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I Now
listen to a sample response.
How
does it
differ
from your response? Write
down
any
differences in information
or
phrasing.
•@*H
· - · - · · • • " " " " ' - · - · · · " · " · · · · - - · · · · · · - · - · · · - ~ - - - · ~ - - · - - - - - - · - - - · - - - - · - · - - · - · · · · · · · · · J l . l b i i i t l l
I
~ = · ~ ~ ~ ~ : : ~ · ~ = : = = = : ~ = ~ ~ = ~ = ~ = ~ · = ~
- ~ ~ = ~ ~ - - ~ = ~ - - - ~ . :
. ~ : . :
I Listen again and repeat after the response. Pay
close
attention to pronunciation intonation
and
word
stress
lljftfl1p1
·
~ t e p
4
Nol/\/
give
your own
spoken response to the prompt. Try to incorporate useful expressions
fron i Steps 2 and
3
while
also paying attention
to
your
pronunciation and intonation. Record
yourtime
Response:
Speaking time:
econds
I
[
·:
.
Cl
Integrated
Speaking
Test
Questions 3
and
4
399 \
~ · ·
]
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A response
to
the integrated speaking
questions generally
includes
the
following
• A statement of
the
problem or situation, as expressed in
the
conversation
• A statement
of
suggested
solutions, as
mentioned in
the
conversation
•
Your
opinion of these
suggested
solutions
• Your reasons examples and details to
support
them
• A
summary
of
the
main points of
the lecture
Before
speaking
• Choose
the opinion most
easily
supported.
• Organize the flow of your answer in your
mind.
• Make
sure
that
you
have adequate
reasons and
examples.
When speaking:
• Make a clear
statement
of your
opinion
on the given topic.
•
State clear
reasons
for
your opinion.
•
Use concrete
examples.
• Use transitions to improve the flow
of
your speech.
1io describe
problems:
• She/He is having a problem
with
• The problem is
• She/He needs help with
•
She/He is having trouble
•
She/He cannot
figure
out
• She/He needs to
•
She/He should
• One Another) thing she/he can
do
is
• The best
thing
she/he can
do is
• If I were her/him, I would
Integrated
Speaking est Questions arid 6 4 1
1
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Practice 1 - Conversation
~ t e p
1
I
Listen to a conversation. Take notes
on
the problem presented
and
the possible
solutions
suggested
iljbfJD
Problem:
Solution
1:
Possible benefit:
Solution
2:
Possible benefit:
ball:
a formal
dance
fund:
to
provide
money
back
out:
to decide not
to
do
something
costume:
clothes worn to make you
look like
someone or
something else
notice:
an
early warning that
something is going to
happen
On
your own think of some of the possible benefits to
each
solution suggested
in
the
conversation. Write them in the extra spaces
provided
above.
il>Step 2
Read
and think about the prompt below
Answer
the
following
questions
in
complete sentences.
........... ..
.....
...................._.......................................................................... ...............
··
The students discuss
two
possible solutions
to
the woman s problem. Describe the problem. I
Then
state
which of the two solutions you prefer and explain why.
,
_ -.
1. What is the
problem?
2. What
should the woman
do?
3.
Why?
402 Chapter
1111111_:: ·_·111111_ llllll_·l i f l l - _ - - 1 1 1 1 1 1 ~ = 1 1 1 1 1 1 1 = = i l l l r l
- - 1 1 1 1 1 1 1 ~ _ - - 1 1 1 1 1 1 -
1111111:=1111111··1111111_
ll llllllll _ _ - - - l _ I - _ ~ - - ~ - = - -
- ~ - ~ = - - - = ~ - - = - - C -
_-- ' -
- 1 1 1 1 1 1 1 1 ~ 1 1 1 1 1 1 1 1 1 ~
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I
. ·
;
~ S t e p
3
Now create your own response
to
this topic using words and expressions from Steps 1 and 2.
The
woman
is
organizing-----------------------
and The
man
says
she
should either
I
think
it is best
for
her to
That
way, she won t
A lso - - - - - - - - - - - - - - - - - - - - - - - - - -- - - -
n Now listen to a sample response. How does it dif fer from your response? Write down any
differences in information or phrasing. ll'l flfllt
-- I
_.
--- . .
-· ..
. .
• - • - - • • ~ < - < r . _ _w . ~ . _ ; . • ·· '-'' ' ' ' - . - . ~ .... r ~ w ~ - ~ ' · _ , : . , ? ' · · ' > - ~ w ~
, . · ~ : ~ ~
' ' ~
. .
. , . a . - , ~ , _ ; , » m · . ~ , ~ · - ~ . - ~ - ,
• · ~ · · = ~ - - ~ . , • - ~ ~ • ; , , , ~ u ~ ' ' - ' J ) ;
n
Listen again and repeat after the response.
Pay
close attention to pronunciation, intonation,
and
word stress ll i j i
~ S t e p 4
Now give your own spoken response
to
the prompt.
Try
to incorporate useful expressions
from Step
3,
while also paying attention
to
your pronunciation and intonation. Record your
time.
Response:
Speaking
time:
- - - - - · seconds
r
[[
lt
Jn\egrated Speaking: Test Question5
5
and
6
403 -,
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Practice
2 - Conversation
~ t e p 1
I listen
to
a conversation.
Take
notes on
th
problem presented and
th
possible solutions
suggested
i fJii
Problem:
Possible benefit:
Solution 2:
Possible benefit:
interview
a
meeting
in
which
n
employer asks questions
to
someone applying
for
a ob
frequently:
often
delay:
to be slowed
down
willing:
wanting or
agreeing
to do
something
lend:
to give something to
someone for a short period
of time
On your own think of some of
th
possible benefits
to
each solution suggested
in
the
conversation. Write them in
th
extra spaces provided above.
~ t e p 2
ead and think about the prompt below. Answer the following questions in complete sentences.
The
students
discuss two
possible
solutions to the woman s problem. Describe the problem.
Then
state which of
the
two solutions
you prefer and
explain why.
1. What
is the
problem?
2. What should the man do?
3. Why?
1
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1 :
t
I
I
I
I
I
I
I
I
~ t e p
3
ow create your.own response to this topic using words and expressions from
Steps
1 and 2.
The woman suggests--- - - - - - - - - - - - - - - - - - - - - - - -
I
think
he
shou ld- - - - - - - - - - - - - - - - - - - - - - - - -
I
think this is
the
better
option
because--------------------
-------------- ·Also
he rnan
- - - - - - - - - - - - - - ·The
peakers agree
that
so
n
Now listen to a sample response. How
does it
dif fer from your response? Write
down
any
differences in information or phrasing.
i fJii
' ' ~ ' ' ' ' ' ' · = ~ = - - - ~ ~ = - = ' - ~ ~ · ~ ' · ' ~ · ~ - - - · - - ' ' ' ' ' ' '
........
_ __.._.. _...._____ ~ . ~
n
Listen again and repeat after
the response. Pay close
attention to pronunciation, intonation,
and word stress S iJLij
~ t e p 4
· ow give your own spoken response to the prompt. Try to incorporate useful expressions
from Step
3 while
also paying attention to your pronunciation and intonation.
Record
your
time.
Response:
Speaking
time: seconds
ll
[
'
-
~
Integrated Speaking: Test Questions 5 and 6 4 5
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Practice
1 lecture
~ t e p 1
n
Listen to a lecture
Take
notes on the information presented
iijij Jlii
Main topic:
adaptation:
achange
that makes
a
living
thing
more able
to live
n a place
Key
point
1:
Example:
Key
point 2:
Example:
l Step 2
conducive
helping something
to
happen
blend
in:
to
be so
similar to
other
nearby things so you do not
notice
them
drastically:
in a
way
that has avery
large effect
alter:
to
change
.disguise
to
change something
to
prevent recognition
Read and think
about the prompt
below Answer
the
following
questions in
complete
sentences
Using
points
and
examples
from the
lecture
describe the two ways in
which
animals
camouflage
themselves.
1. Why
do
animals camouflage themselves?
2.
How
does
the
Arctic
fox camouflage itself
in
the winter?
3. How
is the
walking
stick bug able to
hide
from
predators?
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Practice 2 -
Lecture
~ S t e p 1
n
Listen
to a lecture Take notes on the information presented.
Main topic:
Key point
1:
Example:
Key point 2:
Example:
~ S t e p 2
ld ijfliji
role:
purpose
conflict:
a
situation w here two things
cannot
exist
together
incompatible:
unable to cooperate or
coexist
diagnosis:
a
statement about what is
wrong
with a medical
patient
submit:
to accept that
someone
else has
power over
you
Read and think about the prompt
below
Answer the following questions in complete
sentences
r ~
: : ~ ~ s : ~ ~ · : ~ : ~ ~ 1 : ~ ~ ; ~ ~ · ; ~ : ~ ; : : ~ : ~ : . · ~ : : ~ ; i ~ : · ; : : · : : ~ ~
; ~ ; ; ; · · ~ ~ ; l i t ·
~ a n
- , ~ ~ ' < • • - - - ' - = ' , . , , . , _ . _ , . . . . . . _ - ~ . , ~ ~ - • m • ~ ~ = · ' , . . , ~ , ~ · ~ · , , · · · . . . . - - ' = · - N · • - • ~ - < >
' r . • . · · · • • « • · ~ ·
< , . · •
• • - · •
m- •••<
• • •
~ ~ - < • • - ' > · c • , • • . v>h• - - .
• ~ • - ' ' '
. ' . , . , . , .
•
•
1
What
are two ways that role conflicts
can occur?
2 How can
a role
conflict arise when
a father
is
also
the coach
of a baseball
team?
3 How can
a
doctor experience
a sudden
change
in
role? How does this create
a
conflict?
408 Chapter 6
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· --
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Instructions:
Choose
the best
word
or
phrase
to
complete
each sentence.
1 You use a wheel to a car.
(A) unwind
(B) suspect
C)
steer
(0) recruit
2 When I
was ,
I
used to get
ice cream whenever I was good.
(A) social
(B) lost
C)
hectic
(0)
little
3. Students who cause are
often
punished.
(A) mischief
(8).
degree
C)
maintenance
(0)
notice
4 I like going into
the
mountains
to see
all of
the
(A) collision
(B) wildlife
C) material
(0)
motivation
5.
We
were
all very surprised by my
grandmother s
visit.
(A) unannounced
(B) demanding
(C)
lonely
(0) attentive
41
Vocabulary
Review
6. We both agreed
that
bringing 100
sandwiches
to
the
party
was
(A) abstract
(B) excessive
C)
liable
(0)
lengthy
7 My
favorite of
the
music
player is
its
fantastic sound quality.
(A)
vessel
(B)
companion
C)
technique
(0) feature
8. I
am
that my painting
was
chosen to win the contest.
(A) wonderful
(B)
delighted
. (C) preferred
(O) hazardous
9
Most managers want
to
make a good
impression on
customers
after they enter the store.
(A) drastically
(B)
literally
C) immediately
(0) willing
10
The university decided
to
skateboards
on
campus.
(A)
manipulate
(B) ban
(C)
utilize
(O)
refrain
; ~ : 1
I
I
>
. .-
,
}
I
,.
I
1
I
I
I •
I
,•,
I
r
1 ·
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11
The group decided to
meet
at the
o relax
for a while.
A) diagnosis
(B)
career
C) student union
D) motivation
12
The student government is
new sources of
funding.
A)
looking into
(B)
keeping from
C) staying on
top
of
(D)
getting
along
13 The university has
received
many
about noise in the dorms.
(A) conflicts
(B)
steps
C)
alternatives
.
D)
complaints
14
If
you
want
to a boat, it is
.best to
pick
a windy
day
to
do
it.
(A)
fund
(B)
sail
C) suffer
(D) associate
15
Many universities assist
graduating
students
looking for a
job to begin
their
.(A)
ball
(8)
career
C) flier
D) common
area
Instructions:
Choose the word or phrase
closest in meaning
to the
underlined
part.
16
John
was involved in a
traffic
accident
yesterday, but
he is OK.
(A)
reward
(B) notification
C) collision
(D) conflict
17
You
should not
handle
unsafe chemicals
in
the laboratory.
(A)
hazardous
(B)
insignificant
C) unreasonable
D)
incompatible
18
I
believe that we might have a surprise
quiz
tomorrow.
(A)
suspect
(B) submit
C)
delay
(D) witness
19
The likely
result of
turning the paper
in
late
will
be a ten
point deduction.
(A) role
(B) notice
C)
interview
D)
outcome
20.
The
fall
season
changes
the color of
the
leaves
to bright red and yellow
colors.
A)
leaves
out
(8)
lends
C) alters
D) conveys
l
•
'
'
Vocabulary Review
411
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21
I
wore
a
university shirt so
I
would iUn with
the students ihere.
A) blend in
B) back
out
C) look into
(D) bring
about
22 The $100 they're
charging
for parking
passes is
an unfair price.
A) insignificant
B) unreasonable
C) social
D)
cost-effective
23.
Please
give
at
least a week's
warning if
you
can't
attend
the
meeting.
A) excuse
B) notice
(C) interview
D) series
24
The student's
essay
omitted
too
rnany
important
details.
A) stayed on
top
of
(B)
kept
from
C) backed
out
D)
left out
25
I
am planning to
attend
the
dance
this
Saturday.
A)
vessel
B)
feature
C) ball
D)
step
4 2
Vocabulary Review
26 Many people choose to pass
on
information
through emails.
A) relay
(B) delay
C)
disguise
D)
manipulate
27 My friends enjoyed the speech, but
I
thought
it
was too long.
A) intriguing
B) lengthy
(C) demanding
D)
hectic
28 I
often like
to
relax by
listening
to music
alone in
my
room.
A) submit
B) associate
C) employ
D) unwind
29 I'm
so tired
that I'm likelv to
fall asleep
right
when
I
get
home.
A)
liable
B) lonely
(C)
lost
D) willing
30 Great goalies know many skills that help
them defend the goal.
A) companions
(B)
techniques
(C)
degrees
D)
supervisors
>,
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Instructions:
Write
the missing words.
Use
the
words below to fill in
the
blanks.
companions
distracting
excessive
utilize
lonely
suffer
frequently
refrain
keep them from
social
There are many students who
want
to
31
their music players
at
school. However, there are two main
reasons
that students should
32
from
doing
this. For
one,
music
players
can
be
extremely
33
to you and
other
people around you. If someone uses
a
music player in class, his or her grade will
definitely.
34 People
who
35
use music
players are
also
annoying
to
other people
because sometimes they play music so loudly
that
v ryon
can
hear it. Secondly, people
who Y ~ e music players in
school
aren t being
36
When
they
listen to
music
a(n)
37
amount,
no one is able
to
talk
to
them.
I
think this
can
make them
38
It
can
39 nteracting with
their
40
Instructions: Choose one wo rd from each
group that does
not
belong.
41
notification
announcement
notice
alternative
42 associate
demonstrate
connect
correlate
43 witness
steer
guide
manipulate
44 intriguing
exciting
interesting
demanding
45
insignificant surprising
small
unimportant
Instructions: Label each pair of words as
similar S) or
opposite
(0).
46
submit
resist
47
relay
convey
48
employ
apply
49
social
lonely
50
associate
correlate
Vocabulary Review 4 3 · ~ ·
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Instructions Choose the best word or
phrase
to
complete each sentence.
6
My
schedule
next week is so
that I don't know how I ll get anything
1
The invention of the computer has
done.
>
changed
how
we
A)
hectic
communicate.
(B) determined
(A) frequently
C) insignificant
(B)
constantly
D)
preferred
(C)
drastically .
D) literally
7
For
many people,
a dog can be a
great
and
loyal
2
The conference included a
A) wildlife
of
speeches by
business owners.
(B)
companion
A)
series
C) degree
(B) costume
D)
supervisor
(C) caregiver
(D) psychologist
8
When someone broke
the lamp, everyone
thought it was Tim s
3
He was
in traffic
for about
A) conftict
an hour.
(B) excuse
A) sailed
(C) fault
(B) delayed
D)
role
(C)
suffered
D) banned
9
The student was asked to leave the
classroom because she was being
4
I
had planned to
go to
the movies,
but I
had
to
at
the last minute.
A) unannounced
(A)
back out
(B)
incompatible
(B)
leave out
C)
willing
· :
(C)
keep from
D) disruptive
(D) get along
;
10.
I
asked
a
friend
for
help
after
I couldn t
5
a
car accident
while I was
understand
the
difficult
driving home from
school.
.<
A) material
)
· o
(A) steered
(B) motivation
(B)
recruited
C)
mischief
(C)
funded
D) complaint
D) witnessed
'
4 4 Voccibulary
Review
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L:° ·
. ~ N d ; c , ; : - ; , _ . , , , ~ · - - . . _ . ; • ; • , ; , h
~ ~ . : ; , ~ · · • < l - ~ : . ' - ' K ~ \ ' f ( ; J . ; r , - : , , - J t , _ .. ; . ~ , . . , · . • : , o
·
F
11 D e s p i t ~ a l l of the problems, my school
I · project still
.
all right.
I
A)
kept
from
· . .
B)
came
out
f
C)
got along
· D) brought
about
I
I
I
I
I
I
I
I
]
,
' 4 :
. •
:
t ·· • •
12 I oined the painting club so I could finally
my knowledge of painting.
A) witness
(8) disguise
C)
apply
D)
lend
13
I
realized
that we
were when
the road came to
a dead
end.
A)
hazardous
(8) little
i
C)
social
·
D) lost
14; Some
business are in
charge
of
over
100
people.
A) supervisors
B) collisions
C) common
areas
D) faults
15
Doctors
must first reach a
before they
can
treat an illness.
A)
excuse
(8)
diagnosis
C) conflict
D) series
Instructions: Choose the word or phrase closest
in meaning to
the underlined
word or phrase.
16 Researchers
must
verv often verify that their
. results are correct.
(A) immediately
B) literally
C) drastically
D) constantly
17 I couldn t
find
the post
office,
so I let a
friend
lead me
there.
A)
guide
B) refrain
C) relay
D) manipulate
18 After
much
research, the scientists
connected the vase fragments with ancient
Roman civilization.
A)
associated
B) altered
C)
submitted
(0) conveyed
19 His purpose in
the
company is to handle
customer
complaints.
A) companion
B) feature
C)
role
(0)
technique
20. Many
students worry
that their grades will
worsen if they get sick and miss class.
A) delay
B) unwind
C) suffer
(0) suspect
c:
z
z
Cl
i
Vocabulary Review 4 5 1
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21
Banks
often
loan money both
to
individtJals
and
new
businesses.
A)
sail
B) ban
C) fund
(0) lend
22
When
presenting
difficult
information,
it
is
helpful
to
use visual
aids.
A)
correlate
B) employ
C)
steer
(0)
convey
23.
His experiment
shows that
some animals
have very good
memories.
A) utilizes
B) suspects
C) demonstrates
(0) associates
24. While
the first
half
of the
play was boring,
the
conclusion was verv good.
A)
wonderful
B) delighted
C) lengthy
(0) preferred
25.
I
bought
a new
program,
but it
was
unable to work
with
my
computer.
A)
insignificant
B)
liable
C)
willing
(0) incompatible
416 Vocabulal yRel.liew4
26
The
new book caused a
change
in my
opinion
of the author.
A) blended in
B) brought about
C) left out
(0) backed out
27
The
first stage of a project is planning.
A)
role
B) step
C)
notice
(0) adaptation
28
The
best
way
to
deal
with a
problem with
a
roommate is to
communicate your
problems
to
him
or her.
A)
submit
B)
suspect
C)
refrain
(0) convey
29:
The
history of the
whale
is a fascinating
topic.
A) intriguing
B)
demanding
C) determined
(0)
disruptive
30 Eating fish is
a
good substitute for eating
meat.
A) reward
B)
excuse
C) alternative
(0)
flier
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· · ~ t
C i ~ : : -
><
; ~ \ · · r ·
• · ··
@'• ''•'• '' ' '' ' ' '' ·'
' ' '· '·
,,,.,,,.,,,,,, •
..
. ' '
j\ · Instructions:
Write
the
missing words. Use the
· words
below to fill in
the
blanks.
I
I
I
i
[
I
I
I
technique
adaptations
altering
blend in
disguise
feature
wildlife
literally
drastically
outcome
There are many 31 hat
allow animals to 32
themselves in the
wild.
One
such
33 is called camouflage.
Through
camouflage
animals can
34 make
themselves look
completely
different
by 35
their colors. By
changing colors
to
make
themselves look like
their environments they
are able to 36. with their
surroundings. Some
37
stich
as the
Arctic
fox changes
38 · in different seasons.
T.h,is
important
39.
has
a
v ~ r y p o s i t i v e
40
for
the
Arctic fox because it
is
able
to
hide
from
predators
that it would
otherwise
be
unable to
defend itself from.
Instructions:
Choose
one
word
from each
group that
does
not belong.
41
flier
notification
reward
notice
42
interview
meeting
discussion
diagnosis
43 complaint
excuse
reason
explanation
44 determined
motivated
driven
excessive
45 demanding
hectic
difficult
challenging
Instructions: Match the words
that have
·
opposite
meanings.
46 insignificant
47 preferred
48 abstract
49
willing
50
attentive
(A) unwanted
(B) reluctant
(C) important
(D)
distracted
(E)
real
Vocabulary Review
4 7
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The tips
below can
help you t improve both
your fluency
and
clarity of speech:
During
the
speech:
•
Open your mouth
while
speaking. Try not to mumble.
•
Pay special attention to
the
pronunciation
of content words
and key terms.
•
Stress each syllable
correctly
and accurately.
•
Clearly pronounce both vowels
and
consonants.
• Smoothly
link sounds between words within
a
phrase and in
consonant
clusters.
• Change pitch between
stressed and
unstressed
syllables.
• Speak
in sentences or phrases
not
word by word.
• Speak with
appropriate
speed not
too quickly.
\ llhen practicing:
•
Practice
speaking
by writing down every word you say and
marking
each place
where you
pause
or
vary intonation.
•
Examine
this transcript of
your
speech
and
look for possible
mistakes. Practice
these parts again focusing on correcting the previous mistakes.
•
Record an.d listen to your
speech.
Note
any
areas
for improvement.
Pronunciation
tress
and Intonation
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(<
Stress on phrasal verbs
Two-word
verbs
or
phrasal verbs,
which
are
made up
of
a
verb
and
a
preposition
or adverb,
are
very common in English. In two-word verbs or phrasal verbs,
it
is normally
the
preposition or
adverb
that receives stress,
not the verb.
Ex drop m figure out
The meaning of
a
phrasal verb is distinct from the meaning of its constituent parts. Do
not
confuse
these phrasal verbs with
other
verbs that are followed by
a
preposition without
a
changed
meaning.
Phrasal
verbs
Verb
Preposition
look for look at
build up
listen
to
hold
up
point at
find out depend
on
·
think over
think of
1
f;i
check
out
talk
about
•
turn off
search
for
§-{ .,
hold
on
respond
to
stand for
~ t e p 1
Read the
following
sentences Circle the
word
that
you think receives stress in each
underlined
phrase
1
The researchers found it out very recently.
2
The
robber
held
up
the convenience store.
3
Let s go
check
out
the
new restaurant in the
student
union.
4
Can you help me?
I
am searching for
a
journal on anthropology.
5 Do not point at her. That is
rude.
6 People
often say
that
I
take after my
father.
n Listen
and
repeat the
sentences
• tn•
Pronunciation
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- - ;--.: .·. :.\.
:·;
S e n t e n ~ ~
stress
andintorlation areveryimportallt
ill E ~ g l i ~ h f f 1 ~ r 6 \ i t h r n ~ p o k ~ l l
English
alerts
listeners to the message presented. Words or
phrases impprtant
to the content of the
message tend to be stressed in.
English
whereas the
words
or
phrases that are not important ·
are
not stressed. n
fact
the sounds of these words tend
to
weaken.
Stress
and
Intonation
Sentence
stress
related to content
words
Certain
words
within
a
sentence are
given
importance because of the meaning they convey.
These are known as content words. Stressed syllables are pronounced longer,
pitched
higher,
and
spoken
slightly louder.
Ex
Tea
has less caffeine
per cup
than coffee.
~ t e p 1
Practice
saying the following sentences. Be sure
to
stress the content words.
1
People
classify products based
on
price and appearance.
2 The university should advertise that the dorms are
open in
the summer.
3.
Echoic
memory
lasts for
only
a
few
seconds.
4 The magazine might have
to
shut
down.
5
Giving rewards will
teach
children
to
behave
well.
6
I
was very
proud
of
my
brother when he was accepted into medical school.
7
I feel comfortable talking
to my sister
about
my problems.
8
Students should
work
for a
year
before going
to university.
Listen
and repeat the sentences. •@f fj
>Step
2
n Listen to the
paragraph.
Write
only
the
words
you hear
most
clearly. o@fildl
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Reduction
of unstressed
words
~ ' ' - ' ' • • • • • · • • • · - - • - - . - . - - - · - - - ' ' - ' ~ · - - ' ~ ' ' ' - ~ ' · ' ' ~ • ~ · - - ~ ~ ' · ' · ' ' ' · ' ' ' ' ' ' ~ ' \
Function
words
that
have
little
or
no
meaning
other
than
the
grammatical idea
they
express
are
I
weakened or reduced. Some sounds in these words are obscured or omitted.
For
example can j
becomes
/k•n/
have becomes
/h•v/
and so on.
The
groups of words below
are commonly
subject to reduction:
c> Articles: a, an,
the
c>Simple
prepositions: in, to, of,
etc.
l
c> Personal
pronouns:
I
me,
he, him, it,
etc.
.:>Possessive
adjectives:
my,
her, your, etc. I
.:>Relative
pronouns: who, which, that, etc.
.:>Common
conjunctions: and,
but,
that, as if etc, J
.:>State
verbs:
be,
have c> Auxiliary verbs: can, will, should,
etc
.
. . . . . , . . . . . . . . . . . , . , - . ~ • • ~ = - ' ' r ' < ' • ' ' - ' u ' - ' v ~ - ·
- - u = = + . , . . . . . . _ , , , . , . . . . , .
•
, ~ = = - ' < > ' ' ' ~ ' - ' - ~ - ' ' ' ' ' ' = , _ . , ~ , = . , - • ' ~ ' - U . • • • ~ ~ ~ ~ ' ' ~ ~ = · . > . . - • = ~ • • u • • ~ J . L I ~ ' - ' - ' < > ' ' < ' > ~ . • -
~ S t e p
1
n Listen to the following sentences
Circle
any underlined words that are weakened
or
reduced
®ffii
1
The people
who moved out
to
other cities were safe,
but those who
were
in
the city
were
in danger.
2 . ~
He is the one in my family who
understands
my
dream.
3
The
studentscannot access
this
section
but
the
teachers can.
4
The government asked him to stop campaigning against
the
policy.
5.
They wanted
to
create something
new
and innovative.
6. For homework, you all
should
have read a
bit
about wind
power.
7 I know I look young, but I am a student at this university.
8.
Mathematics is
an
important aspect
of
university studies.
n Listen again and
repeat
the sentences
~ S t e p
n isten to the
paragraph
Write only the
words
you
hear most
clearly
ll MlfiW
.
\
3
z
~
Stress and Intonation
425
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Intonation
The
focus
word
in
a
sentence
has the
most
emphasis
so
that
the
listener
can
hear
it
clearly.
At
the
beginning
of
a conversation,
the
last
content word in
each sentence
is
usually
the focus of
meaning. Therefore, the
primary stress
in these sentences
usually
falls
on
the
last content word,
especially when it
is
delivering new information.
This
stands in contrast to
less
important words.
Ex. He
did
not
include a central
HERO.
;.'
The sound of the
speaker s voice rises
on the focus word and then fC lls. English listeners pay
attention to this change in pitch.
he
dog
chased
a rabbit.
r §t p
Read the following sentences. Find the final
content word
in each
sentence and
underline its
stressed
syllables.
1.
2.
3
4.
5.
6.
7.
I
had
lost an important assignment due to computer problems.
That gave
me the
opportunity to
learn
about a new
culture.
I
never went on
a trip
with those friends again.
Universities need money for computer
labs.
Many
people think that teaching
by example is best.
They look more interesting and have more character.
A
reward system
is a good way
to
teach children to
behave well.
n
Listen and repeat
the sentences
letting your
voice rise on
the
stressed
syllable
and then
drop
afterwards.
•@iii
n
Listen and
circle the focus
word
in each
sentence.
•l'li lifi""
Ex.
In warm
years,
they are;bigger;than in
cold
years.
1. That
will
tell
us
the date
at
which the house was
built.
2.
Mom and Dad want me to attend.
3.
They
can
cause all kinds of trouble.
4.
I
am sure
I
will
land a good job
after
graduation.
5.
In
the past, the television was
a
luxury.
6. In addition, they are
beneficial
to
mankind.
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>;
I
I
I
I
I
I
Having
appropriate
pauses is also an important
part of spoken Englisho
a u s ~ s are g i ~ e n
· .
after
each message
unit in
order to give
listeners time
to process
the information.
If a speaker
speaks too
rapidly or without
thought to
the grouping
of
the
information
presented
listeners
·
'
"
..
may
have
difficulty
distinguishing the
important content of
the
message. ··
·> .
Pausing
r·· ~ u i ~ g
..
~ : · : ~ ~ : : · : · : ~ ~ ~ ~ ~ · ~ : n ~ ~ t i : ~ : · ~ ~ : : ~ ; ~ ~ : : : t ~ · ~ h : · : : ~ e r ~ ~ ~ ~ : ; : ~ : : ~ ~ ~ ~ ; ; ~ : ; ~ ~ ~ ~ : ~ ; ; ~ ·
be
aware of pauses and breaks
within sentences. Pause after each
thought group
such
as a
ong
subject, prepositional phrase,
or that-clause.
Furthermore, it is helpful to
pause
after
a
complicated
idea so that
the
listener has time to understand it. Finally, there should also be
a
pause after
I transitional words. J
1
' ' • - ' - ' ' • ' • J • • ~ ' ' > ~ • - < • • < d A U , • . • ; , , _ . ~ = ~ - ' ' ' • ~ ' - ' < ' ~ ' > , > . • > - ; > < = . ~ . < , ~ > · - ' ' - ' ~ ' ~ ~ ~ · ~ ~ ~ ~ ~ . _ ; , . O • ' < o - ~ p = » < ~ _ . . _ ~ ~ ~ ~ = ~ ~ , . _ ~ . , , . , . , , _ ~ , . , . , , . . , . . . _ , ~ Z . ~ < > ~ ' - ' · ' » ' ~ ~
~ S t e p ·i
Read the following sentences. Circle
any / that indicates an
appropriate
pause.
1.
Although we had not
finished
we
decided
to.
go home.
2. When she stepped
off
the boat she immediately ran to her car.
3. It was
raining
so hard all day that they did not leave the house.
4,,
If the
alarm
rings
put down
your books
and
slowly
leave
the
building.
5. The final test will
be
two
hours long
and
will count for twenty-five
percent
of your final grade.
/
Listen and repeat
the
sentences. Check your
answers.
idl ilfiil
Practice saying the
following
sentences and
write
a / where you pause.
1. In my opinion, students should
not
have to pay to go to university.
2.
To begin, echoic memory
is very
short, lasting
only three
or four seconds.
3. Charities,
both
local and international,
rely on the generosity
of
individuals
to help
the
less fortunate.
4.
In
summary,
then,
I
think that
teachers should
give
unannounced
tests
in
class.
5 While astrong
brand name
can rnake a product
more
appealing,
it
can also help customers
remember
a
company or
product.
6
Many
people,
however,
feel that animation done by hand is
more
artistic than computer animation.
7. It took five years, but he finally achieved his goal.
8. In the case of many oral
traditions,
it is
impossible
to identify the
stories
authors.
n Listen and repeat the sentences
•i1tl fif .1
3
z
'
Pausing 427
j
· - - · · · · - · - - ~ - - j
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,,
: _ .\ i : ; . ·
..
.
,
.
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The TOEFL®
iBT
Writing
Section
432
Preview
· · ..
· · ·· ·
437
Part 1 integrated Writing
~ ~ W A ' 1 > ' . l l . ' W . ~ l l ~ . i " A 1 1 ' U . m 1 : ~ r • ~ < ~ J ' . ' · : · : , , _ , ; - H , _ , r , _ < J ; - ~ , , 1 - · - ~ f ' · ' · ' ' · · · ;e•
Chapter 1 Organizing Information 447
Chapter 2 Paraphrasing ·
461
Chapter
3 Making onnections 479
Vocabulary Review I 496
Vocabulary Review
2
---------------------------------- 498
Part 2
Chapter 4 Brainstorming __
..
___________ 503
Chapter
5 Writing Thesis Statements and Topic Sentences ·
521
Chapter
6 Making Ideas Flow 529
Vocabulary Review 3
548
Vocabulary Review 4 552
Chapter
7
Chapter
8
Verb
Forms
·
Sentence
Formation
nswer
Key
Writing
·
·
559
567
· · ·
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'
The writing
section
of the test
is
designed
to
assess your iiJbility
to
organize
and
support your ideas
in
essay
format
You
will
have two writing
tasks.
One
task
is based on
both a
reading and on
a
ecture.
You
will be
required to summarize
the information
you have read, and
to
relate the information
heard in
the
lecture to
the
information in the passage. The
second task
requires you to
generate
an
essay based on your
own experience.
In
this second
task,
you
will
be given
no material to work
with;
it will
be
based completely
on
your own
ideas.
•
Question Types
Questions for
the writing section
of
the
TOEFL® will appear in the following
order:
Question
Type
Type Suggested Time
Response
Length Description
1
Integrated:
20 minutes
150-225
words
Contrast
250-300 word information
reading
presented in the
250-300 word reading
passage
lecture
with information
presented in the
lecture
2
Independent 30 minutes 300 words
Present
a
personal
opinion or
describe an
experience,
including details
and examples
43 The TOEFL i T Writing
Section
~ - - . , - : - -
-
;_;· -,,, -1-- _
-.--=: - : - - - : . · . ~ f ~ : ' • > ' - - , ~ ~ , - _ , ' _ : • · >
r
' . ~ ; o : ~ _ - ; : - · f
,.. ---· .
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\>
I \
I
·
<
;
I
I
I
I
I
I
I
rt
Study
Tips
•
Integrated Writing
o
Look
for
magazine
or newspaper
articles
that
are
about
300 words
long.
Time yourself
as you
read the
articles.
You should
aim to read
300
words in less than
three
minutes.
After
reading,
try
to
outline
the
article.
Then, without looking back at
the
article, try
to write a summary
of the
article
from your outline.
o
Practice listening
to
short reports
given
in English.
There
are many websites where such
reports
·are
available
online. While
you
listen
to
a
report, take notes. Try
to
summarize the
report
from
your
notes.
-
'
O
S
z
G'\
o
Look
for
a variety
of exercises in writing books you
have
studied that practice
paraphrasing. o
Study
the
methods such books
suggest
for paraphrasing.
Focus
especially
on exercises that
practice the
usage of synonyms
and/or
changing
the
grammar of given sentences in order to
J l
paraphrase them.
o
Review
useful phrases
and expressions
for citing
sources. Pay
attention
to
where these citation
phrases can
be placed in sentences
and
how the
phrases
should
be
punctuated.
o Practice your typing
skills in English.
You must type your essay for the
TOEFL®.
•
Independent Writing
p
Practice writing TOEFL® essays. Get
a list
of
sample
topics
at www.ets.org/Media/Tests/TOEFU
pdf/989563wt.pdf.
Select
a
topic
at
random
and
write
a
30-minute draft
essay.
Correct
the
essay, with the
assistance
of a
teacher
if possible,
and rewrite it with
the
suggested
corrections.
o When you are studying
a
group of writing
topics,
practice sorting
the
topics into
opinion
or
experience topics.
This
will help
you
quickly determine the appropriate writing task
you
will
have
when
you
take the test.
o Practice
outlining
ideas before you write. You can.do
this
by taking
five
or
six topics for writing and
making
a
short
outline for
each
one.
Don't
write the
essays,
just write the outlines. You
can also
use different techniques for prewriting,
such
as making simple charts of information, drawing
bubble
diagrams, or creating lists
of
ideas.
o
Look for avariety
of exercises in
writing books
you have
studied
that
practice writing introductions
and conclusions. Study
the methods
that
these
books suggest for writing introductions and
conclusions.
Pay
attention
to
tips for
beginning
and ending introductions
and
conclusions.
o Practice your typing
skills
in English. You
must type
your essay in the actual TOEFL®.
•
The
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Test Management
•
For the integrated writing
task, you
will read
a passage and listen
to
a
lecture afterwards. The
reading passage disappears
during
the lecture and reappears afterward,
so
do
not worry about
taking
notes
on
all
of
the
key points in
the
reading. You
will
NOT
be able to
hear
the
lecture
again,
so
it is important to take good notes while you listen.
• You
must
type out your answers. You can use icon buttons at the top of the screen for editing. The
editing
tools
include cut, paste, undo, and
redo.
• Keep the style of essay writing in English in mind.
First
select a main idea, explain
it
clearly,
then
support
and
develop it
using
details and/or
examples.
Be sure
your
essay
has
a
logical
flow.
There
should
be a reason
for
every
sentence
in your essay. Such reasons include introducing a new
example or detail to support
the
main idea, or explaining or
supporting
an example or detail
mentioned
previously. Do not
write
any sentences
that
are
unrelated
to
your main idea or
that do
not fit into the organizational structure of your essay just to increase your
word
count.
• Make every effort to use effective language and
appropriate
sentence
structure
and. vocabulary. Try
NOT to use vocabulary or
constructions
that you are not confident with,
as
this
will
increase your
chances of making errors.
• Use a
variety
of language. English
has
a large number of
synonyms
and analogous constructions,
so using the same construction repeatedly is considered poor style.
• ·
Keep the 50-minute
time limit for
the entire
writing
section in mind. Remember
that graders
are
expecting
to read
draft
essays, not finely polished
final
products.
If
you find yourself stuck on a
particular part
of your
essay,
it
is
best
to move on
and complete
the essay,
then
go back and fix
the difficult area
if
time
allows.
G>
Try to
leave at
least five minutes for revision. When revising, be sure to look
for spelling
or
grammatical
errors
remember, there is
no
spell
checker
on the test),
as
well
as
ways to improve
the structure
and
flow
of your
essay.
4 4
The TOl FL® iBT Writing
Section
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I
l
I
I
\
I
I
I
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i.
How
Writing Will Be Scored
ETS graders
will
score test takers essays for integrated writing
tasks
according to
the
following
scale:
Score
General
Description
Key
Points
5
The
essay includes important. information The essay
is
well organized; it may include
from
both
the reading
and
the lecture and minor errors in grammar or
word
choice, but
appropriately
explains
the information
with
the
errors
do
not make
sentences difficult
to
regard to the
prompt. understand.
4
The essay
includes most of the key points There are
several
minor errors with
language;
from
the
reading and the lecture as they relate some ideas
may
not seem connected, but
to
the prompt.
Some
points may not
be fully there are no real
problems
with clarity.
explained
or
the
explanation
may be vague.
3
The
essay has
one
or more of the following
Errors
in sentence structure and word choice
problems: does not include a
key
point
from
may
make
the meaning of some sentences
the lecture
or reading,
shows
only a limited
unclear;
transitions or connections between
understanding of the
information, incorrectly
ideas are not always easy to follow; overall,
explainsakey point, has
problems
with grammar
the
important
ideas in the essay can be
or word
choice
that make some
sentences
understood.
unclear.
2
The essay
has one or more of the following
Errors
in sentence structure
and
word choice
problems: does not include
sufficient
make
ideas in the essay difficult
to understand;
information
from
the reading, lecture, or
readers
unfamiliar with the reading and lecture .
both, contains many problems
with
grammar may not be able to
follow
the essay.
or
word choice so the reader
cannot
follow ·
connections between ideas.
1
The essay includes
few or
none of
the
key
points
Frequent and serious
errors
in
grammar
and
from the reading, lecture,
or
both.
The essay
word choice make some sentences
in
the
is poorly written
and
difficult to understand.
essay
impossible
to understand.
0
The essay
only
copies words from the prompt
There is not enough
of the student s writing
or is
not related to
the
topic at all.
available
to score.
The TOEFL iBT Writing Section
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:
i
i
I
l
How
Writing
Will e
Scored
ETS graders will score test takers essays for independent writing tasks according to the
following
scale:
Score General Description
Key Points
5 The response answers the
question or
prompt There is
good
use of language, including
well. The essay is easy to
understand
and well
correct
choice of words
and
idioms
to
express
organized. ideas. Minor errors in
grammar and word
choice
are
acceptable.
4
The response answers the question or prompt, There is good use of
language,
including a
but
not all of
the ideas
are fully developed.
The
variety
of sentence
structures
and appropriate
essay can be
understood, but
there are
some
range of
vocabulary.
There are some minor
clearly noticeable mistakes in the writing. errors n sentence
structure,
word form, or the
use of idioms,
but
these errors
do
not
make
comprehension
difficult.
3
The essay gives a basic answer to the question
Little
use of connectors to
link
ideas or
show
or prompt, but
not
many examples or detais are ·progression of thought. Sentence constructions
provided. Most sentences can be understood,
are very
simple,
or there are frequent errors
n
but errors
in grammar
or
word choice could
more
complex
sentence structures. Word
make
the
meaning
of some sentences
unclear.
choice and
poor
grammar may make
some
sentences vague
or
difficult
to comprehend.
2
The essay is very short and
not
well organized.
Errors
in grammar or word
choice
appear
n
The ideas
are not
connected
and examples
almost
every sentence. Overall, ideas
are
difficult
are
not
explained.
to follow.
1
The essay
is short
and
confusing. Little or
no There are serious
errors
in grammar
and word
detail is
given to
support ideas,
and
irrelevant
choice.
information is included. Some sentences
cannot
be understood by the
reader.
.
0
The essay only copies words from the
prompt
Not enough of the student s writing is
available
or
is
not related to the
topic at all.
to
score .
.
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<
·
ntegrated
Writing Task Preview
The following
Is
a sample
Integrated
Writing
task similar
to the
one
you will
see when
you
take
the
test.
You will
first
be asked to read a passage. On the real test, the reading passage will remain on your
screen
throughout
the
task.
Wind
power
has
been
suggested
as
a
renewable
energy
source
that could
one day
be used
to power homes and businesses. By
using large fan
blades that rotate in
the
wind, entire towns
may one
day
be powered
without
the need
for other power
sources
such
as fossil fuels. Indeed,
there are three
reasons
why wind power
is perhaps
the most promising source of
the
world's energy.
First,
wind power does
not
pollute
the
environment
like many
other sources of
power.
Wind
power
is what is referred to as a clean energy source. It does not emit harmful greenhouse gases
the gases that cause global warming-into
the
atmosphere
like
many other power
sources do.
Thus,
wind power
is
far healthier for
the environment than
other
energy
sources.
In addition,
wind
power is very efficient,
meaning
that with just a
small
amount of wind,
enough
power
can
e generated
to
provide electricity to
a small
town. When
many
fuels
are
burned, a
lot of
energy is lost in the form
of
heat.
This
means that
not all
of
the energy produced
is converted to useable
power. With
wind
power, much
more of
the
energy created
can be
used
t
provide electricity.
\
Lastly,
wind
power is
sustainable;
in essence,
wind power
will
never run
out.
The
world is
- ~ ,
,,currently facing
a
shortage of energy
sources such
as
fossil fuels. However,
because
the
wind
is
;/always
present
on
the
Earth,
wind
power
will
always
be available.
It
will
never
run
out.
Now read
the
professor's lecture below.
On the real test,
you will listen to this
lecture
with
your headphones.
The lecture will NOT
appear
on
your screen.
I
- - - - - - - - - · · · - - - · - - · - - - - ·
There.
are plenty of suggestions
out there about how
we
can
solve- this
energy crisis
that
the
world is
facing.
One such solution is wind power. Now, it certainly sounds like an attractive solution.
However,
wind
power simply does
not
live
up
to
its
potential.
Unfortunately, with
all
of the promise that
wind power has, there are anumber of problems with wind
power
that make it an inadequate solution
to
the
energy
crisis.
The
first problem
is that wind power does incleed pollute
the
environment. While it does
not
produce
the greenhouse gases that fossil fuels do, it emits adifferent kind of pollution: noise. You see,
when
the
large
fan blades
rotate, they
create
a lot of noise. So
much
noise that many residents of
towns refuse to live
near where they
are
making wind power. It
is
that bad. So,
really
wind
powecdoes.
pollute the environment-with noise.
Second, wind power
really is
not as
efficient
as many
people
believe it is, and it simply
will
not be
able
to create
enough
power to
replace
fossil fuels. Most
wind
turbines today
struggle
to
operate at
thirty five percent
efficiency. Let
me
explain:
thirty-five
percent efficiency
means
that
-·--- .·--- .---·------------------------·--·-··-
If
[
-
Cl
ll
I
m
-<
I
Preview 4 7 . ·
-
· · · ; ;
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40/40
only thirty-five percent
of
the power created by the wind can
actually
be used as electricity.
Now,
thirty-five
percent
is avery
small
number.
Even
with
thousands and thousands of turbines worldwide,
we would
never be able to
provide
enough
electricity for
even one country.
Last, wind power is not
particularly
sustainable. While
it
is
true that
the
wind
will never
stop
blowing
altogether, it certainly
changes day
by
day.
We all
know how weather
can change:
one
day
it can be
windy,
one
day it
will
not be
windy.
So what happens
if
you, say,
have
a few days in
a row
that
are not
windy?
Well, you have no power. So
you
can only really say that
wind power is
sustainable in the few places in the world that get constantly strong winds.
So
wind power
doesn t really
fulfill all
of those
hopes that many people
had
for it.
It
seems
that
we ll
have
to continue searching
for
a suitable
replacement for
fossil fuels.
When the
lecture
concludes,
you
will
be
given a
prompt that will ask you to
give
your response for this
task.
A
prompt for this task might
be as
follows:
Summarize the points made in the lecture you just heard, explaining how they cast doubt on
points made in the reading.
The reading
passage
will
appear
once
again on your screen.
You
will
have 20
minutes
to plan and write
your response
for
this task. A sample outline
of
a response and a sample response can be found below.
Sample Outline
Introduction:
Topic
Main
idea of
the reading passage
Main idea of the lecture
Body:
Key
point 1
Supporting
information
from
the reading
passage
Supporting information
from
the
lecture
Key
point 2
Supporting information
from the reading passage
Supporting information
from the
lecture
Key point 3 (optional)
Supporting
information
from
the reading
passage
Supporting
information from the lecture