[học anh văn cùng thầy] developing skills for the toefl ibt 401-440.pdf

8/9/2019 [Học anh văn cùng thầy] Developing Skills for the TOEFL iBT 401-440.pdf http://bsquochoai.ga

1/40

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 \

~ · ·

]


2/40


3/40

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


4/40

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 ~


5/40

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 -,


6/40

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


7/40

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


8/40

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?


9/40


10/40

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

-.-,.-

· --


11/40


12/40

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 ·


13/40

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


14/40

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

>,


15/40

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 · ~ ·


16/40

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


17/40

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

i .


18/40

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

.i:


19/40

· · ~ 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

-

,-:,._ :__• ___ •


20/40

· ~ . ·


21/40


22/40


23/40

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

Pausing 42 .


24/40

.

\.. ... ··:


25/40

(<

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

423


26/40

- - ;--.: .·. :.\.

:·;

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


27/40

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

--

-

·

· ':.·


28/40

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.


29/40

>;

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


30/40,-__ .,

,,

: _ .\ i : ; . ·

..

.

,

.


31/40 ' -_


32/40


33/40

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

· · ·

-----


34/40

'

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

,.. ---· .

;-.


35/40

\>

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

TOEFL© iBT Writing Section 4 ·


36/40

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

' ' '- ·,·' ·--

'

. .

..

'


37/40

I

l

I

I

\

I

I

I

I

I

. ;

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

4 5 - ·


38/40

:

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 .

.


39/40

<

·

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 . ·

-

· · · ; ;


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


from the reading passage


from the

lecture

Key point 3 (optional)

Supporting

information

from

the reading

passage

Supporting

information from the lecture

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