charon, in a slightly ellipticzrl path around the planet. -

Mr-rltinational companies it increasinglv impofiant to employ internationallv acceptable-brand names.

(A) finding (B) are finding (C) thev find

f. Techniqtres

of'breath control fornr arr essential part of any pro-qram to improve the voice.

(D) trnining

(A) (B) (C) (D)

1865 at the

from

obtaining tliev obtained u'ere obtained thev rvere obtained

(A) it trains (B) train (C) trains

in

(D) thel.are finding

10.

The cornea is l
(A) the part is exposed (B) exposed ttrc--part (C) the exposed perrt (D) e.rposes the part

73

74


TOEFL REVIEW EXERCISE (Skills l-4\z Choose the letter of the rvord or group of r,r'ords that best completes the sentence. 1.

first settled the Hau,aiian Islands belu'een a.n. 300 and 7-50.

6. The Earth's plates meet each

cracks in the

In

1066, a bright

comet

The fir'st plant-like organisms probablv in the sea, perhaps 3 billion.vears ago.

in the

skv attr"acrec'l mucl-r attention.

(A) rvas :rppearing (B) appear.s (C) it appezrred (D) appearir-rg 1 J.

(A) (B) (C) (D)

In some claguerreotvpe cameras, through a hole in the back oi

other at faults.

(A) lr'ere called (B) calls (C) called (D) it rvas czrlled

(A) The Polvnesjans (B) The Polvnesiarns an'ived (C) Because ol thc Polvnesiarns (D) It uas lhe Polvnt'sians 2.

Earth

8.

the box.

life lir,ing lived it u'as lir,'ing

ln male pattern baldness, strongly influences the degree of hair lo.ss.

(A) the object's vier,r,' (B) the object 1v;15 f is11,gd (C) trom the vir-\\, of the object (D) vieu,ed the obiect

(A) hereditr,' (B) inheritcd (C) inherits (D) herc'ditv

has

4. ln the Stone Age, stone tools rvith other rock materials.

9.

(A) makes a tascinating (B) making a tascinating (C) fascination rvith making (D) fascination made a

5. The first steamship to cross the

(A) u'as thc (B) it'uvas the (C) the (D) in it the

Savanrtalt,

Wotclt the Skies, Curtis Peebies

attempt to erplain America's belief in flving saucers.

(A) polishing (B) tliel'' polished (C) for polish (D) u,ere polished

Atlantic

In

in

1819. 10.

The irregular coastline of a succession of bavs and inlets, rvith the hook of the Cape Cod peninsula in the southeast.

(A) Massachusetts (B) Massachttsetts is (C) Massachusetts it is (D) Mass:rchusetts on

STRUCTURE

Sxnr

5:

COORDINATE CONNECTORS

Many sentences in English have morc' than one clause. (A clause is a group of *'ords containing a subject and a verb.) When vou harre trvo clauses in an En_elish senterlce, -vou must connect the t*'o clauses cor-rectlv. One rvav to connect trvo clauses is to use attd, bttl, or, or so betrveen the clauses. The sun uas shining, nru,/ the skr uas bluc. The skv rvas blue, but it u'as

4nqgy:lfq

toni_sht,

ver-r.'

cold.

or.it rrlet. be clear:

rt,allg1nr"g or-rrside, so I leg\ my umbrella. In each of these examples, there are t\\,o clauses that are correctlv joined with a coordinate connector--attd, but, or, or so-and a comma (,). The follovr'ing example shor,r's hou,this sentence pattern cotrlcl be tested in the Structure section of the TOEFL test. !1

Example

I forgot rnv coert, (A) then (B) so (C) later (D) as a result

I got r,err cold.

In this example, vou shottld notice quickly that thc-re are two cleruses, I forgot 116; coat and I got very coLd. This sentence needs a connector to join the t1r,o clauses. Then, later, and as a result are not connectors, so ans\\,ers (A), (C), and (D) are not correct. The best answer is ansu,er (B) becauseso can connect two clauses in this Inanner.

The following chart lists the coordinate connectors and the sentence Dattern

used with them.

COORDINATE CONNECTORS

but

and

SV, It

was

fcoord-ilat\

raining ,

vgllsllgrl but

ol

SV Bitt went

out to play.

75

76


EXERCTSE 5: Each of the following sentences contains more than one crause. underline thc'strbjects once ancl the verbs trvice. Ci..l" the connectors. Then inclicate if the sentences are correct (C) or in.o..e.lt (I).

-e- I

l.

The

tgfll lgl+

urater. evc,rv dari

@ff

,lrr!!-Igrn brorvn.

2' Thelu!-r-g

n<'rt

3. It n,:rs nrining,

so decicled not to go camping.

4'

long,@Drf difficult ro re.d.

The m;rte-riar has been cut, ancl the pieces har,e bc.en servn together.

5. The palic-nt tork ail the rnecricine,

he did not f.eer much better..

6'

The bill must be paid ir,mediately or the electricitv *,ill be turned ofl.. 7. The flrrnace broke so the house got quite, cold.

8' The dress did not cost too much, btrt the qualitr, 9' The leat'es kept falling off tlre t'ees, ancl the

it

seemecl excellent.

bo-vs kept

yard rr,as still covered.

--

10' The rnail cat'rier has al.e'aclv cleli'erecl the mail, arrive toclar,, it pr.obabh n,ill ar.r.ir.e tomorro\\,.

Srcu

6: ADVERB

raking thenr up, but the

so the,letter is not going to

CLAUSE CONNECTORS

sentences with aclverb clattses have t$'o basic patter-ns -"rrr in rrr English. E'Ilgrrsn' studv the clauses and connectors in the fotor.,,,ing sentences, He is tired because rrg Because

@ryLilg

lS !it-I]99rrrl]]|Eing

so harcr.

so hard, he is tired.

In each of these e-ramples, there are tr.r'o clauses: lrc is tirecl and lrc lns beert u,ot.kirtg so hard' The claus e he has been u-orkirtg so trorli i, an adverb clause that is introduced r'vith the connector becatrse.In the first example, tlre connector because comes in the middre of tlre sentence, and no comma (,) is used. In the second example' the connector becrtuse cotrres-at patter', rvhen the connector comes at the the beginning of the sentence. In this b"gi.rni,rs or rn" sentence, a comma (,) is required in the rnidclle of the sentence. The follorving eranrple short's hou, this sentence pattern coulcl be tested in the Structure section of the TOEFL test.

STRUCTURE

Example arn'ived at the

library he started to work immediateh:

(A) The student (B) When (C) He (D) After the studer-rt In this example, vou should r-ecognize easily that the verb arriyed needs a sublect. There is also another clause, he stttrted to u,ork inutrcdiate/r. If you choose ans\\,er (A) or answer (C), -""ou r.vill have a subject for the verb arrived, but vou wiil not have a connector to ioin the trtro clauses. Because vou need a connector to join tu,,o clauses, ans\vers (A) and (C) are incorrect. Ansrver (B) is incorrect because there is no subject for the verb arrived. Ansr.l'er (D) is the best answer because there is a subject, student, for the verb, arrived, and there is a connecLor, at''ter, to ioin the two clauses. The following chart lists common adverb connectors and the sentence palerns used with them. ADVERB CLAUSE CONNECTORS

cAUsE |

TIME

after as before

until when while

.o*o'ttt

T-

if

because since

although even though though while

whether

since

s

a-;Ateru)

V

Matt felt

\!9!!99loL/

good

because

s Because

V

s

he

V passed.

SV

t

Matt passed ,

coNrRAsr

he felt

good.

EXERCISE 6: Each of the follou,ing sentences contains more than one clause. Underline the subjects once and the verbs twice. Circle the connectors. Then indicate if the sentences are correct (C) or incorrect (I).

C I

1.

C&gl, the plane grr4g4 the trirport, it landed on the main lunu.'arv.

2.

The registration process took manl- hours

J.

This tvpe of medicine can be helpf'trl, it can also har-e some bad side effects.

Gi".,

the lines so long.

77

78


4. The \vaves were\ amazingly high when the storm hit the coastal town. 5.

We neecl to get a new car rvhether- is on sale or not.

6. Just

as the bread came out of the' oven, rvhile a

wonderful aroma fillecl the

kitchen.

7'

Everr'rone has spent time unpacking boxes since the family moved into the

new house. B. Although the area is a desert many plants bloom there in the sprilgtime.

9'

The drive'rs on the freervav drove slowlv and carefullr,'rvhile the rain was fallin-q hea'ilv because they did not want to have an accident.

10. If vou plan carefullv before vou take a trip, will have a much better time because the small details rvill not cause problems.

-

EXERCISE (Skills 5-6): Each of the following sentences contains more than one clause. Underline the subjects once and the verbs twice. Circle the connectors. Then indicate if the sentences are correct (c) or incorrect (I). 1. The lar,"ver presented a stron-g

2. After the chiidren .ead 3. The report

case,

but the client

r.vas

still found guiltv.

some stories before they rvent to beci.

neecled to be completed, the workers staved late every

night for

a

n'eek.

4. If you do not turn on rhe lights, vou rvill trip in the dark. 5. A thick fog came rolling in, so planes unable to land. 6. All of the

shoes are on sale

7. The ship leaving the dock 8. The outline must

until the current stock is sone.

even though some passengers were not on board.

be turned in to the teacher a week before the paper is due,

and must approve it.

9.

Because the food r.r'as cold when

it nas senred the diners sent it back to the

kitchen. 10. You should slow down rvhile volr are driving, or the police rvill pull your car

-

over.

STRUCTURE

TOEFL EXERCISE (Skills 5-6): Choose the letter of the rvord or group of words that best completes the sentence.

l.

A spacecraft is freed from friction Iaunched into space.

(A) (B) (C) (D)

it it

7.

mostlv made of granite, it also contains some human-made merterials.

(A) The Empire State Building (B) The Empire State Building (C) Although the Empire State

is

after is after it is

is

Building is a z.

r,r'ith their surroundings, or

(D) Although the Empire Building is built

the_v

hide in crevices for protection.

(A) Lobsters (B) Lobsters blend (C) Lobsters blending (D) 5.

8.

While the shor-rlder While the shoulder is The shoulder is The shoulder

9.

of those parts is

essential.

(A) (B) (C) (D)

good lubrication u,ell lubricated and good lubrication and u'ell lubricated

5. Bears cannot

see

rvell

10

If scientific estimates are accurate, -years ago.

small

(A) the Caflon Diablo meteorite collided

(A) bears have (B) because har ing (C) becar"rse thev have (D) because of bears at the Isthmus of Panama, so animals rvere able to migrate betrveen -North and South America.

(A) (B) (C) (D)

An optical microscope magnifies as much as 2,000 times, but an electron microscope as rnuch as a rnillion times.

u'ith the Earth about 20,000

CVCS.

6.

the ear.

(A) magnifvin-e (B) it magnifies (C) can magnifu (D) magnilf it

4. A car has several sections r,r'ith

par1s,

r,ibrate

(A) enters the sound waves (B) as sound \\aves (C) sound \\raves enter (D) as sound \\,aves enter

Because lobsters blend

moving

Pressure differences make the

eardrum

a ball-and-socket joint, the elbou is a simple hinge.ioint.

(A) (B) (C) (D)

State

A land bridge eristed When a land bridge eristed A lzrnd bridge With a land bridge

(B) the collision of the Caiion Diablo meteorite

(C) the Cafron Diablo

n-)eteorite

colliding (D) colliding the Caiion Diablo meteorite

79

80


TOEFL REVIEW EXERCISE (Skilts 1-6): Choose the letter of the word or group of rvords that best completes the sentence. 1.

of the Pueblo Indians centered on intensir,e agriculture

7.

.

-(A) The econonric

activitr.

(A) ther" used (B) trsed (C) the use of (D) nhen thev

(B) Because the economic activitv (C) The economv rvas activc (D) When thc ecotronric ur'tiritt 2.

In popularr terminologt; anv long is called a snor,rrstorm u'ith bhzzard.

--

During the late 1BB0s, urban streetcars rvere electrified through large motors.

,l

(A) the ermount of u'ind is large (B) a large :rmount ol'u'ind (C) it is ver]'t'ind] (D) rer-r. n'inclr'

used

almost 274 square miles, but 96 percent of the park is under water.

(A) Although Biscayne National Park encompasses

(B) Biscayne National Park encompasses

(C) Biscavne National Park .1

.

Nuclear po\ver can be produced bv fr,rsion, produced br'fission.

(A) it can also be (B) it can also (C) ancl it can also be (D) and it can alsrr 4.

9.

Wilson administration eruthoritv to intenrene in the national economv if it proved necessary.

igneolts tncks mav be changed

-, (A) The temperatlrre is high (B) If the temper-atlrre is high (C) High temperatures (D) If high tempelature

6.

his plans 1905, Henn- Flagler Florida East his Coast to extenct Railr,r,av ollt zlcross tlre sea to Kev West.

of

ll'onr a vibrating The sound object u'ill be high or lou' clepending on the number of vibratic-rns.

(A) cornes (B) it is coming (C) is coming (D) coming

(A) it \vas passed (B) rvas passed (C) passed (D) passes familv of birds set up housekeeping in Joel Chandler Han-is'.s mailbox rvhen the birds were in need of a place to sta\,; the Wren's Nest.

10. Because a

ln

(A) it u,as annotrnced (B) annor-rncement (C) thc announcement (D) announced

Legislation in 1916 and 1917 garre the

into gneisses.

5.

encompassing

(D) Biscayne National Park

(A) the home is named (B) so the home is named (C) naming the home (D) the home's name

STRUCTURE

Srcrr

7: NOUN CLAUSE CONNECTORS

A noun clause is a clause that fr"rnctions as a nolrn; because the noun clause functions as a noLrn, it citn be used in a sentence as an object of a verb (if it follori's a verb) or-iln object of a preposition (if it follou/s a preposition). Studv the clauses and connectors in the follorving sentences.

I don't knos,

,[rr

/,i lfg'said such tnr"etl

NOLiN CLAIJSI, AS OBJECT OF \/ERt-I

I l-1h,nq=q ubout f[l* 99ld\.t"+ lhingr. rot r crrt se ls oeJF-( T or pREposrrtoN the first example, the're are tr,rro clauses, I dott't kttott, and he soitl suc/t thhrys. These tu'o clauses are joined r,r,ith the connector u,/zri IMhy changes the clause /ze suitl srclt tlirtgs into a nolln clatrse u'l-rich functions as the object of the verb dort't Ir-r

IrttOtt'.

the tu,o clauses I cttrt t/tinking and he srLid sttch thhtgs joined :rt'e also bv the connector^ tt,/t),.W/t,- changes the clause he said strch thirtgs into a noun clause which functions as the object of the preposition about. The follon'ing example shows hou, these sentence patterns could be testecl ir-r tl-re Structtrre section of the TOEFL test.

In

the- second example,

Example

The citizens

\\'onl about

is doing.

(A) u'hat lhe sovernn.re-nt (B) the government (C) rr,hert (D) t'hat the -eorrernment it

In tlris e-rample, thc- sentence contains the rnain subject and r,erb, the citi:.erts i,orr\', zrnd it also contains an additional verb, is doing. The sentence needs a subject for the verb is doittg ancl a connector to join the tr,r,o clauses. The best ans\\/er is ansu,er'(A) becar-rse it has the conneclor whnt and the subject govenunertt. Ansrver (B) is incorrect becztrse it does not harre a connector. Ansu'er (C) is incorrect because it does not have a subject for ls tk>irtg. Ansu,er- (D) is incorrect because it has trt,o subjects for is doirtp.

81

82


The follorving chart lists the noun clause connectors and the sentence patterns used rvith them. NOUN CLAUSE CONNECTORS

. ' '

what, when, where, why, how whether,

cEG\ 6ofi \-lgusslgl_/

5V Sally

if

that

explained

SV she did

why

it.

EXERCISE 7: Each of the follorving sentences contains more than one clause. Underline the subjects once and the verbs tl'ice. Circle the connectors. Then indicate if the sentences are correct (C) or incorrect (I).

C

1. It is unfortunzrte ($a9)the meal is not read.v vet.

|

2.

She

lold

-" tlft1ry)$ggldlltg\g

3. The instructor explained

rvhere

the children.

r,."'as

the computer lab located.

.1. We could not believe u'hat he did to us. .5. Do voll want tcl knor,i'

6.

iI it going to rain tomorrorr'?

We never knou, rvhether u'e

will get paid or not.

7. This evening vou can decide rvhat do voll want to

do.

8. The manager erplained hou' u,anted the ivork done. 9. The map showed

rvhere the party u'ould be held.

10. Can vou tell me u,hv was the mail not delivered todav?

Sxrt r-

8:

NOUN CLAUSE CONNECTOR/SUBJECTS

In Skill 7 rve sar,v that noun clause connectors can bc used to introduce nolln clattses. In Skill 8 u,e r.r,ill see that in some cases a noun cleruse connector is not just a connector; a noun clause connector can also be the subject of the clausc- at the same time. Studv the clartrses and connectors in the follou,ins sentences.

STRUCTURE

I know

w h at

happened yesterday.

NOUN CLAUSE AS OBJECT OF VERB

We are thinkins about

Y!!!

\?PP9!99

Yes

te

rd aY'

NOUN CLAUSE AS OBJECT OF PREPOSITION

In the first example, there are two clauses: I know and what happened yesterday. These two clauses are joined by the connector what.It is important to understand that in this sentence the word what serves two functions. It is both the subject of the verb happened and the connector that joins the two ciauses. In the second example, there are two clauses. In the first clause we is the subject of are thinking. In the second clause what is the subject of happened. What also serves as the connector that joins the two clauses. The noun clause what ltappened yesterday functions as the object of the preposition about. The following example shows how this sentence pattern could be tested in the Structure section of the TOEFL test. Example happened rvith the

The companv uras prepared for economy.

(A) ir (B) the problem

-

(C) rvhat (D) when In this example, the sentence contains the main clause the company was prepared and another verb, happened. The sentence needs a subject for the verb happened and a connector to join the two clauses. Answer (C) is the best answer because what is both a connector and a subject. Answer (A) is incor^rect because lr is a subject, but there is no connector. Answer (B) is incorrect because the problem is a subject, but there is no connector. Answer (D) is incorrect because w/u, is a connector, but it is not a subject. The following chart lists the noun clause connector/subjects and the sentence oattern used with them. NOUN CLAUSE CONNECTOR/SUBJECTS who

SV Al told

which noun clause connector

me

what

V happened.

83

84


EXERCISE 8: Each of the follon'ing sentences contains more than one clause. Underline the sublects once and the verbs tu,ice. Circle the connectors. Then indicate if the sentences are correct (C) or incorrect (I).

C

l.

|

2. I

The tcacher hcarcl GD ansrrtrcd rhe quesrion. clo

notft".1"l$g!4 ($'hrl) it u'ent \\rron-q.

3. Of the three 4.

rnor,ies,

I can't decide l,hich is the

She did not rementber u'ho

in her

best.

clarss.

5. No one is sur-e u,hat did it happen in fror-rt of the building. 6.

We found out urhich u'ars her f avorite tvpe of candl'.

7. Do vou knou'u,hat

caused the plants to die?

8. I am not slrre u,hich it js the most important course in the program. 9.

We thought about n,ho u'ould be the best vicc president.

10. She sarv u'hat in the bo.r in thc closet.

EXERCISE (Skitls 7-8): Each of the follorving sentc-nces contains rnore than one clause. Underline the subjects once and the verbs tr,r'ice. Circle the connectors. Then indicate if the sentences are col'rect (C) or incorrect (I). 1. It cloubtful u'hether- he u'ill

2.

The-

perss

the test

c>r

not.

sroup discusse'd u,ho hc sl-roulcl receive the priz-e.

3. tt is not cerlain

r.r'hv the class u,as cancellecl.

.1. I rvill do u,hat does it ner-d to be done.

5.

We for-qot u'hen dic'l the movie start.

6. I u'or-rld like

1o ask

if votr could come over for dinner this u,eekend.

7. The children knet'u'hicl-r the best game to

plav.

8. The advisor ir-rl'ormed her that needed to add another class.

9. He sau, rvho took the mone\.. 10. It is unclcar hou'the u,indou'eot broken.

-

STRUCTURE

TOEFL EXERCISE (Skills 7-8): Choose the letter of the u,,ord or group of words that best completes the sentence. 1. Todav the true ston. of Bighorn remains a mvstel\'.

at Littie

Nationai Historical park is a ntonuntent to u'here

7. Minute

Mar-r

(A) happened (B) it happenecl

(A) the beginning ol-the

(C) (D)

(B) in the beginning of the

happened r,,"'hat happeninq r.,"'hat

_ that certain species are becoming scarce.

2. Fol more than a decade-,

(A) the rvarnings of bircl-lr,:rtchers (B) u,arn the bird-u'atchers (C) bircl-u'atchers have rvarnecl (D)

a u,arning for bird-rt'atchers

3. Earlv in the eighteenth century

Revoltrtionarn War

Revolutionarl' War

(C) the Rer:oltrtionan- War to begin (D) the Ru,olutionarr War began B. Tests on the colors of cars u'ere conducted at the Universitv of California to dc-termine _ thcsaf'est colors for cars.

(A) rvhich (B) u,hich rvere

Hall ev accurat elv pre.dictecl rvher-r

(c)

of 1682 rr,ould return.

il

(D)

hou'r",,'ere

(A) the comet (B) rvas the comet (C) the comet \\'as (D) had the comet 4. No single factor explains t,hv

\.all so greatll' amons individuals. (A) aging affects (B) the effects of aging (C) aging has an ef{'ect

(Dl

the a-eing effecr

5. Lack of clarity about the party in the coming vear u'ill be removed at the partr.'s convention.

(A) ,"vill lead (B) lead (C) they will lead (D) rvho r,vill lead 6. We do not the bou, clrill rt'as first developecl fbr u'oodu,or-kins or fire making.

(A) u'hether it (B) krrorr uherher ir (C) knor,v rr,,hether (D) sure rrhethcr'

9. The National Institr-rte of Dental Research estimates _ in fluoridated areas har.e about 25 percent less tooth decav than childrel clseu,here.

(A) (B) (C) (D)

for school children school children's that school children that lor school childrcn

10. The process of photosvnthesis e.rplains hou,_ able to use the energ-\' in sunlight [o manufactur-e foods from the simple chemicals in air and u,ater.

(A) (B) (C) (D)

grecn plants green plants are planting greens u,ith green plants are

85

86


TOEFL REVIEW EXERCISE (Skills 1-8): Choose the letter of the word or group of words that best completes the sentence. 1. Air near the equator a faster west-to-east motion than air farther from the equator.

6. The Moont gravity pulls water on the near side of the Earth toward the Moon, and this is what tides to occur.

(A) to have (B) it has (C) has (D) having

(A) the cause (B) causes (C) causing (D) the cause of

2. About 4000 e.c., humans discovered obtained from special that rocks called ores.

(A) (B) (C) (D)

-metals could be

.

the5r pick up fragments of rock which become frozen into the base of -, the ice.

(A) Glaciers move (B) Glaciers moving (C) They were glaciers (D) As glaciers move

the ability of metallic possibly metallic could metals be

quickly after an animal dies.

3.

(A) -(B) (C) (D) 4.

7

In the degradation of Degrading DNA DNA degrades For DNA to degrade

DNA

aerodynamic design has contributed greatly to reducing -resistance to motion.

(A) (B) (C) (D)

flocking tourists touring flocks flocks of tourists tourists flock

(A) (B) (C) (D)

the the the the

chains measure chains are measured chains are measuring measuring chains

9. A tvpical Atlantic hurricane starts

(A) AFrica coasts (B) coast to Africa (C) the African coast (D) Africa has a coast

5. The southern part of Florida is much warmer in the winter than the to the northern part, so more

(A) (B) (C) (D)

used by the Egyptians'

low pressure system near

Improved It improves Improvement They improve

south.

8' The tape measure first evolved from

-

-.

10. It is not clear whether the subdivisions of the neocortex units.

(A) (B) (C) (D)

individual are individual they are individual individually

as a

STRUCTURE

Srcrr

9:

ADJECTIVE CLAUSE CONNECTORS

An adjective clause describes a noun. Because the clause is an adjective, it is positioned directlv after the noun that it describes. This is the ADJEC:IIVE CTAL-Sts

The house

ls quite expensive.

In the first example, there are two clauses: this is the subiect of the verb ls, and 1 is the subject of the verb want. That is the adjective clause connector that joins these two clauses, and the adjective clause that I want to buy describes the noun house.

In the second example, there are also two clauses: house is the subject of the verb ls, and 1 is the sub.ject of the verb tvant In this sentence also, that is the adjective ciause connector that joins these two clauses, and the adjective clause that I wc:nt to buy describes the noun house. The following example shows how these sentence patterns could be tested in the Structure section of the TOEFL test. Example The job

started vesterdav was rather difficult.

(A) rvhen (B) u'as (C) after (D) that he

In this example, you should notice quickh' that there are two clauses: job is the subject of the verb r.t,as, and the verb started needs a subject. Because there are two clauses, a connector is also needed. Answers (A) and (C) have connectors, but there are no subjects, so these answers are not correct. Answer (B) changes started into a passive verb; in this case the sentence u'ould have one subject and two verbs, so answer'(B) is not correct. The best ansr,r''er to this question is answer (D). The correct sentence should say: The job tlnt he started ltesterduy was rather diffictilt. In this sentence job is the subject of the verb r,rras, he is the subject of the verb slarted, and the connector that ioins these two clauses.

87

88


The foliora'ing chart lists the adiective clause connectors and the sentence patterns r-rsed r,r'ith them. ADJECTIVE CLAUSE CONNECTORS whom (for people)

SV I

like

that (for people or things)

which

(for things)

SV

adjective clause connector

s The dress

you

thot

the dress

are wearing.

SVV

adjective connector

you

that

are

wearing ls

beoutiful.

NOTE: The adjective connectors can be omitted.This omission is very common in spoken English or in casual written English.lt is not as common in formal English or in

the Structure section of the TOEFL test.

EXERCISE 9: Each of the follorving sentences contains more than one clause. Underline the subjects once and the verbs tu,ice. Circle the connectors. Then indicate if the sentences are correct (C) or incorrect (I).

C

l.

I

2. Ms. Brou'n, Gnoil aia you !g!e!!men4 for

I did nor beliere rhc storr

@

he !clc! nre. the job,

u'ill start u,ork tomorrow.

3. The lecturc notes r,vhich lent me \vere not clearlv u'ritten.

4. Sallir has an appointment

r,r'ith the hairdresser lr,hom vou recomrnended.

.5. The phone number that vou gave mt: .

6.

She is able to solve all the problems u'hich did she calrse.

7. The dav that

she spent on the bc'ach left her sunburned.

B. Nert rveek I am going to visit mv cousins, u'hom have not seen in sevcral vears.

9. Did votr forget the promise u,hom I'ou

made?

10. The teacheru,hom the students like the most is thcir histor-r teacher.

-

STRUCTURE

Sru 10: ADJECTIVE

CLAUSE CONNECTOR/SUBJECTS

In Skill 9 we saw that adjective clause connectors can be used to introduce clauses that describe nouns. In Skill 10 rve u,ill see that in some cases an adjective clause connector is not just a connector; an adjective clause connector can also be the subiect of the clause at the same time.

ADJE,CTIVE CLAUSE,

seems like a great house.

The house ADJECTIVE CLAUSE

In the first example, there are two clauses: rve is the subject of the verlt are looking, and that is the subject of the verb ls. These tr,vo clauses are joined u,ith the connector that. Notice that in this example the word that setves tuzo functions at the same time: it is the subject of the verb is, and it is the connector that joins the trvo clauses. The adjective clause thcLt is quite expensive describes the noun house. In the second example, there are also trl,o clauses'. hottse is the subiect of the verb seem.s, and that is the subject of the verb ls. In this exarnple, that also serves two functions: it is the subject of the verb ls, and it is the connector that joins the two clauses. Because that is quite expensive is an adjective clause describing the noun house, it directlv follo"vs house. The follor.l,ing example shor,vs how these sentence patterns could be tested in the Structure section of the TOEFL test. Example

just dropped off a package {br vou is mv sister.

(A) The woman (B) The ttoman lt'ho (C) Because the \\roman (D) With the u,oman In this example, you should notice immediately that the sentence has tr,r'o verbs, dropped and ls, and each of them needs a subject. The onlv answer that has two subjects is answer (B), so answer (B) is the correct answer. The correct sentence should say The wonlatT who just dropped ofl'a pctckage lor y-ou is ntv sister. In this sentence wonTatT is the subject of the verb ls, and x,ho is the subject of the verb dropped. Who is also the connector that joins the two clauses.

89

on


The follorving chart lists the adjective clause connector/subjects and the sentence patterns used with them. ADJECTIVE CLAUSE CONNECTOR/SU BJECTS who (for people)

SV I bought

that (for people or things)

which

(for things) adjective clause con

wos

that

the dress

s

ctau5e con

that

on sale.

V

V

nector/subiect

The dress

V

nector/subiect

was

on

sale was

beautiful.

NOTE: Although adjective clause connectors (Skill 9) can be omitted in informal English, adjective clause connector/subjects (skill 10) can never be omitted.

EXERCISE 10: Each of the follou,ing sentences contains more than one clause. Underline the subjects once and the verbs trvice. Circle the connectors. Then indicate if the sentences are correct (C) or incorrect (I).

-C I

@

1. The qb!4l9"

u'ere vaccinated dicl not -eet sick.

2. I dicl not r.'o€ for the politician Sbg

he

iust n,on the election.

3. The dog that barking belongs to mv neighbor.

4. I took tu,o ol'the blue 5.

pills;, u,hich \\'ere very effective.

We rented an apartment fr-om the landlord rvho does he or,,,n the buildings on

Maole Street.

6.

She for-eot to attend the meeting rvhich

7. Anr.'student

r,r,ho does

it began at

not turn in the paper

b-v

1

1:00.

Friday'u,ill fail the class.

8. The people rvhich came in late had to sit at the back. 9. The courses that satist-n- the graduation requirements thev are difficult. 10. After dinner she r.r,ent to visit her parents,

-

r,r,'ho

u,ere living dorvn the street.

STRUCTURE

EXERCISE (Skills 9-10): Eacl'r of the follor.ving sentences contains more than one clause. Underline the subjects once and the verbs twice. Circle the connectors. Then indicate if the sentences are con-ect (c) or incorrect (I). 1. M-y sisters prefer to eat food that ha'e cooked themselves.

2. The boat that hit the undenvater rock 3. The car

r"vhich he was

sank.

driving could not possiblv be his.

4. The children b,ilt a house in the tree thar i' the back'ard. 5. The cost of the trip u,hich 6. The children

n,e wanted to take.

are plaving u'ith the tov.s u,hich their mother told them to put

awa\,.

7. The guests who were

sezrted

around the dir-rner table.

8. The students ha'e to read ail the chapters r'hich

ar.e on

the test.

9. I reallv do not like the artists which you like. 10. The stones that they

r.r'ere set

in the ring rvere quite valuabie.

TOEFL EXERCISE (Skills 9-10): Choose the letter of the word or _eroup of ri'ords that best completes the sentence.

l.

Modern humans, rvho fir-st about 600,000 \'ears ago,

appeared

3.

Hottto

sapiens.

(A) (B)

Succulents are Succulents (C) They are succulents (D) Succulents u,hich are

(A) calling (B) were called (C) thev called (D) thev t'ere called 2. The first

4. r,r",riting

of is --clav evidence on Mesopotamian tablets.

(A) rve (B) that rve (C) has (D) that rve have

drough t-resistant plants ri,hich store watef in fleshv tissue.

Benjamin Kabelskv u,hom as -Jack Benny, was a famous comedian in r.audeville and on radio and television.

(A) (B)

most people's knowledge rnost people knou, (C) knoning most people (D) the knor,r'ledge of most people

91

92


5.

that hunted other animals tended to have verr,/ narrow, sharp, cun'ed clats.

8.

densitr..

(A) (B) (C) (D)

(A) For dinosaurs (B) Dinosallrs are knou'n (C) Dinosaurs (D) Like dinosaurs o.

The first eve-elasses had conver lenses for the aged u,hc-r farsighted.

o

(A) had become (B) thev had becor-r-re (C) trecoming (D) it became 7.

500 feet above Chimnev Rock, the North Platte River, has erodc'd considerablv in the last turo centuries.

that accompanv recllrring bouts of severe depression reduce bone

(A) stands (B) is standing (C) it stands (D) n'hich stands

changes hormones Hormonal changes The hormones change

The change in hormones is

Willa Cather is an author for her errocative and memorable vision of frontier prairie life.

(A) (B) (C) (D) 10.

It

rvhom readers the praise of readers u'hom praisings uhom rcadcrs praisc

Mars's tiny moon Phobos is a small mountain of rock that From the asteroid belt bv Mars'.s gravitational pull. -

(A) u'as probably captured (B) it probablv (C) the probable capture (D) probablv the capture

TOEFL REVIEW EXERCISE (Skills 1-10): Choose the letter of the word or group of r,r'ords that best completes the sentence. is famous as the home of the

1.

U.S. Naval Academl'.

(A) Annapolis (B) Because of Annapolis (C) Whv Annapolis (D)

Because Annapolis

think be a planet but a moon of Neptune.

3.

With

of sophisticated oil lamps, elaborate tools rvere made to cut tl-re rvicks.

(A) (B) (C) (D)

appeared the appearance the appearance \\'as it appeared

2. Some scientists

- seem (A) that Pluto does not (B) not Pltrto (C) Pluto that r-night not (D) that Pluto might not

4. Fort Union

r.r'as the site of r,vhat principal ftrr-trading post on the Llpper Missouri River.

(A) tlre (B) being the (C) r,i'as the (D) it rvars the

STRUCTURE

5.

Since

commercial risk, it has to appeal to a large audience to justifu its cost.

8.

(A) the face of the movie (B) moving faces

A curent of 'utater known as the Gulf Stream comes up from the Gulf of Mexico, and then the North Atlantic toward Europe.

9.

(A) it crosses (B) crossing (C) with its crosses (D) 1

crosses

Systems 1 are called

(A) use (B) they use (C) uses (D) using

The Earth's atmosphere consists of gases in place around the Earth by the gravitational pull of the planet.

(A) (B) (C) (D)

it the two symbols 0 and binary number systen-rs.

the blueprints for cell constru.ction, exist in tightly organized packages called chromosomes.

(A) are (B) they are (C) which (D) which are

(C) a movie faces (D) to face a movie o.

Genes,

10.

held hold it holds the hold

Oscar Hammerstein II collaborated with a number o[ composers including Jerome Kern, whom in writing the musical Show Boat.

(A) joined (B) was joined (C) he joined (D) joining

93

94


THE WRITTEN EXPRESSION QUESTIONS Questions 16 through 40 in the Structure and Written Expression section of the TOEFL test measllre your knorvledge of the correct rvay to express )'ourself in English u,riting. Each question in this section consists of one sentence in rvhich four words or groups of words ]-rave been underlined. You must choose the letter of the rvord or group of words that is not conect. Example

The result of the studv are not accurate. B A C

If you look at the underlined rvords in this example,

should see that the verb ore rs not correct. The verb should be the singular ls because the subject result rs singular. Therefore, you should choose ans\ver (C) because (C) is not correct. -y-ou

STRATEGIES FOR THE WRITTEN EXPRESSION QUESTIONS I

.

First look at the underlined word or groups of words. You want to see if you can spot which of the four answer choices is not correct.

2. lf you have been unable to find the error by looking only at the four underlined expressions, then read the complete sentence. Often an underlined expression incorrect because of something in another part of the sentence.

3.

is

Never leave any answers blank. Be sure to answer each question even if you are unsure of the correct response.

The following skills r,r,ill help vou to implement these strategies in the Written Expression questions.

WRITTEN EXPRESSION

Srurr

1

1: AGREEMENT AFTER PREPOSITTONAL

PHRASES

Subjectiverb agreement is simpie: if the subject of a sentence is singular, then the verb must be singular; if the subject of the sentence is plural, then the verb nrust be plural. An s on a verb trsually indicates that a ver-b is singular, ri'l-rile an s on a noun ustrallv indicates that the noun is plural. (Do nr,rt forget irregular plurals of nouns such as v)on7en, children, and people.) The dog

ry\!

Tlre dogs

bgt

at night. ut night.

In the first erample, the singular subject dog reqvires a singular verb, barks. In the second example, the plural subiect dogs requires a plural verb, bark. Sometimes prepositional phrases can come betrveen the subject and the yerb on the TOEFL test, and this can calrse confusion. If the object of the preposition is singular and the suL-rject is plural, or if the object of the preposition is plural and the subject is singular, ther-e can be a problem ir-r making the subject ancl verb agree. The door (to the i'ooms) et:" locked. SINGL;I,AR PLL]RAL The doors (to the room) is" locked. PLURAL

("-

SINGL]LAR

indicales an error)

In the first exanrple, vclt-t nright think that rctonts is the subiect because it contes directly in tront of the verb cLre. Hourever, roon6 is not the subject because it is

the object of the preposition /o. The subject of the sentence is door, so the verb should be is. In the second example, you might think that roont is the subject because it comes directlv in front ofthe verb is. You shoulcl recognize in this erample that room is not the subject because it is the object of the preposition /o. Because the subject of the sentence rs doors, the verb should be are. The follorving chart outlines the kev information that vou should understand erbout subject/r,erb agreement r,r,ith prepositional phrases. SUBJECT/VERB AGREEMENT WITH PREPOSITIONAL PHRASES

S

(prepositional

phrase)

V

When a prepositional phrase comes between the subiect and the verb, be sure that the verb agrees with the subject.

95


EXERCISE 11: Each of the following sentences has one or more prepositional phrases between the subject and verb. Put parentheses around the prepositional phrases. Underline the subjects once and the verbs twice. Then indicate if the sentences are correct (C) or incorrect (I).

C

1. The

i

2. The strpplies (for the campin-e

subject (of the lectures) rva! quite interesting.

trip) needs to be packed.

3. The chairs under the table in the dining room is quite comforlable.

4. The plavers on the u'inning team in the con-rpetition were very talented. 5. The food for the guests at the paftv are on the rong

tables.

6. The cost of the clothes was higher than I had expected. 7. The rugs in the front rooms of the house are going to be washecl today. 8. The selrers in this restaurant

alr,r,ays does

9. The lights in the corner of the room

their job efficientlv.

neecl to be kept on all night.

10. The nreeting of the members of the council begins at 3:00 in the afternoon.

Sxtr- 12: AGREEMENT AFTER EXPRESSTONS OF eURNTtTy_ A parlicular agreement problem occllrs rvhen the subject is an expression of quantity such as all, nlost, or sonrc followed by the preposition of. Inthis situation, the subject (all, most, or sonte) can be singular or plural, depending on rvhat follorvs the preposition of, Ug_r1

("f rhe nteal)

u,as delicious.

,r^"uro*

Ug$ ("f

the meals) were delicious.

a'-r*o,-

..--

4g$ (of the food) wa: delicious. UNCOT]NTABLE

In the first example, the subject ntost refers to the singular noun meal, so the correct verb is therefore the singular verb r,r'as. In the second example, the subject most refers to the plural noun nrcals, so the correct verb is the plural verb were. In the third example, the subjectnTost refers to the uncountable noun fbod, sothe

correct verb is therefore the singular verb

lt,a.s.

WRITTEN

EXPRESSION 97

Thcse sentences contain examples of the tvpes of problems that are common on the TOEFL test. All (o{'t}rc book) \qfc." intercsting. Hall (of the stuclents) is" l:rte to class.

ln the first exilmple, tlie plurarl r,erb rl,er? shoulcl be the singular verb ll'rrs because the subject n// refers to the singular nolrn book.In the second erample, the singular verb ls should be the plural verb are because the subject half'refers to the plural noun studerils. The follou'ing chart outlines tlie ke-v information that vou should understancl about sub.ject/r,erb agreentent erfter erpressions of qrlantitri SUBJECT/VERB AGREEMENT AFTER EXPRESSIONS OF QUANTITY 'l I att mosr

I some I { half I I

f------------

of the

(object)

V

I

\ part I

When an expression of quantity using of is the subject,the verb agrees with the object.

EXERCISE 12: Each of the follori,ing sentences has a quantitv e.rpression as the subicct. Underline the subjects once and the r,erbs trvice. Circle the oblects that the rterbs agree u,ith. Then indicate if the scntences erre col't-ect (C) or incorrect (I).

C

1

. Half of the @

in thc class :rn-ive earh..

- L- Z. 9qnrS of the @D,qry r'otten. 3. All of the ncxt chapter contains ven inrportant in{-ormntion. .:1.

Most of the people in the roonr is pzn'ing attcntion.

5.

Parrt of the sotrp is le.f't on the. stove.

6.

Some of the movie u,cr-e.jr-rst too r,ioient for me.

7. All of the details in the rcport

needs to be chccked.

8. Most of the rnoncv is neecled to pav thc bills.

98

SIRUCTURE AND WRITTEN EXPRESSION

9. The hrst half of the

class consists of lecture and note takins.

10. Sorne of the queslions on the test was impossible to ansu'er.

Srcu 13: AGREEMENT AFTER CERTAIN WORDS Certain u,ords in English are alrt'avs gralnmaticallv singular, even though might hare pltrnrl rrcaninss. _E1ert'b15il-in the theater

glgfgehilg"

the-t-

the film attentivel_v.

Even thotr-eh r,r,'c trnderstancl fi-orn this example that a lot of people are u'atching the film, evervbod.t' is singular and requires a singular verb. The plural verb are v,atchhtg should be changed to the singular verb ls vtatching.

The following chalt lists the grammaticall,v singular u'ords that have plural meanings. SUBJECTruERB AGREEMENT AFTER CERTAIN WORDS These words or expressions are grammatically singular, so they take singular verbs:

anybody everybody nobody anyone everyone no one anything everything nothing

somebody

someone

each (+ noun) every (+ noun)

something

EXERCISE 13: Each of the follor.r,ing sentences contains one of the',r'ords that is grammaticallv singular but has a ph-rrai meaning. Underline these rvords once and underline the verbs trvice. Then indicate if the sentences are correct (C) or incorrect (I).

I-

,-C

1. Anvbodl

2. No onr'

are-

he

u,elcome at the partr''.

le is airaicl of skvclir,ing.

3. Er,ervone in the r,'orirj

neecls love and respect.

-1. Somcone har,'e to clean up tl-re house.

5.

Ezrclr plant

6.

Ycrr-r

in the garcien appear healthv and strong.

shoLrld understand that anvthing is possible.

7. Everlthins in the salad are good for vou.

WRITTEN

EXPRESSION 99

B. Nobody in the class ha'e completed the assignment on time.

9. I am sure that every detail

--

have been considerec.

10. Everybody know the rules, but somebody is not follorving them.

EXERCISE (Skills 11-13): Each of the following sentences may have a problem with subject/verb agreement. Underline the subjects once and the verbs twice. Then indicate if the sentences are correct (C) or incorrect (I).

L

The receptionist in the entry'\'ay to the offices is able to answer vour questions.

2. Nl of the information in the documents are important. 3. Anyone in one of the

classes has to take the final exam.

4. The coordinator of communitv services are arranging the program. 5. Most of the car are covered with mud.

6. Nothing more is going to be completed today. 7. The drinks in the pitchers on the table in the ballroom is for everyone. 8. Everybody were told to be here at B:00, but somebody

9.

--

is not here.

Some of the meetings at the conference are limited to ten participants.

10. The sauce on the vegetables in the yellow bowl taste really delicious.

lOO


TOEFL EXERCISE (Skills 11-13): Choose the letter of the underlined word or group of r,r,ords that is not correct. 1. Nobody,'!ryry u,hen the process of glass-making

ABCD

r.r,,as

inr,'ented.

2. Sugars like glucose is made up of carbon, hydrogen, and oxvgen atoms,

ABCD

3. Part of the electricitv used in the United

A-

hvdroelectric sources.

States todav come {rom

BC

D

4.

The' languages of the

world presents a rrast amav of structural similarities and

ABC

differences. D

5. The rise of multinationals have resulted in a great deal of legal ambiguitv

AB

because multinationals can operate in so many jurisdictions.

cD

6. All of the east-west interstate highwavs in the United

States has even A

numbers, rvhile north-south interstate highwavs are odd-numbered.

BCO

7. When a massive star in the large Magellanic Cloud exploded in

AB

1987, a wave

of neutrinos were detected on Eafth.

CD

8. Some of the agricultural practices

used today is responsible for fostering

clesertification.ABcD 9. Every open space in the targeted

area that has grass and a few bushes are

AB--

occupied b1' the r,"'hite-cror.r,ned sparrou'. D

10. Krakatoa is remembered as the volcano that put so much ash into the air that

-

AB

slursets arouncl the world r.r,as affected for two vears afterward.

WRITTEN EXPRESSION

TOEFL REVIEW EXERCISE (Skills 1-13): Choose the letter of the rvord or group of words that best completes the sentence. 1.

the earliest svstem of u,riting.

3. The Earth'.s one-vear r-evoltrtion around the Sun chanses how on one hemisphere or the other.

(A) The constitution of pictograms

-(B)

Pictograms in the constitution

(C) Constitute the pictograms (D) Pictograms constitute

temperatures absolute zero, substances possess minimal energv.

2. At

(A) (B) (C) (D)

(A) (B) (C) (D)

failine sunlight the fall of sunlight sunlight in the fall sunlight falls

4. Though sporadic interest in regional dialects for centuries, the first Iar-qe-scale svstematic studies did not take place until the nineteentl-r

approach approaches approaching thelr approach

century.

(A) has existed (B) it existed (C) has it exisrcd (D) existing rvith it Choose the letter of the underlined word or group of words that is not correct.

5.

The waters of the Chattahoochee River fills Lake Lanier. A

CD

6. The first in the

set of false teeth similar to those

A-

in use todav it

1780s.

7. The term "Yankee" was originallv

r,,u,as

BC

made in France

a nickname for people from New England,

A

but now anvone from the United States are referred to as a yankee.

B

E-D

8. A network of small arreries, mostlv lelqlyrglgg ber*,een the skin and the A

underl)'ing muscles, supply blood to the face and scalp.

-C-

B

9'

Mesquite is a small tree in the Southwest u,ho can rvithstancl the .severest drought.

-

D

ABCD

10. At the end of the Revolution, most of the armv units of the voung nation rvas A B almost entirelv disbanded, ]gu"irg a total national militarv force of B0 n-ren

in

C

1784.

D-

101

102


14:

PARALLEL STRUCTURE WITH COORDINATE CONJUNCTIONS The job of the coordinate conjunctions (and, but, or) is to join together equal Sxrrr-

expressions. In other words, what is on one side of these words must be parallel to what is on the other side. These conjunctions can join nouns, or verbs, or adjectives, or phrases, or clauses; they just must join together the same structures. Here are examples of equal str-uctures correctlv joined by coordinate conjunctions: He discussed the problem with the nurse and the doctor. The professor was knowledgeable but boring. She hikes, jogs, or rides her bicvcle r,thenever she can.

There are meetings in the morning,i4\"_gftgrygg!, and in the evening. You can do the rvork because vou wa;rt to do iL or because vou have to do it.

In the first erample, trvo nouns are joined by the coordinate conjunction and. In the second example, two adjectives are joined by the coordinate conjunction but. In the third example, three verbs are joined by the coordinate conjunction or In the fourth example, three phrases are joined by the coordinate conjunction and.In the last example, two clauses are joined by the coordinate conjunction or. The sentences that follow show the types of errors in parallel structure that are common on the TOEFL test. The evening dress rvas beaut)r'k but expensive. The student Ig?qn each chapter, takes a lot of notes, and memories" the material.

In the first example, the coordinate conjunction but joins the noun beauty and the adjective expensive. The adjective beautiful is needed in place of beauty. In the second example, the coordinate conjunction and joins the verb reads, the verb takes, and the plural noun memories. The verb memoizes is needed in place of memories. The following chart outlines the use of parallel structures with coordinate conjunctions.

WRITTEN EXPRESSION

PARATLEL STRUCTURE WITH COORDINATE CONJUNCTIONS (same structure)

(same structure),

(same structure)

J_*

a;,d-1 lbut

(same structure),

(same structure)

I

L_g_____i

NOTE: A list of common word endings and exercises to practice their use are included at the back of the text in Appendix C. You may want to complete these exercises before you continue with Skills 14 through I5.

EXERCISE l4z Each of the follorvir-rg sentences contains r.r'ords or groups of r.vords that should be parallel. Circle the rvor-d t.hat indicates that the sentence should have parallel parts. Underline the parts that should be parallel. Then indicate if the sentences are correct (C) or incorrect (I).

-l C

l.

Thc pastries in that shop nrc

\eryllpcnsllr fbui quirer.lclicioush.

- 2. You can find some change to btn' a paper in the drau,er, .t

on top of the dresser,

.

Orl tlL rns_Jal.

3. The living room

\vas decorated

l'ith

e.rpensivc p:rintings and e.legance lamps.

4. He kneu,that the financial problems wcrre seriolrs, that the situ:rtion goir-rg

to irnprove, and that he needc-d to get a

rvas n<;t

i
5. All da1'long durir-rg the trip to the nrountains, thcv rvele skiins, slcdding, or plal'ed in the sno\\r.

6. The car needs neu'tires but not a ne\\i engine. 7. He stops u'orking u'hen

he gets too tired to continue or u,,hen hc has finishecl.

B. To set to the office, vou sh<-,uld go through this door:, tllrn to

tl-re

left, and

continlrzrtion down the. hall.

9. Fol dcssert

rve cotrld sen'e lemon pie,

fruit tarts, chocolarte cake, or butter

cookies.

10. The sick child neecls some rnedicine, some jrricc,

-

eurcl

to rest.

103

104


Sxnl 15: PARALLEL STRUCTURE WITH PAIRED CONJUNCTIONS Thepairedconjtrnctionsbotlt...ortd,eit/rcr...or,neitlrct'...nor,andr:a..totilt,... but

ctls
require pzirarllel structures. The lccttrre

Eirlter

tas botll in{'ornrative arttl eniovable.

tlff]U4lf

clrl.lry

o,"4:,p!rygc! rfqlq is on Tuesdav.

Thc n-rissing parpers are rteitlter

g! t tr .t9*

rror in the file.

Fle visitcd rtot ortlt'],ris cor.rsin bttt ctlso j15 gti114rlg4"r_ Tl-re follorvin,s is

not pararllel and must be corrected:

Tlr c.r, u,ant

eitIte

r tcl plav

_tcn ni s or" _eol f "-.

It is not con'ect becausc to plut tettrtis is not parallel to goll'.It can be corrected in c-liffere-nt \\/a)'s.

Ths, u,ant eitlter

Lq!]ryqryfl

or tqdgl€91!.

Thcv u'ant to plav eitlrcr !_.lln! or golf.

When volr are trsing these paired cor-rjunctic-rns, be strre that the correct parts are r.rsed together. Tl-re follos'ing are incor"rect: Hc lcnt nte botlt !g!le pnpgl or" ii 99191!. Llitlrcr br-e:rkfnst rror'"' lLrnclr is inclr-rdr-d in the' orie c.

These .se-nle-nces arc- incorre-ct be'catrse the t'rong parts of the paired conjunctions arc used together. In the lirst e.xample, artclshould be r,rsed r,litl-r borli, In the second eramplc-, or shoulcl be trsed rvith eitlrcr.

The follou,in.- chart outlines the use of parallel structure u'itl-r paired con.iunctions. PARALLEL STRUCTURE WITH PAIRED CONJUNCTIONS -'__l

Frrlt I either 'r,;:i,'h:,r, I not only

i

I

1

(same structure)

(same structure)

WRITTEN

EXPRESSION 105

EXERCISE l5: Each of the follor.r,ing sentences contains rvords or groups of words that should be parallel. Circle the word or words that indicate that the sentence should have parallel parts. Underline the pafts that should be parallel. Then indicate if the sentences are correct (C) or incorrect (I). I

C

1. He

(@

liect

6)

tellins an unbelievable storv.

2. The music at the concert ,nur; 6"itho) well pla.ved @ weil liked. 3. He regularlv studies both in the morning or in the

evening.

4. The plav that we sa\\r last night was not onlv rather delightful but also quite meaningftrl. 5.

He married her neither" for her abilitv to cook nor her abilitv to clean house.

h

The discussion rvas both excitins and inreresr.

7.

He r'vithdrew all the monev not onlv from the checkin-e accolrnt but also from the sar ings account.

_

8.

Neither the teacher or the students are readv to leave the crassroom.

q

You can meet u,ith me either in the next ferv minutes or at 4:00.

10.

John is an trdventurous person u,ho enioys not onlv skydil'ht but also goes parasailing.

EXERCISE (Skills 14-15): Each of the follorving sentences contains words or groups of words that should be parallel. Circle the word or words that indicate that the sentence should have parallel parts. Underline the parts that should be parallel. Then indicate if the sentences are correct (C) or incon'ect (I).

l.

The adveflisements appeared in the neu,spaper and on the radio.

2.

She is trained as both zrn accountant and in nursins.

3.

We can take either mv car or vours to the pafiy.

4. The coffee is too hot, too bitter, 5. He not only

zrnd too strength.

passed the test but also receiving the highest score in the class.

6. Your ideas are neither more important or less inrportant than the ideas of the others.

106


7. The meeting lasted onlv an hour but still 8. The novel

r,r,as

seemin-e too lon-e.

both emotional and description.

9. Eithc:r the connselor or her secretar-\'can help vori uith that problenr. 10. The leaves fi-om the tree l'ell in the vard, in the pool, the drir,ert'av zrnd on the sideu'alk.

-

TOEFL EXERCISE (Skills 14-15): Choose the letter of the underlined r,r'ord or group of words that is not corl'ect.

1

Ballpoint pens are less versatile but more population than fountain pens.

ABCD

2. Riddles

r.'ary greatly

ABCD

in both gramnratical and phonolog)' form.

3. Bloocl pressure is measlrred bv feeling the pr-rise and

A_

zrpplv a force to the zrrm.

B

C

D

4. The Moon has no atmosphere, no air, and no rtraterv.

C -D

T B

5. The lrrst matcl-res \vere too hard to ignite, a Iness, or too dangelouslv

easv to

ABC-D

ignite.

6. A

1971 U.S.

geygy$ AB

polic-v not onlv put warnings on cigarette packs but

also banning television zrdvertising of cigarettes.

7. qg11r."q, beautv, clurabilitv, rare, and perfection of cutting determine the

ABC

yeI1re

of a gemstone.

D

B. The Han'ard Yard, rvhicllrtas Han'ards original camptls, is still a major

ABC

attraction for both students and visiting. D

9. In

1862, the American Confederac]'r'aised tb,e lVlerrintaclt, renamed

it the

AB

Virginia, covered it rn'ith iron plates, :rnd an outfit it u'ith ten guns.

CD

10. The liquid crlstals in a liquid cn'stal "4!p]gl (LCD) zrflect the polar-ized light

ABC

so that it is either blocked and ref-lected bv the segments of the display. D

WRITTEN

EXPRESSION 107

TOEFL REVIEW EXERCISE (Skills 1-15): Choose the ietter of the word or group of rvords that best completes the sentence. 1. Most cells in multicelled organisms perform functions.

3. The Sun trses up over 4 million tons of hydrogen per second, still has enough hr.'drogen to last for the nert 5 billion vears. -

(A) specialize (B) specialized (C) they specialize (D) specialization 2. The big island of Hawaii, in the middle of the Pacific Ocean,

(A) (B) (C) (D)

ir but it to it

4. For Katherine L. Bates, rvho _

the top of Pikes Peak in 1893, the r,,iew provided the inspiration for her hymn "America the Beautiful."

-

creation it was created creating was created

does not

bv

five volcanoes.

(A) (B) (C) (D)

it

(A) reached (B) she reached (C) reaching (D) she rvas reaching

Choose the letter of the underlined word or group of words that is not correct.

5.

Coal, petroleum, and natural gaseous are all fossil ftrels,

ABCD

6. The mass of neutron stars generallv

ABCD

ran-qe

from one-tenth to trvice the mass

of the Sun.

7.

Grasses

glgly in u'ayl that help them to sun'ive being nibbled, chilly, or dried.

ABCD

8. Most of Hemingwal'5 n61'sl. Clg.t!g!

her-oic exploits such as bullfighting or

ABC

boring. T\ U

9. Paleographers study ancient and medieval handr,vdting in order to establish .-T

A

B

not only its age and also its background. D

10. The sounds produced

AB

b-y"

bullFrogs and toads varv greatlv because each

species have its ou,n particular call. C

D

108


Sxrr-r

16:

PAST PARTICIPLES AFTER HAVE

wheneveryou see the verb /nve in any of its forms (have, has, lnving, had),be sure that the verb that follows it is in the past participle form. We had complete':'the work.

They lnve went* to the market.

In the first example, complere should be the past par-ticiple conryletedbecause it is aft.er had.In the second example, went should be the past participle gone because it is after hante. The follorving chart outlines the use of verb forms aft-er have. VERB FORMS AFTER HAVE

have + NOTE: Exercises

past participle

to practice irregular verb forms are included at

the back of the text in Appendix

D. You may want to complete these exercises before you continue with Skills l6 through .|8.

EXERCISE 16: Each of the following sentences contains a verb formed withhave. Underline the verbs twice. Then indicate if the sentences are correct (C) or incorrect (I).

I

1. We have already hearing the good

C

2.

She has ridden her bicycle to school every day.

3.

I have aln,ays believe voti.

4. He has

ne\vs.

find the missine car kevs.

5.

They have put their money in a savings account.

6.

Their parents have allowed them to stav up late.

7. She has 8.

never ran away ftom home before.

Have you ever saw a ghost?

9. Ther- have taken three tests already

_

10.

He has offer me a higrr-paying job.

this

r,veek.

WRITTEN

Sxrr-r

17:

EXPRESSION 109

PRESENT PARTICIPLES OR PAST PARTICIPLES AFTER BE

The verb be in anv of its fbrms (ant, is, are, was, ryere, be, been, being) can be follou,ed bv another verb. This verb should be in either the present participle or the past participle form. Thev arE turn on;' all the lamps. The office door ls lock'" in the evening.

In the first erample, tunt

orz should be ttrning on because second example, /ock shouldbe locked because it is after is.

The followins chart outlines the use of verb forms after

it is afler are. In the

be.

VERB FORMS AFTER BE be

(1) present participle (2) past participle

a

EXERCISE 17z Each of the following sentences contains a verb formed with be. Underline the verbs twice. Then indicate if the sentences are correct (C) or incorrect (I).

- 1. She yq!:lldy the textbooks all night long. C 2. The pie u?! ru! into six equal pieces. I

3.

Today the teacher is allou, the students to leave class a few minutes early.

4. The class is teach even'other 5. Tom is bringing

semesrer.

some drinks to the part-v.

6. The sick child r,r'as taken to see a doctor. 7. The children are su,im in the backvard pool. 8. The diamond jerveln'is al-uvavs 9. The teacher is preparing

keep in a safe place.

a di{'ficult exam

10. Dinner is sen'ed from 6:00 to 8:00.

for the students.

110


Srcrr 18: BASE FORM VERBS AFTER MODALS Whenever you see a modal such as will, would, shall, should, can, could, mry, might, or mllst, you should be sure that the verb that follows it is in its base form. You must telling" her the truth. The child may cornes" in now.

In the first example, telling should be the base for-n-r tellbecause it follows must.In the second example, comes should be the base form come because it follows may. The following chart outlines the use of verb forms after modals. VERB FORMS AFTER MODALS

modal +

base form of the verb

EXERCISE 18: Each of the following sentences contains a verb formed with a modal. Underline the verbs twice. Then indicate if the sentences are correct (C) or incorrect (I).

C

1. You should try to respond politely.

I

2. Everyone must 3. I could

4.

She

leaves the room immediatelv.

sat on the beach for hours.

will asking vou manv difficult questions.

5. You can look at the book, but you cannot borrow it. 6. He may lies to you because

he is not very

truthful.

7. He knew that he would forgot the phone number. 8. The weatherman said that it might snowing tonight. 9.

Perhaps rve could bought a new car this year.

10. This course will satisfy the graduation requirement.

-

WR

TEN

EXPRESSION

EXERCISE (Skills l6-18): Each of the following sentences contains a verb formed with several parts. Underline the verbs tr,vice. Then indicate if the sentc'nces are correct (C) or incorrect (I). 1. We have became good friends in the last vear.

2. fbur name rvill

be list in the nerv directon,.

3. The new movie is receive good

4.

reviews.

She must have feel sorr.,'about her bad behavior.

5. Thev

have always given their familv manv presents.

6.

We mav be taking a vacation next rveek.

7.

We could have taking a r,'acation last rveek.

8. The package might had

been delir,er bv an express mail senrice.

9. I have not wrote very. many letters to my friends. 10. The car should not

ha.ve be

--

drive anvmore todav

TOEFL EXERCISE (Skills 16-18): Choose the letter of the underlined word or group of words that is not correct. 1. By the 1920s, many radio transmitters had been build.

ABCD

2.

Fish farming has rose in the United States in recent vears.

ABCD

3. In areas of r,olcanic actir.itr', beach sand mav contains dark minerals

ABC-

and

little quartz. D

4.

Cro-Ma-qnon man was nalnes after the caves in southwest France where the

AB

first remains were discovered.

5.

Lassie, the famous collie r,r,ho made her first lelqen appearance

alwavs b" pleyg4 bv a male dog.

AB

in

1

943, has

CD

6.

A blue bigwig lizard stakes out a territorJ and

ABC

it against courting males. D

will defending temales u,ithin

111

112


7. President

George Washington \\/as

4elgg1atg! on the steps of the Fecleral

ABC

Br-rildine in Neu,York Citr,: D

B. Bf' 1627, Plvnlouth had became a viable and grorving commqnity of 50

A

-C-

B-

f'amilies, 25 goats, 15 corvs, and more than 50 pigs. D

9.

Tobacco u'its thc crop ()n r,r'hich the eminence of Willianrsburq and the

A

pfglperlt)' of Virginia u'ere

l>ase.

CD

1

0.

-

-B-

Becattse there may be scores of genes

---

in each suspect DNA region, scientists

must identif ine and lgggenge' the actual -qenes contributing to TVpe I

B

C

-D

diabetes.

TOEFL REVIEW EXERCISE (Skills 1-18): Choose the letter of the \\rord or group of rt'ords that best completes the sentence. 1.

the deepest vallevs and the Earth. on

canrons

_ the action of the opera too much and have rl,ritten operas v,'ithout them. Wagner, have felt that

--

(A) In the Pacific (B) In the Pacific (C) (D)

3. Some colnposers, such as Richarcl

Ocean u,,ith Ocean The Pacific Ocean The Pacihc Ocean has

2. In the United States, the participation of females in the labor force from 37 percent in 1965 to -51 percent in 1980.

(A) arias interrupt (B) interrupt arias (C) the interruption of arias (D) areas of interruption

(A) it jumped (B) jr,unp (C) jumping (D) jumped Choose the letter of the underlined word or group of r,r'ords that is not correcr.

4. Waler

storc.d behincl a dam can used to drive turbines.

ABCD

5. Our universe

t-nav L'ontinue

to expand as it gets colder, qmpt]', and deader.

ABED

WRITTEN

EXPRESSION

6. Every form of matter in the world are made up of atoms.

ABCD

7. The lens and cornea are supply u'ith nutrients and oxygen bv the aqueous

ABCD

fluid.

8.

Dodge Cit),, laid out

in

1872, orved both its prosperitv and its famous to the

e --D-

buffalo in its earlv vears.

AB

9. The amount of the tu,o kinds of cholesterol in the blood

ABC

have been shou.n to

have an effect on the risk of heart attack. D

10. By the time Noah Webster reached his mid-twenties, he had already publish

ABC

an elementar-v sneller. D

1

13

114


Sxrr-r-

19: SINGULAR AND PLURAL NOUNS

A problem that is common in the Written Expression section of the TOEFL test is a singular noun used where a plural noun is needed, or a plural noun used r,vhere a singular noun is needed. He just finished several book". She studied each chapters'".

In the first example, several indicates that the plurai books is needed. In the second example, each indrcates that the singular chapter is needed. In the Written Erpression section of the TOEFL test vor-l should watch very carefully fcrr key words such as each, every, a, arrd single that indicate that a noun should be singular. You should also watch carefully for key words such as mon)', several, and three that indicate that a noun should be plural. The following chart lists the key words that indicate to vou whether a noun should be singular or plural. KEY WORDS FOR SINGULAR AND PLURAL NOUNS For singular nouns

each

every

single

one

a

For plural nouns

both

two

many

several

vailous

EXERCISE 19: Each of the following sentences contains at least one ke5' word to tell you if a noun should be singular or plural. Circle the key words. Drarv arrows to the nouns they describe. Then indicate if the sentences are correct (C) or incorrect (I).

-r

Y

I

1. She talked to (each)people in the room.

C

2. There is not

of food in the refriserator.

3. You need tr,r'o piece of identification to

4. Both 5.

cash a check.

classes started on time.

We took a ne\\,routes to the beach house.

6. He gave manv different 7. You must answer

reasons for his actions.

every questions on the test.

WRITTEN EXPRESSION

8.

She tried several times to call me.

9. He offered me onlv one slass of r.vater. 10. We had various kind of drinks with the meal.

Srcrr

20:

COUNTABLE AND UNCOUNTABLE NOUNS

ln English, nouns are classified as countable or uncountable. For certain

ques-

tions on the TOEFL test, it is necessary to distinguish countable and uncountable nouns in order to use the correct modifiers with them. As the name implies, countable nouns are nouns that can be counted. Countable nouns can come in quantities of one, or two, or a hundred, etc. The noun book is countable because you can have one book or several books. Uncountable nouns, on the other hand, are nouns that cannot be counted because they come in some indeterminate quantity or mass. A noun such as milk or happiness cannot be counted; you cannot have one milk or two milks, and you cannot find one happiness or two happinesses. Uncountable nouns are often liquid items such as weter, oil, or shampoo. Uncountable nouns can also refer to abstract ideas such as security, friendslip, or hope. It is important for you to recognize the difference betr,veen countable and uncountable nouns when you come across such key words as ntuch and many. They have taken ntucli' trips recently. There was not ntant" water in the pool.

In the first example, ntuch is incorrect because trips is countable. This sentence should say lnany trips.In the second example, many is incorrect because water is uncountable. This sentence should say much water. The follorving charl lists the kev words that indicate to you whether a noun is countable or uncountable. KEY WORDS FOR COUNTABLE AND UNCOUNTABLE NOUNS For countable nouns

many

number

few

fewer

For uncountable nouns

much

amount

little

less

115

116


EXERCISE 2Oz Each of the folloning sentences contains at least one key word to tell 5tou if a noun is countable or uncountable. Circle the ke-v- u,ords. Draw arrows to the nouns the-v describe. Then indicate if the sentences are correct (C) or incorrect (I).

C

-[-_-1 1. She will visit in a (ferv )months.

|

2. (Manr') risk are Llnnecessal-\'.

__F

3. You need to show 4. You have

a

little kindness.

a number of choice.

5. There was a large amount of 6.

apples in the bou'I.

We have fer,r'er opportunities nolr'.

7. How much monev 8. He caused 9. Thev

is left?

less problems

need a

this time.

little times to linish their work.

10. He visited manv exotic places.

EXERCISE (Skills l9-20)z Each of the follor,ving sentences contains at least one key word to tell you if a noun is singula4 plural, countabie, or uncountable. Circle the key r.r,ords. Draw arrows to the nouns they describe. Then indicate if the sentences are correct (C) or incorrect (I).

l

She enjovs food fl'om manv culture.

2. He could not give me much good reasons. 3. Each o\vner must register lris or her car. 4. They

came up

5. Various

with

ner,v lau, go

a number of ideas.

into effect on the first of the vear.

6. The car now ttses less oil.

WRITTEN

EXPRESSION 117

7. The meal did not cost a sinsle cents. 8. You need to make

feu,'er mistake.

9. You can take one course or both

colrrses.

10. He only smokes a small amount of cigarettes.

TOEFL EXERCISE (Skills l9-2D)z Choose the letter of the underlined rvord or group of words that is not correct.

l.

cone shells live in much different seas and feed mainlv on small fish and

AB-C

worms. D

2. The leal,es of the common sunflower are rough to the touch on both side.

ABCD

3. Hemoglobin

enables the red

ABCD

!t"g4jg]b

to carry oxygen and small numbers

of carbon dioxide.

4.

Those r,vith narcolepsy experience the uncontrollable desire to sleep, perhaps

A-B

ser,eral time in one dav.

CD

5. Another great artists of the time and possiblv the most gifted silversmith in

ABC

the colonies \vas Paul Revere. D

6.

Alzheimer'.s disease afflicts two in ten person over the age of seventy in the

ABCD

United States.

7. The red cardinal

spends many of its time feeding on the ground.

ABCD

8. In the 1920s, Tulsa had 9.

a higher number of millionaire than any _-Dother U.S. city.

A

B

Because Washin-eton is a district and not a state, its residents have less rights

ABC

than other citizens. D

10. Implosive consonants occur in manv different language, but thev are

ABCD

particularlv common in American Indian and African languages.

1

18


TOEFL REVIEW EXERCISE (Skills l-20)z Choose the letter of the word or group of words that best completes the sentence. 1.

the second most common metal in the Earth'.s cmst, and it alwavs -occurs in combination with other substances.

(A) (B) (C) (D)

Iron Iron is With iron With iron

3.

r.r'hich climatologists have detern-rined is the urettest place on Earth not under rvater is a spot on the

-

island of Kauai.

(A) (B) (C) (D)

is

The place It is the place The place is In the place is

2. In most parts of the globe, the not exceed roughlv 31 degrees centigrade.

(A) ocean surface (B) ocean has a surface (C) ocean surface does (D) ocean has surfaced Choose the letter of the underlined word or group of words that is not correct.

4. A single protein molecule may being compose4 of tens of thousands of

ABCD

5.

atoms.

Less plants grorv in the poor taiga soils beneath the trees.

ABCD

6. Vast reserves of oil and gas is locateci in the Gulf of Mexico.

ABCD

7. Helium is a colorless, odorless, taste element often used to inflate balloons.

ABCD

8. The common u,as the heart of

ABCD

ever-v Nerv

England villages built in the

eighteenth century.

9. Some of the regulations

tl-rat

bind U.S. institutions allor.r,s foreign banks to

ABC

package loans at hard-to-beat interest rates. D

10. In angioplasty, a catheter is thread through an arterv and guided through the

AB

body to the blocked area.

CD

WRITTEN EXPRESSION

Sxru

21:

SUBJECT AND OBJECT PRONOUNS

Pronouns are r.r,ords such as he, she, or lr that take the place of nouns. One common problem with pronouns on the TOEFL test is that subject and obiect pronouns are confused, so vou should be able to recognize these two types of pronouns. SUBJECT

OBJECT

I

me

you he she

you him her

it

it

we

us

they

them

A subject pronoun is used as the sr-rbject of a verb. An object pronoun can be used as the object of a verb or the object of a preposition. Compare the following tr,vo sentences. Ll[arie saxv the

|t/

S/rc saw

film with Ban'v.

/,,//

il rvith irinr.

In the second sentence, the subject pronoun she is replacing the noun IVIarie. The object of ttre verb l/ is replacing the noun phrase tlze filnz, and the object of the prepositionlirrt is replacing the noun Barn,. The follou,ing are examples of the tvpes of subject or object pronoun errors that Szou might see on the TOEFL test. Me" and mv friend are taking a trip. Our neighbors are going u'ith vou and I)'.

In the first example, the object pronolln nte is incorrect because this pronoun serves as the subject of the sentence. The object pronoun riie should be changed to

the subject pronoun 1. It can be difficult to recognize that nte is the subject because the verb are has a double subject, me and mv friettd. In the second example, the subject pronoun 1is incorrect because this pronoun serves as the object of the preposition w,ith. The subject pronoun 1 should be changed to the object pronoun me.It can be difficult to recognize that 1is the object of the prepositionw*ith because the preposttion with has tu'o obiects: the correct object you and the incorrect object /.

119

120


EXERCTSE 2l: Each of the following sentences contains at least one subiect or object pronoun. circle the pronouns. Then indicate if the sentences are correct (C) or incorrect (I).

c_

l. foi)should

I

2@

do

@ r"r

@

helped GhJ r,vith the work.

3. Her and Bob came over to visit

me.

4. I brou_eht it for you and them. 5. He opened the refrigerator and took some food from

6.

She lent

7.

She spent all the money on them.

it to you and

ir.

I.

8. You forgot to give it to thev. 9. We offered she a place to sta\.. 10. Thev rvatched us play nith it.

Sxrr-r-

22: POSSESSTVES

Possessive adjectives and pronouns both show who or what ,,owns,, a noun. Horvever' possessive adjectives and possessive plonouns do not have the same function, and these tr'r'o kinds of possessives can be confused on the TOEFL test. A possessir''e ad.iective describes a noun: it must be accompaniecl bv a noun. A possessive pronoun takes the place of a noun: it cannot be accompanied bv a notrn. Berh gave

r. r"f .J,.,.,r,. ADJECTIVE

Beth gave us lrcrs. PRONOUN

Notice that in the first example the possessive adject ive her is accompanied bv the noun televisiort' In the second example, the possessive prono trn hers is not accompanied bv a noun.

WRITTEN

EXPRESSION 121

The follorving chart outlines the possessives and their uses. POSSESSIVE ADJECTIVES

POSSESSIVE PRONOUNS

my your

mtne yours

his

his hers

her ifs

our their

ours theirs

must be accompanied by a noun

cannot be accompanied by a noun

These examples shorv the tvpes of errors that are possible r.r'ith possessive adjectives and possessive pronouns on the TOEFL test. The students turned in theirs':' papers.

I rvould like to borror", loui. In the first example, the possessive pronoun theirs is incomect because it is accompanied by the noun papers, and a possessive pronoun cannot be accompanied by a noun. The possessive adjective tlrcir is needed in the first example. In the second example, the possessive adjective 1,our is incorrect because it is not accompanied bSr a noun, and a possessive adjective must be accompanied by a noun. The possessirre pronoun ,yoLu's is needed in the second example. EXERCISE 222 Each of the follor,ving sentences contains at least one possessive pronoun or adjective. Circle the possessives in these sentences. Then indicate if the sentences are correct (C) or incorrect (I).

I

1. She cut (hcrs) hair recentlv.

C

2.

We n

3.

Please lend me vours notes li-om the historv lecture.

ill take 6ri).",

"''

{lreiri)

4. I like his ideas and hers. 5. The tree fell on its

6.

side during the storm.

Mr" desk is located near hers.

7. Theirs suggestion

r,r,as

unrealistic.

B. Our arppointment is jr,rst after vour.

122


9. Your friends and mv friends

are coming to our partv.

10. You don't have vours gloves with you, but I have mine.

Srcu

23: PRONOUN REFERENCE

After you have checked that the subject and object pronouns and the possessives are used correctly, you should also check each of these pronouns and possessives for agreement. The following are examples of errors of this type that you might find on the TOEFL test. The cookies are for you, so please take it". Each person has to sign their'" application form.

In the first example, the singular pronoun lr is incorrect because it refers to the plurai noun cookies. This pronoun should be replaced with the plural pronoun them. In the second example, the plural possessive adjective their is incorrect because it refers to the singular each persorz. This adjective should be replaced with the singular his or his or her. The follorn'ing chaft outlines r,r,hat you should remember about checking pronoun reference. PRONOUN AGREEMENT 1

.

2.

Be sure that every pronoun and possessive agrees with the noun

it refers to.

You generally check earlier in the sentence for agreement.

EXERCISE 23:. Each of the following sentences contains at least one pronoun or possessive. Circle the pronouns and possessives. Draw arrows to the nouns they refer to. Then indicate if the sentences are correct (C) or incorrect (I).

I

1. If my friend calls, please tell (1hem) that I will return the call.

C

2. I don't like the idea because Qr)is too costly.

r--------]-

3. The tables at the restaurant are so large that it can seat 12 people. 4. The soup needs more salt

-

5. The girls ran too fast, and

because he does not taste very good. she fell dorvn.

WRITTEN

EXPRESSION 123

6. In the autumn, the tree lost its leaves. 7. The u'indows were

oDen, so

I closed it.

8. The travelers lost their way in the storm. 9. The boy got the box, and

he opened

it carefully.

10. The woman left their earrings at home, so she wasn't wearing them.

EXERCISE (Skills 2l-23\: Each of the following sentences contains at least one pronoun or possessive. Circle the pronouns and possessives. Then indicate if the sentences are correct (C) or incorrect (I).

1

They sold the car to you and I.

2.

Please tell your brother that

3. The bicvcle lost it front

4. Maftha

I need to talk to him.

rvheel.

was happy when her boss gave her a pay raise.

5. Just between us, I am not sure if we can trust them. 6. The mother talked to her son about his behavior. 7. I told his the trrth, but he didn't believe 8. You and

me.

she should look for thev.

9. The student left his notebooks in the

class, so he went back to get it.

10. If they don't have their car, we u,ill lend them ours.

-

124


TOEFL EXERCISE (Skills 2l-23)z Choose the letter of the underlined word or group of worcls that is not correct. 1. Animals like frogs have rvaterproof skin that preventr thgy from drving out

ABC

quicklv in aic sLln, or wind. D

2.

Becartse of its abilitv to sur-vive close to human habitations, the

AB

Mrgilia

deer

has actually increased their range and nurnbers. D

C

3. John D. Rockefeller

r.r.as

the lounder of the Standard Oil Cornpanr,', and he

AE

was the richest man in the rvorld at the time of her re-tirement.

CD

4. The aor-ta arches 9!L d the heart, and then its moves dolr,n toward the lou'er

ABCD

bodv.

5. _G]g!ql

average temperatlu'es gr-g nou' .6 clegree.s Celsius \\'arnrer than rve

ABCD

u,ere 100 vears ago.

6. During the Civil

War, Clara Bafton became

AB

\"":y"

as the "Angel of the

Battlefield" for hers fearless care of rvounded soldiers.

CD

7. Our Sun is a medium-sized star orbiting

AB_T-

near- the edge

of a collection of stars

that our call the Milkv Way. D

8. Francis Scott Key n,rote the rvords to "The Star-Spangled

ABC

Bernner" as thev

stood alone u'atching the British bombardment of Fort McHenrv. D

9. Some scallops can open and close theirs r.alves and

AB

the."- are

CD

sr,r,,im

au'av rapidlv when

disturbed.

10. Pearl S. Buck began her first novel, East Wincl, West II'ind, 1n 1925, u,hile her

ABC-

r,r'as

traveling between the United States and China. D

WRITTEN

EXPRESSION 125

TOEFL REVIEW EXERCISE (Skills l-23)z Choose the letter of the word or group of words that best completes the sentence. 1. Although knives and forks prehistoric origin, spoons are relativelv ner.',. -

(A) (B) (C) (D)

of

3. A dip pen's nib is split into trvo halves at the point of the nib.

(A) who meet (B) which meet (C) they meet (D) meet

are

they are are thev rvhich are

2. Neptune's the planet in the direction opposite to the other seven

-

n-Ioons.

(A) moon Triton orbiting (B) moon Triton orbits (C) moon Triton in orbit (D) moon is in Triton's orbit Choose the letter of the underlined word or group of words that is not correct.

4. In

1785, Henry Knox rvas appoint the new republic's first secretary of war.

ABCD

5. Biophvsics is one of the various branch of

AB

C

physics. D

6. Unlike many great rvriters, Longfellow was an enormousl)' popular poet in him day

ABC

D

7. After Lincoln's assassination, Ford's Theater

r.vas

closed and par-ts of

A

conr,er.ted to government office space.

it

was

BC

8. Most of the Earrth! ice is found either in the two great ice caps of Antarctica

-A

-B

C

and Greenland and on the tall mountains of the rnorld. D

9. Except for a feu, species, such as the spotted salamander, the courtship of A salamanders are secretive and not often obserwed.

B-T-

D

10. Llnlike most mollusks, crustaceans outgrow their shells and need to build

AB

:gler3l completelv neu, casings throughout they lives.

126


Sruu

24:

ADJECTIVES AND ADVERBS

Sometimes in the Written Expression section of the TOEFL test, adjectives are incorrectly used in place of adverbs, or adver-bs are incorrectly used in place of adjectives. Adjectives and adverbs have very different uses in sentences. Adjectives have only one job: thev describe nouns or pronouns.

It is a detiliorrr-Jut. ADJ. NOUN

r--__l is deliciotrs.

It

PRON.

ADJ.

In the first example, the adjective deliciotls describes the noun meal. In the second example, the adjective delicious describes the pronoun ir. Adverbs have three different uses. They can describe verbs, adjectives, or other adverbs.

H" r".iYt". letters o,,iLkh. VERB ADV.

It is a

--1 r--1 t ouickly written letter. ADV. ADJ.

NOUN

t---l r-i

t--_1

It is an extrertrclt' qtiicklv written lettbr. AD\'.

ADV.

ADJ.

NOTJN

In the first example, the adverb quickh describes the verb writes. In the second example, the adverb quickly describes the adjective vsritten (which describes the noun letter).In the third example, the adverb extremely describes the adverb quickly, which describes the adjective written (which describes the noun letter). The following are exan-rples of incomect sentences as they might appear on the TOEFL test. They were seated at a hlge$"^ ruil,". ADV. NOLJN The child talked sofi"^ to her mother. VERB ADJ.

we read un

story "*,Eul,rg ADJ. ADJ.

st.," .pJurc unbetieJabte. o[,Jo,r.

ADJ.

ADV.

In the first example, the adverb largely is incorrect because the adjective large is needed to describe the noun table.In the second example, the adjective soft is incorrect because the adverb softly is needed to describe the verb talked. In the third

WRITTEN EXPRESSION

example, the adjective ex,treme is incorrect because the aclverb extremely is needed to describe the adiective ktng.In the last example, the adjective unbelietable is incorrect because the adverb unbelievabf, is needed to describe the adverb quickly.

The foliorving chart outlines the imporlant information that you should remember about the use of adiectives and adverbs. USE OF ADJECTIVES AND ADVERBS Adjectives

Adjectives describe nouns or pronouns,

Adverbs

Adverbs describe verbs, adjectives, or other adverbs.

NOTE: A list of common word endings (including adjective and adverb endings) and exercises to practice their use are included at the back of tne text in Appendix c.You may want to complete these exercises (if you have not already done so) before you continue with Skills 24 throuqh 25.

EXERCISE 24: Each of the following sentences has at least one adjective or adverb. Circle the adjectives and adverbs, and label them. Draw arrows to the words they describe. Then indicate if the sentences are correct (C) or incorrect (I).

|

- r-.1

1. Her hair rvas an (unusuallv) color of red. The rvearher ir

GJiD6;fi"rt"bia ADV.

ADJ.

We attended a poor planned conference.

He talked slorvlv and carefulh: The composition u'as careftll prepared. She had an incredible ston'about her lons trip.

He sent me a quickl.r,'r,vritten note. The cat meou,ed sad. The children are hungrv and tired. The Iecturer spoke extr-emelv loud.

127

128

STRUCTURE AND WRITTEN EXPRESSIOI.

SKILL

25:

ADJECTIVES AFTER LINKING VERBS

Generallv an adverb rather than an adjective will come directlv after a verb because the adverb is describing the verb. st'," rrrlk" ,ri)"tt'. VERB AD\i

In this example, the verb spoke is follor,ied by the adverb nicely. This adverb describes the verb spoke. Horvever, you must be very careful if the verb is follor,''ed bv an adjective rather than an adverb.

f---l

She looks

ruice.

SUBJ,

ADJ.

In this example, the linking verb looks is follorved

alh*ing verb. A linking verb

b5'

is

the adjective nice. This adjec-

tir,e clescribes the subject s/ze. You should be sure to use an adjective rather than an adverb after a linking verb. Be careful, hou,ever, because the adjective that goes rvith the linking verb does not alu'ays directlv follow the linking verb.

v

r--ll

He seerls tmu.sually nice. AD\I. ADJ SL'BJ.

In this example, the adjectle nice, which describes the subject he, is itself described bv the adverb unttsually. From this example, vou should notice that it is possible to have an adverb directlv after a linking verb, but only if the adverb describes an adjective that follou,s. These sentences shou, the types of errors u,ith linking verbs that are common on the TOEFL test. The test looks ea-silr'! to rrle. Sall-n.-

feels unbelievable''' lu4:pt abottt the nervs.

In the first e-xample, the linking verb /oofts should be follor,i,ed by the adjective rather than the adverb easily.In the second example, the linking verb feels is follorved by the acljective happv. The incorrect adjective urtbelievable should be the adr,'erb unbelievablr, because it describes the adjective happ,-.

easy-

The follor,r,in-e charlt lists commonlv used linkin-e verbs and outlines the different uses of adjectives and adverbs after regular verbs and linking verbs.

WRITTEN EXPRESSION

ADJECTIVES AND ADVERBS AFTER VERBS

+

(subject)

v (regular

verb) +

(adverb)

A regular verb is followed by an adverb.The adverb describes the verb.

+

truul".tt A

(linking

verb)

I

+

(adjective)

linking verb is followed by an adjective.The adjective describes the subject.

Y (subject) + ll

(linking

t------------1 (adjective) I

verb) + (adverb) +

It is possible for a linking verb to be followed by an adverb and an adjective.The adverb describes the adjective, and the adjective describes the subject. Linking verbs:

appear

feel

seem

be

look

become

prove

smell taste

EXERCISE 252 Each of the follou'ing sentences contains at least one ad.iective or adverb. Circle the adjectives and adverbs, and label them. Drau, arrows to the u,ords thev describe. Then indicate if the sentences are correct (C) or incorrect (I).

I - C

1

.

Kathv looks (gorgeousl)' ) in that dress. ADV.

2. The children

have srort,n considerablv. AD\'.

Steve r.r,alked rapid to the corner to catch the bus.

The bovs bccame sick u,ith the fl-r. The mother closed the door careful. Tom appeared rather unhappilv at u,hat had happened. The choir menrbers sang enthusiasticalll,. The soup tastes too salt'r.. The book seemed easilv {'or the students.

In the late afternoon, the sun

sc-t

slou, in the rvest.

129

130


EXERCISE (SkiIIs 24-25): Each of the following sentences contains at least one adjective or adverb. Circle the adjectives and adverbs, and label them. Draw arrows to the rvords thev describe. Then indicate if the sentences are correct (C) or incorrect (I). 1. The chef prepared a delicately sauce.

2. Matthew

feels terribly angry about the issue.

3. The swimmer swam

por,r,erful across the pool.

4. The receptionist ansu'ered the phonc'carefully. 5. The dishes in the sink were dinv. 6. The phv-sics exam seemed quite simply to 7. He

me.

acted unbelievablv rude.

8. The bumed toast did not 9. His decision

taste verv good.

rvas absolutely necessarv.

10. The iob applicant dressed carefullv for the irnpoftant inter-r,iew

-TOEFL EXERCISE (Skills 24-25\z Choose the letter of the underlined word or group of words that is not correct.

l.

Sounds quieter than 10 decibels are impossiblv for the human ear to hear.

A-

B

C

-T

2. Often the best farmland is next to a river that floods periodical.

ABC

3. The planet Mercury

ABCD

4. An

has a rnoderately

elliptical\ orbit.

1B-watt fluorescent bulb seems as brightly as a 7-5-'uvatt incandescent bulb.

ABCD-

5. Tlre telephone rvorks by changing the voice's sound

ABCD

sisnals.

waves into electrically

WRITTEN

6. In the northern United

EXPRESSION

States, two European species of small rvhite birch are

AB

extensive planted as ornamentals.

-_e-D_

7. Fifiv million Americans continue to smoke despite abundant evidence that

AB

smoking is extremely unhealthfully.

CD

8. The U.S. Military Academy sits on scenic heights overlooking bend in the Hudson River.

AB

CD

a strategically

9. The Erie Canal became so successfully at providing cheap transporlation that it was greatly g4qE94

CD

AB

betr,r'een 1835 and 1862.

10. The Infra-Red Astronomy Satellite (IRAS), launched in 1983, contained

a

A

-

special coded reflecting telescope that detected infrared rays.

BCD

TOEFL REVIEW EXERCISE (Skills l-25): Choose the letter of the word or group of words that best completes the sentence. 1. On December 17, 1903, the Flyer near Kitty Hawk, Norlh Carolina, with Orwille Wright as pilot.

(A) (B) (C) (D)

took off it took off taking off took it off

2. Comets are relatively small celestial bodies up chiefly of dirt and icy materials.

(A) (B)

make made (C) they make (D) make them

3. Researchers have long debated about moon Titan contains hvdrocarbon oceans or lakes.

(A) Saturn's (B) whether it is Saturn's (C) whether Saturn's (D) u,hether Saturn is a

1

31

132

STRUCTURE AND WRITTEN EXPRESSIOITT

Choose the letter of the underlined word or group of rvords that is not correct.

4. The 4gIgry action of the u'ind

AilCI

5. There

are tr.l'o rvav of making a gas condense: cooling

IABC-o

pfessure.

6.

rvears a\\rav softer layers of rock.

it or putting it under

Researchers have discovered that the application of bright light can

A__--B-

sometinres be uses to overcomejet lag.

-T-

7.

Saln-ron

D

qfg1trlgry mav include having to jump up u,aterfalls, swim up

AB

rapids, or climbing fish ladders at dams.

CD

8. If a strike is called in r.iolation of an existins contract

-t

B

-A

manasen-lent. its a rvildcat strike.

-C-

9. Snapping tuftles are easil-v recognized

AB-

arnd the shell

betrveen labor and

because of the large head, the long tail,

that seerns insufficientl)' to protect the body: D

-

-

10. The long string of genes pg\tng up a chromosome har,e been likened to a

ABCD

strin-s of pearls.

2o2o2o2o2o2o2o2 TOEFL POST-TEST SECTION 2 STRUCTURE AND WRITTEN EXPRESSION Time-25 minutes (including the reading of the directions) Now set your clock for 25 minutes. This section is designed to measure 1,-our ability to recognize language that is appropriate for standard rvritten Engiish. There are two tvpes of questions in this section, ',vitl.r special directions lor each tvpe.

Structure !,:fggqg4", These questions are incomplete sentences. Beneath each sentence rou uill sec forrr ntrrds or phrases, marked (A), (B), (C), and (D). Choose the one u'ord or phrase thar best completes the sentence. Then, on vour ans\ver sheet, find the number of the question and fiIl in the space that con'esponds to the letter of the ansrver vou have chosen. Look at the follori'ing examples.

Example

I

Sample Answer

The president

o

the election by a landslide.

@

(A) rvon (B) he r.von (C) r'esterdav (D) fo11unatelv

i!_/

.o

The sentence should re'ad, "The president u,on the election bv a landslide." Thercfore, vou should choose answer (A).

Example

II

When

Sample Answer

@

o o

the conference?

(A) the doctor attended (B) did- the doctor attend (C) the doctor rvill attend (D) the doctor''s attendance

\Y-/

The sentence should read, "When did the doctor attend the conference?" Therefore, \'ou should choose ansrver (B).

TOLlFL lest dir eclions and lormat arc rcfrintecl bt pcrnrission ()l ETS, thc coprright orvncl llcrrrerer; all eramples ancl test qu!'stii)ns are pro|ided br Pear\on Educalion, In.


POST-TEST 133

2o2o2o2o2o2o20z lived on Earth for nearlv 150 million

t.

The ear is a fiexible organ, simply was not designed to withstand the noise of rnodern iiving. -

years.

-(A) Dinosaurs (B) Dinosaurs rvho (C) ff dinosaurs (D) Since dinosaurs

(A) but it (B) ir (C) but (D) its

Earlv printers arranged type into small, flat composing stick.

(A) (B) (C) (D)

a

In 1934, chemist Wallace Carothers produced a plastic u,hich nvlon.

-

words are rvords on rvords on the words are on

(A) (B) (C) (D)

along most of its length into an upper chamber and a lower chamber:

8.

-(A) The divided cochlea (B) Dividing the cochlea (C) The cochlea is divided (D) With a divided cochlea is an organic catall,st prehistoric humanity'.

134

grows, the shell in ',vhich As gro\r/s, too.

it lives

Iirst the Civil War r.vas fired from Fort Johnson upon Fort Sumter on April 12,

9. The

1861

-

usefril use alreadv made making it useful make use of

STRUCTURE AND WRITTEN EXPRESSION POST-TEST

.

-

(A) shot (B) shot in (C) shot rvas in (D) it was shot

a complex svstem Manv comntunities of iinguistic levels in order to shor,"' respect.

(A) (B) (C) (D)

calling

knou,n to

--

(A) rvas (B) u,hich rvas (C) r.vhich it (D) lvhich 5.

-

(A)- a mollusk (B) a mollusk it (C) has a moilusk (D) it has a mollusk

a. Yeast ,1

his call he called to call him

10.

Stalactites are formed in caves bv dissolved lime.

groundwater

(A) it contains (B) containing (C) contains (D) containment

2o2o2o2o2o2o2o2 1l

By stud-ving the movements of the Sun and Moon, el'en early astronomers cor,rld eclipses rvould take place.

(A) (B) (C) (D)

predicting rvhen

rr,,ith the power of flight.

-

(A) (B) (C) (D)

predict r.vhen

Ethiopia there

ir.r

n'ild in

the pror,ince of Kaffe, and from to southern Arabia.

(A) bringing it (B) it- u'as brought (C) brought it (D) brought r'r'ith it

pterosaurs

r,r,inged reptiles

is believed to have been the first veftebrates

u,hen it predicts the plediction rvhen

12. Coffee probably originalll- grelr'

13.

l4 A group ol

15

-

call calls called is callecl

On November 23, 1863, Grant str-rnned the Confeclerates on Missionarl Ridge with rvhat to be a full-dress rnilitar-v par-ade of troops uho unexpectedly opened fire.

(A) (B) (C) (D)

--

appeared

appearing appearance

apparent

Alabama n'as occupiecl bv the Frer.rch and to England in 1763. Spanish before

(A) rt as ceded (B) cedecl to it (C) it u'as ceded (D) ceded it


135

2o2o2o2o2o2o202 Written Expression Directions: ln these questions, each scntence l-ras lour r-rnderlined u'ords or phrases. The four ur-rderlined parts ol the setrtcnce are rn:rrked (A), (B), (C), ar-id (D). Identilr the one underlined t'ord or phrast- that musl be changed in ot'cle'r'f'ol the sentencc to be colr-ect. Ther-r, on voilr ansuer- shect, find tl-re- nnmber of the qrrcstion :rtrd fill in the space that correspcrnds 1o the lettel of'the ansrier Ior-L harre choscn.

Look at the lirllorving eranrples.

Example I

Sample Answer

iDr

o o

The for,rr strinq on a violin are tuncd

ABCD

in

fif ths.

o"

The sentcnce shc>uld read, "The lottr strings on choose ansrt'er (B).

Example

a

r,iolin are tunecl in fifths." Therefore, l'ou s].rould

II

Sample Answer

@

o

The resealch lbr th.' book Rt.rol-s taking

o

-ABC

Aler Haler, tu'e-lve I'cars.

@

D

Thc sentence should read, "The research for thc book Rool.s took Aler Halev tuclve vears."'fhelefore, vou should choose anster' (C).

T()ElL t.\1

136


dir c.lions lrnd lor nrrl ar. rcpr irrt.'cl !r per nri:riLrn oi ETS, tlrc copr r iqht ou rrcr. l lrrrr. rrt rll f \.i1npl( s rn(l le't (tIr'\l jr)n\ ere Drr,r itlcd br Pr.rrr,,n F:LlLlr'ati,,D Inr.

2o2o2o2o2o20202 16. Vast flou's of information is carried on hair-thin fiber-optic cables.

ABCD

17. Thecraftingofllneviolinshasbeenproceeciingforser,.eralcenturn,asalsecretart.

ABCD 18. Linguistic conflicls duc to dividecl ethnic

n -e

zrnd nationai lol'alties can be both

bitter cll violent.

c-o

19. In 1851,uiththepr-rblicationof hersantislaver-r'no'"'el,HarrietBeecherStou,erocketedtofame.

-B-

A

C

D

20. The smallest iincl simple living organisms on Earlh are bacteria.

n-eCD

21. The effort to delermine the eract numcrical r':rlue of pi has norv reach 2.16 billion decirnal digits.

ABCD

22. Thc h:rrrmerheacl sh:rrk is ustr:rl

for-rnd

A

in r,r'arm, tempel.ate \laters.

S -C

-O

23. PrincetonUniversitr",u'hichrvasestablish irt1716, isoneof theoldestr,rniversitiesintheUnited

AB-CD

States.

2:1. According to a Wbrld Resour-ces lnstitr-rtc report, a sienificant part of forest acreage disappear each vear. D

25. The Earth's crttst is contposed of

1-5

plates rihicl'r float on the partiallr,molten lar.er belou,thev.

ABC

D

26. As one climbs high up a ntountain, the air becomes both colder or thinner.

A

B

C-D

27. Whc'n a bone is broke into scveral pieces, doctors mat pll the pieces together lor proper healing.

AtsCD

28. The long necks ol much plant-c:iting dinoszrurs u,ere usehrl for reaching

ABC-D

29. Hippocrates bclicvecl that good health uas clependentlv on A

B-

the-

Lrp

to thc treetops to

feecl.

balance of the four fluids o1 the

C

D

bod.,:


POST-TEST 137

2o2o2o2o2o2o2o2 30.

A

jet stream is a flat and narrorv tube of air that moves more rapid than the ,1urroulding ail B

A

31. Because mistletoe berries are poisonous,

D

C

ever-r,'one r.vith

Christmas decorations containing p

A

mistletoe need to be ar,r'are of the potential danger T\

C

32. When Pierre LEnfant de.signed the national capital in 1791, her envisioned

ABC

a broad bor-rlevard

]!1]<119 the White House and the Capitol. D

33. In a copperhead 91e\q, the venom

ABCD

flor,r's

from

er

single venom glands to a pair of hollou, teeth.

34. A harvk sr,r,allor.r's its food in large pieces, digests some of it, and regurgitating the rest. A

B

D

C

35. Defects can occurling rvhen liquid helirrnr under-goes a phase trar.rsition to its superflr-rid

ABC_b

phl'rse.

36. Cavemen created a large amount of earlv u,orks of art usin,g a mixture of clar', chalk, and burned B

A

C

.,r,ood and bones. D

37. Variations in melodv, rhythm, and tone of voice becomes a major feature of child speech toward

-A

B

D

C

the cnd of the first vear.

38. As a protectir,e protein molecule, an antibodr, can combines l'tth u for-eign rrirus protein.

ABCD

39.

Thc. \\'ater moccasin is a high venomous irnd ertremelv dangerotts

pit viper.

ABCD

40. Though aluminum is more common than iron, it is extren'relv difficult to break their hold on

ABC other atoms. D

This is the end of Section 2. lf you finish before 25 minutes has ended, check your work on Section 2 only.

@@@@)@@@ 138


2o2o2o2oZoZoZo2 When you finish the test, you may do the foiiowing: . Turn to the Diagnostic Chart on pages 357_363, and circle the numbers of the questions that you missed.

.

Turn to the Progress Chart on page 353, and add your score to the chart.


POST-TEST 139

SECTION THREE


3a3a3a3a3a3a3a

3

DIAGNOSTIC PRE-TEST SECTION 3 READING COMPREHENSION Time-55 minutes (including the reading of the directions) Norv set your clock for 55 minutes. This section is designed to Dreasure vour abilitr, to read and unclerstand short passa-ses sin.rilar in topic and stvle to those tlrat students are likelv to enc()Llnler in North American trniversities and colleges. This section contains reading passages and questions about the passages.

Directions: In this section vou rvill reacl ser,er:rl passages. Each one is lollor,l'ed br, a nurnber o[ .t.rcstion-s atror-rt it. You are to choose the one be-t ansiler, (A), (B), (C), or (D), to each qr-re.stion. Then, ()n vour ilns\\'er sheet, find ll-re number of the c;uestion and fill in the space that corresponds to the letter ol the ansrver vou har,e chosen. Ansu'er all questions about the information in a passage or.r the biisis of rvhat is stated or implied in that passage. Re:rd the

folkxling pass:ige:

John Quincv Ad:rms, u'ho sen,ed ris the sixth president of the United Stales from 1825 to 1829, is todav recognized for his n.rasterill statesmanship and diplomacl'. He dedicated his life to

public sen'ice, both in the presidencv and in the varicir-rs other political offices that hc held. Line Throughout his political career he demonstrated his unsu'en,ing belief in freedom of speech, the (5 ) antislavc'r1' cause, and the right of Americans to be free li'om European and Asian domination.

Example I

Sample Answer

@

o

To u,hat did John Quincv Adams devote his life?

(A) Improving his personal lile (B) Serving the pr-rblic (C) Increasing his tortune (D) Working on his private business

@ @l

According to the passage, John Ouincv Adanrs "cledicated his lite to public sen,ice." Therefore, vou should choose ansu'er (B).

Example

II

Sample Answer

In line 4, the u,ord "unsu,en'ing" is clost'st in meaning

tcr

@ @

o

(A) r.noveable (B) insignificant (C) unchanging (D) diplomatic

@

The passage states that John Quincv Aciams clemonstrated his unsu'en'ing belief "thloughout his career." This irr.rplies that the bcliel clid not change. Therefore, vou should choose ansrver'(C).

IOhFI- 1!'st dir (.t i('nr rnl lormnl ar L' r'epr int.rl L)\ l\.r Dr r\\ri jt .rl ElS, thL L,rprright orvntr'. [{orterct.:rll erartrpl...rn.i tr.t qrra\!iL)Di rr r Pr r,r i.i.rl br Pt et tort F-riurrlr,,n Itr. )

READING COMPREHENSION PRE-TEST

143

3 a 3n 3 a 3 a 3 a 3 a 3 a Questions

llrre (5 )

l-9

'fhe largest dianror.rd ever fbtrnd is the Cr"rllinan Dian.rond. This diarrrond u'eighed 3,106 carats in its uncrrl state rrh.,rr it u'as discc-rveleci in Sor"rth AIrica on Januan 25, 'l905. The Cullir-r:rn l)iamond \\'as cLlt into 9 ma.jor stones and 96 smallel ones. The larqc-st of thc cut stones, and still the largest cr-rt dianrond in the rvolld, is the pear-shaped Cullinan I at 530 carats. Tlris cliamoncl, u'hich is also knou,n iis the Greater Stzrr- of Afric:r, is more than 2 inches (5.4 cm) lorrgand I.75inches(4..1 cm)ri'ide. Itbecamepartof theBritishcrou'r.r.ien,elsin I907. What is the best tille for this passare?

(A) (B)

4.

DianronclCr-rtting The World's Biggest Diamond, Uncut ancl Ctrt

(C) Measuring Diamonds in Carats (D) The British Crori n Jeu'els 2.

The u'ord "ttncut" in line 2 is closest meaning to u hich of the follot ing?

The

t'ord "discovered" in line 2 is closest

Unnalulal Pear'

\4/hole'

READING COMPREHENSION PRE.TEST

(A) (B)

e

(D)

3,106

e6

l0s

ir-r

Finished

(A) created (B) fbund (C) buriecl (D) u'eighecl

It can be inlcrrccl lrom the passage that the Cullinan Diamond u'as cLlt into hour mzrnv total stone's?

(c)

(A) (B) (C) (D)

in meaning to

144

3

5.

The rvord "nrajor" in line 3 cor.rld best be replaced br

(A) (B) (C) (D)

r'u'ell-knort'n

militar-r natural bie

3a3a3a3a3a3a3a 6. Which of the lollou'irrg is NOT true about Cullinern

l?

(r\) It \\'as cut from thc Cullinan Diamond. (B) [t iveighs 3,106 carats. (C) It is the biggest cut diamond ir.r the ri,orld. (D) It is sometimes called tlre Greater Star

3

8. According to the p:rssaee, u,hal happened to Cullinan I?

(A) It rent:rined in Africa. (B) lt \\'as cut into smaller stclrles. (C) lt \\'as clrt ancl changecl into the (D) It

Greater Star of Africa. bet:ame the propertr of thc- British

Roval familr'.

ol Ah'ica.

9. Where 7. All ol'the lbllorving are tnte abor-rt the slr:rpe ol the Greater Star of Africa F'XCEPT

(A) (B) (C) (D)

that

it is in the shl;rc of a pear it is -5.4 centinretels long it is lonr:er than it is ri'ide it is 4.,1 inches u'idc

ir-r

the passage does the:ruthor

mention the Cullinan Diamond's ri'eisht rvhen it rr'as mined?

(A) Li'es r-2 (B) Line 3 (C) Lines .1 5 (D) Line 6

READINGCOMPREHENSIONPRE-TEST 145

3a3a3a3a3a3a3a

3

Questions 10-20 Coca-Cola n'as invented in 1886 by Atlanta pharmacist John S. Pemberton. The name for the product rvas actuallv proposed bv Pemberton'.s assistant, Frank Robinson. The name rvas taken from the two most unusual ingredients in the drink, the South American coca leaf and the Afr-ican

Line (5)

c<>la

nut.

The recipe for todavt Coca-Cola is r,'etl u'ell guarded. Manv o[ the ingredic-nts are knorvn; in addition to coca leaves and cola nut, thev include lemon, orange, lime, cinnar.non, nutmeg, vanilla, caramel, and sugar. The proportions oF the ingredients and the identitv of Coke'.s secret ingledients are knou,n bv onlr, a ferv of the Coca-Cola Company's sc.nior corporate officers. 10.

The passage mainlv disctrsses

14. A "recipe"

(A) the success of the Coca-Cola Companv (B) the unusual ingredients in Coca-Cola (C) John S. Perlberlon (D) Coca-Cola'-s recipe and rvho developed

-5

is

(A) information about drrgs (B) (C) (D)

it

ll.

in line

for

a

pharmacy a descripti<;n of horv 1o prepare something an accounting statement a corporate organizational plan

According to the passage, u'ho created Coca-Col:r?

(A) (B) (C) (D)

l5 The passage states thiit the recipe for Coca-Cola is

The Coca-Cola Company John S. Pemberton Pemberlon'sassistant Frank Robinson

(A) (B)

u'ell knor.r,n knou,n by onlr a limitecl ntrmber of people

(C) unknou,n (D) ptrblishcd infbrmation

12. The rvord "unusual" in line 3 is closest in

meaning to

(A) uncommon (B) important (C) unused (D) tastv I -1.

t6. Which o[ the follou,ing is NOT mentioned as an ingredient of Coca-Cola?

(A) (B) (C) (D)

Which of the tbllorvine is NOT trtre about

Orange leaves Nutmeg

Citrus i'r-uits Strg:ir'

the name Coca-Cola?

(A) (B) (C) (D)

146

The name "coca" comes from the coca leaf.

The name "cola" comes lrom the cola nut. Frank Robinson suggested the name. The inventor came Llp with the name.


tl

The rvord "secret" in line 7 could best be

replaced bv

(A) (B) (C) (D)

unrevealecl

delicious business speechless

3a3a3a3a3a3a3a 18. It can be inferred from the passage that

(A)

the public knorvs all the ingredients in

(B)

the public is n()t sure that coca ieaves are used in Coca-Cola the public does not know hor.r'manv cola nuts are used in a batch of

(C) (D)

Coca-Cola

Coca-Coia

no one knorvs the exact proporlions of ingredients used in Coc:r-Cola

3

19. The.,vord "senior" in line 8 could best be leplaced

(A) (B) (C) (D)

b1.

tr'rstrvorthy high-levei more matlrre reallv decisive

20. Where in the passage does the author mention rvho gave Coca-Cola

i1s name?

(A) Lines 1-2 (B) Lines 3-4 (C) Line 5 (D) Lines 7-8

READINGCOMPREHENSIONPRE.TEST 147

3a

3n 3 a 3 a 3 a 3 a 3 a 3

Questions 2l-30

Llne (5)

Most people u'c-ruld sav that the u'orldi tallest mountain is Mount Everest. This rnourrtain in the Himaiavas is.just or.er 29,000 feet high. Hou'ever, if nrountains are measured a little bit differentll then the tallest mountain on lrarth is Mauna Kea, in the Halvaiian Islands. Mauna Kea is onlv aboLrt 14,000 feet above sea level, so in comparison to Mount Erret'est it just does not look anlrr,here near as high as lVlount Everest to a pel'son standing zrt sea ler,el. Nlauna Kea, h<;u'ever, does not begin at seer level. It rises ft-om an ocean floor tl-rat is more than 16,000 f'eet belorv the surface of thc'r'n'ater'. This mottntain therefore measllres nrore than 30,000 feet from its base to its top, making it :r higher mountain than Mount Everest.

2l The main idea ol'lhe pirssage is that

(A)

Mount Er.er-est is the r,r'orld's tallest

(B)

rnorrn tairr Mor-rnt Everest and Mar.tna Kea are ioczrted in different parts
25

(A) (B) (C) (D)

u'orld

(C) Mauna Kea's base is belorv sea level (D) Mauna Kea could be considerecl the

,1

Man1" people believe

it is the u'orld's

tallest mountairr. It is part of the Himalavas.

(B) (C) It is over-29,000 Ieet high. (D) it lises from thc ocean floor:

27.

noticeablv

(A) (B) (C) (D)

148

ir.r the passage that Mauna Kea does not seent as tall as Mount Everest

people clo not want to look at it part of Mauna Kea is under'\\:ater Mount Everest has more snou, Mauna Kea is in a different part ol'the

rvorld tl-ran Mount Er,'erest

soon

barelv recenth'

closest in meaning

"in comparison to" in lines could best be replaced bv

It is implied

(A) (B) (C) (D)

replaced by

24. The expression "a

-5

because

23. The u,ord "jtrst" in line 2 coulcl best be

(A) (B) (C) (D)

and

(A) close to (B) in reiation to (C) as a result of (D) becar-rse of

Which of the follo'"r'ing is NOT stated about Mount Er.'erest?

(A)

14,000 feet 16,000 l'ect 29,000 teet 30,000 feet

26. The erpression

tallest nrorrntain in the rvor-lcl 22

According to the passage, Mauna Kea is horv far above tl.re level of the .,vater?

28

little bit" in line 3 is tcr

a smzrll size

quite -somervhat

extremelv


The u'ord "f'loor" in line 7 coulci best be repiaced br'

(A) carpet (B) bottom (C) roof (D) urarter

3a3a3a3a3a3a3a 29. The passa-qe indicates that Mauna Kea

(A)

measures 16,000 feet from top to

bottom

(B) is completelv covered r,r'ith rvater (C) is more than half covered b1' ri,'ater (D) is 1,000 feet shorter tl-ran Mount

3

30. Where in the passage does the author mention Mount Everest's total height?

(A) (B) (C) (D)

Lines 1-2 Lines 4-6 Line 7 Lines 8-9

Everest


3a3a3a3a3a3a3a

3

Questions 31-40 When Columbus arrived in the Americas in 1492, there r.r'ere already an estimated thirtv to rnillion people living in North and Sorrth Anrerica. It has there{bre' been quite easv for some to refute the idea that Columbus "discovered" America. Hor.v and rvhen these inhabitants came to Line America has been the source of much scientific research and discussion. (s) Most archeologists agree that the first. Americans, the tr-r-re "discot,erers" of America, came from northeastern Asia. There is also a considerable amount oI proof that inhabitants har.'e been in the Americas for at least 15,000 vears. To get to the Americas, these people had to cross over the -55-mile-rvide Bering Strait that separates Asia and North America. According to one theon', these people crossed over during ( t0) periods rvhen a land bridge existed betu'een the tr.r'o continents. During Ice Ages, so much of the Earth'.s \\'ater was frozen that the sea levels dropped, and it u,as possible to r,r'alk front Asia to Norlh America. tbrt-"-

.

31

What is the authorrs main purpose? (A)

"t+

.

It is impliecl in the passage that

(A)

To explain hor^,' Columbus discovered

America (B) To shou' ftsr,l' people came to America before Coh-rmbus (C) To demonstrate the importance to archeologists of nor-theast.ern Asi;r (D) To explain ho'uv to cross the Bering

(B) (C) (D)

Strait JZ.

In

1492, horv manv people u,ere probabir

in the Americas?

(A) Fer.r'er than thirtv million (B) Eractlr thirtr nrillion (C) Forty million or feu'er (D) At least fortv rnillion JJ.

The u'ord "refute" in line 3 is closest in meaning to

(A) (B) (C) (D)

150

theorize

support contradict de{'end


Columbus was reallv the first person in America scientists are sure about America'-s

first inlrabitants Columbus arrived at almost the same time as America's first inhabitants all is not knorvn about Americat first

inhabitants 3-5.

There is general agreement that the first people r.r,ho camc to North America came

lrom

(A) Europe (B) South America (C) northeastern Asia (D) Afiica 36. The rvord "considerable"

in line 6 could best be replaced by which of the foilou'ing?

(A) Large (B) Weak (C) Well-knorvn (D) Considerate

3a3a3a3a3a3a3a word "separates" in line 9 is closest in meaning to

37. The

(A) (B)

differentiates divides

(C) joins (D) crosses 38

Which of the follorving is NOT stated about the Bering Strait?

(A) lt is 55 miles u'ide. (B) It separates North America and Asia. (C) It r,vas probabll'a land bridge during (D)

the Ice Ages. It is a land bridge todav.

3

39. The u'ord "frozen" in line 11 could best be

replaced bv

(A) cool (B) dirty (C) solid (D) r,r,'et 40. Where in the passage does the author rrention hou'long people have probably

been in the Americas?

(A) (B) (C) (D)

Lines 1*2 Lines 3-4 Lines 6-7 Lines 8-9


151

3a3a3a3a3a3a3a

3

Questions 4l-50 Alpha Cerrtauri is zr triple-stal'svsten1. One ol the three stars in Alpha Ceutauri is Prorinra Centauri, u,hich is the ne:rrest slilr to the Earrir, e\cept of course fol tl-re Sun. The nanre "Prorima" comes {rom a Lalin uord r'r,hich means "close." Lirte Even though Prorima Centauri is the closest star to the Earth outside of our solar svstem, it is (5) not reallv ckrse. lnterstellar distances are so large that thev are almost impossible to im:rsine. A person traveling in a modern spacecraft rvould nrit arrive at Pr-oxima Cer.rtauri u'ithin this lifetime , or the next, or even ten lifetimes because the clistance is so great. Light travels al a speed o1'186,000 mile's pcr seconcl, ancl it still takes light nrore than four'leals to travel fi'om Prorima Centartri to the

(10)

Earth.

Alpha Centauri can be easih'seen in the night skv u'ithout a telescope from certain palts of the Earth. lt is the thir-d brightest star in the skv, out of approximatelv 6,000 visible stars. It cannot be secn from most parls of the United States because most of the United States is too far north; hon,er.er-, it can be seen from the sorrthern parts of the southernmosl stares.

-lL

44. "lntelsle]lar distances" in line

is the closest stars to the Earth n'roden.r space travel the speed of light interstell:rl distances

The n-rain sr.rbjr-cl o[ this passage

(A) (B) (C) (D)

5 ale

(A) (B)

distances betu,een stals distances betu'een the Earth:rnd

(C)

distances rneasured bv the speed of

(D)

distances from the Sun to each of the planets, inclr-rdin.s the Earrh

various

sterrs

rrgnt

42. The passage indicatcs that u'hich of the l'ollou'ing is NOT

true?

(A)

Alpha cerltatrri is c.mposetl o[

(B)

\lat'S. Proxin-ra Centauri is the closcst steu

(C)

the

thrt'e

Ear.th.

Proxinra Centauri is one of the stars

Alpha

to in

Cc-ntauri.

(D) It is possible to see Alpha Ccnt:ruri frorn the Ear-th. 43. The r,r'ord "comr-s" in line 3 coulcl best be replaced br'

(A) (B) (C) (D)

152

travels is derir"cd

is directed r'isits

READINGCOMPREHENSIONPRE-TEST

45. ltcan hc inrr'r.ed ll.om tlrc Dassrsc that il

a

person left in one of toda-v's spacecralts' he or she u'ould at'rive at Alpha Ccnteuri

(A) (B) (C) (D)

rrithin this liletime u'ithin the next lifetinre u,ithin ten lifetimes alier more than ten lifetinres

-16. The u'ord "great" in line 7 coulcl best be replacecl bv u hich of the fc.rllorr ing*?

(A) Fanrotrs (B) Well-knorrn (C) Accomplishecl (D) Big

3a3a3a3a3a3a3a 47. Which o[ the follou'ing is tn-re according to

passage? (A) Light travels at 186,000 miles per hour. (B) A person cotrld travel from Earth lo Proxima Centauli in firul vears. (C) Li-eht lrom Proxin-ra CL-ntalrri reaches the Earth in more than four vears. (D) It is 186,000 miles liom the Earth to Prorim:r Ccntau'i. the

48. Thr' ri'ord "brightest" in lirre 1 I could best be replaced

(A) (B) (C) (D)

bv

49. lt can be inferred from the

3

passage that

from Alaska Alpha Ce'lrtauri is

(A) (B) (C) (D)

alu'avs visible

frequentlv visible occasionailv visible never visible

50. Where in the passage does the author explain hon'last light can travel?

(A) (B) (c) (D)

Lines l_2 Line '5 Lines 7-9

Lines 10-1 I

smar-tt: st

palest sl'riniest l:rrgest

This is the end of the Reading Comprehension Pre-Test.

@@@@@@@ When vou finish the test, vou mav do the follorving: o Turn to the Diagnostic Chart on pages 357-363,

and circle the numbers of the questions that vou n-rissed.

o Turn to the Progress Chart on page 353, and add vour score to the chart.


READING COMPREHENSION The third section of the TOEFL test is the Reading Comprehension section. This section consists of fifty questions (some tests mav be longer). You have fifty-five minutes to complete the fiftv questions in this section. In this part of the test 5'ou rvill be given reading passages, and you will be asked two tvpes of questions about the reading passages: l. Reading Comprehension questions ask vou to answer questions about the information given in the reading passages. There will be a varietv of questions about each reading passa-qe, including main idea questions, directly ansrvered detail questions, and implied detail questions. 2. Vocabulary questions ask vou to identifi,'the meanings of vocabulary rvords in the reading passages. To ansrl,er these questions, y-ou may have to know the meanings of the words. You can also identifi' the meanings of some of the words bv understandine the context surroundins the rvords.

GENERAL STRATEGIES

1.

familiar with the directions. The directions on every TOEFL test are the same, so it is not necessary to spend time reading the directions carefully when you take the test.You should be completely familiar with the directions before the day of the Be

test.

2. Do not spend too much time reading the passages!You do not have time to

read passage each reading in depth, and it is quite possible to answer the questions correctly without first reading the passages in depth. Some students prefer to spend a minute or two on each passage reading for the main idea before starting

on the questions. Other students prefer to move directly to the questions without reading the passages first.

3. Do not worry if a reading passage

is on a topic that you are unfamiliar with. All you of the information that need to answer the questions is included in the passages.You do not need any background knowledge to answer the questions.

4.

Never leave any questions blank on your answer sheet. Even if you are unsure of the correct response,you should answer the question.There is no penalty for guessing.

154


THE READING COMPREHENSION QUESTIONS The Reading Cornprehension section of the TOEFL test consists of five reading passages, each follou,ed bv a number of reading comprehension and vocabulary questions. Topics of the reading passages are varied, but they are often informational subjects that rr-right be studied in an American university: American history literature, art, architecture, geology, geographv, and astronomy, for example. Tir-ne is definitelv a factor in the Reading Comprehension section. Manv students u'ho take the TOEFL test note that they are unable to finish all the questions in this section. Thereiore, vou need to make the most efficient use of your time in this section to -qet the l-righest score. The following method is the best way of attacking a reading passage to get the most questions correct in a limited amount of time.

STRATEGIES FOR THE READTNG COMPREHENSTON QUESTTONS

the reading passage to determine the main idea and the overall organization of ideas in the passage. You do not need to understand every detail in a passage to answer the questions correctly. lt is therefore a waste of time to read the passage with the intent of understanding every single detail before you try to answer the questions.

1. Skim

2. Look ahead at the questions to determine what types of questions answer. Each type of question is answered in a different way.

you must

the section of the passage that deals with each question. The question type tells you exactly where to look in the passage to find correct answers. . For main idea questions, look at the first line of each paragraph. . For directly and indirectly answered detail questions, choose a key word in the question, and skim for that key word (or a related idea) in order in the passage. . For vocabulary questiont the question will tell you where the word is located in

3. Find

.

the passage. For where questians, the answers are found anywhere in the passage.

the part of the passage that contains the answer carefully. The answer will probably be in the same sentence (or one sentence before or after) the key word or

4. Read

idea.

the best answer to each question from the four answer choices listed in your test book. You can choose the best answer according to what is given in the appropriate section of the passage, eliminate definitely wrong answers, and mark your best guess on the answer sheet.

5. Choose

The following skills rvill help voll to implement these strategies in the Reading Comprehension section of thc' TOEFL test.

155

156

READINGCOMPREHENSION

Srcrr 1: MAIN IDEA QUESTIONS Almost every reading passage on the TOEFL test r,iill have a question about the main idea of a passage. Such a question mav be worded in a variety of ways; you may, for example, be asked to identify the topic, sttbject, title, primnry idea, or ttnilt idea. These questions are all reallv asking rvhat primarv point the author is trving to get across in the passage. Since TOEFL passages are generallv rvritten in a traditionallv organized manner, it is not difficult to find the main idea bv studying the topic sentence, u,hich is most probabll' found at the beginning of a paragraph. If a passage consists of onlv one paragraph, vou should studv the beginning of that paragraph to determine the n-rain idea. Example I

The passage: Basketball uras invented in 1891 bv a nhvsical education inst@rsachusetts, tyin" name of James Naismith. Because of the terrible rr,eather in u'inter, his phvsical Line edtcation students were indoors rather than outdoors. They (5) reallv did not like the idea of boring, repetitirre exercises and preferred the excitement and challenge of a game. Naismith figured out a team sport that could be piayed indoors on a gvrnnasium floor, that invoh,ed a lot of running, that kept all team members involved, and that did not allow the tackling and (10) phvsical contact of American-stvle football. The question: What is the main idea of this passage? (A) The life of James Naismith (B) The histor-1,- of sports (C) Phl,sical education and erercise (D) The origin of basketball

The first sentence of this passage discusses the inveriion of'basketball, so this is probably the topic. A quick check of the rest of the sentences in the passage confirms that the topic is in fact the beginnings of the sport of basketball. Now vou should check each of the ansrt'ers to determine which one comes closest to the topic that you have determined. Ansrru,er (A) mentions James Naismith but not basketball, so it is not the topic. Ansu,'er (B) is too general; it mentions sports but does not mention basketball. Ansrver (C) is also too general; it mentions physical education but does not mention basketball. The best ansr,ver is therefore ansu,er (D); the origin of basketball n-reans that the invention of basketball is going to be discussed.


If

a passage consists of more than one paragraph, vou should studv the beginning of each perragraph to determine the main idea. Example

II

The passage: Earl)' maps of the North American continent showed a massivt' rivcr that began in the RlrcLI Mountair.rJl,r*"d into tt-re Creat Silt Lake, and from there continued r,r,estr,vard into Line the Percific Ocean. This rir,er, named the Buenaventura River, on (5) some maps rivaled the great Mississippi River. Ihi:g:th&g!_ifqrg1[q,I{se does not exist. Perhaps zrn ea.h-rru.p-aker hr,'fx,thJsizrd ihat strcn a river probablv existed; perhaps a smaller rir.er u,as seen and its patlr from the Rockies to the Pacific \\,as assumed. As late as the middle of the (10) nineteenth centuln', this river rr",as still on maps and explorers u,erc still searchins for it. The question: Which of the following r,r'ould be the best title for this passage? (A) Earlv M:rps of Norlh America (B) A \qlEtitt"lt $\'cr on 41pt (C) A Comparisorr of the Buenaventura and the Mississippi Rir,ers

(D) Rivers in Mvthologv

In a passage r,vith more than one paragraph, you should be sure to read the first sentence of each paragraph to determine the subject, title, or main idea. In this example, the first sentence of the first paragraph indicates that the first paragraph is about a river on earlv nnps of North Arnerica. If you look at onlv the first paragraph, you might choose the incorect answer (A). The first sentence of the second paragraph indicates the river does not eri.s/. Answer (C) is incorrect because a comparison with the Mississippi River is onlv one small detail in the first paragraph. Ansrver (D) is incorrect because this passage is not about mythologv. The best answer to this question is anslr,er (B); the first paragraph sa-vs that the ritter is ort ntaps, and the second pzrragrapl-r savs that Ihe river does trct exist.

157

158


The following charl outlines the kev information that you should remember about main idea questions. MAIN IDEA QUESTIONS HOW TO IDENTIFY THE QUESTION

What is the topic of the possage? What is the subject of this passage? What is the main idea of the passageT What is the author's main point in the passage? With what is the author primarily concerned? Which of the followinq would be the best title?

WHERE TO FIND

The answer to this type of question can generally be determined by looking at the first sentence of each paragraph.

THE ANSWER HOW TO ANSWER THE QUESTION

'1. Read the first line of each paragraph.

2. 3. 4.

Look for a common theme or idea in the first lines. Pass your eyes quickly over the rest of the passage to check that you really have found the topic sentence(s).

Eliminate any definitely wrong answers and choose the best answer from the remaininq choices.

TOEFL EXERCISE 1: Studv each of the passages, and choose the best answers to the questions that follow. In this exercise, each paragraph is follorved bv rrlo main idea, topic, or title questions so that voll can practice this type of question. On the TOEFL test, one passage u,ould probably not have trvo such questions because thev are so similar. PASSAGE ONE (Qtrcstions 1*2)

Most of the ice on the Earth, ciose to 90 pelcent of it, is covering the surface of the continent Antarctica. It does not snow very much in Antarctica, but vnhatever snow does fall remains and grorvs deeper and deeper. In some areas o{'Antarctica, the ice has perhaps been around for as much as a million vears ancl norv is more than two miles deep. 1. The main iclea of the passage is that

(A) the Earth is a cold planet (B) most of the Earlh s ice is found in

Antarctica

(C) it snows more in Antarctica

than

in anv other place on E,arth (D) Antarctica is onlv trvo nriles rvide but is 90 oercent ice

2. 'f he best title for the passage is

(A) (B) (C) (D)

Snorvfall in Antarctica The Ic1' Earth The Cold, Cold Snor,r, The Cattses of Antarctica's Ice Pack


PASSAGE T1,l!O (Que.stiorts 3-4)

Lirte

(.5)

'fhe ertrenlelv hot irncl htrmid weather that occurs in the Unitecl States in Julv ancl August is commonh'called the "dog da1''s" o[ sumrner. This name comes from the star Sir-ir.rs, u'hich is knt>rt'n as the Dog Star. Sirius is the brightest visible stzr4 and in the hot summer monlhs it rises in the east at approximately the same time as the Sun. As ancient people sar,u'this star rising r,iith the Sun u,hen the rveather was at its hottest, thev be'lieved tl"rat Sirius rt'as tlre cause of the additional heat; ther,'belier-ed that this bright star added i1s heat to the heat of the Sun, and these tu,o together macle summer u'eathc-r' .so unbearabl', hot.

3. The topic of this passage is

(A) (B)

horv dogs like to plzw'dr"rring the sunlffler the callses ol'hot and hrrmid r,'u,eathet'

(C) rvhv the hot sumlner

4. The main idea of this passage is that (A) the name for the sunrmer davs carne fror-n Sirius, tlre Dog Star (B) dogs generallv prefer hot sumnrer cla.\,s

dar.s are

knon'n as the "dog davs"

(D) the davs that dogs pr-efer

(c) the l-rottest da'us occur- in the sllmmer because oltthe movements of the Strn and stars (D) Sirir.rs rises at almost the same time as the Sun during the sunlmer rrronths

PA.SS.IGE THREE (Questions 5-6)

Line

(5)

(10)

The term "primitive art" has been used in a varietv of r,r,al,s to describe rvorks ancl stvles rlf at't. One 'u'n'al that this term has been usecl is to describe the earlv pc.riocl u,itlrin the development of a cet'tain st1'le of art. Another \\'av that this term has been usecl is to dc'scribe at'tists rvho hale rcceivecl little professional training and u,ho demonstrate a nontraditional naivete in their u'ork. A u'onderfttl example' of this second trpe of primitive artist is Grandma Moses, l,lrc-> spent all herr Iifc living on a farm and wnrking at tasks normallv associated rvith t'arnr liFe. She did not begin paintir-r-e until she reached the age of ser,entv-sir. rvhen she sr,i'itched to painting ll-om embloiderv because the ar-tl'rritis in her hands macle embroiden'too difficult. Totalh'without formal education in art, she began creating panclranlic images of everydav life on the farm that have achieved international fame.

5. The strbject of this passage is

(A) an example of one of the 11,pes of primitive art

(B) Grandma Mosesi life on the t-arm (C) horv primitive art differs from formal art

(D) Grandrna Ii

festr4e

Moses's prinriti vc

6. Which of the {ollou'ing best

expresses

the main idea of the passage?

(A) Grandma Moses spent her life on a farnr.

(B) Art critics cannot come to anv agl'eement on a definition of primitir,'e ar-1,. (C) Grandma Moses is one tvpe of plirnitive artist because of hcr lack of for-mal trnining. (D) Manv arlists rc.cciver little prolcss ion:il training.

t)v

160


PASSAGE FOLIR (Questiorts 7-8)

In the first half of the nineteenth centurn a Neu, York nervspapc'r, the Netv Yctrk Sun, successfullv carried out a hoax on the American public. Because of this trick, readership of the paper rose substantiallv

Line On August 25. 1835, the Srrrz published repor.ts that some r,r,onderful nerv discoveries (5) had been made on the moon. The article described strange, never-before-scen animals

(

l0)

and temples covered in shining jervels. Many members of the American public were iooled by the story even some prominent members of the scientific community. The effect of the false stor v- on sales of the paper '"vas dramatic. Paper sales increased considerablv as people eagerlv searched out details of the neu, discoveries. Later, the nervspaper companv announced that it had not been trying to trick the public; instead, the companv explained the moon stories as a tvpe of literar',* satire.

7. Which of the follorving best states the topic oF the passage?

8. The main point of the

(A) the Iley'York

(A) A nineteenth-centurT discoven,

on the moon (B) The llery York Sun (c) A hoax and its effect (D) The success of a newspaper

passage is

Serrr ."vas one

that

of the

(B)

earliesl. American nc\\ spapers the Sl.nl increased sales rvhen it tricked the public u'ith a false

(C)

a newspaper achieved success bv

story

rvriting about the moon

(Dt in 1835 somc amazins

nerv

discoveries ll,.ere made about the moon

Sxru

2:

STATED DETAIL QUESTIONS

A stated detail question asks about one piece of information in the passage rather than the passage as a whole. The ansrvers to these questions are generally given in order in the passage, and the correct answer is often a restatement of what is given in the passage. This means that the correct ansrver often expresses the same idea as r,r'hat is rvritten in the passage, but the u'ords are not exactlv the same.


Example

Lirte

(5)

(

t0)

The passage: Flutes have been around for quite some time, in all sorts of shapes and sizes and made from a varietv of materials. The oldest knorvn flutes are about 20,000 yearrs old: ther rucrtffi-otrt bones rrith holes cut rlLthcm. In addition ro bone, older flures rrere ofren constructed from bamboo or hollorved-out wood. Todavs flutes are -qenerallv made of metal, and in addition to the holes the1,'have a complicated svstem of kevs, levers, and pads. The instr-ument belonging to u'ellknou n llautist .la-es Gahrat Ir not just made of anr metal; it is made of gold. The questions: 1. According to the passage, the oldest flutes (A) had holes cut in them (B) rrere rnad" .,f n-,etal (C) rvere made 200,000 years ago (D) had a complicated set of levers and pads

2. The passage indicates that James Galrvav's flute is made of

(A) bones (B) bamboo (C) u,ood (D) eold The ansr,l,ers to the questions are generallv found in order in the passage, so vou should look for the ansr,r,er to the first question near the beginning of the passage. Since the first qllestion asks about the oldest flutes, vou should see that this question is ans\vered in the second sentence. The passage states that the oldest flutes r,vere bones w,it/t lrcles ctLt iu thent, so the best ansr,r,er is answer (A). Ansrvers (B) and (D) are true about today's I'lutes, but not the oldest flutes, so thev are incorrect. Answer (C) is an incorrect number; the oldest flutes are 20,000 vears old, not 200,000 vears old. The ansrver to the second question rvill probabll- be located in the passage after the ansrver to the first question. Since the second question is about Jarnes Galu/41,'3 flule, vou should skim through the passage to find the part of the passage that discusses this topic. The ansu'er to this question is found in the statement that the instruntent belongirtg to well-kncnrvt flaLLlist Janrcs Galy,n!' is rtot ittst nmde of ant ntetal; it is ntade of'gold. The best answer to this question is therefore ansrver (D).

161

162


The follori'ing chart orttlines the kev information tbert vou should remember about stated detail questions. STATED DETAIL QUESTIONS HOW TO IDENTIFY THE QUESTION

According to the passage, ... It is stated in the passage that The passage indicates that ... The author mentions that ... Which of the following is true .

WHERE TO FIND

The answers to these questions are found in order in the

THE ANSWER

passage.

HOW TO ANSWER THE QUESTION

1

2

Choose a key word in the question. Skim the appropriate part of the passage for the key word (or related ldeo). Read

the sentence that contains the key word or idea

carefully. 4

Look for the answer that restates an idea in the passage.

5

Eliminate the definitely wrong answers and choose the best answer from the remaining choices.

TOEFL EXERCISE 2: Studv each of the passa-ees, and choose the best answers to the questions that follorv. PASSAGE ONE (Questi
Line

(5)

Many parts of the Southwestern United States would become desefts again r.l'ithout the waters of the Colorado River. A system of thousands of miles of canals, hundreds of miles o[ tunnels and aquedr,rcts, and numerolrs dams and reser-r,'oirs bring Co]orado Rirrer u,ater to the area. The lmperial Vallef in Southern California is an example of such a place; it is a vzrsL and ploductive agricultural ar-ea that u'as once a desert. Todal', 2,000 miles of canals irrigate tlre fertile land and keep it prodtrctive.

l.

Which of the follou'ing is mentioned in the passagL'as a \vay that Colorado Rirel natcl'€Iets to the Sotrthrrest?

(A) By truck (B) In bottles (C) ln rvells (D) Thror-rgh czrnals

2. According to the passage, the Imperial Vallev

(A) is a desert todar (B) is located in Colorado (C) produces (D)

a

lot of agricultural

goods does not rcclt-tit'e irrigation

READING

COMPREHENSION 163

PASSAGE TIUO (Questions 3-5)

The ancestors of humans had a lot more hair than the humans of today; in fact, thev had thick hair all over their bodies. This thick hair rvas necessurT for protection against the cold of the Ice Ages. Line As the Earth got warmer, the hair began to thin out, except for on the head. The (5) head hair has remained through the evolutionary process, both as a son of pillor,r, to cushion the sensitive head rvhen it gets banged around and as a sort of hat to keep the head warm and prevent so much heat ft'om escaping through the scalp.

3. Which of the following is tt-ue about the hair of the ancestors of humans?

(A) (B) (C) (D)

There was not much of it. It covered their entire bodies. It was thin. It rvas not useftil.

4. According to the

passage, rvhat

happened as the temperature on the Earth increased?

(A) The hair on the head began to thin out.

(B) The hair on the body remained the same.

(C) The hair on the body got thicker. (D) The hair on the bodv began to thin out.

5. The author-irrdicates that one of tbe pulposes of hair on the head is to

(A) fill up pillou's (B) help heat escape through

the

scalp

(C) ensure that the head is warm (D) make it easier to think

164


PASSAGE THREE (Questiotts 6-10)

The plane with the largest wingspan ever built was nicknamed the Spruce Goo.se. The wingspan of the Spruce Goose was 320 feet (almost 100 meters), and the plane weighed 200 tons. It rvas so big that it needed eight engines to po'"','er it. Line The plane rvas designed bv Howard Hughes in response to a U.S. government (5) request for a plane that rvas able to carry a large cargo for the rvar effofi. It was made of rvood because wood is a less critical material in wartime than metal. The plane was so difficult to build that it never really got used. It was flown one time onlli by Hughes himself, on November 2, 1947; during that flight it traveled a distance of less than one mile over the Los Angeles Harbor, but it did fly. Today, the (10) Spruce Goose is on exhibit for the public to see in Long Beach, California.

6. Which of the follou,ing is true the Spruce

Goose?

about

(A) Each of its r,r,ings measures 100

meters.

(B) It u'eighs 200 pounds. (C) It has eight wings to help it to fly. (D) It has a wingspan larger than the

9. According to the passage, when the Spruce Goose flew

(A) it went only a short distance (B) it fell into the Los Angeles Harbor

(C) it fler,v 100 miles (D) it can'ied a large cargo

wingspan of anv other plane.

7. The passage indicates that the

de'signed (A) as a cargo plane (B) as a racin-e piane (C) to carry u,ood (D) for exhibition

plane

was

8. According to the passage, the Spruce Goose is constructed from

(A) rvood (B) lightrveight (C) plastic (D) steel

metal

10. The passage indicates that the Spruce Goose today

(A) flies regularlv for the u.S. government

(B) is in the Los Angeles Harbor (C) is in storage (D) can be seen bv the public

READING

COMPREHENSION 165

TOEFL REVIEW EXERCISE (Skills l-2\ Study each of the passages, and choose the best answers to the questions that follow. PASSAGE ONE (Qttestions

l-3)

The center part of a hurricane is called the eve of the storm. In the eye of a hun'icane, u'inds are calm and no rain falls. There can even be blue sky and sunshine in the eye of the storm. Line This dry and calm spot is caused as the air spins aronnd the center of the hurricane. (5) The spinning air rises and pulls moisture with it. What remains in the center is drv clear air.

1.

Thetopicofthepassageis (A) the clestruction of hurricanes (B) the harsh vu'eather during a huricane (C) the calm in the center of a huricane

(D) the beautiful rveather that follorvs a huricane 2. The passage indicates that in the eye of a hurricane

(A) (B) (C) (D)

it is r.t'indy there is a lot of rain there is cloudv gra.'" sky it can be sunny

3. Accordingtothepassage,whatcauses the calm spot?

(A) (B) (C) (D)

The The The The

air circling around the center blue sk5' and sunshine high temperatures heaw rainfall

166

READIN6 COMPREHENSION

PASSAGE TWO (Questiotts 1-B)

Lhte

(5)

(10)

The invention of the phonograph happened quite by accident. Thomas Edison moved to Menlo Park, Nerv Jersey, in 1876, rvhere he established an industrial research laboraton: There, Edison was rvorking on a carbon telephone transmitter to improve the existing Bell telephone system. In that labot'atorv a year later, Edison invented the phonograph while he was trving to improve a telegraph repeater. He attached a telephone diaphragm to the needle in the telegraph repeater; in this rvav, he r,r'as able to reproduce a recording that could be played back. After he made some improvements to the machine, he tested it. He recited "Mary Had a Little Lamb" into the machine and played his voice back to a very surprised audience.

passage? (A) Thomas Edison's Manv lnventions (B) Improvements in the Telephone and Telegraph (C) The History of Menlo Park (D) An Accidental Invention

4. What is the best title for the

5. According to the passage, the invention of the phonograph

(A) was quite unplanned (B) was Edisons principal project (C) rvas surprising to no one (D) took many vears 6. In rvhat 5'ear did the invention of phonograph

occur?

(A) TB76 (B) 1877

(c)

1878

(D) The article

does not say.

the

7. According to the passage, how u,as the phonograph made?

(A) With a telephone

needle and a recorder (B) From a recording of a telegraph (C) With onlv a telegraph repeater (D) From a combination of telephone and telegraph parts

8. According to the passage, how did Edison test his new invention?

(A) He made improvements to the machine.

(B) He used a carbon transmitter. (C) He read a children's rhyme. (D) He reproduced the audience's r,oice.

READING

COMPREHENSION 167

PASSAGE THREE (Questictns 9-14)

Line

(5)

(

1

0

)

The Sears and Roebuck catalogtte was a fixture in American societv for manv decades. Practicallv anvthing needed in the American home could be ordered through this comprehensive catalogue and delivered by mail. The catalogue made it easier fbr homeou,ners in urban areas to track dourn items thev were trving to find; the catalogue \\'as an absolute necessitv for residents in out-of.the-rn'ay areas r.vhere manv tvpes of home supplies rvere not available for hundreds of miles. In the earlv trventieth century it uras not possible to buy just home supplies from the Sears and Roebuck catalogue. It rvas actually possible to buy a rrail-order house. If you ordered a house through the mail, vou rt'ould receive all the necessarv building materials as n ell as plans for constmcting the house; all of this could be had for prices starting around $600.

9. This

passage

mainlv discusses

(A) products sold in the Sears and Roebuck stores the design of the Sears and Roebuck catalogue (C) hou'to shop using catalogues (D) shopping through the Sears and Roebuck catalogue in the past

(B)

10.

The passage indicates that items ordered through the Sears and Roebuck catalogue

12. The passage mentions that rvhich of the follou,ing large items could be purchased through the Sears and Roebuck catalogue?

(A) (B) (C) (D) 13.

ll.

According to the passage, u,hv was the Sears and Roebuck catalogue important to people in remote areas?

(A) It contained the onlv products thev couid afford.

(B) Thev did not like the proclucts in local stores.

(C) It had a lot of products thev could not get in their local

(D) It

areas. rvas the onlv lva-v to get a ne\\/

home.

The mail-order house in the Sears and Roebuck catalogue

(A) lvas for urban areas onlv (B) u'as set up bV Sears and Roebuck

(A)

had to be picked up at a Sears ancl Roebuck store (B) n'cre delivered bv nrail (C) arrir.'ed in Sears and Roebuck trtrcks (D) had to be small

A home A car' A boat A train

u,orkers

(C) needed to be put together (D) arrired in one piece tila.

The price of $600 mentioned in the passage was

(A) (B) (C) (D)

the the the the

lor,vest price

for the item

average price for the item

only price for the item highest price for the item

168


Sru 3: UNSTATED DETAIL QUESTIONS You u'ill sometimes be asked in the Reading Comprehension section of the TOEFL test to find an answer that is rtot stated or not ntentiorrcd or not trtte in the passage. This type of question reallv means that three of the ans\vers are stated, ntentioned, or true in the passage, u,hile one answer is not. Your actual job is to find the three correct answers and then choose the letter of the one remaining ansr,ver. You should note that there are tr,vo kinds of answers to this type of question: ( 1) there are three true ansrvers and one ans\ver that is ttot discttssed in the passage, or (2) there are three tr-ue ansrvers and one that is lctlse according to the passa-qe. Example

The passage: The Florida Kevs are a beautiful chain o{'almost 1,000 coral lund linrestone islands. Thesc islands ic,rm an erc that lrcacls filst sotrthrv"rt u*l th"n ucsl h'om the mainlancl. U.S. Highuar I, Line called the Or.erseas Hiehu'av, connects the main islands in the (5) chain. Or-r thi. higlr*riit i.r,"."rrun to cross 42 bridges over the ocean to cover the 159 miles I'rom Miami, on the mainland, ar and thc to Kcl Wesl southernmost citv in the United States. The questions: 1. Which of the follou'ine is NOT mentioned about the Florida Kevs?

(A) (B) (C) (D)

The The The The

Florida Kevs are a chain of islancls. Florida Kevs contain coral and limestone. Florida Ke1,s are in the shape of an arc. Florida Kevs are not all inhabited.

2. Which of the follou,ing is NOT true about U.S. Highu'av (A) It is alsci knou'n at@. (B) It joir-rs all of the islands in the Florida Kevs. (C) It has more thaq_40 bridges. (D) It connccts Miami ancl Kev West.

1?

The first question asks for the one answer that is rtot ntentioned about the Florida Kevs. The passage states that the Florida Keys are a chairt (ansrver A) r,l,ith corul rutd lintestorze (ansrver B) in the shape of an arc (ansrver C), so these answers are not correct. The best ansri'er is therefore ans\ver (D). The passage does not discuss whether or not the kevs are all inhabited. The second question asks for the ansrver that is not lnre about U.S. High"vav 1. The passage states that it is called lhe Overseas Highv'cn' (ansu,er A), that it has 12 bridpes (ansu,er C), and that it cot,er(s) the 159 rniles fi'ctnt ,Vicutti. . . to Kel

READING

COMPREHENSION 169

D), so these answers are not corr-ect. The best answer is answer (B). The passage statc's that the Overseas Highr,i,av connects the nnin islands in t/rc chain, so it does not connect all of the islands. I4/es1 (ar-rsu'er

The follou'ing chart outlines the kev information that vou should remember abotrt Llnstated detail questions. UNSTATED DETAIL QUESTIONS HOW TO IDENTIFY THE QUESTION

Which of Which of Which of All of the

the following is not stoted . . . ? the following is not mentioned .. . ? the following is not discussed ... ? following are true except . . .

WHERE TO FIND


THE ANSWER

passa9e.


1. Choose a key word in the question. 2. Scan the appropriate place in the passage for the key word (or related ideo).

3. Read the sentence that contains the key word or idea carefully.

4.

Look for the answers that are definitely true according to the passage. Eliminate those answers.

5.

Choose the answer that is not true or not discussed in the passage.

170


IOEFL EXERCISE 3: Str,rdv each of tl-re passages, and choose the best anstvers to the questions that lollour PASSACE O.\,lE (Qtprtiorrs

Line

(5)

l-2)

Blood prL-ssLlrc n-leasuremcnt hars t\vo components: svstolic and diastolic. Svstolic pressrlre is ttrken u'hen the hearl is contracting to pump blood; cliastolic prL-ssLlrL- is taken'ur,hen the heart is resting betu'een beats. In the usual blood pressure reading, tlre svstolic mcasurement is given first and is the higher of the tu'o. Normal blood pressure is a svstolic rneasurement of 120-140, and r.r,hen the s-v-stolic presslrre is 160 or higher, then hvpertension exists. Systolic pressllre betu'een 140 and I 60 indicates borderline hvpet'tcnsion.

l.

Which of the follon'ing is NOT true abor-rt svstolic blood pressure?

2. Which of the folloting is NOT starled about diastolic pressure?

(A) It is takc-n dtrring the contraction

(A) It is one of the trvo components

(B) lt

(B) It is taken u,hen the hearl

of tl-re heart. is trsuallv given fir'st in a blood plessllre reading.

(C) A nonl:rl is

s.\.'stolic

120-140.

measurement

of blood pressure measurement. is

resting.

(C) ft is lorver than svstolic pressure. (D) A diastolic measurement of 140

(D) Hvper-tcnsion erists rvhen the

is normal.

svstolic pressure is belou' 140.

TII'O (Questions 3-4) In tl-re 1960s, as space travel rvas becoming a subject of much cliscussion, Pan American Airlines be-9an receir.ing some fairlr,'unusual re-qlrests for flight information. People began n'raking requests to bc on the first {light that Pan Am made to the Moon. I-ine On a n'him, Pan Am starled a u'aiting list {'or the first flight to the Moon. Similzrr (5) reqllests have come to Pan Am over the vears, arnd Pan Am has responded bv adding the names of the' requesters to the' list. Unfol'tunatelv for Pan Anr, the originzrl company is no longer in business, and it never got to the Moon. Hon,ever, rl,hen it u,ent out of business, it had a w-aiting list of more than 90,000 names for its first lunar flight. PASSAGE

3. All of the follor.ving are nrentioned abotrt Pirn Anrerican Airlines,

EXCIEPTthat

about Pzrn Anl's Moon flights?

(A)

(A) it started business in the 1960s (B) it receired r"equests for its first l)ight to the

,1. Wlrich of the fbllorving is NOT true

Moon

(C) it kept some people on a long rvaiting list (D) it rvent out of business

ab.ut its flights to the Moon. (B) Pan Am kept a waiting list for its Moort flights. (C) Pan Am never re:rllv madc- an-y Moon {1ights. (D) Pan Am's u'aitin-e list had onlv a feu, narnes on it. People askecl Pan Am

READING

COMPREHENSION 171

PASSzIGE THREE (Questions 5*B)

Line

(5)

(10)

(15)

The tr-rnnel tree's in Yosemite Valley are an amazing attraction to people who visit there. The tltnnei trees are huge'trees, giant redrvoods, u,hich har,e had tunnels carued in them, and cars can actuallv drive through some of the trees. The fact that the trees are large enough to have cars drir,'e through them should give you some indication of lust hou' big the trees are. There are curlenLlv trvo existing tunnel trees in Yosemite Valler,: One of them is called the "Dead Giant." This is just the stLrmp, or bottom paft, of a much larger tree. The hole rvas cut through the base of the. tree in 1878, and stagecoaches tised to drive through it. Today the Dead Giant still exists, but the stagecoaches do not. Passenger cars can and do drive through the 1O-foot-wide opening in the tree stunrp. The other existing tunnel tree is the 230-foot high California Tree, which had a hole carved through it in 1895. This tree is no longer open to the public, so it is r'ot possible to take a car through it. Unforlunatelv, a third tunnel tree no longer exists. The Wawona Tunnel Tree rvas a 2,10O-year-old tree rvhich was can'ed in 1881. A terrible snowstorm in 1969 caused this ancient giant of a tree to fall.

5. Which of the follorn'ing is NOT tr-ue about the tunnel trees in Yosemite

7

Valler'?

(A) Its tunnel still exists. (B) Its tunnel is 230 feet high. (C) Its tunnel \\'as clrt in 1895. (D) Cars are not allowed to go

(A) They are trees u'ith holes cut in tlrem.

(B) Thev are giant redr,voods. (C) Three tunnel trees currentlv exist. (D) Cars have driven throueh some of them.

the Dead. Giant, EXCEPT thal

(A) it is still a tunnel tree todav (B) it is just the stump of a tree (C) it uras cut less than a centurv (D) it has a l0-foot opening

through it. B.

6. All of the folloning are stated :rbout

Which of the follou,ing is NOT true about the California Tree?

All of the follou,ing are trre about the War,r,ona Tunnel Tree, EXCEPT that

(A) it does not exist anvmore (B) the tree lived for more than

2,000

YCATS

(C) the tunnel tree u'as destroved in ago

snowstorm (D) the tunnel u'as destroyed in 1881

a

172


TOEFL REVIEW EXERCISE (Skills 1-3): Studv each ol'the passages, and choose the best answers to the questions that follor,r'. I-1) When the tr,'peu'riter r"'as first inr,entecl, its keys rt'ere arranged alphabeticallr,. This made the kevs casv to {ind. Hou'err,'er, this arrangcn-}ent :rlso czrused the bars of the machine to jan-r, or get stt-rck.

PASSAGE Ol',tE (Que.stictrts

Lirte To solve this pr-oblenr, zl ncr\\' letter arrlangement u'as intloclLrcecl bv Christopher (5) Latham Scholes in 1872. His svstem, the standard kevboard svstem, is still used on

typeu'riters todar'. He arranged the letters in such A \\'av that the bars hit the inked ribbon from opposite directions as much as possible. This resultecl in far less jamming than had occurred u,ith the alphabeticai models. 1. The main topic of this passage is

3.

(A) the invention of the tvpcu'riter . (B) a proble'm and sr.rltttiort

Scholes?

(A) It rvas introduced in 1872. (B) It is still used toda\'. (C) lt became the stanclarcl svstem. (D) It rvas aiphabeticai.

concerning the earlv tvpelvriler a ietter on the tvpeu'r'iter (D) rr,hv the kevs stick on todar"s tvpeu'riter

(C) horv to s'r'ite

4.

2. According to the passage, on the first tvper,vritc'rs

(A) the kers u'ere in alphabc'tical older

(B) the keys u'clc harcl to find (C) the bars on the machine nevcr (D)

jamn-red Scholes's svstem u,orke'd cluite

u'cll

Which of the fcrllou,ing is NOT true abolrt the s'r'stenr inr,ented bv

The passage indicates that under Scholes's svstem, the bars hit the ribbon

(A) in alphabetical order' (B) {l-orn opposite directions (C) and caused the ke1's to jam (D) in the same \\'av as thev had on the origiual tr perr liter-

READING

COMPREHENSION 173

PASSAGE 714/0 (Questions 5-9)

Desefi tuudra, or cold desed, occurs on the Arctic edges of North America, Europe, In these erreas the temperatures are almost alu,avs freezing, and they cause an enr,'ironment in u'hich plant life is virtuallv impossible. The existence of ice rather than rvater for the majoritv of the vear means that vegetation does not have enough moisture forgrorvth to take place. During the short period ol'time r,r'hen the temperature increases enough fol the ice to melt, there is generallv a large volume of lvater. To
Line

(5)

5. Which of the follor.r'ing is thc best for the passage?

title

8.

(A) Where Desert Tundra Is Founcl (B) The \&'eather in the Arctic (C) The Effect of Desert Tundrar on

According to the passage, rvhich of the following does NOT happen when the u,eather heats up?

(A) (B) (C) (D)

Plant Life

(D) The Variet-v of Plant Life in

Plants gror,r,' lr,'ell. The ice melts. There is not enough drainage. There is too nruch water.

Deser.t Tundra 9.

to the passage, desert tundla is found

b. Accordin-e

(A)

throtrghor-rt North America, Europe, and Asia

(B) in Antarctica

(C) on the Arctic borders of the northern continents

(D) at the North 7

Pole

According to the passage, u'hat makes plant lil'e almost impossible in areas of desert tundra during most of the vear?

(A) Excessive u,ater on the plants (B) The flozen state of the u,ater (C) The increase in temperature (D) The lack of ice

According to the passage, u,hr.is it irnpossible for the \.vater 1o drain after

it melts? (A) The land beneath the surface is still liozen. (B) The tenlperature is too high. (C) The period o{'time is too short. (D) The vegetation is llourishing.

174


PASSAGE THREE (Quesricttts I0-11)

Whales are mammals rather than fish, yet they live in the rvorld'.s oceans rather than on land. Because of the fact that thev are mammals, scientists have believed for quite some time that rvhales are descendants of land mammals. Line Some interesting evidence to suppoft this theory has recently been found. In Eg1pt, (5) fossils have been found of a Forty-million-vear-old whale leg, kneecap, ankle, footbones, and toes. It appears from the l'ossil evidence that the bones urere not \/elry strong and not very large in comparison to the size of the rvhale. Based on this fossil evidence, the tollo"ving evolutionary,path has been hvpothesized. As the rvhale began its evolution toward the water, its le-es u,eakened and (10) decreased in size. Then, during its niillions o{ years in the watet, the legs slowl;disappeare,d, leaving only the front flippers todar,'.

that (A) numerous u,hale fossils haver rDeen rrounor ln : .r rr,_ tne \vol'los oceans (B) there is evidence that u,hales mav hzrve descended from land mammals

10. The main idea of this passage is

(C) whales are mammzrls and not fish (D) u'hales har-e not evolved r,eln, much over [he last mi]lions

years I

l.

All of the follo\,ing are true

that (A) thc-v are mammals

ol'

(A) A r.r'hale'.s kneecap (B) A rvhales ankle (C) A whales footbones (D) A whale's fingels 1

4. According to the hvpothesis in the passage, u,hat happened to u,hales' legs?

abotrt

whales, EXCEPT

(B) they lir,e iri the oceair (C) thev are fish (D) they mav have come from the land 12. Which of the follon'ing is NOT mentioned about the rvhale fossils in the passage?

(A) They were found in Egvpt. (B) Thev support the theorry that rvhales came from land.

(C) They are forty milhon vears old. (D) Thev showed that erncient r,r,hales had flippers.

13. Which of the lollowing was NOT mentioned in the list ofrt'hale fossils tound in Egr.pt?

They got stronger over time'

l*) (B) They got larger over time' (C) T'hev disappeared quicklli . (D) Thev became front flippers.


Sxrr-r-

4:

IMPLIED DETAIL QUESTIONS questions in the Reading Comprehension section of the TOEFL test will

Some require answers that are not directly stated in the passage. To answer these questions correctlv, you will have to draw conclusions from information that is given in the passage. Questiorrs of this tvpe contain the rvords implied, inferred, likely, or probablt' to let vou know that the answer to the question is not directlv stated. Example

The passage: The r-rumber of rings in a tree can be used to determine hou' old a tree really is. Each )'ear a tree produces a ring that is composed of one light-colored wide band and one dark-colored Line narrorv band. The wider band is produced during the spring (5) a"d earlv su.rmeq rvhen tree stem cells grou, rapidly and become larger. The narrower band is produced in fall and early winte4, when cell grolvth is much slorver and cells do not get verv large. Nq tg!_._elg!f.d"."d d".i"g th" h nter and summer months. The questions: l. It is implied in the passage that if a tree has 100 rvide bands and 100 narrow bands, then it is (A) a century old (B) two centuries old (C) fiftv vears old (D) nvo hundred vears old

2. It can be inferred from the passage that cells do not grorv (A) when the tree is ill (n) 4g1ng h"ut "t (C) u,hen it"*tr"-" rains too much (D) if there are more light-colored bands than dark-colored bands

The first question asks about the age of' a tree with 100 wide bards and 100 nalrow bands. The passage does not tell the age of a tree with 100 wide and narrow bands, but it does indicate that one . . . wide band and one . . . narroru band are produced each year. From this you can draw the conclusion that a tree r"vith 100 wide and narrow bands is 100 vears, or a centttry old. The best answer to this question is therefore ans\ver (A). The second qllestion asks rvhen cells do not gro$,. The passage indicates that no cells are produced durine the harsh u,inter and suntmer months. From this vou can drar.r, the conclusion that celis do not grow during the e.rtrente heat of summer or the extreme cold of u,inter'. The best ansurer to this question is therefore ansu,er (B).

175

176


The following chart outlines the key information that vou should remember about implied detail questions. IMPLIED DETAIL QUESTIONS HOW TO IDENTIFY THE QUESTION

It is implied in the passage that . . . It can be inferred from the passage that It is most likely that ... What probably happened

...

?

WHERE TO FIND


THE ANSWER

passa9e.


1. Choose a key word in the question. 2. Scan the passage for the key word (or related ideo). 3. Read the sentence that contains the key word carefully. 4. Look for an answer that could be true, according to that sentence.

TOEFL EXERCISE 4: Studv each of the passages, and choose the best answers to the questions that follclrv. PASSAGE

OtlE (Questiorts l-3)

Until 1996 the Sears Tou'eru,as thc [al]cst building in the world, rvith more than a hundred stories. It is located in Chicago, u,hose nickname is the Windv Citr,: The combination of a ven'tall building in a citv r",ith such rveather conditions leads to a lot Line of sr,r'aving in the breeze. (5) On a rvindv dav the top of the building can move back and forth as much as three feet everJ ferv seconds. The inside cloors at the top of the building open and close, and water in sinks sloshes back and forth.

probablv (A) as tall as the Empire State Building

1. The Sears Tou'eris

(B) no longer the tallest builcling in the

u'orld

(C) taller than anv other building (D) still the highest builcling in the

u,orld

2. It can be inferred from the passage that Chiczrgo

(A) has moderate r,veather (B) is generallv \\'arm (C) hars hr"rmid rt'eather (D) usr-rallv hars a lot c-,f u,ind

3. It is implied in the passage that the upper-level doors in the sears Totl'er oPen and close becattse

(A) the building was poorly constructed

(B) people go in and out so often (C) the building moves in the wind (D) there is rvater in the sinks

READING

COMPREHENSION 177

PASSAGE TWO (Questions 4-6)

Line

(5)

The most common last name in the English-speaking world is Smith, which was taken from the job of lt,orking rvith metals. A silversmith, for example, is someone who rt'orks lr,ith the metal silver. Historical records indicate that the use of this last name is at least 700 vears old. Todav there are more than 3.3 million Smiths living in the United States and perhaps another million Smiths livin-e in other English-speaking countries r"l orldrvide. 4.

It can be inferred from the passage that familv names

(A)

r.vere alwavs taken

(A) more Smiths than there from the area

rvhere a family lived

(B) rvere short names (C) had little or no mcanins (D) could be taken from jobs 5.

Which of the follorving is implied about the Smith fan-rilv name?

(A) [t is definitelv not more than (B)

years old. ft eristed 600 vears ago. It did not exist 500 vears ago.

700

(C) (D) It definitell- was not in use 1,000 vears ago.

6. In England there are probablv are in the United States (B) more than a million Smiths (C) felr,er than a million Smiths (D) no families r,vith the name of Smith

178


PASSAGE THREE (Questions 7-9)

On the hardness scale, corundum immediately follows diamond, which is the hardest mineral in the world. Corundum is perhaps better knou,n by the names of its gemstones, ruby and sapphire. Basically, gem corundum is divided into two groups: Line corundum that is red in color is called rrbr', and cor-undum that is any other color is (5) called sapphire. Pure corundum is clear; but pure corlrndum is rarely found in nature. If small amounts of the chemical substance chromic oxide (Cr203) got into the crystal str-ucture when it formed n-rillions of years ago, then the corundum turned a deep, rich red and became rubr,'. (10) Red is not the only color that corundum can take on. Other chemical substances enter into the crr,stal stmcture of comndum, and it can take on a variety of other colors Most people associate blue r,r'ith sapphires, and cerlainly r,r'hen cor-undum contains impurities that turn it blue, it is called sapphire. Horveve4 corundum can have a variety of other colors-e.g., green or purple-and still be called sapphire.

7. It can be inferred from the passage that corundum

(A) (B) (C) (D)

is

the hardc.st mineral in the world not as hard as sapphire the second hardest mineral a rather soft mineral

B. Chromic oxide is probably u,hat color?

(A) Clear (B) Blue (C) Red (D) Green

9. Yellorv corundum is most likelv called

(A) (B) (C) (D)

gold chromic oxide rubv sapphire

READING

COMPREHENSION 179

TOEFL REVIEW EXERCISE (Skills l-4'): Studv each of the passages, and choose the best answers to the questions that follor,v. PASSAGE ONE (Qtrestictits

Line

(5)

l-5)

Before ballpoint pens or l'ountain pens, pens n,ere made fron-r goose feathers. These goose feathers, called quills, ,,.r,ere sharpened and dipped into inkr,r'ells, rr,,here thev absorbed enough ink to u'rite a f.'n ll,ords. [t rvas necessarv- to keep an inku,'ell ver-v close bl; as frequent clipping \\/as necessary. These quill pens \vere one of the earliest products "designed" specifically for leftand right-hernded people. Feathers fi-onr the lefl u,ing of the goose u,orked best for righthanders because of the rvav that the feathers arched. Feathers from the right r,r,,ing were pref-erred bv le f t-handers.

l.

Which of the follo'uving is thc best {'or this p:rssage?

title

4.

passage?

(A) Earlv Ballpoint and Fountain

(A) Left-handers

Pens

(B) Ouill

Which of the following is NOT trre about quill pens, according to the

preferred quills {'rom the right rving. (C) Right-handers could use quill

2. According to the passage, a quill came from

3. The passage indicates that a quill pen could hold enough ink to r,r'rite

(A) one or two pagcs (B) {'or about one hotrr (C) a couple oF u,ords (D) numerous sentences

unable to use

(B) Left-handed people generallv

Righties

(C) Where Quill Pens Canrc From (D) Various Llses for Goose Feathers

(A) a tree (B) a bird (C) a piece of metal (D) a fountain pen

r.,,ere

quill pens.

Pens for Lefties and

pens.

(D) Right-handed people generallv prel'erred quills from the left wing. 5.

It can be inf'erred from the that quill pens

(A) (B)

are are (C) are (D) are

passage

still used regularly today pref'erred over ballpoint pens the best pens for ieft-handers no longer used much

't80


PASSAGE TWO (Qtrestions 6-10)

Lirrc

(5)

The English names of the last four months of the Gregorian calendar (September, October, Nor.ember, De'cember) have rather inter-esting histolies. The Greeorian calenclar is a tr,t'elve-month calcndar; so these nronths are the ninth, tenth, eleventh, and twelfth months respectivelv. Hon,ever, their names do not reflect their positioning in the calendar. The name September comes from the Latin rvorcl septlu?l, rvhich means "seven." This month r'vas originally' the name of the seventh rather than the ninth month. Sinrilarlv the name Octobel comes from the Latin oc'lo ("eight"); the name November comes from the Latin rtovenz ("nine"); the name December comes ft'om the Latin decerzz ("ten").

6. The main topic of this passage is

(A) tlie origin of certain month names

(B) the Gregorian calendar (C) the numbers in Latin (D) ten- ancl tuelve-month calendars 7.

The first month on the Gregorian calendar is probablr

(A) March (B) Ma-v" (C) January (D) December R

The passage states that in the original version of the calendar, September r,rras the name o1'

(A) the sirth month (B) the seventh month (C) the eighth nronth (D) the ninth month

9. It can be inferred fron-r the

passage

that November

(A) used to be the ninth month of the vear

(B) is no longer part of the Gregorian (C)

cerlendar has alrvays been the eleventh

(D)

nronth rvas not pafl of the origin:rl Gregorian calendar

10. Which of the follon ing is NOT mentioned in the passage about December?

(A) It is the trveltih nronth on the Gregorian calendar.

(B) Its nante is derir,ed from a Latin r.l,ord.

(C) Its meaning comes from the nulnber ten.

(D) It

has 31 davs.


PASSAGE THREE (Questictns I t- j 5)

Different tvpes of relationships exist betureen living things. One tvpe of relationship is pzrrasitism, in r.r'l'rich otre partner benefits rrhile the other loses. A ven'different type of relationship is svmbiosis, in rvhich both partners benefit. Line An erample of a parasilic relationship exists betrveen the stone crab ancl sacculina, a (5) tvpe of barnacle. The sacculina attaches itself to the stone crab. It then eats into the crab, and the stone crab becomes disable-d. An exzrrnple o['a svmbiotic relationship exists betu'een the herrnit crab and the calliactis anemone. The anemone attaches itself to the crab, but it is not a parasite because it does not harm the crab; it feeds on food that is dropped b1,'the crab. The ( I 0 ) anemone even helps the crab bt' protecting the crab fr"om other predators u,i th its tentacles. 11. The sub.ject o1'this passage is

(A)

different kincls ot lelationsh ips amon-s living things (B) parasitic relationships (C) relationships that are mutuallv beneficial to living things (D) symbiosis

14. The calliactis anemone

(A) (B)

tr,r'o

12. Which of the fbllou'ing is NOT true about parasitic relationships?

(A) There are trvo partners in a parasitic relationship. (B) One partner in a parasitic relationship hurts the other. (C) The stone crab can be part of a parasitic relationship. (D) A parasitic relationship is usuallv sr mbiotic. 13. Accorcling to the passage, r,r'hat does sacculina eat?

(A) The stone crab (B) Barnacles (C) Food dropped bv the crab (D) Other parasites

is a parasite harms the hermit crab (C) eats into the hermit crab (D) assists the hermit crab 15.

Which of the fbllor,r'ing can be inferred fr om the passage?

(A) All crabs are inr,olved in parasitic lelat iorrsh ips.

(B) All crabs are involved in svmbiotic relationships.

(C)

Some crabs are involved in

(D)

svmbiotic relationships, rvhile others are not. Crabs are involved in neither' parasitic nor symbiotic relationships.

181

182


Sxru

5:

VOCABULARY IN CONTEXT QUESTIONS

On the TOEFL test vou rvill sometimes be asked lo determine the meaning of a difficult r.tord or expression, a ri'ord or expression that you do not knorv. In this case, the passage often gives vou a clear indication of r.vhat the word or expression means. Example

A line in the passage: . . . She has a lar-ue gelanium gror,r'ing in a pot in the corner of' her apartment. . . .

The question: A "geranium" is probablv u'hich of the following? (A) A sofa (B) A chair (C) A fish

(o) 4 de4 of question, you are not expected to knou, the meaning of the word geraniunt.Instead, you should understand from the context that if the geranitun is gron,ing in a pot, then it is probablv a plant. Answer (D) is therefore the best

In this

t_-vpe

answer.

The following chart outlines the kev information that you should remember about vocabularv questions on the TOEFL test. VOCABU LARY QU ESTION S CONTAI NI NG DI FFICULT WORDS HOW TO IDENTIFY THE QUESTION

What is the meaning . .. ? Which of the following is closest in meaning to . . . ? . .. could best be replaced by which of the followingT

WHERE TO FIND

The question usually tells you in which line of the passage the words or expression can be found.

THE ANSWER HOW TO ANSWER THE QUESTION

1

Find the word or expression in the passage.

2

Read

3

Look for context clues to help you understand the meaning.

A

Choose the answer that the context indicates.

the sentence that contains the word carefully.

READINGCOMPREHENSION 183

TOEFL EXERCISE 5: Study each of the passages, and choose the best answers to the questions that follow. PASSAGE OlttrE (Questions 1-4)

Line

(5)

When babies are born, they always have blue eyes. This is because the melanin, the pigment that colors the eyes, is not on the surface of the iris. Instead, it is within the creases of the iris. Because there is little melanin on the surface of the iris, the eyes appear blue. After a fer,t, months, the melanin moves to the surface of the iris. It is the amount of melanin on the surf'ace that detel'mines a person's permanent eve color, so it is at this point that a babvs eves develop the color thev r,r,ill have for a lifetime.

1. The u'ord "pigment" in line 2 closest in meaning to

(A) (B) (C) (D)

is

(A) (B) (C) (D)

best be replaced by

(A) (B) (C) (D)

skin muscle tissue color

2. The rvord "surface" in line 2 is in meaning to top inside back bottom

3. The word "permanent' in line 6 could

closest

changeable lasting dark possible

4. The word "point" in line 7 could best be replaced bv which of the following?

(A) Dot (B) Era (C) Time (D) Place

184


PASSAGE

Line

(5)

MO

(Questiorrs 5-9)

The chili pepper is native to the Americas, but nou'adavs it is found all over the rvorld. It is an extlemelv popular spice in manv cultures and is, in fact, the r,",orld's second favorite spice, after salt. There are more than a hundred species of chili peppers, some which are quite mild and others rvhich are incrediblv hot and spicl'. Today chili peppers are used to spice a variety of foods, e.g., salsa, meat and rice dishes, and er,en jam and jell--v. In the past, chili peppers had some other, more unusual uses. In ancient Merico, 1'or example, chilies cotrld be used to pa1- taxes. In addition, in Panama, these peppers \vere used to protect aqainst sharks.

5. The tord "favorite" in line 3 is closest in meaning to

(A) most popular (B) most delicious (C) best knou,n (D) most recognizecl 6. The u'ord "species" in lir-re 3 is closest in meaning. to * hich of the |ollo* ing?

(A) Plants (B) Uses (C) Ivpes (D) Sizes 7. The rvord "mild" in line 4 could best be replaced br,

(A) (B) (C) (D)

strong tasting cold delicate tasting amiable

8. "Jam" in line 6 is probablv

(A) a t5;pe of cliili (B) something to eat (C) something to rvear (D) a container for chilies 9. The expression "protect against" in line 8 could best be replaced b1,'

(A) lean asainst (B) hunt for (C) flirt u,ith (D) defend against


PASSAGE THREE (Questiotts l0-15)

Line

(5)

(10)

(15)

At the end of the Revolutionarv War, America u,as no longer a colonv; instead, America was a new, voung country that needed to set up its own government. There rvas a lot of disagreement throu,ehout the country as to the tvpe of government that was best. One of the major issues uras whether there should be a strong federal government with little power in the hands o{'the individual states or a rveak central government and powerful states. It is interesting to note that it rvas many- of the Revolutionary War rreterans urho u'ere in I'arror o['a strong central go\rernment. Because o1'lheir efforts in r.vinning the war over the British, after the u,ar thev became a po\ /erful political force, and as a u,hole thev u'ere extremelv nationalistic. There u'ere also financial reasons that veterans supported a strong national government. The revolutionar\r congress had ended the r.l'ar rvith a large amount of debt, and a large portion of this debt u'as in bzrck pav and pensions to soldiers. Manv soldiers believed that lr,ith a strong fecleral government, thev had ar better chance of collecting the monev ou,ed to them. 10.

A "colonv" in line 1 is

13. In line 7, "r'eterans" refers to

(A) an independent countrv(B) a tvpe ol'government (C) a dependent zrrea (D) a continent

(A) governmentofficials (B) fornrer soldiers (C) voters (D) current members of the armed forces

11.

The expression "set up" in line 2 could best be repl:rced bv rvhicl-r of the follou,ing?

(A) (B)

14. The rvord "financial" in line 11 is closest in meaning to

(A) monetarv (B) important (C) militar.r (D) national

Defend

Organize

(C) Argue about (D) Prolect 12. The'uvord "federal" in line 4 closest in meaning to

(A) state (B) rveak (C) central (D) neru

is

15.

The u,ord "back" in line 13 could best be replaced br.lr,hich of the follou,ing?

(A) Reverse (B) Lorv-income (C) Retr,rrnable (D) Alreadv earned

186


TOEFL REVIEW EXERCISE (Skills f-5): Study each of the passages, and choose the best answers to the questions that follow. PASSAGE ONE (euestiorts t_9)

Line

(5)

Geographicall-v, guli6o.nia's diversitv is breathtaking, anci the state'.s coastline from north to south is no exception. Measuring 840 miles in length, the coast consists of the rugged cliffs of the Cozrst Ranges in the nofth and u,ide sandy beaches in the south. Along the coastline there are two maior harbors, one in the nor-th at San Francisco, the other in

the south at San Diego. Near Humboldt and Monterey are smaller natural harbors.

1. The topic of this passage is

6. It is irnplied in the

horv the state of California is divided into north and south (B) the variations in California's coastal geographl,' (C) the breathtaking beautv of California (D) the exceptions in coastal geoglaphr'

2. The rvord "breathtaking" in line breathing amazing stolen usual

(A) has more

beaches than southern California (B) has the sanre trpe of coastline as southern California (C) has feu'er ma.jor harbors than southern California (D) iras a different coastline from southern CaUfornia

7. According to the passage, rvhere are the major harbors located in California?

(A) (B) (C) (D)

3. According to the passage, what measures 840 miles in lensth?

(A) The California coaslline (B) The Coast Ranges (C) The mgged cliffs (D) The exceptional par-t of northern California

4. The Coast Ranges are probablv (A) flat, sandv areas on the coast of California (B) found in southern California (C) a series of mountains (D) hundreds of n-riies norlh of the cliffs

5. "Harbors" in line 4 are

(A) cliffs (B) ports (C) beaches (D) mountains

that

I

probably means

(A) (B) (C) (D)

passage

norlher-n Cali[or-nia

(A)

8'

In San Diego Onlv in nofthern California Near Humboldt and Monterev In the norrh and in the south

In line 5, "natural harbors" are (A) not human-made (B) alrravs small in size (C) evenly shaped (D) constructed of natur.al materials

9. Which of the following geographical features is NOT mentioned in the passage?

(A) Cliffs (B) Canyons (C) Beaches (D) Harbors

READING

COMPREHENSION 187

PASSAGE TWO (Question.s 10-18)

Among some groups of people, cats have a reputation as rather silly animals that are in trees. Cats have often been knorvn to become frightened of something, run up a tree, and then cry sadly until they are rescued. Line There is, in realitv a reasonable explanation for this type of behavior, and it has to (5) do with the shape of the cat's claws. A cat's clarvs are hooked in a direction that makes climbing up a tree a rather ezrsv task. Horvever, when it comes to climbing back down the tree, these claws are not very helpful. ah.l'avs getting themselves stuck

that 15. According to the passage, a cat CANNOT (A) cats reallv are silly animals (B) cats have good reason for their (A) climb up a tree (B) get stuck in a tree bel-ravior (C) cats enjoy climbing trees (C) cry easily (D) cats' sharp claws are unnecessary (D) climb down easily

10. The main idea of the passage is

for survirral

some people think that cats are sillv Decause rne cars (A) har.'e funny-looking clar.r,s (B) frighten other cats

I 1. The passage indicates

that

(C) climb trees and cannot get dorvn (D) are unable to rescue other cats 12. The rvord "rescued" in line 3 is closest in meaning to

(A) (B) (C) (D)

in contrast in fact in agreement in all probabilitv

14. The word "hooked" in line 5 is closest in meaning to

(A) curved (B) straightened (C) sharpened (D) shortened

/ \ it (A) ^ is cr"ving (B) of the shape of its clar.',,s (C) it does not know how to climb (D) it is afraid of other cats

17. It is implied in the passage that if a cat tries to climb dou,n a tree, it will

(A) be able to do it easilv (B) move very quickly

(A) left (B) saved (C) scared (D) tired 13. The expression "in realitv" in line could best be replaced b.r

16. The passage states that a cat gets stuck in a tree because

(C) cry to other cats (D) perhaps fall 18. The word "helpful" in line 7 could best be replaced by

4

r r r, , n. Irlendlv (A) (B) useful (C) nice (D) sincere

188


PASSAGE THREE (Quesriorts

I'itrc (5)

(10)

l9-27) In the 1890s, bicvcles became quite popular in tlre United States as the ner,r."safe:tv" bicvcles replaced the older penn.1,-l'arthing bicvcles. On the pennv-f afthine bicycles, one rt'heel u'als much larser than the other, and the-se bicvcles \vere not lery stable; thev were alu'avs falling over: On the nerv "safetv" bicvcles, both wheels \\,ere equal in size, and thev ll,ere much easier to control. Manv women also enjoved tlrese nerl' "safetr"' bicvcles, but ther,. had to take measures to deal rvith their clothing n'hile riding the bicvcles. The fashion at the time r.vas lbt'long, lull skirts that did rot go u'ell rvith bicvcles. Sor-ne women put lead weights in their skirts to keep their skirts fron-r blorving up. Other women changed flom long skirts to bloomers, u'hich were long, full, r,ide pants, but some people f'elt that bloomers u,ere inappt'optiate for s,omen to \veal'; in fact, some ne\vspapcrs ancl mzrgazitres o{ the clav criticiz-ed the nc-u' bicrcle'f-ashion as a danser" to ladies'mor-als. 19. The passage is mainll'about

(A) rhe popular-in'of safetv

"uteasures' in line 7 could bcst be rc'placed bv

23. The r,vord

bicvcle.s,

(B)

even amonq tvolnen tlie clifferences betu,eern safetv

(C)

u'omen'.s fashion.s in the

(A) cor"rnts (B) nurlbers (C) steps (D) problems

and pennv-farthing bicvcles

nineteenth centur]'

(D) the lack of stabilitv of thc. pen nv-I'alt

hin

g bi c,"-cles

24. The pa.ssage indicates that it u'as fashionarble in the 1890s for r,r'omen

to \vear

20. Accorcling to the perssage, the pennr'-farlhing bicvcle had

(A) (B) (C) (D)

two srnall u'heels trvo iarge rvheels tu'o equal u'heels tn'o uneqtral rrheels

1t zt. The u,ord "stable" in iine 3 is closest in meaning to

(A) dangerous (B) expensive

(c)

bie

(D) steadl' 22.

(A) long skirts (B) short pants (C) small hats (D) menls clothing

Which of the follos'ing is NOT trtre about the safeh bicl'cle?

(A) lt had eqr-ral wheels. (B) It u,as l'airlv simple to control. (C) lt precedecl tl-re pennr'-farlhing bic1,'cle.

(D) It became poprrlarin the 1890.s.

25.

It is inrpliecl in the (A) hear.1, (B) soft (C) delicate (D) lisht

26. h-r

passage that lead is

line 10, "bloon-rers" are

(A) (B) (C) (D)

shirts skirts hats pants

implied in the passage that nc\\'spapels expressecl the opinion that rvonten

27. 11 is

(A) (B) (C) (D)

shotrld should should should

u'ear bloorners not ride bicvcles not r,vear lone, Iull skirts alrvavs follou'the fashion


Srcll

6: "WHERE" QUESTIONS

Sometimes the final question in a reading passage will ask vou to determine r,vhere in the passage a piece of information is found. The answer choices will list possible locations for that information. The best rvay to approach this type of question is to studv the question to determine the information that vou are looking for and then to so to the lines Iisted in the answers and skim for that information. Example

The passage: The rvords "capital" and "capitol" are confused in spelling and in meaning b-v" a lot of people who tryr to use them. Both their spellings and their meanings are quite closelv related. A Line "capital" ir !\: location of the center of gor.ernment, r.vhile a (5) t"prt.f is ttrc acrual b"ildrng,uhere tlrc'goue'nment officials mect. Thus, i" {glq4gd States, for exarnple, the 9oprt"i building is locatedin Washington, D.C., u,hich is the capitalcitv of the United States. The questions: l. Wherc' in the passage does the author define the word !epr1e!_?

(A) l.ines 1-2 (B) Line 3 (C) Line't (D) Lines 6-8 2. Where in the

passage does the author mention u,here the

U.S_Capitol can be fbund?

(A) Lines 1-2 (B) Line 3 (C) Lines 4-5 (D) Line 6-8 To answer the first question, you should skim for the v,,ord ccLltital and then look for its meaning. A cnpital is the locntion of- the center of' goventntent, and this defi-

nition is given in the fourth line. The best answer to this question is therefore ansr,i'er (C). To anslr,er the second question, you should skim

for U.S. Capitol and then look for nhere the U.S. Capitol is found. The U.S. Capitol islocated inWashingtotl, D.C., and this information is given in the sixth through eighth lines. The best answer to this question is therefore ansrver (D).

189

190

READINCCOMPREHENSION

The following chart outlines the key information that you should remember when you are trying to determine where in the passage something is found. QUESTIONS ABOUT WHERE IN THE PASSAGE HOW TO IDENTIFY THE QUESTION

Where in the passage

WHERE TO FIND THE ANSWER

The question can be in any of the lines listed in the answers to the question.


'f

.

..

.?

Chose a key word or idea in the question.

2. Skim the lines in the passage that

are listed in the answers to the question. You should skim for the key word or ideo.

3.

Choose the answer that contains the line numbers of a

restatement of the key word or idea in the question.

TOEFL EXERCISE 6: Study each of the passages and choose the best answers to the questions that follo'"v. PASSAGE ONE (Questions 1-3)

A geyser occurs rvhen rainwater seeps into the ground and volcanic magma beneath the surface heats it. The rainwater then turns into steam. The pressurized steam rises to the surface and bursts out as a gevser. Line Yellowstone National Park has more gevsers than all of the rest of the world (5) together. The most famous of these geysers is Old Faithful, which erupts in a high arc of

steam about once an hour. There have not been any volcanic emptions in the Yellowstone area for 70,000 years. However, the existence of the gevsers is proof that the area is volcanically active,

1. Where in the passage does the author mention what heats the water in a

geyser? (A) Lines 1-2 (B) Line 4 (C) Lines 5-6 (D) I-ine 7

2. The author indicates how often Old Faithful erupts in

(A) (B) (C) (D)

lines l-2 line 4 lines 5-6 line 7

3. Where in the passage does the author state how long it has been since a volcano erupted at Yellowstone?

(A) (B) (C) (D)

Lines 2-3 Lines 5-6 Line 7 Line 8


PASSAGE TV.O (Questions 4-7)

Line (

(

5

)

10)

By 1963 the one-man space flights of Project Mercury had successfullv taken place, and NASA (the National Aeronautics and Space Administration) was readv for a nerv challenge. That new challenge r,",as to send trvo men into space at the same time, rather than one, so that it rvould be pc-rssible to conduct a wide varietv of new maneuvers and tests.

An appropriate name was found for that new project: the new project was called Project Gemini. The name "Gemini" might seem appropriate because it is the name of one of the constellations of stars in the skv, but that is not the real reason for the choice of the name. "Gemini" comes from the Latin word geminus, which means "trvin." The constellation Gemini received its name because it consists of two verv bright stars with no other bright stars close b-v, and those stars seem Iike tr,r,ins. The NASA project received its name because of the number of men rvho i.vould be tosether in the sDace capsule orbiting the Earth.

4. Where in the

passa-qe does the

state rvhat the initials

represent? (A) Lines 1-3 (B) Lines 6-7 (C) Line9 (D) Lines

.-5.

NASA

author

(A) (B) (C) (D)

lines 1_3 lines 6-7 line 9 lines 11-13

11-13

Where in the passage does the author describe NASAs nerv challenge after project Mercun'?

(A) Lines 3-5 (B) Lines 6-7 (C) Line 9 (D) Lines

6. The author explains the derivation of the word "Gemini" in

11-13

7. Where in the passage does the author describe the composition of the Gemini constellation?

(A) (B) (C) (D)

Lines 3_5 Lines 6-7 Line 9 Lines 10-11

191

192


PASSAGE THREE (Questions B-12) One of the best-knou,n stories in American history-that Bets-v- Ross created the first fJag of tl-re United States-is believed bv a number of scholars to be somewhat

questionable.

Line The official story goes as follows: In 1776, a group that included George Washington (5) came to the lr,ot'kshop in Philadelphia r,r'here Betsy Ross rvorked as a seamstress; they

(

l0)

(15)

(20)

brought a drau'ing of a fla-e rvith stars and stripes on it and asked if Betsy could make it. The flag u,ith the stars and stripes r.r,as definitell, adopted bv Congress on June 14, 1777 . In the minutes on that day there is a resolution accepting a flag with 13 stars and 13 stripes as the official flag of the nation. Hor,r'ever, there is no mention of Betsv Ross as the one rvho had made the flag. The {irst time that there is a documented reference to Betsv Ross as the one who made the flag came more than a century later, when her grandson gave a speech to the Philadelphia Historical Societv indicating that the family had passed down the story for a htrndred )/ears that grandmother Bets]. had made the first flag. Philadelphians enthusiasticallv supported the storr'. Betsv Ross's house rvas restored and renamed Flag House, and it u,as opened to the public as a memorial to Betsv Ross. Manv historians dispute this ston, and certainly no one has been able to come up t'ith indispr,rtzrble proof that it rr,'as Bets]'u'ho made the first flag. This much is knou'n about Betsv Ross: She did erist, she u,as a seamstress, and she did sometimes make flags for the ships of the Pennsvlvania State Nar,r. If the storv- about the first flag is not completelv trtte-and rvho is to knou' at this point-at least it makes a good storv. passage does the author mention a grolrp that came to visit Betsv Ross?

8. Where in the

(A) Lines 1-3 (B) Lines 4-6 (C) Lines 7-B (D) Lines 9-10

author state r.r,hen tlre flag rvas adopted bv Congl'ess? (A) Lines l-3 (B) Lines 4-6 (C) Lines 7-9 (D) Lines 11-14

9. Where in the

passage does the

10. The author describes the first historical reference to Betsv Ross as the creator of the first U.S. flae in

(A) (B) (C) (D)

lines 4-6 lines 9-10 lines I l-14 lines 17-18

1

1. The author discusses hou, Philadelphians responded to the Betsy Ross story in

(A) (B) (C) (D)

lines 9-10 lines 14-16 lines 17-18 lines 20-21

12. Where in the passage does the author discuss how historians have reacted to the BetsJ'Ross ston?

(A) (B) (C) (D)

Lines 8-9 Lines ll-14 Lines 17-18 Lines 19-20

READING

COMPREHENSION 193

TOEFL REVIEW EXERCISE (Skills 1-6): Study each of the passages, and choose the best answers to the ouestions that follow. PASSAGE Ol,'|E (Questions

l-10)

The deer is a distinctive animal easilv recognized by the antlers that adorn most species of male deer. These antlers are used bv the males primarilv to fight, either for mates or for leadership of the herd. Deer generally lose their antlers each rvinter and

Line

(5)

begin grouring ne\\'ones in late spring. The new antlers are soft knobs covered rvith velvetv hairs. Later in the vear as the seasons progress, the antlers grort' and harden into solid branches. In the middle of winter, the full-grorvn antlers fall off and decav on the ground. The follor,i'ing spring the process begins again.

l.

This passage mainlv discusses

6.

(A) the lifestvle of the deer (B) the seasons ol'the vear (C) the antlers of the deer (D) hou,antlers are used z- The deer is called a

because

(A)

soft , r,,el."'ety antlers?

(A) May (B) December (C) October (D) January

distinctive animal

it

uses its antlers to recognize

7.

others

(B) has manv species (C) has antlers (D) J.

In which month r,r,ould a deer in Norlh America probablv have shor1,

(A) soft (B) lon-e (C) grav (D) coarse

has to fight for its mates

The rvord "adorn" in line 1 is closest in meaning to r,r,hich of the follou,ing?

8.

(A) Cot'er (B) Decorate

1. The

). It is NOT mentioned in the passage that the deer uses its antlers

(A) to battle other deer' (B) to get a mate (C) to become a leader' (D) to climb branches

The word "solid" in line 6 could best be replaced bv which of the follou'ing?

(A) (B) (C) (D)

(C) Bother (D) Hide nord "prin"rarilv" in line 2 is closest in meaning to (A) primitivell. (B) onlv (C) mainll' (D) once

The r,vord "\,eh'etv" in line 5 could best be replaced by

9.

Leafv Tinv

In r.rlinter the mature antlers

(A) (B) (C) (D) 10.

Firm Thin

are soft knobs come of{' are cor.ered u,ith velvetv hair begin again

Where in the passage does the author explain horv a deer uses its antlers?

(A) Lines 2-3 (B) Lines,l-5 (C) Line 6 (D) Line 7

194


PASSAGE TWO (Questions I1-20)

Line (s)

REM (rapid eve movement) sleep is a t_ype of sleep that is important to humans. This type of sleep generallv occurs four or five times during one night of sleep, in periods of time ranging from five minutes to fofty minutes for each occurrence. The periods of REM sleep become ionger and longer as the night progresses. Physical changes occur in the body to show that a person has transitioned from NREM (non-rapid eye movement) sleep to REM sleep. Breathing becomes fastec the heart rate increases, and, as the name implies, the eves begin to move quickly. Accompanying these physical changes in the body is a verry important characteristic of REM sleep. It is during REM sleep that dreams occur. 1

1. The subject of this passage is

(A) the human need for REM sleep (B) physical changes in the human body (C) the characteristics of REM sleep (D) why people sleep 12. According to the passage, hon'often does REM sleep occur in one night?

(A) Once (B) Tu'ice (C) Four or fir'e times (D) Fofiv times 13. A REM sleep period of fortv minutes u,ould most likely be rvhich period of REM sleep?

(A) (B) (C) (D)

The The The The

first period second period third period fourth period

14. The word "progresses" in line 4 is closest in meaning to

(A) continues (B) darkens (C) falls (D) sleeps 15. The word "transitioned" in line 5 could best be replaced by which of the following?

(A) (B) (C) (D)

Breathed Increased Fallen Moved

16. The N in NREM probablv stands for ',vhich of the following rvords?

(A) (B) (C) (D)

Nine Non Name Nieht


17. According to the passage, all of the following occur during REM sleep EXCEPT that

(A) (B)

the rate of breathing increases the heart rate speeds r-rp (C) the eves remain steadv (D) drearns take place 18. The u,ord "Accompanying" in Iine 8 could best be replaced bv u'hich of the following?

(A) Along with (B) In spite of (C) In contrast to (D) Because of

19. Where in the passage does the author discuss the length of per-iods of REM sleep?

(A) Line (B) Lines 2-3 (C) Lines 6-7 1

(D) Lines B-9 20. The author mentions a nonphysical ocrcurrence during REM sleep in

(A) line I (B) lines 3-4 (C) lines 5-6 (D) lines 8-9

196


PASSAGE THREE (Questions

Line

(5)

(10)

(15)

2l-30)

In the 1930s, Chester F. Carlson rvas t'orking in the patents department of a lar_ee electronics firm in Nerv York Citv. One of the major problems in his rvork was the length of time and expense involr,ed in getting patents copied; patents r.r,ere lengthy legal documents, and the only u,avs to get them copied r.l'ere to take them to a typist or to a photographer. Either u'av of copving patents took a lot of time and cost a lot of monev. He canle up u,ith the idea for a machine that would copv documents quicklv and efficientlv. He researched the idea in the librarv and then rvorked over a three-year period on der,,eloping a machine that used a light, an electrostatically charged plate, and porvder to duplicate images on paper. The result of this work was a machine that produced the first xerographic copy on October- 22, 1938. He named the process "Xerox," which is derived from a rvord meaning "dry writing." Carlson felt that he had a good idea, one that would be extremely helpful in the business r,r''orld. I{e tried to sell his idea to a number of large corporations, but they rvere not terriblv interested in his machine. He was able to get some help in developing the nrachit'te from a nonprofit institute, and a few years later he sold the process to a small familv-or,r,ned compan\'. This small company grew into the giant Xerox Corporation, and both Carlson and Xerox became rather rveaithv in the Drocess. 21. This passage is mainly about

(A) Carlson s job in a patent office (B) hon, the Xerox machine n,orks (C) Carlson's sucrcess in business (D) the development of the Xerox machine

22. Which of the following is NOT mentioned as a problem that Carlson encollntered in getting patents copied?

(A) (B) (C) (D)

The time needed for copying The expense of the copving The length of the patents The dependabilit.v- of the photographers

23. The rt,ord "expense." in line 3 is closest in meaning to

(A) (B) (C) (D)

cost

dil'ficultv legalitr pavment

24. The word "researched" in line 7 is closest in meaning to which of the follon ing?

(A) Searched for (B) Came up with (C) Looked for information about (D) Returned to 25. Which of the follor,i'ing is NOT mentioned as a component of the machine that Carlson developed?

(A) A light (B) A charged plate (C) Powder (D) A tvpewriter 26. h can be inferred from the passage that Carlson began work on the machine in

(A) (B)

(c)

(D)

1e30 193s 1e38 1941


27. 'fhe passage indicates

that the large corporations that Carlson tried to sell his process to

(A) were family ou'ned (B) rvere nonprofit institutions (C) helped to develop the process (D) did not r,r'ant to bu1,'his machine 28. The word "giant" in be replaced by

(A) monster (B) tinv (C) familiar (D) huge

in the passage does the author indicate r.lhat a patent is?

29. Where

(A) Lines 1-2 (B) Lines 3-5 (C) Lines 6-7 (D) Lines 9-11 author describes r,r.hat happened to the company that eventuallv bought Carlson's process in

30. The

line

16 could best

(A) (B) (C) (D)

lines 1-2 lines 9-11 lines 13-14 lines 1.6-17

197

3a3a3a3a3a3a3a

3

TOEFL PCST_TEST SECTION 3 READING COMPREHENSION Time-55 minutes (including the reading of the directions) Now set your clock for 55 minutes. This scction is designed to measLrre voul abilitv to read and underst:rnd shorl passages similar in topic and stvle to tlrose that studc-nts are likelv to encounter in North American universities and colleges. Tl'ris section conlains reading passages :rncl qnestions about the passaees.

Directions: In this sectior.r vou rvill leacl several passaqes. Each one is follou'ed bv a numberof qr-,.si-l-r ohout it. You arc {o choosc the one b"rt rnrir.',, (A). (B), (C), or (D), to each question. Then, on vour ans\\:er sheet, find the nurnber of the question and fill in the space that corresponds to the letter of the ansrver r,ou have chosen. Ansu,er all cluestions aboirl the ir-rfon-nation in a perssage on the basis of rvhat is stated or

in that

implied

passage.

Read the follorving passage:

John Quincv Adanrs, u'ho se'rle-d as the sixth president of the United States from 1825 to 1829, is tc.rdav recognized fbr his nraster-ful statesmanship and diplomacv He dedicated his life to public sen'ice, both in the presiclencv and in the various other political offices that he held. Llrre Throughout his political career he demonstrated his uns\verlring belief in freedom of speech, the (5) antislaverv carrse, ancl the right of Americans to be free fi:om European and Asian domination.

Example I

Sample Answer

@

o e

To rvhzrt did John Quincv Aclams devote his life?

(A) Irnpror,'ing his personal lif e (B) Ser-r,'ing thc public (C) Irrcreasing his forttrne (D) Working on his private business

@

According to the passage, John Quincv Adams "dedicated his life to public ser-vice." Therefore, vou should choose ansu'er (B).

Example

II

Sample Answer

In line 4, the r.,'ord "unsr.verv'ing" is closest in meaning to

(A) mo'r'eable (B) insignificant (C) r-rnchanging (D) diplomatic

@ @

o

@

The passage states that John Qr-rincv Adams demonstrated his unsu'erving belief "throughout his career." This implies that the beliel did not change. Therefore, 5'ou should choose answer (C).

'IOEFL't.st dire(tionJ ao(l t.rillrat arr repr-int.d b! permis:ion

198

READING COMPREHENSION POST-TEST

of fi1 S, thc ropvright ourrcr: H.rrrerer, all cxamples and test questions are prcxidecl bv Pcarson Eclueation, Ine

3a3a3a3a3a3a3a euestionsr_g

Line

(5)

3

..

\.rur\. tt \1, 'jt The tiniest bird in the t'orldis the male bee hummingbird. Because it is S'imall, it is often mistaken for a bee or somc' other tvpe c-rf insect of that size. As a hummingbird, it is able to {lap its r.vings extremelv quickly r.rp to eiglrtv times per second With this really fast rving speed, the be'e hummingbird can hover like a helicopter, flt'foru,urrd, flv backu'ard, or even t'lv upsicle down. 1.

Whatisthetopicofthispassage? (A) The bee (B) One tvpc' of humrningbird (C) Hou, fast hummingbirds flr' (D) Hon, helicopters flr'

.5.

Inline3,to"flap"ningsisto (A) hold them still (B) stretch them out (C) fold them (D) move them up and do'"vn

2.

The r.r'ord "tiniest" in line 1 is closest

6.

meaning

Accordir.rg to the passage, horv fast can a bee humlringbird flap its r{ings?

(A) (B) (C) (D)

(A) A hundled tin-res each second (B) Eightv times per minute (C) Eight)'times each second (D) Eight times in a second

in

1o fasiest rnost dangerous noisiest smallest

3. lt can be inlerred from the passage that the

hummingbird (A) is reallv a bee (B) does not erist (Cl) is larger than the mzrle (D) eats insects female bee

4. According to the

incor.recllv think it

(A) a bird (B) an insect (C) a bat (D) a helicopter

(A) fh. firrr.vard quickl_v (B) land (C) staf in place in the :rir (D) use fuel

passage, r,",hen people

a male bee hummingbild, thev

is

7. In line 4, to "hover" is to

oiten

see

8. The passage indicaies that

a bee

hummingbird can do all of the foilo"ving EXCEPT

(A) ho'er. (B) fl1' backward (C) fll'iu an inverted position (D) fll'a helicopter '

READINGCOMPREHENSIONPOST-TEST 199

3a3a3a3a3a3a

3n 3

Questions 9-18 One mvsterr' about elephants that seems to have been solved is horv elephar-rts comrnrrnicate hezrrd a rr,'hole .,'arietv of sounds coming f rom elepl-rants, but these sounds are not the onlv t'av that elephants communicate. A nerv explanation zrbout elephant communication is beir.rg proposed. Elephants vibliite the air' Lirte (5) in their tn-rnks andl'oreheads. The sound thal is createcl dr-rring this vibration h:rs an extremeh'lou' pitch; the pitch, in fact, is so lou' that humans cannot hear it. Horvever, it seems that otherelephants can and clo he-al and understand these lou rtrnblings.

u'ith each other. Humans have

9.

10.

The passage mainlv discusses

(A)

thc answer to a question about hou'

(B)

clephants corrr nrrrnicalc horv elc'phants vibrate ther air in their

(C)

tmnks communication betr.r'een animals and

(D)

humans the sounds that elephants rnake

A "my'stery" in line 1 is

(A) (B) (C) (D)

a speech

something unknor,r'n a ftrnnv story a cletective

13. The t'ord "ua)" in line 3 cor-rld best bc replaced bv

(A) (B) (C) (D)

direction methocl

path road

14. Where do elepl.rants vibrate air-?

(A) In thcir throats (B) ln their rnrnks (C) ln their mouths (D) In their ears t5. The u'ord "pitch" in lirre 6 is closest in meaning to u.hich ol the follorving?

11.

According to the passage, people

(A) (B) (C) (D)

cannot hcar anv elephant sciunds are not interested ir.r elephant sotrnds hear onlv one eleph:rnt sound

(B) (C) (D)

200

(B) Voice (C) Height (D) Sound

can hear numerous elephant sottnds

t2. It can be inl'errerd from the passage that the elephant sounds that humans hear are

(A)

(A.) Meaning

one of the u'avs that elephants cornmunicate not part of elcphant communic:rtion hour ele-phants commr:nicate u-ith huntans the onlv sounds that elephants make

READING COMPREHEN5ION POST-TEsT

l6 Which of the follorving is NOT true aboul the ertrenrelv lou'sound crcated b\, elephants?

(A) l{umans cannol trnderstarrd. (B) Hurnlrns hclrr it. (C) Elepharnts hear it. (D) Eiephants under-stancl it.

it.

t/

3a3a3a3a3a3a3a 17. The u'ord "n-rmblings" in line 7 is closest in meaning to

(A) u'ords (B) ears (C) r,ibr-ations (D) melodies

3

18. Where in the passage does the author describe the sound that elephants creale in their trunks and ioreheads?

(A) (B) (C) (D)

Lines 1-2 Lines 2-3

Line

4

Lines 5-6

READING COMPREHENSION POST-TEST

201

3n 3 a 3 a 3 a 3n 3 a 3 a 3 Questions 19-28 George Gershrvin grew up in Ner,r' York Citl', and he Iirst made his living plaving popular music on the piano in "Tin Pan Allel'," the music publishing district of New York. It rvas there that he developed a strons leel fol the poptrlar music of the tirne t.l'rat sen ed as a b:rsis lor the popular

Llize songs that he composed. (5) In addition to his love of popular songs, he- enjoypd .jazz and believed thal iaz.z. u,as the primarn sorrrce of trulv Arnerican folk music. Jazz.had, prior to Gershr,r'in's time, been pertormed by small jazz bands ancl soloists, but Gershu,in beliered that lazz could sen,e as the basis for serious svmphonic rvorks. Gershrvin became the link betu'een lat.z.ancl serious classical music u'ith such

(10)

u'orks as

lis

iaz.z..collcerto Rhapsodt in Blue and the jazz-inspirecl orchbstral piece An Antericart irt

Par|s.

discusses George Gershrvin'.s popular music Tin Pan Aller, American iazz the varietv of music bl'Gershrvin

19. The passage mainlv

(A) (B) (C) (D)

20. The uord "made" in line I could best bc-

21.

bv constructed earned ri'orked built

(A) (B) (C) (D)

rras not serious music rvas not as enjovable as popular music

24. The uord "primarr" in line 5 is closest in meanitrg to

(A) (B) (C) (D)

(A) (B) (C) (D)

Accor-clin-s to the passage, Tin Pan Allev

is

a piano .shop a music str,rdio an area in Net'York City a street r.r'here Gershrvin lived

22. Which ol'the follorr,ing is NOT

tr-ue about

Geot'ge Get'sh"vir-r's relationship r'vith

popular mttsic.'

(A) (B) (C) (D)

He plaved popular music on the ^,2 piano. Popular music u'as the foundation o1 some of his songs. He \\'rote solre popular songs. Popular music rvas the onll'tvpe of . music that he enioved.

READINGCOMPREHENSIONPOST-TEST

.jazz.

u,as real An'rerican traclitional music should onlv be plaved in small bands

replaced

(A) (B) (C) (D)

202

23. Gelshr,r'in believed that

tnain onlv first trnknonn

25. The expression "prior to" in line 6 is closest rn meanrng to

(A) (B) (C) (D)

during after in before

3a3a3a3a3a3a3a 26

27

It can be inferred from the passage that

3

28. Where in the passage does the author

Gershwin

mention the names of some of Gershwins

(A) wrote the first'jazz music (B) n'rote jazz music for largergroups (C) did not like rvriting jazz music (D) wrote only fbr small jazz bands

works?

The rvord "link" in line 8 is closest in meaning to

(A) (B)

(A) (B) (C) (D)

Lines 1-2 Lines 2-4 Lines 5-6 Lines 8-10

divider separation

(C) judee (D) connection

READINGCOMPREHENSIONPOST-]'EST 203

3a3a3a3a3a3a3a

3

Questions 29-39

lirze (5)

Like a lot ol'othericle-as, cheuing gurn cleveloped uhen an inventive pcrson \vas tr\ing to clevelop sorlcthing elsc. In 1870, Thon-ras Adams \\'as t.r\ing to cl'eatg g gr-rbst:rnce sirrtil;rrto lr-rbber. He knevv that in tire past, natir,es of lvlerico had cnjovcd cheu,ine phicle_,.'rrhich rvas the gum oI the sapodilla tree, he thouglrt that this cllcle rnight possiblv be uselirl aS-a replacemernt 1or rubber'. While he uzrs uorking rvith it, he de-cided to lr-\'che\\'ing it, just as had beer.r clone in N{exico. He enjol'ecl thc sc-nsation zrnd dccided that he slrould.tn selling it. Unfil'tun:rtell, holr'evcr, not manv pe
29. The main idca ol the p;rssage is that

(A) (B)

chiclc \\'as cornnl()nll chcried

Thomers Adanrs invcntccl chen'ing

gum

aceident

(Q) Thonras Acl:tms

(D)

er-r.j<.n'ecl

chicle in [irr- r'ubbcr

JU. ln llne l, the erprcssion "an

inr,entir:e bv

person" coulcl lrest be replzrce'd

.

trees people places

plastics

-3,1.

The r.r,ord "se nsation" in line 6 is close-st in meaning to

(A) t'ro'eht (B) teelirrg (L) tzrste (D) look

a crcative pels()11

(ts) an illogical pcrson (C) a destructive pelson (D) a mistak€rn pcr son .1 |

Ot'Clltg l( ) I nc pits\:lge. \\ llat olcl .. In()mls A(lnms l9lnall\ \\itnl l() e lr-alc'

ACe

')l

(A) CheuinggLrrn (B) The sapodilla tree (C) A rubber sr-rbstitute (D) Flavorings

3-5. Accorcling to the passage, u.hat hzrppenecl

u'hen Thonras Adan.rs first tried selling $is chiclc- procluct?

(A) It did not sell ven' u ell. (B) It rras sue ecsslul bt'causc ,rf tlre teste. (cr pc,,ple tlrorrght it *ar r-ubber' (D) Aclamsbecnmeimnreciiateh' srrcccssful.

36. "Flavorines" in line 7 are used to irnprove prrrdurts

32. Which

for-it.

204

are

chert'ing

Thomas Adanrs \{as Lrnsuccessful

finclins a subslitute

(A)

(A) (B) (C) (D)

in

Merico b'u

33. In line 3, "natir,cs"


(AJ aPPearance

(B) (C) (D)

ieel t.rste

snrell

a

3a3a3a3a3a3a3a Adarns because he had a lot tl-rat he did not r'.'ant he did not care about making nronev he $ras not a verJ smart businessm:rn he u'antecl to impr-ove future sales

37. It is impliecl in the

passage that

39. Where in the

3

passage cioes the author

ga\,e out h-ee samples ol gum

explain u'hat chicle is?

(A) (B) (C) (D)

(A) (B) (C) (D)

Lines 1-2 Lines 3-4

Line

-5

Lines 8-9

38. According to the passage, in his search for a lubber substitutr', Adams

(A) (B) (C) (D)

uas not successful found the original mbber plant succeecled late in his.life rvas highlv successtirl

READINGCOMPREHENSIONPOST.TEST 205

3a3a3a3a3a3a3a

3

Questions 40-50 Sometimes mail arrives at the post ofTice, and it is irnpossible to deliver the mail. Perhaps there is an inadequate or illegible address and no relllrn addless.. Tf e post olfice cannot iust throu' this mail away, so tl-r,is becot.nes "deaid mail." This dead nrail is sent to one o{'the U.S. Postal Serlice's Line dead-mail offices in Atlanta, Nerr"'York, Philadelphia, St. Paul, ol San Francisco. Sevenrv-five (5) million pieces of mail can end up in the dezrci-mail office in one vear. The staff of the ciead-rr-rail offices have a varietv of t'avs to rlc-al rvith all of these pieces of dead mail. First of all, they look for clues that can help them deliver. the mail; thev open packages in the hope that something inside u'ill shou'where the package came from or is going to. Dead mail rvill also be listed on a computer so that people ian call in and check to see if a missine item is there: (10) Horvevet, all ol this mail cannot simplv be .str-rrecl ttrler,'er; tl'rer-e is -iust too mr-rch of it. W[en a lot of dead m:iil has piled up, the dead-pzril offices hold public :ructions. Even'thlee months, the public is invited in and bins containing items found in deacl-mail packiigr-s are s1lld to tl.re highest bidder.

40. The best title for the passage is

(A) (B)

The U.S. Postal Sc'rvice Staff Responsibilities ar the Postal Sen'ice Whv Mail Is Ur.rdeliverable

(C) (D) Dead-Mail Offices

44. The u'ord "staff" in line 6 is closest i;r meauing to

U.S. '

41. Dead mail is mail that .

(A) b) (C) (D) (

has no Lrse nas oecn read and tn|o\\'n is unwanted is undeliverable

t\\a\

43. According to the passage, horv manv

Postal

Ser-vice have?

(D)

75

(c)

206

pieces of fur-niture

dcal

uith dead maili

(A) They searci.r for clues. (B) Thel'throrv dead nrail arvav.' (C) Thet'opc-n dcad mail. / (D) Thev list dead mail on a computer./ cleacl-mail stzrff r.vould be happv opened a package and found

(B) Missing ,. , tL I unrea0aDte (D) Incc'n'ect

3

(D)

46. It is implied in the passage that

{A,, rnconrprete

(A) (B)

u'orkers m:rchines (Cl) rules

4-5. Which of tlre follou'ing is NOT menrioned as a \\'av that post olfice staff menrbers

42. The u,ord "illegible" in line 2 is ciosest in meaning to r,r,'hicir ol the follor.r,ing?

dead-mail offices does the U.S.

(A) (B)

s

ls


(A) (B) (C) (D)

monev fcrvelry' a compr-rter

an adciress

rhc-

if they

3a3a3a3a3a3a3a 47. ln line 9, the expression "call in" could best be replaced

(A) (B) (C) (D)

bv

r'isit phone shout talk

.19. The passage indicates that dead-mail anctions are held

(A) once a vear (B) rrvice a r,'ear (C) three times a vear (D) four times a vear

48. The u'ord "auctions" in line

to 7 V , (AJ sates (B) deliveries (C) meetings (D) demonstrations meaning

3

11 is closest

in

50. Where in the passage does tlre author explain u,h1,'the post office cannot store dead mail forer,er?

(A) Lines 2-3 (B) Lines 4-5 (C) Lines 7-8 (D) Line 10

This is the end of Section 3.

@@@@@@@ When you finish the test, you may do the following: o Turn to the Diagnostic Chart on pages 357-363,

and circle the numbers of the questions that you missed. o Turn to the Progress Chart on page 353, and add vour score to the chart.

READINGCOMPREHENSIONPOST-TEsT 207

TEST OF WRITTEN ENGLISH

(rwr)


(rwr)

The Test of Written English (TWE) is a nriting section that appears on the TOEFL test several times a vear. You should check the Bulletin of'[nfornrttictr.t fbr TOEFL, TWE, and TSE for the dates that the TWE rvill be administered. If vou are required to take the TWE, be sure to sign up for the TOEFL test in one of the months that the TWE is given. On the TWE vclu r,i'ill be given a specific topic and vou r.l'ill be asked to rvrite an essay on that topic in thirtv minutes. The TWE will be given at the beginning of

the TOEFL test, before the Listening Comprehension, Structure and Written Expression, and Reading Comprehension sections. Because you must lr,rite a complete essay in such a short period of time, it is best for vou to aim to rvrite a basic, clear, concise, and rvell-organized essay. The following strategies should help vou to rvrite this tvpe of essav-. STRATEGTES FOR THE TEST OF WRTTTEN ENGLTSH (TWE)

1.

it exactly as it is presented.Take several minutes at the beginning of the test to be sure that you understand the topic and to outline a response.

2.

Organize your response very clearly. You should think of having an introduction, body paragraphs that develop the introduction, and a conclusion to end your essay. Use transitions to help the reader understand the organization of ideas.

Read the topic carefully and write about

3. Whenever you make any general statement, be sure to support that statement. You can use examples, reasons, facts, or similar details to support any general statement.

4.

Stick to vocabulary and sentence structures that you know. This is not the time to try out new words or structures.

5. Finish writing your

essay a few minutes early so that you have time to proof what you wrote. You should spend that last three to five minutes checking your essay for errors.

211

212

TEST OF WRITTEN ENGLISH (TWE)

THE WRITING SCORE The scole ol'the TWE is incltrded on the sarne form as your regular TOEFI- score, btrt it is not part of \rollr overall TOEFL scor-e. It is ar separate scor-e on a scale of I to 6, rvhere 1 is the nor"st scor-e and 6 is the best score. The follou'ing chart outlines rvhat each of the scores essentiallv means. TEST OF WRTTTEN ENGLTSH (TWE) SCORE

6. The writer

has very strong organizational, structural, and orammatical skills.

5. The writer has good organizational, structural, and grammatical skills. However, the essay contains some errors.

4.

The writer has adequate organizational, structural, and grammatical skills.The essay contains a number of errors.

3. The writer shows evidence of organizational, structural, granrmatical skills that still need to be improved.

and

2. The writer shows a minimal ability to convey ideas in written Enolish.

1. The writer is not capable of conveying ideas in written English,

SAMPLE ESSAYS This section contains six essavs, one demonstrating each of the six possible scores. These essavs can give vou some idea of tlre lype of essav vou need to u'rite to achieve a good score. Ther- can erlso demonstrate some of the major errors vou should ar,oid lr,hen vou take the TWE. The strengths and neaknesses o[each essay have been outlined at the end of each. It would be helpful to studv each ansr,r,er in orcler to understand u,hat is good and ',vhat is not so goocl in each of these essavs. This is the topic that rvas used: Sample Essay Topic Time-30 minutes Do you agree or disagree with the following statement? Some people place a high value on loyalty to the employer.To others, it is perfectly acceptable to change jobs every few years to build a career. Discuss these two positions. Then indicate which position you agree with and why.

Use specific reasons and details

provided.

to support your answer.Write your answer on the forms


(TWE)

The follou'ing essay received a score of 6: DifferenL culruree \epp r4ryinq v4tyq3 pnlgva)ll ro t\g glpwfl!-99ryp counLriee, moet notably in Aeia, t'here ie q !@ deqlee, qf )o-V4!!!9!le egJnP4Y_

lowever, in moet:, European counLrieo and Llte Jnit ed StaLee, loyalry Lo one'e

elploylte ryt hiyllv yalqed; inelgaclv ta ggne\df:Le@9le

r4!\9!"y_t 414

tlplge jp?Zy\p\gygllt le *qYr!p4 tppchLeJellg c,a!9g!:3q!l: of yhe9qppgrLion9 h4ug e1?!!4qgg al!

reaeonable for an employeq 79 qpLtnnal o;yq!4)

d'saavanlaqeo.

lo lhe qry)pyer: a kinA of famiVyplqt::lofplip _ eeeme Lo deuelop lglygen eJnlpgr a1d employeq.! E a lqciryocaL 4r!4qement w\tp! V e grylgy e l e 9? ! q 9! 19 4 w lth a e g\t u!! e qm ? oy! 9!9lq4o p r_o_ ! p !\ p, In culLuree LhaL valve LolelW

_

i

@

i

t

)

poLqytLial aqQ the employqg tg 99!99rn9d ebpy! gpLtmiVinqthe welfare 9f !'he-

_

99!p?W: !n_, ryqg"lye ao_pggllg :p9olule pyglly,Lo 9n99erY,p?ryie LIAISI ery)oye, ry4y3t4y in pae p!!\pt_lplplqiqe g\qlove 4!4 rY4y_ryigelyt9!

gpprrylllge ro Qgyqlgylyt npvvlrrggtg!9,

r:prn

7lp

eypl,o,v_efp

pot!! lUlpyJbB

qrnp)qy9e friay ?g:Vvr4gnejWLqm?loJgge whgee_2kille :to lonqgLtr'arch

thg 1949_

of rhe comzanv, In culruree in which

it i? WLe 49cg?tqylo ga4lgglole

gve:y

!e!J94!e,

grydaygge,_c_4!rltdrlqqe,"StJheJJLooee_!g,J!gt3"lf,Ueycel4q_ylLye g-oyp4y 4g lolg ae ir ie mulual\ lgrylgial ro cory4y4!_LgrnP!9yq-9, Ae lonq ae !e@iolo!199Li9;rp ry4 !qgmpb19q,e career ie adve!!c-ylq_47 3! +pggfuable p?9 e, Lh ej m pl oy e_c 4 l_lg n?y! t!\ q:p rn p ely ql! 4? f'y li ry9 i'Y e rn7)qyqr l u lreelpflgyg tgjfp!\gf q9!p4ly pg!\qpp lp upyieue a_niqher ?ogi.t:qlp:lpY_ Lo

l

e;

inlo a ?glg 9

a

new area, or

!4!1 Jlgj l

to lnd a v.tork eiLuation Lhat ie more euilable ro hie/her

ea

dv a v!44e_

ot1!e41

41191

i

e

gry

l

oy

ee

e

Len

d t' o . m o v e a r o u n d

loL,

Althouqh bolh theee eyoteme have advant?99944 Qleaclu.antag9?.lL ie much beLLer for emybyeee heyqllq opp9rylltLy r:9 A9y9 !19! p!J919b i! n)e neceeeary

to

have a better career.

213

214


THE"6"

ESSAY

Strengths of This Essay

1. lt discusses all aspects of the topic. 2. lt is clearly organized. 3. The ideas are well developed. 4. lt has good, correct sentence structure. 5. lt has only a few spelling and grammar errors. Weaknesses of This Essay

1. The concluding paragraph is rather weak.

The follorving essav received a score of

-5:

?g-p ?eo/9 ppce \y! vtllug,o1lgygll\:Lo

ie reeponeiblp JpU!"_ gmplgwe b careelJlg coyp4!!'Nt!

qryp@9949!!_\ie_p!rThqggrnp?ry

gLlggpjtmlL

4ppplonCjgr !\e-

19 :4ip" p_yptov?e _"y9_VyJ9e!_rlon

q9rc'p4\J ?f4pypyyptp in !19!9yp9nJ,

QW:l ppf,p

b

eli eu

e,,t v1t e t'p,cl$

qp

c

"

ph!)gJ 9 chq q q

ob

e qy9 !yl9vJ94!e,

build a career. T\"V !_U:yp:-d9ygq9 Jepppne@e Jpr \,e oyn

em{oygg

for

!a!e

4t ob_poe_rt=ioLln'!y? w4J tle egyp4lJ ltll iev_egylallAlaryfpt

!\"gpa olJ!" to

v!1tt AegyQg

lqligyg;lhe c_oyrp4lJ

"rnNpy_efTigJ

ltll

^p\p

:etppl l!"_

decieione aboul hie careen E11p)qy9e w;ill chooee whaL te q99d

emp_loyee rath_er

than f,he com?any,

The beel eyel,em ie one when employer Lakee ree2onoibility for Lhe careere of

e\otld take ryeyoJt?ibilrLy,lL ie h'te duLy, ErnlpypB\\otB @eL 9y99J9!E r q! p\i f _qy! l9! i 1e c=a ye 9i,l@1 s pt oyee will work hard and do q9949!.rgt,ltJ" QlLto lhe c_oryppryJlig qye@rn worY9V!. b:9t Jgt:ygryqe. tL ie beet Loflor\tle ppyply ?!4 gydo$9?. employgeerEryplqyey

g_

w1


(TWE)

THE"5'ESSAY Strengths ofThis Essay '1. lt discusses the topic fully.

2. lt is clearly organized. 3. lt has correct sentence

structure.

Weaknesses of This Essay

1. The sentence structure is very simple. 2. There are some grammatical errors, particularly with articles.

The following essa1, received a score of 4:

!9t- in agJgg!9!! abelL_how loyal ?eo?le ehould be Lo their ,:"dqy-"fp.SpygpggylellaggqQ,h ualue on loyalLy to Lhe em?loyen fheee ?eo?le EJqry_gtrye

believe

thaL Lheyehould work hard tor their em?)oyer and eo their eln?loyer will

take care of them. To_oLhere il ie ?ertecLly aace?table Io chAlg, ygry,e-

lg J!iUg_q4!gg!.Tlq Velpyp 4elJeylnq

plg rygry&v __

only one em?loyer and one iob in a

career will noL be lhe beet for them.

_ t, "y_c_ryW ?9Qpt9 elq !t"k 9!9 gyJ@rlo:Jbp:_y!4eJte :!q teyga py \ey,y! !941bpy i?rdeq!:\r,L\oVJepp"eg iL ie the only .iob Lhey will have. TlgV Ao_!9!91lo_fpnothq 1o'b lhey already have one becauee Lhat would be unbyal. Thie yAy tslpllp:J,gpauee when you old the corypany_yill take care yo\

,

and your f amily.

THE"4'ESSAY Strengths of This Essay

1. lt answers the question fairly well. 2. lt is clearly organized. Weaknesses of This Essay

1. lt copies too directly from the question. 2. The ideas are not very well developed. 3. There are several examples of incorrect sentence structure.

215

216


The following essav received a score of 3:

?g^" pglgdp:fay wilh one em?loyeer for lheir enf,ire career,

buL anothere

build a career by chanqinq iobe elgly few yeare. There are Lhree reaeene ?eo?le

lgU:!q, ^gyl! o_f

g p@9 r pryh e r eU1Wp!99 r. Firel,lhg ?eo?le ehoulI ,lAVtrq *,Ih on, ,^doyu becauee il ie !?*jg!le y_o:P!a |f y9!!e_y" :!ay ynh one em?byBUney y! tl lpylgto move and tltey q\!

e?il9ry!|nq

I

e

etul}h9

99ryppLy

Second, ?eo?le ehould

?!44ue!94! th9!9rnp4!:

eteyinUy$ plp:mp@pUpg4lgg!

t? beet

lor.!!e

com?eny. The ?eo?le will knowinq how Lg d,o Lheir iobe and they will havinq a big

produclon and the com?eny will be very eucceeo. Finally, ?eo?le ehould etayinq ryill,one em?loyer

becaueo

L

eoceity,

f:ppp\e@AVyilJge p9Af9!J rh?!@!\" "9!pg!te9 t,tt J tnq very eucceee. all_the sorrpgltq4le uery iycggge t4g! iggg@ ltll _be e-ucceee. THE''3"

tf

ESSAY

Strengths ofThis Essay

1. lt 2. lt

is clearly organized. has good, correct sentence structure.

Weaknesses of This Essay

1. lt does not discuss the topic completely. 2. There are errors in spelling and grammar.

The following essav received a score of 2:

Firet, there ie a dieadvanlaqe to ?lace a hiqh value on loyalty Lo the_a1fu_ypt if your em?loyer ie no a qood em\oyer and your iob ie no a qood iob lhen you _

le/:-ployer. ManV_ gyppJgr_are no _qood em?loyere and if yor ttplpv atlp p@4:ryp!,oJ9! tLEpvpelplppplpp eJ@ lz ehould no Up OyaJp e

aood Lo vou.


(TWE)

lbp:glp_p a4wy!pg9!p_pj?!W@g rygryj9y]9?re to build a carere if wanL to move fro Vpy lgf_borinq iltth your iob a

Vxt

q_el

a betler iob

ineLe,

_fy4\r!99?le ehould Aectde for &"!p olpttrp tlpn Lhey are yoUlg,h"* "a" thry b" "rr" *h" * thev will eLill want

lder

that

lo work there?

THE''2''

ESSAY

Strengths of This Essay

1. The overall organization is clear.

2. The writer's main ooint is clear. Weaknesses of This Essay

1. The sentence structure is poor.

2. There are numerous errors in spelling and grammar. 3. The ideas are not very well developed.

The following essay received a score of

1:

?eo?le

g\p_4!plgyng only one iob for his hole careere. becauee iL ie

!ruprlent:toVllg

your io?.lf you nol loyal. Th com?any didn'f be able hae qood

___l think

bueineee.lf the emqloyeee keep chanqe, New employeee alway neede be lrain, and eo on.

THE'1 " ESSAY Weaknesses of This Essay

1. lt does not discuss the topic completely. 2. The ideas are disorganized and difficult to follow. 3. There are many errors in spelling and grammar. 4. There are many errors in sentence structure. 5. lt is too short.

217

218


BEFORE WRITING Sxrr-r

1:

The first test is to organize organize

THE WRITING TOPIC

and most important step when you are writing an essay on the TOEFL read the writing topic carefullv. The writing topic will show you hor,r'to vour response, so -vou must read the topic and think about how vou will vour essay. Study the following writing topic. Essay Topic

Some people prefer warm weather, while others prefer cool weather. Discuss the advantages of each type of weather.Then indicate which you prefer and why.

As -vou read this topic, you should think about the organi zation of your response. Your essay should starl with an introduction, and that introduction should mention warm tueather, cool u.,eather, and the advantages of each. This introduction should be follor,ved by supporling paragraphs describin g the advantages of warm weather and the advantages of cool n,eather.In the final paragraph, you should discuss whether 5rou prefer wanl1 weather or cool weather and u'hy. The final para-

graph is your conclusion; it brings together the ideas in the previous paragraphs about warm and cool weather. The following is a good outline for an essay on this topic. Paragraph

1:

INTRODUCTORYPARAGRAPH (ntentioning tlrc advantages of'warnt and cool weather)

Paragraph

2:

FIRST SUPPORTING PARAGRAPH (listirtg and discttssing the adt,antages of-wann u,eather)

Paragraph

3:

SECOND SUPPORTING PARAGRAPH (listirtg and discussing ilrc advantages o-f'cool weatLter)

Paragraph

4:

CONCLUDING PARAGRAPH (satting whether ,,-ou prefer $)ann or cool weather and w,hy)

The following chart outlines the key information that you should remember about u'riting topics on the TOEFL test. THE WRITING TOPIC

writing topic on the TOEFL test shows you what to discuss and how to organize your response. You must read the topic carefully to determine the best way to organize your response. Each


(TWE)

EXERCISE 1: For each of the writing topics, indicate the t-vpe of information that you u'ill include in each paragraph of your response.

1.

I

What are the characteristics of a good teacher? Support your response with examples.

NTRODUCTORY PARAGRAPH

SUPPORTING PARAGRAPH

:

ntentioning tlrc characterislics

of-

a good teacher

the first characteristic, w,ith an example

1:

SUPPORTING PARAGRAPH 2:

the second characteristic, ruith an example

SUPPORTING PARAGRAPH 3:

tlte third characteristic, n,ith an example

CONCLUDING PARAGRAPH:

sLu?unary

2.

I

ofthe characteristics

of' a good teacher

What kinci of music do you like most? Give reasons to support your response.



:

1:

SUPPORTING PARAGRAPH 2: SUPPORTING PARAGRAPH 3: CONCLUDING PARAGRAPH:

3.

Some people like to try new kinds of food, while other people always eat the same kind of food. Which type of person are you? Give examples to support your response.

INTRODUCTORY PARAGRAPH: SUPPORTING PARAGRAPH'I

:


219


4.

Do you agree or disagree with the following statement? It is best to work for only one company in your career. Use specific reasons

I

to support your response.

NTRODUCTORY PARAG RAPH:

SUPPORTING PARAGRAPH i

:


people prefer to attend large universities, while others prefer to attend small schools. Discuss the advantages of each.Then indicate which you prefer and

5. Some

why.

I



:

1:


6.

Do you agree or disagree with the following statement? It is important to follow the wishes of your family.

Support your response with reasons and examples.

INTRODUCTORY PARAGRAPH: SUPPORTING PARAGRAPH

1:



Sxrl 2:

(TWE)

THE SUPPORTING IDEAS

After you decide horv to organize volrr essav, r,ou need to plan \/our slrpporting ideas. Youl idcas need to support the topic clear"h' zrnci pnn,iclc tlie tr.'1te of strpport that the question asks for. Stuclr the follorving rvritine 1opic. Essay Topic

What kinds of classes dc you dislike the most? support your response.

t-.tse

examples to

As vou read this topic, vou shoulcl see thart the overzrll organization of vour essatv should be an introduction, supportine paragr-aphs u,ith crarnples of the hinds of classes vou dislike, and a conclusion. l'ou sliould takc' a l'eu, minrrlc's bef'or.- vor-r begin u'riting to develop vour sLrpporting ideas.

INTRODUCTION ktnde cf claeeeo lhat

I dreltke Lha mce,t

SUPPORTING PARAGRAPH 1 r:la"EeE LhaL are Loo dieorqanrzed (crarrrple \ . a hi';.iy ctuo,, t.i',iZf i ;,r,,e :rri{ tttaL .ad rc err"llabua, no c[ear readtn4 echeduit, no clear w,ztt.ett aeot4nmenta, no clear ha,'is for qradee SUPPORTING PARAGRAPH

2

claeees t.hat are Loo larqe

(cr:rnrplc) ii cneiZLr\':*,2;li"r

t once Loctk itt

a lar4e

audtLc,riun vvtLh 1CO studente enrt:iled. no poeeibtlitv of diecueeton wif,h other sil,jenl,a, no poeetbtlrty cf aekin4 Lhe profecacr queoLtone SUPPORTING PARAGRAPH

3

claeeee thaL are Loo bcnnq

(eranrlrlc) , ,z peiiolo4v c!aoe tharl oficc

LDJK r+hs6 x11s profeaeor baaically read from Lhe LexLbook durin6 each alaae oeriod

CONCLUSION Lhree leaaL favorrte ktriao of otaoe: too dtaor4anized, Loo larae, too borrn4

In this example, there are three kincls of classes thzrt the u'riter most dislikes: classes that are too disorganized, too large, or tr;o boring. Each of these ideas is supported rvith an example. The follou,ing chart outlines thc kev information that vou shorrld rernember about supporling ideas. THE SUPPORTING IDEAS 1. Your ideas

should support the topic clearly.

2. Your ideas should follow what

the question asks for"

221

222


EXERCISE 2: For each of the following topics, develop ideas to supporl it.

1.

What is your favorite holiday of the year? Give reasons to support your response.

INTRODUCTORY IDEA: REASON

.I

:

REASON 2: REASON 3:

people are very careful with their money, while other people are not very careful with their money. Which kind of person are you? Use examples to support your response.

2. Some

INTRODUCTORY IDEA: EXAMPLE

1:

EXAMPLE 2: EXAMPLE 3:

you agree or disagree with the following statement? Money cannot buy happiness. Support your response with specific reasons.

3. Do


1:

REASON 2: REASON 3:

IEST OF WRITTEN ENGLISH

types of music do you enjoy the most? Use specific examples to support your response.

4. What

INTRODUCTORY IDEA: TYPE AND EXAMPLE 1: TYPE AND EXAMPLE 2: TYPE AND EXAMPLE 3:

5.

Some people really like pets, while other people do not like pets at all. Which type of person are you? Use reasons



1:

REASON 2: REASON 3:

Do you agree or disagree with the following statement? Parents should push their children to work as hard as possible.

Use specific examples

INTRODUCTORY IDEA: EXAMPLE

.I :

EXAMPLE 2: EXAMPLE 3:


(TWE)

223

224


WHILE WRITING Sxrr-

3: THE INTRODUCTORY

PARAGRAPH

A good introduction should do trl,'o things. First it should shou' the reader exactly what the topic is. Then it should shor,r, the reader horv the rest of the essav u'ill be organized. Here is a possible topic for an essay. Essay Topic

Some students like to study only one subject, while other students like to study a number of different subjects.Which type of student are you? Use reasons to support your response.

The follor,ving example shou's one possible introduction to an essav on this topic. INTRODUCTION

1

9ome eLudente enjoy eLudyin4 a etn4le eubjecL, whrb oLher aLudenLs enjoy eLudytnq a vaneLy of eubjecLe. I am the Lype of etudent who wante Lo eLudy a lar7e number of eubtecta. I have Lwo very qood reaeone why I wanL Lo eLudy a varieLy of eublecLe.

The first part of the introduction shor,vs the topic of the essay. It shows that the essay could be about students r.r,ho enjoy studying either a single subject or a variety of sub.jects. Then it shows that this essay is about a student who enjoys studving a large number of subjects. The last par-t of the introduction shor,l,s the organization of the essay. It shor,vs that the writer is going to present two I'ery good reasons for wanting to study a variety of subjects. The next example shows a different wav that an essay on this topic could be introduced. INTRODUCTION

2

)LudenLe may like Lo eLudy only one eubjecL, or Lhey may lrke Lo eLudy a number of aubjecLe. For me, Lhere ra only one eubjecL thaL tnLereete me qreaLly, and Lhat eubject te aetronomy. I have two very etronq reaaone why: Lhre te a eubject that hae rnLereet;ed me for a lonq ttme, and Lhte ta a eubject LhaL I wanL Lo have ae a career.

The first part of the introduction shor,vs the topic of the essav. It shorvs that the essav could be about students who like to studv onlv one subject or a number of subjects. Then it shor,'u,s that this essav is about a student who enjovs one subject. The last parl of the introduction shou's the organization of the essay. The writer has tlr'o strong reasons for enjo_n-ing the studv of one subject, and the u'riter is going to present these reasons.


The following chart outlines the important information that you should remember about r,rrritins introductorv- paragraphs. THE I NTRODUCTORY PARAGRAPH

1.

Be sure

to state the toplc of the essay in your introductory

paragraph.

2. Be sure to

state the author's view of the topic in your introductory

paragraph.

3. Be sure to show the organization of the essay in your introductory paragraph.

EXERCISE 3: Write introductory paragraphs for essavs on the follorving topics. In each introductory paragraph that vou write, circle the topic of the essay. Put parentheses around the author's view of the topic. Underline the information that shows the organization of the topic. 1.

What is the funniest movie you have ever seen, and why did it make you laugh? Support your response with specific reasons.

2.

Some people worry all the time, while other people seem to worry very little. Which type of person are you? Give examples to support your response.

3.

Do you agree or disagree with the following statement? It is important to marry before the age of thirty.

Support your response with specific examples.

4.

What are the three hardest things about learning a new language? Use specific examples to support your response.

5,

Some students prefer to write papers, while others prefer to give oral presentations.What are the advantages of each? Which do you prefer and why?

6. Do

you agree or disagree with the following statement?

Teachers should be very strict in class.

Support your response with specific reasons and examples.

225

226


Sru 4:

THE SUPPORTING PARAGRAPHS

An essav needs trvo or more supporting paragraphs to develop the ideas in an introductory paragraph. A good supporting paragraph should do three things. First, it should have a transition to show that it is a suppor-ting paragraph. Then it should have a topic sentence to introduce the main idea of the supporting paragraph. Finally, it shoulci have details to develop the main idea of the paragraph. Refer to the essa-v topic and sample introductions in Skill 3. Essay Topic

Some students like to study only one subject, while other students like to study a number of different subjects.Which type of student are you? Use reasons to support your response.

The follo'"ving paragraphs are the supporting paragraphs for the essay that began rvith INTRODUCTION 1 (in Skill 3). SUPPORTING PARAGRAPHS

1

My fireL reaaon for wanttnq Lo etudy a variety of eubjecLe ie LhaL I like learnrn7 about rnany drfferent eubjecte. ln hi4h echool, I have never had a favoriLe eubjecL, one aubject Lhaf, | like more than Lhe reeL. For example, I ltked hieLory aa much aa math, and I liked brolo1y aa much ae ltLerature. I have alwaye been tntereeLed in rnany

dtfterent eubjecte, eo in my unrvereity etudrea I wanL to eLudy a varieLy of subjecLe, I am noL inLereeted in focuein4 on jueL one eubjecL, My eecond reaaon for wanLin4 to eLudy a varieLy of eubjecLe ie tha| I wanL Lo have a career tn elementary educaLion. Aa an elementary Leacher, I wilt be reeponetble for teachin7 Lhe chrldren a varreLy of eubjecLe, lt wtll be my reeponeibiliLy Lo teach math and acience, liLerature and wriLtn7, htetory and 7overnmenL, arL and muaic. Thua, tL ia beat for me Lo etudy a varieLy of eubjecte while I am rn echool,

In the first supporting paragraph

aborre, there is a transition nt,v first reason to shor,'u,that this is a supporting paragraph that presents a reason. This paragraph also introduce-s the topic I like leanting about t?urny different sttbjects. Then it has details about having never had a favorite subject and about liking historu as ntuclt as rrtath and'biologS as rntLch as literature to develop the topic. In the second supporting paragraph, there is a transitiontn,- second reoson to shorv that this is a supporting paragraph that presents another reason. This paragraph also has the topic I u:ant lo have a career in elementary education. Then it has details about teactrting the c'hildrer't tt variety of xtbjects . . . lnath and science, literattu"e and v,riting, histon* and got,enTtltent, art and ntusic to develop the topic. The next paragraphs are the supporting paragraphs for the essav that began r,r'ith INTRODUCTION 2 (in Skitl 3).


SUPPORTING PARAGRAPHS

(TWE)

2

AaLronomy haa been my matn rnLereeE for muah of my ltfe, and Lhta re one of Lhe reaeono why I wanL to focue my eLudiee on aefronony. l\/hen I wae younq, I learned all abouL Lhe planeLe and Lhe atare. I could name Lhe planeLe, and I could name many of the conatelbLbna and Lell Lhe aLortea behind Lherri. Ao | 4rew older, ! vyae alwaye aware of happentn4e rn Lhe eky. i read ail abouL comete or meteore tn Lhe newe. I knew all about any ecltpee LhaL wae abouL La occur. I aleo want Lo focua my eLudree on aotronomv becauae I wanL Lo have a career in the future in aeLronomy, Becauee | find aeLronam,y ao faectnattnq, i know Lhar I wanL Lo epend my ltfe involved tn aeLronorny. ln crder t.o be p;repared for a eucaeaeful career tn aeLronomy, I want Lo focus rrty univeret*uy eTudiee cn *,hta eubject.. ln i;hro way, I will be aa knowledqeable aa I can about, aeLronomy and wili be ae preparetl ae I can for a caree!" in astronomv,

In the first supporting paragraph above, there is a transition riris is cme ofthe rettsons to show that this is a supporling paragraph that presents a reason. This paragraph also has the topic astrctnontt, has been nn' ntnirt interest lor ntuch of'nn, life. Then it has details about plartets, stars, cottstellatiorts, cc.tr;ters, ancl nteteors to develop the topic. In the second supporling paragraph, there is a transition a/.so tc'r show that this is a supporting paragraph that presents another reason. This paragraph also has the topic I utant lo haye a coreer irt the fitture iti astronrtnlr,. Then it has details about being irwolved irt ctstronorzr.; being preparetl for a successf ul career in astrononty, and being as knowledgeable as I cart cLbout astronouty to develop the topic. The following chart outlines the important information that vou should remember about r,vriting supporting paragraphs. THE SUPPORTING PARAGRAPHS

1. Use a transition to show that a paragraph is a supporting paragraph.

2. Use a topic sentence to introduce the main idea of the paragraph. 3. Use details to develop the main idea of the

paragraph.

227

228


EXERCISE 4: Write supporting paragraphs for the essays that vou introduced in Skill 3. In each supporling paragraph, circle the transitiorz. Underline the topic ot the paragraph one time. Underline the key details two times. 1.

What is the funniest movie you have ever seen, and why did it make you laugh? Support your response with specific reasons.

people worry all the time, while other people seem to worry very little. Which type of person are you? Give examples to support your response.

2. Some

3. Do


It is important to marry before the age of thirty.

Support your response with specific examples.

the three hardest things about learning a new language? Use specific examples to support your response.

4. What are

students prefer to write papers, while others prefer to give oral presentations. What are the advantages of each? Which do you prefer and why?

5. Some

6. Do


Teachers should be very strict in class.



Sxrr-r

5: THE CONCLUDING

(TWE)

PARAGRAPH

A good conclusion should do tu'o things. First, it should summarize the kev points of your essay. Then it should make sure that the overall idea and supporting ideas are ven/ clear. Refer to the essav topic and sample introductions in Skill 3. Essay Topic

Some students like to study only one subject, while other students like to study a number of different subjects. Which type of student are you? Use reasons to support your response.

The folloi.ving paragraph is the conclusion to the essay that began u'ith INTRODUCTION 1 (in Skill 3). CONCLUSION

1

from f,hra that I am the type of el,udenL who enjoye atudytng lote of eubjecte. Becauee I have choeen a career in elementary education, it ra 4ood that t enjoy dealtnq wiLh loLa of eubjecte, Throuqhout my careen I wrll be reeponerble for teachrnq all Lheee drfferenL eubjects to many, many younq children. You can eee

In this conclusion, the rvriter clearlv mentions the interest in studving lots of subjects. The u,riter also summarizes the reasons for wanting to study a variety of subjects: the writer'.s enjovment of lots of sub.jects and the need for lots of subjects in the career that the r,r'riter has chosen. The next paragraph is the conclusion to the essay that began with INTRODUCTION 2 (in Skill 3). CONCLUSION 2 I have found aeLronomy Lo be quiLe faecinaLrn4 for a lonq time, and I know LhaL wrll have a career in aetronomy, For Lheee reaeone, I am mainly intereeted in the

I

etudy of one eubject when I am in echool, and that eubject te aetronomy,

In this conclusion, the rvriter summarizes the reasons for u'anting to concentrate on the study of astronomv: astronomy has beern fascinating to the writer for a long time, and astronomy rvill be the rvriter's career. The writer also clearly mentions the interest in studving one particular subject. The following chart outlines the important information that you should remember about u'riting concluding paragraphs.

229

230


THE CONCLUDING PARAGRAPH '1. Summarhe the key points of your essay.

2.

Be sure

that the overall idea and supporting ideas are all very clear.

EXERCISE 5: Vir-ite concltrding para-sraphs for the essays that -vou introduced in Skill 3. In each concltrdinsl pi\rergraph, circle \rour overoll idea. Underline the suppot'tittg ideas of rour clisclrssion. t. What is the funniest movie you have ever seen, and why did it make you laugh? Support your response with specific reasons.

l.

Some people worry all the time, r,vhile other people seem to worry very little. Which type of person are you? Give examples to support your response.

3.

Do you agree or disagree with the following statement? It is important ta marry before the age of thirty.

5upport your response with specific examples.

the three hardest things about learning a new language? Use specific examples to support your response.

4. What are

5.

Some students prefer to write papers, while others prefer to give oral presentations. What are the advantages of each? Which do you prefer and why?

6.

Do you agree or disagree with the following statement? Teachers should be very strict in class.



231

AFTER WRITING Sxrr-

6:

EDIT SENTENCE STRUCTURE

6A. Simple Sentence Structure A sirtryle sentence is a sentence that has onlv one clause.r This means that the sentence has one sub.fect and r,'erb. The cat quicklv ran into thc. bushes. SLIBJECT \ ERB The information seems unimportant.

-*.,r- ffi

The first sentence is correct because it has a subject cat ancl a ver-b ran. Tl-te second sentence is conect becattse it has the subject inlonnatiott ancfthe verb .seents.

For eaclr simple sentence, you should check that the sentence h;rs both a subject and a verb. A book clescribing the historical events.,rOften is necessarr to fill out sever-al forms.',-

In a drarver in the beclroom at the. top of the stairs.,?

The first sentence is incorrect because it has the subjectbook but is missing verb. The second sentence is incorrect because it has the rrerb is but is missing .subject' Tlie third sentence is incorrect because it is n-rissing both a subject and verb.

a a a

EDITING SIMPLE SENTENCES 1. A simple sentence is a sentence

2. A simple sentence must have

with one clause.

both a subject and a verb.

'A clause is a group of lords that hris both a subject and a verb. Sin-rple sentences rvith onlv one clause are cor,ered in sreat detail in Skill I ol thc Strr.rc{urr. scction of tl.ris book.

232


EXERCISE 6A: Underline the subjects once and the verbs twice. Then indicate if the sentences are correct (C) or incorrect (I).

|

1. Recently has not rained enough for the plants to be healthy.

2. I could not start the car this mornins. 3. The large fountain in the courtyard of the building it

u,as beautiful.

4. In the room at the top of the stairs. 5. The forecaster predicted thunderstorms for this afternoon.

6. Soon rvill be starling a ne\v job in a lau'verrs office. 7. The restaurant

ser-\'es

various tvpes of food.

8. Of all the courses in the program, this the most difficult. 9. With

a crv of delight at her good fortune.

10. The doctor prescribed some medicine for her allereies.

-

11. Now am making plans to trar,el to Ner.l York.

-

12. Resen'ations need to be made at least trvo weeks in adr.ance.

-

13. The exam on the first three chapters of the textbook.

-

14. Until the midterm exam at the end of the sirth rveek of the course.

-

15. One leg of the chair is shorter than the others.

-

1.6. During the storm,

-

17. In the morning will be moving into a ne\v room in the dormitory.

-

18. The important papers ale filed in the locked cabinet.

-

19. On the shelves at the back of the third-floor roonr of the librarv.

-

20. Several passr,r,ords are required to tr-rrn on the computer.

-

lightning it

rrn'as

everywhere in the sky.


(TWE)

68. Compound Sentence Structure A contpottrzd sentence is a sentence that has more than one main clause., This means that the sentence has more than one subject and verb and that each subject and verb is joined to another subject and verb with a coordinate connector (anil. bttt, so, ot', \'et) and a comma. The cook must stir the steu', or the dinner r,vill burn. ST,BJI,CT

VERB

SUBJECT VERB

The r.l,oman 4lgppg4 her natch, and then she stepped on it, but it still y9.k"4 SI-iBJECT VERB SUBJECT VERB SUBJECT VE,RB

The first sentence is correct because it has trvo main clauses, cook ntust stir and dirtner n'ill bum. These tr,t'o main clauses are joined u'ith a comma and the coordir-rate connectot" or. The second sentence is correct because it has three main clauses, wonlan dropped, she stepped, and it . . . u,orked. These main clauses are joined rvith commas and the coordinate connectors and andbut.

For each compound sentence, vou should check that each main clause has a subject and a verb. Then vou should check that each pair of main clauses is connected u'ith a comma and a coordinate connector. The students

lg!!d

SUBJEC'T

some emptv chairs, thel", quicklv

VE,RB

SUBJECT

Iso\ their

seats."

VE,RB

The accountants have finished the repofi, so can be distributed tomorrou,.'rSUBJE,CT

\.RRB

VERB

The first sentence is incorect because it has two complete main clauses, v,e f-ound and rue . . . took, br-rt it is missing a connector. The second sentence is incorrect because it has a complete main clause, accountants have finished, and an incomplete main clause, cart be distributed, which are joined by a comma and the coordinate connector so. The incomplete main clause needs a subject to be complete. EDITING COMPOUND SENTENCES L

i

i €

1. A compound sentence is a sentence with two (or more) main clauses.

2. Each main clause must

have a subject and a verb.

3. Each pair of main clauses must be joined with

a comma and

a

coordinate connector (and, but, or, so, yet).

'A main clause is an indepcndent cleiuse that has both a subiect and a verb. Compound sentences u'ith t\\'.r or ntore main clauses are covered in Skill 5 of the Structure section ol this book.

233

234


EXERCISE 58: Underline the sr-rbjects once and tlie verbs tr.r,ice in the main clauses. Put boxes around the punctuation and connectors that join the main clauses. Then indicate if the sentences ar.e correct (C) or incorrect (I).

C I 2.

Y_o_q

ryqfIql!

much harderI oilyou will_nor succeed.

Steve had a bad headache he took some aspirin.

3. Yet Pam decided not to go to the concert. 4. His studies very thorough, yet he did not do rr,,ell on the 5. The exanl 6.

\vas too long, and

exam.

it had too manv questions, so I could not

We can meet after class or \ve can rr,,ait

{ir-rish it.

until tontorrou,.

7. It was raining this morning, but nr>u,the srrn is out. B. You sirould return his phone call, he will be angtry.

9.

Bt'' the end of the da1' had not finished the project, so we rvill work on

it

some

mol'e tornorro\\/.

10. I mailc'd the p:rckage on Mondar', and it arrived on Wedrresclar..

--

1

1. Our alarm u,ent off, but did not rvake up.

12. The train departed late, vet it still managed to arrive on time.

-

13. The sun set, and the skv turned dark we lr,ent home.

-

14. The fbg heavy and it seems to be getting worse, yet the airport is still open.

--

15. The bill is due tomon'ow, so thev must pay it immediately.

--

16. Someone should go to the market tonight, or no food for breakfast. 17. And the inter-vie\v was so she expected to get the job, but it was not -sood, offered to her.

18. I parked in front of the store and then I went inside.

---

19. Yort mar.'look at the book here,

vc-rtr

mav not take it u'ith votr.

20. She rvas feeling quite sick, r'et she n,as still able to finish the n'ork

-


(TWE)

6C. Complex Sentence Structure A complex sentence is a sentence that has a main clause and at least one subordi-

nate clause.' This means that the sentence has a subject and verb in the main clause and another subject and verb in each subordinate clause and that each subordinate clause is joined to the main ciause with a subordinate connector. Adverb clauses are one of three tvpes of subordinate clauses (the other tr.l'o are adjective clauses and noun clauses). Adverb clauses may come either before the main clause or after the main clause. If an adverb clause comes before the main clause, it is follorved by a comma. Adverb clauses are introduced by connectors such as afier, as, before, shtce, until, whett, w,hile, because, il-, whether, although, even though, and though. The store be*ggfr_ in the same location since it first gpglg4 SLIBJECT VERB SUBJECT VE,RB

When the concert ended, the audience SUBJE,CT

VERB

SUBJE,CT

let

the theater.

VE,RB

The student turned in his eram before time \vas SUBJECT

LID

because he lnQbgll earlv.

SUBJECT VERB

VERts

SUBJECT \1ERB

The first sentence is correct because it has the main clause store lms been and the subordinate clause it . . . operzed, rvhich is joined to the main clause with the subordinate connector since. The second sentence is coruect because it has the subordinate clause concert ended, which is followed by a comma and is joined to the main clause tutdience lelt with the subordinate connector tt,hen. The third sentence is also correct. It has a main clause, student turned in, and two subordinate clauses, tirne was and he finished. The first subordinate clause is ioined to the main clause with the subordinate connector befbre, and the second subordinate clause is joined to the main clause rvith the subordinate connector because. For each complex sentence containing one or more adverb clauses, vou should check that the main clause has a subject and a verb. Then you should check that each adverb clause has a subject and a verb and is joined to the main clause with a subordinate connector. Also, if the adverb clause comes before the main clause, the adverb clause should be follou'ed bv a comma. The professor

lgl$_

the room after retnrned the papcrs.'r-

SUBJECT VERB

VE,RB

Because the problems are difficult

trr*;;;r

r.l,'e

need to get some help."

,."ru., u*u

The first sentence is incorrect because it has a complete main clause, professor left, and an incomplete subordinate clause, retunted, r.r,hich is joined to the main clause with the subordinate connector afier. The incomplete subordinate clause needs a 'A subordinate clause is a depencic-nt clause. It has both a subject and a verb and is introduced by a subordinate connector. Comple.r sentences rvith acfi,erb clauses are covcred in Skill 6 of the Structure sectiorr ol this book.

235

236

TEST OF WRITTEN FNGLISH (T\^/E)

subject to bc contplete. Tl-ir: scconcl sentence has a complete subordinate clause, problents rlrc, ri'hich is i<'rined tc; the main clatrse n'e rteed urith the subordinate connector becattse. This senlence is incorrect bc-catrse tfre strbordinate clause comes before the main clause. btrt there is no commzi follor,r'ing the subordinate clause. EDITING COMPLEX SENTENCES

1. A complex sentence is a sentence with one main clause and at feast one subordinate clause.

2.

Each clause must have a subject and a verb.

3. Each subordinate

clause must be joined to the main clause with a sr"rbordinate connector.

4. An adverb clause may come before or after the main clause. 5. lf an adverb clause comes before the main clause. the adverb clause must be followed by a comma.

EXERCISE 6C: Unclei'line the subiccts once and the vc.rbs tu'ice. Put boxes around the subolclinatc c-()nncctors and ptrnctuation used rvith t]-re connectors. Then indicate il'the'.sentcllcr.s;lrc colrect (C) or incorrect (I).

C- 1. ll 2. I

3.

the .rrke hukt's rrrtreh longer have bc'en sluclling linsli-sh

. il l:tt

I have

She a stuclenl in this coursc trecause

l,rn

been in jurrior high school.

it seems so interesting.

4. Af'ter the r'.orkcrs have ttrrnecl in their tinre cards. 5. The 6.

teache'r'collc'ctecl the papers r.r'hen c\.er\one had finished.

Ycru nrtrst

stir

thL' soup ol'tcn rr'hilc- is cooking on the stove.

7. Althonglt the eranr u'as lclatirelv short, it

rr,'as

extremelv difficult.

8. Until uc tind out rrlrr sracics ur: uill not be able to relar.

-

9.

Becausc u'e

lir.'erci

on thc east coasl bel'orc rvc moved across the countn'.

10. Tholrgh n() ()nc realized i1 at first, rle h:rcl the ivinning ticket.

- ,,

11. ShoLrlcl gct

s(.)me-

net shocs if votrrshoc-s are too small.

12. Since the rtcu's czlnrc on thc raclio, I have been quite ttpset.

-

l-3. Our friencls huve u vacation, thev u'ill come and r,,isit irs.

--

l.+. We rnill lx)t stop u'orliing, lrntil el'ctr'thing is finished. 15. Afier thc plar.ers scoled a goal, thc

cr-o'uvd

roaled its approval.


_

16. As

(TWE)

the end of the semester closer and closer, the students sot more and more

excited.

__

17. The fine rnas increased because 18.

r,vas

not paid on time.

Whetheln'ou have time or not, must complete the project.

19. She u'as

_

it

still very angry even though I apologized to her.

20. Before the semester starts the students hunt l-or places to lir:e

.

EXERCISE 6 (A-C): Find and correct the sentence structure errors in the follorving essa-\'. (The number in parentheses at the end of each paragraph indicates the number of errors ir-r that paragraph.) The essav discusses the following topic. What are the important characteristics of a good roommate? Support your response with specific reasons and details. 1.

Decauee many dtfferent typee of people can be 7ood roommaLeE. Three charactertaLice, Lo t"rte, importanL in a qood roommaLe. Let'e eee rf you a4reeinq wtth me about *,hece Lhree tmporLanL charactertaLice of a qocd roommate. (3 errors)

Z.

The firet charactenatrc of a 1ood roommaLe tt ia a oen6e of humor. Any Lwo roommatea wtll be very drfterent people, Lhey will diea4ree about many Lhin4s. Howeven if they each have a een6e of humor. Then they can lauqh about theee diea4reemente tnaLead of ar7uinq about them. A qood eenae of humor neceeeary tn a roommate. (4 errors)

a J.

for each other'a belon4inqe. When two people are roommaLee they each come rnto thre eituation wtLh their own belonqrn7e" Eecauae each roommaLe'a belonqtnqe are imporLanL Lo him or her, ia tmporLanL for each of the roommatee to reepecL The other roommaLe'e belonqin4e, 9o reepecL for each oLher'e belonqin7e wtll help tc prevenL probleme hetween roommat;ee. (4 errors)

4,

final rmporLanL characLedattc of a qood roommaLe may aurpri;e you. DuL Lhre characLertatic ie quiLe imporLant Lo me. Thie final characLerretic of a qood roommaLe a lack of neatneee, i myaelf am noL a very neat pereon eo tL would be very hard for me t o have a rteat roommate. A neat roommaLe would probably be upeet wtth me much of Lhe Ltme becauee am a ltttle meeoy. lf I had a neaf roommaLe, Thia roommate and I would probably have problema. 9o the beaL roommaLe for me ie Lherefore a raLher megay roommate. (6 errors)

J,

The nexL characLerietic of a good roommaLe iL ie reepecL

The

Thue, many differenL Lypee of people they can be 7ood roommaLee. However,

cerLain characLeriaLtce imporLanr" Lo me in a roommaLe: a gen6e of humor, reepecL for each other'e belonqin7e, and not too much need for neatneaa. A roommate wiLh theee tmportanL characLenehce be a eucceaeful roommaLe for me. (3 errors)

237

238


Srnr 7: EDIT WRITTEN EXPRESSION 7A. Agreement and Parallel Structure Errors in agreement and parallel structure are covered in the Written Expression section of this book. You may rvant to review these skills.

Skill I l: Agreement after prepositional phrases Skill 12: Agreement after expressions of quantity Skill 13: Agreement after certain words Skill 14: Parallel structure with coordinate conjunctions Skill 15: Parallel structure with paired conjunctions EXERCISE 7A: Find and con"ect the errors in the following essay. (The number in parentheses at the end of each paragraph indicates the number of emors in that paragraph.) The essav discusses the follorving topic. Do you agree or disagree with the following statement? Money is the best measure of success.

Support your response with details and examples.

1.

Everybody have a differenL vtay of meaeurrn7 aucceao. Money may be one meaoure of eucceoe, but rt ie not Lhe beeL meaoure of eucceae, Detter waye of meaeurin4 oucceso ia avatlable. )ome of the beLLer rneaeuree of a eucceeeful life ie familv, friendly, and career, (4 errors)

2.

One way Lo meaaure Lhe euocea" of a ltfe are Lhe oLrenqth and deep of famtly relaLionehrpe. Terhape oomeone erther without a family nor wiLh a very unhappV fanily have a lot of money, buL Lhie peroon hae noL really had a eucceeeful life. Anybody with family relationehipe that are boLh eLron,4 and love have had a aucceeeful life. (6

errors)

3.

Another way to meaaure the aucceEa of a ltfe are t he etrenqLh of friendehips. 1omeone wiLh a lot of rnoney buL no frtende to ehare it wiLh are not a eucceaeful percon, ln conLraat, eomebody wiLh lota of cloae, thou4htfully, and carinq frienae have achieved eucceee tn lrfe. (4 errors)

4.

A final way f,o meaoure Lhe aucceee of a lrfe are Lhe amount of enjoyment in a career. A career with a lot of money buf, withouL enjoymenL are neiLher fltlfillinq nor deeirably, On Lhe other hand, a career LhaL provrdea Lrue enjoymenL day after day re a eucceeeful career even if tL doea noL provtde a lot of money, (3 errors)

5.

lt i6 not really a qood rdea Lo meaeure the eucceee of a lrfe hy the amount of money thaL a ?erson hae made. lneLead, Lhe eucceea of a life ehould be meaeured in a number of oLher waye, noL only by Lhe family relaLrone and the frtende and aleo by Lhe career Lhat a oeraon hae developed over a lifetime. All of Lheee meaeuree of aucceos ta far more meanin4ful and accurately than uein4 money to meaeure eucceee. (3 errors)


(TWE)

78. Verbs and Nouns Errors with verbs and nouns are covered in the Written Expression section of this book. You may want to revielr' these skills.

Skill 16: Past participles after have Skill 17: Present participles or past participles after be Skill 18: Base form verbs after modals Skill 19: Singular and plural nouns Skill 20: Countable and uncountable nouns EXERCISE 7Bz Find and correct the errors in the follor,r,ing essav. (The number in parentheses at the end of each paragraph indicates the number of errors in that paragraph.) The essay discusses the following topic. Some people always arrive on time or early, while other people are always late.Which type of person are you? Use specific examples and details to support your response. 1.

I have alwaye dream of bein4 a peraon who ia alwaye on time. However, in reality, am alwaye, aiwaye laLe, The followinq Lhree example ehow thaL, even in eeveral very

I

imporLant situation, I cannoL eeeminq to arrive on Lime. (4 errors) 2.

-5.

ane example of my ternble Lardineee ie a job inLerviewe thaL I had eoon afLer I 7raduated from colleqe. I was qive Lhe opporLunrLy to interview for a wonderfuljob LhaL much oLher people wanted. The inLerview waa schedule for IO:CO. However, I overelept and did noL arrrve aL Lhe inLerview until 11:OO, I am eure LhaL my lateneeo waa Lhe major reaoon thaf, I did not 7eL Lhe job. (4 errors) AnoLher example of my Lerrible lateneee re an aopearance in courL thaL I had Lo make afLer I had receivin7 a tickeL. l, of courae, could not arrivee on Lime for thie courL daLe. Decauee I miaeed my court Lime, I had to pay the ori4inal tickeL, and a lar4e fine wae add Lo the number of money thaL I had Lo pay. (l er-rors)

4.

The final example of my Lernble laLeneee wao my weddin7. I wae en7aqed to be married to the moat wonderful woman, and the weddin4 had be echeduled for 2:CO on 9aturday afLernoon, Ae you can probably 4ueee from boLh of the earlier example, I jueL could noL manaqin1 Lo arrive at my own weddinq on Lime. I wae very lucky LhaL my bride waa waiL for me when I arrtved an hour late. (4 errors)

5.

Lhere te few doubt Lhat I have a aerioua problem wiLh lateneea. My laLeneee hae cauernq me much eertoue probleme in my life, aa Lhe examplee of the iob tnterview and the courL appoinLmenL ahow, At leaet my lateneae dtd not cauee me Lo loee out on the einqle moeL important occaaione of my life, my weddtn4. (4 errors) Theee examplea ehow

that

239


7C. Pronouns and Adjectives Emors with pronouns and adiectives are covered in the Written Expression section of this book. You mav rvant to revieu, these skills.

Skill Skill Skill Skill Skill

21: 22: 23: 24: 25:

Subject and object pronouns Possessives

Pronoun reference Adjectives and adverbs Adjectives after linking verbs

EXERCISE 7C: Find and correct the emors in the following essav. (The number in parentheses zrt the end of s3ch paragraph indicates the number of errors in that paragraph.) The essav discusses the following topic. When you receive a nice surprise, how do you react? Use examples to support your response. I l.

When I receive a pleaaant eurprtee, my reacLron differe corteiderable from the reacLrona of moaL people, I Lhink. Moet oLher people react Lo a ntcely eurpriee by ehowrnq Lheire reacLion and by f,etltnq oLher people around Lhem about iLe, Howeven I do noL reacL Lhre way. I reacL Lo a pleaeanL zurpnae by keepinq Lhem Lo myeelf for a whtle. (5

L,

errors)

)ne example of my reaction to a pleaeanL eurpriee wae a qrade Lhat me received on a chemieLry exam, AfLer ltookLhte exam,ldrd noLLhinkthaL lhad done extreme well. When Lhe profeeeor reLurned the exam, him announced that only one exam paper had received an A, i felt qutte happity when l looked aL my paper and aaw fhe A on them. I kepL Lhe newa to myeelf for eome Lrme becauee I wanted to enjoy thie myeelf. Terhape a week laLer, I Lold aome of my friende abouL my qrade. lL waa unbeltevably Lo they LhaL l had kepL thta newe Lo myeelf for ao lon7. Q errors)

a J.

Another example of my reacLron Lo a pleaeanL eurprtee wao my admiaaton Lo a epecially Honora Troqram aL my achool. When I recetved the leLLer eayrnq LhaL I had been admiLLed, I drd noL run and ehouL Lhie newe out to everyone immediate. lneLead, I wanLed Lo keep Lhe newe to myself. lL waa four or five daye before I told my family and friende. Then I told htm quteL, wtLhouL ehouLinq Lhe newa. I did not eeom very happtly about Lhe eiLuaLton becauee I wae not jumpinq up and down and 5116r.)tir1n ht i I wae really qutLe happv about htm. (6 errors)

A

Theae examplee ehow LhaL l ueually keep epecially newe Lo myeelf for a while. Lhtnk LhaL I wanL to be Lhe only one Lo know about rt for a whtle. I want to enjoy myeelf before I ehare tt wtLh famrly and fnende of my. (2 errors)

I

rL


(TWE)

PRACTICE TESTS

Essay Topic

#

1

Time-3O minutes Do you agree or disagree with the following statement? It is sometimes better to lie than to tell the truth. Use specific reasons and details

to support your answer.

Essay Topic # 2

Time-30 minutes Some professors give exams or quizzes often, perhaps once a week; in contrast, other professors give only one comprehensive exam at the end of the course. Discuss the advantages and disadvantages of each type of exam schedule.Then indicate which you prefer and why.

Essay Topic # 3

Time-30 minutes Do you agree or disagree with the following statement? It can be a great pleasure to take vacations alone. Use specific reasons and details

to support your answer.

Essay Topic # 4

Time-30 minutes Some people believe that you should work hard today to prepare for the future, while others believe in the philosophy that "tomorrow never comes," so you should enjoy life to the fullest today. Discuss the advantages of each of these philosophies. Tl-ren indicate which one you believe in and why.

241

COMPLETE PRACTICE TESTS T\r,o different types of complete practice tests are included test fulfills different purposes.

in this text, and each

1. Practice Tests One and Two-The Introductory-Level Practice Zesfs-only inch-rde questions that are based on the skills covered in this text; they do not include some of the more advanced types of questions that also appear on the official TOEFL test. You should expect to score rrerv rvell on these tests after all the skills in this book have been thoroushlv covered. Practice Tbsts One and Tiuo sen'e tr,r,o purposes:

. .

You can use these tests as a review of all of the skills taught throughout the text. You can determine r,r,hich skills arre still a problem by completing the analysis section at the end of each test.

Please note that Practice ksts One and T\t,o cannot be used to determine an approxirnate TOEFL score because the level of the tests is lower than the level of an official TOEFL test.

2. Practice Test Three-The

TOEFL-Level Practice Test-is at the same level as the official TOEFL test. It includes the introductory skills taught in this text as well as some of the advanced tvpes of questions that also appear on the official TOEFL test. You should score u'ell on the more basic questions on this test at the end of a course in r.r,hich all the skills in this text have been covered, but you ma),'not do as rvell on the questions involving more advanced skilis. Practice kst Three serves a number of purposes:

.

Yon can see the level of an official TOEFL test.

o You can recognize and answer the introductory-level questions on a test that

. .

also includes some more advanced questions. You can try to answer some of the more advanced types of questions that appear on an official TOEFL test. You can determine an approximate TOEFL score using the scoring information provided in the text.

243

1

1

1

1

1

1

1

1

COMPLETE TEST ONE INTRODUCTORY LEVEL SECTION 1 LISTENING COMPREHENSION Time-approximately 35 minutes (including the reading of the directions for each part) In this section of the test, votr r'r'ill have an opportunitv to demonstrate vour abilitv to unclerstand conversations and talks in English. Thele are three parts to this section, r'r'ith special directions for each par1. Ansr,rrer all the questions on the basis of rvhat is stated or implied b-v the speakers you hear. Do not take notes ol-urite it-t vottr test book at anv time. Do not turn the pages until vou are told to do so.

Part A Directions: In Parl A vou rvill hear short conversations

bet'"veen t."vo people. After each conversation, ror.r r.l'ill hear a question about the conversation. The conversations and questions u'ill not be repeated.

After vou hear a question, read the four possible ans\\'ers in your test book and choose the best ansrvel.. Then, on vour ans\{er sheet, find the number of the question and fill in the space that corresponcls to the lettel- of the ansr,,"'er vou have chosen. Here is an example.

Sample Answer

On the recording, you r.vill hear:

@

(man) (rvqman) (nirrrator)

o

(n)

c

That e.tam was jtrst atJirl. Oh, it could ltaye beett n,orse. What does the woman nrcan?

In vour test book, I'ou will read: (A) The exam \vas reallv ar,r,'fuI.

(B) It r.r,as the rvorst exam she had ever seen. (C) It couldn't have been more difficuh. (D) It rvasn't that hard.

\trtr learn from the convelsation that the rnan thor-rght the exam \\,as ven difficult and that the \\'omarl disagreed rvith the man. The best ansu'er to the question, "What does the \voman mean?" is (D), "It rvasn't that hard." Therefore, the: correct choice is (D).

TOEFL lrst rlrrections anrl fonral il)L'reprinl(d l.r Permr.'r,'rr of Fl'fS, the.,rprrieht orrncr: Horrerc'r. all cr.intplc..rn.l re.r .lLlestions:rre proridecl hr Pearson l.ciucation lrr..

COMPLETE TEST ONE-INTRODUCTORY

LEVEL

245

1tr1r1tr1l1rlrlr1 l. (A) (B) (C) (D)

Her trip u'ill last onlv a ferv d:rvs. She departs in several dat's. She's leaving in a feu'hours. Her trip began a feu'davs ago.

10.

(A) The chair is r.rot soft enough. (B) The set of jars is trnafTordable. (C) It's hard to find a comiortable chair. (D) He hardlr has tirne to sit.

2. (A) (B) (C) (D)

szrlesclerk. lau,ver. A paintcr. An apartment manager.

11.

A

(A) (B) (C) (D)

A

3. (A) His paper \!as on the top of the pile. (B) He receivecl the highest mark. (C) Hc'-s :r graciuate student in rlatl.r. (D) Hc'l-rzrcl a tough math er:rm.

12.

4. (A) He's upset. (B) Iles not present. (C) Hels seated in his chair. (D) Hes r.r'here he should be.

13.

5. (A) A laittstorm

(B)

(C) (D) 6. (A) (B) (C) (D)

stol'nr.

8. (A) (B) (C) (D) 9. (A)

(B) (C) (D)

246

the

t-1.

He agrees u,ith the \\'oman. The storm damage r,r'as nrinimal. He He He He

said he \vas

silver appear'.

finallv polished the \\'zrs

thc last to

Buving some

pages in

bread.

At an cxam.

At a danci:. At a conceft.

(A) (B) (C) (D)

She has a lot of moner'.

(A)

Helping him solr-e:r per-sonal

(B) (C) (D)

Onlv u'orking on the harder problems.

likc rnost people. She reaches ou1 to most people. She's

She's nice to almost e\,ela'one.

probL'n'r.

Getting sorne assistance. Soh'ing the problems herself.

(A) The apartmcnt has a nice closet. (B) lti not l'ar to the school florrr his (C)

apal-tntelrt.

(D)

He u'as ablc to find the universitv fr-om his apartment. The universitv apartments are closed.

l-i. (A)

She u'as certain about the tirnc of the

sorln.

\\'as temporarih lost.

7. (A) Marking the

(B) (C) (D)

is coming.

He'cl like to tell the t'oman zrborrt

At a ball gamc.

(B) (C) (D)

red.

part\. She trar,eled scvcral miles to the partv. She plarrned the surprise parlr'. She looked hupp],.

Reading more often. Jogging to the market.

16.

The letter-s u'ere sent. She pickecl up some mail from the posl office. She spent a lot o[ tirne at the post

(A) The rain is leallv hear'".. (B) She shares lhe man's opinion. (C) The hear,r'traffic u'as expected. (D) The man shorrlcl repeat uhat he said.

17.

(A) A genclal. (B) A runner. (C) A police of icer. (D) A truck driver.

office. The post office delivered some

letters.

He has a problenr underst:rnding a certain book. He nevel brou'ses through books. He r.reeds to return to thc- libran-. He'll give the book back soon.

COMPLETE TEST ONE-INTRODUCTORY LEVEL

1.1

ItrlrlrltrIrlrIrI aanl',

t

1

-l-

18.

(A) (B) (C) (D)

Recopv her paper. Check the spelling on her homeu,ork. Give the right ans\vers. Have another cup of coffee.

25. (A) In the dining room.

19.

(A) (B) (C) (D)

He doesn't like u'arm r,r''ater. The r,r,eather is not rrery \\'arm.

26. (A) Sitting up in bed.

FIes -eoing srvimming

The rvater''.s too

cool.

(B) (C) (D)

ansia-r.

Closing the

door.

necessaln:

(B) (C) (D)

Storing things in a closet. Bu-v'-ing somelhing else.

21. (A) Tl'rere are three neu,buildings at the

universitr'.

(B) (C)

The Lheater is under construction. The university is accepting bids on a

(D)

The unir.'ersitl' has to pav the bill the theater.

theater.

(B) (C)

29.

no\\:.

Thev u,ill both live until tonlorrow. The leaves rvill be ialling tomorro\\'. She thinks they should leave toda1'.

23. (A) The teacher assigned the uork

(B) (C) (D)

carefulh'.

The man needs to bring the test. Pencils and paper are not necessal-v'. The man needs to take an extra test.

28. (A) It is unusual to plav hide-and-seek.

for

22. (A) She also thinks they should not leave

(B) (C) (D)

Waking up r'vithout an alarm. Turning on the alarm clock. Setting the alarm clock on the floor.

27. (A) Additional rvriting supplies are

20. (A) Visiting a different store.

(B) (C) (D)

(B) At school. (C) In a hospital. (D) At a concert.

(D)

The bab,"-'s temperature is not normal. She is taking care of the babv temPorarill'. The babv is not sick.

(A) (B) (C) (D)

Only'Alex went on the trip. He rvas given the chance to go. The trip rvas a good opportunity: No one went on the trip.

30. (A) She has several children.

(B) (C) (D)

She doesn't believe rvhat he savs. She is onlv a child' She behaves immaturelr,'.

The grade rvas not leallv lor,r,. She didn't do her homervork.

Her homevu'ork contained a lot of errors.

24. (A) His rveekend

(B) (C) (D)

r,r'as relaxing. He spent the u,eekend on the beach. He needed a piece of paper. He preferred a more relaring

r.r'eekend.


LEVEL

247

1

1

1

1

1

1

1

1

Part B Directions: In this part of the test, vou rt'ill hear longer conr,ersations. After each conr,ers:rtion, vou u'ill hear ser,'eral qttestions. The ccinversations and questions rvill not be repeated. After vou hear a qr,restion, reerd the lour pcrssible ans\\'cl's in rrrur'lest book ancl choose the best ans\\'erThen, on vour ans\\,er sheet, tlnd the number of the question and fill in the sp:rce that colresponds tcr the letter of the ansu,er l'ou have chosen. Remember, \'oll arc not alloued to lake notes or ririte in voul test book.

5t.

32

t3.

(A) (B) (C) (D)

A boat trip.

(A) (B) (C) (D)

Spring.

35.

A br-rs tlip. A plane trip. A train trip. 36

Sumnrer. Autr-rmn.

Winter.

(A) Thef are heading north. (B) Tl-rev are looking for u,armer u,ater. (C) Thev are returning to their home (D) Thev are heiiding tot,ald Al:rsk:r.

248

(A) (B) (C) (D)

One hour. T\r,o hours. Thrce hours. Four-hours.


(A) (B) (C) (D)

It it lt lottg pt'r)\'L'\\. It is the onlr' \\ilv to enroll. It is easv to complctc. It begins in the adrnirristratiorr building.

37

.

34

(A) Hou,to e-nloll ilt univer-sit.u'classes. (B) What is bad about mail sen,ice. (C) Horv to fill out univcrsitv applications (D) The location ol a c:impus btrilding.

-16

(A) (B) (C) (Dt

It It It tt

(A) (B) (C) (D)

Writc a lcttcr to a friend. Go to thc aclministration buildine. Stand in line. Registcr bv mail.

takes place in onc of{ice. invoh'c-s manv hours in line.

is ven r-fficienl. takcs almost no time.

TOFlFl. tc'i tiirlclion. irrrrl t,,r nr.rr .r (, r ! plnle(l lrr pclntission ()l fr_fs. th.e()p!richt ()\\rrfr ll,r.,rr rrll eranrplrs encl tcsl qttc:tiotr. att prrlick'cl br Prrr. rr I .lrrrti,rn. lri.

1

1

1

1

1 Part

1

1

1

C

Directions: In Part C of this section, vou u,ill heal sevelal talks. After each talk, Iou u'ill heal some

+restro*tfnc

talks and qucstic.,ns rr ill

nt.,1

be repeatecl.

A{ter vou hear a question, voll u,ill read the four possible Ans\\'ers ir-r your tcst book and choose the besl ansu,er. Then, or-r !'our ans\\'er sheet, fincl thc number of the question and fill in the space that corresl>oncls to the letter of thc ansu'er vou have chosen. Here is an eramplc. On thc recording, r'ou u'il1 hear:

(narrntor)

(man)

Li.qtt'rr to rut irtslrttctcl"lalk to /ri.s c/a.ss abortt ltuirrting. Artist Grartt 14'ood uas a gtidirtg litrce irt tlte sclrcnl ol paittting knov'tt rts Antericatt rtyiortaList, tt stt'le rellecting tlte distittctit,e cltaracteristic.s ttl urt lrorrt rurul arects of.tlte Llttited Stutes. V'ooi began drutt'irtg anhrnls on tlrc lantil\'ltLnrt at tlrc age of.tltree, attd *'ltert lrc was tltir'lveigltt onc ol ltis ltctitttittgs received a rennrkable atnouttt of'public ncttice utttl accLairrt. This paitttittg, calLed Amc-r-ican Gotl'ric, is a starkh'sirrtple tlepicriort oi-a seriotr-s t'ottple .;torittg lirt'ctlr ctttt ttt tlte viawer.

Nor.r'listen to a sample question.

(r-rarrator) V'ltat snle ol pairttittg In vour test book, vorr

uill leacl:

Sample Answer r.s

frrrorln

(A)

trs

Arrtericou regkttalist?

Alt [l'om Ame-r'ic:r's inner cities.

(B) Art fi'on.r lhe centr':il region of the

United

@ @

r'Fr

o

Stertes.

(c) Alt ll'onr valious urban areas in the Unitc-d States. (D) Art from rural sections ol'Anrelica.

The best ans\\,er to the cluestion, "What strle ol painting is knou'n as American regionalist?" is (D), "Ar1 h'om rural sections of America." Thcrelore, the correct choice is (D). Nou' listen to another sample qlrestion.

(narrator)

Sample Answer

I,l:hat is the nante ol \4'ood's /7rosl srcccs.slil pairttittg?

In votir test book, r,ou 'uvill re'ad:

A) Anrt,ricttn Regionulist. (B) Tlp Fantilt Fantt irt lovrt. (

@ @

o

@

(C) Arrtericatt Ootltit'. (D) A Scriozr.s Couplt'.

The best ans\ver to the question, "What is the name of Wood's rrost successftrl paintingi" is (C), Anrerit'rttt Gotltic. Thr'r'efor-e, the corr-ect choice is (C). Renrember, vou ale not allorved to lake notes (]r \\'rite in

TOEFI- te\( clir ect irrnr rnrl ir rr rruri .rn' rt'pr intr.i irr irr'r nri'.r,,n ol FITS tlre coprriglrt orrn.'r' lloucrr't.:rll er.rnrILr..rrri te.r qrrrstirrns arr'pr()\iclcd ll\ P(.rrs()n EclLtcat 0rr lrr,

rour test book


LEVEL

249

1

1 (A) (B) (C) (D) 40.

(B) (C)

It is not large. tt has a fireplace. It has some r,r'indou's. ft cloes not have a refrigerator.

11.

The The The The

Nerv

46.

(A) (B) (C) (D)

47

(A) Studving animals in the u''ild. (B) Animal songs on the' r'adio. (C) Problems r,r'ith radio signals. (D) Weather satellites.

\brk Citv subrvav

svstem.

(A) Wirh ladio collars. (B) With atmospheric pressure. (C) With radio receivers. (D) With satellites.

IRT.

Citv

1870. 1874. 1900. 1904.

) Br lrsing radio transrrritto s. (B) By follou'ing their tracks. (C) With r.veather balloons. (D) With s:rtellites.

developnrent of the subrval: history of the railroad svstem.

(A) The r;rilroads. (B) Private businesses in Neu'York (C) The mayor of Neu.\brk Citr'r (D) The subu'av ir.r Neu \brk Citl:

In In In In

48. (A

has great furniture.

50.

(A) (B) (C) (D)

Geographv. Botanr,r

Zoologr.

Communication.


@@@@@@@ Read the directions for Section 2 and begin work.

Do NOT read or work on any other section of the test during the next 25 minutes.

250


1

than the railroads. It took a long time to develop. It rvas developed bv the sovernment of Nerv York.

(D) It rvas quite easv to:rccornplish.

(D) Thset',;:rtment

(A) (B) (C) (D)

1

(A) It was more imporlant

42. (A) There is none (B) It has alreadv been rented. (C) The apartment o\\'ner u ill eive them

43

1

1

A proiessor. A tour guide. A iurniture salesman. An apartment manager.

(A) One. (B) Tilo. (C) Three. (D) Four: (A) (B) (C) (D)

41

1

1

2o2o2o2o2o2o202 SE,CTION 2 STRUCTTJRE AND WRITTEN EXPRESSION Time-25 minutes (including the reading of the directions) Now set your clock for 25 minutes. This section is designed to measure your abilitv to recognize language that is appropriate for standard rvritten English. There are tu'o tvpes of questions in this section, rvith special directions fbr each type.

Structure Directions: These questions are incomplete sentences. Beneath each sentence you rvill see four rvords or phrases, marked (A), (B), (C), ancl (D). Choose the one r,,'orcl or phrase that best completes the sentence. TJren, on your ans\\'er shect, find the nunrber of the question ancl fill in the space that corresponds to the letter of the ansuer vou hzrle chosen.

Look at the follor.r'ing eramples.

Example

I

Sample Answer

The president

the election br' :r

(A) r'r'on (B) he rvon (C) vesterdav (D) fortunatelv

landslide.

O @ C 6)

The sentence should re:rd, "The pre'sider.rt lrron the election bv a landslide." Therefore, you should choose ansrver (A).

Example

II

When

(A) the (B) did(C) the (D) the

Sample Answer the conference?

doctor attended the doctor zLttend doctor rvill attend

@

o

@ @

doctor's attenclance

The sentence should read, "When did the dor:tor-attend the conlerence?" Therefore, \'ou should choose answer (B).

'IOEFL rr\t dircctions

anc[ lrrrntal ar-c rcprirrt..l hr perrrrr.sion ETS, rhe copr.right ortner: Ilouer'er. rll crrrrrplc. anrl tt.L quesllons are prlridt'd br Pearson Erltrcation. Irtt o1


LEVEI

251

2o2o2o2o2o2o2o2 l. The Arctic Circle

thrrrrgh northern North America, Europe, and Asia.

(A) the pass (B) passing (C) it passes (D) passes

Venus is almosl the same size as thc Earth, mountain ranges are much highcr.

--

-(A) (B) (C) (D)

thev but rhev its but its

In concrete poetn the prinrarl consideration is the riav that

E;rrth's gravitr, pulls ever-vthing torvard the Earth.

-(A) it centers (B) the center ol (C) centered it (D) the center

poem.

(A) (B) (C) (D)

The forces e:rrthquakes ;rre the same ones lhat huiltl morrntains.

9.

(A) unleash(B) r-rnleashes (C) that unleash (D) that unleashing

in the

-

r.r'olds are arranged

the an'angement of rvords arr-anging the rvords

rvords in an arrangement

Scientists arc no\\ onlr bcginning to understand the factors cigarette

addiction.

4. Since the eighteenth century

(A) (B) (C) (D)

tl're

cause

-

causing the-v cause causes

major genre of litcrature in most literate

-

societies.

(A) (B) (C) (D)

10.

becoming the novel has the nrivel becomc a becoming nor,el the novel has become

Agricultural

largelv responsibie for the unlolding of nutritional knor.vledge of vitamins and- minerals e:rrlv in tlre last centun:

(A) (B) 1f ) (D)

ol a computer Under a microscope chip looks like a nc-tri'or-k of aluminum

u'as

chemists u,ith chemists chemists were

tracks.

(A) the circuitr-r' (B) rvith the circuitn' (C) alter the circuitn. (D) it circr-riates 6.

Dinosaurs became ertinct 64 million vears first people ever appeared on Earth.

-(A) prior to the (B) the preceding (C) before tl-re (D) thc

252

time


ll.

Each summel the Roanoke F{istorical Association sponsors a plav that shou's about the fate of the earlv colonli

--(A) knou.n (B) t'hat is knou,n (C) rvhat knou'ing (D) is knorvn

2o2o2o2o2o2o2o2 12. Agriculture requires a steady supply of in water to keep the plants alive, so areas u,ith a lot of rainfall.

(A) naturally stafied (B) stafiing nature (C) it naturallv started (D) its natural start l3 Even though

-

about $4,000 to full1'

train a hearing dog, these dogs are generallv given - u'ithout charge to qualified candidates.

(A) it costs (B) the cost of it (C) the cost (D) costs

IA t+.

The reactor core of a nuclear reactor is bv a thick housed in a steel vessel layer of concrete.

(A) is surrounded (B) it surrounds (C) surrounds (D) surrounded 15.

-

The properties of every protein depend on how are arranged in the molecular chain.

(A) -all the amino acids (B) all of the amino acid (C) all of the aminos acidify (D) of all the amino acids


LEVEL

253

2o2o2o2o2o2o2o2 Written Expression Directions: In these questions, each sentence has four underlined words or phrases. The four underlined parts of the sentence are marked (A), (B), (C), and (D). Identify the one underlined v,,'ord or phrase that must be changed in order for the sentence to be correct. Then, on vour ansu,er sheet, find the number of thc'question and fill in the space that corresponds to the letter of the ansu'er you have chosen.

Look at the follou'ing examples.

Example

I

Sample Answer

The four strins on a violin are tuned

AB

CD

in fifths.

@

o o

@

The sentence should read, "The four strines on a violin are tuned in fifths." Therefore, vou should choose answer (B).

Example

II

Sample Answer

The research for the book Roors taking

ABC

Alex Halev twelve vears. D

@ @

o @

The sentence should read, "The research for the book Roots took Alex Flaley tvu'elve years." Therefore, you should choose ansrver (C).

254


TOEFL" test dir eclions and fbrmat arc reprinted bv permissi()n of ETS, the copvright ouner Hotcver, all eramples and tc'st qu.'stions are provided bv Pearrson Education, Inc.

2o2o2o2o2o2o2oz 16. Polar u'inters

ar-e

length, dark, and cold

most plants

AB

D_

17. The remains of verv ancient u,oocl have turn into coal

AB

CD

18. In 1893, Henn,Ford brrilt his flr-st car engine in !e home

CD

AB

\glblgp

in Detr-oit

19. Armies of laborers toiled lor eight vear to build the Erie Canal.

-A

20

B-

C

D_

Sorne of the star-s in the closing stages of their lives becomes uhite du'arfs.

A

B

D-

C

2l The normall]' folce of grlrt.y at the Eartht surface is called

19.

ABCD 22

Edu'ard McDoue-ll is lemember iis lhe c'omposer of such perennial favoriles as "To a Wild Rose."

ABCD L3

Because he is

grar,itational\ bound to the Milkv

ttA'a1:

the Andromeda gala.rv is currenth'

ABC approacl'ring Earlth. D

24. CAT scanners are used not onlv for delecting conditions btrt also for obsen,ation the elfects

of

A-BC' therap)'. D 25

The chain ol'rider stations along the r.var,rrere crucial to the success ol the Ponv Exptess.

-B

A 26. The

funclional

r-e-.lationship bc'trveen the

A

C

D-

]r.U! tu.o hemispheres BCD

has been a mirior focr-rs of rnr,rch

studies in neuropsl'chologr.

27. The Great Salt Lake is the renrnar.rt of a vast inlanci seas.

ABCD

28. A desire to cradicate

!f9g!![

speilings in English can being traced back to the sixteenth century

CD


LEVEL

255

2o2o2o2o2o20202 29. Jade can actuallJ' refer-to either the less common and more valuable iadeite and the more

A

C

-B

common and less valuable nephrite. D

30. The number o[ e]ectrons in an atom match the number of charged particles, or protons.

-ABCD 31. The neocortex becomes progressive more developed in the more advanced mammals.

ABCD

32. During their first attempts as a songu'riter, George Gershrvin diligentlr,continued to studv the

ABC

piano, harnronr; theorJ, and orchestration. D

33. Alexander Graham Bell

rvas tr.r'entv-nine rvhen A

him u,as granted a telephone patent in

BCD

1876.

34. Earlv television sets such as the RCA Victor model had small screens but containing a mass of

AB-C

additional components. D

35. A huge amount of immigrants

passed through the Great Hall on Ellis Island between 1892 and

CD

A 1954.

36. The cliff drvellings in Mesa Verde rvere br-rild in the thirteenth centr-rn.bv Native Americans u,ho

ABC

farmed the green plateau. D 37. The poet Walt Whitman \\Ias an eas)' recognized figure

ABCD_

u'ith his

lr.rng, rvhite beard and u'ide-

brimmed hat.

38. The sand doilars are a distinctive group

A

B-

o1 sea

shores.


urchins that have adapt especialll'to lie on sandv

C

-D

2o2o2o2o2o2o2o2 39. Someone ri'ho personifies the "American Dream" are Andreu'Carnegie, nho imnrigrated to the

AB United States from Scotland vuithout nlone\,and made millions in the steel inclLrstr-r,,.

CD 40. The Nez Perce lived peacefulli' u'ith the trappers and traders u'ho tra.,.eled theirs lands until the

ABC

discriverr,of gold in 1860 brought miners and settlers into the regton. D


@@@@@@@ At the end of 25 minutes, go on to Section 3. Use exactly 55 minutes to work on Section 3.


LEVEL

257

3 a 3 a 3n 3 a 3 a 3 a 3 a

3

SECTION 3 READING COMPREHENSION Time-55 minutes (including the reading of the directions) Now set your clock for 55 minutes. This sr:ction is designed to measure lour abilitv to read and understand short passages similar in topic ar-rd stvle to lhose that students are likelv to encounter in North Amer-ican universities and colleges. This section contains readine passages and qtrestions about the passages.

Directions: In this section r.'otr uill reacl sevelal passages. Each one is follou'ed b1'a number of qii"rri"ot it. You are to choose the one best ansiver, (A), (B), (C), or (D), to each question. Then, "bout on voLlr ans\\rer shect, find thc number of the question and fill in the space that con-esponds to the lelter of the' ansu'er vou havc chosen. Ansu'er :rll questions about the information in a passage on the basis of u'hat is stated or implied

in that

passzrgc.

Re:rd the f ollorving pass,rgc:

llrre (5)

John Quincv Adzrms, u'ho sen'ed as the sixth president of the United States l'rom 1825 to 1829, is lodav recognized for his masterful statesmanship and diplomacl'. He dedicated his life tcr public service, both in the presidencl'and in the various other political offices that he held. Thror.rghotrt his political career he demonstrated his unsn,erving beiief in lleedom of speech, the anlislavern cause', ancl the right ol Americans to be free lrom European and Asian domination. Example

I

Sample Answer

To u,hat did John Quincr,'Adarns devote his life?

@

(A) (B) (C) (D)

@ @

o

Improving his personal lil'e Se'rring the public lncrcasing his fortune Working on his private business

According to tirc p:rss:rgc, John Qr-rincv Adams "dedicated his life to public sen'ice." Therefore, should choose :rnsu,cr (B).

Example

II

"'ou

Sample Answer

In lirrc'4, the rlorcl "rrnsn'en'ing" is closest in meaning to

\11/

@

a

(A) moveable (B) insignificant {C) rrrrchirn.in!,. ( D ) dipl, 'lturt ie

@

Tlre passage states th:rt John Quincv Adams demonstrated his unsu'erving belief "throughout his carecr." Tlris irnplies that the belief did not change. Therelbre, vou should choose ansu,er (C).

TOEIL

258


tcst iiir'cctir;rts rlrLl 1or lral rI r'epr il]lrd b\ p.r\lrissirill {)l ETS, thr coprr'ight ()\\ucr H(,\\r'\(l; all eranrplcs and tcst quesli()ns alc prrlided br Pear.,,n E(lllaaliirn, Inc.

3a3a3a3a3a3a Questions

Llne

(5)

3n 3

l-9

Romantic music of the nineteenth century differed greatly from the classical music o[ f he eighteenth century Classical music u,as primarilv concerned with strict form and stvle. Romzrntic composers, hor.r'ever, r.l'anted to express their feelings and thoughts through music. Their music uas less stmctured than the music of the classicists; its goal uras to fill the listener r.r'ith emotion, ',vith thoughts of beauty, r.r,onder, and nature, and with poetn/. I

What is the topic of this

passage

?

(A) (B) (C)

The characteristics of rornantic music Various tvpes of musrc Popular music in the eightecnth

(D)

centun' A comparison of romantic and

6.

The uord "goal" in line .1 is NOT close in meanin-e to rvhich of the follou'ing?

(A) (B) (C) (D)

Aim Objectir,e

Result Purpose

classical music 7.

The rvord "greatl),'" in line 1 could best be replaced bv r'r'hich of the follou,ing?

(A) (B) (C) (D)

(A) (B) (C) (D)

Famously Tremendousll' Structurall,v

feeling logic sound movement

Slightlv 8.

According to the passage, classical music

(A) (B) (C) (D)

The rvord "emotion" in line 4 is closest in meanrng to

expresses feelings and lhoughts u'as popular in the nineteenth century

has rigid forms is less stmctured than romantic music

According to the passage, romantic mtrsic filled the listener rvith all of the follorving EXCEPT

(A) (B) (C) (D)

thoughts of poetn, thorrghts of u'onder thoughts o[ ]oveliness thoughts o[ strictncss

The r"'ord "form" in line 2 is closest in meanin*q to

(A) (B) (C) (D)

structLrre

meter meaning use

It can be inf'crred from the passage that

Where in the passage does the author mention u'hen the different tvpes of music rvere popular?

(A) Lines 1-2 (B) Line 3 (C) Line 4 (D) Line'5

romantic music

(A)

developed prior to the eighteenth

(B) (C) (D)

did nol have a strict forrn

centun came before classical music rvas more concerned r.vith form than

feeling


LEVEL

259

3 a 3 a 3 a 3n 3 a 3 a 3 a

3

Questions 10-19 In the Anrerican colonies, Benjamin Franklin u'orked as a printer; from his rr,ork, he clearlv ltnclerstood hou difficr-rlt and costiv it u'as to make books. Hot'errer, he and his friends reallv enjo_ved reading and rvantcd to -set holcl of as manv books as they could. Lirtc One ol Franklin's good ideas, and he had manv good ideas, \,as to set up a club rvhere people (5) could share theil books. The 50 mernber-s r.r,ho joined the club when it \\ras started in 1732 donated books ancl also poolecl their monev to bur, additional books. Anvone u.ho u'anted to could stop ir.r ancl rcad the books; club nrenrbers \\'ere also allou'ed to take the books home r.l'ith them, provicled thev returned them on tirne. This "club" becarne Arlerica's first circulating librarr'. 10.

The passzrge m:rinlv discusses

14

(A) rhe- Anrerican colonies (B) Be:n jamin Fr:rnklin's u'ork as a printer (C) Franklin's manv good ideas (D) Arnerica's first circulating librarr,' 11.

A "printer" in line

(A) (B) (C) (D)

I

15.

rrorks in a libran' rtrns a book club reads a lot of books produces books and pamphlets

Franklin had

no good ideas one good idea

feu'good ideas ntrn'rerous good ideas

(A) s (B) t-5 (D)

rvatered su'am

earned shared

Which of the fbllou'ing is NOT mentioned in the passage as something that club members did?

l3 Accoi'ding to the passage, horv m;rnv people rvere in the original club?'

(c)

(A) (B) (C) (D)

is a person ',vho

12. The passage indicates that

(A) (B) (C) (D)

The r,'ord "pooled" in line 6 could best be replaced bv

-50

s00

(A) (B) (C) (D)

Thev Thev Thev They

gar,e books to the club.

starled neu clubs. took books home. helped buv additional books.

t6 It can be inferred fr-om the passage that nonmembers of Franklin's club could NOT

(A) (B) (C) (D)

enter the club look at the ciub's books read takc' books out of the club

l7 The n'orcl "ploviclecl" in line 7 cotrlcl best replaced bv rvhich ol'the tollorving?

(A) rf (B) Before (C) Where (D) Although

260


be

3a3a

3n 3 a 3 a 3 a 3 a 3

18. In line 8, the books irr a "circulating"

library are prcibabh'

(A) (B)

spun in circles

(C)

checked in and out of the library

(D

)

movecl rrp ancl clou'n on the librarv shelves tr.rrned r-rpsidc--doivn

19. Where in the passage does the ar-rthor erplain rvhv Franklin starled the book club?

(A) Lines'l-2 (B) Lines 4 5 (C) Linc's 6-7 (D) Line I


261

3a3a3a3a3a3a3a

3

Questions 20-29 The Hopi are part of the Pueblo Ir-rdian culture. Today thev live mostlv in norlheastern Arizona, the eclge o{ thc- Painted Deserl. Sonrething that sets the Hopi culture off from other cultures is that it is in sonre senscs a malernal rathcr- tl-ran a paternal cultttre. 1'he Hopi ar-c dividecl ir.rto clans, or-lamilies, alonq maternal lines, and as a re-tult a child Line (5) becomes a mernber of the rnother's clan rather thzrn the father's. In addition, ovn'nership of propertl; such us lancl and hotrses, passes from mother to daughter instead o[ from father to son, as it does in other Nati\,e Ar-nc-r'ican crrltrrres. Horvever. \vomen do not have all the por'r'er in this culture. Societal uutholilv still r-es1s in thc hancls ol'men, but th:rt authoritv cloes pass 1cl men from their mothr'rs. a1

The main iclea of the passage is that

20

(A) (B) (C) (D)

24

the Hopi are onc tvpe ol'Pttebli.r Inciian the Hopi havc a t.natern:rl cultttrc most Indian cttltures are patertral cultures todar the Hopi lir"c- in northeastcrn

Arizonit

A "clan" in line 5 is a

(A) (B) (C) (D) 25

mother fatlrer famil_v

child

Which of the follor^,'ing is true abor-rt Hopi propert\, ou,nership, according 1o the pass:rgci)

21. The passage'states that the }{opi

(A) are enemie-s of the Pueblo Indians (B) all lilc irr rrortheastem Arizona (C) live inside the Painted Desert (D) rnal be found otr the borders of'the Painted Desert

In line 3, something that is "matelnal"

22

(A) (B)

Flopi do not o\\'n propert)'. Hopi property passes from farther-to

(C)

Propertv orr,net'ship in the Hopi cultnre is similar to propertv ou,nership in most other cultures. A Hopi daughter u-ill probablv inherit propefiY from her mother.

son.

(D) is

relatc-rl to

(A) the culture (B) the mcither (C) the tlopi (D) the clan 23.

It is implied in the passage that most Natir,e American cttltttres

(A) livc in the Paintecl Desert (B) are par.t of the Hopi tribe (C) are patcrnal cultttres (D) do not have strong families

262


26. The expression "such as"

in meaning to

(A) therr (B) fol example (C) as a result (D) also

in line 6 is closest

3a3a3a3a3a3a3a 27

Which of the follor.r'ing is NOT true abouI power in Hopi societv?)

(A) (B) (C) (D)

Women do not have all the por'r'er in

Hopi societl'. Men have por.r'er in Hopi societr,'. A man rvill probablv inherit po\fer from his mother. A man inherits po\.ver from his father.

28. The u'ord "rests"

replaced

(A) (B) (C) (D)

in line 8 could best

3

29. Where in the

passa-ee does tl-re author ciescribe u,here tlre Hopi live todav?

(A) (B) (C) (D)

Lines 1-2 Lines 4-5 Lines 5-7 Lir-res 7-8

be

b1-

sleeps

remains naps

tires

COMPLETE TEST ONE-iNTRODUCTORY

LEVEL

263

3a3a3a3a3a3a3a

3

Questions 3O-39

Llne

(5)

(10)

Some kinds of animals that are still around todav u'ere in eristence millions of vears ago during the time of the dinosar-rr'. One of these surrivors is the crocodile, u'hich has been around for about 100 million y'ears. Todavs crocodiles can gro\\'to a length of 20 feet and u'eigh about a ton. Their prehistoric ancestors u'ere about tr,vo-and-a-half times the size of todar,s animals. Another sun,ir,or from the p:rst is the Galapagos tortoise, u'hose history goes back around 200 million vears. The tortoise of todav has not evolr.ed much over the last 200 million vears; it looks about the same no\\'as it did u,a1.. back then. The oldest sun'ivor from prehistoric times is, can vou believe it, the cockroach. Cockroaches have been able to stick around for- more than 2.50 rnillion vears. The main reason for their incredible endurance is their abilitv to live in all kinds of conditions and sun'ive on all kinds of food.

30. This passage is mainlv about

(A) the din.saur (B) hou'the crocodile has sun,ived (C) animals that live to be verv old (D) tvpes of animals that have existed for a long time 3

1. The lr'ord "time" in line 2 could best

be

bv hour era clock moment

(A) (B) (C) (D)

Predecessors

Descendanls Monsters Enemies

35. The passage indicates that the Galapagos

replaced

tortorse

(A) (B) (C) (D)

(A) (B) (C)

has changed considerabll' has been around lbr 250 million vears is about the same as it rvas in the era

(D)

of the dinosaur is much larger than prehistoric tortoises

32. According to the passage, the crocodile

(A) (B) (C) (D)

sun'ived an attack bv dinosaurs fir:st appeared 100,000 \'e:rrs ago has increased in size over timc h:rs existed for n.rillions ol vezrrs

33. lt can be inlerrecl from the passage that prehistoric crocodiles couid reach maximum leneth of

a

(A) 10leet (B) 20 feet (C) 50 f'eet (D) 100 leet

264

34. The u'ord "ancestors" in line 4 is closest in meaning to *'hich of the fbllorving?


3a3a3a3a3a3a3a 36. Which of the follorving is NOT mentioned

38. Which of the animals mentioned

in the passage has been around for the longest

abor,rt the cockroachi'

(A) It has evoh'ed (B)

It

3

time?

considerablv over the

(A) (B) (C) (D)

vears. has been around for a quarter of a billion years.

(c) It lived at the time of the dinosaur.

The The The The

dinosaur crocodile Galapagos tortoise cockroach

(D) It eats manv kinds of food.

closest in meaning to

Where in the passage does the author explain r.r'hv the cockroach has been able to endure?

(A) (B) (C) (D)

(A) (B) (C) (D)

39 37. The expression "stick around"

endure

attack travel alound look around

in line

10 is

Lines 1-2 Lines 7-8

Line 9 Lines 10-12


LEVEL

265

3a3a3a3a3a3a3a3 Questions 40-50 The three phases ol'the human memorl'are sensorv memory short-term lnenloln-, and longterm memoln'. This division of memorn into phases is barsed on the length of time ol the memory. Sensory fitemoln is instantaneoLls memor\'. It is ;rn image or a memon'/ that enters vour mind Lpra only f6r a short period of time; it comes and .goes in ttnder a second. The memory rvill not last (5) krnger than that unless the inforrnation enters shrlrt-term memoN. Information can be: lrelcl in short-term memorv f
40. The best title for this

(A) (B) (C) (D) ,1

pass:rge u'ortlcl be

14

The Difference Betrvccn Ser.rsom and Short-Term NIctnotl Hou' Long lt Takes to Menroriz-c The Stagc's of Human Mernorv

tnernot.t'?

(A) Fol as loltg as l0 nrinut.'s (B) As long as it is be-ing used (C) After vou have repeatecl it manl' tin"res (D) When it has nroved into long-term

Human Phases

memol-v

1. The three phases o{ ttlemon'discussed in this passage are differentiartecl according to

(A) (B)

location in the br':rin the period of tinre it takes to remembet s()tllcthing

(C)

hor'r'1he senses are involved in thc

(D)

horv long the ntemory lasts

(A) (B) (C) (D)

2

is on top ot is at the I'oot ol depends on

is belou'

'13. According to thi' pass:rge, rr'hich tvpe ot memoll- is lhe sl-rortest?

(A) Sensory mr-nloll (B) Active mcnrora (C) Short-tet'nl nlelll()ll (D) Long-tel'm lrlenlorv

266

The u,ord "keep" in line 8 could best be repltrced bv

(A) hold (B) continue (C) retajn (D) save

nlemol'\

,12. The expressiot-t "is based on" in line could best be replaced br.'


According to the passage, u'hen r,r,ill informatiot-r stay in vot-tt' short-tern't

.16"

The u'ord "Once" in line 8 could best be

replaced bv u'hich o[ the follou'ing?

(A) Just afte'r (B) Although (C) Jr-rst before (D) Because

3a3a3a3a3a3a3a 47. All of the follor.r,'ing are true about long-

49.

term memory EXCEPT that

(A) it has a very large capacity (B) it can hold information for a long to put information into

through memorization is the only wav that

(D) memorization

It can be inferred from the passage that if person remembers a piece of information for tu'o days, this information is probably

a

in

time

(C) it is possible

3

it

(A) (B) (C) (D)

three phases of memory sensory memory

short-term memory long-term memory

information can get there could best be replaced by

in the passage does the author explain what happens when someone stops repeating information?

(A) (B) (C) (D)

(A) (B) (C) (D)

50. Where

48. The expression "on its or.','n" in line bi' itself in its own time with its possessrons in onlv one u'av

12

Lines 4-5 Lines 6-7 Lines 8-9

Lines 11-12


@@@@@@@ lf you finish in less than 55 minutes, check your work on Section 3 only. NOT Do read or work on any other section of the test.


LEVEL

267

TEST OF WRITTEN ENGLISH: TWE ESSAY TOPIC fime-3O minutes Do vou agree or disagree rvith the follorving statement?

It is always important to put lamih' before career. Use specific reasons ancl details [o suppol.t vollr ans\\,er.

268

COMPLETE TEST ONE_INTRODUCIORY LEVEL

1

I

1

1

1

1

1

1

COMPLETE TEST TWO INTRODUCTORY LEVEL SECTION 1 LISTENING COMPREHENSION Time-approximately 35 minutes (including the reading of the directions for each part) In this section of the test, vou r.r'ill harre an opportunitv to demonstrate vollr abilitv to understand conversations and talks in English. There are three parls to this section, r,iith special directions for each part. Ansu'err- all the qr-restions on the basis of r,r'hat is stated or implied bv the speakers vou hear. Do not take noles or u'rite in vollr test book at anv time. Do not tlrrn the pages until vou are told to do so,

Part A Directions: In Part A vou rvill hear sl"rort conversations betr.veen tr,r'o people. After each conversation, vou rvill hear a qr-testion about the conversation. The conversations and qr,restions r.r'ill not be repeated. After vou heal a question, read the four possible ans\vers in vour test book and choose'the best ans\ver. Then, on )()trr ans\\,er sheet, find the nun.rber of the qr-restion and fill in the space that corre-sponds to the letter oI the ansu'er von have chosen. Here is an example.

Sample Answer

@ @

On the recording, r"ou rr,ill hear:

o o

(n.rarr) Tlnl exant .ras jttst tttr,firl. (rvoman) Oh, it cttttld htn,e been wrtrse.

(nzrrtator) What does tlte n'orrtan

uteart?

In vorrr test book, vou r.i'ill read: (A) The exam \\.as reallv arvful.

(B) It ri'as the u,orst exam she had er,er seen (C) It couldn't have been mor-e difficult. (D) It u.asn't th:rt hard.

Yolt leartr tiom the conversation that the man thought the eram \\'as ven'difficult and that the woman disagreed u,ith the n-ran. The best ansr,r'er to the question, "What does the \{oman mean?" is (D), "It u,asn't that hard." Therefore, the correct choice is (D).

TOEFL 1!'\r direetr,,ns ancl f()rnlal are r'.pr intfcl br pc|nrissioil ol ETS tlreLoprtighl,rrlner. Hrtucrer. all r'rentplesand rrst qLlestir)n\ arc pr,,rtrlr,tl l,.r Pr'atson Edtrtrti,rn. lnr

COMPLETE TEST

TWO-I

NTRODUCIORY LEVEL

1

1

1.

z.

3.

4.

I

(A) (B) (C) (D)

Taking a math class.

(A) (B) (C) (D)

He's getting a bite to eat.

1

1 10.

Answering some math problems. Checking the math homer,r,ork. Seeing their professor. 11.

He has tour meetings todav

He'l] arri'"'e after 4:00. He needs a bit of luck.

(A) She did not lequest (B) It did not corne. (C) It came cluickll: (D) It came slorvh'.

il.

(A) She agrees *'ith the man. (B) She can't find rvhere she parked. (c) She had a hard time getting up this

12.

I J.

morning. (D) She r,r'ould like the man to repeal himself.

s.

7.

(A) The exams',vere placed in the office. (B) The u,oman can take the exam in the office. (c) The exams will be graded in the o{fice. (D) The u'oman shor-rld put her eram in the oflice.

(A) (B) (C) (D)

la

(A)

The professor just assigned a paper to

(B)

He is not sure ruher.r he should see tl.re

(C)

The prolessor changed the date the paper is due. The professor changed the date of the

be vn'ritten.

professol

(D)

class.

270

15.

16.

Plaving tennis now Playing a different sport. Going to the store nolr'. Leaving the shopping for later.

COMPLETE TEST TWO-INTRODUCTORY LEVEL

1

1

(A) (B) (C) (D)

She disagrees',r'ith the man. She doesn't want to do the problems. The.v can finish the problems in class. She shares the man'.s opinion.

(A) (B) (C) (Dt

The time he suggested is fine. She'cl pre['er to meet later: She'd prefer never to meet. Sne'a prefer to meet earlier.

(A) (B) (C) (D)

To To To To

a a a a

sen'ice station. doctor's office. gvnr.

pharmacr:

(A) The r,r'ords rvere too small. (B) The professor did not ri'rite anvthing. (C) She could not hear the uords. (D) The board rvas ven'tin'v'. (A) They have the same ans\ver. (B) He r.vill change his answer. (C t He! uncertain of his response. (D) He doesn't \\,ant to respond to her questlon.

(A) A librarian. (B) A jervelen (C) A doctor: (D) A seamstress.

(A) Ir's delicious. (B) She hasn't tasted it. (C) It needs more spices. (D) Its not verl- good. 9.

14

1

(A) Helping some other people. (B) Asking when the assignment (C) Helping each other rvith the

is due.

assignrnent. someone to help them.

(D) Finding

(A) He has also u'ritten an article. (B) He shar-es the r,,oman's opinion. (C) The meeting is in front of the school. (D) What $.as in the article nas fair. (A) (B) (C) (D)

An arrlo mechanic. A bicycle repairman. An engineer. A train station attendant.

1r1r1r1r1r1r1r1 18.

19.

(A) (B) (C) (D)

She She She She

(A)

Shet going to a different part

(B) (C) (D)

rvas asked to be a guest speaker. became president of the club.

business. someone to hear a speech.

started her own

invited

campus.

of

She likes the apartment. She \\''ants to be closer to school. She didn't see the apartment.

20. (A) Driving to the game.

(B) (C) (D)

21

Walking to the game. Not going to the game. Not u'alking to the game.

. (A) The window r,r,'as partially open. (B) Someone shut the u'indou'. (C) He couldnt see the u,indorv. (D) It \\,asn't really very cold.

22. (A) He didn't get his paper back.

(B) (C) (D)

He made a big mistake. He $'rote a very long paper. He spilled something on his paper.

23. (A) He had enough time.

(B) (C) (D)

He sent the fax. The fax didn't come. The fax has not been

24. (A) To a flight school.

(B) (C) (D)

To a travel agency. To a restaurant. To a train station.

read.

25. (A) The concepts \vere disorganized.

(B) (C) (D)

The ideas u'ere not verv good. She disagreed u,'ith the ideas. The organization was excellent.

26. (A) He has something to say to her.

(B) (C) (D)

The teacher gave a verv hard lecture. He shares the u'oman's opinion. The woman should pav attention to

him.

27. (A) Leave on a cruise in

(B) (C) (D)

ser.en days.

Visit rvith seven crerv members. Take a seven-hour cruise. Take a week-long boat trip.

28. (A) Trying to cool off.

(B) (C) (D)

Getting something rvarm to drink. Warming r"rp a drink. Exercising to $'arm up.

29. (A) He ansu'ered all the professor's

(B) (C) (D)

questions. He phoned the professor three times. The professor couldn't answer all his queslions. The professor called on him a number of times.

30. (A) To see a baliet.

(B) (C) (D)

To listen to a lecture. To hear a concerl. To rvatch a debate.

COMPLETE TEST TWO-INTRODUCTORY

LEVEL

271

1

1

1

1

1

1

1

1

Part B Directions: In this part of the test, vou rvill hear lonser conversations. After each conversation, vou rvill hear several questions. The conversations and questions u'ill not be repeated. After vou hear a question, read the four possible ans\\'ers in your test book and choose the best ans\ver Then, on your ans\'ver sheet, find the nttmber of the qtrestion and fill in the space that corresponds to the letter of the ansr,r'er vou have chosen. Remember, vou are not allou'ed to take notes or rvrite in vour test book.

31. (A) She n'as mistaken about the date o[

(B) (C) (D)

the exam. She missed Tuesdar''s class. She is unsure of toclar.'s date. She missed the eranr.

32. (A) Tuesdav of this

(B) (C) (D)

rveek.

Wednesday of this u'eek. Tuesdav of next '"r,eek. \&'ednesdav of nert r.veek.

The tu'elfth. The thirleenth. The trventierh.

34. (A) Get some sleep

(A)

In a neu'dorm.

(B) In an old dorm. (c) In an off-campus house. (D) In un off-campus apartment.

36. (A) ln a ner.r, dorm. (B) In an old dorm. (c) In an ofT-campus house. (D) In an off-campus apafiment. 37. (A) Because it is old-fashioned. (B) Because it is off-campus. (c) Because it is nc.ar the middle of

33. (A) The third.

(B) (C) (D)

3s.

campus. (D) Because nor'r'.

(B) Talk to the professor. (C) Put off str-rdving until later. (D) Begin stud_ving in'rmediatelv.

38. (A) Because it is modern. (B) Because it is off-campus. (c) Because it is near the middle of campus. (D) Because

272


it is modern.

it is lar arvav from school

TOEFL t!'st directions anrl fornrat are reprinted br permission of ETS, thc coprright otncr. Houcvr't, all exanpies and test queslir)ns.rre proriciecl br Pcersorr Echrcation lnc.

1

1

1

1

1 Part

Directions: In Part C ol this section,

q.r".ti.nrfne

talks and questions n

1,-ou

1

1

1

C

u,ill hear several talks. After each talk, vou rvill hear some

iil not be repeated.

After vou hear a question, vor-r rt'ill read the four possible ans\\/ers in vour test book and choose the best anst'er. Then, on vour ans\\'er sheet, {ind the number of the qr-restion and fill in the space that corresponds to the letter of the ansu'er vou have chosen. Here is an erample. On the recording, vou u,ill hear:

(narrator) Listetr to an irtstnrctot' talk to /zls c/a-s-s abott pttirting.

(man)

Artist Grant Wood ..ras a gtricling lbrce in the school of'painting knovn as Anrcrican regiottaList, a st,-le reflectirtg t/te distirtctive characteri.stics of-art fi'om rurtLl areas of'the Urtited States. Vtood began dratying attirnals on the lanilv- lann at the age of-tlree, and v,lrcn lrc u'as tltirtr'-eight one of- his paintings received a renmrkable otnoutTt of'public tlotice and acclailn. This paintirtg, called American Gothic, is a stttrkly simple depiction ol u serkttts coupLe staring clirecth' ctttt ttt the vie:r',er.

Norv listen to a sample question.

(narr:rtor) V/hat style ol paitttittg

Sample Answer

@ @ @

is knort'rt as Arrterican regiortalist?

In vour test book, vou rvill read: (A) Art from America's inner cities. (B) Art irom the central region of the United States. (C) Art from various urban areas in the United States.

o

(D) Art from rural sections of America. The best ans\\rer to the question, "What stvle of painting is knou'n as American regionalist?" is (D), "Art from rrral sections of America." Therefore, the correct choice is (D).

Sample Answer

Nou, listen to another sample question.

(narrator) I|Ilnt is the In vour test book, r'ou

narne of'Wood's nlost sttccesslill paittting?

till read: (A) American Regionalist. (B) The Fantily Fanrt it't lotya.

@ @

o

@

(C) AntericcLn Gothic. (D) A.Serlorrs Couple. The best answer to the question, "What is the name of Wood's most successful painting?" is (C),

Anterican Gothic. Therefore, the correct choice is (C). Remember, vou are not allor.led to take notes or r,r,r'ite in vour test book.

TOEFL test clirections

ancl l()rrrat

ar('lr'print!d

Lrr

pc|nri.sron

of ETS, lhe aopvlight orvner Hol cr er all erentplc: anrl tc:t qLrr-slions are ptx iclccl br Pear'son Fldttealion. lne


LEVEL

273

1

1

1 39

41.

(A) (B)

I

1

Otherinverlebrates.

(C)

(A) (B) (C) (D)

lt

(D)

The dale r,r'hen an assignrncnt is due. The date u'hen a paper must be turned in. The date u'hen a student uill u,atch a presentation. The date r,vhen an exam u'ill be gir.en.

(A) (B) (C) (D)

To To To To

Backbones.

is a vertebrate.

It has no backbone. lt has no tentacles. It has eight backbones.

(A) It has eight parts. (B) lt has ils ou rr eres. (C) It is quite bi-e. (D) It has the largest br:rin of all animais

17.

An octopus has ven'good eyesight. The evesight of an octopus is limited. An octopus is able to see into its brain. The eyesight of an octopus is unclear

(A) Getting u'ork done on time. (B) Attending meetings. (C) Taking a lot of courses. (D) Avoiding deadlines.

help other students. star. busl'.

clear off their desks. identifv busl periods o1'time

.

(A) lndividuallr: (B) Along r.r'ith tu'o others. (C) Along u,ith three others. (D) ln groups of ten. (A) (B)

The str-rdents har,e selected the groups. The groups have been randoml-l

(C)

The professor has rnade the

(D)

The students have signed up on a list on the wall.

(A) (B) (C) (D)

Eight ten-nrinute presentations. Three hor-rr-and-a-hall' presentations. Ten eight-minute presentations. Three ten-minute presentations.

(A) (B)

Find out u,ho is in each grolrp. Check the u'all to see rvhrch poem to

chosen. assl€inments.

(A) Copving each class svllabus. (B) Obtaining a calendar. (C) Asking to extend deadlines. (D) Writing dou'n presentations. .50.

(C) (D)

read. Read the selectecl poem thoroughll:

Discuss the poern rvith group members.


@@@@@@@ Read the directions for Section 2 and begin work.

Do NOT read or work on any other section of the test during the next 25 minutes.

274

1

The octopus. Another vertebrate.

(D)

44.

I

(A) (B) (C) (D)

(A) (B) (C)

43.

1


LEVEL

2o2o2o2o2o2o2o2 SECTION 2 STRUCTURE AND WRITTEN EXPRESSION fime-2S minutes (including the reading of the directions) Now set your clock for 25 minutes. This section is designed to measure your ability to recognize language that is appropriate for standard u'ritten English. There are two tvpes of questions in this section, with special directions for each type.

Structure Directions: These questions are incomplete sentences. Beneath each sentence you will

see four words or phrases, marked (A), (B), (C), and (D). Choose the one word or phrase that best completes the sentence. Then, on your ans\ver sheet, find the number of the question and fill in the space that corresoonds to the letter of the ansrver vou have chosen.

Look at the follor,r"ing examples.

Example

I

Sample Answer

The president

o

the election by a landslide.

@ @ @

(A) rvon (B) he won (C) yesterday (D) fortunatell'

The sentence should read, "The president won the election by a landslide." Therefore, you should choose ansrver (A).

Example

II

When

Sample Answer

@

o

the conference?

(A) the doctor attended (B) did- the doctor attend (C) the doctor rvill attend (D) the doctor's attendance

@ @

The sentence should read, "When did the doctor attend the conference?" Therefore, -vou should choose answer (B).

test difecfions and fo|mat are reprinted br pernrission oi ETS, the coprright orvner Houcrer all r'ramples anci test qu('stions are prrrricied br Pearson Eclueation. Illa

TOI:FL


LEVEL

275

2o2o2o2o2o2o2o2 t.

Kansas

at the geographical center of the United States.

(A) it is located (B) the location (C) its localion (D) is located

7.

(A) skillfullv chipped (B) skillful chips (C) chippingskillfully (D) chips are skillful

is

first pizza restaurant Yo|k Citv in 189-5.

openercl

in New

Woodrow Wilson serued as president of' Princeton \\ias elected president of the United States.

-(A) The (B) It rvas the (C) At the (D) tt rvas at the without

(A) (B) (C) (D)

-

before to him he

before he

a backbone is the Atlantic

squicl. -

9.

(A) For the largest creature (B) It is the largest creature (C) The largest creature (D) The largesl r.'reatule is The last star on the handle of Polaris, or the North Star.

(A) (B) (C) (D)

The oldest knor,r'n daggers are ones that Neolithic humans out of flint.

Sound \\iaves are pr-odtrced u'hen quickly.

(A) (B) (C) (D) --

to call thc Little Dipper calling the Littie. Dipper the Little Dipper caliing the Little Dipper is called

to at least 1500 e.c. made use of molds to treat superficial infections.

10.

_

objects r.ibrate r,,ibratingobjects obiects to vibrate the vibrzrtion of objects

A genetic predisposition determines is most likelv to form freckles.

_

(A) he (B) it (C) rvho (D) rvhen

Societies

(A) thev -date back (B) the date is back (C) dating back (D) date back Eugene Debs ran for the presidency of the \r'as ne\/er United States five times, elected.

(A) he (B) but he (C) to him (D) for his

276

-


u'est-central section of North America, from Texas to Canada, is one of the world's largest grasslands.

11. The vast

(A) it stretches (B) stretches (C) r"'hich stretches (D) is stretching

2o2o2o2o2o2o2o2 12. Characteristically; the dulcimc-r features

three or four strings fingcrboard.

(A) (B) (C) (D)

t4

(A) (B) (C) (D)

-

stretched are stretched stretch them thev are stretched

15. I -).

Diamond Head is rvhat volcano.

(A) (B) (C) (D)

to remain renrains

remaining the remnants

Any member- of a gloup oI dmgs

barbituric acid is a barbitr"rrate.

along a

of an extinct

--

the derivation of is derived from derived ft'om derives from

-

Henrv VIII ruled that people born on Febr-uary 29 their birthdavs on Febnrarr'28 in non-leap tears.

(A) (B) (C) (D)

a celebritv a celebration celebrating

would celebratc-

COMPLETE IEST TWO-INTRODUCTORY

LEVEL

277

2o2o2o2o2o2o2oz Written Expression Directions: In these questions, each sentence has four underlined words or phrases. The four underlined parls of the sentence are marked (A), (B), (C), and (D). Identifu the one underlined word or phrase that must be changed in order for the sentence to be correct. Then, on your answer sheet, find the number o[ the question and fill in the space that corresponds to the letter of the answer vou have chosen.

Look at the following examples

Example

I

Sample Answer

The fout string on a violin are tuned

ABCD

@

o @ @

in fifths.

The sentence should read, "The four strings on a violin are tuned in fifths." Therefore, vou should choose answer (B).

Example

II

Sample Answer

The research for the book Roots taking

ABC Alex Halev twelve years. D

@ @

o

@

The sentence should read, "The research for the book Roors took Alex Haley twelve vears." Therefore, you should choose ans"ver (C).

278


TOEFL test directions ancl fornrat al: rcprinted bv permission of ETS, the coprright orvner. llou evel all cxampJes and lest questions are pror ided br Pear's()n E(lLl.ation, Inc.

2o2o2o2o2o2o202 16. Areas olrock mav shifts up or

clovn'n

AB

on each side of a t'ault.

an

17. Whcn someone take a depressant, the level of activitv in the central nen'ous svstem is lou'ered.

A

1

B-

C

8. The ',r'orld s largest deposils of g:]lgltn!

ABCD

1

9. Both Thomas Jeffelson or John

A

D

have be located in the Appalachian Mountains.

Adan-rs clied on the verv same dztr; Julv

BC

4,

1

826.

D

20. Most tunclra plant are mosses ancl lichens that hug the ground.

ABCD 21. Uranir-rm atoms in

:r nuclear reaction is

split into smzrller atoms to produce heat.

AB

C

22. Vir-ginia Dare, the lirst child born to English parents in the Neu,World,

D r.r,'as

AB Virginia colonv u,here her

."1'as

named aftcr the

born.

D

23. The apple trec appears in the ml'tholo,e\'; traditions, historical, and archeologv oi tlre most

rBC

ancient niltions. 2zl. The first hcirse-dretu'n chariots uere introduce around 2500 e.c.

ABCD 2.5.

ln l9lT,ClvdeCessnadesignedanpnexelr\emonoplane,andlzrtertheCessnaAircraftcompany ABC rias starled bv hc'. D

26. Not onll' the

Etr-r-rscan alphabet and thc

Latin alphabet are descendants of the Greek alphabet.

ABCD 27.

All of the oceans ol the u'or-ld is home to members of the dolphin famil1'.

N-S

C

D

28. The Ear-th lotates on its axis:rncl follorr,s an elliptic:rll) orbit around the

Sr-rn.

ABCD


LEVEL

279

2o2o2o2o2o2o2o2 29. Theodore Roosevelt u'as the first president to ride in a car, flv in an airplane, and submerging in a

ABC

submarine.

D30. The carbonation of

r.r'ater and soft drinks \\lere one of the first uses found

ABCD

for gaseous carbon

dioxide.

3

1. After an apple is c-ut, chemicals inside her combine

ABCD

.,r,ith oxvgen to

form a brorvn coat.

32. Cribbage is a carcl san.le in $hich points are tall] bv ntoving pegs on a boar-cl.

ABCD

33. Most o1'the birds Err1g in deserl regions inhabits the ringes of f

ABCD

34. The U.S. Constitutiorr, in Article

1, Section 2, provided

lbra

the. desert.

census of the population everr B C

decades D

35. The constellation Aquarius

r,r,as

associated

ABD

riith the rainv seasons bv a large amount of ancient

civilizations.

36. Onh' a small percentage of mined dian-ronds

ABCD

ar-e

actuallv:g1q!lf for use as gemst.ones.

37. A turkev that Abraham Lincoln had save from Thanksgiving dinner became a beloved familv pet.

ABCD

38. The

gar-ne

of dominoes is plaved rvith flat, oblong blocks identified bv the number of dots on

ABC theirs faces. D

280


LEVEL

o2o2o2o2o2o2o 39. Sodium h1'droride and other alkali solutions r,r'ork effective

A

40. The flintlock pistol u'as popular

-B as a weapon

C

as degreasing agents.

D-

in the seventeenth century because they could be

ABC

{rred one-handed bv a rider on horseback. D


@@@@@@@ At the end of 25 minutes, go on to Section 3. Use exactly 55 minutes to work on Section 3.

:

:l:

* 1#

ffi


LEVEL

281

3a3a3a3a3a3a3a

3

SECTION 3 READING COMPREHENSION Time-55 minutes (including the reading of the directions) Now set your clock for 55 minutes, This section is designed to measure vour abilitv to read and understand short passages similar in topic and style to those that students are likelv to encounter in North American universities and colleges. Tl.ris section contains reading passages and questions about the passages.

Directions: In this section vou rvill read several passages. Each one is follorued by a number of q""rti"trr ubout it. Yon are io choose the one best ansi,er, (A), (B), (C), or (D), to each question. Then, on vour ans\\'er- sheet, find the number of the question and fill in the space that corresponds to the letter o[ the ansr,r,er-vou have chosen. Ansrver all questions about the information in a passage on the basis of u'hat is stated or

in that

implied

passage.

Read the follorving passage:

Line

(5)

John Quincv Adams, who ser-ved as the sixth president of the United States from 1825 to 1829, is today re'cognized for his masterful statesmanship and diplomacr: He dedicated his life to public service, both in the presidencv and in the various other political offices that he held. Throughout his political career he demonstrated his unsr.','err,,ing belief in freedom of speech, the antislaven- cause, and the right of Americans to be free from European and Asian domination.

Example

I

Sample Answer

@

o e

To r,r'hat did John Quincy Adams devote his life?

(A) Improring his personal life (B) Serling the public (C) Increasing his lbrrune (D) Working on his private business

@

According to the passage, .Iohn Quincy Adams "dedicated his life to public sen'ice." Therefore, should choose ansr.ver (B).

Example

II

Sample Answer

In line 4, the u'ord "unsrveling" is ciosest in meaning to

@ @

o

(A) rnoveable (B) insignificant (C) unchanging (D) diplomatic

@

The passage states that John Quincv Adams demonstrated his unsrverving belief "throughout his career." This implies that the belief did not change. Therefore, you should choose answer (C).

TOEFL tesl diiectjons rnd f(n'mal

282

COMPLETE TEST

TWO-I

NTRODUCTORY LEVEL

arc- rcprjnted br permission of ETS, the copvright o$nc.. Houever, all exanrples and test questi(,os are provided br Pearson Educ^tion, Inc.

3a3a3a3a3a3a3a

3

Questions 1-10 Most icebergs are fornred in the ',vaters of the world's polar and subpolar regions. These are the regions in and around the North and South Poles. Icebergs melt as thev encounter warmer ocean \\'aters and u'armer ocean breezes closer to the equator. This happens urith most, but not all,

Lire (5)

(

10)

icebergs. One record-setting iceberg managed to travel further from the frigid waters near the poles than anv other iceberg has been known to travel. In 1894, an iceberg broke off From Antarctica in the south and began moving slorvly norlhward. It eventually left the very cold waters near the pole and entered \L'armer waters. This unusual iceberg managed to get amazingly close to the equator. It was obserwed at a latitude of about 26 degrees south of the equator. This is on the same latitude as Rio de Janeir-o, Brazil, r,r,hich is famous for its comforlablv warm \,\'aters and u eather throughout the year.

t. The subject of this passage is

(A) (B) (C) (D)

the world's polar and subpol:rr regions horv icebergs are formed one unusual iceberg the climate of Brazil

7. When did the record-setting iceberg discussed in the passage erist?

(A) In the first half

of the eighteenth

century

(B) In the last half

of the eighteenth

century

l.

The passage indicates that icebergs form

(A) onlf in the north (B) onlv in the south (C) near the equzrtor (D) in both the nolth

centun

(D) In the last half of the nineteenth centurv and south

According to the passage, u'here are subpolar regions located?

(A) (B) (C) (D) 4. The

At the poles Close to the poles Close to the equator At the equator'

word "encounter" in line 2 could best

be replaced b1 the erpression

(A) run after (B) run into (C) rrrn around (D) run up 5.

(C) In the first half of the nineteenth

The record-setting iceberg discussed in the passage traveled

(A) into unusuallv \\'arm u,aters (B) unusuallv close to the North Pole (C) unusuallv far south (D) unusualll'far fr-om the equator

8. It is NOT stated in the passage that the iceberg

(A) (B) (C) (D)

u'as moving in a northerlv direction

ended up near the equator u'as seen south of the eqr,rator rvas obser-ved from Rio de Janeiro

9. The rvord "amazinglv" in line

8 is closest in

meanlng to

(A) (B) (C) (D)

comforrably surprisinglv possiblv r-rnquestionabll'

10. Where in the passage does the author indicate rvhat usually happens to icebergs in warm r,','ater?

(A) (B) (C) (D)

Lines 2-3 Linc's -5-6

Lines 7-8 Lines 9-10

The word "frigid" in line 5 is closest in meaning to

(A) (B) (C) (D)

u'arm calm cold deep COMPLETE TEST

TWO-I

NTRODUCTORY LEVEL

283

3a3a3a3a

3n 3 a 3 a 3

Questions 11-19

Line (5)

(

I0)

Paul Revere u'as r-ecognized in Longfellou's poem "The Midnight Ride of Paul Rer,ere" for his act of heroism during Revolutionarv times. In this rvell-kno\\,n poem, Longfelio"r' describes hou,' Paul Revere made a nighttime ride on horseback f-rom Lexington to Concord. The purpose of this fatnovs ride rvas to \\iarn the Concord rni]itia that the British u'ere planning to attack. Hor.vever, Long[e11ou"-s poem does not recount the historical events accurateh: ln realitv Paul Relere dicl not travel alone on his imporlant ride. Instead, he met up rvith William D:rrves itr Lerington. These trl,'o se1 olrt tor Concord u'ith a Dr. Samuel Prescott, tt,ho tt'as on his u,av home. On the u,av betr,r'een Lexington and Concord, the three u'ere stopped bv some British solcliers. Rer,ere became a prisoner of the British, and Darves managecl to escape. It u'as Dr. Prescott rather than Paul Revere who sot through to Concord to warn the militia of the British attack that u'as coming. Horver,er, it r.r'as Paul Revere and not Dr. Prescott r'r'ho received the credit for the heroic deud in Lotrg{'tllorr's puertr.

11.

Thenrzrinideaofthispass:rgeisthat (A) paul Revere's ride rvas essential to the Revolution (B) Longfellou"s description of Rc'r'ere'.s actions r'r''as heroic but inaccurate (C) Pall Revere should have been given (D)

more credit in Longl'elloulS poenl Longfellorv did not reall1.'u,rite the poem abotrt Paul Revere's ride

12. It is stated in the passage that "The Midnight Ride of paul Rer er-e"

(B) (C)

reallv u'ritten bv Dr. Samtrel Prescott is aboul an attack on the British rvas u'ritten belbre the Rer,'olutionan'

(D)

is a famous piece ol

(A)

r,r'as

War.

literature

13. In the poenr, Paul Revere

(A) uas a cortard (B) rode at middav (C) issucd a r'rarning (D) attacked the British 14. The rvord "militia" in line 4 is closest in meanit-tg to

(A) (B) (C) (D)

284

defenders advisors leaders

rvorkers


1-5.

Ttisimpliedinthepassagethat,in Longfeilo$'! poem' Paul Revet's'

(A) (B) (C) (D)

made his ride bv hirnself did not tralel on horseback met up rvith Wiliiam Darves rode rvith Dr. Prescott

16. The u'ord "recottnt" in line

-5

is closest in

meaning to

ffi] iJ,-'* iil O"nu (D) invent

17. What happened after the trio u'as stopped b-r'the British?

(A) (B) (c) (D)

Paul Revere escaped' Dr. Prescott was taken prisoner. Paul Rel'ere rvas taken capti"e' Dr. Prescott failed to get through.

3a3a3a3a3a3a3a 18. The lr'ord "deed" in line 1 2 is closest meanlng to

(A) (B) (C) (D)

speech

storr battle act

in

3

19. Where in the passage does the author indicate who actually carried out the warning?

(A) (B) (C) (D)

Lines 2-3

Line Line

5 8

Lines 9-11


LEVEL

285

3 a 3 a 3 a 3 a 3n 3 a 3 a

3

Questions 20-29 The name Studebaker is rvell known today because of the actions of five Studebaker brothers. These five brothers were l'esponsible for one of the oldest '"'ehicie mar.rufacturing companies in the United States. Line These brothers \\'ere born in the first half of the nineteentl.r century. In 1852, tu'o of the (5) Studebaker brothers opened a wagon-building shop. Their entire resources \\'ere some tools for building wagons and 68 dollars. They managed to build three wagons in their first vear of operations, and thev sold tu,o of the three wagons. Their business continued to increase steadily. By the time of the Civil War in the 1860s, thev had a government contract to build wagons for the war

(10)

(15)

effort. After the rvar, the brothers added a carriage division. The caniages created by the Studebaker Company became famous. At the end of the nineteenth century the Studebaker Company was the largest and best-knor.vn manufacturer of horse-drau'n wagons and carriages in the rvorld. In 1897, the companv started experimenting with r,ehicles that ran under their ou,n power. The companv began makins electric automobiles first and later n'orked on gasoline automobiles. Bv 1920, the companv had stopped making wagons and u'as prodr,rcing cars. The Studebaker Company staved in business until 1966, rvhen it stopped producing automobiles.

20. The best title for this passage would be

(A) one Familvs Joys and Sorrows (B) Building Better Wagons (C) A Long-Lived Company (D) The Effort to Win the War 21. When the Studebaker brothers started their first compan\r, thev had

(A) (B)

a number of rvagons a government contract to

24. The r,''ord "famous" in line I I is closest in meaning to

.

(A) profitable (B) well built (C) attractive (D) u,ell knorvn 25. According to the passage, the Studebaker brothers

build

(A)

developed gasoline cars before electric

(C) some tools for working on cars (D) a small amount of monev

(B) (C)

stopped producing wagons in 1897 developed electric cars before gasoline

wagons

22. Theword "managed" in line 6 could

best

cars

(D) b";Xf,-aking

cars

in

1920

be replaced by

(A) organizecl (B) were abre (C) directed (D) were available 23. It can be infen'ed frorn the passage that, right after the Civil War, the Studebaker brothers

(A) (B) (C) (D)

286

continued building wagons stopped producing carriages started producing automobiles stopped building wagons

COMPLETE TEST

IWO_INTRODUCTORY LEVEL

26. The r.r'ord "staved" in line meaning to

(A) remained (B) held (C) left (D) managed

16 is closest in

3a3a3a3a3a3a3a 27. What is NOT mentioned in the passage as

3

29. Where in the passage does the author

something that the Studebaker brothers produced?

explain what the Studebaker brothers did in their first year of business?

(A) Wagons (B) Carriages (C) Cars (D) Boats

(A) Lines 2-3 (B) Lines 6-7 (C) Line 10 (D) Line 14

28. Which paragraph describes the business activities of the Studebaker brothers prior to the Civil War?

(A) (B) (C) (D)

The The The The

first paragraph second paragraph

third paragraph foufth paragraph


LEVEL

287

3a3a3a3a

3n 3 a 3 a 3

Questions 30-38

Line (5)

(10)

Not all humzrns have the same tvpe of blood. In different tvpes of blood, certain antibodies and antigens mav or mav not be prcscnt. There are dil'f'erent svstems for classifving blood, and one of thc svstems is the ABO svstem. In this svslem, a pelson'.s blood is classified as eilher tvpe A, t1.pe B, Lvpe AB, or tvpe O. The purpose oI this svstem is to dcscribe u hich tvpes of blood are compatible. This nreans t'hich tvpes ol blood can be taken from or siven to:i person. There arc three principles tl'rat gor.ern u'hich tvpes of blood are compatible. The first principlc is that a particular bloocl n-pe is alu'avs compatible riith itself. This means, [or-erample, that a pcrson rvilh tvpe A blood can receive tvpe A biood and that a person rvith type B blocid c:rn accept trpe B blood. It also rneans that a person riith tr,pe AB blood can receive t1-pe AB blood and that a pcrson u.ith 1r'pe O blood can receive tvpe O blood. The second principle is that tvpe O bloocl can be gir,er.r to anr.of the other blood groups. \'pe O can be given to a paticnt rvith tvpes A, B, or AB blood. For this reason, tvpe O is called the unir,ersal donor.

(i

5)

The last of the principles is that patients u'itlr l.,'pe AB blood can receive blood from tvpes A, B, or O. This means that patients n'ith tvpe AB blood can compatiblv receive anv other tr,'pe of blood. The topic of this passage is

(A) (B) (C) (D)

a particr-rlar tvpc cif blood a slstem for classifving tvpes ol'blood

(A) (B) (C) (D) 3L-

in line l3 is most likelv someone

ri'ho

are omitted ll'om the ABO sl,steln have not been classified are univcrsal donors mav not bc in all blood

leaders

ellects rules

trials

The rvold "particr-rlar" in line 7 is closest in

mcanlng

(A) (B) (C) (D)

288

35. A "donor"

(A) (B) (C) (D)

r-eceives gir,es shor.vs

takes

"Principles" in line 6 are

(A) (B) (C) (D) .l -).

(A) accept t1'pe A or O blood (B) accept tvpe O or AB blood (C) accept tvpe A or AB blood (D) accept tr,'pe A or B blood

eramples of problerns u,ith blood the principle oi universal donors

It is stated in the passage that certarin antibodies and antigens in the bloocl

-)l

It can be inlerred from the pass:rge that tvpe A blood can

tc)

rare str;inge specific

normal


36.

It can be inferrcd from the p:rssage that tvpe AB blood can be donated to

(A) (B) (C) (D)

tvpe A, B, O, or AB tvpe A or AB blood onlv tt'pe O or AB blood onlv trpe AB blo,'d onlr

3a3a3a3a3a3a3a 37. Which paragraph describes the author's third important concept about blood

38. Where in the passage does the author indicate how manv types of blood there are

compatibility?

in the ABO system?

(A) (B) (C) (D)

(A) (B) (C) (D)

The The The The


third paragraph fourth paragraph

3

Lines 3-4

Line

5

Lines 9-10

Lines 14*15


3n 3 a 3 a 3 a 3 a 3n 3 a 3 Questions 39-50 The U.S. manned space flight proeram of the 1960s and 1970s consistecl of three distinct ph:rses: Mercutr, Gemir-ri, and Apoilo. Each ol'these clistinct phases ol'the space f'light program sened a r,err cliflerent pllrpose. Line Merctttr'' uras the first phase of thc manned space flight program. Its purpose \\ras to get a (5) person into orbit:il flight. The tinr.'Mercr-rn'capsule carried onlv a single astronaLrt. Alan Shepard and Virgil Grissom piloled the flrst tlrro Mer-cun'flights, u,hich u'ere suborbital flights, in 196 1. John

(10)

(I 5

)

Glenn, in the nert Mercurv flight, orbited the Earth in1962. Three more Mercun flights ioliorved. The next phase of thc manned sperce flight program rvas Gemini. The purpose of the tcn crerved Gemini fiights in 1965 and 1966 ri'as to conduct training tests necessan'I'or longer space flights. Gemini, Ior exanrple, carried out training in orbital clockin-e techniques and tests of the el'fects of long-ter''m u'eighllessness on astronauts. Unlike Mercurv- capsules, r^,,hich held onlv one astronaut, the Gemini capsules u'ere designec-l to canl two astronauts. The name Gemini r.las taken from the name t-rf the constellation, u'hich means "tu,ins." The Apollo llights lollor,i'ed thc Genrini flights u'ith the goal of landing astronauts on the Moon. The Apollo spacecralt consisled of three modtrles. The command nrodule carried three astronauts to ancl []oln the Moon, tlre sen,ice nrodule hor-rsed the propulsion:rnd environntcntal svstems,:rnd the Iunar moclule separated llom thc conrmand module to land t\\'o astronauts on the Moon. There \\/ere sevenleen total Apollo fli-ehts, of u'hich the first six carlied no cre\\,. The ser.cnth through tentl-r Apollo flights ( 1968-1969) circunrna'".igated the Moon u'ithout lzrnding and then returned to Earth.

(20) ThcnextsevenApolloflights(1969-1972)rvereintendedtolandontheMoon.Allofthemdid,

except Apollo 13, r.r'hich devcloped serious problems and had to aborl the intendcd landing but still

managed to return salclv to Earth. 39. The subject of this p:rssilge is

42. The u'ord "creu'ed"

(A) luniir landings (B) the Gemini flights (C) phases of the U.S. space flight

(A) (B) (C) (D)

program

(D)

spzrce

exploration thr-ou-eh the decades

40. Accorclir-rg to the passage, the Mercun'

(A) (B) (C) (D)

u,ere all suborbital llights

did not includc anr orbit:rl flights u,ere all orbital flights

290

manned organized tested

to to to to

prepare for lonser space flights attempt suborbital flights circumnavigate the N'loon land on the Moon

included suborbital and orbital flights 44

41.

endangered

43. The ptrlposc ol the Gemini ilights rras

flights

(A) (B) (C) (D)

in line 8 is closest in

meaning to

It is NOT stated in the

passage

It is impliecl in the passage that there u,ere hou' manv total Melctrn'flights?

(A)

(A) (B) (C) (D)

(B) hou'manv ztstronauts

Three

carried

For-rr

(C) (D)

Fire Six

COMPLETE TEST

TWO-I

NTRODUCTORY LEVEL

horv manv astronauts a Mercur-r.'flight a Gemini flight

carried horu lhc Mercr-rrr'1'lights rr,,ere named hor.v the Gemini fligl.rts u'ere named

3a3a3a3a 45. It can be inferred from the passase that horv manv of the Apollo flights carried astronauts?

(A) 6 (B) 1l (c) 16 (D) 17 46. The word "circumnavigated" in line closest in meaning to

(A) (B) (C) (D)

3n 3 a 3 a 3 48. The word "abor1" in line 21 is closest in meanrng to

(A) postpone (B) schedule (C) try (D) stop 49. It can be determined from the passage that

19 is

the manned space {light program discussed in the passage lasted for

(A) trvo years (B) just over 6 vears (C) almost 12 years (D) three decades

traveled around

returned From studied about headed to$'ard

47. It can be determined from the passage that

50. Which paragraph describes the flights that

how manv Apollo llights landed on the

carried one astronaut each?

moon?

(A) (B) (C) (D)

(A) I (B) 6

(c)

(D)

11

The The The The


third paragraph fourth paragraph

17


@@@@@@@ lf you finish in less than 55 minutes, check your work on Section 3 only. Do NOT read or work on any other section of the test.


LEVEL

291

TEST OF WRITTEN ENGLISH: TWE ESSAY TOPIC Time-30 minutes Do vou agree or disagree u'ith the follorving statement? There is too rrutch violence

in movies antl ort televisiott.

Use specific details and examples to support vour response.


1

1

1

1

1

1

1

1

COM PLETE TEST TH REE TOEFL LEVEL SECTION 1 LISTENING COMPREHENSION Time-approximately 35 minutes (including the reading of the directions for each part) In this section of the test,

1-ou r,r,'ill have an opportunity to demonstrate vour ability to understand conversations and talks in English. There are three parls to this section, rvith special directions for each part. Ansrver all the questions on the basis of r,r,hat is stated or implied b1' the speakers vou hear. Do not take notes or t'rite in vour test book at anv time. Do not turn the pages until vou are told to do so.

Part A Directions: In Part A voti will hear short conversations betrveen tu'o people. Aiter each conversation,

vou u'ill hear a question about the conversation. 'fhe conversations and qr-restions rvill not be repeated. After vou hear a question, read the four possible answers in vour test book and choose the best answer. Then, on vour answer sheet, find the number of the question and fill in the space that corresponds to the letter of'the ansu'er r,'ou have chosen.

Sample Answer

Here is an example.

@ @

On the recorcling, vou rvill hear:

(man) (rvoman) (narrator)

e o

That exant v'as jttst attful. Oh, it could have been v,orse. What does the vnman ntean?

In vour test book, you r.r'ill read: (A) The exam was really awful.

(B) It r.vas the r,r'orst exam she had errer seen. (C) It couldn't have been more difficult. (D) It rvasn't that hard.

Ycu learrn fr.om the conversation that the man thought the exam \vas very difficult and that the \\'oman disagreed with the man. The best answer to the question, "What does the woman mean?" is (D), "It wasn't that hard." Therefore, the correct choice is (D).

TOLIFL- rest dir cctions and trrnat are leplirrted br pct tnission ol FITS, the coprriglti o\\ner. Ho\\ever, all eramples rrncl test .luesti()ns are pror idcd br Pcar's()n Educali()n. Ina

COMPLETE TEST THREE-TOEFL LEVEL

293

1tr1r1r1r1r1r1r1 l. (A) She doesn't u'ant to do it. (B) It is simple to do. (C) She doesn't knorv r'r,hat it is. (D) It is fun to rvatch.

10.

(D)

2. (A) lt uas boring.

(B) It u'as eractlv right. (C) ft \,'as too literal. (D) It u'as quite interesting.

1

3. (A) Not fighting anymore.

(B) (C) (D)

Flf ine in the fall instead. Training the pets. Going by railroad.

4. (A) (B) (C) (D)

Thev Thev Thev Thev

5. (A) (B) (C)

She was mainlv at home. She stayed at school during vacation. camping dr,rring the She

(D)

had some soup. gave her a present. have been fed. prepared

"vent holidal-s.

remaining

t

davs.

Hes going to trv the si'stem. The stereo's too expensive. He decided to buy the svstem.

8. (A) Sing a little

9. (A) Mail the papers quickly. (B) Send the informatiolr to the

294

13.

(A) No more money can be spent. (B) The money has to last. (C) An estimation is satisfactory. (D) The numbers must be exact.

14.

(A) (B)

neu,spaper office. \Arap a bor in lissue paper. Read the papers soon.

COMPLETE TEsT THREE-TOEFL LEVEL

Robin is looking for a nerv car. She thinks that Robin's car is pretty

(C) Robin is certain about the changes. (D) The tire pressure in Robin's car is not

ls. (A)

;:"',

is disorganized.

(B) He needs to measure the desk. (C) Wanda s dress is a mess. (D) Wandas alrvays at her desk.

16. (A) A detective.

(B) A store clerk. (C) A librarian. (D) A rvriter.

louder.

(B) Start the song one more time. (C) Begin studying music. (D) Trf to learn to plal'the game.

(C) (D)

(A) She's not r-unning. (B) Her hat is not ruined. (C) The weather is dry. (D) It s going to rain.

great, too.

A rvaiter. A police officer.

7. (A) The stereo is chipped.

(B) (C) (D)

12.

the

t 3"".l.fi* [i] (C) (D)

He doesn't like to talk about work. He works very hard at school. He goes to the same school as the \\'oman. He agrees with the \voman.

1. (A) In a deparlment store. (B) In a barber shop. (C) In a florver shop. (D) In a restaurant.

supper.

She rvas captain of the team for

(A) (B) (C)

17.

(A) (B) (C) (D)

Buying a new computer. Attending a course. Watching a television program. Computing the correct answer.

1n1r;1tr1tr1r1r1r1

Ir_JIL 18.

19.

(A) Hc is tning to become a ticket agent. (B) All the tickets have been sold. (C) The ticket :rsent bought the tickets. (D) He u'as able to sell his concert tickets. (A) (B)

He dropped out of school. He rvanted to knou.u'hen school

25. (A) The lrolice

(B) (C) (D)

offir--er clidn't reallv stop hinr. He is quite r-rnhapprr abor-rt u'hat

happened. Hels not unhappv even though he got a ticket. He didn't get a ticket.

endecl.

(C) (D)

26. (A) He shorrld

He queslionL'd ht-t't'easons. He clroppecl hc-r-olT at school.

20. (A) The post ol'fice u'as close b1'. (B) She rras scarecl of ri,hat r,r'as in the

(C) (D)

package. The post oll'ice u,as closed u'hen she got thcrc. Shc u'as ablr- lo send the package.

21. (A) He uas late for-the boat.

(B)

Hc cottld have taken the boal to

(C) (D)

He lost a good opportunitr,. Hc missecl seeins his friend at the b:ink.

barrk.

the

22. (A) Her best gtte'ss is that the lectttre'.s

(B) (C) (D) 23. (A)

about t() \till't. She's not reallr sure. The man's lcctttre is as good as hers. Shc guesses thc' lectule r.r'ill be good. He'.s

healcl o[ a neu program for

nert

semestL'r'. (B) Its been done before. (C) Onlv fools takc fir.e courses. (D) He can hanclle lbur courses.

(B) (C) (D)

harve his head eran.rined. He should r-un in tlre race, too. He needs to hit the nails h:.rrcler'.

Hels e\actlv lighr.

27. (A) The scholar-ship nas not a snlpr-ise.

(B) (C) (D)

He rvas amazed that he ri on. The music u'as slrpr:isinglr,'beautifu]. The Music Depar-tment u'on a prize.

28. (A) He has a date tonight. (B) He needs to bnrslt off l-ris clothes.

(C)

Hr' knou's thc date of the hisrorr cxirm.

(D) Hc needs to revierv a bit. 29. (A) He u,otrld not attencl the u.edding.

(B)

Hc had alreaclv made llre decision to

(C) (D)

He u'as cleciciing u,hnt to n,ear. He u'ould u'ear a differ-ent suit to ',hr' rvcdding.

gc).

30. (A) It uusn't rcalh his first tinre skiing.

(B) (C) (D)

tn the steepest slopc. He triecl to do too much. Hc didn't need to le:arn hou'to ski. I{e dicln't

24. (A) Thev

(B) (C)

(D)

shc-rulcl visit tl.reir neu' neighbors. The neu fanrilr clllcc'l to her. Thcr, shor,rlcl mo\c to tlie apartnrent acloss the hail. It u'otrlcl lre a g<.rod idea to phone t]re neu'firrnil.".

COMPLETE TEST THREE-TOEFL

LEVEL

295

1

1

1

1

1

1

1

1

Part B Qtr"tfqat, In this part of the test, you rvill

hear longer conversations. After each conversation, y.ou

will hear several questions. The convet'sations and questions will not be repeated. After you hear a qtrestion, read the four possible answers in your test book and choose the best answel Then, on your ans\r'er sheet, find the number of the question and fill in the space that corresponds to the letter of the ansu'er vou have chosen. Ren'rernber, vou are not allowed to take notes or write in vour test book.

(A) At a museum. (B) In the park. (C) At a shopping center. (D) In an artist's studio.

-1 I

52.

JJ

34.

(A) (B) (C) (D)

Ever.r afternoon. Each "r,eek. Twice a month.

(A) (B) (C) (D)

Paintings. Jewelrv Animals.

(A) (B) (C) (D)

Buy something. Lose her rvallet. Head for home.

35.

(B) (C) (D)

Hes attending the same physics lecture as she is. He knows about the physics course. He works in the physics laboratory. They are u,orking on a lab repod together'.

(A) One. (B) Two. (C) Three. (D) Four.

Once a year.

37.

Pottery.

Stav arvav fi'om the fair

(A)

38

(A) (B) (C) (D)

One. Two. Three. Four.

(A) (B) (C) (D)

It is tun.

it is interesting. It requires little time. It is difficult to understand.

TOEFL


test direclions and fornra! are reprinted b,r- pernrission of ETS, thc'copvright o$ner. Ho\\,ete., all exarnples and test questions are prolidecl br Pear'sorr Eclucution, Inc.

1

1

1

t

1 Part

1

1

1

C

Directions: In Part

q.*.ti,r*t.

C ol'this section, r'ou u'ill heal several talks. Atter each taik, vou r.r,ill hear some ft-re' talks ancl qrrestions riill not bc repeated.

After l'ou hear a qr-restion, vou rvill read the four pc-rssible ans\\'ers in vour test book and choose the best ansuet. Then, on votu'ans\\el sl-rcet, find the numbc-r of the question ancl filI in the space that corresponds to tl're letter ol-the :rnsu.el vou har,e chosen. Hcre is an e\ample. On the recording, vou ri,ill hear:

(n:rr-rator) Listen to ort instnrctctr

(man)

ltis c/,ass abttut paintirtg. gtitlirtg lbrce irt the scltori ol puirtting kucttlrt tLs Arnerican regiortulist, a -sryle rellectitrg tlrc distittctive clrLrttcteristit'.s of'urt fi'ortt ntral aretts of'tlte []nited States. ll'ootl lrcgart dratittg tutirttals on tltt'lantilt' lann at tlrc ttge of-three, antl Attist ()ratrt \,{ood

taLk to

v'a.s a

r''lrcrt lrc tas Iltirtt-t:igltt orte ol ltis puirttittgs receiyetl tt rentarkuble atnounl ol public notice ottd ncclairrt. Tltis Ttttiuting, culled American Gothic, is a starkl,- sirrtple depiclittrt of'n seriotts cottple storing direc'tlr ottt ot lJrc r,ierrrr:

Nou'listen to a sample cluestiorr. (nar-r'irtcrr) Vlhut stvle ol ltuirttirrg In rotrr test book,

'u'or-r

rvill

lcad:

Sample Answer 1.s

/
(A) Art ll'on'r America'-s inner cities. (B) Art from the central re'gion of the

United

@ @

o o

St:Ltes.

(c) Art lrom various urban areas in the Unitecl St:rtes. nrlal scctions of Arnerica.

(D) Art ll'om

The best ans\\'L'r'to the queslior-r, "What strlc of painting is knou'n as American regionalist?" is (D), "Art lrom rural sectior-rs of Amer:ica." Theref'ore. the correct choice is (D).

Nou' listen to another sarnple question.

(narrator) In

Sample Answer

l\'/tt.tt is tJrc rtctrrte ol \|'ood's /7/ost .vrcrcds.rlul pctinting?

'n,our test book, r'ou vu,ill

read: (A) Atrteric:art Regionalist. (B) Tltc Fatrtilv Farnt itr Iotra (C) .iltrcricart Gorltic. (D) il .Scllorrs Couple.

C,,

@

o

@

The best ans\\,er tr-r the question, "What is the name of Wood's most slrccessful painting?" is (C), Arrterican Gotltic. Tl'rerefore , the correcl choice is (C). Rer-nember',

\'oll .rrc not alloued to takc notcs or u'rite in vour test book

TOFIFL lesl dlr.clion\ .rrrci for'nrrL arc r rpr'intcd ll perrrr..ion ol ETS thf c()p\richt rx,net: Hrrrrcrer. all eremples enrl l.'.t (lLlc\ti()rl\ at-r Jrri,ride

LEVEL

297

1r1r1r1r1r1r1r1 39. (A) Just before the start of the

(B) (C) (D)

semester.

45. (A) When the fire is small.

(B)

Just before class. At the end of a class. After the end of the semester.

(C) (D)

40. (A) Two days.

(B) (C) (D)

Two u'eeks. Trvo months. Tr,ro semesters.

46. (A) Rest.

(B) Retum to their airplanes. (C) Walk to a road. (D) Go for a parachute jump.

41. (A) Bv seven o'clock. (

B

)

(C) (D) 42. (A)

(B) (C) (D)

Bv fir'e o'clock. Bv ten o'clock. By trvelve o'clock.

47. (A) Geology.

(B) Biology. (C) Art History. (D) Food and Nutrition.

Ten.

Eleven. Twelve.

48. (A)

(B) (C) (D)

Thirteen.

43. (A) They fight fires.

(B) (C) (D)

They start fires. They smoke. They buiid roads.

49.

81-

drilling into volcanoes.

By counting the layers of ice. By studying volcanoes. By'dusting the glacier.

(A) Layers of rust. (B) Active volcanoes. (C) Volcanic dust. (D) Old drills.

44. (A) By r.valking.

(B) (C) (D)

When there are no roads leading to the fire. When there is a lot of smoke. When there is a lot of time to fight the fire.

By firetruck. By road. BV parachute.

50. (A) Visit a glacier.

(B) (C) (D)

Prepare for a test. Learn about volcanoes. Read the next chapter.


@@@@@@@ Read the directions for Section 2 and begin work. Do NOT read or work on any other section

of the test during the next 25 minutes.

298


2o2o2o2o2o2o2o2 SECTION 2 STRUCTURE AND WRITTEN EXPRESSION Time-25 minutes (including the reading of the directions) Now set your clock for 25 minutes. This section is designed to measure -vour abilitv to recognize language that is appropriate for standard written English. There are two types of questions in this section, rvith special directions for each type.

Strrrcture Directions: Ttrese questions are incomplete sentences. Beneath each sentence yorr will

see four words or phrases, marked (A), (B), (C), and (D). Choose the one r,','ord or phrase that best completes the sentence. Then, on vour answer sheet, find the number of the question and fill in the space that corresponds to the Ietter- of the ansr,r'er vou have chosen.

Look at the follou,ing examples.

Example

I

Sample Answer

The president

the election b1'a landslide.

(A) rvon (B) he won (C) -v-esterday (D) fortunately

o

@ @ @

The sentence should read, "The Dresident won the election bv a landslide." Therefore, vou should choose ansrver (A).

Example

II

When

Sample Answer the conference?

(A) the doctor attended (B) ala- the doctor attend (C) the doctor r.vill attend (D) the doctor's attendance

@

o

@ @

The sentence should read, "When did the doctor attend the conference?" Therefore, -vou should choose ansvu'er (B).

TOEFL'test directions and l<'rmat are reprintcd br pernission of FI'IS, the cop\ righ t ou ner Hon ever, all rramples ancl 1.'s1 questions are proriclecl br Pearson Educalion, Inc.


299

2o2o2o2o2o2o2o2 on the first Saturday in Mav at Churchill Dorvns.

L

-(A) (B) (C) (D)

(A) (B) (C) (D)

the the the the

(A) (B) (C) (D) it

8.

ol

(A) that there is (B) about(C) of (D) than about

-

t0 A sheet of clear glass, rvith a film of metal, results in a luminously clear miror.

speaking

(A) when backed (B) it is backed (C) is backed (D) r.vhen is it backed t1

Rubber carne to the attention of Europeans found Native Americans using it.

300

explr,rrers

after explorers when erplored after erplorers thev

Most asteroids are located in the asteroid belt.

(A) (B) (C) (D)

-

More books have been rvritten about the any other war in history

speak they speak spoke

(A) golden (B) that r.r,ith -eold (C) that golci (D) u'ith gold

6.

The phvsical phenomenon use to obtain water from the soil is osmosis.

Civil War

When Mexico ceded California to the United States in 18,18, signers of the treatv did not knou'-_ had been discovered there.

(A) -(B) (C) (D)

locates locatedthey locate they are located

larvs are related to

Chicago is hon-re to more than 4 million people as manY as 54 languages and dialects.

(A) (B) (C) (D)

in Neu' York Cit'":

(A) plants have roots (B) that plant roots (C) u'hat plant roots (D) plants are rooted

related laws lau's are related iar.r's

About three-fourths of the books published in the United States are put out bv publishers

For the running of the Kentucky Derbv Thc- Kentucky Derby is rr-rn To mn the Kentuckl'Derbv When the Kentuckv Derbv is run

quelntum mechanics, According to is normallv inrpossible to pinpoint the bond to an atom. orbit of nn eiectron -

z.

7.

what is u'hat is in

called

-

is r.r'hat

is it


The Libert-v Bell, its orvn pavilion on Independence Mall, hung for nearlv a century at Independence Hall. -

(A) that nor,r'has (B) nou'has (C) u'hen does it have (D) which norv has

2o2o2o2o2o20202 12. Not until about 8,000 r'ears ago c0n1e

into

__

14.

use.

(A) br'onze tools for'\\/eapons (B) bronze lools for u'eapons have (C) bronze tools for \\'eap()ns \\'ele (D) did bronze to<-rls lor \\,eapons

3,121-mile shoreline.

(A) because (B) that (C) in that it (D) that it

-(A) It is thicker(B) In the thick (C) Thc thickel thc (D) The thick

to

13. The state of Miclrigan can rightfull1 clain-r to be a "Water Wcinderlanci" __ has a

glacial sediment, the moister the surl:rcc soil becomes.

15.

cut a\\'a\; the rvheel could be strengthened \\ ith struts or crosstrars -(A) \\ter-e lalge sections of a r,r,heel (B) Large sections of a rt'hc.el (C) Large sections of a rvheel t'ere (D) Large sections of a u,heel to


LEVEL

301

2o2o2o2o2o2c2c2 Written Expression Directions: In these questions, each sentence has four underlined u'ords or phrases. The four underlined parts of the sentence are marked (A), (B), (C), and (D). Identifv the one uncierlined "vord or phrase that must be changed in order for the sentence to be correct. Then, on vour answer sheet, find the number of the question and fill in the space that corresponds to the letter of the answer you have chosen.

Look at the follorving examples.

Example

I

Sample Answer

The four string on a violin are tuned

ABCD

C)

o @ @

in fifths.

The sentence should read, "The four strings on a violin are tuned in fifths." Therefore, vou should choose answer (B).

Example

II

Sample Answer

The research for the book Rool.s taking

ABC AIex Hale-v tr,r'elve )'ears. D

@ @

o

@

The sentence should read, "The research for the book Rools took Alex Hale-r twelve years." Therefore, vou should choose ansrver (C).

302


TOEFL lest directi.)ns and formrt zrre.cprinted b\ pc|mission oi ETS, the copr right orr nt'r: I lol er er, al I examples ancl tcst qLrestions arre providccl br PL'ars()n Education. lnc.

2o2o2o2o2o2c2o2 16. Various chemical element .B har,'e rlore than one isotope.

-

A-

C

D

17. Top management nrust took a harcl look at its ctrrrent product lines to see if resources can be

ABCD

reallocated.

18. Toda), the glaciers of the r,vorld occupies about

ABCD

10 percent of the

Earthi surface.

19. Poll'stvrene 99me.: in both ]lgd form or a iightrveight foam. ^ ABCD

20. AIthor-rgh the bou and arrou'

u'e'r'c

firsl inr.'ented in thc Mesolithic Period, it continuecl to be used A

for hunting in the earlv Neolithic Period. D

21. An trnderstanding of latent heat became importantlv in the implovemenl ol'the steanr engine

B-C-D

ZZ.

94t a fer,r' mineral ABCD

can resist rt'eathering bv rain rvater, rvhich is a r,r'eak acid.

23. The Stanlev brothers built theil hrst small steam car in 1897, and 200 rvere sell br the end of the

AB-CD first vear.

24.

AII o{ the Great Lakes is

in the United States and

Carnada except Lake Michigan,

A

B

uhich is entirelv

c

D

in rhe Ljnitecl Stalcs. 2-5. Kangar-oos sometimes rest or gro()m themselves

A-BCD 26. Despite the turrnoil ol the Civil War, the relative

"vhile ns11:

thev are sitting on them hind legs.

gafi)e of "base-ball" attracted great numbers

ABCD of spectalors.

27. Anvone

r.r,ho takes

asct

the Rorschach test for personality traits are asked to interpret a ser-ies of

inkblots.


LEVEL

303

2o2o2o2o2o2o2o2 28. Alexar-rdel Hanrilton'.s financial plogram inclr,rded a central bank to serve the Treasury', provide a

AB depositon f or public mone\, ancl rcgulation of the currenc\,.

CD 29. In 1890, the citv of Pas:rclena has started sponsorship of the Tournament of Roses Parade on Ner,r'

ABC

Year-'s

nomin,pi. D

30. The Lor.risierna state legal svstem is based rvith the legal svstem established bv Napoleon.

ABCD

3I

.

The White HorLsc' rvas designed bv Jarnes Hobar, :rn Ir:ishman r.r'hom the proposal in the design

conrpetition

r14

$.500.

D

32. Fuel cells, alike batterics, gcncratc

ABCD

33. TheVirgir-ria Compan'n, rihich

clcctricit-v-' bv chen'rical reaction.

l'our-rcled

colonv at Jamesto\\'n, sent or,erglassmakers from Poland

rvith thc intention o1'developing the glerss-n.raking industrl, in the Neu'World.

CD 3.1. Ol the nrore than 1,300 r'olcanoes in the t'orld, onl'u abor,rt 600 can classifv as active.

ABCD 3-5. Ben Franklin, needing ()nc set of lenses for' distant vision and other fbr near r,ision, devised

ABCD bifocals in 1784.

36. Kev West traccs its modeln:gLt]SIfgI1 to an American business

ABCD

37. The Indianapolis 500

r':rce is

"r'ho

purchased the island in 1882.

run each Memorial Dav rveekend on the trvo-and-a-half-miles Motor

ABC

Speedn'av track otrtside of Inclianapolis. D

38. The streets ol Salt Lakc Citv u'ere laicl out u'ide enough for an or cart to do a turn

AB

t'ithout

br-r-rshing thc cr.rrb. D

304


-L

o2o2o2o2o2o2

o

39. Most of the r,ertebrae have tu'o llanges, or u'ings, one on each side, calling transverse processes

-ABCD

+O ql"|!99\r"g the Hudson Rir,er in

-A monastelies

Ner.r,

York, the Cloisters includes parls several medieval

B

C

and chapels brought from Europe. D


@@@@@@@ At the end of 25 minutes, go on to Section 3. to work on Section 3.

Use exactly 55 minutes


LEVEL

305

3a3a3a3a3a3a

3n 3

SECTION 3 READING COMPREHENSION Time-55 minutes (including the reading of the directions) Now set your clock for 55 minutes, This section is designed to measure vour erbilitv to reacl and understand short passzrges similar in topic and stvle to those that students are likelv to encounter in North Amet'ican unirrersities and colleses. Tlris section contirins rc:rding passages ancl clnestions abotrt the passaees.

Directions: In this sectiolr vou u'ill read several Dassases. Each one is lollorved bv a number of (A). (B), (C). or'(D). r,r each question. Thcn, qrreslions iborrt it. Yr)u arc t() elroore lht'one b*rt "nrir.., ancl fill in the space that corresponds to tlre on volrr ans\\'er sheet, Iind the number oi the question lc-tter of the atrst'er t'ou havc' chosen.

Ansu,el all questions abotrt the informatitin in a passage on the basis of u'hat is stated or implied

in that

passage.

Read the follorr,ing passage:

John Qr-rincr'.,\dams, rvho sencd as the sirtl-r presldent of the Unite'd Slates lrorn 1825 tc-r 1829, is todar,'recognized for his masterful statesmanship and diplomacl: Ile dedicated his life to public scnice, both in the presiden.:1'and in the various other political offices that he held. Llrze Throughout his political ca.reer he clcmonstrated his unsu'en,inq belief in freedom of speech, the (5) antisler."crl c:ruse, and the right o[ Americans to be free from Etrropean and Asian domirration.

Example

I

Sample Answer

@

o

To u'hert did John Quincv Adams devote his life?

(A) Improving his personal life (B) Sen'ing the public (C) Increasing his lbrtune

Qt @r

(D) Working on his prir':rte btrsiness According to the passage, John Quincv Aclams "dedicate'cl his life to ptrblic sen'ice." Thelefore, vou sliould choose ansrver (B).

Example

II

Sample Answer

In line 4, the rvrrld "unsr.l'en'itrg" is closest in meaning to

@

(A) nror.eable (B) insignificant tC r trnchanging. (D) diplomatic

o o

G)

The passage states th:rt John Or-rinc1' Adams demonstrated his unsu'en ing belief "tfrr
306


IOIrFL Ic\t dir'rtti,rn: ancl lornrrt.rl1 r'eprinlad lr\ llLrhr\\i()n ()l L.TS, tl)( (r)l)\richt ouncr llorr'crcr' all eranrplrs.rrrd te.l quesliorrs rrrr prr,rirletl hr Prarson Lduralir)rr, Inc

3a3a3a3a3a3a3a

3

Questions 1-10 The Holi-v-'wood sign in the hills that line the nofthern border of Los Angeles is a famous Iandmark recognized the world over. The n''hite-painted, 50-foot-high, sheet metal letters can be seen from great distances across the Los Angeles basin. The sign was not constmcted, as one might suppose, by the movie business as a means of Line (5) celebrating the imporlance of Hollyr.vood to this industrv; instead, it was first constr-ucted in 1923 as a means of advertising homes for sale in a 500-acre housing subdivision in a pafi of Los Angeles called "Holllwoodland." The sign that r.r'as constructed at the time of course said "Holly'r.voodland." Or,er the vears, people began ref'erring to the area by the shortened version "Hollpvood," and after the sign and its site rvere donated to the city in 1945, the last four letters rvere removed. ( 1 0) The sign suffered fi-om vears of disrepair, and in 197 3 it needed to be completely replaced, at a cost of $27,700 per letter. Various celebrities r,r,'ere instrumental in helping to raise needed funds. Rock star Alice Cooper, 1or example, bought an O in memory of Groucho Marx, and Hugh Hefner of Platbot'fame held a benefit partv to raise the money for the Y. The constr-uction of the new sign was finallv completed in 1978.

1. What is the topic of this

(A) (B) (C) (D)

passage?

5. According to the passage, the Hollyrvood sign u'as first built in

A famous sign A famous citl'

World landmarks Hollvwood versus Holll'r,r'oodland

(A) (B)

te23

(D)

te73 r978

(c)

1949

2. The expression "the rvorld over" in line 2 6. Which of the following is NOT mentioned

could best be replaced by

(A) in the northern parts (B) on top of the r'r'orlcl (C) in the entire rvorld (D) in the skies

of the rvorld

3. It can be inferred from the passage that most people think that the Holll'rvood sign rru'as first constructed bv

(A) (B) (C) (D)

an advertising companv the movie industna construction companv the citv of Los Angeles

4. The pronoun "it" in line

(A) (B) (C) (D)

5 refers to

the sign the movie business the imporlance of Hollr'rvood

about Hollyv'oodland?

(A) It used (B) (C) (D)

to be the name of an area of Los Angeles. It was formerlv the name on the sign in the hills. There were houses lbr sale there. It was the most expensive area of Los Angeles.

7. The passage indicates that the sign suffered because

(A) people damaged it (B) it was not fixed (C) the r,'*'eather r.vas bad (D) it u,'as poorll'constructed

this industry


LEVEL

307

3a3a3a3a3a3a3a passage that the Holhrvood sign u'as hou'old u'hen it rvas necessarv to totallv replace it?

8. It can be inferred from the

(A) Ten veals old (B) T\ventv-six vears old (C) Fiftf'vears olcl (D) Fiftv-five vears old 9. The r^,'ord "replaced" in line

10 is closest in nreaning to uhich of the follorving?

(A) (B) (C) (D)

308

Moved to a neu'location Destroved Found again Exchanged liir a ne\\'er one


10. According to thc passage, hou did celebrities help

uith

the. neu sign?

(A) Thel plar,ed instruments. (B) Thel raised the sign. (C) They helped get the mone\'. (D) Thev took part in t'crrk parties br-rild the sign.

t
3

3n 3 a 3n 3 a 3 a 3 a 3 a 3 Questions l1-20 For htrndreds ol veat's in the earlv histon' of Amelica, pirates seriled through cozrstal \\,ater.s, pillaging iind plundering all in their path. Thev stoie fronr other-ships and stole from coastal to$,ns; not content onlv to steal, thev deslroved even'thing thev could not carl-\,arvar,. Some of the pirate 1-rrre ships amassed larl'ge treasut"es, tlre l'ates of u'hich are unknon,r.r, lear,ir-rg people of tocla.v t. *.nder.at (51 their r^,'hereabouts and to dream of one dzrv coming across some k;st treasure. One notoriouslr large tr-easul-e \\'as oD the pirate shipWhida/t. rr'hich sank in the rvaters off C:rpe Cod citrring a strong storm in 17 17. A hundred of the creu members rvent doun ,,^,,ith the ship, :rlong u'ith its treasure of coins, gold, silrer, and jeu,els. The treasure on boarcl hacl an estimated value, on toclar,'.s mar-ket, of more than 100 million dollars. (10 The t emains r:t' the Whidalr u'ere discovered in I 98,1 bv Barn. Clifford, rvho had spent ) 1,ears of painstaking research and lireless searching, onlv to finallv locate the ship about 500 lards from shore. A consider:rble amount of tleasure fror-rr the cer-rturies-old ship has been recorered fr-om its \\'aterv grar"e, but there is clearlv still a lot more out there. Just as a reminder of rvhat [he n,aters off the coast hirve been protecting lol hundreds of vears, occ:rsional pieces of golcl, or silr.er, or.jerr,els (15) still u:tsh Ltp on the beaches, and luckv beachgoers find picces of the tr.eas;re.

II

The passage mainlv cliscusses

1.5

passage that 1tirates clici u hich ol'the lollou'ing2

(A) (B) (C) (D) t.1.

go to the beach

It is NOT mentioned in the Thev Thev Thev Thev

(A) Knou,n (B) Sold (C) Approximate (D) Decided

took things from touns. gathc-red big treasures.

(A) sold (B) hid (C) transported (D) gathered It

lo. The u'ord "estimated" in line 8 is closest in meaning to which of the follon,ing?

killecl lots oI peoplc. robbed other-ships.

The u'ord "amassed" in line 4 is closest in rleaning to

the lbllor,r,ing is NOT nrentioned of the lllidah?

(A) Art obiects (B) Coins (C) Gold and silver (D) Jeu'els

plrates

12.

as part of the treasure

(A) earlv pirates (B) a lar-ee pirate tre;tsure (C) rr lrat re:illr,' happened to thc \,1,'ltidah's (D) rvlir people

\{'hich

t7

The passage indicates that the cargo of the IA'hidah is u'orth about

(A) (B)

(c)

(D)

$

10,000

100,000 $10,000,000 $100,000,000 $

is implied in the passage rhar the

I4,lrrr1alt's

creri'

(A) clied (B) uent diving (C) searched [or the lr-easur-c(D) escapecl nith par'ts ol'the

treastrre


309

3a3a3a3a3a3a3a 18. The rvork that Barrr Clifford did to

locate

20. The paragraph follou,ing the passage most

the Whidah rvas NOT

likelv discusses

(A) (B) (C) (D)

(A) (B) (C) (D)

successful

effortless detailed

lengthv

r'r'hat

(A) (B) (C) (D)

310

is not vern valuable is all in museums has not all been found was taken to shore bv the pirates

COMPLETE TEST THREE_TOEFL LEVEL

Barr],Clifford is doing toclav

the fate of the \|thidah's crett other storms in the area of Cape Cod

additional pieces that turn up From the

19. It is mentioned in the passage that the treasure of the Wlidalt

3

IA/hi d ah's

treasure

3 a 3n 3 a 3 a 3 a 3 a 3 a

3

Questions 2l-30

Lirtc (5)

(10

)

It is a characteristic of human natllre that people like to get together ancl have fun, and people living drrrine An'relica'-s frontier davs rvere no erception. Houer.er, because life u-as hard and the neccssilies of dav-to-da1' living took up their time, it \ 1as common for recre:rtion lo be conrbined tx'ith activities necessanr' fcir sun'ival. One example o[ sttch a form of recreation r.r'as krgrolling. Man'n'frontier areas were heavilv rvoocied, and in order to settle :rn area it \\ras necessar-v to remo\.e the trees. A settler could cut dorvn the trees alone, but help u,as ncecled to nrove the cut lrees. Al'ter a settler irad cut :r bunch 6l- trees, he lr'ould then inrrile his neighbors or,er for a logrolling. A logrolling \\'us a c()mmutritr event u'here lamilies eot together lirr a conrbination of r.vork ancl fun. The \\'omen u ould bling fbod and have a much needed and inft'equent opportunitv to relax arnd chat rvith friends, the chilclren rvould plav together exuberantlv, and the men r,l'ould hold live\, competititrn.s that involvc'cl rolling logs from place to place as cpicklv as possible. This ri'as a day of fun for everlone involved, but at its foundation rvas the need to cleal the land. The main idea of the passage is that in America's frontier davs

21

25. According to the passage, u'hich o[ the follou'ing is NOT true about a logrolling?

(A) pcople combined u,ork u'ith lecreatic'rr.r (B) people cleared land bv rolling logs (C) it u,as necess:l\ I'or earh' settlers to (D)

(A) ft invoh,ed a lot o[ people.

(ts) It could be enjovable. (C) There could be a lot of movemenl. (D) It u'as rather quiet.

clear the land a logrolling inr.olved the communitv 26.

22.

The er;lression "dav-to-dav" in line 3 coulci best be replaced lx'rvhich of'the follou'ingi,

(A) Davtime (B) Evervdav (C) Dav a{ter dav (D) Todavs z,)

-

(A) (B) (C) (D) 27

The ri't>r'd "sr-u""ir,al" in line 4 is closest in meaning to

(A) (B) (C) (D)

28

u'ork talk cook eat

The u'ord "exuberantlv" in line I1 is closest in meanins to

(A) (B) (C) (D)

c-ristence a lifetime phvsical cxercise

societv

Tht'u'ord "chat" in line l l means

prir,atelv

labolioush' enthusiasticallv neatlv

It can be inferred flont the passage that competitions lr,ere held because

24

Accorcling to the passaee, u,hat did preople har,e to do first to settle an area?

(A) Der,elop recreation ideas (B) Build farms (C) Gct rid ol thc trecs (D) Inlite neishbors over

(A) it rr,zrs the onlv r.r'av to rlrove the logs (B) competition made the rvork iun (C) men lefused to help unlcss there u'as (D)

competitiorr the children could then help move the logs


311

3 a 3n

3n 3 a 3 a 3 a 3 a 3 30. This passage u,ould most probablv

29. Where in the passage does the author indicate u'hat a settler did rvhen he had number of cut trees?

(A) (B) (C) (D)

312

Lines 2-4

Line

5



a

be

assigned reading in r.r,hich o[ the l'ollorving courses?'

(A) (B) (C) (D)

Forestry'

Environmental Studies Psvchologr

Fliston'

3a3a3a3a3a3a3a

3

Questions 31-40 Most people picture sharks as huge, pou,erful, frightenin-e predators, readr. at anv moment to use their-sharp leeth to attack Lln\\J.rr\ su'immers u'ithout provocation. There are nunterous fhllacies, hou,ever', in this conception of sharks. Line First, there are about 350 species of shark, ancl no1 all oltherl are large. Thev ran-qe in siz-e (5) ['rom the drvarf shark, u,hiclt can lre onlv 6 inches (.5 iect) lons and can be helcl in the palm ot thc hand, to the n hale shark, u,hich can be more than 55 l'eet long. A second iallac-v- concerns the number and tvpe ol'teeth, r.r'hich can r,arry tremendouslr.:rmong the different species of shark. A shark can have lrom one to seven sets of teeth at the same timr', and some tvpes of shark can havc- serter:rl hundred teeth in each jar.r,. lt is true that the fierce and (10) pr-edatorv species do possess extremelv sharp ancl br-utal teeth used to rip theirprev aparl; man\ other tvpes of shark, hou,ever, have teeth more adapted to gr':rbbing ancl holclins than 1o cuttinq ancl slashing. Finallr,: not all sharks are predaton' animals readv to strike out at humans on the least urhim. In l'act, onlv I2 of the 350 species of shark have been knori'n to attack humans, ar-rd a shark needs to be

(15) provokedinordertoattack.Thetvpesofsharkthathavetheu'or-strecorclu'ithhumansarelheliger shark, the bull shark. and the great rvhite shark. Hou,ever, for nrost spccics o[ shir-k, even some of the largest trpc's, there are no knoun instances of attacks on hunrans.

31. The author'.s main purpose in the passage

to (A) categorize

is

(B)

the diflercnt kinds of sharks throughor-rt the u'orld r.r'arn hum:rns of the clangers posed

bv

34. The longest shark is probzrblv the

(A) (B) (C) (D)

*'hale shark great .,vhite sh:rrk bull shark tiger shark

sharks

(C) (D) JZ.

I

describe thc character-istics of

leetlr

ne \\OtCl Un\\an

ln llll!'I

shar-k*

ls Cl()Scst lll

to

(A) strong (B) conrbatile (C) carelc'ss (D)

a

(A) All sharks h:r'e teeth. (B) A shark can have sir rou's of tceth. (C) A shark can lrave hundr-eds of tee'th. (D) All sharks har.'e extremell'sharp teeth. 36. A "jiiri" in line 9 is

fearrur

JJ. [J\\iir'l In Ilne: ls DroDaDr\ (A) largc (B) poucrful (C) dangerous (D) short

35. Which ol the follou'ing is NOT truc about shark's teetfr?

clear up nrisconcepti'ns about

meaning

shark

l'elers to somelnilrc.

, tnat

l*] ::ili:i:ll::li*::f" (C) (D)

a backbone a hone

in the rrroulh


LEVEL

313

3n 3 a 3 a 3n 3 a 3 a 3 a 3 37

"Prev" in line t0 is something thzrt is

(A) (B) (C) (D)

herce

htrnted religious shared

The passage inclicates that a shark attacks

It can be inferred Frorn the passage that a person should probabh be the least afraid ot

(A) a dr.varf shark (B) a tiger shark (C) a bull shark (D) a great u,hite shark

a per-son

(A) for no reason (B) even'time it sees one (C) onlv if it is bothered (D) onlv at night

314


Where in the passage does the author give the proportion of shark species that act aggressivelv tor'r'ar-d people?

(A) (B) (C) (D)



3n 3 a 3 a 3 a 3 a 3 a 3 a 3 Questions 41-50 Quite different from storm surges are the giant sea rvaves called tsuttcunis, rvhich derive their name ft'om the Japanese espression for "high uater in a harbor'." These u,aves are also referred to b1, the general public as tidal \vaves, although thev have relativelv little to do',vith tides. Scientists Line oflen refer to them as seismic sea \\/aves, far more appropriate in that the.v do result I'rom undersea (5) seismic activitr'. Tsunamis are caused r'r'hen the sea bottom srrddenlv moves, dtrling an undenvatel earthquake or volcano for erample, and the *'ater above the nroving earth is srrddenlv displaced. This sudden shift of \\'ater sets off a series of waves. These u'aves can travel great distances at specds close to 700 kilometers per honr. In the open ocean, tsunamis har,'e little noticeable amplitude, often no more (10) than one or two meters. It is when thev hit the shallow waters near the coast that they increase in height, possiblv up to 40 meters. Tsunarlis often occur in the Pacific because the Pacific is an area of healy seismic activity. Tr.r'o areas of the Pacific u'ell accustomed to the threat of tsunamis are Japan and Har,r,aii. Because the seismic activitv that causes tsunirmis in Japan often occurs on the ocean bottom quite close to the ( 15) islands, the tsunamis that hit Japan ofter.r corre r'r'ith little u'aming and can therefore prove disastrous. Most of the tsr-rnamis that hit the Hau'aiian Islands, hou'ever, originate thousands of miles a',r'av near the coast of Alaska, so these tsunamis have a much greater distance to trarrel and the inhabitants of Hau'aii generaily have time for u,arning of their imminent arrival. Tsunamis are certainlv not limited to Japan and Har.vaii. In 1755, Europe experienced a (20) calamitons tsunami, lr,hen movement along the fault lines near the Azores caused a massive tsunami to s\\:eep onto the Portuguese coast and llood the heavily populated area around Lisbon. The grezitest tsunami on lecord occurred on the" other side of the rvorld in 1883 u,hen the Krakatoa volcano under-rvent a massive explosion, sending \\'aves more than 30 meters high onto nearby Indonesian islands; the tsunami from this volcano actually traveled around the r,r'orld and was (25) witnessed as far ar,r'av as the English Channel.

41. The paragraph preceding this passage most

probabll,discusses (A) tidal rvaves (B) tides (C) storm surges (D) underrvater earthquakes

(A) (B) (C)

(A) (B) (C) (D)

(D)

(A)

wal'es

located not pleased

filtered moved

tsunzrmis

they are the same as tsunamis they are caused by sudden changes in high and lolv tides this terminologv is not use'd bv the

seismic sea

"displaced" in line 7 is closest in

44. It can be inferred from the passage that

that

scientific communitv the,v- refer to the same phenomenon

"vor-d

meanins to

42. Accorcling to the passage, all of the lollorving are tn-re zrbotrt tidal u'aves EXCEPT

43. The

as

(B) (C) (D)

cause severe damage in the middle of the ocean

generally reach heights greater than 40 meters are far more dangerous on the coast than in the open ocean are often identified by ships on the ocean


LEVEL

31 5

3a3a3a3a3a3a3a 45. In line 10, u'alerthat is "shallou," is NOT /A.t cterr

3

49. From the exprcssion "on record" inline22, it can be inferred that the tsunami that

(B)deepaccompaniedtheKrakatoavolcano (C) tidal (A) occurred before efficient records u'ere (D) coastal kept (B) u'as not as -\trong as the tsunami in 46. A n-rain dilTerence betu'een tsunamis in Lisbon J:rp:rn and in Hauaii is th:rt tsunamis in (C) rvas filmed as it rvas happenir-rg Japzrn are more likelv to (D) might not be the greatest tsunami ever (A) arrive r,r'ithout u'arning ., -n rr__ --., suggests, that passage 50' The --_ the tsunamr (B) come lrom greater distances resulting h'om the Krakatoa volcano (C) be less of a problen,r (D) originate in Alaska (A) caused volcanic explosions in the 47. The

possessir,e

"their" in line

18 refers

to

(A) the Hau'aiian Islands (B) thor_rsands of miles (L.' Inese ISunamrs (D) the inhabitants of Hau,aii

(B) (C) (D)

English Channel rvas far more destr-uctive close to the source than f'ar awa! r'r'as

unobsen'ed outside of the

Indonesian islands resulted in little damage

;18. A "calamitous" tsunami, in line 20, is one

that

is

(A) (B) (C) (D)

erpected extremelv c:ilm

at iaruit disastrous


@@@@@@@ lf you finish in less than 55 minutes, check your work on Section 3 only. Do NOT read or work on any other section of the test.

When vou finish the test, yoll may do the following: o Turn to the Diagnostic Chart on pages 357-363, and circle the numbers of the questions that you missed. o Turn to Scoring

Information on pages 354-356, and determine your TOEFL score.

o Turn to the Progress Chart on page 353, and add Vour score to the chart.

316


TEST OF WRITTEN ENGLISH: TWE ESSAY TOPIC Time-30 minutes Do vou agree or disagree rvith the follorving statement?

I leant ntore when I sttrd-,- tt,ith

classma.tes tltan when

I

studv- alone.

Use specific reasons and details to support vour answer.


LEVEL

317

APPENDIXES

319

APPENDIX

APPENDIX

A

A: Similar Sounds

DIRECTIONS: Practice pronouncing the words in the box and the u,ords in the exercise. Then listen to each sentence on the recording (or as your teacher reads it to vou) and circle the letter of the word or words that you hear.

CONSONANT SOUNDS: L AND R

L: lip, link, lock, loot, laid, lag, late R: rip, rink, rock, root, raid, rag, rate

EXERCISE AI

1. A.

ramp

B.

lamp

2. A.

road

B.

load

3. A.

reaped

B.

leaped

4. A. robbed

B.

lobbed

5. A.

roar

B. iore

C. role

6. A.

leer

B. r'ear

C.

7. A.

rare

B. lair

C. rail

8. A.

rule

B. lure

C.

9. A. rou'. 10. 1

. . lour

A. rain...lane

1. A. rent . . . lent

B. lou'.

r'eal

rurarl

. ro\v

B. lane...

rain

B. lent . . . rent

12.

A. room . . .loom

B. loom .

13.

A. rid... rice

B. lid...Iice

C. rid...lice

14.

A.

... rake

B. Iaced...Iake

C. r'aced...lake

15.

A. robes...rack

B. lobes...lack

C. robes...lack

racecl

. room

---r',

321

322

APPENDIX A

CONSONANT SOUNDS: SH, CH, J SH:

shout, shirt, should, share, shoot, shine

CH: chair, chain, chop, child, cheap, chore

): jail, just, jar, judge, job, jazz, jam

EXERCISE 42

l. A.

sheet

B.

cheat

2. A.

sheaf

B.

chief

3. A.

gel

B.

shell

4. A. chop

B.

shop

5. A. jest...junk

B. chest...junk

C. chest...chunk

B. chill ...shill

C. Jill ...chill

7. A. shin...charir

B. chin...chair

C. gin...share

8. A. jam...jar

B. sham...jar

C. jam...char

9. A. joked.

B. chc-rked...junk

C. choked...chunk

B. ship...shore

C. chip...shore

B. cheap...sheep

C. jeep...cheap

B. joke...jest

C. choke...chest

13. A. share. . . ships

B. chair...chips

C. share...chips

14. A.

B. shot...sheet

C. iot...cheat

B. chore...shear

C. chore...cheer

6. A. chill

10. 1

...Jill

A. chip.

. . chunk

. . chore

1. A. cheap . . . jeep

12.

15.

A. choke...jest

iot.

. . sheet

A. shore.

. . sheer . . . sheep

. . . sheep

. . . cheap

APPENDIX

CONSONANT SOUNDS: P, B,V F P: pay, pit, pun, pale, poor, pear

B: bay, bind, bit, bone, bag, bomb

V:

vow, vane, vote, very, vast, veil

F: find, fit, fun, four, fig, fear, fate

EXERCISE A3

1. A.

ban.

\ran

pan...fan

2. A. file...r'ile

bile

pile...r,'ile

3. A. best.

best

vest...best

bu-r'

feel

. \ran

. . pest

4. A. veal ...pie 5. A. pet.

...bul

bet

bet...vet

6. A. r,'iert...fast

. VASI

few...past

7. A. van.

. . veer

fear

ban. . . veer

B. A. per,r,'...fine

pine

view...fine

. . vet

...pine

. . . r'ine

9. A. peel ...veil ...face 10.

A. bat.

. . r,ile

feel

pile

fat...file

. . . filled

11. 12.

. . . filled

A. fan...vets '..Pain

van. . . pets

...pain

A. pace...fast ...

13. A. pale. . . r,eil . . . failed

A. bat...fast ...face

15.

A. verv buy. . berrv pest

last

pace. . . past . . . vieu,

fer,r,

14.

...r,eil ...tace

bale

fail

...pail

. . . bailed

bat. . . past ...face .

vervpie... benry best

A

323

324

APPENDIX A

VOWEL SOUNDS: LONG E, SHORT ,, SHORT E Long E: beon, weak, peel, meat, seem

Short l: sick, hit, mint, kid, win, lip, risk Short E: bend, men, sent, red,less, get

EXERCISE A4

APPENDIX

VOWEL SOUNDS: LONG ,, LONG A, SHORT A Long l: hide, bike, dime, tile, sign Long A: make, play, date, fade, same

Short A: cap, bad, rash, man, hat

EXERCISE A5

l. A. dime

B.

dame

C. dam

2. A. lime

B.

lame

C. lam

3. A. bitc...bat

B. bat...bait

C. bite...bait

zl.

B. pan..

C. pan...pine

A. pane...pine

. pane

B. n-right...mat

C. mate...mat

B. cat...kite

C. Kate...kite

B. fate...fat

C. fight...fate

8. A. vain...vine

B. vain...vein

C. van. .\/ane

9. A. lrate.

B. hide...height ...hat

C. hate...height

B. man...main ...mine

C. man...mine ...main

5. A. might. 6. A. Kate.

. . mate

. . cat

7. A. l.ate...

hght

. . hat . . . height

10.

A. main. . . man ...mine

...hat

A

325

326

APPENDIX A

Y9WE Long O: boat, load, home, toes, sook OO: noon, boot, tool, room, mood

Short U: cup, bud,fun, hug, luck

EXERCISE A6

B. sun...soon B.

pool

...pole

B. boom...

bun

B. boat...but B. cupped...

coped

B. mode...mud B. road...r.rt ...root B. roam...room ...rum B. noon...nun . . . known

B. dumb...doom . . . domed

APPENDIX

A

EXERCISE A7 This e.rercise includes all cif'the sounds. Listen to the sentences on tlre recording. Then fill in the blanks rvith the u,ords that vou heetr.

l. Tom told a 2. Ma,e enjoved the sun'.s 3.

It s reall'n

4.

We u,ant to get

5. I

about the as she

tor

[o get so

of the

u,ho are making

on the

6. Mike

of the

in

1'or

8. I had to to __

ars

a

it crossed the

down a few

and

7. I'm uoing to

9.

on the sand.

first

in the

mv f riend out of

rr

hen he

the

Yolr

to

the

advice and respect the

0n

10. Please

in the ciosest on the

and

in the

ll.

the

of the

out the rvindow, r,vhere he had

of

ar

on the I

l.

oul

The

u,hen the

a

hit the 13. At the

, lic

Llp some

ancl watched the

bv

14. The

--

15. Steve had a

of

and

at the terrible

vegetables and

When the

in his

on thc Iloor, he had a

on lris

327

328

APPENDIX

B

APPENDIX B: Prepositions DIRECTIONS: Studv the list of prepositions. Then underline the prepositions in each sentence. Circle the prepositional phrases (prepositions + modifiers + objects). In each passage, you should find 1e7? prepositions. PREPOSITIONS

about

before

across

behind

after against along among around as

at

for from

on outside over

under unlike

between

in inside

past

beyond

into

since

by despite

like

neor

through throughout

down during

of off

toward

beside

until up upon versus

with within without

EXERCISE B I A locarl constl'tlction site has been in an uploal since vesterdal', u'hen the fossilized bones of an ertinct dinosattr u,ere discovered under several feet of soil br'

increclulcltts constrllction u'orkers. The bones are being removed ft'om the ditch, ancl u,ork on the construction site has temporarilv been halted

for fr-rrther scientific

studv of the location.

EXERCISE 82 The Computer Departnrent at the local comnrunitv college is oll'ering a computer course for computer-phobics, people u,hcl have never had their hands on a

compllter and cannot tell the difference betureen a computer monitor and a kevboard. If vott t'ant to learn about this errursc-, \ou cnn call the local office, u'hich is open until six o'clock daihi The corlrse is offered dr,rring the fiill semester at a lot' fee to residents throughout the cotrntr,.

APPENDIX

B

EXERCISE 83 While a major hurricane churns its wav across the Atlantic, scientists are carefullv

monitoring its progress. Winds inside the storm are circling at 130 miles an hour, and the storm is still strengthening over the warm southern waters. The storm appears to be making a beeline toward the southern coast. Despite the current distance of the storm from land, forecasters are urging residents near the coast to begin taking precautions. Expected landfall should occur within 36 hours.

EXERCISE 84 The mansion don'n the street is without a doubt the most arnazing building of its type that I have ever seen. Unlike most homes in this neighborhood, it is four stories high and stands behind a massive stone wall covered with ir,y. A bolted gate

through the r,vall affords the onlv entrance to the compound from the street.

EXERCISE B5 The annual car rally is now ready to begin. The race course leads through the dor,r,'ntown area, along the edge of the Saugus River, and across the Township

Bridge into the rvide open spaces outside the torvn. Among the expected leaders are three local drivers known for their fearless performances in Drevious races against strong competitors.

329

330

APPENDIX C

APPENDIX C: Word Endings Word endings in English often tell v-ou horv a word is used grammatically in English; therefore, it is very important for you to recogniz.e some common u,ord endings. If vou recoE{nize a rvord ending on a u,ord that you do not kno\\',.voll can tell hou' the u,orcl should be used srammaticallv, even if vou do not understand the meaning of the word. The followins chart lists some common rvord endinss in Enslish. WORD ENDINGS IN ENGLISH NOUN (person)

-ist -ian

NOUN (thing)

VERB

ADJECTIVE

ADVERB

-nce

-ate

lul

-ty

-ism

-ize

-nt

-ness

-fy

-al

-logy -ion

-ty

-ble -ous

APPENDIX

C

331

EXERCISE CI Indicate whether each of the following words is a noun person (NP), a noun thing (NT), a verb (V), an adjective (ADJ), or an adverb (ADV).

1.

2. 3.

4. 5.

6. 7. 8.

9. 10. 1

1.

12. 13.

14. 15.

identify

-

--

observant

-observer

-

-

-

personable

-dictate

-

-

-

user

-

technical credence presence

-

-humanist

-

-

-

violently colonial

-

-ideologv civilian

-

-_

personal

dictator useful

technicalitv credulous presenter

humanize violate colonialism ideal

civilize graceful

-gracious

-

-

-

verify

identity

identical

verifiable

-

observantly

personally

dictation usable

technologv credible presentation

humanity violator colonialize idealism

civilly

identically

--

gracefully

verily

observance

personality

diction usual

technician credibly presentable

humanly violence

colonialist idealize

civility graciously

-

verity

identification

-

observation personalize

dictatorial usefulness

technically credulousness presently

humanitarian violent colonialization idealist

civilization graciousness

verification

332

APPENDIX C

EXERCISE C2 Circle the letter of the word that correctly completes each sentence.

1. It is doubtful that the government will A. legalize B. legalitv

marijuana in the near future.

C. legallv

-

2.

The student did not do well in the class because he had a oroblem u'ith

A.

3.

B. absentlv

absent

C. absenteeism

The sick child must stav awav from others because he has

A. cornmunicable

4. The merger

B.

communicator

a

disease.

C. communication

of the t\vo companies u'as funded by a

B.

A. capitalist

capitalism

5. When he heard what had happened, he rvas A. murderous B. murderer

6. I do not understand A. significance

-.

C. capitalize

angry.

C. murderously

rvhat these results

B. signifr'

-.

C. significant

7.

major disturbance occurred earlv this morning. B. seismological A. seismologv C. seismologist

8.

The information in that ar-ticle is

A

B. historical

A. historian

9.

inaccurate.

-

C. historically

exists betu,een the two former friends.

A large amount of

A. antagonism

-

B.

antagonize

C. antagonist

10. The charitable organization received a large gift from the B. donor A. donation C. donate

-.

APPENDIX

EXERCISE C3

Fill in the chart u'ith NOL]N (person)

r,vord forms.

NOUN (thin.e)

VERB

ADJECTIVE

ADVERB

finallv profess

2.

sociable

specialization

4.

electrifv

5. 6.

realist

beautiful

7.

ideallv

8.

o

10.

electricallv

terrorism

illustrator

C

333

334

APPENDIX D

APPENDIX

D: lrregular Verb Forms

DIRECTIONS: Fill in each space with the letters needed to complete the irregular verb forms. Verb

Past

Participle

EXERCISE D1

rrng s-ng dr-nk s-nk

rang s-ng dr-nk s-nk

rung s-ng dr-nk s-nk

sw_m beg-n

sw_ m

sw_m beg-n

beg-n

EXERCISE D2

t

i

sen d

sen

spen_

spen_

spen_

lenbuillos-

lenbuil-

lenbuil-

los

los

sen

ma_e

mae

mean

mean_

mean_

ha-

ha-

hear-

hear-

hahear

-

-

ma__e

APPENDIX

Verb

Past

Participle

EXERCISE D3

bet p_t h_rt cst sh-t h_t l_ t c_t qu-t f_t r-d

bet p_t h-rt

bet p_t h-rt

c_st

C-St

sh-t h_t I_t c_t qu-t f_t r-d

sh-t h_t l_t c_t qu-t f_t r-d

sat w_n d-g h_ld fsh-t-nd l_d m_t f_d

sat

EXERCISE D4

slt

\v_n d-g h_ld f

-nd sh-t I_ _d m_ _t f__d

w__n

d-g h_ld f--nd sh-t l_d m_t f_d

EXERCISE D5

pa-y

pai

d'

sa_

sa_

_

s-lt_l st- d sle p k"-p

s-lt_l_ st -d slep kepfe-

feel

pat sa_

d

_

5l

t_l_ st_ _d slep-

k"pfe-

D

335

336

APPENDIX D

Verb

Past

Participle

EXERCISE D6

kn o r,l'

knew

gr-w

gr-w bl-w thr-w

bl

thr-

r,",

w

fl

fl

sh-u,

dr

\v

-rv sh-wdr-w -

known gr-wbl-wthr-wfl-r,r,sh-wdr-w-

E,XERCISE D7

think tch by f

-ght c-tch hr

no

tn o L4nt t_ _ _ _t b____t f_ _ _ _t

th o _u_Lht t_ _ _ _t b____t

br----t

br

gave wr_te

glven wr_t_e_ takf_ll_- _

tt

_t

EXERCISE D8

gtve \\rr te tak-

fll dr-ve

t_ _k f_ll dr-ve

r-de r_ se forg-ve

dr-ve_ r-d-er_se_ eat_

eat

r- de r_ se forg ve

forg

-

ve

-

APPENDIX

Verb

Past

Participle

EXERCISE D9

sle al spk ch--se br-k fr - -z.e 9f fors t bit_

stole_n

beat

stole sp-kch se br kfr ze ot -_ forg t bt h_d b_t

I]fOV

Dfo\1

pro\,__

bec-me cme fn t_r \\r r

bec-me

hid_

sp-k ch-sebr-kfl

-

forg-t- -bit_ _ _ qt -ze

hid

beat-

-_

EXERCISE DlO bcc

me

cme f_n t_ _r \\' r

go

fn

tr \VT see __-

see cl
cme

-1 LI

doq.)

-

D

337

338

APPENDIX

E

APPENDIX E: Word Parts Prefixes are meaningful rvord parts that are attached to the beginnings of words.

If vou know the meanings of some common prefixes, they can help vou to understand unknou,n rvords that contain these prefixes. Study the common prefixes in the following char1. SOME COMMON PREFIXES PREFIX

MEANING

ex-

out

in-

in

pre-

before after under far

postsubtele-

EXAMPLE

exterior indebted prepaid postdate subconscious telephone

EXERCISE El

Fill in each blank with the letter of the

A. exile B. extract C. indented D. invade

r,vord

that best completes the sentence.

posteri\ postpones G. prerequisite H. previeu: E. F.

I. J.

K.

L.

subsoil subtitle teleconference

telenmrketer

l. The layer of earlh that is under the top laver is the 2.

When a dentist must take a tooth out, he or she has-.to

.t.

If the teacher

it.

changes the due date for an assignment from - todav until sometime after today, the teacher the assignment.

4. A person

who tries to sell vou something from lar arav by using the phone is

a(n) 5.

A course -. that vou must take belbre you take other courses is a(n)

6.

When soldiers go ittto another countrv in order to take it over, they

7.

If there is a smaller name under the main name of a book, it is called - a(n)

8.

All of vour children and vour children's children, the familv members r,r'ho come afier you, are knor,r'n as vour

it.

APPENDIX

9.

E

A person u,ho is forced to live outsicle of his or her country lives in

10. A movie shown before it is availerble to the general public is called a(n) I

1. A rneeting held using electronic equipment bv people who each other is called a(n)

are far av,,av-. from

12. When the fir'st line of a paragraph is moved in from the margin, the paragraph -. :^ IS

EXERCISE E2

Fill in each space u'ith one letter to create u''ords that logically complete the sentences. Each rvord that volr create must include one of the prefixes from the list given on the facing pa-ee. (Some letters har.'e been given.)

1. A boat that

2.

goes tmder water is

To see somcthing

f

a(n)

rom far awar, t'ou can use a(n)

3. Thevears just after a \\'ararethe 4.

MA

W

- --T

To leave a building, vou go orzl through the

- -

-C

years.

--

-

I

l-

-.

5. A voung

person who is in the vears just belbre becorning a teenager is a _ \_r-__.

6. Monev

that comes into your bank account for work that vou did is vour

-M

E

vou

7.

When vou breathe oal,

8.

A train that runs ttnder the ground is

9.

G A fi'orn lar awa\'.

-

A

-

-

.

a(n)

W

- -.

is a shofi message that is written and sent electronically

10. If vou areittside a building, volr are 1

'L- E

l. If vou put a date befbre todav's

--

D

---3.

date on a check, you

clreck.

12. In the period of time cfier care from vour doctor.

surgerry, you

need

-- T E the

-

A7

-

| VE

339

340

APPENDIX

E

The following chaft contains some additional common prefixes. StudSr the prefixes in the chart. SOME MORE COMMON PREFIXES MEANING

PREFIX

co-/coninmisrere-

un-

EXAMPLE

together with not incorrect again

review

back

recall

not

unfair

coordination incapable mrsplace

EXERCISE E3

Fill in each blank urith the letter of the

A. conspiracl B. cooperatiott C. incredible D. inedible

r.vord that best comnletes the sentence.

E. rttisinfornted F. nil-srnanaged G. H.

rearrange rec:urs

I. reliud J. reject K. unmarried L. ttnsafe

1. Something that vou just canrro/ believe is

2. If vou receive incorrect information, 3. lf vou work togeilter 4. If vou are single, 5.

voLl are -.

u,ith others in a group, you -. r.l'ork in

then vou are

-.

When something happens again, -. it

6. If vou get your

monev back, you get-.a(n)

7. Something that vou just canru or eat is 8. Something that 9.

is dangerous is

---.

-.

A compan'n' that has had incorrect leadership has been

10. Agroup of people rvho get together to plan a crime are part of a(n) 1

l.

If i'ou send something back because the quality is not good, vorl

12. When vou move the furniture agairt to put it in

a

it.

different place, -vou

it.

-

APPENDIX

E

EXERCISE E4

Fill in each space rvith one letter to create u'ords that logicallv complete the sentences.

Each rvord that vou create must include one of the prelixes from the list given on the facing page. (Some letters have been given.)

l.

Somethine that vou do rzol knortr is

- -

K

2. If the answerto a math problem isnot accurate, itis L L it. 3. When rott tell a storv over again, you

C

C

-

-.

-

4.

When vou give some mone back to a person who has lent it to you, you Y it.

5.

When a lr,ord does not have all lhe crtrrect letters in it, it is L

--v

---?LO - -L

6. Someone

u,ho u'orks together tvith y'ou is

7. If vou do not receive the same amount Q

U

E

a(n)

K

.

as someone else, vou receive

amounts.

-_

8. When 1'ou gir,e something back to someone "vho lent it to vou, you U ,J_

__

ir.

9. An ittcrtrrect counl ol the monev in a cash drar'ver 10. If the teacher asks vou to

C

11

.

Yit.

r'r,'rite

is

a(n)

something over again, you need to

When something is ttot finished, it is

-

CO

-

12. When vott.ioin tu,o things togetlrcr v'ith each other, you them.

C

- -

N

N

- - -

T

'

341

342

APPENDIX

E

Roots are meaningful word parts that come in the middle of r.i'ords. If you know the meanings of some common roots, it can help you to understand unknown words that contain these roots. Stuclv the common roots in the follorving chart' SOME COMMON ROOTS ROOT

MEANING

EXAMPLE

-graph-jud-port-

write judge/decide

-ven-vis-voc-

come 5ee

biography judicial support convent yision

call/voice

vocal

carry

EXERCISE E5

Fill in each blank rvith the letter of the rvord that best completes the sentence.

A. audiovisual B. circumt,ent C. equivocate

l. J.

E. graPhite F. jttdiciary

K.

G. iudiciotrs

D. etentualllt

H.

L.

Port'fblio

seisntogrnph

transport viscl-

vocifbrous

l.

A tvpe of hat that protects Vour eves so that Vou can see is a(n)

2.

To canl) something from one place to another is to

it'

3. If you speak often and in a loud toice' \'ou are

4. A type of carbon that

is used in pencils

5. If vou ah.vays make careful decisiorts, 6. Something that conles

- in nature' to make them v'rite is .-.

you

are

sometime in the fttture conles

7. Instrlctional materials that 1,-ou can both hear g.

in nature'

The Supreme Coufi is the head of the makes final decisior?s on legal issues.

g. To avoid something by.coning

and see are

---'

the part of the government that

--,

around it is to

it.

-10. A large case that is used to can'v pieces of afiwork is a(n) 11. To t,oice opinions on both sides of an isstle is to _-'

12. Amachine thatwrites down information whenever there is an earthquake a(n)

-.

is

APPENDIX

E

EXERCISE E6

Fill in each space u,ith one letter to create rvords that logically complete the sentences. Each u,ord that vou cr-eate must include one of the roots From the list given on the facing page. (Some letters have been given.)

1

.

When vou go to someone's home to see him, you

2. Apersonu,hohelpscarrvvourbaggageisa(n)

to

_eo

__

_ I __ K.

R

--

-3. A person u,ho uses her voice Io sing rvith a choir is a(n)

4.

The person u,ho makes decisions in a court of larv is a(n)

5. If you turire about

__T

C__

him.

_ -

_

L_

T

.

D

your own life, 1'ou u'rite a(n)

___Y.

6.

A social gathering or activitv that is cotttittg is a(n)

7.

A smaller television, one that you ale able to catw, is television.

8. If vou make a decision or express

E

a(n)

A

__

E

an opinion about something, r'ou make a(n)

G I'l

9. Astarthatvou 10. If 1

1. If

are able Io seein the skyis a(n)

-vou sav sonrething

-

I

in a voice that can be heard, ]'ou

someone writes his name himself, he signs

a(n) A

12. Money that contes to vou in a business is R E

--

I

-

---

-

U

- -

star.

- -

Z E it.

343

344

APPENDIX

E

The folloiving chart contains some additional common l'oots. Studv the roots in the chart. SOME MORE COMMON ROOTS MEANING

EXAMPLE

-ced-/-ceed-dic-

go

exceed

say

diction

-mit-/-mis-

send

rnlssion

-scrib-/-scrip-

write see/look turn

tapescript inspect

ROOT

-spec-

-ver-

invert

EXERCISE E7

Fill in each blank u'ith the letter of'the rn'ord that best completes the sentence.

A. arttececlent B. avert C. bertedictiort D.

l.

corty,ertible

E. disrrtiss F. etlict

I. J.

scribble

G. entissatt H. irterc'ecle

K.

spectacles

L.

rtturtuscript

spectacular

A long conrposition that is v'ritten bv hand is a(n)

2. A feu,nict-

u'ords that are stticl Lo end a cerelron\,are czrlled a(n)

3. Glasses that r.'ou use to see better are also called 4.

-.

Sornething that goe.r or happens bcfore another is a(n)

5. lf 't'ou rt,r'ite in a \relJ messv \\ra\r, vou 6. If vou selzd someone 7.

a(n)

_.

is .snrri bv an authoritv or go\,'ernmcnt and must-.be follou,ecl is

9. To go in betu,een

tr,"'o people

10. Sornethin-e that vou 1

her.

A closcd-top car that can be ltrned into an- opr'n-top car is a(n)

B. Something that

I

a\\'av fronr vcltr, l'or-r

.sea

u'ho are having an argllment is to

that is trulv antaz-ins is

. lf yoLt tunl vour eves an av front son-rething to avoid -. seein-e it, vou

.vour

eves.

-

12. A person that issetil bv one governnlent to take messages to the governrnent of another countn'is a(n)

APPENDIX

E

EXERCISE E8

Fill in each space with one letter to create words that logically complete the sentences. Each word that you create must include one of the roots from the list given on the facing page. (Some letters have been given.)

1. Whenyouv,rite whatsomethingislike,you D

2.

To

- - - -

sa' something aloud to be recorded bv someone

else is

to

it.

3.

A weapon that is sent through the air or the water is

-

T

f

-

--

3

-

L

-.

u,ith it.

-

turned upright is

I

7. When you send something electronically, you T

- - 8. Whenyousayorpointsomethingoutbrieflv,you I N 9.

E

-

T

-

isapersonwhogoes tosee asportingevent.

6. Something that is not horizontal but is instead a A

T

- - -

a(n)

4. If you decide to go for"ward with something, you F 5. A(n)

E it.

-

The written words of a play or movie are called the

10. To tunt aside fiom a specific path is to

DI

-

11. To look on someone with esteem or honor is to R E 12. To go on to accomplish a goal is to

I

U

- -

I

-

-

----

it.

T E it. T

.

T vourself.

__

him or her.

345

APPENDIX

E

EXERCISE E9 This exercise includes all of the prefixes and roots. Match the definitions on the rieht to the words on the left.

_ _ _

1.

bibliography

2.

conference

J.

a

dictator

4.

extraterrestrial

5.

impoft

6.

incessant

7

inhale

8.

insubordinate

9.

inveft

10.

misjudge

11.

missirre

12. postlude I J.

prelude

_

14. pre\rent

-_

15.

16. scribe

_

17. specter 18.

-_ _

recede

subvocalize

19. retelevise

20. unpredictable.

A. breathe ln B. go back C. anending

D. tunt irzside out E. music played just after a performance ends F. make an error in coming to a decision G. person **ho rurites information in a document H. carry something into another country

I.

a meeting u,here people get togetlzer to share ideas

J. person who sats exactly what others must do K. a vritterz list of the materials used in research

L.

ttnable to sav belbrehand what w.ill happen

M. nrusic plaved just before a performance begins N. a r,'u,ritten message that is Lobe sent O. coming from outside this world P. shorv something again from far away so that it can be seen. ort a screen

O. something that vou think vou see but is not really there

R.

take action before something conles to stop it frorn happening

S. acting as if vou are not under the authority of vour boss

T.

sav something under your breath cannot be heard

in a voice that

APPENDIX

E

EXERCISE ElO

This exercise includes all of the prefixes and roots together. Fill in each blank with the letter of the word that best completes the sentence.

A. circumscribe B. contradict C. convocation

irtscription I. intentene J. introverted K. rnisnrutclrcd L. postmortent M. reconvene H.

D. export

E. extrovert F. graphologlG. iniudiciotts

N.

O. subnit

P. subterranean Q. telecotnmunicate R. urtprecedented S. unspectacular

T. visualiz.e

rcvise

1. If something has never happened before, it is 2. Water that is underground is in a(n) location. -. 3. I need to in this situation. It is important to come in between people to stop their fighting.

-

these two

4. A person -who is verv oLttgoir'g in dealing with others is a(n) 5. If you canl goods ottt of one country, you those goods. 6. To write or place a limit around something is to it. 7

.

8. 9.

-

To look at something again in order to make To send

_

it better is to

it.

-

in something that you would like to place under consideration is to

-

it.

To exchange information electronically from

far away is to 10. If vou see something that is not ovt of the ordinarv, it is I

1

.

-.

A large meeting ',r'here people get together to speak'uvith each other is a(n) -.

12. If you are nol careful in making decisions or in expressing opinions, you are 13. If you cotne togetlrcr again for a meeting, 14. I am trying to mind.

you

the place you are describing; I would like to see it in my

--

15. Every time I express my opinion, vou always opposite of what I sav. 16.

The

the meeting.

me; you always sa1 the

-

in the card is reallv meaningful; I really like what is written inside it.

17. My friend is studving

she thinks

it is interesting to understand what

people's handwri t ittg means.

18. After the man's death,

19. These socks are

-ia(n)-

u'as conducted to determine hor.r,he had died.

thev are incorrectlv paired.

20. Tom is quite a(n)-;

-

per-son; he is rzol at all oafgoing.

347

348

APPENDIX

E

EXERCISE El1

Fill in the crossword puzzle using the clues on the next page. The rvords in the puz.zle come from all ol the roots and prefires together.

WORD PARTS CROSSWORD PUZZLE

3

"+

7

8

It)

tl

12

I3

l.+

16

1r'

t8

l9

I

APPENDIX

CLUES TO CROSSWORD PL]ZZLE Across

3. large meeting r,t'here people come together 5. comprehended incorcectly 8. send back 9. can1, out of one country and into another 10. not able to be mistaken 1 1. message u,ri[ten after the main part of a letter 13. go oezlside o1'or be more than 14. underls'ing rneaning of a text 77. rtot possible ro be seen 18. a written order bv a doctor needed befbre you can get some medicine 19. sight Down

1. no ability to sa1' belbrehand u'hat is going to happen

2. person rvho tanrs his feelings and thoughtsinside himself 4. not able to be carried 6. action of lookingirulo something to see if it is working coffectly 7. put someone under the control of your decisions

Il.

judgnrcnt made before the facts are known

12. use again 15. the written version of the words on a tape 16. a group of people sent to conduct business or negotiations

E

349

SCORES AND CHARTS

351

SCORING

INFORMATION 353

PROGRESS CHART Each time that vott take a Pre-Test, a Post-Test, or a Complete Test, you should record the results in the chart that follows. In this way, you will be able to keep track of the progress that you are making. (Please note that because the TOEFLLevel Complete Test contains harder questions than the Introductory-Level Complete Tests, the number correct will be lower on the TOEFL-Level Test.) You may also turn to pages 354-356 and get a TOEFL score for the TOEFL-Level Complete Test Three.

DIRECTIONS: Fill in the number correct on each test section as you take it.

z -

z a z

ri +r 7*

ze +J+ -g

F> a^ JO -v

Pre-Test

Post-Test

Complete Test One (

[ntroducton Level)

Complete Test Two (InLroducton Level ) Complete Test Three (TOEFL Level)

a a

z

zl <0-

a

as) >z

\J rrl

r.t X fr

rr'l

OF

&;' 'a=

zrrl fi

zp a> rr'l A

354

SCORING INFORMATION

SCORING COMPLETE TEST THREE Yon cern use the folloriing chart to estinrate \'our score on Cornplete Test Three-the TOEFL-Level Test. \br-r u,ill receive a score betrveen 20 and 68 in each of the three sections (Listc'r-ring Conrprehension, Stmcture and Written Expression, and Reading Comprehcnsion). \bu u'ill also receive an overall score betrveen 217 and 677 "

NLJ]VlBT,R

CORRECT

CONVERTE,D SCORE

SECTION

1

CON\/ERTE,D SCORE,

SECTION

2

CONVERTED SCORE SECTION 3

)tJ

68

67

49

67

66

+E

66

6-5

1t-

6-5

63

.i6

63

6l 60

.1 1

aa

ot

59

4.3

5(J

5B

.i2

.59

57

4l

-58

56

:+0

57

6B

55

3t)

r7

67

54

38

56

6-5

54

37

5-;

63

53

36

-ta

6l

52

3.i

5-+

60

-l -l

.53

58

_51

.) -)

-i2

57

50

32

52

56

49

-51

55

48

30

.:1

-Ja

48

29

53

47

28

-i0 49

52

46

27

49

51

16

26

4B

-50

45

25

.tB

49

14

21

17

.18

13

l-)

47

47

43

22

46

16

42

at

.1

I

2l

(Jr

.1

+l

|

SCCRING

INFORMATION 355

NUMBER CORRECT




20

15

44

40

19

44

43

39

1B

43

42

38

17

42

41

-)t

16

41

40

36

15

41

40

35

14

39

3B

34

13

38

37

32

12

37

36

3r

1l

35

35

30

10

--)

-1

-)J

29

q

32

-tl

2B

32

29

2B

27

27

B

7 6

30

26

26

5

29

25

25

aA

28

-/-

-)

z+

5

27

22

23

z-

26

21

23

I

25

20

22

0

21

20

21

You should first use the chart to determine your converted score for each section. Suppose that you got 30 correct in the first section, 28 correct in the second section, and 43 correct in the third section. The 30 correct in the first section means a converted score of 51. The 28 correct in the second section means a convefted score of 52. The 43 correct in the third section means a converted score of 58. (See chart belorn.) SE,CTION

1

SECTION 2

SECTION

NUMBER CORRECT

JU

28

43

CONVERTED SCORE

51

52

58

3

356

SCORING INFORMATION

Next, vou should determine your overall score in the fbllowing werv:

1. {dc! t}1e tbryq cqlvelfq! iclllg!

to€slkrgl

51+52+58=16l 2.

Pl'tSlg

!he_.sq41 bt-

161

|

+-i=53.7

3. &s" lq"lQly_br to. .53.7

x

10=537

The or'.'rall TOEFI- score in this example is 537.

After vou understand the example, vou can fill in the char-t belou,with information erbout Completc Test Three-vour TOEFL-Level Practice Test. SECTION NUMBER CORRE,CT CONVE,RTED SCORE

OVERALL SCORE

1

SECTION 2

SECTTON

3

CHARTS

DIAGNOSTIC

DIAGNOSTIC CHARTS LISTENING COMPREHENSION DIRECTIONS: After vou take each Listening Comprehension test, circle the ntrmber of each of the questions that yoll ans\\iered incorrectlv. In this wa\,, voLr celn keep track of rvhich language skills need more attention.

a.l

.a

r'l

rr1 4

'rl

lYl

'rl

lr'

i'.1

lJ

FFF

aaa rrl

-tiF r '-ini-F-F '6 ziH''i+Y<

JJ

ur6

^/^--o.nUQ\J v

SKILL

SKILL

SKILL

1:

2:

3:

Restatements

Negatives

Suggestions

11121 3338.5 6 6 6 999229 12 12 12 15 15 15 18 18 18 21 21 2l 24 24 24 27 27 27 30 30 30 44432 l0 10 10 11 14 11 19 19 19 23 23 23 28 28 28 77 7 13 13 1al-) 20 20 20 26 26 26

13 23

4:

Passtves

13

27

11 14 19

7 12 15

2l

25

13 717 15

20 28

SKILL

B

88854 292929918 1B

29

357

358

DIAGNOSTIC CHARTS

C..|

cO

rrl

rrl

FFF

aaa rrl

F-i F-ia:--F in Y< -_._Jr! JJITJJ-' I-AAA rl-gts

Er t/^^-^

FFF trl rq i,r :,

H

b vv

0.0TQ(JL)

SKILL

SKILL

5:

6:

Who andW'lrcre

Asreement

222 11 11 17 t7 25 25 555 16 16 22 22

11

17

25

16

22

66 12 lt 17 16 24 30

410 10 14 16

26

SKILLS

7-9:

Lons Conversations

SKILLS 10-12: Lons Talks

ADVANCED SKILLS (not covered in this book)

31 32 33 34 3.s 36 37 38 39 10 41 42 13 44 45 46 47 48 49 s0

31 32 33 34 35 36 37 38 39 40 4t 42 43 44 45 46 47 48 49 50

31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50

31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50

3l 32 33

34 3s 36 37 38 39

40

4l 42 43 44 45 46 47 48 49 50

l9 20 21

22 ZJ

24 25

26 27 28 29 30

DIAGNOSTIC

CHARTS 359

STRUCTURE AND WRITTEN EXPRESSION DIRECTIONS: After .you takc each Str-r-tcture arnd Written Erpression test, circle the number of earch of the qltestions that vou ansrl,ered incorrectl','. in this rvav vou can keep track of ri,hich l:rngr-rage skills need m<;rc attention. (\.l

F (t :rl F

.FF i...-

a tiiIJ

din ./--

tA

;1

F-

ir-

SKILL

1:

Sr-rbjccts :rnd Vc-rbs

I

I

r!lJl FF Hq

FF rrl

rrl

"lJ

IF

A

cQ

FF (ta

E

OQ

('

A

l1 3

10

11 l1 a

5

SKILL

2:

Objects of Prepositions

32232 6914

15

3: SKILL 4: SKILL

-_i

Present Particinles

10

10

9

Pzrst Participles

l3

t+

11

a

5

-)

t2

7

1A IT

SKILL 5: SKILL

6:

SKILL 7: SKILL

8:

Cooldinirtc Connectors Aclverb Clausc Connectors

Noun Clailsc'Connector.s Nottn Clause Connector'/S'-rbjects

-56',76 91212 88685 11 13 13

9

7

1l

15

15

12

l5

11

t0

aA

t5

9: SKILLl0: SKILL 1 1: SKILL

Adicctire Clause Connectors

1

I

8

7

AdjectiveClauscCor-inc-ctor'/Subjects

14

4

l

1l

Asrcement after Plepositicinal Phrases

25 16 25 21 39 37 30 30

Aqrcemcnt after Expressions of Qttantitr

t7

SKILL 13:

Agleenrent altel Cc'rtain Wolcls

30

SKILL 14:

Palallr-l 31r'ucttrr-e uith Ct>ordinate Coniunctit,ns

23 20 16 23 29 31 34 29 35 lB 24 19 26 29 26

SKILL

SKILL

12:

15:

Parallcl Str-r-rcture t'ith Paired Cottittttt'ti,,tt.

24

20

27

8

18

1A z+

.) -)

3l

39

17

27 28

19

360

DIAGNOSTIC CHARTS

at ;i t!--l 'l-d r!ae .'/n-

v

H-V

SKILL

16:

Past Participles after l1ave

SKILL

17:

Present Participles or Past Parliciples aft.er Be

SKILL

18:

Base Form Verbs after Modals

SKILL

19:

Sineular and Plural Nouns

SKILL

20:

Countable and Uncountable Nouns

SKILL

21:

Subject and Object Pronouns

26 31 32 37 16 34 2t 36 22 27 24

.O

rrl

rTl

rrl

I

a rrl

r!

FiF rrl FIJ

/\

9O

F

.FF] .A

a.t

FF aa

F

FF

17 18 38 37 23 22 24 27 36 32 35 28 t6

rl

rrl

2t

23

17

38

t7 19 2A 33 27 34 28 26 35 36 35 25 33 22

16

22

25

SKILL

22:

Possessives

SKILL

23:

Pronoun Reference

19 19 18 38 40 32 40 20 40 z-) 31 32

-l -)

SKILL

24:

Adiectives and Adverbs

SKILL

25:

Adjectives after Linking Verbs

20

40

lB 22 21 28 38 30 37 39 28 29 31 36 39

25

26

2r

DIAGNOSTIC

FI-{F

aaa rrl cl-inF-F in Y-( Y1 FJ

Fir0-o-o-|n til

CHARTS

c\l

.a

rtl

frl

FI-iF L! El t! i,r ;,' H-J I! I JJ

d,ocoo O.O;Q()L) ADVANCED SKILLS (not covered in this book)

9 10

1l

t2 IJ 14 15

29 30 31

5Z -l -l

34 35 36 37 38

39 40

361

362

DIAGNOSTIC CHARTS

READING COMPREHENSION DIRECTIONS: After vou take each Reading Comprehension test, circle the number of each of the questions that J/oLr answered incorrectlv. In this \r'av, vou can keep track of u,hich language skills need more attention.

FFF 6qa rrl FFF

r

rrl

-?n-F-'rr^ .--< ).r -'i i\ ir t-nAA

rd

N.O lr'l

rrl

rr'l

rrl

;,1 ,-

tr.]

JJ

in

n-^^

vvv A.0.OQO

SKILL

1:

Main Idea Questions

11111 10 9 2t t9 31 29 41 40

10 11 20 20 30 28 40 30 41 37

1l 2r 31

39 50

SKILL

SKILL

2:

3:

Stated Detail Questions

Unstated Detail Questions

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RECORDING SCRIPT l.l

LISTENING COMPREHENSION DIAGNOSTIC PRE-TEST

likc to i('arn. \\/hv not take a ieu lessorrsi' r-eallv

l\'()lllalt

Part A, p.3

|. (rttnrt) f{orv rras the conct-r't last night? (wontart) [t rras uoncler'ftrl.

1.1

(ttarrattsr) WHAT DOES THE \\TOMAN MEAN?

2. (t,outuir)

I d<-rn't kno"t ltor.r, to plav golf, but I'd

ttltarl)

(n(rrdlur)

\,VHAT DOES I-HE WOMAN SUGGI]ST TO THE MAN?

tt'otttnrt (nturt )

Is it tillre to le:rr e vct? Not lbr:.r while. WHAT DOE,S THE MAN MEAN?

(

(t

uill it cost to n'rail this packaee to \crr \''olk?r (rrtutt)'fuodolllrrs.

)

)

rarrutor

)

Hor,r'r.r'rr:ch

(trzurt)

(rtarraror) \\THERE DOES THIS

(

CONVI..RSATION PROBABUT TAKE PLACE:'

3. (x'ortrtttt) Hoq olcl is r our datrghtel nou (rrttttt) Shc's just a rcar and a hal{. (narrator) WHAT

DOL,S

Can I turrt in the homeu'ork rrext rveek?

rt'otttrttt

)

Inan-atot

)

t6. (tt rtrtttttt)

? (

I'll

t1tet1 )

(narralor)

THE MAN MEAN?

1. (ntatt)

Is Panl on the baskctball tearn? Bu1 lrr''s not tall enortgh. (narrutor) WHAT DOES THE \\'OMAN iMPLY ABOUT P:\UL?

I

Dt0tl)

(

tt ontart )

(

narrltor

(vtttrttitt)

5.

(ntarr

)

I think this seminarrs soinq to be rc:rllr great

No, it's due tornorrou'. WHAT DOES THE WOMAN MEAN? -fhc trces are rr-allv bcautifrrl at this tinre of ve:rr'.

)

savl

WHAT DOF]S'f

FTE

MAN MEAN?

Can vort shotr' nrt- u,herc' I call tfv Ihese c]othcs orr? The titting rc,onls arc at tlrr. back of the store. W}{ERE DOES TIIE WOMAN MOST LIKE,L,\' \\IORK:'

I

(tt

lrl

otrttLtt) Mc, tclo.

(tturrat
(

( (

6. ltornatt)

(rnuttI (rtarrtttot

.

(rnatt)

Whert'is it?

) WHAT

(tt'otnatt (tt e

Are vou going to call Joe?

(

(

)

I'r'e been studving for five hours straight! Whv not take a Lrreak for a bit? WHAT DOES TI]E, MAN SUGGEST?

10. (rr'orrtun) Whv don't rve take vour car to thrmovies insteard of mine? (rrtctrt) But minc's not verl clean. (nnrratttr) WHAT DOES THE IVIAN SAY ABOUT THL, CAR?

lwontatt) Where is vottl clesk locatt-J7 (tturt) Right in the nriclcllc rrl tlrc r,1ficc. (ttantiror) \\'HAT DOES l-H E \11\ \lE \\ i

ntart

)

(

ntan

)

(rtarrator i-l

llnQt1

)

It's too bad oLrr teaim lost the game. \bu can sav thal againl WHAT DOES THE WOMAN MEAN? Hori's Bob leeling after the

J

:rccident?

(r|otrtln

)

a

feu'mintrtes, so ror-r'll n(-rLi 1o la\lr'lr \,oll1'seat belt. (narratrtr) WHO IS THE WOi\'1.'\\ \IOST BE?

(

(vontan)

(nnrt)

When ivill the plane- bc lanclingl' (v,'ontart) The plane r.r,ill be landing in just

Is Sharon rcaclv to go?

tt'c.tttltt.tt )

She'.s br.rsv packing her suitcase. (rlarr0tor ) WHAT DOES'THE MAN SAY ABOUT SHARON?

r.erv lrrckr,l (narrat()t') WHAT DOES THE MAN MEAN?

72.

WHAT DOES THE, WOMAN SAY

X,IEAN:)

u'ers

LIKEL\"IO

rrtart )

(tturralor

9. (l'onturt) Hor'l'did Iou rvin that gamc?

11.

)r )

ABO(,iT STAN?

(rrorttntt) I phonccl hir-n aireadr'.

Actuallr, I

rrol(

20. (v'ortttttt )

SUGGEST?

(ntatt)

Of course he dicl. Hr-'s not e\actlv

)

cltrmb.

f

(rtarnttrtr) WHAT DOES THE WOMAN

Stan gt.rt th!- ilighcst grade on the

e\aII.

DOES THE MAN \,\ANT TO

(rtarruttor) WHAT DOF,S THE \\'OMAN

8. (rtzarr)

)

Are lou on voLlf tvat,out not ? I rrccd to hur sunrc groLcri('s. W}.IAT DOES THL, WOMAN I]\,IPLY?

atternoon?

i don't eel like cookine. ) (tt'ontart) Lctls go uut to dinner, tlren. (rnart

rtarrator

Are vott going to the rnc-cting this

KNOW? 7

ntan ) tt'orttar t )

(

a1

He's ar bit bcttcr, Yerv srrong.

but he's still not

ttarratrtr ) \\'I{AT DOES I'HL, WOMAN SAY ABOUT BOB2

(v,ornan) I

tncut )

i

rt(trrdl()r)

ls there somt-thing rvror-rg u ith the car? The t-ngine cloesn'l sound goocl. WHAI'DOES T}IE. MAN ME,qN:'

381

382

RECORDING sCRIPT

25. (tr:rart)

Hou,

r-r-ruch

time rvill ne have at this

art nrttsertrn.)

lv,'onttttt) We'll stop her-c for

trvo hours, anrl then lorr shoulcl be back on thc- bus ar threc' o'c]ock. (rturratrtr) WtlO IS THE WOMAN MOST

LIKELY TO BE?

31. WHAr DOES'l't{E WOMAN \,\ANT TO GE'I? 32. APPROXIMATELY HOW FAR A\\AY FROM SCFIOOL IS THE WOMAN'S APARTMENT?

33. WHY IS THE MAN'S FRIEND SELLING HIS OLD BICYCLE?

34. WHAT WILL THE MAN AND WOMAN PROBABLY DO NEXT?

26. (v'orttutt) This apartment is a nress. (trtutt) [-el's clezrn it up quicklr'. (tldrrat()r) WHAT DOES THE MAN SUGGEST? 27. (trtan) Whl is Alec so happv? (...rontort) He itrst got a huge bonus clreck.

Questions 35 through 38. [-isten to a conversation about a camping tlip.

(v'ctnuLn) What are those?

(man)

(nerrator) WHAT

DOES THE WOMAN SA\ ABOL]T ALEC?

28. (ttrart)

(tt,ontart)

Lt-t's go slroppirrg todar. Okar. but I don't u'ant to go to a

store that's far

au,,a-r'.

Iuarratrtr) WttAT DOES fHE WOMAN MEAN? 29. (n'ctrtnrt) Hou could vr-lr Iell that Alice u'as

(nturt)

angr'\.' When slre lcft, she slammc'd the door.

(narrator) WHAT DOES THE MAN MEAN? 30. (tnan )

(tvorttnrr) (tnrratot )

Do votr havc anr plans [or- Sat urclar ? We'r't' eoing lor-a hike ir the rvoocls. Do vou u,ant to go? WHAT IS THE WOMAN PLANNING

TO DO;)

Ther"re sorne pictures of the camping trip that sorne friends and I took last rieekend. Would vou like to see them?

(v,onurtr) Thanks. I rvould. (ntatr

)

These photos shou, the tent that u'e

\ta\ed

in.

(v:otrttut) Hou manv ol vou sta,r'ecl in that tent? It looks au fullv small.

(rnon) (wonun )

There u,ere four of us. Four of 1-ou? In that sn-rail tent? Wasn't it au'full1, cror.r,ded ? (mart) It *'as a little crou'ded, but it uas fun anvv,,av. (v,ortutrt) And rvhalevel are !ou doing in these pictures? It looks like vou're just standing in a river rvith big boots on. (rnatt

)

Well, rve rvere tr v-ing to fish. (n.,tnttart) Did vou catch a lot of fish? (nnn) No, not a lot. . . (u,ontun) Well, did vou catch a ferv fish? (man) No. not a [er,r' . . . actualh'u'e didr-r't catch anSr . . . brrt it u,as still a great r.r'av to spend a dav .

Part

B,

p.6

Questions 3l through 34. Listen to t\\'o students discussing hou, to get to school.

(tvortnn)

(rttan) (t'ctnnrt)

Do vor"r knou' n here I can get a bictcie? It doesr-r't havc to be a ncrl bicvcle, but it does have to be rather cheap. Whr clo vou nee(l a bicvcle? I just l'ound a gl'e.rt apartment, bLlt it's a little bit fal lrom school. I

reallr. nant to tirke this apartment, but I I'rave to find some transportation. A bicvcle u'ould be

(uutrt)

great I Hor.r' lar an'av apal't nl ellt ?

from scl'rcrol is thc

(w'ornart) Just a little over two miles,

bicvc

le

I

.

Well, r'oLr happen tci be in luck todar. I have a friend u,ho \\'ants to sell his old bicvcle becatrse he.just bought a nc\\' or.tr', and I think vor-r cztn get it cheap. Do vou \\rant to go see thc bicvcle

i

(worttart) Thanks. That thcre no*.

TENT:'

37. WHAT WAS THE MAN DOING WHEN HE \\AS WEARING THE BOOTS? 38. HOW MANY F]SH DID THE, MAN CATCH?

Part

C,

p.7

Questions 39 through 42. Listen as a chemistrv plofessor begins a lccture.

(mart) so

definitelv could rvalk if I had to. But it ri'or,rld save so much tinre if I hacl a bicvcle. M1'problem is tl-rat I ciin't afiord a realll neu', expensir"e

(trrtttt)

3.5. WHAT ARE THE MAN AND WOMAN DOING? 36. WHAT DOES THE WOMAN SAY ABOUT THE

sounds grcat. Let! g()

Before I start toda-v-''s Iecture, I'd like to make sure that 1'ou knorv even'thing i'cru need to kno$,about the exam thal rve're baving on Fridar,. The eram n,ill cover the first three chapters in tire chemistrv textbook plus anr- additional information flrom the class lectures, so be sure to study vour class notes in addition to the three chapters in the text. Thc exam rvill be mostlv

multiple choice-vou'll have fiftv mr.rltiple-choice questions-and two

short u,ritten cssav answers. You'll have an hour and a half for the

RECORDING

exam; vou'll necd about an hollr for tl-re fil'tv multiple-choicc qlrest ions

grou ing plants thai pr-ocluce ii plaslic-l ike substance.

and abotrt thirtl nrinutes Ior tlrc tuo essavs. Anv qtrestions abor.rt the eriim.) Okal, thcn. l-ct's get on lvith

The nartr"rral plastic lrorn these plants has at lczrst one major ach antagc ovc-r thc :,rrtifrci:rl plastic that's so collrrron todar'. This net' plaslic l'ron-r plants biodegracles quicklr, u'hich meirns thart it is nruch better Ior the environment. T()da\,'s altificial plastic bioclcgr:rCcs r,.'r'" slo.,r'lr'. When people finish uith plastic pr oclucts ancl throri theln au,ar,, thc plastic rcn'rains intact f or vcars. Tht-sc trntrscd plastic ploclucts ale covering thc'Ealth and causing quite a prtblcn'r. Perhaps the neu, natural plastics from plants can help to solre that proble'nr.

the lectur c.

39. WHAT INF-ORMATION IS CO\/ERED ON THL, EXAM?

40. WHAT TYPES OF QUESTIONS ARE INCLUDE,D ON THE EXAM?

.II. HOW MUCH TIME \\.ILL

THF, STUDENTS HAVE FOR THE EXAM? 42. WHAT WILL TIIE STUDENTS PROBABLY DO NEXT?

Questions 43 through 46. Listen as a tour gttide describes Alcatraz. ( :.otrtcnt) As thr- bo:rt continues on oul 1() Alcatlaz Island, let nre tell vou a little bit about u hat u'e're -eoing to see.

rou can clearlv see fl'om hete, Alcalraz is a rockv islancl out in the middle of San Francisco Bav. Thc namc Alca traz comes lrom thc Spanish uord for'"pelican," ivhich is a tvpe ol'bircl. When a Spanish explorer discovcled the island in As

| / 1.\.

Incfr,\\('lC lltAn\, miln\

pelicans living on thc' island, and

ncr

people.

Alcatraz in 1848, and Alcatlaz re mained in use ers :i pl-ison urrtil 1963. During that time, 39 men triecl to escape from the island br' sri'imming across the bar'. Of the 39 mcn u'ho tlied to escapc, 24 rtcre recaptured, l0 died, and 5 uet'e never heard from. Since 1 972, Alcatraz h:rs been open to the prrblic for tours. ln a nroment, vou'll be able to ualk throtrgh the emptv prison cell blocks and get an idea of t'hat prison life- u as like here: in the past. ,+3. WHERE DOL,S THIS TALK'IAKE PLACE? 44. WHAT IS A PELICAN? 45. HOW MANY MEN TRIED TO ESCAPE FROM ALCATRAZ? .16. WHAT IS TRUE ABOUT ALCATRAZ TODAY?

(tytnrtan)

a

Todav l'd like 1o cliscttss sonrethitlg nen that botanists t'n:rv bc bringing us in the nearr lrtturc: plarrts that

produce plastic. I'm not talking about artificial plant.s maclc ft'onr plastic. I'nr talking about liliirs,

4.7

W}]AT TYPE, OF PLANTS IS THE \\O]VIAN

+u -19

\UHAT IS THE MA.IOR AD\'{NTAGE OF THE NE\\T NATURAL PLASTIC? \\,FIAT IS Ti{E, PROBLE,X4 WI'TH TODAY'S

50

ARTIFICIAL PLASTIC? THIS LECTURE N,,IIGLiT BE, GJVEN IN WHICH

DTSCIISSTNG?

COt]RSE?

LISTENING PART A TOEFL EXERCISE 1,

p.13

1. (nntt)

The first prisc.rn uas built on

Questions 47 through 50. Listcn to a talk abottt ne\\' tvpe of plant.

SCRIPT

Hou'r,r'as the dance last night? \\te had sr-tch a good tin'rc. (rrarrator) WHAT DOES TFIFI WOMAN,\IEAN?

(r.ctttttrrt)

2. (nturt)

(tvctntart)

(lterrator) 3. (ronnrt)

Are vou rcady to leave? T need about thirlr' rninutcs. WHAT DOES THE WOtulAN N,{EAN?

I'm reallr hai ing trotrble' in psvchologv class.

(rtnrt)

You shoukl talk ivith tl're teaclrer. (trurrrLtctr) \\'HAT DOES THE MAN MEAN?

4. ltrnrt)

Have vclr found :r job vct?

(wortn. )

T

(rtarrator)

] esiterd:r\'. WHAT DOE,S THE WOMAN MEAN?

5. (ntatt)

actuallv starlcd mv ncu jolr

Do vou knou uhv Stan ri'antccl

talk to nre? (v,'otrntt) He neecls lo fincl some-one to an aparlmcnt. lnarrator) \\'HAT DOF,S THE WOMAI'.1

t
shat-e SAY

ABOUT STAN?

6. (tttntart) When ale vott taking vottt'r'iication/

(tttart)

Irr the fall.

(ttcu"ralor) WHAT DOES THE MAN MEAN? Did vor,r enior the book? i. (ntart) (l'otrttLrt) lt u.as quite pleasant to re:rcl.

(ttarrntor) WH,AT DOE-s THE \\'OMAN MEAN?

383

384

RECORDING SCRIPT

8. (tortttut) Whr.u'ert vou

(trrart)

so l:rte?

1O.

Tral'lic *'as r,'e-r'u hcarr'. (ttttrrator) WHAT DOES THE MAN MEAN?

9. (rt'ttttnn)

(narratorl

the.

7

.

(tt otttart

(ttttttt)

TOEFL REVIEW EXERCISE (Skills

Docs Steve t,ork lirr vou? \o, Stcvc ll'laltaqes his ou'n brr:irtcss. \\rHAT DOES THE WOMAN S,{Y ABOUT STEVE?

TOEFL EXERCISE

1

.

Hor.r-did vour-mother and father feel ri,hen vou got homc so late? Itt'cttrtatt) Thev u'erc ver\. an-gr\,. (rtarrntrtr) WHAT DOES THE WOMAN MEAN?

But I sasn't iutel

(v.,ontan) No, she's not. (norr(ttor) \\IHAT DOES THE WOI\4AN

(rtarrcttor) WFIAT DOES THE MAN MEAN?

MEAN?

Ior a ri'lrile? Sure. I'm not r.erv busr'. WHAT DOES THE WOMAN MEAN?

6. (vontatt) Whl is it:ill rvr.t in het'e? (ntan) The rain got in because the ri'indori's weren't closed.

(tnrrcLtor) WHAT DOES THE MAN MEAN?

7. (rttatt)

I think vou should thlou lhat plant out. It looks clead. (*'cntnu) But I'nr sure it's r-rot deadl

TttE WOMAN MEAN?

8. (wortturt) Thal apple looks good. (ntart) It mav look good, br-rt it's not.

7. (rt'otttan)

(rrrt.rtt)

not

ABOUT THE APPLE?

I don't think

Are vou going to pav the rent todar'? Oh, I dicl that the dav before r,csterdar..

(ttarrtttor) WHAT DOES THE MAN MEAN?

8. (nutrt)

Can Barn go camping rvith us this weekend? (rontart) Oh, I clon't think hes old cnough. (rtLtrrntor) WHAT DOES THE WOMAN MEAN?

9. (tt,orttutt) Let's go to the movies right nor.r.. (ntcut) Sorn', I can't no\\'. I have to finish the laundrr'.

(ttarrator) WHAT DOES THE MAN MEAN? lO. (t'onnu) The

(rttcut)

u,eatther here is alu'avs so \\'el. Yes, and I reallr.don't like humid

u,cather. It'.s

su,eet at all. (IIATTAIOT) WHAT DOES THE, MAN SAY

9. (ntan)

1'-or,rr football game this aftcrnoon? (nnrt) I'm not too happ1,. We didn't u,in. (narrtLtor) WHAT DOES THE MAN MEAN?

Do vou havc timc to so to thc park

DOL,S

Plcase har,e a seat.

6. (ttontutt) Hou'rr'as

rotr going on thc trip bl

(tlarrdtot') WHAT

Is it time for mv appointment vet?

THE MAN TO DO?

lotrrscl f? No, I'm tr:ncling uith a large -eroup oi'peoplc. (narnttor) WHAT DOES THE MAN MEAN?

) (rnrrator)

)

(ryoutart)

SAY

(rnutt)

(ryoumrr

5.

(rnart

(rtarrator) WHAT DOES THE WOMAN ASK

ABOUT THE BABY?

5. (rrtun)

1. (rr'clrtcut) I heerr that vou got a ne\\i caf. (rttcttt) I got a car, but iti not reallv ncu.

r.

(rurrator) WHAT DOES THE WOMAN 3. (nttttt) Is the babr aru'arke vet?

Arc.

Sorrr,. I don't rvork r,en'qr-ricklr'.

3. (rnatt)

2. (rrtan) Did vou Lrring thc book nitl'r ror-r? (.r.ontttrt) Oh, I'nr sorrr'. I dicln't remembcr t.)

4. (wontart)

What did vou think ol' the exam?

(narretor) WHAT DOES THE MAN MEAN?

(ttarmtrtr) WHAI DOES THE MAN MEAN?

i

)

p. 16

(u'ctntatt) I thought it u'as quite simplel

(tttcLtt)

rr'ere vou so latc getling Ilcre?

bli ng

(rttatt

l-2),

(rturrator) WHAT DOES THE WOMAN MEAN? 2. (rrorrtrLrt) Will r,ou be finished soon?

2,p.15

) \\hr.

oll.

(ttarrator) WHAT DOES THE MAN IMPLY?

(rturratrtr) WHAT DOES THE MAN MEAN?

(lr'otttutt)

l.ook at this rock br,.the side of the path. It's beautiful. Do vou think I should take it rvith me? It'-s too big. Ycru can't take it u'ith )

tonight?

Sorn, Icant. I have to ljnish |cpo|t lor historv class.

10. (trtrLrt)

(rnutt)

Do vor-r \\'ant to go to the santc ri'ith Lrs

(tttutt)

(l:onnrt)

u,e shoulcl go olrt to clinnel tonigl'rt. \A'e can't afforcl lt. (.'lorttart) No problem. I'r'c found a reslaLlrant that's not velv cxpensivc.. (narrntor) WHAT DOES THE WOMAN SAY ABOUT THE RESTAURANT2

(rtarrator) WHAT DOES THE MAN MEAN? TOEFL EXERCISE 3, p. 18

l. (nnrt) I'd like to u'ork out this afiernoon (wortntt) Lel's go to the gvm l'or a r.r'hile. (rtttrrutor) WHAT DOES THE WOMAN SUGGEST?

2. (trorrtatt) I can't finish the ri'ork todar,. I'n'r too ti reci.

(ntutt) Whl' not finish it tonrorrou,? (I\arralor) WHAT DOES THE, MAN SUGGEST?

385

RECORDING SCRIPT

5. (rontun)

3. lrrturt)

It's lathel cool in he.r'c-. l-et's tul-n on the heat. (rtarrtLtctr) \\HAT DOES THE WON{AN (rrotttrut

)

1. (ln'orttatt) Mr (ttarratot

)

5. (rtttut) (\r'()nron

)

(1teffltoi )

olcl cal has bloken ciou,n agiiin. \\rhr don't \'oll gct a ncn c.rne? Wt{A'f DOES THt MAN SUGGEST?

Wc'rc got so manv books I'rclc. I can'l fincl thc one I \\'elnt. I-ct's olgunize thcrn on thc' sheh es. \\ HAT DOES THE WOMAN

ABOUT BE,TTY?

6. (rttttrt)

I'nr lathcl thirstr'. Whzrt zrboui voir? ) I-ct's rnakc somc le ntonadc. (rnrrotor) WHAT DOES THE \\TOMAN (v otruttt

STIGGEST? 7

6. (rrottttttt) Thcsc clotl'rt-s ilre too snrall 1'or mc. (ntrttt) \\ hr n,rt lct rotrr sister harc thcm? (nurrutot ) \\'HAT DOE.S l'HE MAN SUGGEST TO THE \\'O]\IAN?

(ttttut

lefm llapfr"

(t?art atot

Carll me

8. (nttut)

l\'lv hair hes gotten tav too lons. clon't \'{lu gr't il cul thjs

aiternoon?

llct goins on this

(ttnnutot') \\'HAT DOES THE \\'ONI:\N SUGGE,ST I-O THF, \.IA\?

9. (trrcttt)

Do vou think Tin-r rias telling tlrc tnlth? (ttotttatt) l'm not sule I bclicrc lrint.

\\'hr not plan on staving in 1l-re libran all clar /

)

(tkLrrotor) WHAT DOES Tt{Ii

9. (rtturt)

DOE.S IHE MAN SUGGEST I'HE \\'O\IAN?

Thc're's a r-callr

10. (ryorttatt (ntau

funnr proererm

conring on telt'r ision nou. Let's uatch it thclr. (narrulot") WHAT DOES THE \\'O\4AN

WON"IAN SA\'

ABOUT TIM?

) \'t-lAT T'O

nt lbr tonight? up latcr, anc'l I cun

assignr-nt

(rrorurttt) \Vhv

SI-GGEST.' ncecl t()

C:in vou tcll nte erbout l ltc

TI-IE \\'OMAN TO DO?

[t's too ]rt,: to leavc tonight.

) I re alir

)

te ll rolr about it. (rtornttor') WHAT DOES THE MAN \,\ANT

(trourtttt) Lct's ptrt olt thc tlip r:ntil tomolrou. (rtcLt ttttctt ) \\'FIAT DOL.S f IIE WOMAN

B. (y'otrtuu

.

(trcttrtutt

(rttcttt)

SL,GGF,ST?

7. ltrtttrt)

dillicult to sct to kno\,r

Iuturt) She's not a ve I'r' talkatir e person. (ttarrtttor) WHAT DOES Ti'{L, MAN SAY

SUGGE,ST?

(trtatt)

It's a littlc

Betn.

) \\rhat tin're is thc brc.ak todar i

)

lt's at thc' regnlirl hour:

(ttarrator) WHAT DOES TIIE i\'lAN MEA\:,

(trontart)

TOEFL EXERCISE 4, p.21

SUGGE,ST?

10.

(rttart)

1

It's r-rnbc-licvablc, br-rt I'rc'acluallv

got a littlc L-xtI'a mone\ no\\'. (v'otttatr) Whr not put it in the bank? (rrarrutor) WHAT DOES THE WOMAN

1. (ntatt )

(tvouturt)

l-3),

2. (ttotttatt)

p.

l8

It

seenrs that Bob's not horne oftcn. That'-s because he travels a lot f or' his

iob.

SAY

ABOUT BOB?

2. (rt'otrttut) (rttatt

)

It's tin're to uash the car'.

Not no\\'l

(trarrotor) \VHAT DOES THE MAN MEAN?

3. (rttutt)

The apartmenl rihere I'nr living is itt.l Ioo tt,,isr. (tcntttLtt ) WI'rv not movc to ir nc\\' apartmcnt / (rtarrator) \ 'HAT DOES THE. \VONIAN SUGGEST?

1. (v'otttott) Alan, rvhr'\\'ere

allir

(tttutt)

(rranttctt') WHAT DOES THE WOMAN

Did the pi,rckage fronr ','otrr farrrilr r'?

(ln'ctrrtntt) Yes, ancl I allcacir openecl i1. (rtarratctr) WHAT DOE,S TIIE WON'IAN

SUGGEST TO THE MAN?


. (trturt)

\'()u latc lor rrork

tlris morning? (ntutt) I overslept. (rtarratctr) WHAT F{APPE\i:-D l'O .\l-A\?

Horr,'s rour-r-cp()r't coming alons?

lt rias finis]'recl this nrolning.

(IruTTUIOT) WHAT DOES

3. (ntatt)

N,IEAN?

THE MAN IMPLY?

Whv aren't thc'chilclren in bcd nc'u

(trotrttttt) Theil palcnts lc-t the.m slil\

?

Llp.

(rrcLrrator) WHAT DOES THE \\'OMAN NIEAN?

4. (tyoutrttt) Whv

ar-en't vou insidc tht horrse? I lost the kel to thc fl'ont door'. (ttarrator) \\HAT DOES THE MAN l\{EA\i:)

(rttutr)

5. (trorrttttt) \\here

(ruatt) (ttarrator) 6. (tttatt)

:rre thc llouc-r's th:rt I jr-tst picked? I ptrt thenr on thc dining rlom table. WHAT DOES THE MA\ N'lI1AN? N4altha,

*

hat's the' nrattcr-? \bLr look

llpsct.

(rrcurttttt) Ijust noticecl that ml pulsc \\:ls stolen.

(itarrdtor) WHAT

DOES THE WOi\,lAN NIF.AN?

386

RECORDING SCRIPT

\\orrlcl rori likc io picL up one of rnr

9. (rttart)

pr'l slr:rl\c\ ? \o, Iit:rnlis. -l-her' 1-l'igltten nte rn()r'e tlran l litilc. \\'l I ll DOhS TFI F. \,li\N N{ EA\ ? Dici r oLr 9c1 thc a. i'.'tl

p;-o je<

t clone, :rs I

(ttorrdtot

(

)\\

(nrnu

\r. its ijntr. \\ lt,\T

1r> cook suppct-. i-)OLrS lFl E N,IAN \4[:-A\/

mcctins? \'es, I inforntcd

\\ li.\l I)OirS l-tlE \\ OI'lAN t.\'

evern<_rnc..

p,24

Do.,'ou \\ant to go int(j tlrc ri'ater?

thc sancl.

(ttarnttor) \\'HERE

DOES THIS CON\/ERSATION PROBABLY IAKE Pt,ACh,?

(rt ontrut

) \\'h:rt's the assisnn')cnt tor.r.ror-t'ori 's class

1. (ttttuti

1-4j,p.22

I)o rotr \\itnl l() go ottl in the ilbrxrt toci.ir .'

sa

(i\ t)1ildtt ) (llr, it'r tt',0 rr, inclr'. (ii(tnitt!)t-) \\ llAI DOi:S TIJ[:- \\'O\'lA\ I'1f],\N?

2. intuit)

I hare :r fr:rcl lrcaiiache.

) \\'irr cion't rou t:rke s(-)tltc :lspil in? Iutttttt()t') \\'H.\T DOtiS 1'llll \\'O\{AN St,(i(-;f:Sl TO f ltE r\'lAN? \\

he rr ts

tlit palk

f. intttitl

\\'llAl l)OIiS rf IE \lAN

NIEAN?

Ditl Stevc par lor Iris piLrl ol the

nir'll1 i\\'()111(1il I (

ttttt tatt tt

)

7. (\\'()1tiili1)

i

nd I i (1t()r

6. (ttlttttut,) (rlttut

!-

. (in(!it

)

i

(\t (lntun

)

i1!lLl t'(11()l

t

\\IO\4AN N,IEA\?

No, I lirccl it this ntrirning. \\ tl,\I D()ES THE \tr\\ i\4EAN? I ct;rrlclrr'l eel legistclccl in thc elgcblr-, coulse thaf I rrantecl. \\Ilrr rlon't vorr take it ite\t st: mestat'? \r,ilIAI DOF,S TFIE WONIAI-

) )'ott

riril.t't

\\ilnt rre to talk in

kitclri'rr nrrrr tut/.in

i

Itt'rtuttut

) \'itu

\o, i

tlre flctitr., ancl itls

tt. t')i(intltt)i : \\ llAl- DOF,S TFIF, \4AN

can cl'reck thcr-n

olll for

t\\'()

CONVERSATION PROBABLY TAKE

1. ltrotttutt ) (rrttttt)

At'e thcrc- ntanv proble-ms rvith ntr teeth? l'\'1. triecl to blush rcgular-lr: I sL.r- ()ne tooth that needs to be

fillcci.

(ttarruttot') \\'HO IS THE. N/[AN X'IOST LIKELy TO BE?

5. (uotttcut) l'he seat belt light is flashing. ( rrtutr ) \'e.s, I think rr, c're goins to land (nlrrator) \\THERE DOES THIS

soorr.

CONVERSATION PROBABLY TAKE PLACE?

'Ihe n'cdcline is acttralh tontor-I'o\\

6. (tttuit) (tt'otttcttt

) I can't bt-lieve

tha

t tomorrou,'s

or-rr'

ir eddin,s clav.

(nanrltor) \\FIO

IS THE WOMAN N,tOS'f

LIKELY TO

7. (tttutt)

) (tlanat0r) (rt,orttctu

BE,?

Shoulcl '.r'c fill up thc tank? \'es, arrd put solne air in thc tii es. WHERE, DOES THIS CONVE,RSA'f ION PROBABLY TAKE Pt-ACF,?

(ttotrttttt)

Are volr goine to thc gvrrt to

t'ork

out this molrring?

\t ill \\

.\tJor,T TtIir. FLooR.,

tcll nie horr'lons. I can kccp

(ttctrrutor) \\tHERE DOES THiS

the

?

jLr..t \.\.ishL'(l

vor..r

rr eeks.

\\.fJA'f T)OL,S'fI.-I 1., \4AN \,IEAN:'

SI C(;I]ST] i\r'ot:ttut

Can

lirc clollars.

Is 1hc qeshins rner']rine stili brokerr:'

)

(ildl t (it()t

Ycs, Ir.'handccl rnc \\ IIAf DOF-S TIiE,

Dici votr do rre ll ()n th(. rlrtth pr'oblcm ? In lrrrt. I rr.rs t,,lttplrlr'lr ill\rrnr'\t. J

3. (rnutt)

PLACE,?

clar. )

TO BE?

r,pe n?

It s
1

thcsc books?

Itt'otrtti,i

f. ir,,'rtnttitt)

f'or

?

You shrruld read Chapter -5 ancl irns\\'cr the qtrcstions at thc end of thc chapler. (ttarraLor) WHO IS THE MAN A,IOST LIKELY (tr1p1.1


MEAN?

(ttorttutt) No, thanks. I plefel to lie hcrc on

2.

.,

)

1. (tnrut)

.rr',"rr'i rrc irar ing tlrr. crurn 1lllt()t t o\\ I '[ lrc dutr. ,il tlre crlrri hns changecl. I i\'1 P

) \\'HAI'DOES THII \\'OMAN

TOEFL EXERCISE 5,

\\ hr

l0

has enouoh

(trurrator) \\rl{AT DOES THE \'lAN MEAN?

\\'atVtAN \'iEA\?

.'

f6r e'ervone at

10. (tt'ctnturt) Dicl elet'r'one knou aboul thc

t() the

f),' it, lt;r't'litttL t,' pl:rr .')nlc lLrltti\

1'6ocl

?

IO !'Zlt.

l( l 1!r.

\,, HAI- DOF.S TIJE

there i;nottqlt

(r\'(.)ntatt) \itu can rel:r\. EvL't'vonc

7

I iiriloucd roLrl clili-clions

ll

l-s

tlrc. partr

SA\'

(uttut

)

Ycs, to the s.\ ll ilt thc morning ancl l() tcatr pl itcticc in thc a1'1ernoon.

(rtut'r'atot') \\'HO lS TIIE \lAN MOST LIKIILY TO BF]?

RECORDING

9. l.lr,lrtttu) (rrtart ) (nanator)

Can I help votr? \'es, l'cl like to pick up sonte shir-ts I lcft to bc cleantcl. WFIERE DOES THIS

10. (trotrttitt) I'nt herc. Iol lin :rp1-rointnrcnr rr itLt Irrtatt

thc ci,-':rtt ill thrcc o'clock. Please talie a se.tt, anil sh.'il tte rvith

)

\,oLl

(ttonet()j

CONVERSAI'ION PRO T]ABLY I'AKE

(ntatt)

['m not sr-rrc

tlrich

clarv

IS "fO BE?

the date' o1'thc tfip, c()me back to thc olfice and votr c:rr-r rrurkc le serlzrtions and prrrchasc the trckeL.. (narrtttor') \\rHO IS THE \VOMAN MOST T-IKEL\'TO BI]? r-rn

TOEFL EXERCISE 6,

1. (ttturt)

(rrnn)

It's qr.rite e ool in hcrc, clon't tou

(tt ottttttt

2.

Does Ralph

(rruttt) (narrator) WHAT DOES'IHE N'{AN \4I-IAN-/ Whcn are tl-rc school fees dr.re?' 6. (ntart) (v'ctntart) The school fecs must be paid

What happcrred to Torn'? Someone ran into him ancl hr.rrt hinr

) /ut(ut1 ltlaffat()t') 5. (ntart) ltt ottttLtt

Thiit ntovie \\'as so boring.

I'll sarl WHAT DOES TI{t1 MAN I,lEANl I'm so glad those

SAY

ABOUT TONY?

urc

(v'ontait) You can s:rv that ag:rinl (ttarnictr) \\,HAT DOES TllL, WOMAN N'{EAN? 6. (rrotrtart) I prefe-r plaring sports latht-r than trturt )

litching sports. Me. 1oo. \VHAT DOES T}Jil MAN MEAN?

(ttarru!or)

J. (ntntt)

The colfee is rcallv stlong.

I'll

)

sar

i

(ttatatr.tr) \\F{A'T DOE,S THE \\TO]VIA\ MF]ANi B. (tt'orttttrt)

I thought the n'rath e.\.rm \\iis alrlost inrpossible

(trtutt) (rtarrtttor)

9. (rrtt.ut)

.

\,1c, too. WHAT DOL,S TI

I think uc

IE

N'{,AN NIEAN:)

shc,rulcl go

orrt lor-clinrrcr

tonight. (\'()ntatt ) So clo Ii lt0rtQtot ) \\'IIAT DOES TFIE, \VO]VIAN \,IB;\N]

'l'hc ncu tc.acher cc'r-tainlr, maclc

10. (trctntatt)

hislorv intelesting.

tnuan) Whv u'cre vou stancling at thr: brck

of the room durirrg tl'rc lectur-c? (tttcut) l-her-e rvere n() cmptv sr'ats. (rtctrrutor) WHAT DOL,S THE MA\' .\'1L.A\1 This soup tastes arrf'rrllr irolinl. 9. (ntatt) ttlt)ntLInl Le t's pttt \omL.ntnt( sFi,c. t t (narrator) WHAT DOES TtJE \\ O\1.1.\ '

SUGGEST?

thrc-e- classc's

oYCr.

I

during a Iootberll ganre.

(tt

So clo [.

.

(rtctrrcilor) WHAT DOES THE WOMAN NIEAN'?

8.

I

(y'otttati

dicl vou 1'ell so lotrcl? I'm sorrv. It r.r'iis a big n'ristake.

(rrarnttot') WHAT DOES Tf{E WOMAN

be nice tri itavc:r

pcl.

ri

5. (rontrut) Whv

(v'ontou)

Thc ncu,s re:rilr strr-1'rliscil nrc. ) {\\'r)ltldtl ) \or-r can sa\ tl)at :ig:rin. (rtarrrttrtt ) WHAT DOES TFIII \\rOi\'lAN NIEAN?

(

nith it.

DOL,S THE \\'ON{AN SA\ ABOUT RALPH?

7. (nttttt)

(rttntt

like thc ncu sof:r?

(rtarrator) WHAT

IOntc)r1-o\\

THF. WON{.\N \'lFANl

intrrutot / \\'HA1'DOL,S THh N{AN ML,AN?

SLTGGL,STI

PLACE? He's not too pleased

) Me, too. ) WFIAT DOES

(trttrrt)


4. (man) (tt'ontun)

I think rvc shoulci r,isit Sunt in the

-i. /r1r)irrlll I rhink it rvould

Lct's closr. thc u inclou'.

(ntan) Did the flight gct in ai L\\o o'clockj' (rvonttttt) It arrived risht on sclrcdulc. (rturrc.tor) WHAT DOES THE \\iO\{AN \'ltA\.' (.,wtntan) Are vou reardv to go homc rct? (ruart) I'cl like to suinr:r 1eu, more Iaps hrst. (tlarrator) WF{ERE DOES THIS

p.27

111(1l'retot

thinki'

(rtarrator) WHAT DOES I HE MAN 2.

t-lK}:.LY

hos pi t al.

TOEFL REVIEW EXERCISE (Skills 1-5), p. 25

1. (v'rtrtart )

1fIE ,\{AN \{OS1

l rtunt to

lcalc orr this tlip.

(vrtutarr) When vou deciclc

ln a monlcltt.

) \\'HO

PLACE?

10.

SCRIPT

(rrtan ) (

narrator

)

You can siiv thilt agzlinl WHAT DOE,S TH}, \4AN I\,IE,AN?

TOEFL REVIEW EXERCISE (Skills 1-6),

1. (rrotrtrLrt) Thc applc pic strrt' lot)ks

Irrttttt)

Lct's havc sornc ol

p.28

gor)cl.

iL.

(rtarrator) \\rHAT DOES'flIF. MAf,t St,'CCESf?

2. (uturt)

Hor,r' nruch time is lcft on th. t.sl.) (rorrtrut) \btr have' about tl'riltv ntinrrtcs. (tturrttlor) WFTAT DOES THE \\'()\4A\ \'1 tr.A\l

387

388

RECORDING SCRIPT

3.

(trtait

I Lhink

)

.,re should

(ttarratrtr) \\iHAT IS THE TOPIC OF'

par the bills

tor-right. So clo I.

ln'ottttitt) (rturrutot )

CON\/ERSATION 2?

\'V|'IAT DOES

J. (tt'rLrtttitt)

TfiE WOMAN

MEAN?

rou c()jng to plant thc ne\\

Ai-c

r()se

3.

Tl-re

filst p.rrt of

Intart)

)

\'e.s,

altet' J $ cecl the tomato piants

laroc camplrs, ancl I har.e classes :ill

cut the bushes aroLlncl the r,:rrd. Inarr(!()t ) \\ Hfi lS THE \,1A\ MOST LIKELY zrncl

TO

ernother,

Not eractlr'. ) Ittarratrtr) \\ IIA'f DOES THE MAN SA\ (

o\,er campus. I need 1o takc- the shuttlc bus fr.om one class t
RF.?

-:. (tt orrtuti) Dirl Karla pitss the stzrtistics exam? rrtatt

\\'hat can I get fol

(tt,otrtart) What

(tttiut

(narrltor) WIIAT

IS THE TOPIC 0F CON\IF]RSATION 3?

(trttttt

)

Itt oittutt

p.36

Conversation I

Questions I through 4. Listen as tno sluclents discuss nhat a professor s:rid in ii recent class.

I)ocsr.r't rhc lakc look bear-rtiful fronr hel.e? er

srr inr.

Do r,ou think Pete-r- nnslvere cl vorrr'

)

EXERCISE 9,

PLACF].'

(narrtLtrtr) \\'HAT DOES IHE MAN SUGGES-|?

t.

?


Lel s go tlou n l'or

)

do I'ou neecl to knou

roi-r?

lt'olttLtt) A sanduich and flics to go, pleetse. (tiarrdt(tt ) \\ IIERF. DOES l'HIS

7. itt'ortitut)

or I'll ncver make it rrn

tlmL'.

A1]OUT KARLA?

6. (rttun)

rsation 3 is:

Can vou tell ntc. i.rbout the unir.,c'rsitr shuttle bus sr.stem? This is strclt a

brrshes toclar.j,

!iltail

Conve

qucstions hontstlr ? I'rn sure he expressed his trr.re

eclings. tttLrrrator) \\'FIAT DOES TFIE \,VOl\{AN SAY ABOUT PETER?

(tvornnn

)

Dicl I'ou underslancl the :,rssig-nment thc professor savc us todar'? I'nr not sure that I clid. (ntttrt) He said to tcad Chapte.r 6, didn't he / (ttorttatt) Yes, he saicl to r.ead Chapter 6. Tht_'n

I think

hc- also said sonrcthing about ans\\'ering the qutstions at tl-re. end

I

9. ryirtttut) A colcl rhink n,oulcl t:rstc good no\\r. nttttt ) I'll sar Inutftttor ) \\HAf DOE.S TtlE MA\ MEANT 1()" (tt'curtutt) Do lou think the lari'n should be (

I

n aterecl?

Itiiurt)

It hasn t been uatered in t'eeks. (tturtatc;r) \\'HA] DOES THE MAN IMPLY?

o{'thc chapter. He saicl t() ans\\er ttre cluestions. too? I clidn't hear that pzrr-t ol the

(matt)

zrssignment.

(u'otrtait) I think he did, but I'nt r-rot sur-r-. Mavbc r.r'e shorrld go ask one of rhe othe| sluclents $'hat the assignmcnt is, just to be safe.

(rttctt)

I think rre sl-roulcil

1. WHAT ARE THE MAN AND \VOMAN DISCUSSING?

2. I{OW MUCH ARE THEY

LISTENING PART B EXERCISE 8, 1

.

Tl're

3. WHAT

PART OF THE ASSIGNME,NI" IS UNCl-F,AR:)

p.34

filst palt

o1

Conversation I is:

(rrortttttt) Did vou rrnclerst:rncl thc- assignmenl thc pnrlessol gave us todar'? l'm not sure that I did. He s:ricl to reacl Chaptt r 6, didn't he?

4. WHAT \\ ILL

CON\'ERSATION 'l hc'

1?

filst part ol Convelsation 2 is:

(lnotrrutt) Djd

voLr

Conversation 2

(tt'csrrtntt

Cr-e g?

I heiirci hc stung br a bee. ) (ttortttut.) \\cll, hc dicl-erot gct stur-rg, but it riasn't I.r ,, h.',..lnrlrs a h,rrnel tltnt sturrp him rvhilr- hc r','as oLrt \\'alking in tl-lc pat,K.

) Did vou

hear u,lrat happened to

Gregi'}

(trtnrt) I heard he got stung bv a bee. (r'otrtatt) Well, hc did gct stung. but it uasn't bt'a be.-. lt ivaq I hornct tlurt:tr-lrg him u'hile

hear-t hat happenecl to

(rtttut

THE,Y PROBABLY DO NEXT?

Questions 5 through 8. Listen as t$o pcople desclibe sornething that happened to a f r-ie nd.

(ttttrttttor') \\'f{A'l IS I HE TOPIC OF

2.

SUPPOSED TO

RE,AD?

(trtttrt)

hc. u,as

out ualking in rhc

perrk. I1 it tas a hornet, tlren Gr.eg plobabh. came verv close to the hornetls ncst- [ Llnderstand that hornets usuallr onlv attack if thtr,'r-e trliltg to protcct the nest riher.e the eggs are ri'aiting to hatch.

SCRIPT

RECORDING

(tt'ortttttt

J

(]uttt1) (tt otttatt

\es,

)

onl\ clarngerotrs il rorr thcil nests?

So hornt-ts llLc.Jme cl( )se t() s,>

(ilcu irrobalrlr

carrrr- ciost' 1o he r,,as r.,Lrl oir

ti horrtcl's ncst rrhile his u alk ir thc p:rrk. J'ticn rrr shotrlcl fincl ortt rvhere Glec \\'irs \\'llking trn(l n()t go \\alking

TOEFL EXERCISE (Skills Conversation

6. WHY TJO IIOR.NETS 7. W}IAT' DID

GRF-G

1

Questions I through 4. I-istcn irs il nt.ln asks lLrr cli rec t ion s. (

Utel e.

5, WHAT HA['PF,\ED TO

rtttttt

(trontcttt (tttutt )

GREG:)

{TI-ACK?

(

tt ott

)

ttLt t )

PROB.{BI-\'COME CLOSF-

\\rhcr-c is it cractlr ? \irtt uo clrlrrn ihe s'rr-ee't

iol onr, ltlock arrtl tltcrt turn r ight. You'll sec it i'ight thclc. Do rou knorr rrlraL tirrrt'1ltr.

lnttttr)

IS THh \\ Cl\IAVS ADVICE?

lell nrc rr lierr. the post oliicc' is? i rrcecl to mail a package. Oh, tirat's casr. Iti yen cirise br'. C:rrt r ou

)

TO?

3. \\'HA]'

7-91,p.37

1to51

oil-ict'closcs.'

(uotttatt) Irl

Conversotion 3

Questions 9 through 12. Listcn to t\\'o stLrdcnts ()1r a

(trtcttt)

Llnile|sit\ cilmpus.

(rttttrt)

Cun rou ttll nrc abotrt the rrnircrsitr shuLtlc brLr srstem? This is such a la|g.' canrl.rLL. ancl I ha|e classes all ()\'e( cunri)u\. I r'reed to takc thc' shr,rttle brrs lr onr (lll(' class to anr)thr.i', r)l l'll nc|cl lttakL- it ()n

1iIlr..

(t,,'orrtcut) Whlrt clo \()u lr!'ecl to knori? I thinli it's a r-callr elcat svstenr.

(ututt) (v onttLrt)

tlie canrplL': il rorr uirnt to travel off -canr ptts, r ou'll net'cl to tekt thr citv brrs s.\slclr. Btrt the univelsilr shuttle trus sr str'nr rvill gc-t ,, orr Ilorn r)rrr'cliiss t{) the no\t Vct'r el'l'icic'nlrr.

(rrttLtt) (v'cuttttrt

Fir-st of all, n frelc cloes it go? -l-he unive r-sitr shr-rttle l'rus svslcn'r goes all o\ er carnpLrs. It doesn't leavc

)

(ntart) lrt'orttiitt)

Anrl lros mtrch does it cost? It's fr r-t-. can v()Ll believe it? So rotr clon'f barc l() pa\ a,t cent to get zrll around the rrniversitl camplls. That's reallr greart. And lrou do I catch thc strr-rttle busi) Just look fot'one oI the bright vellorr shuttlc btrs signs, ancl go stancl ncxt tr-r it. \bu c.rn sec the rellolv shtrttle bus :igns all orel czrnlpr.ls. A shuttle bLrs u ill conrc along approxinralr'lr e r r-r'r fir t nrinutes. so vou shorrl.ln't hatve 1o rr

eit long.

lntart)

That all s()unds good. Thanks lor'

{t'orrtari

voul help. No ploblerr.

)

\\HAT ARE,'f}IE MAN AND WON4AN AREA DOE,S I'HE LINIVERSITY SHUTTLE BUS CO\/I]R? HO\\' MUCH DOES T'HE SHUTTLL, BLS COSTi WHAT COLOR ARE THE SHUTTLE, BUS

ll ll

SIGNS?

litat it's opcn rrtrtii

Olr, that's gl cirt. It's onlr loLrr-rr'clock no\\, s() [ shoulcl be abl.- t() sct thct c ancl get this pack:r=ge nrailt-cl toclar. 'Ilr:rrr ks l'or r our' lrclp.

(.r'orttart) NoptoblcmI

I. WHAT

ARE THE, \,IAN AND \\TONIA\

DISC{.- SS]NG?

2. HOW FAR A\\iAY IS THE POST OFFICIIi 3. HOW MUCH I,-ONGER IS THE, POS'I' OFF IT I: OPEN TODA\

4.

\ATHAT

?

W]LL THE MAN PROBABLY DO \I1\ I ?

Conversation 2

Questions 5 through 8. L-istcn us a nr:rn

ancl

\\'o[lan discrrss somc interc'sting infolmatiotr the

t

llrlrL

onran jr-rst lealnc-cl.

(\\'otirotr

)

Dici rou rcacl this nraqazinc lrt je i.'.'

The irrfornration (rnart ) (rt'outau)

ir-r

it

is

tunbr'lievabIe. Wlratls th.' alticle about? Itls abor.rt papcr, specificallr aboLrt horv nruclr papcl Anrericilr ls Llsr. u p

aclt r c'itr. at c vott so intcre'str-cl irr paprcr'? [t's not papcI that I'r'n inte |u-slcd in: it's trecs. Bccurrrse Anreficans Lrse s() muclr paper', nrrrnv tr(.r's hare to be cttt cltrrr. n. e

(nttrrt

)

(toutart )

(rrtttrt)

\\'hr

Accor-ding 1() the articlL-, liou rnlrch papel do Amclicans use?

(r onttttt) About

(trtart) (irontctrt) (ntatt )

DISCT]SSING? 10. \\THA"I'

1'rlc'ttr sule-

lir c.

ltt'ontatt)

-50

n'rillion lons ol papel'a

veai, can rou believe it7 That's plobablv a lot oftrccs, isn t it? \bu bct it i-s; 850 million trcr-s a \elr'. I cln't bclier'.' \\'r' !'e.illv n!'ed 1.) us. so much pitJrclr. Ncithtr can [. I m sulL- \\c c.)ulcl leclrrcr- tlre lul()Lurt of paper \\r !rsc

iIsr'riantctl

fr,.

). WHERE DtD THE \\'OMAN LE,AR\ THE INFORMATiON/ WHA]' IS THE TOPIC OF'f HE CON\/ERSAI-ION?

389

390

RECORDING SCRIPT

7. APPRO\I\4A1'ET-\'I{O\\T fuiLiCH AMFiRIC{NS L.SIr E.

\\'IIAl

ll'.,1

2. Tire first

PAPER DO

0NF. \'EAR?

par.t

(rtorttau)

T)OES'I'}IE \\ONIAN \\ANT PEOPI-E

of Talk 2

is:

Todav u,e're going to see sornething

that most of rou har,e pnibablr, nevel seen before: a froe-junrping

"fo Dor

jr-rnrping cor-rtest is

Conversation 3

c()ntest. This

Questions 9 through 12. Listcn as 1\\'() stu(lents clislriss :r pt'oitlcrtr rr, ith onc of theit classes.

Calaveras Countr', Cali Iornia.

(ntrui)

f-an rorr bclicvr, hor,i nruch rcading \\r' nlt\r rrr)t out'Al-nc-t ican lilct'atttrc i lli.sJ

(tt ttntrLtr

(trotttutt)

(nttttt) (tt'ctuturt)

t'nltttt) otrttut)

l()ts Ol |ca(iing, brrt I nt'r e| crpc'r'tecl thrr nrrrch. )t's,:irrcl I tllouslrt that sirrce it uas ir .lris. r,ir.\r'tt.'t iclirt ttorcls, rre rrrlrr]cl jtrst br' r't-aclinlt sonre nor t-'ls. \Vhat a sitt'pt-isr'. Not onh,cLr rr,e havc to r-cltcl I birnch of novcls, u,e .rlst, hlrr,: to lt-lrcl the te:;tbook, rr hic!-r grir cs in jirr-nration about the llutllols lrrr.i thcil novcls. And ri c :rlso huve to lirrcl jouln:rl :rltit:lcs in the- librlrn, u ltich lrur,c conrntent:11'\' arb()ilt t he nor cls. So ri'e have- thr-ee tl-rings to r crd: thc nor els thc-r'lrsclt cs, thc tc\tl)()()k. altd i,rut lt.rl iit ti('lcs. flrat's right. ,.\rrd thcre-'s a lot to r-eud li'r,rn each oi thc tlrr-ee. \\'ell, I'r'n lrr'aciing for-the libr':rrr, r ight no$ t() sct slartL.d .)n all thal r-r'a(ling. \\ hlt ab,rrrt r orrl l'm on nrl rrar back to thc clorrn, br-rt I'li bc- dtring the silntL'thinq that \()u irre, spencling the rcsL r.rl'thc lltcrnoon rvith nrr books.

DISCUSSING?

, \\'} tAT DO I'}{ E \IA)'J AND \\IO]\IAN \JOT ilA\ E TL) RI'\t) t-()R TliL, Ct \SS, I2. \\'HAT ARE I'HE \I.\\ .\ND \!ONiAN BOTTI 1

GOINC TO DO N}.,XT:'

l.

(rttart)

11,p.42 Onc of tlrc nrr>st dcadlv plants in thc

ollcl is poisori hcnrlock. This piant qr',)us in nulrl\ pau ts
,:::.i;:

f::::t:;;;si

Hello. I'nr Mr. Teale, the Ircac] librarian, and I'd like to erplain

tcr

vou about checking out books fron.r

this Iiblarr, (ttarrutctr') WFIAT IS THE TOPIC OF TALK EXERCISE 12, Talk

3?

p.44

1

Questions I through 4. Listt-n to a lL.ctu)'c b\

a

biologv pro[essor.

(tttart)

One of the nrost deadlv plants in the u,orld is poison hemlock. This plant gron's in manv parts of the rvorld. It is cluite dangt'rous 1o hum:rns; people cetn clie if thev eat it. One thing that makes poison hen'rlock reallv dangerous is that it looks like sonre pl:rnts thar people

norrnalh eat. Hemlock belongs to the same fanrilr of plar-rts as thc carrot. Thc leaves of the pl:rnt look vcrr much like parsler., and ils roots look like carrots. Peoplc- havc'died u'hen ther''ve rrrade a mistakr- and har.e eaten poisor-r hemlock n'hu-n thev thotrght that thev rr,clc- e:rting eithel parsle.'' ()r carrots.

I. WHAT IS THE TOPIC

OF THE TALK? FOUND? 3, WHAT IS TRL]E ABOUT HE,MLOCK:, 4. \VHAT CAN HAPPEN TO SOMEONE WHO EATS HEMLOCK?

2. WHERE IS HEMLOCK

(tt

rr

(ttrtn utorl \\'FIAI' IS 1'Il E TOPICI OF TALK

3 is:

Questions 5 through 8. Listei-r as a tour guicle ,les. t ib.'t tt lt:rl :onte lou|i\l\ al-e going lo st.t..

'i he first l)iirt .)l Talk 1 is:

(rttutt)

Counn Fitir, in

Talk 2

LISTENING PART C EXERCISE

l-r-og-

the- Calaver-as

-i. Thc first part of Talk

q \\'IJA'I PROBI-EN4 .\RL, THE ]\,IAN ,ANI) \\'0N1,\\ DISC'tr SSI\(1. l0 \\rHICll CLASS,{RE THE N,IAN A\D \\ONIAN I

of

(trurrtttrtr) WHAT IS THE TOPIC OF T.ALK 2)

) \\'hcn I siutt.'ct trp fol a ]ittlatrrrc elass, Ikn.'l tlrat ther-e irotrlcl ltt

tntdtt)

(it

par-t

1?

otttatt)

Todav ne're going to see something that most of -vou have probablv ncvcl' seen before: a l'r'og-jumping

contest. This h'og-jrrmping contest is part oI tht- Cllavcriis C()Llnt\ Fair, in Calar,elas Countv, Cali lornia.

tn this fr-og-jumping contest,

abr.rut

2,000 frogs and tl-reir o\\'ners participate. ancl more than -10,000 people u.srrl)h c()rre to ri'utch. The

SCRIPT

RECORDING

flog orrners cnc(Julagc tircir-flogs to jtrrrrp hr rr'llin::, \Lr (.rnliti-1, jr-rnrpin3.., sinsli

r

r

g. tul

1..r

n

g. lrlL,* i n3,

iln\ \\rI\ tha\ ( l)n.'lir rrin

BOOKS FROM THE I-IBR,\RYi X4,AY S'fl,iDEVfS KIiL.P rltF.

thr-

c()nlcst. ir ilr:: rict'cls to lr,rntp thlcc titrtcs in.i trt'.r. Tlris coirlcst is blst'cl on u ston b\ N'lark frr:, in r it's e alle ci "T lrc Ccleblatecl JurnPi11s Frog

9. WHO IS CI\IING TI.iIS TAI-K.' \\.FIAT IS I'HE, CIRCL' LAT'ION DF,SK:) i l. \\iUA'l DO l'tlil STtiDL.\TS \trUD ft) l.\Kt:

1f)

12 HO\\'I-ONG BOOKS:,

TOEFL EXERCISE (Skills 10-12), p. 45

o1'

C'llaitt:r: ( (,rrl!t\. 'hruin ptrblishccl {hI slolr irt l S(.i. Sixtr-i}rr-cc rear-s latti, jn l9lS, rhc peopl. ()1: C;,ilircr;rr Cr,untr clct:iclcct to lrolcl

Talk

ir

intttrt)

c()ili('\l ltirr likr'tite 0rrc that -Riiiin iurtl

tlc'se

1

Questions I through 4. L-i,strn to ir rlt'scription the Ringling \lttscrri'ri.

libr'rl :i i,titlber of te:lrs

e.tl llr'1.

o!

ltr a leri tlrirlut('s. rr.''ll hc;rlli,,irrc trt rhc Ringlin! \'lrrsr'trrt.t, in SuI.rs,r1;r, Floricle. -l'lri\ inus('ulr.l rias lririlt br

Rinrlitrg lrncl lris ri ilr', \lrrlri'1. Jtllrn Rirre]ing i).,cir rlr.'l'rrr,'l\ lr\ orrr'ol tltu Rir,'iiri! Bloilr.,r r. rr iro fot nrccl tlic Ringliirr: BrrrtltL ir .lolir-r

WHAl T\'PF" OF CO\TES'I IS 1'I? APPROXIX'lA1

EL) flO\\ \1.\NY FROCS

i'ARTICIPATE ]:.\Ctl

\ F,.\Ri

}]O\\i i\lAN\ TI\1ES DOIS A FROG \L,EI] 1{) JI,NIP TO \'iIN:' 8. WHAI'lS'IRL,E ABOLT f IIFr FROC-Jl-'\4Pl\(-l

Ci lc us.

\\'e'll ire r isil inu lrr. rrlr':r:: i l)t' \4usr'rrnr ,rl {r-1 llrii l lrc Cilr iir Gallc|r. 1hc \4ttsr'rrtil ()f Al1 !r{!rllr:jr: sonrc erccllent l)lrr rr, lrrt' l)irt1 I i i lt !\

CONTITST'? Talk 3

Questions 9 through 12, l--istcn r().i l.rlk rj'r'en gloLrp of nc\\ Lllli\L-r'sit\ slu(lcnis. |

fi|iln

)

Hcllo. I'rlr fulr Tc:rlc, tirt-

t.)

rorr abottt chccking or-rt boriks lrrrnt this libralr. Stritlcttts n itlr ID carcls cair check ()ut l)o()i.:s, ancl thc books

m:rl irr'kcpt i,'r

Lll) t() t\\() \\'cdks. ['lre lrrot'e ss f or clrccking t]rc books oul is reallv cluitc sirnple hcc:rrrsc ol' tlrc' crrmptiteri,recl clteck-out s\ stcrn.

finrl it btrok ir llrc libralr tlrirr roLr rior-rltl likc to chcck r.nrt. just bring i1 hrle to thc cirerrlzrtiorr desk. Tlre cilctrlltion clcsk is the clcsk rlhere r'ou t heck nratc'riais orrt fr-om the librar-r'. AII vou nce.l \\'hcr) r ()u

io the ci|culatic-rn clcsk is titc ltook ot trooks {hlt rott \\ant t()

VoLl c()lr"lc

cht'ek orrt antl r,rLir stucl!'nt ID carcl.

At the cir-ctrlation clesk, thr' clclk ri ill takc tht' book ancl the ID calci anci

throrrglt tltc compLtterizccl scilnrrr'r. A lirrin is prirrtctl qtricklr br r-rrn Ilrr'r't.t

{hc comptrter', an(l \'{)rl nceal to sign the lolrn.l'hat's all thclc is lo il, Jtrst

rr'lnrllrbcI tir b|iilg rotrr iD tar rr frcrr

cl

ron conle lr)

sign thc

tl-rc libr-lrtr, to forn'r:r1 1hc eilcrrlalion

sk, ancl to l'etLrrn the bt,oks ri ithin trt'o rr,ceks, itncl r,ltt \\'(,Jt'( llii\(r i\nv plc,blcn'rs her-c at tlte liblalr.

rle

Cir-crrs

lreacl

liblalian, iurri ['rl ]ike t{) ('\plrrin

\\'hcl

irtcluciinu srrr)1c i>r 1111i..'ps. l-lr, Glrllcr'\ a()nt.iins ilrnrl l,,r' citcttscs oi lcltis itlst, ini. lLl(llr: ., IC0-r'e at-,,iri cit-ctr\ llll-lr(l!' \,..(

1o a

L-l:rior

rorrl visit io lirt,Rinll

.

\'{ttscLrnr. I'il scc rotr lrlrr-k rr; r lr.' irt tlrt ctr lrou r s.

,..

I. \\HO IS PROBABL\ 'IAI,Ki\G.' 2. \\H\-DID JOIIN RINCt,I\(] BI]CO\iI:FAMOLIS?

.]. \VHAI IS INCLL;DEt) II.i IHF- CIR('L.S L;AI-LER\ ] "+.

\\'HAT StlOtiLD'iHl:. P|lC)f'l-i: f)() l\

f

llRi:t:

HOLJRS? Talk 2

Questions 5 through 8. l.isten io a leclrilc br

u

btrsi ness prrrlcssor'.

i\\'t)ntenl Hcnt'r Fottl :

N{oclcl

'[ lrtrtontoirile i:

r.rarlpic oi the bi-'ntlits ol ntass prrrduction. Hcrrn Folcl

a gl'cat

int:-oclucc.l tlrr: Nloclc'l l- in I90S. Th.'s,: {irst \,loclc'l 1 (rrt: \\crrn nrass llr'()riucccl. l-hcr r,r'cle solri ior rr plice ol-S8-50 errch. f hc X,locle I 'l' cars \\cr-c \cl \ t-loprrlat. artcl nrltnr' pr'oirlc trarttcd to orr,n tltcnr. Io nrccl tlrir lrigh clcrranc1, []!'rr-\ Forcl cicsig..rrerl tlre ir i'-st rn:.rjor :Lssrrrrblr' linr.. \\'it h tlti-. usscnrblr lint:, clrrs cotrlcl irc pt ocltreccl rnoi'c titr ii. k I r, ci icir'rr tlr, 'rn,l c'ltc:'plr. [1.;ing tlre usst.rnblr ]inr ntcti'r()cl o1 p|oclrrcIi0n, tIrc conrplrnY ulLs :rbl,' l() !lr()Llu.c I,000 irlcntical .irl s l[ (lir\ 1-!tc pr rr t ol thc \{oelel T' rlt opprrt ltr,r-n :S.:-i() io S.l.10 Pe r'( ir' t

1

391

392

RECORDING SCRIPT

br l9l-1. Tl're plice

clnrppccl even

to Slc)0 pcr ciu, br 192-{. 'f lris e rample clcallv clerronstrates Irtlthe Lhe

r',

clfcct that nr.rss p1'()clrtction c'ur

LISTENING COMPREHENSION POST-TEST Part A, p.47

ll.r\( ',ll lrl i.c\.

5. WHAT IS THL, \4ODEL 1'] 6. \\'HtrN \\'AS I-HE MODEL T INTRODUCE,D? 7. \\'HA].\\IAS \OT TRTIE ,ABOUT ,ASSEMBLYLINE PRODUC-IION BY TORD:'

1.

(trun'atctr) WHAT DOES -fHE WOr\4AN l\4EAN? ) (u't.ttrtcut)

like a cup of coll'ee, plcase Would r.ou like nre to bling th:rt \rith thc clessert? (na)'ntt()t') \\/HO IS THE N'IAN MOST LIKEI-\' TO BE:)

\,IODF-L T OVER TIME,:' Talk 3

Questions 9 through l2. l-iste n to a talk bv ii rrnir ersilr glurlrurtr sturlcnt acir isor'.

(v cnttott

(trtott)

the sracluatc ruclrisol in thc Psrchologv I)cpllt llr.nt. \'ou shoulrl ull be' neri gr lrtlturte strrrlcnls in tltis tlcpaltmcnt. Becausc I'rr r'otrr :rdr isor', l c'll ltt' sccing a lot o1'eaclr ()1hc| clriring rotrI sttrclies.

(r'
(rttttrt) 6.

I'll

savl

I cjicln't hc'a| $ hut r'otr

saild.

THE \VONIAN TO DO?

(trtutt) Look hou, harcl it's raining. (rrrtutttrt) Let's stav insicle toclar.

(rtanatrtr) \\IHAT DOES THE \\TOMAN SUGGEST?

(n'ortttut) \\'ho (trtutt

)

Thc

rnade the decisionl'

clee

ision ir

ars

9. (trnn)

(utttrt)

torri-qht

anc[ rvatch television?

But I clon't \\ant to star homc. (tutrrator) \\'LIAT DOES THE MAN \\ANT TO DO?

Can

lou tcll

nre rrhcn the tern'r

paper for'this cor-rlse is clue? (rvorrtcitt) In thc- last rrcek of the senrcstel'.

r\IAKE?

I. \VIIA-I ARE CO\,IPREI'IE,NSiVE EXAN'IS? I2. .IH \VHEN DO 'ITJE SI'I.JDENTS NEE,DTO MAKE

(ttattcLlor) \\'[IERE DOES THIS CON\IERSA-| ION PROBABLY TAKE

DECISIO\] ]

PLACE,?

t2

\\'lte r-e's Hanki' ) (r'outcttt) He''s in the pool. (IIarrulor) WHAT DOL,S THE \A/OMAN IMPL\. (rrtart

ABOUT HA\I.:?

rrir.r

thc. jtrclue.

Did vou flnisli that lone chcmist:'r

l0 (nr>tttatt) Horr aborrt i1'ue slav here

I

,'+!:l

br

problem 2 (tyotrttut) No, I u'as trnable to solvc it. (ttarrator) WHAT DOES THE WOMAN MEAN?

ll (tttcttt)

!l'j:nli::::i

nraclc

(rrarr.ttor) WI{AT DOES THE MAN NIEAN?

IO. \VHAT C}]OICF- DO THL, STLiDL,I']TS HAVE, TO

F-

Thcse prices arc rcallr sor)d.

Ple-ase pal bettL-r attention. (ttarratrtr) WFIAT DOES ]'l{E tulAN WANT

ge

9. WLIO IS \'1S. BARKE,R TAI-KING TO.'

)

(tt'Oiltutt) I'nr sorrr'.

(ututt)

likc

neral progfzull sO \'()tl rlotrlcl takc conrprehcnsir c e\an)s. Yotr don't rrcccl to decicle toda] :rborrt thr' thesis ol conr1-r'chcnsive c.\lms. \tlr hrrt- sir nronths to think rubout it. a rr()r'c

n Ellen?

(trctrretor) WIIAT DOES THE MAN MEAN?

tlrc uratelial in r,our gr-udrratc vc)r.lr lll-oqrarn), so \'oll a the sis, ol if vou'd

sce

ABOUT BILL?

graclrrate strtcl jcs. Compr-ehensiVcc\anls ilre e\atns that cor er all of

lile

ron

(tlarr(Ltor) WHAT DOES THE \\IOMAN SAY

nrust lllk!' c()nlprchcllsi\icc\lllDS. Le t m(- tell rotr a little bit :rborrl cach ol thenr. A thr'sis is a l()na. r'e\ealch papcr; pelhaps onc or' t*.o hundlecl piigcs long; it's an inclcptlr stLrclv of ()ne auea lronr vour

u oulcl s

Hetr e

(ntatt) \\rhr ale \'olr so Llpsct riith Billl (rr'()ntun) Bccause he clicln't te'll rnc thc ilrrtlr.

YOtL

dcpth in

)

ABOUT ELLEN?

hclirr, I'cl

pl'()gri-lm. Basic:rllr', r'ou mrrst clecidc il rrrtt rrltnl l(\ \'r'\cl {'n\'lllcil in

.

Shc tllor,c to the shoppins centcl'. (rtot'rrLtor) WHAT DOES THE \'lAN SAY

) []r'liri, I'nr Ms. Balkcr,

Jike to crplairr zr choice thut vou har c' 1o nrukc :rborrt r ottr llr'.)-et rtrrr in ltsrch,rl,,ur. )ott trtrtsl cleciclc hori \'oLr \\'rn{ to finish lrlr.rr' pt'()alanr. At thc' encl of this ploglanr \ou nlust clo onc of t\\'o things: t'ithr,r'r,rLr nrusl ri'r-jte a tlrt-sjs. or'

T'cl

(trtatt)

8. \\'tIAT HAPPENL,D-IO-f}{L, PRICE OF THE

(v ontrttt

(trtatt) Wheu is vorrr alt class? (tt otrtutt) It begins tonisht.

RECORDING

l3 (tt,onnn (ntttrt

I'm zrlrvavs so tired during the dar:

)

Whv don't vou get a Iittle- more slecp at night? (tlarrator ) WHAT DOES THE MAN SUGGE,ST? t4

(

)

(\'ot1totl (

t5

(t'ontcrrt ) (tnrut )

rr0tot

I

I6. (ututr) (wonttLtt (

t elither is inclediblv beautifull :ar thnt agairr!

eun

Yes, tlre en!rinc nt-eds to be tuneci

ntan )

(narrator)

W}tO IS TI{L, \,lAN MOST LIKELY TO BE?

( trt art

)

(rt'onnlt ) ( ttarrator)

l9 (vtttttutt (rnnn

I hope lou cn jor ecl vour- ltrnch. That sanchvich uas reallv tastr'. WHAT DOES T}{E, \\'OMAN MEAN? ls Miirie lecling bettcr nori ? Yes, she's finlllr leeling quitc

)

)

rr.

clon't \,ou put them up on the

u,all?

(ttarrutor) WHAT DOES THE WON{AN SUGGEST?

27. (tntut)

Docs Carrl knorv about the mcctir"r.q? hin'r knou' :rbout it. (ttarrcLtor) WHAT DOES THE WOMAN MEAN?

(rtutttnt) I'll harc to let

28. (trotrttnt ) (rrtan ) (

car-J

up.

18.

hometori

(v,otnnrt) Whv

Havc r ou hgtrrcd out the prc,,blcn-r

)

I reallv like these photos of ml

\\'HAT DOT]S THE WOMAN MEAN? rvith nrr

(

26. (rnart)

Ale votr having mtrch success u'ith \'()ur gafalL-n / No, thrlc- ar'!- t()o manv locks in the soil. \VHAT DOES THE, MAN ME,AN?

\itr

rturrolor)

17. (ryontntt

PLACE:)

thror.rgh. WHAT DOES THtl WOMAN MEAN?

Thi-s )

a


I tritcl, but it \\ilsn't eas),to get

)

ttttrrator)

l t1a

25. (wcuttan) Can I hclp vou? (ntatt) I'd like to check in, pleasc. I neecl single room for one night. (narrcttor) WHERE DOES THIS

Har,e r'<-ru lc'acl thc chapter- for' toclar'?

rttart )

SCRIPT

29.

narr0tor)

Wlrv rvas vollr textbook chtaper tharn minc? Mine ri'itsn't neu.

WI{AT DOES THE MAN MEAN?

What did the te-acher just sar'? I didn't hear it. (rttart) She announced that she uoulcl be giring an e\arn soon. (tllrrator) WHAT DOtS THE MAN ,\4EA\? (v orrtart

)

30. (ntart)

(trorrtutt)

Hclu'often does the so\,ernment concluct a census? Once each decadc.

(rutrratrtr) \A'HAT DOES THE WOMAN \1E {\

i,

healthr'. (

narrator

)

20. (nturt)

(t'ctntrttt (

)

narrator

)

I'm r-eallv har,ing problcms in this psvchologl class. Whl don't \/oll see yonr-profcssor during her office hours? WHATDOES THE WOMAN SUGGEST TO THE MAN?

p.49

Questions 31 through 34. Listen as tno flicncl: discuss a mceting o1'the ski club.

ontan) Hi, Jack. (ntatt) Hi, \\/anda. Where arc (v

(v,orrturt) I'm hcading for

a n-reeting of the ski

club. It starts iit thlcc o'clock.

(tt'ottttttt

I think Sallv lealh, said sonle mean

(tnttrt) (worttatt)

)

So do

(rnrratctr

)

I!

WHAT DOES THE MAN MEAN?

(rrtttn) (rtut"rator)

Can vou turn the stereo up? I ci,rn't reallr" hear it. The music is a little soft. WHAT DOE- THE ]VIAN MEAN?

(tttart )

What happened uhen volr ga\.e

(t,cttttcttt

)

(rrturt) (l.'ontart)

Larn'the present? (trontttn ) (rturrator)

He thanked rrle over and ovcr. WHAT DOE,S THE WOMAN SAY ABOUT LARRY:)

(ntan) (rontan)

Do r,,rr \\anl to come alongi) What does the ski club clo? Well, r,ou get to kno\\'other people u,ho enjov skiing, listen to lectures and presentations on skiin-e

techniqucs and equipnrent, erndbest of all-plan skiing trips. Doesn't that sound good? It does sound great, but I don't exactlv knou'hori, to ski ver-v rvell. Thzit doesn'l matter. Ybu don't have to knou hor.r'to ski. You.just have tcr rt,nt'rt to l"o.t-r hou,to ski. That sor-rnds like mr kind ol club. I guess I'll come zilong ri ith vou and

trr,it. We'r'e got to hurr\'. It's almost three

o'clock.

ffi#i:it::t'.::

xii:l::r't

1l

r.otr rushing

to?

(rrarrulor)

things.

1l

B,

(rtturt) The ski club? !rr'ttnt(utl fi'r, rtre tki .lub.

(ntart )

1-)

Part

Whv are vclu saving vour moner'? I'd like to buv a house at thc bc-ach. WHAT DOES THE, MAN MEAN?

(tt'ottttLtt ) (ntatt ) 22

WHAT DOES THE, MAN IMPLY ABOUT MARIE?

393

394

RECORDING SCRIPT

3I.

\\IHAT TIME DOES T'I{L, N,IE,E]'ING BEGIN?

When rve arrive at the Petrified Folest, ple:rse. be sure to kecp in mind rhat iti against the lau' to take an]'petrified uood out of the folest u,ith vou. You mav thir-rk about

32. WHAT DO PEOPLE DO A1'SKT CI-L]B MT]ETINGS?

33. WI{AT PROBLE,NI DOES THt] ]\{AN HAVE? 34. W[]AT WILL TI{E N1AN PROBABLY DO NEXT? Questions 35 through 38. Listcn as n rn:rn rncl \\'orruur discuss .r irc\\, fvpc of last-lirocl packaging.

(rttun)

I uas lcadins an articlr in the pairer

aborrl :r nc\\ tvpe ol last-food packaqing. lt s reallv great \\'hnL s so grezrt about this packaging iol l:rst lirod? \\ihat's gleal is that thc piickaging is rd iblc. !

(tt outatt

)

(tttart) (tt'orttutt)

(rrtart)

(v'otttott (

rtttttt

)

l

(r'otttcttt

)

F.rliblc?

picking Lrp just a tinv little- piece, but please don't do it. 39. 40. 41. 42.

\\TI{ERE HAVE TFIEY JUST BEEN? WHERE ARE THEY HEADING NOW? WHAT HAS HAPPENED TO THE WOOD? WHAT DOES THE MAN ASK THEM NOT TO DO?

Questions 43 through 46. Listen to a talk bv universitv student adr,isor.

(v'ontan)

fll.it's-,-ight. With this neri packaging, \'ou can go to a f'as1-food restau|ant, o|de| a burger arnd lries, and tht-n cat the r.vrappings that the lrttrrr'r l,rrJ ll'i(s r'ame in. So, r'ou'cl bc cating paper? (laughs) Oh, no. The u,r:rppers sort ol look arrcl feel like papcr, but the-r"r'c- r'eallr nraclc lr-om things like sovbcans. corrr, Jlotrr'. lt st-runds likr. thc \\'r'appcfs nri{tht bt cven bettcr fol vou than the I'ast i

the beginning of r,our senior r,ear, ou har,e a couple of things to rernember-in order to gracluate in a1

June,

Filst of all, r.ou need to till out a requesl -to-gradu:ite form. You

should fill this form out and turn it in to vour advisor. You need to dcr this bv December if vou rvant tcr graduate in June.

35. WHERE, DID THE MAN LEARN ABOUT T}II]

thing vou need to do is to order \.our cap and gou'n. Duringr the graduation ceremonr-at this universitr,, all the graduating seniors \\'ca| the same blue and gold cap and gou'n. \'ou'll also need to place r,our older for vour cap and gorvn bv T'he second

THE NEW

FAST FOOD PACKAGING? 37. WHAT'IS I-SE,D TO MAKE, THE, FAST-FOOD PACKAGING? 38. WHAT DOES THE, WO]VIAN THlNK ABOT]T TI IE NE\\' FAS'I-FOOD PACKAGING?

the end of December. So remember the tu,o important things if vou \\:ant to graduate in Jr,rne. Fill out the request-togradr.ratc form, and order vour cap and goun. Don't forget, nou'!

Part C, p. 51 Questions 39 through 42. Listen to a guicle on

a

DLIS IOUI"

(rtrart)

I'm sule lou all enjoved that trip along thc Grancl Canr,on and the Colorado Rir,e'r. It's quite amazin.e, isn't

i1?

nert stop on oul totrr is the Petrilicd Fore st. This is a huge clesert lolest that is not erarctlv made The'

ol trces.

the tl'ees are so olcl th:rt thcr'r'c fallcn and Irave turned to st()ne. Thev look just likc fallcn logs. but ther''re no lon,qer macle of uoocl. Insteaci ther, are nracle ol

You'r'e all seniors nou,, and votr should all be graduating in June, at tl-re end of this school vear'. But nou', r.

ooclI

NE,W FAST-FOOD PACKAGI NG? .36. WTIA]' IS INTE,RL,STING ABOLJT

a

,I3. WHAT IS THE WOMAN MAINLY DISCUSSING? 41. WHAT MUST THE STUDENTS DO WITH THE

REQUEST.TO-GRADUATE FORM ? WHAT MLIST THE STUDENTS ORDER? 46. WHEN MUST THE STUDENTS PLACE THEIR ORDERS?

YoLr sec.,

bear-rtifull." ct.rloled stone, such :rs

carnelian, and onr,'r. It's urrbc'licvable to see all of thesc farllen tlees fronr a clistance erncl then up close see that ther're reall., stone ancl not uood. jzrsper-, a-eatc,

Questions 47 through 50. Listen to a talk bv a man rr'ho uolks u'ith animals,

(ntart)

'fodar.'dogs are being trained in a varietv of navs. One rval-that dogs are being trziined inr.'oh.es "smell." For example, dogs are being trained to use theil sense of smell to find missing persons, hidden drugs, or explosives slLch as d',namite.

RECORDING SCRIPT

Dog trainers have found that almost

(tt:ottttttt

all tvpr-s ol dogs have equer)lv goocl

lntAtl )

)

senses of smell. Even though

different t.''pes of dogs have

Iuarrator)

equir,'alent senses of smell, thev aren't ecltrzrllv good at different tasks. Holvever, certain Npt-s of dogs are bcltel at certain tasks becarLse of othel characteristics thev havc. For' example , beagles urrc small and friendlr, so ther''re often used at crori'de
c\plosi\es such as dvnamite. Golden letrierers riork rvell in the cold, so ther'r'e oftcn used to find people lost ln ti)r- sr)o\\.

(ttarrutor)

Have r,ou been to the post office vet? :rll the letters. WHAT DOES TI]E WOMAN MEAN?

(v ctntart

Therc-'s no

(

rttct rt )

(tvrtttttttt)

Yes, and I rnailed

)

(rrtatt

Thanks.

)

10

WHAT DOES THE MAN MEAN?

(v otrtatt ) ( rttatt )

Is that chair comfortable? The seat is too hard. WHAT DOES THE MAN MEAN?

(trurrator)

ll.

I

n10l1)

lll()l1l0nI (

rtarralctr

)

12. (tyctntatt

(rt

Listening Comprehension 13.

When is vour trip? 1. (nratt) (v;
apartment? (nutt) Rent shorrld be paid to me on the flrst of each month. Irtarrutor) WHO iS THE MAN MOST LIKELY

)

arrator

(r'ontdn (rttutt

)

)

(ndrratot l4

( (

tt'otttcut ntatt )

)

)

(rtarrutor) t5 (tt'clttan l

Did vou hear hor.v Rob did on thcmath ex:rm? (*,ctmutt) Yes. He got the top gradc-. (,terrator) WHAT DOES THE WOMAN SA\ABOUT ROB?

4. (man)

Where's Mike? He shotrld be in his sc[ll no\\. (tlonntt) He's absent todav. (narrator) WHAT DOES THE WOMAN SAY ABOUT MIKE?

5. (wornart) That rain storm reallv

(mcut)

(v'otttun

clid some

(rtarrator)

surprise

par11-?

She rvas

certainlv smiling the rvhole

time. WHAT DOES THE MAN SAY ABOUT BONNIE?

Traffic is unusuallr heaw todar'. You can sav that again!

16. (rrturr )

(tt,otnttn ) )

I7 (wontatt)

WHAT DOES THE WOMAN MEAN? ls thele a problem, officer?

\bu uele driving much faster than

lnt0n,l

the speed limit. Mav I see vour

(rnrrator)

WHO IS THE MAN MOST LIKELY TO BE?

sa-v!

M EAN?

Peter really lost his temper.

) At least

Did vorr find an zrpartment? Ycs. and itls tlosc to thc universitr. WHAT DOES THE MAN MEAN?

clrir-eris license?

(narrator) WHAT DOES THE MAN

6. (nart)

t?ta|1 )

damage.

I'll

hard. Whv not get some help? WHAT DOES THE NIAN SUGGEST TO THE WOMAN?

Do vou think Bonnie cn joved her

)

(rtarralor

Susan has a nicer cal th:ur rnosr people. That's because shei richer than most people. WHAT DOES TIJE MAN SA\ABOLIT SUSAN? These physics problc'ms are toc)

)

TO BE?

3. (man)

Oh, no. Oul tcam is losing. Not fol Iong. The.r''r'e got the bzrll, and the1,'re gling to sco'c. WHERE DOES THIS CONVERSATION PROBABLY TAKE PLACE?

COMPLETE TEST ONE:

2. (wontart) When should I pav the rent for

l'll return it in a couple oI

(tturrator)

Intcut )

Part A, p.246

tcr

da1 s.

OF DOGS? 49. WHY ARE GE,RMAN SHEPTIERDS USED TO

50. WHAT ARE SOME DOGS TRAINED TO FIND?

problem if vou rvant

borrori lhe book.

47. \\'HAT IS THE TOPIC OF THE PASSAGE,:' 48. WHAT IS TRUE ABOLT THE VARIOUS TYPES FIND EXPLOSIVES:'

I've run otrt o{ bread. Let's gro to the mar-ket and get sonte moft'. WHAT DOES THE MAN SUGGEST?

l8 lIont0t1) (rnatt

Oh, no. I spilled sonre coffee on mr' homcnc.r'k paper. Nou'.u'ou're going to have to reu'rite

)

he apologized.

(narrator) WHAT DOES THE WOMAN ABOUT PETER?

ll. SAY

(lt0rrutor

)

WHAT DOES THE MAN SAY THAT THE WOI\TAN SHOULD DO?

395

396

RECORDING SCRIPT

Ale t'ot-t going srvimming todar ? hc u,atel''s n()t \\ianl'l e nough lor

Itt'otttatt ) (nran

T

)

Ine.

(narrutor) 20. lr.r'onran j )

This stolr'is clr,>erl todar. Thcn, let's go to anothcr one. WHAT DOES THE. MAN SUGGEST?

(tt'ontttrt ) (ilrtrraI()t )

Does tlre Llni\:elsitv have zr moclern theater:) A neu lhr.ater-is being built. WITAT DOES T}TE \\'OMAN MEAN?

(ntart

)

(t!arrator

zl

22

\A'HAT DOb]STHE MAN MEAN?

(rnatt

(ntati

)

I think

)

\\ e

shotrld lcave tornor

|

(-)\\'

instcacl ol t,rdar,. (tyotntttt ) tarrul ttr )

(t

23

(

SodoL \\THAT DOES I'HE \AIOMAN ML,AN? rr as r
(tt.otttatt ) rtan nlrtr)

p.248

Questions 3l through 3.4. Listen as a man lnd \\'rrman clisctrss a chance the\' havc to sce s()nlc t'hales up crlose.

(ntatt)

You're going on the boat tlip this afternoon? (tt,ortttttr) l'es, I am, and I can't rrait. I'r,e ner.er been up close to a n'halc be[ole. Drr vou think u,e'll see manl u'hales

(mnrt) (x,ornun)

(tnau)

Dici rorr h:rvc:r nice \veekend? It riras pcaceftrl, antl that's u'hat I

tt'otttttrt ) (ntatt ) (

ner'clccl.

(rnrratnr) WHAT DOES THE, MAN MtrAN] 25. (ttontart

Should \\'e takc out'seats nou'?

)

Tl"ratls a good idca. I

)

/tt'otttutt

think the

(nnrt) (tt,ottttttt (rrttttt)

(tt'ottttttt

rrlcllcstrir is:rbortt lo begirr. (narratrtr ) WHERE DOES THIS CONVE,RSATION PROBABLY TAK E PLACE? 26. (v.'ottttttt (utttrt )

)

(rtarrtttor)

stlmmer. Hor,, long is the boat trip, clo

I or c'r'slept again tlri-s nrorning. Whv don'l \()u set totrr alalnt tcr u'ake vou up? WHAT DOES THE MAN SUGGEST?

)

)

3I. WHAT KIND

OF TRIP ARE THE MAN AND WOMAN DISCUSSING? 32. WHAT SEASON IS IT? 33. WHAT ARE THE WHALES DOING NO\\'2 34. HOW I-ONG IS TT]E BOAT TRIP?

\{'hat clo I nr'ecl to bring to thc test? You'll rreed some e\tra pencils and

(rrurrator)

paper. WF{AT DOE,S THE WOMAN MEAN?

(vttrrtrut) I scc' that there are' trl'o wavs

Is tl.rc babv still sickT His ti:mperature is still high. \\IHAT DOES TI{E WOMAN MEAN?

(nnn,l

)

(trttttt ) (tt'otttat I

t

)

ndrrutor

29. (ntau

)

Aler clidn't go on thc rrip u ith

)

otltet (ttorttttrt) (

rtarrator

(rt'otttatt 0il(Lu) (

rt

arratctr

) )

)

vr-rrr

The boat leaves at one o'clock and retLlrns at abollt three o'clock. Onlv a trvo-hour trip? \ts, thc u lralcs t|avel preltr close t
(tt'ottttttt )

27. (ntLttt

28

)

todav? We shoulcl. This is the best rime ol' the le:rr to see scme u hales. Whr, is rvinter the l-rest tinte of the )'ear to see i.r'hales? At this tinre of .,'ear, the u hales ale heading south fi'orl Alask:L to \\rarmcr'\\'ater lor the rvinter. Then ther"ll return to Alaska be{'ore

knorr'?

IMPL\'.,

(fitatt

B,

Whr

rrrart )

(

24.

Part

thc.

s.

I gar,c him the opp()rtunitv to g(), but he decided not to. WHAI'DOE,S THE WOMAN MEAN? I earr't b.'licrc,\rrrtir.s rcncli,rrr. She sornetimes acts like a child. WIIAf DOES THE, N{AN SAY ABOUT ANNA?

Questions 35 through 38. Listen as one studc.ltt gives some advice to another student. tc)

register- for classes at this universitr.: nrail-in registration ancl rvalk-

through registration. Thats right. Eithel vou can mail in vour registration materials, or vou can slart al the adrninist|ation builclirrg on registration dav and lr,alk frtrm office to officc comple'tine vour rL.gistfation. (tonrart) Which tvpe of resistration is better,

(nntt)

do rou tlrink? No quc.stion about it, the mail-in legistration is far easier'. It's r,el-r,' efficient. and it takes almost no lime. You just ri,rite the courses that vou

\\:ant on the registration fo|rn, nr:til

it in, and vou'll receive vour course schedule in the mail. If vou go to u'alk-thror-rgh registration, vou ll probablv spencl manr, hor-rrs standing

in a nunrber of long, long

line.s.

RECORDING

(woman) That

does not sound good to me. the mail-in registration for me!

SCRIPT

Finally, in 1900, a fbrmer mayor of the citv set up the Inlerborough Rapid Transit Companv, or lRT. This companv got the present-dav system started. Four vears later, in i904, the first leg of the subr,r'av opened. On the first dal of operations in 1904, morc than 110,000 peoplc ri'ent Ibr a ride on the ner,r'subrval'.

It'.s

35. WHAT ARE THE M,AN AND WOMAN DISCUSSING?

36. HOW DOES THE ]\4AN DESCRIBE MAIL-IN REGISTRATION?

37, HOW DOES THE MAN DESCRIBE WALK. THROUGH REGISTRATION?

38. WHAT DOES THE \VOMAN DECIDE TO DO2

43. WI{AT \foAS THE TOPIC OF TIIE PREVIOUS CLASS?

Part C, p.250 Questions 39 through 42. Listen to a descriptior, ol an apartment.

(nrun)

The nert apartment thart l'd like to shou rolr is one of lhe larger'

apartm!-nts that r.r'e har,e for rent. This is a three-bcdroom apartment. As 1'ou c:rn see, oTre ol the bedrooms is larger, and tri o of the- bt'drooms

44, WHAT IS THE TOPIC OF TODAY'S LECTURE? .{5. WHAT lS THE LECTURER'S POINT ABOUT THE NEW YORK CITY SUB\\TAY? 46. WHEN DID THE FIRST LEG OF THE SUB\VAY OPEN?

Questions 47 through 50. Listen to universitv professor.

(nmn)

are smaller. The kitchcn ar-e:r is large. Because of those r'r'indous, it's also vel.r sllnnv. The stove and refrigerator that vor-r see there are included in the rent. The living room isn't ver-v large, but it does have a hreplace and some nice built-in bookshelves.

tracked u,ild animals in the' prst has

traveled too far. Nor.r,scientists are usir-rg a ne\\ \\'r1\ to track animals in the u-ild. This new \\/av of tracking animals uses satellites. Transmitters are attached to animals in the u'ild, and the transmitters send signals into the atmosphere every feu' hours.

39. WHO IS PROBABLY TALKING;' 40. HOW MANY BEDROOMS ARE THERE IN THE APARTMENT? WHAT IS TRUE ABOUT THE KITCHEN? 42. WHAT IS TRUE ABOUT'THE APARTMENT'S FURNITURE?

Weather satellites circling the Earth receive the signais from the animals, and scientists get the information from the satellites.

4I.

talk

,T7. WHAT IS THE TOPIC OF THE TALK?

b1- a

(v,oman) In the last class, u'e talked about

When scientists are studving animals in the wild, thel'often rvant to follou' the animals' movernents.

been u'ith radio transmitler-\. A radio collar could be attachecl to arr animal, and the animal coulci be tracked on a radio recei',-er. Th.' major problem has been that radio signals weren't very reliable. Thcr could come and go as animals

Do vou have anv qttestions?

a

lecture bv a

One r. ,av that scientists hale often

This apartment is unfurnished, scr .v-ou'll need fttrniturc. If you have vour own furniture alreadl; that'.s great. If vou don't have anv furniture of vour own, I can shou you r'vhere vou can rent some.

Questions 43 through 45. Listen to history professor.

a

the

development of the railroad s!'stem in the United States. Todar', u'e 're going to talk about the development of the sub'.r'a1'. I'm going to start u'ith the Ner,r,York Citv sub'uvav because this rvas the first subu'av svstem in the United States.

'Ihe Nerv Yolk Citv subr.r'av took quite some time to get started. Beginning in 1870, several privale business groups tried to start subu'ay s:{stems in Net Yolk Citl', but these groups \\'!'rc Llnsllccessful

48. HOW DID SCIENTISTS FOLLOW ANIMALS IN THE PAST? 49. WHAT IS THE NEW WAY OF FOLLOWING ANIMALS?

50. IN WH]CH COURSE WOULD THIS TALK PROBABLY BE GIVEN?

COMPLETE TEST TWO:

Listening Comprehension Part A, p.27O I need to see the math professor. l. (nturt) (w,onnn) Let'.s go to her office nou'.

(rmrrator) WHAT DOES THE WOMAN SUCGEST?

397

398

RECORDING SCRIPT

Will vou

be at the meeting b1'four o'clock? (ntan) No, I'll be there a bit later. ( ttarrator ) WHAT DOES THE MAN MEAN? (rt otllan )

Did 1ou gct the material r.en, quicklr'? No, thc material didn't come at all

(rnart ) ltt'ot11at1l

13. (nran) (wotnan) (narrator)

t4 (v,oman)

quickll: I

4.

ttarratot

)

(nnn)

WHAT DOES THE WOMAN SAY ABOT]T THE MATERIAL?

It rras reallv hard to find a place to

(tnatl )

(narrator) 15.

(man)

You can sar, that again!

lr'cttttttrt )

(

ltarrator ) WHAT DOES THE WOMAN MEAN?

5. (tt'otnatt )

You picked

(ntart)

(

ttttrrtttor

)

n0rrator

. (tnan

volrr eram alreadv? put the graded

exams in thc office. You can get vours thele. WHAT DOES THE MAN MEAN? r,c-ru going norv? Are vou heading to thc librarv to studr'? Well, mr necklace broke, and I r.r,ant to get it {ixed first. Thcn l'll start studf ing. WHO IS THE \VOMAN MOST LIKELY GOING TO SEE NOW?

l6 lwomltl) (man) ( narrator)

Wherc- are

(tt,ctttnn )

7

lt. (trtomart) Let's ask someone else for help. WHAT DOES THE WOMAN I narrotor ) SUGGEST?

Yes, the plofessor

(nrcttt )

(

L1p

)

17.

(wctntun)

tt'otttcttt

(

ttarrcrtor

) )

shopping then. Whv not go shopping no.,r', and then \\,e can plav tennis later? WHAT DOES THE WOMAN Har,e I'c.u been to the neu, restallrant dou'n the street? Yes, I Lrave. The food there is quite

(v,cttn (

a tt

)

BE? 18.

t9 (nnn)

Did vou like the apartment you saw

(r.vontart)

(wornan) (man)

Do vou want to drive to the game? Wh1'not walk instead? It's not very

(narrator)

WHAT DOES THE MAN SUGGEST?

far.

zr. (tt'onntt

)

these problems before class.

(worttan) 11.

(

narrutor

(

trtutt )

(tt,t'tntan

)

(llarrator t2. (tt'otnan (trtatt

Me, tool WHAT DOES THE WOMAN MEAN?

tomorfo\\' morning? Not that earlv, please. )

)

)

this prescriplion filled norv. (

ttarrtLlcsr )

WHE,RE IS THE MAN MOST LIKELY GOING?

rvas reallv cold

in the classroom

22.

(man)

It

(narrator)

the windor,r,' rvasn't shut completely? WHAT DOES THE MAN MEAN?

(vcttnan)

L.)

-

rvas, wasn't it? Did you see

that

(nnrt)

You didn't get an A on vour paper? No, I didn't. I made one ven large

(narrator)

error. WHAT DOES THE MAN MEAN?

(woman)

Did

WHAT DOES THE WOMAN MEAN? \Vhat dic'l the doctor sav? He told me to take some medicine and get some rest. I'm going to get

It

todayr

Do vou \\'ant to meet at eight o'clock )

Not realh. I don't want to be so far from campus.

(narralor ) WHAT DOES THE WOMAN MEAN?

Is the paper clue this Fridal,? No, the due date changed bv the "vas professor. ( rtarralor ) WHAT DOES THE MAN MEAN?

I think rve'll be able to finish all

Where are .v-ou going this evening? I'll be at the business club meeting. The club president invited me to give a speech at the meeting. WHAT HAPPENED TO THE WOMAN? vesterdav?

(u ontrnt) (tnan )

)

(rnan) (w,oman)

(narrator)

tastv. narrator ) WHAT DOES THE WOMAN SAY ABOUT THE FOOD?

t0 (ntatt

M1'car is having problems. Can you recommend a place rvhere I can get

You should see Mark at the ser-vice station on the corner Hes really good at fixing cars. (narrator) WHO IS MARK MOST LIKELY TO

SUGGEST? ItltQn )

of the school paper was so unfair! So do I! WHAT DOES THE MAN MEAN?

it fixed?

afle-rnoon. I need to do some (

I think that article on the front page

(man)

Sorn, I can't plav tennis this

)

Is -vour answer correct? I have a different answer to this problem. l'm not quite sure of mv answer. WHAT DOES THE MAN MEAN?

What should we do about the assignment? I just don't understand

-^.-l- N .L:. rrrls '^^-----:-ilrur UtllF, l,dr (

Could vou see what the professor wrote on the board at the end of the lecture? No, I couldn't. The u'riting was too tinv. WHAT DOES THE WOMAN MEAN?

1.-ou

read the fax trom the office

vet?

(tnan)

sau'' that the fax arrived, but I haven't had time to look at it vet. (narrator ) WHAT DOES THE MAN MEAN?

I

RECORDING SCRIPT

21.

(. rrntturt) Where'ar-c rou he:rding not? (trtrttt) I nc.'cl to qet lcscrvati()ns lol mv

llight

(trrntt

)

horr-rc.

(ttarralor) WHERF. lS THE MAN MOST

(u'orttntt)

LIKE,LY GOING?

2i. ltrturt)

What clid rou think of the pl'cscnlati()n $'e.just sa\\ ? (u,otrtatt) There ri crc lots of goctd idczrs, but t hL'\ \\'('r'L-n't ven' organized. Ittarrutrtr) \\ HAT DOES THE WOMAN MEAN:'

26. (tt'rtttttitt) I eriiricl hardlr pal altention to the lectrrr'.'this nrolning. It rrlrs so bor-ins.

(tttatt) I'll sar (ndn utor) \\ HAT

(ntdtl

(|terrator

DOES

TtlE MAN

)

MEAN?

t>n a cnrise ?

Hcir,, long i: the clrrise It's a scr cn-c1ar cnrise.

)

(tt

tttrtart)

Do vott \\ant t() -e() ,ur(l get som(-thins to clIiDki' LL't's ge t sorrlcthing hot. lt's so cold, and mavbe a hot cllink u ill rrarm us rp.

)

30. (v'tstttutt)

(ntatr)

Not le lr good. I ri'as called on three timcs, ancl i dicln't krrori anv of thc ans\\ers to the qr,restiorrs. \\'HAT HAPPENED TO THE NIAN?

B,

liling in one ol the sclrool dormitorics, or are \oLl lir,ing off

Ar-c vorr

(lrontart)

Shoulc[ ne get tickets at the Iront or tl'rc birck of the aruditorium? As closr'to the fr'ont as possiblc'.

I

n)()\cnren(s up closc.

Part

Questions 35 through 38. I-isten 1o a convL-fsatiorr betu'een t\\,o students. The conlersation is about the

(nttLrt)

like to rvatch thc dancers' (rtut

3I. WHAT PROBLEM DOE,S THE WOMAN HAVE/ 32. ON WHAT DAY IS THE EXAM BEING GIVEN? 33. WHAT IS TODAY'S DATE? 34. WHAT IS THE WO]\,IAN MOST LIKELY GOING TO DO?

school clorrnitories.

29. (tt'ottrttrt) Horr, rvas rorrr French class?

Irttinat
rator) WHERE

ARE THE tulAN AND WOMAN MOST LIKITLY GOING?

(rttart)

Questions 3l through 34. Listen t() a con\rersatiorl bctueen t\\'() studcnts. Thc conversation is about:rrr

too. I lire in Baker Hall.

(rttutt) )

(nuut)

cxanl.

(rt'otrturt) Itrturt

)

(' otrttrtt)

Are voLr readv for the erarn t(Jmorl'()\\./ Tonrot'tori ? I thought the exam rvas next rr. eek. No, it's tomorro\\'. The teacher said lodav that the eram \\'us on Wednesclar', and t hert's I ()rror'fo\\'. Toclt.is Tuesdar', anct the e\arn is tom()rr'()\\', on Wecltrt'scl:rr. Ycs, br-rt u'hen she saicl \\rednesdar', I thought she meant \\'cclnesclav of ncxt rvet'k, n()t totn()t't'o\\. At c vot.

sure tl s t()nlol'f()\\

l

campus? Mc? I'nr lir.'ing in onc- of the school dornrs. I think it's easier to lir,c in the clorm than to live ot'l'camptrs in ern arpzlrtment or holrsc ri'hile I'nr rn school. Me, too. I live in one of the dorms

(tt'orrttttt) In Baker Hall? Isn't that

(tt'ottttttt

p.272

(rttarr)

rlraterial. The re certzrinlv is an au'ltrl lot of it on the exam. I knou there is. I don't tl'rink I'm going to be gc-ttine rruch sle'ep tonig-ht.

STJGGF,STT

)

I can.

I hope rou'll bc ablc to cover all the

.,

(n(tn(tt()t') \\'HAT DOES THE WON{AN

(nntt

(trrurt) (rlrttrtan)

WHAT IS THE N,IAN GOING TO

t

studving no\\' an(l kt'cp on sttrdvirrg as lzrte its

Horv luckr

DO?

28. lntatt)

AS vOLl CAN.

(tt'cstrtart) No kiclcling. I'll go and get started

I

\ilrr't t- loirrg

2J . (ttotttrnt )

(trtttrt)

Absolutelr I The svllabus even jists the diites of the e.rnrrs, and the svllabus lists an exar.n on thc 13th. That's tomorrori'. Oh, nrr go()clncss. Have T got a probler-n! The exam is tomorrou', lin.l I ltar.'rr't beerrn Frcpalins f,,r' it I ct. Then r'ou'd bettc.r gct startcd as soon

(tt ontttrt

(rrtttrt)

)

one of th. nerver clorrns/ Yes, it is. I prefer lir ing in one of thc neu,er clorms. Everlthing is more up-to-clate. I don't livc in one ol' thu. neu'er clornrs. I'nr staling in one oI the

older dor rrrs. Yor-r like the oldcr dorms? You think ther,'rt' bette r than thc neu,er' clornrs / \\'hat I like zrbout thc olcler dorms is that thcr''re much closer to the centr'r oI ci]mplls. The ne$'er do|nrs are on camplrs, but thcr"re farther au av from the centcr of campus. I like br-ing so close to the center of camplrs. l'ha1's r.vh.r I m in one of the olcler dorrrrs. Well, it u'oulcl be nict to be a littlc closer to the center of campus, but I prefer the ne\\'er dor-lns, even though thel're farther an'ar, fronr thc center c.rf c:rnrplrs than the olcler dornrs.

399

400

RECORDING SCRIPT

35. 36. 37. 38.

ln Iour unir,ersitv studies, vou'll

WHERE IS THE MAN LIVING? WHERE IS THE WOMAN LIVING? WHY DOES THF, MAN PREFER HIS DORM2 WHY DOES THE WOVIAN PREFER HER

have manv deadlines. You'll olten take thrc'e, fotrr, or five cour-ses at the same time, and each coulse r.r'ill have deadlincs.

DORM?

most irnportant first step in dealing rvith deadUnes is for vou to ha'n'e a clear idea of r,'hen important deacllines are. To do this, r.ou need to be or-ganized. You should each get a large calendar. Then take the class svllabus for each class, and ulite thc Tl-re

Part C, p.274 Questions 39 through 42. Listen to a lecture bv a professor in a zoologl-collrse. Ihe lecture is on the octopus.

(nrurt)

In pte"'ious lectures, I'r'e been talking about dif'ferent invcrtebrates. Todal; rve'll be talking about another of the invertebrates, the octopus. If vou remember from the last lecture, u'hen u,e discussed vertebrates and invertcbrates, \\,e said that a r"ertebrate is an animal u'ith a backbone and an invertebrate is the opposite, an animal rvithout a backbone. An octopus, the sea animal uith eight long tentacles, is, of course, :rn inrerteblate because it cloesn't har,e a backbone.

The interesting point that I'd like vou to note about thc octopus is related to its brain. You might be surprised to lear-n that an octopus actually'has a rather large brain; in fact, it has one of the largest brains of all the in\rertebrates. A large part of the brain of an octopus deals r"'ith evesight. The octopus has reallv excellent elesight; the octopus is able to see quite r,r'ell. It is because such a largc part of its rather large brain deals n'ith evesight that the octopus is able to see so clearlr'.

39. WHAT \AAS DISCUSSED IN EARLIER LECTURES?

40. WHAT IS TRUE ABOUT AN OCTOPUS?

4I. WHAT IS TRUE ABOUT THE BRAIN

OF AN OCTOPUS? 42. WHAT IS TRUE ABOUT THE ABILITY OF AN OCTOPUS TO SEE?

Questions 43 through 46. Listen as an advisor talks to a group of ner.v students. The talk is on meeting deadlines. (v:ontan

) All of 1.'ou n,ill be starting vour universitv studies nert rveek. Before !'ou starl. vour studies, l'd likc- vou to think about the importance of meeting deadlines. It's necessarv for' voll to meet deadlines if vou rvant to be successlirl students, and I can give vou some ideas for hou,to mect deedl i nc..

important dcacllines for cach class to-sethcr on the one calenclar. For' example, ror-r should rvrite dotn the dates rvhen assignments or papels zrre due, the dates of presentations, and the dates of exams. If I'ou put all of thc- deadlines for all of r,our' classes together on one calendar, then 1,ou can clearly see rt'hen vou'Il be

ven busv in the coming

semestc-r.

'i3. WHAT

DOES THE ADVISOR SAY IS TN{PORIANT? 44. WHAT DOES THE ADVISOR SUGGEST? 45. WHAT SFIOLILD MOST LIKE,LY NOT BE ON

THE CALF.I\DARi

46. WHY SHOULD STUDEN'IS CREATE CALE,NDARS?

Questions 47 through 50. Listen to a talk bv a professor in a literature collfse. In tht talk, the plofcssor is erplaining an assignment.

(worrtan) Nou, I'm going to explain the ne\l assignment for this course. The assignment is to studr a poem ancl pt-esent the poem to the rcst of the class.

This is a group assignment; this means that you'll complete this assignment in groups of three. I've alreadl'assigned each o[ ]'ou to a group, and l'r,e alreadv assigned a poem to each group. The nanres ol' the gror-rp members and the poems that have been assigned to each group afe on the u'all next to the dot-rr of the classroom. Ytir-r should check the list before vou leale class lodal'. You shoulcl note ll,ho thc other members ol-r'our group at e and w'hich poem vour group rvill be studving. Tonight vou should read vour poem. Then, tomorrou'rn class, vou'll have the time to meet r.vith vour group members to discr.tss \oul pucm arrd b.'gin plannirtg r,,ur' presentatlons. The presentations s'ill be on Fridar''. Each groi-rp prc.sentation should be no longer than ten minutes. Eight

RECORDING SCRIPT

groups rvill be giving presentations on Fridar', so rve should casilv be able to finish eight presentations in the hour-and-zr-half class on Frida-v.

7.

Are vou going to buv that stereo

)

svstem

(man) (narrator) (ntan)

is the assignrnent clear to vou? Find out u,ho's in r.'our groLrp :rnd "i'hich poem vor-r'll bc sttrdving as vou leave cliiss toclal', read vour poem tonight so that vou'll be readv to discuss it tomorlo\v in class ri'ith .v-our group, and then have vour ten-minute gfoup pfesentations ready for Fliclar. That's all fot todar'. Set- vou

rt,ottttttt

(

(rvotnan

)

rtarrnlor

(

)

(nnn) (t,otnan

THE ASSIGNNIEN'f I .+8 HOW HAVE THE GROUPS BEEN SELECTED? 49 HOW MANY PRESE\TATIONS WILL BE G]VEN ON FRIDA\-.' 50. WHAT WILL THE STL DENTS DO

(

l1

Its difficult to rvork and go to school You czrn sav that again!

narrator

)

(r'ottnn)

Hou' much rif vour hair u'ould vou Please take a sides.

)

(tnrrator)

Listening Comprehension

12

(

)

l'm happr that ir's not raining. WHY DOES EVE LOOK CHEERFUL?

Can I just estimate mv erpenses? No, r'our expenses must be listed preciselv. (trurrQtor ) WHAT DOES THE A4AN MEAN?

(nnrt)

(wontan) What did votr think ol 1hat literature

Robin's new car certainlv looks impressive.

t4 (ntan )

class?

Itwasn'te)iactl)'interesting. (rturrator) W[{AT DOES THE MAN SAY ABOUT THE CLASS?

(x'orttun)

(tt'cttnan ) (

tuLrrator)

The flight u'e rvanted is full. Let'.s take the train instead. (ttarratctr) WHAT DOES THE MAN STJGGEST?

15. (vr;ontan )

(ttut)

t6

(nuut)

Do rve need to fix supper lbr the childler-r? t'r\'onl(1tt) [ alreadv gave them the-ir supper. (ttarrator) WHAT DOES THE WOMAN SAY ABOUT THE CHILDRE,N?

(mart)

I'll

sav!

WHAT DOES THE WOMAN MEAN? Have vou noticed Wanda s desk? Yes. It's alrval,s so messJ-.

(rnrrator) WHAT DOES THE MAN MEAN? I

t71An )

(u,ontctn )

I need help finding these statistics for mv report. Did vou look in the reference section? Thatt rvhere the-v- should be.

(

5. (v'ornan) Did Salh'go homc over the

6.

narrator

l3 (v'ornan) SAY

ABOUT SKATING?

1.

WHERE DOES THIS CONVERSATION PROBABLY TAKE E','e, vou look so cheerful todar.

)

skating. I don't knou, horv.

so easv to learn.

(tutrrator) WHAT DOES THE \\'OMAN

(ntart)

(rnan

(wortlatt)

Part A, p.294

2.

little off the top and

PLACE?

COMPLETE TEST THREE:

Lran't go

WHAT DOE,S THE MAN MEAN?

like me to cut? (rttuu

TOMORROW?

I

need.

Could you please send them to me

at the same time. (rnart )

(rctntutr) But iti

I just can't plav that song vetr u,ell. Tr-v it over again from the beginning. WHAT DOES THE WOMAN WANT THE MAN TO DO?

as soon as possible? (narrator ) WHAT DOES THE WOMAN WANT THE MAN TO DO?

.I7. HOW \\TILL EACH STI-DENT COMPLETE

1. (matt)

WHAT DOE,S THE, MAN IMPLY?

I have the papers that vou )

l0 (tt'otttcttt)

l( )nlofl o\\.

?

I don't think so. It's not cheap.

narrator)

WHO IS THE WOMAN MOST

LIKELY TO BE?

holidar,s?

(nntt)

No, she remained on campus

(rnrrator)

instead. WHAT DOES THE MAN SAY ABOTJT SALLY?

l/

LIKELY TO BE?

ill; ;'r: ;;.;;.

I'm not ven'good rvith these

(nnn)

computer programs. Whv don't vou take a computer

ne-,v

class? I

(trnn)

What should I clo for this sore throat and cough? (vctrnart) I'nr going to pr-escribe somc' medication, and then r'ou should return to mv office ncxt ueek. (narratrtr) WHO IS TtlE WOMAN MOST

(tt,ottrutt)

1

8.

n(lrrator)

(tt'onnn

)

(nnn) (

rutrrcLto r )

WHAT DOES THE MAN SUGGEST? Could vou get tickets for the concert? I tried, but the ticket agencv doesn't have an1'more tickets to sell. WHAT DOES THE MAN MEAN?

401

402

RECORDING SCRIPT

l9

(nretl ) (tt rtttttut

)

(narrdtor

20

)

(trran)

Wl'rat did Lou u'ant to knor.r,? He asked l'hr I dlop;red out of school. WHAT DOES THE WOMAN SAY ABOUT LOU? Were rou able to gt't the package

30. (tvorttutt) What happencd to r,ou? Yotr don't look sr> good. Well, I u,er-rt skiing for thc lirst tirne, and I rvish I hadn't tried to learn hori to ski on the steepest slope. (ll,trrator) WHAT DOESTHE i\IAN INlPL\'?

(rtntt)

rrailed? (

rt'orrtutt

)

(narralor')

2L

(u'ctutan)

(

)

I can't belic've vou dicln't applv for' tlrc position at the bank. Onlr this molning t\\'.J ne\\, people u'ere hired. I rlrink I nrisscd the boat. WHAT DOES THE MAN MEAN?

)

Dr, \()ll tlrirrk thc lt,tlrn't's lluil)E: lr) sta|t soon? Il it cloesn't, u,e'r'e going to be helc all clan. Y,rtll r.ll(ss i\ :li 8()(rd il\ n)in('. WHAT DOE,S THE \\'OMAN ]\,,IEAN?

rttatt )

(t

tarrator

22. (tttatt) (tt'outar (t

23.

(rt'ottturt

(ntan

71

t

)

trLrrut or

T sc:rrcelv got to the post office befor-c it cl
You're going lo takc llr,e courses next semester'? Don't r orr knor.r' a full pr'()gram is onlr four'? l1's not unhearcl ol, ancl I'm sure I

)

)

l

narrator)

(

rttatt

(

tt'otttatt

can handle it. WHAT DOES THE MAN IMPIT2 A nr'u familv has just nroved inlo the apartnrcnt across the hall. Periraps rve shotrld call on them a

)

)

bit later-. (tttttttLtctr)

\\'HAT DOES THE WON,IAN MEAN?

I sau that thc'police ollicer stopped vou. Did he give vou a ticket? (ttrun ) If hc'd giren rnc' a ticket, I'd be a Jittle unhappier. WHAT DOES THE MAN MEAN? I narl'ator ) (tt,ontttrt

)

Do vou meirn to sav \olr \\rant t() go

26. (trtttrt )

cl:Lncing tc-rrright

|ace tociar ltt'ofitat1) ( rtarrotor )

27. (rvonrurt)

after runnins in thc

?

\iru'r'e hit the lrail light on the headl WHAT DOES THE WOMAN SAY ABOUT THE MAN?

Part

B,

p.296

Questions 3l through 34. Liste n as t\\o

(uonratt) Hou rvould vou like to go do\\'n to the palk this afternoon? To the park? \\'hat's goinc on there? Would u,e just be rvalkine around, or' sittins and relaring, or rvhrrt? (worttatt) Therc's a u'onder'furl arts altd crafts f air-going on, so thc par-k's going to be pr-ettv crou clecl. We u'on't be able to relar, but u'e should see a greal arts ancl crafts fair'. ( t'ttttrt ) An arls and crarfls fair? (rt'ontart ) \-cs, an arts and crafis fair. It's an annual elcnt he|c, ancl it's |eallt popular. Altists frnm arouncl thc ar-ea bring a lot of their iir-tu ork ancl cralls and displav thenr in the park. You can.just u'alk alouncl and look at the clafts if vcltr uant, or.r'on cc|tainlv can LIrv thinss tltat vou like, or voLl can just "peoplu- rr,atch." (trnrr) Oh, I don't knou much about arts and clafts. What kincls of things riill there bc? (v'ontttrr) Oh, all kinds. Paintin,es, potler-\:, .jeu,elrr', ri'oodu'orking, leather goods. All kinds. (nrctn) Which kind clo vou prefer? (wontutr ) I like all oI it, but I guess I'l] probabh spencl rrosl of mr timtlooking at jet,elr.r. There arc. alt'zn's handmacle silver itcms ancl lots of

(uturt)

(ntart) (v'rntutrt)

I heard thilt voll $'on the scholarship l'rom tl're Music Departmcnt. Conglattrlations

1r-icncls

discuss an arts zrnd ct afts fair.

inter-esting stones. Do vou think 1'ou'll .just be looking? Or ar-e vou going to takc rour-*,allet u,ith rou to the park? Oh, I:rluals stiirt oLll just Iooking, but in the end I'n-r sure I'll nced mr

q,allet.

!

No one \\as nlore surplised than I

(rrtatt )

\\ as. (

28.

t1e

(t (

otttcttt )

tltatr

(t

29

rrator ) WHAT DOI]S THE MAN MEAN?

ta

)

n'ator

)

(rrt art )

(rt'tttttart) (t1urr(rt0t

)

The histolr e\am's tomor'rou', ancl I think it's goir"rg to be prettv har-d. Oh, I gr-ress I'll have to brush up on a ferv dale's before then. WHAT DOT:S THE MAN MEAN?

What do \ou think of this suit? Does it look right for tl're nedding? So'n'oLr havc- de-cided to go! \\.HAT HAD THE, WOI\{AN ;\SSUMED ABOUT TtlE MAN/

3I. WHERE

DOES THE ARTS AND CRAFTS FAIR TAKE PLACE? 32. HO\\i OFTEN DOES THIS ARTS AND CRAFTS FAIR TAKE PLACE? 33. WHAT \TOULD PROBABLY NOT BE FOUND AT THE ARTS AND CRAFTS FAIR? 34. WHAT DOES THE WOMAN IMPLY THAT SHE,LL DO?

403

RECORDING SCRIPT

Questions 35 through 38, Listen as t\\'o students discuss a course.

(wotnan) Hi, Joe. I understand that vou took lntroduction to Phvsics last

(nnrt) (worrtan)

(man) (womatt)

(man)

(-*omart)

(nmrt)

semester. Can vou tell rr-re about the coursei' Surt'. The lecture or tl-re lab? You rneztn, there are both a lectur. and a lab in this course? Actuallr, there are three lectures ear'h

ueck and,ne

Part C, p. 298 Questions 39 through 42. Listen as a pro{essor' discusses a term paper assignment.

(wontcLrt) Thats the end of

li6l

Do I hare 1,,lake both lhe lecturc and the lab? The lecture doesn't sound too bad to me, but I knorv I don't tzrnt to spend mv time in the lab. Well, rorr'r-e going to havc- to spend som.- tinte in the iab il'you \r'ant to take phrsics. It'.s required that r,ou take the trvo of them together in the same setTlestef. When do the lectures and lab sessions nreet ? The lectures are threc. times a neek, on Mondav, \\'ednesclar,, and Fridav mornings for one hour each dar: Then vou must also take the lab, on either Tuesdav or Thursdav afternoon, from one o'clock tcl fir,e

(mart)

(v'otrnn)

A ten-page lab report even ueek in

(wonnn)

There are t\\'o important things that I'm r erv strict about: ( I ) the cluc clate and (2) the length ol tl're pape.r. The term papers are due ncxt Tuesdar', br.' fir'e o'clock, u ithor-rt fail. I see sonre unhappv faces out there, but the deadline is :rbsolute. \irr.r'r e had the assignment f'or tuo montlls. so I see no need to extend thL-

deadline. I u'ill not zrccept an] papers after five o'clock Tuesdar. Ancl nc-edless to sa\', \oll u,ill recerr a failing grade if the papcl isn't turned in on time.

lone. This me.ins that the papt-rs shoulcl not be shorte l than ten p:rges and should not bc longer than tu'elve pages. Don't think that rou can inrprove vour grade on the ternr paper bv turning in t\\cntv or Ihiltv pages.

addition to more than four hours in

(man) (1lotnan)

(man)

a

lot of rvork, definitelr'.

35. WHY DOES THE WOMAN WANT TO TALK TO

r.

As far as the length is concerned, rlrc. papers should be ten tr> tri'ch c pagc-:

worth. the lab? Oh, and don't forget the lectures and all the reading assignnrents and exams. This does not sound like a fun COUTSc' tO me. Interesting, mavbe. But fun, no. And

I'd likc to

moment.

the ph1-sics lab?

(laughs) Oh, it usuallv takes more than four hours, and then vou have to go home and u,rite the lab report. There's a lab report elen u'eek? Yes, indeed, usuallt'about ten pages'

lecture.

nrake sure th:rt eventhing is c)ear aborrt the term papers that Iou'r'e u,orking on. The term papers shotrld be alnrost finished nou'. I hope vou'r c' been u'orking hard on them Ior the last trvo months. I can assure votr that iti quite clear to me uhen stuclents trv to do all thc ri,ork on their term papers at the last

o'clock. (worrmn) For fou! hours? Does jt reallv take four horrrs each week to complete

(man)

toclav'.s

Hor.r'ever, before vou lc-ave ,

carcful about the length of vour paper, and be sllre [o get it in on time. Please be verv

39. WHEN DOES Tt{E TALK TAKE PLACE2 40. HOW LONG SHOULD THE STU DENTS HAVE BEEN WORKING ON THEIR TERM PAPERS? 41. WIIAT TIME ARE THE PAPERS DUE? 42. WHAT NUMBER OF PAGES IS NOT ACCEPTABLE?

JOE?

36. HOW MANY LECTURES ARE THERE EACH WEEK? 37. HOW MANY HOTIRS IS THE LAB EACH WEEK? 38. HOW DOES THE MAN DESCRIBE THE COURSE?

Questions 43 through 46. Listen to a description of the job of smoke jumper.

(rnart)

The Forest Scrvice is the qovel'nnlent agenc\. that has the dil'l'icult job of tighting forest llres. One rnajor problem in fighting forest fires is that forest fires ofterr burn in areas \{here ihere're no roacls, or-inadequale roads, so it can tre qtrite difficult to get rvorkers zrnd equipment into the alea to {ight the

404

RECORDING SCRIPT

fire. A verv specialized job has dc-veloped u ithin the Forest Sen-icc as a result, and that job is the job of

glaciers can be used to determine a Iremencious arnount about volcanoes in tl-re past. Sometimes, theret some volcanic dust in one laver of a glacier. Bv measuring rvhere the volcanic dust occuls in the glacier and horv much dust exists, scientists can determine horv manv vears ago a volcano erupted on Earth and get an approximate idea of the strength of the volcano.

smoke iumPer. A smoke

iunrpcr is a frrefighter'rvho

parachutL.s, or- jumps, into un area rvhere there'.s a forest fire. It's necessarv to Llse smoke jumpels lo fight a fire ul-ren the llre occurs in an area rvithout roads. If there're no roacls, the onlv r,.'ar, to get firefighters into an area quicklt is

Th:it's all for todav For the next class, r'ou should read the next chapter in the tertbook.

for thenr to parachute in.

Attcl the smoke junrpers parachute

47. IN WHICH COURSE WOULD THIS LECTURE

ir.rto an area around a forest fire,

rher ri'ork on the grolrnd to fight the fire. Thev nrav spend ser,'eral dar.s fighting the fire, and the]'often have to uolk long hours uithout adequate heavv equipn-rent to battlc' the firc. Then, r.vhen that work is done, the onlv rval to get out is to rvalk. Afte'r clars ol fighting a lire, thev ma] har e to rvalk for hours and hours to get to thc nearest r'oad.

43. WHAT DO SMOKE JUMPERS DO? 44. HOW DO SMOKE JUMPERS GET TO FIRES? 45. WHEN MUST SMOKE JUMPERS BE USED TO

MOST PROBABLY BE GIVEN?

.I8. HOW DO SCIENTISTS DETERMlNE THE AGE OF GLACIERS2

49, WHAT HAVE SCIENTISTS FOUND WITF{IN GLACIERS?

50. WHAT SHOULD THE STUDENTS DO FOR THE NEX CLASS?

APPENDIX A, p.321 EXERCISE A1

1. The

ner.v lamp does not r.r'ork. There rvere holes in the road. .1. Sue lc'apcd ttith lor:

FIGHT A FOREST FIRE? 46. WHAT DO THE SMOKE JUMPERS HAVE TO DO IMMEDIATELY AFTER THE FIRE IS OUT?

2.

Questions 47 through 50. Listen to a lectur'e br,

6.

4. I'm worried about being robbed. 5. This cullurc's lore is amazing.

a

8. Sallv

(v'ontan) Even'one

please take :r seat because thc- lecture is about to stalt. The topic for todav is glaciers, those huge blocks of ice that are found in the norther-nn-)ost and southernmost parts of our rvorld. Glaciers can be thousands ancl thousands of ]'ears old, and scientists trre able to learn a lot bv studfing these ancient glaciers.

The first thing that scientists can determine rvhen studyin-e a glacier is its age. [n fact, it's verl'easv for' scienlists to learn eracth,hou'old a particLllar glacier is flom the numbel of lavels in the glacier'. Scientists drill into the ice, and then thev just count the lavers in the glacier', and from this thel can determine the glacieri age.

In adclition to learning the ages of glaciers, scientists have also been able to Iearn a lot about the Earth's past bv studving glaciers. For exanrple, something that vou might not have thought about is th:it

He had an unbEGvable leer on his t'ace.

7. Thc bor s as standing on-the rail.

universin professof.

is attracted bv the lure of citv iife. is a rou' of lorv buildings. Thc lane rra* filled with rain. Mr frrend lcnt me the moner lor lent. Ther els no n-rn for ttre loom. Ther need rc, prct rid of t lre lice. We raced to the lake. There are..,,'eral ,obes on the rack.

9. Thele 10.

l.

|' 2.

I

3.

14. 15.

EXERCISE A2 1.

Tom tries to cheat at cards.

2. We need a sheaf of paper 3. The gel is orr the she-lf. 4. I'm going to chop the lomatoes. 5.

Thc e hest uas full

"f .lur!

6. Jill suddenlv felt a chill. 7. Sue hit her shin on a chair. 8. r ne Jam rs ln a.lal'. 9. Tc.rm c'hoke.d on a chunk of food. 10.

ftr.

shlp is

oft+glg

I l. Chet bouglrt e r'hcap ieep. 12. It rr'as oniy a joke; it u'as all in jest. I J.

la.

15.

I've had mv share of chip.. I need to jot a note on a sheet of paper It uas a chore to shear the sheep.

405

RECORDING SCRIPT

EXERCISE A6

EXERCISE A3

1. Pam placecl a pan under the lan. 2. The pile of trash has a vile. srnc'll. 3. Somc'times he''s a pcst, bLrt hci m1'best pal. 4. The veal uas a goocl bu). 5. Chet took his pet to the vet. 6. We havc a gre.rt vieq, ol the vast arca. 7. The r,an had to r.eel to avoid being hit.

8. The l-rer.r' uzrs ma-de of fine pine. 9. V'era cotrlcl leel the leil on her face. 10. Frurrk had a llr lil( fillcd rr itlt dorumentr. 11. The ban ,,rr b,'rr it t[r. bane rrl her erislcntr'. 12. TheFr,.c,,irlr. r'a..'11;1r1-last lot all hura feri'.

13. \'\,b tried to bail lrith a pail, but ue failed. li. Suddcnlr a lrnt ll.rr pa*t h.' lutc. I

5. TIre be'

'.

pr.

rr

n.

r

he

-cn

b..rt

l. The strn rvill conre out

soorr

2. f lrc pule rrar in the pool 3. The oil boont r,r,as a boon fol the tou'n. 4. H.'can'ffind the boot, but he's looking. -5.

6. 7. 8. 9. 10.

t.. irh bcing c,',,p.d trp. I am not in thc rnood to plav in the mud. Tht' t ool \ art\c(l i.l nli in tlru road. Th.'r rnam the It,,,nr lo,rkinr.l !,,r lum. Thc nrrn rrh,, riJ.s-Gri\n rLrire.l ,,t rr,r,rn. fhc.ltrmb idr:a lr' etld r (l',mc ro tlre biriltlinc tloc,mr.l.--

Hc gops!

i'

EXERCISE A7

1. Tom told a tall tzrle about thc tcam. M.re e ni,-r..J the *rrns lll\\ as slrc llr ,,n llre

2.

sancl.

EXERCISE A4

l. Hc took a s(al on lhr' mot ir':r'1. l. I lr'cl b.d hc(lu.c l l( il. 3. Pcrcr picked a pe. k .l pcppcr r.

-1. [t's reallv rare f or Ron to get so riled. 4. We rvant to get rid of the pests u'ho iire m:ikin-q a clin. -5. I le-aned on the rail of the fen-r,as it crossed llre

llk..

4. The teen \\'ils out until ten.

6. \,lik;

i. Hc har l nir bull l,,r'a pet. 6. i made a bst that rnv team

7. I m goirlu t, r'i. li,r lirsr ple,e in thc ra.c. 8. I had 1
uor.rld beat thc other

7. 'W'e got rid of the red chair. 8. Dave is dead becatrse of his bad dced.

9. It s ncat rhar shc ran knit. 10. Thc dean h, ru d rhe din in th.' d.rr. EXERCISE A5

l.

There's too much u'ater in the dzrnr. Lee offc'r'cd I lame crcusc lot h is a. t i,,rt., 3. The fish took a bite of the bait. 1. Tlre pune r, r. .'dg.d in pine. 2.

5. 6. 7. 8.

10.

You might look under thL'mat. Kate u'as plal'ing rvith the kite. It uas hcl fatc to be involvecl in the light. He tri.'d in--Igln to stop thc bi,,od llori irrg llonr his vein. I hate-the height that the hat gives vor-r. Thc m:rn lrorks in the mein minc

r'ead

in bed and.iotted cknvn a {eu notcs

Lhe ban on becr'. 10. Plea-se .sit in t]'rc closcst scat and set the Lrox on tirc mat rrr thr' lcar ,[ rlrc r.,r-,rn. I | , P.'relct're
ANSWER

KEY

ANSV/ER KEY TOEFL REVIEW EXERCISE (Skills 1-5)


t.

l.C 2.8 3.D l. C 5. D 6. A 1.8 8.D 9. A 10. D

ll.C 12. D 13.A l-+. B 15. D 16. Cr t7. C 18.A t9. B 20. A

EXERCISE

1

1.

C

2l.C 22. D 23.C 2!+. A 2.5. B 26. D 27.8 28.B 29. A 30. c

31.B 32.

C

r+1. D 42. A

33.D

,13.

31. A

.1,+. D .+5. D ,+6. A 17. D ,+8. D

3-s. D

36. 37.

B A

38.D -39. C

40. I)

B

49. A s0. c

2.

3.8

D

5.D b,B

2.C

3.D

7A 8.B

9C lO.D

EXERCISE 2

1.A

TOEFL EXERCISE 2

l.

A

2.C

3.8 J+. D

s.B 6.c

TOEFL REVIEW EXERCISE

1.B

2.8

3.D .1. D

7.A 8.D

9.A r0.

A

(Skills 1-2)

5,B

6.8

9.C E.D

10. B

EXERCISE 3

l.D

2.C

l.B

3.C

LC

5.D 6.D

4.C

6.A

7.A 8.A

8.8

9.D 10.8

9,8 10. c

,j.B

.1. D

B

-r.D

.1. D

6.D 5.C o.A

8.8

9. t) 10. c

1-4) 7.

C

8.B

9.C 10. D

4.D


l.c

+.D

2.C 3.A .+.

C

10.A

9.C

1-6)

7.8 E.D

5.A 6.A

1.lltltcLt... ! 2. Flott tttttclt/nntt.t'... ? 3. Vltut is trttkttottt? 4. \,|'lutt to do . . . ? 5. Il'/rat ltaytpetrccl... ? 6. 14 ltat purpose... ?/Il'lty... 7. Ililrar tlting... ? 8. l,lltat to clo . . . .) 9. Illtat is tlte to1tic? lO. l|'ltut ereaL..,.). llrlu'r('... 11. Hon ttttrt'lt tttotte\'... ! 12. l|tlratcoktr...?

9.A 1O.B

?

.)

EXERCISE 8

I I.

thc assiglrnrent for class

2. Lhat Greg \\'as stung bv a hornet 3. the rrnivelsitv slrrrttle Lrus svstem 9

2.D 3.8

.+.D .5.C o.B

l.

l.c -5.C 6.D

D

2.B

2. 3. 4. 1.

7.4

8.C 9.D

t0.A 11.A 12.C

7.8 8.B 9.C

10.8 11.B

12.D

tt'pe ol pLartl . . .

.)

I|'lu're...? ll ltat

i.s

it like)

\l'hatlmppens...?

\I'lut

ttpe ol r:cnttesl . . .

?

7. Hot'ttutnt....) 8. 1\'ltnt is .statetl ttltotLt tlrc t:ontest ? 9. I/.'/to...? 10. h'lnt ttpe ttl Ttlac't'.. . |,'Ilrhetc . . . .)

11. Iltltat... ? 12. Hot, lottg. . .

?

EXERCISE 11

TOEFT EXERCISE 5

l.c 2.8

s.D 6.A

i.B

D

6. Horyntarn...?

EXERCISE 5

l.B

l.

2,C

1. ll/lrut

TOEFL REVIEW EXERCISE (SKiIIs

t.

t.B 8.D

9.D

EXERCISE 1O

l.B

TOEFL EXERCISE 4

l.D

3,8

10.B

ToEFL EXERCISE (Skills 7-9)

EXERCISE 4

l.D

2.D

7.C 8.8

TOEFL EXERCISE 6

l.A

TOEFL REVIEW EXERCISE (Skills 1-3) 7. D 1. B 5.A 3.D

2,D

l.C

EXERCISE

TOEFL EXERCISE 3

2.A

6.A

EXERCISE 7

1

_t.c 4. D

.+.A

EXERCISE 6

2.8

TOEFL EXERCISE

t.A 2.8

3.8

A

2.D

DIAGNOSTIC PRE-TEST

,s.A 6.D

7.8 E,D

9.C IO.B

1. poison hcnrlock t a clcadlv plant a frog-jumpins conlest / the C:rl:rver:rs Corrntr Frog-Junrping Contest 3. horr to chcck otrt books fronr the libran'

2.

407

408

ANSWER KEY

EXERCISE 12

B 2.D 3.A

EXERCISE 2

4.

1.

10. c

A

5.D 6.C

i1.

8.D 9.D

2. I missing subject

B

t2. c

3. I missing verb

7.C 8.D 9.C

10.A

4.C 5. I 6. I

12.D


B 22. C 23. A 24. C 2.5. D 26. A. 27. C 28. B 29. C 30. D

C D 33. A 34. B 35. C 36. A 37. C 38. D 39. A 40. D

TOEFL EXERCISE (Skills 10-12)

l.D 2.C 3.C

4.C -5.B 6.A

7.

1l.C

l.D 2.4 3.C 4.A 5.8 6.A 7. C 8.C 9.8 t0. D

lt.D 12.A

13.B 14.A 15.C 16.C 17. D

18.C

l9.A

20. D

31. 32.

21.

41. 42. 43. 44. 45. 46. 47. 48. 49.

B D A D

B C

A C C

50. B

4.C 5.

D

6.A

16. B get lt.

b

18. C 19. B 20. C 21. B

22. 23. 24. 25. 26. 27.

B

IS

ntainh' ll's or rt ls their stnactLrre

hours

C thin C thent

B

van

A

provided Many cold

B

28. C

EXERCISE

29. D 30. B 31. B 32. D 33. D 34. A 35. C 36. C 37. B 38. D 39. B 40. D

10.8 l1.A 12.C

13.D 14.D

15.8

buildingships knos's collected

1.

nor

missing subject

(could be we discussed)

3.

I

missing r,erb

(could be trees are)

4.C

5. I missing subject 6. I missing subject

(could be He pleasantlt greets) (could be He is in the olf ice)

and verb

7.

C

I T

missing subject and r,erb yerh

miccino

(could be She panicked in

a

montent)

(could be is circling)

7.D 8.C

9.8 l0.c

EXERCISE 3 l.

L

2.

1

9.r

ottr

(are

double verb

missing verb

\ing

and

slnuld

go)

(could be is bringing) (could be is creating) (is sailing and is Leaving)

missing verb

(endirtg could be ended)

EXERCISE 4

(could be he accidentally

4.

missing verb

dropped) (paring could be paid)

lriend is)

5.C e,p ract

5.A 6.C

10. c

haye

h

3.8

4.D

8.C

recorded

highlr

(could be

1.A 2.C

7,1 double verb

eye

missing subject

and verb

I

2.C

4.C 5.C 6. I

their look

(.could be

10. c

(could be she ran)

(skills 1-2)

3. I missing verb

discovered

missing verb


(could be It is in a box)


7.D 8.C 9.C

1

6. I missing subject 7. C 8. I missing r,erb

and verb missing subject

EXERCISE

A

1. I 2.C 3. I 1

(could be thq: eat) (could be lze was)

10. c

DIAGNOSTIC PRE-TEST

1.C 2.8 3.A

q_a;nAAn

10. c

8.


(could be

C

9. I

TOEFL POST-TEST

missing subject missing subject

(could be the students need)

iced)

(could be student in the class rs) (could be He is walking)

1. I 2.C 3.C

(is serued and is)

double verb

4. I double verb

(are listed and are)

5.C 6, I missing 7. C 8.C

9.r 10.

r.'erb

l.

(tuas

double verb

c

EXERCISE (Skills

(could be aparttnent is)

blotttt and.was cut)

3-4)

c

2.r

missing verb

3. I double verb

(could be is taking) (vtere sent and arrived)

4.C 5. I double verb

(are grov,'ing and need)

6.C 7. C 8. I missing verb 9. I double verb

(couldbe are trying) (are completing and will graduate)

10. c

ANSWER

TOEFL EXERCISE (Skills 3-a) 1, D 3.8 5.D

2.C

EXERCISE 8

9.8

8.B

6.A

'+. B

10. c

TOEFL REVIEW ExERCISE (Skills 1-a)

l.

A

). D

2,D

.+. D

6.C

1. L

9.A

8.A

10. B

EXERCISE 5

missing connector (coulcl be but he did not fbel)

o. L

7. I missin,s comma

E. I oa 10. I

extla

subject

missing

subject

(could be t'lrctlter it is)

\t|a (onnd( lor' 1,,mit

missing

comma

(should be desert, rrtttrtt' plattts)

10.

I

nrissing

subject

(could be lozr tyill haye a rnuclt l,(ilcr tiilte)

1.

9.C 10.

I

missins

missing

5-6)

2. I

e

3.

rr.rissing connector (could be Because the report

rfra c()nnect()r (omit Alier or belbre)

4.C

5. I missing velb

(could bc so plattes werc)

I 8. I

(could be ship vas leaving) (could be an.d the teaclter ntust

missing nrissing

rerb subject

5. I

InVerslon ertra subject unnecessarr

(should be *'lrcn the ntoyie

inversion

started)

rt )

9. I missing comma (should be

sen,ed,

tlrc ditters)

10. c

3.B 4,C

5.C 6.A


1.A z.B

3.C 4.8

5.D 6.D

7.C 8.D

9.C 10. A

7.C

8.8

qa 10. A

1.C 2. I missing sr-rbject (could be I slrculd pick up) 3. I unnecessan (should be where tlte cotrtputer 5. I missing r crb

if'it

is goittg to rain)

o.L

7. I unnecess;rr1 inversion 8. I missing subject qa 10. I unnecessan invcrsion

(should be rr'/zat \'ou v:at1t to do) (coulcl be

ltotr

(could be tlnt she needed)

missing subject

l.c t.

3.A 4.B

L

7-8)

5.D

7.

6.C

D

8.8

ToEFL REVIEW EXERCISE (Skills 1-8) r. c 5.D 7. D

6.8

8.D

9.C 10. B

9.C r0.

B

EXERCISE 9

inlersion

4.C 5.

I

missing terb

6. I unnecessarv

(should be v,hont yott recotttntended) (cotrld be v,hich rou lent me) (could be tlrat rou

ga1)e me

was

iuc(,rr(cll (should be wltich slrc caused)

inr,ersion missing subject

9. I incorrect connector

(could be wlutnt I haye not seen) (rr'/ronr shor-rld be y,licJt or thctt)

EXERCISE 1O

1.

C

2. I ertra subject 3. I missing verb

slrc tyanted)

(shoulcl bc l lrr l/le ttruil ttot tlelitet,,,:!t

wtLs

(omit

/ze)

(corrld be

4.C 5.

I

nnneccssanr'

inr,ersion extra subiect ertra subject

lab v'tts located) (could be

(could be *hich was rlte best gante)

10. c

1-6)

EXERCISE 7

inversion

done)

TOEFL EXERCISE (Skills

7C 8. I


1.D 2,8

(shcruld be what needs to be

7. I missins verb

3. I missing subject approve

(could be It is doubtful) (omit /lt,)

unnecesszrn

1. C f rT ,---.--^---.^^_. a, urilrrlg:5dr \

needed)

7.

7-8)

verb

4.A

6.C

(could be wlnr *,tts itt the bol.)

4. I

C

I

r.erb

EXERCISE (Skills

l. I

(omit r/)

10. c

rr'/ri/e.t

I

EXERCISE (Skills

rlllo rlns in her class) v'lnt happened)

(shoLrld be

inversion

8. I aa

8.

qa

(crrnld be

6.C rtpc of'

tttedicitte)

e

missing rerb unnecessan'

o. t. ae

missing connector (could be todat, atttl it)

4.C

I

(omil r/)

3.C

(omit ll)

(could be |ittes v:ere) 2. I missing verb 3. I missing connector (could bc Altltotrglt rttis

5.

?c 4. I 5. I

2. I ertla sub.ject

(shouJd be broke, so)

EXERCISE 6

tr. I

l.c

2. I ertra strbject

8. I ertra subject

(could be it was dil]'icult) 2. I nrissing lerb 3. I missing subject (could be so u,e decided)

+.c -5. I

KEY

6. I 7. C 8. i incorrect 9. I 10. c

conneclot' ertra subject

tlnt

is barking)

(shotrld be the landlord y,ho t:rt ns tlrc buildings)

(omit lt)

(rr'ftlcl coulcl be tlto or that) (omit tirer,)

409

410

ANSWER KEY

EXERCISE (Skills

I

1.

9-10)

EXERCISE (Skills

subject

missing

(could be tlnt tlrc)'ltare

4. 7

missir.rg

lerb

I

missing

verb

(could be y,anted to take hish)

missing

relb

(could be arouttd the table ralked a lot)

6.C 7.

I

(could be that :rras in the bu,

8.C

9. I incorlect 10.

I -1 3)

are should be ls

3.C

4. I 5.

2. I

cooked)

)C

1

I

kturl

5.

t

v,as

diruter

(rrlllclr could be n'hont o( thot)

connector extla sub ject

l.B

3.A B

5.C

6. A

.+.

3.8 4.C

5.C 6.4

6.C

7. I ls should be are 8. I were should be r.yas

9.C 10.

I

taste should be lasles

TOEFL EXERCISE (Skills 1. A ftrrorys

7.D 8. B

). A

7.D 8.D

1l-13) 6. A have 7. C was 8. C are

9.Cls

10. C were aftbcted

/?AS

9.D 10.

A

TOEFL REVIEW EXERCISE (Skills 1-10)

1.A 2.D

are should be ls cLre should be is

2. B are 3. C cornes 4. A present

(omit tlzer')


2. D

I

9.A 10.C


l.D

6. B omit rr

!+.A

8. C supplies 9. C which or that

7.Bls

2.C 3.D

5,DfiU

10.

B

were

EXERCISE 11

1.C 2. I 3. I

EXERCISE 14

2.C

are should be

4.C

4.C 5. I

3. I

r.s

deliciously should be deliciotrs elegance shouldbe elegant

5. I plaveJ should

o. t, /. L

8. I

l. I

needs shoulcl be need rs should be nrz

be p1a.r'ing

6.C does should be do

9.C

7. 8.

10. c

C

I

continuatron should be continue

9.C 10.

I

ro rest should be some rest

EXERCISE 12

l.c

2. I .1.

I

5.C 6. I 7. I

EXERCISE 15 are should be rs rs should be are

qa I

I

telling should be told

3. I or shouldbeaird

4.C were should be rlas needs should bc leed

8.C 10.

1.

2,C

5. I should be nor for her abilitt 6. 1 interest should be interestitrg 8.

rr.,n.s

should bc rrt,re

I

or should be nor

9.C 10.

I

omit goes

EXERCISE 13

l. I

are should be

i.s

EXERCISE (Skills

1a-15)

)C

1. I ltave should bc ftn.s 5. I appear should be appears

6.C 7 8

t0

2. I itt nursing should .1.

strength should be slrong receiving should be received or should be nor

4. 5.

ars should bc l.s ftnve should be /zas /lnle shoulcl be /ras ftrzou' should be ftrzorls

be a narse

L,

6. 7. 8.

seeming should be seemed

descriprion >hould be descriprive

9.C 10.

I

should be on the driyet:a!'

TOEFL EXERCISE (Skills 1. C popttlar

2. C phonological 3. B appltirtg

4. l) t|nIer 5. C too ntessv

l4-1s) 6. C bartned 7. B raritl 8. D vlsirors

9. D outlttted 10. D or

ANSWER


1.8

2.D

7. D cltilled 8. A glorilv 9. D bttt 10. C iras

4.A 5. B

1-1s)

6. B rattges

gasa-s

EXERCISE 19

1.

I

people should be parson

2.C

I

piece shouldbepleces

5. I

rotLtes should be rorzza

3.

4.C o. L

EXERCISE 16

1.

I

7. 10.

3. I believe shouldbe beLievetl 1. I find shor"rld be lband

I I qa 10. I

I

kind shouldbeftlnds

t.c

t-

7. 8,

questions should be question

EXERCISE 20

5.C

o.

I

8.C 9.C

hearing should be fteard

2.

ran shouldberzrn .sau should be seen

I

risk should be rlsfts

3.C 4.

I clnice should be c/zorces

5. I aurcunt

ollbr should be ollarzd

shor.rld be nwrilter

6.C 7.

EXERCISE 17

1.

1 sttdy

2.C

3. I nllon slrould 4. I teach should

should be /erler tittrcs should be tinie

1e.ss

10. c

be illlot ins be rarrglzl

EXERcISE (Skills

5.C 6.C

1

7. [ .srliirr slrould be sn intnting

8.1

C

I 9. I E.

should be .sttrdrit'tg

.I

2.

I

19-20)

cttLture should be cultures rttuch should be rn any

3.C 4.C

keep shouldbeftept

9.C 10. c

5.

I

lau'should be lau,s

6.C 7.

EXERCISE 18

2.

1

leave-s

should be

10.

l. B

lies should bc 1le lbrgot should belbrget srtotyirtg should be -srzolv bougltt should be bn

8. 9.

EXERCISE (Skills

5.C

rnan1,

5. A artist

10. c

3 4

amount should be nuntber

2. D sides 3. D amortnts 1. C titnes

.r'

l. I 2. I

I


5.C 7.

cents should be cent be tnislakes

9.C

Leave

3. I sat should be slt 4. I asftlng should be a-slr 6.

I

8. I mistake should

I t

9. I 10.

I

tcLking

l.B 2.C 3.A

5. A

should be taker'r

Feu'er

LC

2. I she should be /zer 3. I Her should be S/ze

4.C -5. C

7. A irtattgurated

8. B 9. D 10.

B

beconte based

identily


1.D 2. I)

3,A 4. C be usel 5. D entptier

languages

6. B

1-18)

l.s

7. B supplied

8. B lattrc 9. B lns 10. C published

1-20)

T.Btasteless

EXERCISE 21

TOEFL EXERCISE (Skills 16-18) 1. D built 6. C delbnd

3. C contaitt 4. A named 5. C been

l-ewer

6.Care

1. B be

had should be ftave dellver- should be deliveret! wrote should be rlrilten be shotrld be beel r/rrr.,e should be driven

2. C risett

8. B millionaires

9. C 10. C


16-18)

becattrc should be become list should be fist.,J recelve should be receit,ittg lbel shc:uld be felt

6.C 7. 8.

6. B people 7. B much

6. I 1 should be nre 7. C 8. I t|tey should be tftenl 9. I she shouldbe/rer 10. c

S.Crillage 9. C alloty 1O.

A

threaded

KEY

411

412

ANSWER KEY

EXERCISE 22

1.

I

EXERCISE 25

l. I

hers should be /zer

3. I

4.C t-

-r.'orrrs

3. I rapid should

shotrld be lorrr

5. I c'arefiil should be corelirllt 6. 1 tutltappil.r, shorrld be tutltuppt'

t_

7. I Tlteirs should be l/zelr

I lozl.should

be

8.C 9. I casilr thould

loars

9.C 10.

I

.',ozrrs

should berozrr

10.

thent should be hint or lter

2.C

I

6.C 7.

-s/ra

1

delicately should bt delicate

3. I

ptl>1vs4'Li

be them

iJ.

C

9.C r0. c

their should be /rer

EXERCISE (Skills 21

l. I l

TOEFL EXERCISE (Skills 24-251

-23)

l. B

shoulcl be nig

2.C

2. 3. 1. 5.

3. I il should be its

4.C 5.C 6.C

1 his should be liri I they should be t/renr 9. I lt should be tltent 7. 8.

B bright D electrical

't

TOEFL EXERCISE (Skills 21-23l-

4. A altrasive 5. A n'rr-ls

l. C tltetn

6. C

2. D rts

7. D

3. D lis

lrct we

8.Che 9. B their

1.Cit

10.

C

s/ze


1.A

2.8 3.8 4. B ttppointed 5. C bratrcltes

6. D

/rl.s

J. L tl'ere

8. D or9. B ls 10. D tltt'it

EXERCISE 24

LI

unrlsunll,- should be untLsuaL

2,C

3. I poor shouldbepoorlr

4.C

5. I carelil 6.c

shoultl be carefullt'

8. I satl should

be sadly

9.C 10.

I

10.


.A z. b J. L

thet,

6. C e:tensiveb 7. D urilualtln, 8. D strategic 9. A successfttl

intpossible

D periodicallt D elliptical

10. c

5. D

should be porle,r/irl/r'

6. I sirnpb should be sirllrle 7. I rude should be rzrclelr

8.C 9.C 10.

2a-25)

LI

5.C

should be rfter

I lt should

be e,r.r

be.s1or,A'

2.C

3. I ir should bc r/rcl 4. I lrc shor-rld be ir 5.

I slorl should

EXERCISE (Skills

EXERCISE 23

l. I

be rzpidA'

4.C

6.C 8.

gorgeousl,- should be gorgeolr-s

2.C

7,. C

loud should be /oadly

B

specitLLlt

(Skills 1-25) 6. C used I.

I

CII|llD

E. D rl's or it Ls 9. D irtsuf icient 10.

C

/zrz.s

TOEFL POST-TEST

t.A 2.C r.c

4.8 5.D 6.4

7.8

10. B

8.A

D

ll.

9.8

12. B

C are 17. C centttries 18. C and

29. B depetdent 30. C rapidlt

19. A lter

32. 33. 34. 35. 36.

'16.

2Q.

A

sirttT:lest

11. C reached 22. A ttsualh' 23. A establislrcd 21. C disappears 25. D tlrcnt It\.

I

alld

z/. A oroKelt 28. A ntnu'

3l. C rteeds C lrc

B

glartd

D

regurgitates

B occur

A

ntlrLber

t t. E DccolTte

38. C contbine 39. A higlilt' -10.

C

lts

13. C 14. C 15. A

ANSWER



DIAGNOSTIC PRE-TEST

LB D B C

D 6.B 7.D 8.D 9.A 10. D

lt.B 12.A 13.D 1.1. B

15.B 16.A 17.4 l8.C 19.R 20. A

TOEFL EXERCISE

1.8 2.D

2t.D 22.D 23.C

31. B 32. C 33. C

+1. A 42. B .r3. B

2-+. C

3.+. D

.1.+. A

25.A

35.

26.8

17.

C

,18.

C

29.C

36. A 37. B 38. D 39. C

.+5. D .+6. D

30. A

,10.

50. c

27.8 28.B

C

c

"+9. D

1

3.C .+.A

5.A 6.C

7.C

8.B

TOEFL EXERCISE 2

l.D 2.C

3. Il .l.D

.s.C 6.D

t-.A E.A

LC

,+.D -5.A 6.8

7.D

8.C 9.D

t0.B

13.

11.C

1.1. A

5.C 6.C

7.8

C

r2.A

3.A .+.D

1.8

.l.B 5.C 6.C

8.A

9.A

i2.I)

13. D

14. D

3.C 4.D

,i.B 6.C


1.B 2.8 3.C

4.A 5.D 6.4

7.C

9,D

LC

10.D

ll.A

r2.D

:+.C 5.A 6.C

7.C

8.8 9.D

10. c

7.D 8.A 9.8 r0.B 11.C 12. B

13.R l;l.A 15.D 16.B t7.D 18. B

I

-).

i4.

1.,{ r.c ,i.c

.l.A 5.A 6.c

7.D 8.8 9.c

13. B l-s. D

,A

l9.A

25. A

26.

12.c

,+2. C .+3. B

3.1. B C

44. A 45. B 46. D

37.D 38.A

.+rt. A

36.

39.8 40.

D

17. B

49. 50.

missine sublect

strbject

rnissiirg subject and vc.rb

c

,!_!tnt7ry!!!_ _-l!a4 q!, 1!!!!lt:e

C

Resen'atiott.s trced exattt

tt I 12.

missing subject r.r-rissine r.elb

missin-u strb ject and r.erb

16.

e-rtra subject

rnissing subjccl-

19. I rrissing subject ancl verb 20. C passrlorrls ore reqttired EXERCISE 6B

20.D 21.D

1r.B

41.

nissin-e vcrb

1 liglttttin! it t,zts t7 1 'l!U" llgl:lg 18 c rylt:!!,!:!!4

C

10.C

D

31.C

32.C 33.B

8I4in

D

12.

TOEFL EXERCISE 6

D

9.t

C 1i,S...rs

1:1.

2:1. A

30.

35.A

l:f4j!!!4 yr!l]:-!:!!sts missing 7. C ry:l!t!!u1J!!!::

r

15.

B

22.C

29. B

rnissins strbject and verb

--\

t-5. c

lf

D p

D D

23.A 24.C

fr>rectLsrer

I

lt.

23.C

21.C 22.D 23 A 21. A 25.D 26.8 27.D 28.D 29.8 30. A

1.r 4::g:y!4

I


t B 2.8 3.A .+ c 5.8 i\. D

27. 28.

EXERCISE 6A

13.

TOEFL EXERCISE 5

i.D 2.A 3.B

ll.D 12.A 13.B 1.+. B 15.D 16. B 17.c 18.D t9.D 20. B

1:1.

(Skills 1-a)

7.C 8.B 9.A

D

D

26. B

WRITING

10

TOEFL EXERCISE 4

l.B 2.D

r,B 2.D 3.C 4. B 5.D 6. C t.c E.D 9.A 10. B

6


2.4 3.D

22.

25.

TOEFL POST-TEST

1, I 5. C

8.D

(Skills 1-3) 7.8 10.B

{Skills 1-6) 19.8 20.D 21.D

l3.D 1.1.A 15.D 16. B lr-.C 18.A

2. C I cotLkl not sttltl

TOEFL EXERCISE 3

i.D 2.D

7.A 8.A 9.8 10. A ll.C 12.C

9.A lO.D


2.D 3.A

l.C 2.C 3.B .1. C 5.D 6.A

KEY

I. c 2. I

!p,,,!!:L!:45Sreye

3 1

r tT:tr?:y,y4

5.

c cjqr !g: t,,,A,t

r :44rllE.1'J

b. I

.11:

'.,,,

\4!9!",'!!:4

llLtUy tlgL

(_,//?

///,,

44.::pL!g U,a

t::l ! s:!4tytftpL

/"l f,l[I1

/. L ,// lri/J tttttlt]11 . lrllI iu]t I\

8

I

)?,,,

!g_:l:!_:g:yli:|c!!l b!

q. I lt,t,l n,,t littiJt,,.i ., u, 10.

C ! nniled-i, tuuliit arrh'ed

r, l1l

rru,{

D D

413

414

ANSWER KEY

11.

I

alarnt

!,ellllTlirl,t yptlyll

3.

The nert char:rcteristic of a gocrd roommate (6A) is respect for each <-rther's belongings. When trvo people are roommates, (6C) thev each come into this situation rt'ith their ou,n belongings. Because each roommate's belongings are ilnportant to him or herl it (6C) is important for each of the roomm:rtes to resp.'ct the other roommate '.s belongings. Respect (trB) for each other'.s belongings ri ill help ro prevent problems bc.tu,een roonrmates.

1.

The final Important characle'r istic o1 a good roomnlate mav surprise you, (68) but this characteristic is <1uite important me. This final characteristic of a good roomnlitle is (6A) a lack of neatness. I mlself am not a vcr-\' neat person, (68) so it ri'ould be r,ery hard for me to have a neat roommate. A neat roommate t'ould probablv be upset r.r'ith me much of the tirne because I (6C) am a

12. C t rai rt deplllecllA rl,lg!f!1g4 13.

t+. I

I stut :9!iiil1't:,:lt:,r,!y', y:ll t lbe;in\it sellll: , rLl'aitport s

-. L

I .I

/)111

,-,

i\ t \'l] /]tt:r '/lii./ 1tr\

t6.

Sonrcorte'le!f!_E!74!!!

17

lin

r 19. I 18.

zo.

c

d

I

i trte

n.

ie

!:lt [fl

n.

sta

":g:g!!!,nlt,]

Y!r!-tr9!9/'it!:! r

pcL!!4!@i4r_y:t

ktu !.1!!

kpk\y::,::l:lyl:14

5!yy:q:

t:llef,*l

1:c

ljr

little nessr'. If I had a near roommate, (6C) this

EXERCISE 6C

. z. 1

roommate and I $'ould probabl-r' h:N c' problems. The (68) best roommate for me is thcre.fore a rather

c A elk b_!L!!l,t yi@y! t L 4!!!!!9!! .r',d:!El ! |l::!:gt!

tness! r'oomm:rte.

5.

3. I SheVecattsei\s:!!L 1.

7 Fft4v,,rkcrs tlylJJly!!

\. t

I:SLllet LttlleCl((l

1t /?(

i1 ( l er\Oll( hAd IUlt.'hed

o. I

v,,,, f:l:t:,iu:!!it, ,:j991:lll:= l. C Eii"ii]l ( \'dl,r i'As // sdj 8. I I urrl rle n,,rl _ ru *tt ,-, tr

e. 10.

r

in-iii4yl4!"dV1!4t).e

C Vnouinlno

one

roommate lor nte. EXERCISE 7A

l.

ry9led

reali:etl\ve tnd

I glpuld rylffrour slnes ,.!!: :. c l.vrczl ire'r,s c!llt9] ! ry!!4y | 3. I lt'i ends l l!:!i t!y: ytll::lytyt4:j::L A t VCy]!!l9ljlllllttttril everythittg ,: n::p!y4 |5. C lA Aplaters y9L4ly!!4'!!y! tO. t Fllerrzl! students s:!! tt c /j!:ygtllg!9!:nd V::r,@,t \!!!9!!!td 18. I Fid;fr;lleqtlyyl ryyl:eltlJele 11.

t

f

9. C

20.

I

S/rc rras @ elbd

EXERCTSE

l.

2.

Frtt

s e

n

Er,erlbodl'has (13) a dillerent u,zu'of measur.ing srrccess. Monev mav be one measure ol success, but it is not the best measure of success. Bettel \\ravs of rne:rsuring success are ( 1 1) al:Lilable. Some of the better measures ol a successful lifc are (12) farrilrl friends ( I .l ), and career:

2.

r

t t r,

The first characteristic ol'a good roommate (6,4) is

t ill be ven

different people, and (68) the-v-' u,ill disagree about manv things. Hor.rrer:er, if ther each have a sense of humor, (6C) then thel.can l:rugh about these disagreements instead of alguing about them. A good sensc <;{ humor is (6A) necessan ir.t .,r roon'rmate.

(11) the

Another wav to measure the succe-ss of a life is ( 1 1 ) the strength of friendships. Someone s'ith a lot of monev but no fi'iends to share it r.r'ith is ( t3) not a srrccessful person. In contrast, someboclr' \\'ith lots of close, thoughtful (14), and caring friends has (13) a. lricvcd sue\'c>s in litc

4.

A llnal rvat' to measlll'L' the succr-ss of a life is ( I I ) the amount of enjoyment in a career. A career rvith a lot of money but rvithout enjovntL'nt is (l 1) neither fulfilling nor desirable (15). On tl-re orhel har-rd, a czrreel that provides true enjoyment dav after dav is a successful carcer even if it does not pror,ide a lot of

6 (A-C)

a sense of huinor. Any tlv
lifcis

3.

refj :fll!!!lt t lljll!

Many (68) different lrpes of people can bc good roommates. Three chalatcleristics, to me, are (6,4) important in a good roonlrate. Let'.s see if 1,ou agree (6C) u,ith me about thc-se tht'ee important characteristics of a gooci loommate.

Onc rvav Lomeasure the success of a

strength and depth (14) o[ l'anrilv rc'lationships. Perhaps someone eithcr u'ithout a familv or (15) rvith a very unhappv famiil' has ( 1 3) a lot of moner', but this person has not reall.v had a successlirl life. Anvbodl' u'i1h familv relationships that are both strong and loving (15) has (13) had a successful lile.

rlrottalt !,tpologi--cd

e s t e

Thus, nraru'dilferent Lrpes ol people (6A) can be good roornmates. Ho$e|er, cerlain characteristics are (6A) import:rnt to nte itr a loontmaltc: a sense of humol r'espect for e:rch othe'rls belongings, :rnd not too rnuch need fol neatness. A roommzrte u'ith these important characteristics will (64) be a successful

mone\t

5. lt

is not realll a good idea to measure thc success of a life bv the amount of monev that a person has miide. Insteacl, the succcss of a lifc should be measnred in a number of other \\'als, llot onlv bt the lzrnrilv relations and the frjends but ( |5) :ilso bv the career that a person has developecl orer a litetimc. All of these rncalsLlres of success are ( 1 2) far ntot e mezrningful zrnd accurate ( 14) tl-riin using monev to nteasLu'c success.

ANSWER

3.

EXERCISE 78

1. I have

alrvals d,reamed (16) of being a person who is alu'ays on time. Horvever, in realit1,, I am alrvays, alrr,'avs late. The follou'ing three examples (19) shou' that, elen in several leru inrporlant situations ( I 9), I

cannot seem { 18) to arrir,e on time.

2.

One example o[ mv terrible tardiness is a job

interview

( 1 9) thal I had soon after I graduated from college. I lvas given ( 1 7) the opporlunitv to inten'ierv for a rvonderFul job that many (20) other people t'anted. The inten,iet'u'as scheduled (17) for 10:00. Hou'er.er', I oversle'pt and did not arrive at the inten ierv until 1 1:00. I am sure that my lateness r'r'as the major reasc,n that I did not get the job.

3.

4.

5.

Another erample of mv terribie lateness is an appearance in court that I had to make after I had received (16) a ticke-t. I, ofcourse, could not arrive (18) on time fbr this court date. Because I mi.ssed mv court time, I had to par the original ticket, and a large fine u'as added (17) to the amount (20) of monev that I had to pa1. The final erample of ml'terlible lateness \\'as m.v wedding. I was engaged to be married to the most wonderful \\roman, and the rvedding had been (16) schedlrled for 2:00 on Saturdav afternoon. As vou can probably guess From both of the earlier examples (19), I just could not manage (18) to arrive at my own ri'edding on time. I r'r'as very lucky that my br:ide r.r'as waiting ( 17) for me rvhen I arrir ed an hoi.rr late. These examples shorv that there is little (20) doubt that I have a serious problem rvith lziteness. My lateness has caused (16) me many (20) serious problems in mv life, as the exzimples of the iob inten'ie\v and the court appointment sho\. At least m1'lateness did not cause me to lose out on the single most important occasion ( 19) of mv life, ml

rvedding.

1.

Wl-ren

I receii,'e

1.

shou'that I usuallt keep special to myself for a lr'l-rile. I think that I \vant tL) be the onll,one to knorv about it for zr ri,htle. I riant to enjoy it n.rvself before I share it u,ith fan-rilv and friends of mine (22). These exan.rples

(2.1) ne',1's

COMPLETE TEST ONE Section 1: Listening Comprehension u

11. A

2.D

2l. B

1.2. D

22. 23. 24.

t.

3.B 4.B 5.C

13. C 14. B 15. D

6.A

I O. b

7,

17. C 18. A 19. D 20. A

B

8.A

9.D 10. A

a pleasant surprise,

m) r'eaction

surprise bv shorving

their (22) l'eaction and bv

tellir-rg other people around them about

it

(22).

Houever, I do not react this \t/ay. I react to a pleasant surprise by keeping it (23) to myself for a while. One example of mv reaction to a pleasant surprise grade that I (21) received on a chenistn- exam.

r.vas :r

After I took this exam, I did not think that I had done extremely (24) u'ell. When the professor returned the exam, he (2 1 ) announced that onlv one exam paper had received an A on the exam. I felt quite happy (25) u'hen I Iooked at mv paper zrnd sarv the A on it (23). I kept the news to myself for some time because I wanted to enjo-v myself. Perhaps a week later, I told some of my friends about my -sl-ade. It u,zis unbelievable (25) to them (21) that I had kept this nervs to my'self for so long.

3l. A

;l1

32. 33. 34.

42. .\

D B B 35. A 36. C 37. B 38. D 39. D 40. C

A D A 25. D 26. C 27. A 28. B 29. B 30. D

.+3.

C C

,1.+. D

45. B ,16. D .+7. A

48.

A

.+9. D

50.

C

Section 2: Structure and Written Expression 1. D 4. D 2.8 5. A 3.C 6.C 16. B lottg

D

10. 11.

9.8

A rtonnctl A rententberzd A it

24. C obsen-ing 25. B was

26. D man,27. D sea 28. C be

30. 31. 32. 33. 34. 35. 36. 37. 38. 39.

B

7. A

8.D 9.A t0.

D

16. 17. 18. 19. 20.

D A C B B

.{

14

D

f -i

,l

4O.

C tluir

matclrcs

B progressivelt A his B he C contaitted

A nuntber B built

B

easill'

D adapted

A

rs

Section 3: Reading Comprehension 1.D 11. D 21. D 31. B 2.8 12. D 22. B 32. D 13. C 23. C 33. C 4.A 14. D 24. C 34. A 15. B 5.8 25. D 35. C

6.C

13

29. C or

tttrned

20. D beconte 21. 22. 23.

D B t2. c

7.D 8.A

18. C /zls 79. C vears

differs considerably (24) frorn the reactions of most people, I think. Most other people react to a nice (2.+)

2.

Another exarlplc of ml reaction lo a pleastnl surprise was my admission to a special (24) Honors Program at my school. When I received the lettel' saving that I had been admitted, I did not run and shor.lt this ne\\,s out to c\ ervone immediately (24). Instead, I rr':rnted to keep the neus to mlself. it rias four or fir'e davs before I told mv fan-rily and friends. Then I told them (23) quietly (24), rvithout shouting the nervs. I did not seem veln happy (25) about thc siluation because I \r'as not jumpine up and dou'n and shouting, but I u,as l'eally quite happv abotrt it (23 ).

17.

EXERCISE 7C

KEY

26.

27. 28. 29. 30.

B D B A D

.11. D

42. J3.

C

A B

44. .r5. B

36. A 37. A

/+6. A .+7. D

38. 39. 40.

48.

D D C

A

49. D 50. c

41.-

416

ANSWER KEY

Section 2: Structure and Written Expression 1.B 4.C 7.8 10.A 13.

COMPLETE TEST TWO Section 1: Iistening Comprehension 1.D 11.B 21. A 31. A

2.C 3.D 4.A 5.A 6.8 7. C E.A 9.C 10. D

12.D 13.A 14.C 15.D

16.8 17. A

18.A 19.C 20. B

B D 2.1. B 25. A 26. C 27. D 28. R 29. D -30. A

B B 3.+. D 3-;. A -36. B 37. D 38. C 39. D .+0. B

22. 23.

32. 33.

41. C 12. A ,13. A

44. B

45. C 46. D 17. B 48. C 49. A 50. D

Section 2: Structure and Written Expression .+.D l.D |0.C 7.4 l3.B 2.A .5.C r1.C 8.D 14.C

3.C

6.8

9. A

16. B shilt 17. A takes 18. D been 19. A nntl 2O. A plants 27. A are

22. D

A

31. B

11

32. C rallietl

she

introiucerl

lim Botlt are

D

decnde

D

rtunther

29. 30. 31. 32. 33. 31. 35. 36.

elentents take

occrrpl

atd the,-

. C itllportant

22. B nritterals 23. D sold :1. A Ale :). t illP|I 26. B relatiyelt

27. C is

ll.D

12.D

C

14. C 15. A

A starred B on C rllio-sc

A lik,' B tlte colont' C

C C

be classified ttttr>ther

bttsinessnurtt 5/. L lltrIe

38. C ntake 39. D called 4O.

a.sked

28. C regulate

5.A 6.D 7.B s.c 9.D 10. c

C sttitable

B saved D rizelr C e/lectireh

C parts of'

l5.A 16.C 17.D

18.8

l9.C 20.

D

D 26. B 27. C 28. B 29. C 30. D 25.

D 36. D 37. B 38. C 39. A .+0. C 3-5.

41. C 12. B -+3. D

44.

C

4-5. B

46. A

17. 48.

C

D

49. D 50. B

C it

elliptical

APPENDIXES

Section 3: Reading Comprehension

1.C 2.D -3.8 4.B 5.A 6.C 7.D 8.D 9.8 10.A

21

8.B 9.D

Section 3: Reading Comprehension l.A 11.B 21.. A 31. D 2.C 12.A 22. B 32. C 3. B 1-3. D 23. A 3-3. D -1. A 14. A 21. C 3!1. A

.5.;. l5 iltltdbtt

34. 35. 36. 37. 38. 39. 40.

16. B 17. A 18. B 19. C 20. B

5.8 6.A

15. D

29. C subnrcrge 30. A rlzr-s

25. b nlston'

24. C 25. D 26. A 27. A 28. C

1.2.

2.C 3.D

1l.B 12.D 13.C 14.A 15.A 16.8 17.C 18.D 19.C 20.C

21. 22. 23. 21.

25.

26. 27. 28. 29. 30.

D B A D c A D B B B

3r.D 32. C 33.C 3,+. A 35.B 36.D 37. D 38.A 39.C 40.D

41.D

42.8 43.A 44.

C

45.B 46.A .+7. B

48.D 49.C 50.B

EXERCISE A1

l.B 2.A 3.B

.+.A 5.8 6.A

9.A

B B 12. A

7.A 8.A 9.C

10.B 11.A 12.B

13.C

7.A 8.A 9.C

c

11.

B t2. A

13. B 14. C 15. B

-i.B o.A

7.C E,B

IO.A

5.B 6.C

7.A 8.8

l0.B

5,C

7.C 8.8

10.C

7.C

8.8

10. 11.

13.

c

14. C 15. A

EXERCISE A2

l. B 2.4 -3.A

,+. A

5.B 6.C

l4.A

15.B

EXERCISE A3

lC 2.C 3.8

COMPLETE TEST THREE Section 1: Listening Comprehension

r.B 2.A 3.D 4.C 5.B 6.A 7. C 8.8 9.A 10. D

1l.B 12.C 13.D

14.B 15.A

l6.C 17. B

r8.B 19.C 20. D

c B B 21. A 2-5. D 26. D 27. B 28. D 29. A 30. c 21.

22. 23.

B D C 34. A 35. B 36. C 37. D 3E. B 39. C 40. c 31. 32. 33.

41. B 12. D 43. A 11. D

45. B 46. C 47. A ,+8. B

49.

C

50.

D

.+.8 5.A b.B

r0.

EXERCISE A4

] C :.B

3.A /+.C

9.8

EXERCISE A5

l.C 2.8

3.C 4.A

9.C

EXERCISE A6

I,B 2.4

J.C 4.A

o.A

9.A

ANSWER

EXERCISE 85

EXERCISE A7

1.

2. 3. 4. 5. 6. 7.

tall... tale... team

l.

rays...lay

rare...Ron...riled

rid...pests...din leaned... rail... ferry... read... bed... jotted...

r'ie... place...

8. bail. ..

lake notes

race

jail... failed. .. pay...

fine

9. need... heed... deans... ban... beer 10. sit... seat... set... box... mat... rear... room 11. 12. 13. 14. 15.

Pete...peered...view... ferv...boats...bay fans... let... roar.. . ball. .. bat shore...picked...seashells... ships...pass crowd . . . booed . . . jeered . . . joke

plate... ra\\'... chips... lup... plate... landed. .. really... sheepish... grin ... face

EXERCISE B1

l.

in an uproar

2. since yesterday 3. of an extinct dinosaur +. under several feet 5. oisoil

6. 7. 8. 9.

KEY

by incredulous constntction u'orkers foom the ditch on the construction site

for further scientilic study 10. of the location

2. 3. 4. 5. 6. 7. 8. 9. 10.

thIgCCh the dorvntown area along the edge of the Saugus River across the Township Bridge into the wide open spaces outside the town RmorU the expected leaders for their fearless performances in previous races against strong competitors

EXERCISE C1 1.

ADJ ADJ ADJ NP ADJ NT ADJ NP VNT VNP NTV ADJ V ADJ ADJ

V

2. NP 3. ADJ 4. 5. NP

ADJ 7. NT 8. NT 9. NP 10. ADV 11. ADJ

NT

12.

13. NP IA ADJ

1f.

NT ADV ADV ADV

ADV NT NTV NT ADJ NP ADV ADJ ADV NT NP VNP NT ADV NT

5.C

7.8

NT ADV ADV

NT ADJ

NT ADJ NT

NT NT ADJ

NT ADV NT ADV NP ADJ

NT NT NT NT

EXERCISE C2 EXERCISE 82 1.

at the local communitv college

computer-phobics on a computer betrveen a computer monitor and a keyboard about this course until six o'clock daily during the fall semester at a low fee

l. A 2.C

3.

4.

A A

6.8

9.A

t0.

8.C

2. 16r J.

4. 5. 6. 7. 8. 9. to residents 10.

ilroughout the county

EXERCISE 83

t. across the Atlantic 2. inside the storm 3. at 130 miles an hour 4. &er the rt'arm southern u'aters 5. toward the southern coast 6. Desprt" the current distance 7. of the storm 8. from land 9. ne'ar the coast 10. iliihin 36 ho,r..

EXERCISE 84

l.

down the street a doubt

2. without 3.

oFrr-s type

4. Unlike most homes 5. in this neighborhood 6.

-/. 8. 9. 10.

behind a massive stone n'all \\'ttn rvy through the wall to the compound from the street

EXERCISE C3 (There may be more than one ansrver.)

1. finalist final )

nrnFccsnr

professional 3. socialist

Z-?r-.

.tsqe9

4. Speclallsr speciai

5. electrician electrical 6. realist real

finelirr,

finally plolession

specialization

specialize

specially alonrrinirr,

-l-.r.iA'

electrically

realism/reality beauty

beautifuliy idealism ideally terrorlsm

terrible 10. illustrator

illustrious

realize

really

beautiful 8. idealist

9. terrorist

/,G^ nroless

) professionally socialism/society socialize socially

7. beautician ideal

6n^li?a

terribly illustration illustriously

beautif,v idealize

terrorize illustrate

EXERCISE D1

ring

rang

rung

slng

sang

sung

drink

drank

drunk

sink swim

sank swam began

sunk swum begun

begin

B

417

418

ANSWER KEY

EXERCISE D2 seltl spcnt len t

scn t

EXERCISE D8 ql\ e

spent

lvritc

lcnt

take

gaIe \\'l ote took

btr ilcl los e

built

built

fall

fell

lost

lost

a1r't!e

cllole

tnakc'

nr:rcle

citt

atc

nt ea l.) har e

lr

maclc mea nt

fall en dlir en eaten

ri

clc'

locle'

liclcle'n

had

hacl

rise

rose

hcar

heald

hearcl

forgivc

for-Ezrve

risen forgir en

bct

bet

stt'itl

stolc

stcllen

puI

pilt

be't pu1

hurt

cost

COSI

hur-t cost

spoke chose

spokcn

hr: r't

speak clroose

blcak

brokc

bt oken

SNTII

shut

slrut

tr-eeze

I

hit

hit

hil

lct cut

lct cut

let

quil

qult

fir

frt re:td

qlli t {it learl

gct [orget bite hidc beat

slt

sat

sat

become

u irt

\\'on

\\'OI'I

dig

clug

held founcl shot led met fed

set) d

spcnLl

lend

L-ii lt

t

EXERCISE D3

read

olci

find shoot lead nl

L-a

l

feed

CLII

bittr-n

bcconre come

chig

bccanre cante l-:t lt

he'Icl

tcaf

t

founcl shot

\\'ezlr

\\'ofe

lecl

rlt r

met

8()

pfoVe

proVen

starrd

stood

sLeep

slept

stood slept

keep

Kep{

kc-pt

fee

fel t

felt

s

told

knou

knerv

knos n

gr{)\\ blorr'

gfe\\' blert t hre\\'

[1.0\\ n

crr

shon

sholr'ecl

dlan

dreu'

\\:c)

see

scc

did \\ cnI

rll I

done gone

E1

!+.L LG

l.i 2.8

7.J 8.E

l0.H l1.K

sold

EXERCISE D6

1l

fun tofn

orL'

l'ed

tell

|ou' lly

f.Jfg()tten

brt

ci:)nte r-un

saicl

t lr

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EXERCISE E6

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EXERCISE E7

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EXERCISE E8

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EXERCISE E9

t.K 2.

1

3.J

4.O

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6.C 7. A

10. F 11. N

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13. 14. 15. 16.

M R B G

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13. 14. 15. 16.

M T B H

17. F 18. L 19. K 20. J

17. Q 18. T

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E1 T

KEY

419

DICTIONARY or

AMERICAN

ENGLISH

LoNcMAN INTRODUCTORY COURSE FORTHE

TOEFTTEST

The Paper Test DEBORAH PHILLIPS This comprehensive course provides intermediafe students (TOEFL test scores 380-480) with the skills, strategies, practice, and con-fidence they need to improve their scores on all sections of the paperTOEFL test, including the Test ofVritten English (T\U7E@).

Tbe Introductory Paper Iesf book features: Iânguage skills sections that cover the intermediate-level language skills regularly tested on the paperTOEFL test, as well as the Test of Written English o Practice exercises for each of the language skills that maximize understanding and retention of those skills o Test-taking strategies for each section of the paper test that provide clear$ defined steps to improve test performance o Diagnostic pre-tests and post-tests that allow students to identify strengths and weaknesses and assess improvement in each section o Tko complete introductory-level practice tests that famtliafize students with the actual test fofmat using questions that test only intermediate-level language skills o One complete TOEFL-level practice test that allows students to see how the skills in this text are incorporated into an official-level TOEFL test and to determine their

o

approximate TOEFL scores

o

Progfess charts that allow students to keep track of their improvement

Tbe Introductory Paper Iest CD-ROM features:

o Over L,000 questions that cover each section of the test o Skills practice exercises for each of the language skills presented in the text o Introductory-level practice tests that simulate the format and timing of the actual paperTOEFL test

o o

Pop-up explanations for all practice and test items Record-keeping to monitor student progress

Components of tlne Longman Introd.uctory Courselfor tbe TOEFI@ Test: The Paper Test Book and CD-ROM

withAnswer Key Book and CD-ROM without Answer Key Audio program Audio cassettes (4) Audio CDs (4)

O-13-184718-X

O-t3-184719-8 0-13-1847r7-r o-r3-1847163

use the listening section of this book, you must have the audio program, which is sold separately. The audio material on the CD-ROM is different from that on the audio

Note: To

ISBN 0-r3-18q?r5-S

pfogfam.

Visit www.longman.com,/toefl

llilil1til til[[l llillffilnmnl

TBI Longman Introductory - The Paper Test

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