LoNcMAN INTRODT]CTORY COTJRSE FORTHE
TOEFTTEST
THE PAPER TEST
DEBORAH PHILLIPS TOEFL@ is the registered trademark of Educational Testing Service. This publication is not endorsed or approved by ETS.
CCNTENTS
II\ITRODUCTION
1X
SECTION ONE: LISTENING COMPREHENSION DIAGNOSTIC PRE-TEST LISTENING COMPREHENSION
The Listening Part A Questions SKILL 1: Restatements EXERCISE 1 IOEFL EXERCISE
SKILL
2:
3
9
10 11
t2 13
1
Negatives
t4
l4
!5FFft%',"crsE2 TOEFL REVIEW EXERCISE SKILL
3:
Suggestions
3 ISEFftT,i.crsE |OE,FL REVIEW EXERCISE
.T
(Skills I-2)
15
t6
l6 t7 (Skills 1-3)
iB 18
SKILL 4: Passives EXERCISE 4 TOEFL EXERCISE, 4 TOEFL REVIEW EXERCISE (Skills I-4)
22
SKILL 5: Who and where EXERCISE 5 TOEFL EXERCISE 5 TOEFL REVIEW EXERCISE (Skills 1-5)
23 24 24 25
SKILL
6:
Agreement
E.XE,RCISE 6
TOEFL EXERCISE 6 TOEFL REVIEW EXERCISE (Skills 1-6)
The Listening Part B Questions SKILL 7: The questions EXERCISE 7 SKILL
8:
EXE,RCISE
The topic B
SKILL 9: The order of the answers EXERCISE 9 TOEFL EXERCISE (Skills 7-9)
t9 20
2l
26 27 27 28 30 32 32 34 34 35 36 37
ill
IV
CONTENTS
The Listening Part C Questions SKILL 10: The questions E,XE,RCISE,
T
40 10
O
SKILL 1 1: The topic E,XERCISE,
38
42 12
11
SKILL 12: The order of the answers E.XE,RCISE, 12
TOE,FL EXERCISE (Skills 10- 12)
TOEFL POST-TEST
43 14 15 46
SE,CTION TWO: STRUCTURE AND WRITTEN
EXPRESSION DIAGNOSTIC PRE.TE,ST STRUCTURE, AND WRTTTEN EXPRESSION
62
The Structure Questions
63
SKILL
1:
Subjects and verbs
EXE,RCISE,
SKILL
2:
1
Objects of prepositions
E,XE.RCISE
2
EXERCISE, (Skills 1-2) TOE,FL EXERCISE, (Skills
SKILL
3:
E.XERCISE,
SKILL
4:
l-2)
Present participles 3
Past participles
E,XERCISE, 4
EXERCISE, (Skills 3-4)
TOEFL EXERCISE (Skills 3-4) TOEFL REVIE,W EXE,RCISE (Skills 1-4)
SKILL
5:
E,XERCISE,
SKILL
6:
EXERCISE,
Coordinate connectors 5
Adverb clause connectors 6
EXERCISE (Skills 5-6) TOEFL EXERCISE (Skills 5-6) TOEFL REVIEW EXE,RCISE (Skills 1-6)
SKILL
7:
E,XERCISE
SKILL
B:
EXE,RCISE,
Noun clause connectors 7
Noun clause connector/subjects 8
55
61 65 66 67 67 68 69 70 70 72 72 73
71 75
76 76 77 7B
79 BO B1
82 B2 B4
E,XERCISE (Skills 7-8) TOE,FL E,XERCISE (Skills 7-8)
81
TOEFL REVIEW EXERCISE (Skills 1-B)
86
B5
CONTENTS
SKILL
9:
Adjective clause connectors
B7
E,XE,RCISE 9
88
SKILL 10: Adjective clause connector/subjects EXERCISE 10 EXERCISE (Skills 9-10) TOEFL EXERCISE (Skills 9-10) TOEFL REVIEW EXERCISE (Skills 1-10)
89 90
The Written Expression Questions SKILL 1 1: Agreement after prepositional phrases EXERCISE
11
SKILL 12: Agreement after expressions of quantity EXERCISE,
12
SKILL 13: Agreement after certain words EXERCISE 13 EXERCISE (Skills 1 1-1 3) TOEFL EXERCISE (Skills 11-13) TOEFL REVIEW EXERCISE (Skills 1-13)
9I 9I 92 94 95 96 96 97 98 9B
99 100 101
SKILL 11: Parallel stmcture with coordinate conjunctions
r02
EXERCISE,
103
14
SKILL 1 5: Parallel structure with paired conjunctions
t04
EXERCISE, 15 EXE,RCISE (Skills I4-1 5)
105 105
TOEFL EXERCISE (Skills I1-1 s) TOE,FL REVIEW EXERCISE (Skills 1-15)
106
SKILL 16: Past participles after have
108 108
EXERCISE
16
r07
SKILL 17: Present participles or past participles after be EXERCISE 17
109
SKILL 18: Base form verbs after modals EXERCISE 18 EXERCISE (Skills 16-1 8) TOEFL EXERCISE (Skills 16-1 B) TOEFL REVIEW EXERCISE (Skills 1-18)
110 110
109
111 111
SKILL 19: Singular and plural nouns
tt2 rt4
EXERCISE 19
t14
SKILL 20: Countable and uncountable nouns
115
EXERCISE, 20
rt6
EXERCISE (Skills 19-20) TOEFL EXERCISE (Skills 19-20) TOEFL REVIEW EXERCISE (Skills r-20)
t16 l17
SKILL 2I: Subject and object pronouns EXERCISE 21
rt9
118
r20
Vi
CONTENTS
SKILL 22: Possessives EXERCISE 22 SKILL 23: Pronoun reference EXERCISE 23 EXERCISE (Skills 2l-23) TOEFL EXERCISE (Skills 2l-23) TOEFL REVIEW EXERCISE (Skills 1-23) SKILL 24: Adjectives and adverbs EXERCISE 24 SKILL 25: Adjectives after linking verbs EXERCISE 25 EXERCISE (Skills 24-25) TOEFL EXERCISE (Skills 24-25) TOEFL REVIEW EXERCISE (Skills 1-25)
TOEFL POST.TEST
120
t2r t22 t22 123
124 125
126
t27 r28 129 130
130 131
133
SECTION THREE: READING COMPREHENSION DIAGNOSTIC PRE.TEST READING COMPREHENSION
t43
The Reading Comprehension Questions
155
SKILL l: Main idea questions TOEFL EXERCISE 1 SKILL 2: Stated detail questions TOEFL EXERCISE 2 TOEFL REVIEW EXERCISE (Skills 1*2) SKILL 3: Unstated detail questions TOEFL EXERCISE 3 TOEFL REVIEW EXERCISE (Skills 1-3)
r54 156 158
160 162 165 168
170 172
SKILL 4: Implied detail questions TOEFL EXERCISE 4 TOEFL REVIEW EXERCISE (Skills 1-4)
179
SKILL 5: Vocabulary in context questions TOEFL EXERCISE 5 TOEFL REVIEW EXERCISE (Skills 1-5)
183 186
SKILL 6: "f,Vhere" questions TOEFL EXERCISE 6 TOEFL REVIEW EXERCISE (Skills 1-6)
TOEFL POST-TEST
175
t76 r82
189
190
t93 198
,-----r--
r
I
CONTENTS
TEST OF WRITTEN ENGLISH (TWE) The Writing Score Sample
E
ssays
Before Writing SKILL 1: The writing topic SKILL 2: The supporting ideas
While Writing SKILL SKILL SKILL
After
3: 4: 5:
212
212
2rB 2rB 221
224 224 226 229
23r
Hi::
SKILL
The introductory paragraph The supporting paragraphs The concluding paragraph
21r
7:
Edit sentence structure
231
6,{: Simple sentence structure 68: Compound sentence structure 6C: Complex sentence structure
23r
Edit written expression A: Agreement and parallel structure 7B: Verbs and nouns 7C: Pronouns and ad'iectives 7
233 235 238 238 239 240
practice Tests
241
COMPLETE TESTS
243
COMPLE,TE, TEST ONE-INTRODUCTORY LEVEL
COMPLETE TEST TWO-INTRODUCTORY LEVE,L COMPLETE TEST THREE-TOEFL LEVE,L
APPENDIXES APPENDIX A: Similar sounds APPE,NDIX B: Prepositions APPENDIX C: Word endings APPENDIX D: Irregular verb forms APPENDIX E: Word parts
SCORES AND CHARTS Progress Chart Scoring Complete Test Three Diagnostic Charts
245 269 293 319 321 328 330 334 338 351
353
354 357
ANSWER SHEETS
365
RECORDING SCRIPT ANSWER KEY
381
407
vll
INTRODUCTION
ABOUT THIS COURSE PURPOSE OF THE COURSE
This course is intended to prepare students for the paper version of the TOEFL' (Test of English as ;r Foreign Language) test. It is based on the most up-to-date information available on the format and content of the paper TOEFL test. Longman Introductor,'Course fbr the TOEFL Test: The Paper Test carr be used in a variety of rvar.s, depending on the needs of the reader:
L It can be used as the primary
te'xt in a course emphasizing TOEFL test preparation. 2. It car-r be usecl as a supplementiuJ text in a more general ESL course. 3. Along lr,ith its comparnion audio program, it can be used as a tool for indirridualized study bv students preparing for the TOEFL test outside of the ESL classroom.
LEVEL OF THE BOOK
Longnun Introductor\ Course lbr the TOEFL Test: The Paper Test is intended for students rvhose TOEFL scores are in the 380-.180 range on the paper TOEFL test. This text starts belon' the leve-l of the TOEFL test and continues up to the level of Ihe easier questiorts on the TOEFL test. It presents and practices those language skills that appear regularly on the paper TOEFL test and are appropriate to this ler,,el. This book is intended to be used by students rvho are interested in preparing for the paper TOEFL test but rvho are not yet readv for all of the materials found on this test. It can be used
most effectively to introduce lorver-level TOEFL skills and strategies prior to the studv of the more ndvanced Longmart Preparation Course for tlrc TOEFL Test: Tlrc Paper Test.
WHAT IS IN THE BOOK This book contains a var-ietv of materials rvhich together provide a comprehensive preparation program:
. Diagnostic
Pre-Tests for each section of the test measure students' level of performance and allor,v students to determine specific areas of 'uveakness. . Language Skills for each section of the test, inch-rding the Test of Written English (TWE), provide students r,r'ith a thorough Llnde'rstanding of the language skills that are regularly tested on the TOEFL test. . Test-Taking Strategies for each section of the test provide students with clearly defined steps to maxinrize the'ir performance on the test. o Exercises provide practice of one or more skills in a non-TOEFL format. . TOEFL Exercises pror,'ide practice of one or more skills in a TOEFL format. . TOEFL Review Exercises pror,ide practice of all of the skills taught up to that point in a TOEFL format.
IX
X
INTRODUCTION
. TOEFL r .
Post-Tests tor each section of the test measure the progress that students hz.ne made after rvorking through the skills and stratc'gies in the text. Introductory-Level Complete Practice Tests allorv students to revieu, all of the ls11,E-1--ls1,gl skills taught throughor"rt the te.xt in TOEFL-folmat tests. A TOEFL-LeveI Complete Practice Test provides students rvith the opportunitv to see hor,r' the skills they have learned in this tert r,r'ill be incorporated into an actual TOEFL test. This test also provides students rvith the opportunity to determine their approximate TOEFL SCOTCS.
. Scoring Information . . . .
allor.l,s students to deterrnine their approximate TOEFL scores on the TOIIFL-Level Con-rplete Practice Test. Diagnostic Charts allos' students to monitor their progress in specific language skills on the Pre-Tests, Post-Tests, ancl Complete Tests so that thev can easilv determine which skills have been mastered and rvhich skills require turther studv. Progress Charts allort students to monitor their score inrpror.ement from the Pre-Tests to the Post-Tests and Complete Tests. Recording Scripts allorv students to see thc' text of all the listening exercises and tests included on the audiocassettes/audio CDs. Answer Sheets allorv students to practice using appropriate test forms.
WHAT IS ON THE CD-ROM Longntan Introductoty CD-ROA.I for the TOEFL Test: The Paper lesl, rvith over 900 questions in the torrnat of the paper TOEFL test and 120 additional u'riting-practice questions, includes a varietv of materials that contribute lo an effective preparation program for the paper version of the TOEFL test:
. An Overview describes the features of the CD-ROM. . Skills Practice Sections for each of the sections on the paper
version of the TOEFL test, including the Test of Written English (TWE), prol,ide students rvith the opportunity ro
.
revien, and master each of the language skills on the test. Test Sections for each section of the paper version of the TOEFL test allor,r, stndents to take authentic test sections and to measure their progress. Writing tests can be printed for feedback and review..
. Answers . .
and Explanations for all practice and test items allou' students to understand their errors and learn from their mistakes. Skill Reports relate the test items on the CD-ROM to the laneuage skills presented in the book. Scoring and Record-Keeping enable students to record and print out charts that keep track of their progress on all practice and test items.
The follor.r'ing charl describes the contenls of the CD-ROM:
INTRODUCTION
SKILLS PRACTICE
LISTENING COMPREHENSION
Short Dialogues
1 2 Skill3 Skill4 Skill 5 Skill 6 Skill
Conversations Conversation Conversation Conversation
1 2 3
Talks Talk
1 2 Talk 3 Tolk
STRUCTURE
Structure
AND WRITTEN
Skills
EXPRESSION
Listening Comprehension 10 10 10 10 10 10
Skill
l-2 Skills 3-4 Skills 5-6 Skills 7-B Skills 9-10
SECTION TESTS
questions questions questions questions questions questions
Tests Test I Test 2 Test 3
50 questions 50 questions 50 questions
4 questions 4 questions 4 questions
4 questions 4 questions 4 questions
20 20 20 20 20
questions questions questions questions questions
Structure and Written Expression Tests Test 1 40 questions Test 2 40 questions Test 3 40 questions Test 4 40 questions Test 5 40 questions
Written Expression
1-13 14-15 Skills l6-lB Skills 19-20 Skills 2l-23 Skills 24-25 Skills |
Skills
READING COMPREHENSION
20 20 20 20 20 20
questions questions questions questions questions questions
Main ldea Questions Skill l 3 questions Skill 1 4 questions Skill I 4 questions Stated Detail Questions Skill 2 5 questions Skill2 7 questions Skills l-2 B questions
Reading Comprehension Tests
1 2 Test 3
Test Test
50 questions 50 questions 50 questions
XI
Xii
INTRODUCTION
SKILLS PRACTICE
READING COMPREHENSION
(continued)
SECTION TESTS
Unstated Detail Questions Skill 3 6 questions Skill 3 6 questions Skills 1-3 7 questions
lmplied Detail Questions
4 Skill 4 Skills 1-4 Skill
5 questions 5 questions 10 questions
Vocabulary in Context Questions Skill 5 B questions Skill 5 7 questions Skills l-5 9 questions ,,Where,,
eUeStiOnS
Skill6 Skill 6 Skillsl-6 TEST OF WRITTEN
ENGLISH (TWE)
6 questions 7 questions questions
il
Before and While Writing Skills 16 questions Skills 16 questions Skills 16 questions
1-5 1-5 1-5
After Writing
Skill6 SkillTA Skill 78 SkillTC
20 20 20 20
questions questions questions questions
TWE Tests
1 2 Test 3 Test 4 Test 5 Test 6 Test 7 Test 8 Test 9 Test 10 Test Test
1 question 1 question 1 question 1 question 1 question 1 question 1 question 1 question 1 question 1 question
This CD-ROM ha.s been devcloped spe-cificallv to provicle practice opporttrnities for the paper TOEFL test. To the ertent possible, all qtrestion formats simulate those on the actual paper TOEFL test :ind the Test of Written English (TWE). WHAT
15
ON THE AUDIO PROGRAM
The audio program, u'hich can be pr-rrchased to accompan-v this book, includes all the recorded material flom the I-istening Comprehension section. This program is available on eitherar"rdio CDs clraudiocassettes. Trackine infclrmation is inclucled u'ith the ar-rdio CDs.
INTRODUCTION
OTH ER AVAILABLE MATERIALS
Longman publishes a full suite of materials for TOEFL preparation, lor both the paper and computer-based tests ernd for both intermediate and advanced stuclents. Preparation materials
are available for both course-based instn-rction and self-str-rdr.. Ple:rse contact Lonsman's rvebsite-ll'rvrv. longman. com-for a cornpletc- I i st of t hese prodtrc t s.
ABOUT THE PAPER VERSION OF THE TOEFL TEST OVERVIEW OF THE TEST The TOEFL test is a test to measure the English proficiencv of nonnative speakers of English. bv English-langr-rage' colleges and universities. Additionalh., institutions such as governntent agencies, businesses, or scholarship programs mav require this test. The TOEFL test ctlrl'entlv erists in paper and conrpr.rter formats. (The pulpose of this book is to prepart- stttdents for the Daper version of the TOEFL test. Thc-r'e are other Longman products to prepare students for the conlputer \.er-sion of the TOEFL test.)
It is required prinrzrrilv
DESCRIPTION OF THE TEST The paper version of the TOEFL test cLrrrentlv has the lbllou'ing sectir-rns:
' Listening Comprehension: '
To demonstrate their abilitv to understa.nd spoken English, examinees must listen to r,arious tvpes of passa-qes on a recording and respond to multiplechoice questions about the passages. Structure and Written Expression: To de'monstrate their abilitr, to recognize gramnaticallv correct English, eraminees must either- choose the correct rvav to complete sentences
or find errors in sentences. ' Reading Comprehension: To demonstrate their abilitv to unclersland rvritten English, eraminees must answer multiple-choice questions about the ideas and the meanings of r.vords in reading passages. o Test of Written English (TWE): To demonstrate their abilitv to produce correct, organized, and meaningful English, eraminees must u"rite an essav on a given topic in 30 minuters. The TWE is not given rvith everl' administration of the paper TOEFL test, and its score is not included in the overall TOEFI- score. It is possible for-r.r.ru to determine rr,'hether or not the TWE rvill be given at a patlicttlar administration of the TOEFL test u,hen vou re_eister for the test. The probable format of a paper TOEFL test is outlined belon'. (It should be noted that on certain unannounced occasions a longer version of the paper TOEFL test is given.) SECTION
QUESTIONS
TIME
Listening Comprehension
50 multiple-choice questions
35 minutes
Structure and Written Expression
40 multiple-choice questions
25 minutes
Reading Comprehension
50 multiple-choice questions
55 minutes
Test of Written English (TWE)
1 essay
question
30 minutes
xill
INTRODUCTION
XIV
REGISTRATION FOR THE TEST
It is important to understand the follorving information about registration for the TOEFL test:
.
The first step in the registration process is to obtain a copv of the TOEFL Inf'ormation Bulletin. This bulletin can be obtained bv ordering it or dorvnloading it fiom the TOEFL rvebsite u,ww.toefl.org, by calling l-609-'t'71-7100, or by mailing a request to this address;
TOEFL Serr ices Educational Testing Sen'ice P.O. Box 6151 Princeton, NJ 08541-6151 USA
. From the bulletin, it is possible to determine
rvhen and rvhere the paper version of the TOEFL test is being given. It is important to pay attention to registration deadlines. Registration deadlines are listed in the TOEFL Infonnation Bulletin; they are gene-rally four u,eeks before test dates for test centers in the United States and Canada and six u'eeks before test dates for test centers overseas. The registration deadlines listed in the TOEFL Infonnation Bulletin are dates by rvhich registration requests must be received by ETS; they are not dates by which registration requests must be mailed. Procedures for completing the registration form and subrnitting it are listed in the TOEFL Inforntation Bulletin. These procedures must be follorved exactly. Contact information for submitting registration forms foom different pafts of the lr,orld is listed in the TOEFL Information Bulletin.
HOW THE TEST IS SCORED Students should keep the following inforrnation in mind about the scoring of the paper TOEFL test:
. . . r
The paper version of the TOEFL test is scored on a scale of 217 ro 677 points. There is no passing score on the TOEFL test, but various institutions and organizations have their orvn TOEFL requirements. It is imporlant for str"rdents to find out from each institution or organization what TOEFL score is required by that institution or organization. The Test of Written English (TWE) mav or may not be given at a particular administration of the TOEFL test. If the TWE is given, it is scored on a scale of I to 6, and this score is not included in the overall TOEFL score. The dates rvhen scores will be mailed out are listed in the TOEFL InfbrnrcLtion Bulletin. Scores are generallv mailed out approximatelv five rveeks after the test date for test centers in the United States and Canada and approximately six s,eeks after the test date for overseas centers.
INTRODUCTION xv
TO THE STUDENT HOW TO PREPARE FOR THE PAPER VERSION OF THE TOEFL TEST The paper version of the TOEFL test is a standardized test of English. To do well on this test, you should therefore rvork in these areas to improve voltr score:
r r
You must \\,ork to improve vour knor,r,4edge of the English language skills that are covered on the paper version of the TOEFL test.
You must understand the test-laking stra.tegies that are appropriate for the paper version of the TOEFL test. o Yorr must take practice /esls with a focus on applf ing your knowledge of the appropriate language skills and test-taking strategies.
This book can familiarize vou rvith the English language skills and test-taking strategies necessara/ for the paper version of the TOEFL test, and it can also provide 1.'ou with a considerable amount of test practice. Additional practice of the English language skills, test-taking strategies, and tests for the paper version of the TOEFL test are found on the CD-ROM. HOW TO USE THIS BOOK
This book provides a '"'ariety of materials to help you prepare for the paper version of the TOEFL test. Follorving these steps can help vou to get the most out of this book:
.
Take the Diagnostic Pre-Test at the beginning of each section. When vou take the Pre-Test, try to reprodr-rce the conditions and time pressure of a real TOEFL test. (A) Take each section of the test ."r,ithout interruption.
(B) Work on one section at a time. (C) Use the answer sheets fi-om the back of the book. (D) Use a pencil to fill in the ansrver oval completely. (E) Erase any changes that vou make carefulh'. If ansrvers are not completely erased on the actual TOEFL answer sheet, they rnill be marked wrong. each test section. Yotr need to experience the time pressure that exists on the actual TOEFL test. (G) Play the recording one time onlv during the test. (You mav play it more times u'hen vou are reviewing the test.) (H) Mark onlv your ansrver sheet. You cannot r.vrite in a TOEFL test booklet.
(F) Time vourself for
. After you complete the Pre-Test,
you should check your answers, diagnose vour incorect your results. answers, and record (A) Check volrr ans\{ers using the Answer Kev at the back of the book (if it is included) or according to the teacher'.s instmctions. (B) Complete the appropriate part of the Diagnostic Charts on pages 357 -363 to determine which langtrage skills you have already mastered and r.r'hich need further study. (C) Record vour results on the Progress Chaft on page 353.
XVi
INTRODUCTION
Wbrk tl'rrough tlre presentation and exercises for each section, payrin-u parlicular attcntion to the skills that cattsed volt prrrblems in the Pre-Test. Each tinre lhat vou complete a TOEFLformat erercise, trv to simulate the conditions and time pressure of a real TOEFL test.
(A) For listening questions, plav the recording one tinre only. Do not stop the lecgrding betrveen questions.
(B) For strLlcture qltestions, allorv vourselt
one n-rinute for trvo qurestions. (For exanrple, votr should take fir'e minutes for an exerci-se u'ith ten questions.) (C) For reading comprehension cluestions, allorv vourself one minute for one cluestion. (For erample, if a reading passage has ten questions, vou should allor.v yotrrself ten minlrtes to t'ead the passage ancl ansrver the ten questions.)
When fttrther practice on a spccific point is included in an Appendir, a note in the text directs vou to this practice. Complete the Appendix exercises on a specific point u,hen the text directs vou to those exercises and it is an area that vou need to inrprove. When I'ott have completed all the skilis exercises for a section, take the Post-Test for that section. Follorv the directions above to repr-oduce the conditions and tirne pressure of a real TOEFL test. After vou complete- the Posl-Test, follorv the directions above to check 1'our answers, diagnose votrr incorrecI al)s\\'ers, and record votrr results. When -vou have corr"rpleted approximatelv half of the course n-raterial, take the first of the Introcluctory-Ler,el Complete Tests. Be sure to reproducc' tlre conditions and time pressure of a real test. After the test, check vour ans\{'ers, diagnose votrr incon-ect ans\,\,ers, ancl record volrr results. When you bave completed the rt'st of tl-re coul'se material, take the second of the Introductorv-Level Complete Tests. Be sure to t'eproduce the conditions and time pressure of a real test. After the test, check vour answers, diagnose vour incclrrect ans\\,ers, and record your results. When you have con-rpleted both [ntroclucton--Level Complete Tests, take the TOEFL-Ler,el Complete Test. Be sure to reprodtrce the conditions and time pressure o[ a real test. After the test, check vour ans\\'ers, diagnose vour incorrect ans\vers, determine \,ollr approximate TOEFL score, and record vour results.
HOW TO USE THE CD-ROM The CD-ROM provide's additional pt'actice of the English language skills ancl papel version tests to suppiement the language skills and te.sts in the book. The material on the CD-ROM is completely different from the material in the book in order to provide the marimum arrount of practice. Foliowing these steps can help you to get the nlost out of the CD-ROM.
Skills Practice . Aft"rr'..r huu" .o-pleted the language skills in the book. vou should complete the r-elated skills practice exelcises on the CD-ROM (see charl on next page). . Work slorvlv and carefullv through the skills practice exercises. The skills practice exercises are not timed but instead are designed to be clorre in a methodical and thor-rghtful r,r,ay. (A) Ansu,er a question on the CD-ROM using the skills ancl strategies that 1'ou have learned in the book. (B) Use the CJrcck Artstt,er button to deternrinL'\\,hether the ansu'er to that oLlestion is correct or incorect.
INTRODUCTION
AFTER THIS IN THE BOOK:
LISTENING COMPREHENSION
COMPLETE THIS ON THE CD-ROM:
Short Dialogues: Skill 1 Short Dialogues: Skill 2 Short Dialogues: Skill 3 Short Dialogues: Skill 4 Short Dialogues: Skill 5 Short Dialogues: Skill 6 Conversation s: Ski I I s
7
Short Short Short Short Short Short
-9
Dialogues: Dialogues: Dialogues: Dialogues: Dialogues: Dialogues:
Co nve rsa tio n Co nve rs
ati
on
s
Skill
1
Skill 2 Skill 3 Skill 4
Skill 5 Skill 6
: Co nve r satio
n
I
s: Co nver sati o n 2
Conversations: Conversation 3 Talks: Skills
I0-12
Talks:Talk
1
Talks:lalk 2 Talks:Talk 3 STRUCTURE
AND WRITTEN EXPRESSION
READING COMPREHENSION
TEST OF WRITTEN
Structure: Structure: Structure: Structure: Structure:
Skills 1-2 Skills 3-4 Skills
Structure: Structure: Structure: Structure: Structure:
5-6
Skills 7-B Skills 9-10
Skills 1-2 Skills 3^4 Skills
5-6
Skills 7-B Skills 9-10
Written Expression: Skills | 1-l3 Written Expression: Skills 14-l 5 Written Expression: Skills | 6-18 Written Expression: Skills l9-20 Written Expression: Skills 2l -23 Written Expression: Skills 24-25
Written Expression: Skills 1 1-l3 Written Expression: Skills 14-l 5 Written Expression: Skills I6-18 Written Expression: Skills 19-20 Written ExDression: Skills 21-23
Reading Reading Reading Reading Reading Reading
Reading Reading Reading Reading Reading Reading
Comprehension: Comprehension: Comprehension: Comprehension: Comprehension: Comprehension:
TWE: Skills
l-5
ENGLISH (TWE)
Skill
1
Skill 2
Skill 3 Skill 4 Skill 5 Skill 6
Written Expression: Skills 24-25 Comprehension: Comprehension: Comprehension: Comprehension: Comprehension: Comprehension:
Skill
Skill 3 Skill 4 Skill 5
Skill 6
TWE: Skills 1-5 (Passage 1)
TWE: Skills 1-5 (Passage 2) TWE: Skills 1-5 (Passage 3) TWE: Skill 7A
TWE: Skill 6 TWE: Skill 7A
TWE: SkillTB
TWE: Skill 7B
TWE: Skill 7C
TWE: Skill 7C
TWE: Skill 6
I
Skill 2
XVii
XViii
INTRODUCTION
(C) If \/ollr ans\\'er is incorrect, r'econsider the question and choose a different answer. (D) Use Lhe Clteck Artstt'er button to check vour ne\\r response. (In the Listening Comprehension section, \'oll n-rav listen to a passage again bv r-rsing the Listen button.) (E) When vou are satisfied that vou l'rave figured oLrt as much as you can on your o\vn, use the Explairt Art.sv'er buttor.r to see an explanation. (ln the Listening Comprehension section, l'ou may see the recording script as voll listen to a passage again by using the Vier.rr
(F)
.
Script button.) Then move on to the nert qr-restion ancl repeat this process.
As ),'ou n'olk r,ottr u'av through the skills practice erercises, monitor vour progress on the chart.s incltrded in thc program. (A) Ihe Score Repor"l-s include a list ol' eerch of the exercises that yon have completed and horv u'ell vou have done on each of the exercises. (If vou do an exercise more than once, the resulls of each attempt u,'ill be listed.) (B) The SkiLl Reporl.s include a list of each of the language skills in the book, how many questions relatec{ to that language skill 1,ou have anstn'ered, and rvhat percentage of the cluestions vclu have ansrvered correctlr,: In this wa\', vou can see clearlv which language
skills vou hnr.e master-ed and u'hich language skills require ftlrlher study'. Sectior-r Tests
; tG-tlr" r".tion tests on the CD-ROM
. . .
periodically throughout the course to determine hor.v u,ell vou hal'e learnccl to applv the langr"rage skills and test-taking strategies presented in the collrse. The CD-ROM includes three Listening Comprehension section tests, five Structure and Written Erpression section tests, three Reading Comprehension section tests, and ten Tesl of Written English (TWE) section tests. T:rke the tests in a manner that is as close ars possible to the actual testing environment. Choose a time u,hen vou can u'ork on a section rvithout inter-mption. Work straight thror-rgh each tir-ned test section . The Check Ansv,er, Explain Answer, and tls/err buttons zrre eivailable onlv in the skills practice activities. The test section is designed to be as clr-.se as possible to an actual test. After 1'or-r complete a test section, fbllorv the directions to go to the Score Reporr for the test that vou just completed. The number correct is given in the upper right corner of the Score Report for the lest that 1-ou jr"rst completed.
r In the Score Repctl'I, see u,hich
questions vou ans\.vered corectly and incorrectly and see rr,hich language skills rvere tested in each question. Print this Score Report if you would like to keep vorrr Scorz Reports together in a notebook. o Irr the Score Re\lott fbr the test that -vou just completed, revieu, each question by doubleclicking on a particular question. When vou double-click on a question in the Score Report, vou can see the question, the ansr.ver that you chose, the correct answer, and the Explain Artsw,er button. You mav click on the Explain Ansv,er button to see an explanation. r Return to the Score Reporr for a paflicular test rvhener,er yoll would like by entering through the Scorcs button on the Main Menr,r. You do not need to review a test section immediatelv but mav instead u,ait to revieu,the test section.
INTRODUCTION
TO THE TEACHER HOW TO GET THE MOST OUT OF THE EXERCISES The exercises ar-e a vital part ol'the TOEFL preparation process presentecl in this book. Marimum benefit can be obtained from the exelcises if str-rdents are properiv preparecl firr thc cxc-r. cises and if the erercises are carefr-rllv revieu,ecl after comple'tion.
.
r .
.
Be sure that students have a clear idea of the appropriate skills and strale'gies inrolved ir-r each erercise. BeIore beginning each exercise, rer-ien'the skills ancl strategics that arc usecl in that exercise. Then, rvhen you rer,ieu, the erercjses, reinlorce the skiils and stralegics thzrt can be used to determine the correct ars\\iers. As vou review the exercises, be sure tcl discuss each ansr,r,er, the incorrect arns\\'els as t'cll as the con'ect answers. Discttss hor,l students can determine that each corrcct ans\\'er' is cor-r ce t and each incorect ans\\'er is incorrect. Two diff'erent methods are possibie to revierv the listening exercises. One good \\,a\.to revicu these exercises is to plav back the recording, stoppin-e al'ter each questior-r to discuss the skills and strategies involved in determining rvhich ans\{c'r is correct and u'hich ()nes al-c. incorrect. Another method is to have students rerfer to the recording script at the back ol' the book to discuss each question. The strlrcture exercises in the correct/incorrect format present a challenge lbr the teacher'. h-r exercises in rvhich students are asked to indicate ri'hich sentences erre correct and u,hich ale incorrecl, it is extremelv helpful fbr students to correct the incorrcct scntences. An indic:r-
tion of the type of error and/or one possible correction for each incorrect sentencc is included in the Ansu'er Key. It should be noted, hou'er,er, thzrt manv of'the incorlect sen-
.
tences can be corrected in several rvavs. Thc role of the te:rcher is to assist students ir-r finding r.arious r.rravs that the sentences can be corrected. The exercises are designed to be completed in class rather than assignecl as homeu,'ork. The exercises are short and take verv little time to complete, par-ticularlv sincc it is irnportant tcr
keep students under time pressure ivhile thev are lvorking on the exercises. Considerablr' more time should be spent in revieu,ing the exercises than in acttrallv doing them.
HOW TO GET THE MOST OUT OF THE TESTS There are four different t1-pes of tests in this book: Pre-Tests, Post-Tests, Introductcrr-n'-Level Complete Practice Tests, and a TOEFL-Level Complete Practice Test. When the lests rrL'pi\L'n, it is important that the test condilions be as sinrilar to actual TOEFL test conditions as possible; each section of the test should be given r.r,ithout intermption zrnd under the lime pressru'e of the actual test. Revieu, of the tests should emphasize the function sen'ed br" each ol' thcse
dilferent
. .
tr'-pes
of tests;
While revielving the Pre-Tests, voll should encorlrage str-rdents to de'tern'rine the aleas u'hercthey require further practice. While revier,r,'ing the Post-Tests, vou should emphasize the langtrage skills arnd strategit:s involved in determinine the correct ans\ver to each question.
XIX
INTRODUCTION
Whilc revieriing thc Introcluctorr-Lere-l Cornplete Tests, r.'ou shor-rld err-rphasize or,ererll strategies lbr the Complete l'ests allcl rcvie\\ the rarietv ol'irrdivicltral language skills and strategies taught throtrghottt. lhe cottt'se. While rerieu'ing the TOEFI--Ler,cl Complete Tcst, vou shoulcl again emphasize or.erall strategies ancl tl'rolotrghll revierv those questions lhat test the langr-rage skills taught in this book. HOW TO GET THE MOST OUT OF THE CD-ROM TItc CD-ROM is clcsignc-cl to sr-rpplcmcnt thc plactice lhat is contained ir-r the book and to proviclc zrn ulternatc nroclarlitr lirl plepar-ation Ior tl-rc paper version of the TOE,FL test. It has a nr-rmbel of fcature's that rlake il casv to incolporatc 1l-rc CD-ROM into a pr-epairation program l'ol the paper r,elsion ol t}'rc'IOEFL tc-st. l-{clc eu-c some iclcas 1o c
r
Thc CD-ROM is clt-,selr coorclinatccl irith the book ancl is inter-rded to provide fr-rlthel practice for the skills arrci strategies that are presented in the book. This means that the overzrll rtr-ganization of tl-re CD-ROM pzilalleis thc or'-silnization of the book but that the erercisen-iaterial and tcst items on the CD-ROM are cliffcrenl flon those fottnd in the book. It can tl'rus be quite el-lective to tc'ach and practice lhe languagc skills and strategies in the book itncl then usc the C'D-RO\,1 fol f Lrr-tircr-prncticc artd assignrnents. . The CD-ROM can be usecl in a conlplllel lab duling class time (if 1'or,r are lttckr.enough to lurr.c access to a conrplrtt:r-lnb cluring class tirnc), irr-rt it clocs not nccd to be used in this u'ar'. [t cnn also bc qr-rite eflc'ctire t() Llsc tltc book durir-rq class tir-r-re and to make assignntents li'orl the CD-RO1V1 lor the students to conrplcte ontside ol'class, either in the school compuier lab rtr otr their personnl computers. L,ithel r.t'tc-tlrocl u'orks qr-rite u'ell. . The CD-ROM coniains both a Skills Plarcticc scction and a Test seclion u,ith completcly differ-cnt qrresticlns in e.iich of tht'sc sectior-rs. In the Skills Practice section, students can practice -Iest scction, str-rdents can see hor^,, u,ell thev ancl assess their mnstelv c,f specific skills. In the are able to apph their knou'led,ee ol thc languzigc skills ancl test-taking strategies to realistic test sections. . The CD-ROM scol'es the Skills Practice cxercises arnd Test sections bv shou'ing the number c()t-l'cct for caclt ,sc-ction. (Ecluivalcnt TOEFL sc()l-cs al'r r-]ot given l-or the scction tests on the CD-ROM bccnr-rsc all of thc st-ctir.rn tests on the CD-ROM are lntroductorv-Ler,'el tests. o Tlre CD-ROM contains plintable Sliill l?eytrt ilnd Sc'r.,rr Raport f orrns so thal \'ou can easilv ancl etf'ficic-ntlr kccp track of votrr students'plc)gl'ess. Yoi-t t-naiv uatrt to ask vour stuclents to print theil Sc'ctre Rc1tor"1-s after tl-rc-r' conrplcte cach crer-cisc atnd compile the Scorc Reporls in a notebook; I'or-r can then ask strrclcnts lo turn in the ir notcbooks periodicallv so that vott can eiisilr check thut lhc- assignmcnts hare been complcted ancl monitor the progress that str-rdents arc makins.
. TheCD-ROMlilloris\outori'orliriiththe'Tcstol'WrittenE,nglish(TWE)tcstsinanttmber o1'u'arr.s. In the Test section oi the CD-ROM, thc' TWE task is to t'r-ite ln essa,v v,,ithin 30 n'rintrte.s. Thc cssar,s can be printeci ril'ren thcr,are nritlen so thart thcv citt-t be revieuted and iinalvzc-d. The essavs are also autonratic;rllv savccl ancl can be accesscci tirrotrgh the Scores
Mcntr. It is also possibic fol the stuclents to cc)pv thcit' essatvs il-lto n u'orcl pt'ocessing progl'ant so that thcr cain nrakc changes, cor-reclions, ar-rcl in-iplovements to their essavs.
SECTION ONE
LISTENING COMPREHENSION
1
1
1
1
1
1
1
1
DIAGNCSTIC PRE-TEST SECTION 1 LISTENING COMPREHENSION Time-approximately 35 minutes (including the reading of the directions for each part) In this section of the test, you will have an opportunity to demonstrate your ability to understand conversations and taiks in English. There are three parts to this section, with special directions for each part. Ansr,r'er all the questions on the basis of what is stated or implied by the speakers vou hear. Do not take notes or write in your test book at any time. Do not turn the pages untii you are told to do so.
Part A Directions: In Part A you will hear short conversations between tu'o people. After each conversation, you will hear a question about the conversation. The conversations and questions will not be repeated. After you hear a question, read the four possible ans\ rers in your test book and choose the best answer. Then, on your ans\\rer sheet, find the number of the question and fill in the space that corresponds to the letter of the answer vou have chosen.
Sample Answer
Here is an example.
@ @ @
On the recording, you vn'iil hear:
(man) (woman) (narrator)
o
TlTat exam V,as just awful. Oh, it could have been tvorse. What does the tvoman mean?
In your test book, you
r,r''ill
read: (A) (B) (C) (D)
The exam was really arvful. It was the u,orst exam she had ever seen. It couidn't have been more difficult. It wasn't that hard.
You learn from the conversation that the man thought the exam was very difficult and that the woman disagreed u'ith the man. The best answer to the question, "What does the woman mean?" is
(D), "It wasn't that hard." Therefore, the correct choice is (D).
TOEFL lc.r Jrr,.tion.and l('rnral alr reptinreJbr l( nrr\\r"n of ETS, the copvri.eirt ou ner l{o\\'evet all eramples and test questions are providc'cl bv Pearson Education, Inc.
LISTENING COMPREHENSION PRE-TEST
1
1
1
1
1
(A) Her concerns r'r,ere expressed. (B) She r.vonders if the concert u'as good. (C) The music r'r'as fantastic. (D) She wandered about during the night. 2.
3.
(A) In a bus station. (B) In a post office. (C) In an airport. (D) In a travel agenc\'. (A) (B) (C) (D)
4.
5.
He spends half his time with his daughter. His daughter's under a vear old. His daughter r'r,ill start school in a vear and a half. His daughter's eighteen months old.
She's thinking about her grade in the
(B) (C)
The seminar is quite realistic. The seminar will take a great deal of
(D)
trme. She agrees r,r'ith the man about the
seminar'.
10.
(C) (D)
He didn't actr-rall1, rvin the game. He came sometime after Luke.
(A) It's quite clean. (B) It doesn't morre. (C) It's clearly better. (D) It's rather dirtl''. (A) A bus driver. (B) An art teacher. (C) A flight attendant. (D) A travel agent.
12.
(A) (B)
His desk is made of metal. He never meddles rvith his office r,vorkers.
(C) His desk is on the right
I .).
(D)
side of the office. He u'orks in the center of the office.
(A) (B)
Learning something about golf. Taking ferver lessons than he has in the past.
(C) Letting her pla-'.' golf instead of hin'r. (D) Going to play golf together. 14
(A) The location of the meeting. (B) The purpose of the meeting. (C) Who rvill attend the meeting. (D) The time the meeting starts.
(A) He does not iive nearby'. (B) Thev u,'ill go later. (C) lt is not time lo delirer the paper: (D) He does not have time to read. (A)
She rvill assign the homeu'ork
Going to a restaurant. Cooking a full dinner. Eating dinner outside in the garden'
(B)
The man can do the homeu'ork nert
(C)
She rvill return the homeu,ork next
She is fond of Joe. Joe is not lost anymore. She visits Joe regularly. The call rvas already made.
(D)
The assignment must be turned in
15. 7.
He u,as quite fortunate. He lacked the opportunit-v- to pla-"- the
1l
seminar
(A) (B) (C) (D)
(A) (B)
Preparing dinner later.
tomorro\
r.
r.veek. r,r'eek.
8. (A)
(B) (C) (D)
LISTENING COMPREHENSION PRE-TEST
1
game.
(A) Hes on the basketball team. (B) He doesn't even like to play basketball. (C) Hes too short to make the team. (D) He thinks he's tall enough. (A)
I
1
tomorrou'.
I
1
1
1
16. (A) The u'oman is reallv beautiful.
1 24.
(B) The u'oman should repeat u,hat she said. (c) He shares the rroman's opinion. (D) He has time this r"ear to travel. 17.
(A) In a shoe store. (B) In a motel. (C) In a clothing store. (D) ln a storaqe facilitl'.
25.
) (B) (C) (D)
26.
18. (A
She s going to the supcrmarket.
She ri'orks in a grocery store. She's not going out.
She doesn't have enough monev for
(A)
1
1
1
There seems to be a problem r,vith the motor'. He doesn't
(B) (C) (Dt
uant to be an engineer. The music on the car stereo is good. Hc likcs the sound of the engine.
(A) (B) (C) (D)
An artist. A tour guide. A teacher. A pilot.
(A) (B) (C) (D)
Buving some cream for coffee. Cleanlng out the garage. Painting the apartment rvalls green. Putting the apartment in order.
groceries. 19.
(A) He didn't realll- get the highest (B) He'.s rather intelligent. (C) He'.s not donc rvith the exam. (D) Hels not even in the class.
27.
grade.
28 2A
(A) (B) (C) (D)
Resting for a
t-ninutes. Str,rd-v-ing a bit longer. f'er.r'
Taking a fir,e-hour break. Str-rdf ing for shorter periods o[ time. 29.
2l (A) She necds a nerr suitcase. (B) She's putting on a srril. (C) She's preparing lor ar trip.
(D)
She just received a package.
22.
(A) It u,as the last game. (B) The dream rvas really bad. (C) The man never lets her talk. (D) She feels the same \\iav as the man.
23.
(A) (B) (C) (D)
(A) He n'as happy to u'rite the check. (B) He received a large sum of mone\'. (C) He uas ivorking in a huge factor-v. (D) He found some hidden bones. (A) (B) (C) tD)
The stores are all too far ar.'u'av. She dessn't \vant lo go shopping.
(A) (B) (C) (D)
The door rvas closed reaily hard. Alice left because she u,as hungry The door u'as smoothll, sanded. Alice $'ent out through the door on the
She doesn't need to store anything. She prefers shopping nearb'n'.
left side. 30.
(A) Take a bike ride. (B) Take the high road. (C) Go for a rvalk in the forest. (D) Look for fireuood.
He's a bit too strong.
Hes bitter about the accident. Hes still rveak. He feels the accident was not his fault
LISTENING COMPREHENSION PRE.TEST
1
1
1
1
1
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1
Part B Directions: In this part of the test, you will hear longer conversations. After each conversation, you r,r'ill hear several questions. The conversations and questions rvill not be repeated. After vou hear a question, read the four possible answers in your test book and choose the best answer. Then, on your ans\{er sheet, find the number of the question and fill in the space that corresponds to the letter of the ansrver vou have chosen. Remembet you are not allowed to take notes or write in your test book. JI
JZ.
-l-).
34
(A) (B) (C) (D)
Planning a trip.
36
(A) (B) (C) (D)
It looks comfortable. It doesn't seem very big. It looks funny. Its tull of fish.
37.
(A) Standing in a river. (B) Putting up a tent. (C) Sitting in front of the tent. (D) Suimming in the river.
38.
(A) (B) (C) (D)
(A) (B) (C) (D)
A nerv bicycle. An inexpensive bicycle. A fast bicy'cle. A stationary bicycle.
35.
(A) (B) (C) (D)
A half mile.
A mile. TWo miles. Four miles.
(A) He doesn't like it. (B) It doesn't u''ork very (C) Its broken. (D) He got a neul one.
rvell.
(A) Go see his friend's bicycle (B) See her neu' apartment. (C) Walk to school. (D) Buv a nerl'bicvcle.
Camping in the woods. Putting up a tent.
Looking at photos.
Lots. A few. One. None.
TOEFL test directions and format.u'e reprinted bv permission of ETS, the coplright owner Ho\lever, all examples and test
LISTENING COMPREHENSION PRE.TEST
questions are provided bJ Pearson Education, lnc.
1
1
1
1
1 Part
1
1
1
C
Directions: In Part C of this section, you u'i1l hear several talks. After each talk, you r.i,ill hear some
+t"rti.t-ttfhe
talks and questions urill not be repeated.
After vou hear a question, vou rvill read the four possible answers in vour test book and choose the best ansu,er. Then, on vour ans\ver sheet, find the number of the question and fill in the space that corresponds to the letter of the ansr.r'er vou have chosen. Here is an example. On the recording, I'ou u'ill hear:
(narrator) Listen to tLn iltstt uctor talk to llis
(man)
class aboul painting. Artist Grant Viood t,tLs a guiding lbrce in lhe school of painting kno*,n as Antertcan regiortalisr, a stt'le rellecting the distinctive charocteristics of'art fi.om rural areas of tlrc Unitetl States. Vrood begtut drawing aninnls on the lanilh farm at the age of three, and vlten he n,ns thirtt'-eight one of his paintings received a rernarkable anloutlt of- pubtic notice and acclaim. Tltis painting, called Anrerican Gothic, is a starkl, sintple depiction of a seriotrs cc,tuple stcu'it'tg directly out at the viewer.
Nou'listen to a sample question.
(narrator) \|'lnt
st1,le
Sample Answer
of'painting is known as Anterican regionalist?
In vour test book, r'ou u,ill read: (A) Art from America's inner cities. (B) Art from the central region of the
@ @
o o
United States.
(C) Art from various urban
areas in the
United States.
(D) Art lr-om rural sections of America. The best ans\\rer to the question, "What st.vle of painting is known as American regionalist?" is (D), "Art from rural sections of America." Therefore, the correct choice is (D). Norv listen to another sample question.
Sample Answer
of \,l/ood's ntost sLtccesslil painting?
@ @
u,ill read: (A) Anterican Regionalist. (B) The Fanilly Farnt in lox,a.
@
(narrator)
WhcLt i.s the nante
In vour lest
bool<, vou
o
(C) Anterican Gothic. (D) A Serious CotLple. The best ans\.vel' to the question, "What is the name of Wood's most successful painting?" is (C), Atnerican Cothic. Therefore, the correct choice is (C). Remember, vou are not allowed to take notes or u'rite in vour test book.
TOEFL test ciir.'ctions and follDat a|r'il:p.iiltccl br permission ol ETS, tlic coprright orrner: Honercr all crerrples rncl tcst qLrestions;u-e p!^idecl br Pe'arson F-clLrcation, lnc.
LISTENING COMPREHENSION PRE-TEST
t
1 39.
40.
1
(A) (B) (C) (D)
Only three chapters. Three chemistry books. Lecture notes and part of the book. Onlv class notes from the lectures.
(A) (B) (C) (D)
Onlv multiple choice. Shorl and long essaYs. Thlee short essays.
1
1
1
(A) (B) (C) (D)
1
Five. Ten.
Twenty-four.
Thirtv-nine.
46.
(A) It is open to visitors. (B) It is still in use as a prison. (C) It is closed to the public. (D) It contains lerv prisoners.
Essays and multiple choice.
1
41.
(A) Haif an hour. (B) Fifty minutes. (C) An hour. (D) Ninety minutes.
47.
(A) Artificial plants. (B) Plants in piastic containers. (C) Plants that resemble plastic. (D) Plants that produce a usable substance.
42.
(A) (B) (C) (D)
48.
(A) (B) (C) (D)
43.
(A) In a zoo. (B) On a boat. (C) In a prison. (D) In a lecture hall.
49.
(A) It biodegrades slowly. (B) It kills plants. (C) People never throw it awav. (D) It is not very strong.
44.
(A) A type of rock. (B) A Spanish explorer. (C) A prison in San Francisco. (D) A kind of bird.
50.
(A) Engineering. (B) Art. (C) Botany. (D) Geology.
Listen to a lecture. Study for the exam. Read three chapters. Take an exam.
It lasts longer. It is more artificial. It is easy to make in a laboratory. It is good for the environment.
This is the end of the Listening Comprehension Diagnostic Pre-Test. Turn offthe recording.
@@@@@@@ When you finish the test, you may do the following: o Turn to the Diagnostic Chart on pages 357-363,
and circle the numbers of the questions that you missed. o Turn to the Progress Chart on page 353, and add your score to the chart.
LISTENING COMPREHENSION PRE-TEST
LISTENING COMPREHENSION The first section of the TOEFL test is the Liste'ning Conrprehension section. Tl-ris sectior-t consists of fiftv questions (sonre tests mL1\: be longer'). \bu il'ill Iisten to recordecl materials and respond to questions about the material. You must listen careftllhl because vor-r u'ill hear the recording one time onlll and the nrateriai on the recordin-s is not urritten in vour test book.
Thele are three pill-ts in the Listerrins Comprehcnsion section of
thc-
TOEFL test: 1. Part A consists ot' thirtv short conversations, earch foilou'ecl bv a question. You must choose thc best i.rns\\'er to cerch cuesticrr-t fi'orn the fcltrr choices in vour test book. 2. Part B consists of tu'o longer conversations, each follori,ed bv a number of questions. You must choose the best ans\\rer to each question from the Four choices in vour test book. 3. Part C consisls of threc- tarlks, each l.ollor.r'ecl bv a number ol questions. Yotr must choose thc be-st ans\\'er to each ouestion frorn the l'oul choices in vour' test book.
GENERAL STRATEGIES
1.
Be familiar with the directions. The directions on every TOEFL test are the same, so it is not necessary to listen carefully to them each time.You should be completely
familiar with the directions before the day of the test.
2. Listen carefully to the conversations and talks. You should concentrate fully on what the speakers are saying on the recording because you will hear the recording one time only.
3. Know where the
easier and more difficult questions are generally found. Within each part of the Listening Comprehension section, the questions generally progress
from easy to difficult.
4.
Never leave any questions blank on your answer sheet. Even if you are unsure of the correct response, you should answer the question.There is no penalty for guessing.
5. Use any remaining time to look ahead at the
answers to the questions that follow. When you finish with one question, you may have time to look ahead at the answers to the next ouestion.
10
LISTENING COMPREHENSION
THE LISTENING PART A QUESTIONS For cach of the thirtl,-questions in Parrt A of the Listening Comprehension section of the TOEFI- test, vou will hear a short conversation betr,rreen trvo speakers follou,ed bv a question. f'he conversations and questions are not written in vour test book. After r.'otr listen to the conr,c-rsation and question, vou must choose the best ans\\/cr to the qucstion f'rom vottr test book. Example
On the lecording, vou hear: (man) I neecl a car to drive to Arizortn, and I don't have one. (rrrrmirrr ) U\yot t;r;yl oye? (nzrrrartor) What cloes tJte v,ontan suggest?
hr vour test bclok, votr read: (A) Getting a red car. (B) Renting an apartment in Arizona. (C) Not driving to Arizona. (D) Renting a car tor the trip.
Ansu,er (D) is the best ansrver to the question. Wlu not rent one? is a suggestion thal he rent z.r car lor his trip to Arizona.
STRATEGIES FOR THE LISTENING PART A QUESTIONS
to each short conversation, focus on the second line of the conversation. The answer to the question is generally found in the second line of the conversation. As you listen
in mind that the correct answer is probably a restatement of a key word or idea in the second line of the conversation. Think of possible restatements of the second line of the conversation.
2. Keep
in mind that certain structures and expressions are tested regularly in Listening Part A. Listen for these structures and expressions:
3. Keep
. restatements . negatives
' suggestions . oassives conclusions about who and where expressions of agreement
4.
Keep in mind that these questions generally progress from easy to difficult. This means that questions 1 through 5 will be the easiest questions and questions 26 throuqh 30 will be the hardest questions.
LISTENING PART A
the answers and choose the best answer to each question. Remember to answer each question even if you are not sure of the correct response. Never leave any answers blank.
5. Read
if you do not understand the complete conversation, you can find the correct answer. ' lf you only understood a few words or ideas in the seconcl line,choose the answer that contains a restatement of those words or ideas. ' if you did not understand anything at all in the second line of the conversation, choose the answer that sounds the most different from what you heard. . Never choose an answer because it sounds /lke what vou heard in the conversation.
6. Even
The following skills r"vill help vou to implement these strategies in Palt A of the Listening Comprehension section of the TOEFL test.
Sxrl 1:
RESTATEMENTS
Often the correct answer in Listening Part A is an answer that contains a restatement of the ideas in the second line of the conversation. Example On the recording, vou hear: (v,'oman) Steve, is sorrtetling t/te rnatter? You don't look ven, good.
(man) Oh, I'ttt t'beling q!!lk_@toclat. (narrator) Wlnt does tlte nmn nrcan? In vour test book, vou read: (A) Hes not very good-looking.
(B) He'.s 411lll (C) He looks u,orse than he feels. (D) His feet are a little thick.
In this conversation, sick means ill,
and a little means a bit. The best answer ro this question is therefore ans\ver (B) because answer (B) restates the idea in the second line of the dialogue. Please note that answer (D) is definitelv rtot a correct answer because it contains feet instead of lbel and thick instead of sick. These rvords are similar in sound btrt not in meaning to the rvords that vou hear on the recording.
11
LISTENING COMPREHENSION
12
The follou,ing chat't oullines the nyrst inrportant strategv in Listening Part A. THE BEST STRATEGY: CHOOSE ANSWERS WITH RESTAIEMENTS
1. As you listen to the second line of the conversation, you should focus on the key idea(s) in that line.
2. lf you see a restatement of the key idea(s) in a particular
answer, then you have
probably found the correct answer.
3. Do not choose
answers with words that sound similar to the words on the recordinq.
*i;;;..'.*o.|,,il-l
;' Gr, r.' o*".0,*,n"* .* j sirnilar sounds. You rnay want to complete these practice drills
I
I
before trying the following exercises.
EXERCISE
l:
L (u'ciman)
I,ltlutt
this erercisc, underline the kev idea(s) in the second line of eacl'r short conversation.'fhen unclerline restatements of these key r.r'ords in the Ar-ls\,vers, ancl cht-,r,sc thc best zrnsu,er to each question. Rernember that the best ans\\'el'is prol-rablv lhc'ans\vel'th:.r1 contains a restatement of the kev idea(s) in the second linc o{'l}tc' conrret'sation. h-r
dc-, trttr likt qbott/ yottr ttev' ltottst, / (rnan) /1 ls lcrl t'lct.se to u 1tatk. (nan'ator') II/luit tl,x's tlrt' nttLtt tttt:urt?
2.
(man) Marl; sairl sonte reullv (rvonran)
rri<:e
tltitt,q: l() tttc. trrl grctlelul l<;t wlrcLt
He-s
^,'oLt
(narlatol') l,I'ltul
tlil.
(A) The house is closed Llp no\\r. (B) He parks l'ris car close to his housc.. (C) His hon-re is near a park. (D) I{e doesn't reallv like his neu,house. (A) He dicl a great job. (R) t{e bought a crate full of fruit. (C) He made a gfeat fbol of himself. (D) He's thankful.
tloe.s tlre u'ttrrtrLtr sar'
abotrl \lurk?
3.
(rvcrnran) Srttit, t'rrti'r',: bt'cn n'rttkirtg rtl t/tt' t:ctrrt 1tt t ter I or I to t t rs. (nran) Ye.s, rtrttl I neecl to talct' n break.
(nerrratrrr') l,liltut rlc,t's tlte
rttrLtt tttttLtt?
(A) The computer's brokc'n. (B) FIe necds to relar for a u,hile. (C) He shoulcl keep u'orking. (D) He's broke.
LISTENING PART A
TOEFL EXERCISE 1: In this exercise, listen carefully'to the short conversatiorr and question on the recording, and then choose the best ansrver to the question. You should look for restatements of kev ideas in the second line.
I J Now BEGIN rHE RECoRDTNG nr TOEFL Exrncrsr 1. l.
(A) The dancc-'u'as fun. (B) It \vas a good time to dance. (C) She thinks the man is such a
6. (A) His r,acation is ftrll of activities. (B) In autumn he'll have a rracation.
(C) He can't har,'e a vacation because
good dancer.
(D) Tonight is the lzrst time to
(A) (B) (C) (D)
(D)
dance.
She's quite thir-st1,.
She'll be readv in a half hour. She needs to leave norv. She rvas ready thirtv minutes
7.
(A) The book was ver-v enjovable. (B) It was unpleasant to get rid of the bugs.
(C) She only reads u'hen it is quiet. (D) It is pleasant to ride a bike.
ago. -).
(A) The \voman shouid teach the class herself.
B.
(B) The \voman should sce a
(A) He hasnt traveled much latelv. (B) There were a lot of car-s on the
psvchiatrist.
road.
(C) He needs to lose rveight. (D) The trav was thick zrnd hear,r.
(C) It's a good idea to speak u,ith the instruclor.
(D) He rvould like to
discuss psvchologv rvith the woman.
4.
9.
(A) She has a starring role. (B) She has not found a job vet. (C) She found the lost dog. (D)
5.
he suff'ered a fall. He's foolish to take a vacation now.
Sire
just began u,orking.
(A) He shares everl'thing he has. (B) Hc' has to find his lost shirt. (C) He is clin-rbing the stairs to the apartment.
(D) He has to get a roommate.
10.
(A)
He doesn't knor,r,horv to pla_v the game. (B) He has to u,rite a story for class. (C) He needs to complete an assignment. (D) He has zrlready finished the report.
(A) He always minds his ou'n business.
(B) He manages to avoid working. (C) He is the manager of the deparlment.
(D) He is tbe boss of his ou'n companv.
t5
14
LISTENING COMPREHENSION
Srcu
2: NEGATIVES
Negative erpressions are verv common in Listening Part A. The most common kind of correct response to a negative statement is a positive statement containing a r.r,ord with an opposite meaning. Example
On the recording, vou hear: (rvoman) Did you get a lot of-w,or* done at the libram todav? (man) I couldtt't. lt r.vasn't ven'quiet there. (narrator) IMhat doe-s the ntan utean?
In vour test book-, vou re-ad: (A) The liblar-r'rvas noisv. (B) He got a lot donc'. (C) He couldn't quite get to the library todav. (D) The librarv's a good place to rl,,ork because it's quiet. The correct answer is answer (A). If it rvas not quiet in the library this means that it rvas nois1,. Notice that the correct answel'uses rzoi.s"rr, the opposite of qtdet. The fbllorving chart shows horv negatives can be tested on the TOEFL test. NEGATIVE SENTENCES CORRECT ANSWER
EXAMPLE
NEGATIVE EXPRESSION
Tom is happy about the results.
not sad = hoppy
The door isn't open.
The door is closed.
not open = closed
Steve drd not pass the class.
Steve failed the class.
did not pass = failed
Tom is not sad about the results.
EXERCISE 2: In this exercise, underline the negative expression in the second line of each short conversation. Then read the question, and choose the best ans\\,er to that question. Remember that the best answer is one that uses an opposite meaning.
l. (rvoman) \bu nnde so ntanv
tttistakes
in t/is ltorrrcttorlc. (man) [ tvasn't ven' careful. (narrator) What does the nnn ttean?
(A) He was rather careless. (B) He cloes not care about mistakes. (C) He took care of the work at home. (D) He did not
can-v the u'ork home.
LISTENING PART
)
(man) Is there a ktt of- sottp? I'rn kirtd of'lttmgrr. (.\vontan) Sor-rr.; there's not o lot. (narrator) I'l'ltat does the w,ottturt ItIean?
Hoty w'as the u,eather nrt tottr trip? (man) Tlrcre wasrt't a cloud in tlrc
(r,rrclman)
(
nalrator
skr'. I4/Jmt cloes the rnatt
)
A
(A) Theres not verl much soap. (B) She doesn't like soup. (C) Therc's onlv a little soup. (D) The man should not be hungn.
(A) It rvas cloud-v. (B) He couldn't see the skv. (C) It ll,asn't vern'crou'ded. (D) There was Lr lot of sunshine.
nleltt?
TOEFL EXERCISE 2: In this exercise, listen carefullv to the shoft conversation and question on the recording, and then choose the best answer to the question. You shor,rld pay particular attention to negative expressions.
I J
Now
BEGIN
rHE RECoRDTNG Ar TOEFL Exrncrse 2.
(A) He rvas on time. (B) Hes sonr, he was late. (C) He doesn't knor,r, rvhv he rvas (D) He hasn't come there latelv. L.
(A) (B) (C) (D)
.r.
,1 T.
(A) (B) (C) (D)
late.
6. (A) He closed the rvindou,s. (B) It didn't rain. (C) The r,vindows were open during the storm.
(D) He sau,the rain through the sorn
she brought the book. She remembered to say she rvas sorl-\, She fbt'got the book. She didn't remember the ring. She's
The The The The
rvindou,s. 7.
throu,n out.
(A) The apple is good because
it'.s
su'eet.
(B) Thele is an apple in each suite. (C) The apple doesn't look good. (D) The apple is sour.
(C) He has a large number of friends. (D) He isn't traveling alone. 9.
She does not have time to park
the car.
(B) She hlrs some {l'ec'tirne. (C) She has not been to the par-k in a rvhile.
certain the plantis alive.
Sheis not snre n'hat happe.ned to
the plant.
babvs nodding off. babvs asleep. babv'.s on the wav home. babv's just t'aiking up.
(D) The park is too rvild.
Shc.is
(C) She planned to throw it out. (D) Shes sure the plant should be
(A) He u,ants to -eo by himself. (B) Hc' isn't going on the trip.
). (A)
(A) (B)
10.
(A) Its cheap. (B) It costs a Iot. (C) It has a Ien,problems. (D) I1's hard to finil.
(A) (B) (C) (D)
She She She She
must leave the rock there. needs a big rock. should take the rock u'ith her. should take a bigger rock.
15
16
LISTENING COMPREHENSION
TOEFL REVIEW EXERCISE (Skilts l-2): In this erercise, listen carefullv to the short coltvet'sation and qnestion on the r-ecording, and then choose the best ans\\'er to the question.
I J
Now
BEG'N
rHE REcoRDrNc nr ToEFL Revrrw
1. (A) She coulcln't think of :r single ans\\1L.t:
(B) Thc test u,as eas-r. (C) It u,ars impossible to think
Exe
ncrse
6. (A) It u'as diffictrlt to plar-r,,Lrecause of the u'ind.
(B) Hes unhappv because thev lost. (C) He doesn't like plaving football in
clur.ing
the- erarrr.
(D) tt \\'as [o() qr-rie t.
(D)
3. (A) Her nrr-itlrer ancl father
ago.
(B) The rent \\,asn't due the dav
bclore r esterclar. One dav earlier he'd rented an lll)i.t |l r))cll l. (D) Yesterdav he spent the lr,hole day ranting.
(C)
\\,er-c
(B) (C) Her nrother arrd lirther got home too late.
B. rvere mad.
(A) Barrv's too old to er-rjov camping. (B) Not enough people are going camping.
reerl;
it
(C) This u,eekend is not a -eood time tor camping.
u,as
(D) Barry's too -voung to go camping.
a to.\i
(C) He reallv u,anted
a car but cor,rldn't get one.
(D) The car thar he jr-rsr bought is old. 5. (A) Thke some
ven'happl about the
7. (A) He paid the r-cnt tr,r,,o davs
hungrr,. She \vas angl-v at her parents.
4. (A) He didn't get a car'. (B) The czrr he got \\'irsn't
tlre u,inter. He's not
u'av thev tvon.
2. (A) He rvill finish qr-ricklv. (B) He r,r'orks slou,lv. (C) He isn't uon'ied. (D) FIc doesn't likc to u,ork.
(D) Fier parents
(s.LLs 1-2).
9. (A) He has to \\'ater the lau,n. (B) I{es sorrv about havir-r_s to mo\,e.
(C) Hes r,r'ashing his clothes. (D) He can't move right nou,.
seeds.
(B) Sit dorvn. (C) Makr' urr appoinrrrrent. (D) Take sorne tirrre.
10.
(A)
He thinks the u,eather there is gl-eat.
(B) He' prefers dn' weather. (C) The n'eather there is good fbr humans.
(D) He'likes
Sxnl
rt,et rveather.
3: SUGGESTIONS
Suggestions al'e commr)n in Listening Part A, so you should bccome familiar with them. The follorr,'ing example shorvs an expression of a snggestion.
LISTENING PART A
Example
the recording, vou hear: (m:rn) I ltaven't talked with nn,parents in a w,hile. (r.r,oman) I\'|ry tlort't t'otr caLl tltent nov,? (narrator) 1l'lnt does the y'orttnrt suggest?
Or-r
In vour test book, vou read: (A) Calling off his r isit. (B) Talking about his parents. (C) Calling his parents in :r r",hile. (D) Phoning his familv.
In this erample, the erpression n,/el clon't is an expression of suggestion, so the woman's suggestion is to call them. This means that the rvoman suggests phoning his familr,: The best answer is therefore answer (D). The follorving chart lists common expressions that show suggestion. EXPRESSIONS OF SUGGESTION Why
... not ...
?
Why not
...?
Let's . ..
EXERCISE 3: In this erercise, underline the expression of suggestion in each sl-rort conversation. Then read the question, and choose the best ansri'er to that question. Remember that the best ans\uer is one that (man) Tlrc y,eatlter's so beautilhl todat. (u'onran) Let's ::ralk to scltool instead ctl dririrtg. (narr-ator) Wltat dctes tlte wotttart st tgge st ?
2.
3.
.qirres a suggestion.
(A) Taking thc'car to school. (B) Taking a u,alk instead of going to school.
(C)
Goin,e for a drive
in the beautifi-rl
r,l,eather'.
(D) Walking to class.
(u'oman) I neyer lrcn'e enough spentlittg ntone\'. (rnzrn) Itr/hy rtot get 0 part-time job? (narratot') Wlnt does tlrc ntart stLggest?
(A) Spending less mone)'. (B) Doing a better job at rvork.
(man) I4'e don't ltat.'e tun' plarts toright, do v'e? (wc)man) ,V,r, 5e v'lt.t Jt,tt'l tt't' ittt'ile sonte fi'ierttls cn,er to dinrter? (narrator) Il4nt dctes l/te rt't:,rttctrt
(A) Having a dinner partv. (B) Stopping the fight rvith their friends. (C) Planning:i trip. (D) Making some nerv friends.
stLEE7st ?
(C) Earning some mone\'. (D) Spendins less time at her job.
17
18
LISTENINGCOMPREHENSION
TOEFL EXERCISE 3: In this exercise, listen carefullv to the short conversation and question on the recording, and then choose the best answer to the question. You should puy particular attention to expressions of suggestion.
I j
Now
BEGIN
rHE REcoRDtNG nr TOEFL Exenctsr 3.
l. (A) Going to nork.
7.
(A) (B) (C) (D)
8.
(A) Working on the term paper the
(B) Getting sorxe exercise. (C) Relaxing for a rvhile. (D) Visiting her friend Jim. z.
1 J.
4.
5.
(A) Completing the rvork later. (B) Finishing more of the u'ork nou''. (C) Trving to do the r,vork todar,'. (D) Resting tomorrow. (A) (B) (C) (D) (A) (B) (C) (D) (A) (B) (C) (D)
Cooling off the house. Turning dorvn the heat. Raising the temperature. Finding something to eat. Fixing the car. Breaking the news to the others. Buying another automobile. Going dor,r'n the hill in the car. Putting up shelves. Selling the books. Looking for the lost books. Rearranging the books.
Postponing the trip. Leaving immediately Putting on a play tomorrorv. Going later tonight.
r,r,,hole dar,'.
(B) Spending a little money on paper. (c) Doing a better job of planning her term paper. (D) Spending the whole term on the paper.
e. (A) Getting a ne\\ television. (B) Checking r,vhich programs are comrng on. (C) Checking their r.vatches. (D) Seeing a comedy on television.
10. (A) Making some extra mone\'. (B) Depositing the monev in his account. (C) Buying something with the mone\'.
(D) Checking ottt 6.
several banks.
(A) Visiting her sister. (B) Getting a babv-sitter. (C) Letting her sister see the clothes. (D) Giving the clothes a\\ray.
TOEFL REVIEW EXERCISE (Skills l-3): In this exercise, listen carefullv to the short conversation and question on the recording, and then choose the best answer to the question.
I j
Now
BEGIN
rHE REcoRDtNG nTTOEFL Rrvtrw Exrnctsr (SrtiLs 1-3).
l. (A) He prefers
to stay home. (B) He has to take many trips. (C) He has a lot of tasks to do. (D) He r,r,orks rvell at home.
2. (A) There's nothing in the car. (B) He has enough time nou,. (C) He doesn't want a car now. (D) He prefers to do it later.
LISTENING PART A
3. (A) Making less noise.
7.
(B) Spending more time au,av from the apartment. (c) Moving the furniture around the apartment. (D) Changing apartments.
him.
(C) Tell him the time. (D) Phone him in a while. 8.
4. (A) He overstepped his authoritv. (B) He n'orked too much in the morning. (C) He stayed in bed too lon_q. (D) Ue was late getting home in the moming.
5. (A) Shei rathcr
qr-ricr.
(B) He doesn't reallv knor,v her. (C) She'.s had manv difficuities. (D) Hes never taiked to her. 6. (A) Fixing something to drink.
(B) Adding lemon to rhe cake. (C) Paying thirty dollars. (D) Picking lemons from the tree.
Srcll
(A) Write a letter. (B) Complete the assignment for
(A) Getting up in the afternoon. (B) Having his hair cut. (C) Cutting the flowers in the garden. (D) Groining his hair long.
e. (A)
She's sure she sarv him. (B) She doubts what he said. (c) She isn't sure she told him her name. (D) She shares his beliefs.
10. (A) The break regularly lasts an hour (B) No dishes were broken. (c) The break comes at its usual time. (D) It regularly takes an hour to rake the lawn.
4: PASSIVES
It is sometimes difficult to understand v,ho or vlltat is doing the action in a passive sentence. This problem is often tested in Listenins Part A. Example
On the recording, you hear:
(rnan) Is that e nert clnir? (woman) Yes, \te iust b_91gh1it last week. (narrator) What does the woman mean? In vour test book, vou read: (A) She brought the chair with her. (B) The chair was lost for a week. (C) fh" u,ot p"r.hord r-ecently. (D) She "hui. bought tl-re iast chair ft'om the store.
In this conversation, the woman uses an active idea, we . . . bought it [the chair].
The correct answer uses the passive idea the chair u,as purchased. Therefore, the best ansr,r,er to the question above is answer (C).
19
LISTENING COMPREHENSION
You should note the following about passive sentences in Listening Part A.
an active statement.
2. lf the conversation
contains an octive statement, the answer to the question is often a passive statement.
NOTE:Check carefully who or what is doing the action in these questions.
EXERCISE 4: In this exercise, each of the correct ans\vers is either a passive restatement of an active sentence or an active restatement of a passive sentence. Read the short conversation, and underline the key active or passive statement. Then read the question, and choose the best ansrver to the question. Make sure you understand who or what is doing the action in these passive sentences.
1.
(man)
What happened to vour notebook? (woman) I leli it in the cafbteria. (nar-rator) What does the woman
(A) The cafeteria is to the left. (B) She left a note on the cafeteria door. (C) She took some notes in the cafeteria. (D) The notebook u'as left in the cafeteria.
intpl,,-?
2.
(man)
When are \t)e goirtg to talk
abottt the problent witlt the copv machine? (rvoman) It v,ill be discttssed at the t t t ee t i r tg t ot norrorv. (narrator) Wlnt does tJrc tvontan ntean?
3.
(woman) Did you correct lhe paper? (man) I clrccked everyt single line again and again. (narrator) What does tl'te ntart ntean?
(A)
She needs to make copies before the
meeting.
(B) They rvill talk about the problem tomorTow.
(C) It is a problem to have a meeting. (D) They must discuss u,hether or not to have a meeting.
(A) The paper (B)
has been thoroughly corrected. He wrote many of the lines over and over.
(C) The checkmarks were on every line of the paper. a check for the paper.
(D) He wrote
LISTENING PART
A
TOEFL EXERCISE 4: In this exercise, listen carefullv to the shorl conversation and question on the recording, and then choose the best answer to the question. You should pay particular attention to passives.
i
J
Now
BEGIN
rHE REcoRDtNG nr TOEFL Exrncrsr 4.
1. (A) Her family just arrived. (B) She must pack to go visit her family. (c) She opened the door to greet her f'amilv. (D) The box from her familv rtas opened.
6. (A) Nothing is reallv the matter:
(B) She stole some monev. (C) She left her purse in the store. (D) Someone took her purse.
7. (A) He's quite scared. (B) He likes her pets. (c) He would like to pick up a little snake. (D) He frightens the snakes.
2. (A) He completed the report. (B) He'.s coming to work on the repor-t.
(c) The report is due tomorrol morning. (D) The reporl still needs an infinite amount of rvork.
8. (A) She wrote directions in
a letter. (B) Instructions were follort'ed exactll'. (C) A nerv director has been appointed. (D) She would follorv the man to the housing project.
3. (A) The parents are in bed norv. (B) The children were allor,r'ed to stay up. (c) The parents staved away from the children. (D) The children have gone to bed.
9.
tennis.
(C) Hes a super cook. (D) Dinner needs to be prepared.
4. (A) He got lost. (B) The door was not in tront of the house. (c) He did not need a key to the door. (D) The kev was lost. -5. (A) He picked
out some flowered wailpaper for the dining room. (B) The dining room table has florvers painted on it. (c) The flowers were placed on the table. (D) The flowers were grown in the dining room.
(A) They can cook supper in no time. (B) He doesnt know how to play
10.
(A) The exam reallv is tomorror,r'. (B) There was a change in the content of the exam.
(C) The professor moved the exam to another day. have to change their plans for tomorror,r'.
(D) They
21
LISTENING COMPREHENSION
TOEFL REVIEW EXERCISE (Skills 1-4): In this exercise, listen carefullv to the short conversation ancl question on the recording, and then choose the best answer to the question.
I J 1
l.
2.
3.
Now
BEGTN
rHE REcoRDTNG Ar TOEFL Rrvlrw ExrRcrsr (sr
(A) (B) (C) (D)
It's the middle of the r,r,inter. The weather is not very calm. The boat needs u,ind to go. Thev need to unr.r,ind the sails.
(A) (B) (C) (D)
Taking tr,r,o hats with him. Aspiring to greater achievements. Taking some medication. Moving his head.
sunshine in. the
sunlight. (D) The park is open all dar.long. 4.
5.
6.
7. (A) Registering in algebra immediately.
(B) Finding another school.
(C) Enrolling in the course later. (D) Repeating the course next senlester. 8.
(A) (B) (C) (D)
9.
(A) Evervone
(A) He €lets Lrp every day at sunrise. (B) The door is open to let the (C) He parks his car out of
(A) She ate part of Steve's meal. (B) Steve didn't pay for his rneal. (C) Steve had five courses for dinner. (D) She was given some money. (A) (B) (C) (D)
He did the problem completelv. He corrected the homera,ork. He u'as totallv wrong. He did r.r,'ell on the math exam.
(A) The u,ashing machine'"r'as repaired.
(B) He washed some clothes this morning.
(C) He broke some
dishes rvhile he
rvas r.vashing them.
(D) The rvashing machine be fixed.
needs to
'l-4).
Its
red. It's not dry. It needs to be watched. Hes going to wash it. feels relaxed at the
party. are enough people to have a pany. (c) The amount of food is adequate. (D) Part of the food is on the table.
(B) There
10. (A) The meeting was at four o'clock. (B) Ever./one came to the meeting in uniforms. (c) The information was si.ren at the meeting. (D) No one \vas uninformed about the meeting.
LISTENING PART A
Srcrr
5:
WHO AND WHERE
It is common in Listening Part A to ask you to draw
some kind of conclusion. In qr-restion the answer is not clearly stated; instead you must drar,v a this type of conclusion based on clues given in the conversation. One kind of conclusion that is common in this part of the test is to ask you to determine v,ho the speaker is, based on clues siven in the conversation. Example On the recording, vou hear:
(man) What do v-ou do during t,our petforntances? (u'oman) I plqt the piano and sing. (narrator) Vl:9it the wonnn ntost likely to be? In your test book, vou read:
(A) (B) (C) (D)
An athlete. A member o{'the audience. A clerk in a music store. A musician.
The clues perJ'omnnces, piano, and sing in the conversation tell 1'ou that the woman is probably a nutsician. Answer (D) is therefore the correct answer. Another tvpe of conclusion that is common in Listening Parl A is to determine where the conversation probablrt takes place, based on clues given in the conversation. Example On the recording, vou hear:
(man) I'd like to open an eccoLult, please. (r.r,'oman) What type ofaccount u,ould you like, (narrator)
"
"ltnslry:g
ot
savings account? \Vhere does this conversation probab'^\ tctke place?
In your test book, vou read: (A) In an accounting class. (B) In a bank. (C) At a sen,ice station. (D) In a market.
Thc clue checking or savings account in the conversation tells you that this conversation probably takes place in a bank. Ansr,ver (B) is therefore the correct answer.
23
24
LISTENING COMPREHENSION
The follou,ing chart outlines the key point that vou should remember about this type of question. CONCLUSIONS ABOUT WHO AND I,YHERE
It is common for you to be asked to draw the following conclusions in Listening Part A:
1.
Who is probably talking?
2.
Where does the conversation probably take place?
EXERCISE 5: In this exercise, read the shor-t conrrersation and question, underline the clues that help vou answer the question, and then choose the best anslr,er. You rvill have to drau' conclusions about n,ho and where.
l.
(A) (B) (C) (D)
A school administrator. A postal rrorker. A banker. A teacher.
(u'oman) Hot, ttutch are tlrc flou,ers? (man) Tbn dollars a botrquet. (narrator) lVl te re does t t i s c'ot tversa ! ior t probabh, take place?
(A) (B) (C) (D)
In In In In
(man) I rteetl to get tltis presct'iption filled. (rr'toman) If rou'll take a seat, I'll have lour ntedicirte ready fbr yot.t it't a ntontent. (narrator) Who is the v,ontan rnosl likelt' to be?
(A) (B) (C) (D)
A A A A
(man) I'd like to rnail this package, please.
(u,oman) First or second class? (narrator) Who is the y,orttatt ntost likely to be ?
2.
J
3.
a a a a
baker-v.
grocern store. florist shop. garden.
pharmacist. baby-sitter. flight attendant. doctor.
TOEFL EXERCISE 5: In this exercise, listen carefully to the short conversation and question on the recording, and then choose the best answer to the question. You will have to drau, conclusions about who and y,here.
I J
Now
BEGIN
rHE
RECoRDTNG
1. (A) In a hotel room. (B) At a restaurant. (C) At the beach. (D) In a desert.
nr TOEFL ExrRcrsr 5.
2. (A) A manager.
'(B) A teacher. (C) A lau,ver. (D) A librarian.
LISTENING PART A
3.,
(A) (B) (C) (D)
In a library.
ln a doctor-'s office.
7. (A) In an airporr.
-(B) At a gas sration.
In a bookstore. In a glocen.stol"e.
4. (A) A beautician. (B) A secretatn'.
(C) At a supermarket. (D) In a bike shop.
8. (A) A musician.
,(C)
A clentist. (D) A sas station attenclant.
5. (A) In a plane.
.
(B) An office rvor-ker. (C) A professor. (D) An arhletc..
9. (A) In a clothing
store. At a car.u'ash. (C) In a laundrr,. (D) At a grocery store.
(B) In a car.
(B)
(C) On a bus. (D) On a boar. 6. (A) A u,cather. forecaster. (B) A minister. (C) A rnarriarge counselor.. ' (D) A bridc.
10. (A) A bank teller. '(B) A trar.el agent. (C) A police officer: (D) A bus dr-ir.er.
TOEFL REVIEW EXERCISE (Skills 1-5): In this exercise, listen car.efullv to the shol't con\/ers.ttion and question on the recording, and tl.ren choose ti,re best ans\\Ier to the question.
I J
Now
BEG'N
rHE RE..RDTNG nr ToEFL Rrvrrw ExrRcrsr (srrLLs 1-5).
1.'(A) Shutting the r.r,indou,. (B) Moling closer to the windor,ri (C) Closing dorvn the building. (D) Cooling the r-oom off. 2. (A) 'fhe plane came in at nieht. (B) The flight u'as schedtrled to last tuto h<)urs.
(C) 'Ihe fight star.tecl at tu,o o'clock.
'(D)
The plane landed on time.
3. (A) In
a clothing store. At a pool. (C) At a racetrack. (D) In a restaurant.
5. (A) He missed tlre bus he rvanted to
(B)
shirt.
.
6.-
(C) He rnade a huge error. (D) What happened \\,as a mvstenl (A) Tuition is due soon. (B) She has a free dav tomor.rou,. (C) The school is fr"ee. (D) The room u,ill be painted tomorro$/.
'(B)
4.'(A) He'-s rrnhapp.l' rvith tlrc sola. (B) He likes the ne\vs. (C) Heis hearcl the unpleasant ne\\..s (D) He alu'avs tries to evervone.
pleasc
take. He's sorn'he bought the rellou,
7. (A) He plays football regularlr,.
(B)
He heard some people pla-ving football. ,(C) He u,as injur-ed during a game. (D) He hurt someone during a game. (continued on ne.rt page)
25
26
LISTENING COMPREHENSION
8. (A) Some of the seats were empt\i ' (B) All the chairs rvere full. (C) Thc' le'cturer-u'as standing the rvhole tirne. seated at the back of the lecture hall.
9. (A) Putting on a new suit.
(B) Tasting the soup again. (C) Putting some soup in the bou,ls. (D) Adding flavorings to the soup.
(D) He rvas
10.
(A) A student.
'(B)
A receptionist.
(C) A salesclerk. (D) A dean.
Srrr 6:
AGREEMENT
Expressions of agreement are common in Listening Par^t A, so vou should become familiar u'ith them. The follou'ing example shou,s agl'eement u,ith a positive statement. Example On the recording, -vou hear: (rniin) I tltottght tltat the nrcal n,as overpriced. (u'on-ian) trIe, to
In vour test book, vou read: (A) There \\'ere too manv spices in the meat. (B) She has the same opinion ol'the meal as the man. (C) She \\'ants to share'the mani meal. (D) The price of the meal \\,as grear. The expression me, too shor.r,s agreement u'ith a positive statement, so the \vontan means that she has the sanle ottiuiort as the man. The best ans\ver is therefore ans\\,ef (B).
Tlie follorving chart lists common expressjons that shour agreement. You should become familiar n'ith these erpressions. EXPRESSIONS OF AGREEMENT So da l.
l'll say.
Me, too.
You can soy
thot again.
LISTENING PART
A
EXERCISE 6: In this exercise, undetLine the expression of agreement in each short conversation. Then read the question, and choose the bqst answer to that question. Remember that the best ans\\,er is one that shou,s asreement.
1.
(rvonran) Tlis homen.ork is going to take foret,t'r. I'll say!
(man) (narrator) Wlnt
(A) its going to take for"ever to get home. (B) It takes a long time to ger from home to rvork.
tloes tlrc rrtan rrtectn?
(C) He and the \vornan
have the same
opinion about the homework. (D) He needs to take the homeu'ork
tci
cla.ss.
2.
(u,oman) A rrip to the park ntight lte tt
(A) The \\roman should repeat r.r,hat she
ice.
said.
(n-ran) Ytu can say that agairL!
(narrator) W/tat
doe.s the
rttan tneatt?
(B) trt'.s nice in the park at nighr. (C) 'fhe \\ronran should tell him about palr of rhe rrip. agrees about the rrip to the park.
(D) He
3.
(man) I think
it's tirne to go honte.
(r.voman) So do I.
(n:rrrator) Vrhat does tlte
(A) (B)
n,orttcut
ntean?
Thev don't have time to do it. She also thinks it's a good idea to leave.
(C) She thinks thev are at home. (D) Thev are unsure about the time.
TOEFL EXERCISE 6: In this exercise, listen carefullv to the shofi conversation and question on the recording, and then choose the best ansrver to the question. You should pay particular attention to expressions of agreement.
h J Now
BEGTN
rHE REcoRDtNG nr TOEFL Exencrsr 6.
1. (A) She needs to check into the hospital. (B) She thinks the man should visit
a
-).
her.
(c) She doesn't \vztnt to go to the hospital. (D) She shares the n-ran's opinion. 2.
(A) The man should repear himself. (B) The plize uas quite nen. (C) She rl,as also surlqrisecl. (D) The neu' surface \vas oraised.
4.
(A) (B) (C) (D)
The woman has a nice pet" He agree.s u,ith the \voman. A bir of ltrck rvould be nice. He should put the drinks on ice.
(A)
The-r- moved
just after the babv
u,as born.
(B) He szrw that tlre r,r,oman u,as moving.
(C) The movie r,r,as realh'good. (D) He shares the u,oman's opinion. (corttinued on next page)
27
28
LISTENING COMPREHENSION
5.
(A) (B) (C)
(A) It rvas possible to take a math
She has over three classes. She's glad to classes.
talk about the
class.
(B) The matter could not possiblv
She'd like him to tell her about
be
discussed. rvas impossible to attend the math exam. He has the same opinion as the
(C) It
the classes. (D) Shes also happl'that the classes are finished.
(D)
woman. 6.
(A) His ideas about sports are similar to the rl'oman's.
9.
(B) Thev should watch a game on teler.'ision together.
(A) They'alu'avs go out for dinner. (B) Thev should cook dinner outside. (C) She thinks thev should go out,
(C) He thinks het better at sports
too.
(D)
than the woman. (D) He doesn't like sports at all. 7.
(A) She needs a straw for the coffee. (B) She agrees u'ith the man. (C) She has been coughing strongh'. (D) She is feeling strong todal'
She r,r'ould like the man to
prepare dinner tonight. 10.
(A) He is in agreement about the teacher.
(B) Her story was quite interesting. (C) He r,vould like the woman to respect rvhat he said.
(D) The history teacher will give the same lectule again.
TOEFL REVIEW EXERCISE (Skills 1-6): In this exercise, listen carefully to tlre short conversation and question on the recording, and then choose the best ans\ver to the question.
I j
Now
BEGIN
rHE REcoRDTNG ATTOEFL Revrew Exrnctsr
l. (A) Baking some pies.
n T.
(B) Climbing some trees. (C) Having some desserl. (D) Picking some apples. 2.
(A) There
are
(Srtls 1-6).
(A) A florist. (B) A barber. (C) A chef. (D) A gardener. (A) (B)
thirtv questions on the
test.
(B) About a half hour remains. (C) The test will begin soon. (D) Thirtv students are taking the
She failed the test. She s
not exactlv sure about the
exam.
(C) Her statistics r,r,ere quite exact. (D) She received a passing grade.
test. 6.
3. (A) She agrees rvith the man. (B) They should visit their friend Bill. (C) It would be a good idea to plav billiards. (D) The bills have alreadv been paid.
(A) (B) (C) (D)
In In In In
a fast-food restaurant. a grocery store.
an airport. a ser-vice station.
LISTENING PART A
7. (A) Going down to the bottom of the
9.
lake.
(B) Swimming in the lake. (C) Riding a boat across the lake. (D) Taking
she said.
(C) He doesn't like the taste of the
a picture of the beautifrrl
drink.
(D) It s too cold to stop for a drink.
lake.
8. (A) He asked a number of questions.
(B)
(A) He rvould like a cold drink. too. (B) The woman should repeat what
He erpressed his doubts about the situation. (C) He is an honorable man. (D) He said u'hat he reallv felt.
10.
(A) He'"vants to have some \vater. (B) The grass is quite dn: (C) Hes w'aiting for the loan to be approved.
(D)
He's going to mow the larvn this u,eek.
29
30
LISTENING COMPREHENSION
THE LISTENING PART B QUESTIONS Parl B of the Listening Comprehension section of the TOEFL test consists of tu,o long conversations, each followed by a number of questions. You will hear the conversations and the questions on a recording; they are not written in vour test book. You must choose the best answer to each question from the four choices that are written in your test book. The conversations are often about some aspect of school (how difficult a class is, how to write a research paper, hor.r,'to register for a course) or about general living (renting an aparlment, playing sports, going to the bank). The conversations can also be about topics currently in the news in the United States (desalination of the water supply, recycling of used products, damage from a storm or some other type of natural phenomenon). Example On the recording, you hear:
(narrator) Questions 1 through 4. Listen to a conversation behveen tyt,o people y,ho are decorating an apartnrent. (rvoman) He,-, Wah. Do you think yott could help me hang these pic:tures on the yttall? There are only t:r:o
of therrt.
(man) Mortica. Where do vou want thent to gct? (woman) -Sure, I'd like the picture of the mottntains over the fireplace, and I'd like the picture of my famill' over the sofa. Wlnt do you think? (man) 7 thirrt< ttrer'tt look fine there. How, about if wu hold the pictures while I hammer the nails into the wall? (woman) Okat. Let's start ,,vith tlrc picture of-nty fantil,,-. Questions:
1. On the recording, you hear: (narrator) What are the man and v,ornan In your test book, you read:
(A) (B) (C) (D)
2.
Taking some pictures. Hanging some plants. Taking a trip to the mountains. Putting some pictures on the wall.
On the recording, vou hear: (narrator) Hov ntartv pictures are there?
In your test book, vou read:
(A) (B) (C) (D)
One. Trvo.
Three. Four.
discussine?
LISTENING PART
3. On the recording, vou
B
hear:
(narrator) IVlrcre is the pictttre of'the r)otnan's lanilr goirtg? ln voul test book, vou rc-ad: (A) In the fireplace.
(B) AbrNe'the sota. (C) Aonre wirh \Valr. (D) To the top of the mountain. 4. On the recordins, vou hear: (narrator) lUitat is tValt prahabh goirtg to do nert? In \our tcsl book, l'ou reaci: (A) Sit onthc so{a. (B) Photograph Monica'.s familr: (C) 9a14ry{e nails illo tt .'lg]l (D) Climb the r,r'alls. The first qllestion asks u,hat the nr:in nnd \\'oman are discussing. Since the ri,oman asks the man to help hang the.se pictttres on the y,all, the best answer to this question is ans\\rer (D),pfititlg sonrc pictures ort the v,all. Thc second question asks hou' manv pictures there are, and the rvoman clearly savs that there are rlr:o, so the best answer is ansu'er (B). The third question asks u,here the familv picture is going. The r,l,oman savs that she lr'ould like the family picture over the -solh, so the best ansrver to this question is ans'uver (B), ubot,e the sofa. The last question asks u,hat Walt is probablv going to do. Walt has suggested that he should hanmter tlte nails into the vall, so thc- best ansrver is ansrver (C).
STRATEGIES FOR THE LISTENING PART B QUESTIONS
1. lf you have the time, preview the answers to the Listening Part B questions. While you are looking at the answers, you should try to anticipate the questions for each of the groups of answers.
2. Listen carefully to the first line of the conversation.
The first line of the conversation often contains the main idea, subject, or topic of the conversation, and you will often be asked to answer such questions.
3.
to the conversation, follow along with the answers in your test book, and try to determine the correct answers. Detail questions are generally answered in order in the conversation, and the answers often sound the same as what is said on the recording. As you listen
4. You should guess even if you are not sure. Never leave any answers blank.
5. Use any remaining time to look ahead at the that follow.
answers to the questions
JI
32
LISTENING COMPREHENSION
The follorving skills r,'ill help you to implement these strategies in Part B of the Listening Comprehension section of the TOEFL test.
Sru 7:
THE QUESTIONS
It is very helpful to vour ability to ansrver individual questions in Listenir-rg Part B if vou can anticipate u'hat the questions will be and listen specificallv for the answers to those ouestions. Example
ln vour test book, vou read:
(n) Qa tvtgn{Av. (e) ryg!"89k. (C) Tomorros'. (D) After class.
Yotr tr-r to anticipate the question:
Wlrcn x,ill sontetlting happen?
In this example, vou can be quite certain that one of the questions will be about when something r,vill happen. Since vou are sure that this is one of the questions, vou can listen carefullv for clues that rvill give vou the answer. This erample shows that a helpful strategl' therefore is to look brieflv at the answers in the test book, before vou actuallv hear the conversations on the recordin-q, and try to determine the questions that you will be asked to answer. EXERCISE 7: Study the following answers and trv to determine what the questions will be. (You should note that perhaps vou u,ill only be able to predict par:t of a question, rather than the complete question.) If vou cannot predict the question in a short period of time, then move on to the next group of ansrvers. Question 1 has been ansr,vered for vou.
l. Question: (A) (B) (C) (D)
What,...?
What the assignment is. How good the professor is. The information in Chapter Six. What questions they should ask the professor.
2. Question:
(A) (B) (C) (D)
Six pages. Six chapters. Sixtv pa-ses. The sixth charpter.
LISTENING PART
B
3. Question:
(A) (B) (C) (D)
Whether or not thev shor-rld read the chapters. Whcther or not ther.'should ans\ver the questions. Which chapters thev should read. When the prof'essor gave the assignment.
,{. Question: (A) Turn in the assignmenl.
(B) See the professor'. (C) Go to cl:rss.
(D) Talk to a classmate. 5. Qr,restion:
(A) A bee stung him. (B) He sa\v somt: bees and hornets. (C) Hc u,as stung bv a hornet. (D) He took some eggs trom a nest.
6. Qrrestion:
(A) (B) (C) (D)
To To To To
liberate bees. proteet their nests. hatch their eggs. def'end the park.
7. Question:
(A) A hornet's nest. (B) Sorne bee's eggs. (C) A parked car. (D) A s\varn-l of bees.
B. Question: (A) To stav indoors. (B) To see u,here the hclrnet'.s nest is located. (C) Not to u'alk in the sante location as Greg. (D) To keep au'arv from Greg.
9. Question:
(A) (B) (C) (D)
The The The The
size of the campus. citv bus svstem. length of time for each class.
universitv bus sr,'stem.
10. Qr-restion: (A) The entire camplls. (B) Part of the campus. (C) The campus and thc citr. (D) Onlv the off-campus all-eas. (corttirttrcd on rrcxt poge)
33
34
LISTENING COMPREHENSION
ll.
Question: (A) Nothing. (B) Three cloliars. (C) A fer,r'cents.
(D) Fiftv
cents"
12. Question:
(A) Red. (B) Green. (C) Yellou,. (D) Blue.
Srcll 8: THE TOPIC As -v-or-r listen to each conrrer-sation in Listening Part B, vou should be thinking about the topic (subiect) ot'main idea for each conversation. Since the first one or two sentences generallv give the topic, vou shoulcl be asking vourself r,vhat the topic is nrhile vou are listening carefullv to the first part of the conversation. Example
On the rec--olding, r,on hear: (narrator) Li.sten to the cont.,ersotion bettt,een tv,o studettts. (man) Wlrut did you tltirtk of that listory^ exant? (rvcrman) Tlrut yvas tlrc harde.st exant I't,e eyer seen. (marr) Artd it t'e.\n't i,,tt l,r*l : h-r.os 1,,rt1,., r,to. Yor-r
think:
Tlte topic of-conver.satiort is e ver\i lorry and
diff'icult histor.v
c.r1n t.
EXERCISE 8: l.isten to the first part of each of the conr,ersations, and decide on the tonic ,-rlt each conr.,ers:rtior-r.
I j
Now
BEGrN
rHE REcoRDTNG Rr Exrncrsr 8.
L What is the tor,ic ol Cclnversation
12
2. What is the topic of Conversation
2?
3. What is the topic of Conversation
3?
LISTENING PART
B
Srru 9: THE ORDER OF THE ANSWERS The answers in Listening Part B are generall-'- found in order in the conversation. This means that as vou listen to the conversation, vou should be thinking about the answers to the questions in the order that thev are listed in the test book. Example
On the recording, you
hear:
(narrator) Questions 1 and 2. Listen to t$,o students on a universitt' canlpus. (man) Cart.vtttt lrelp rrte? I'rn !p;t. (woman) Sure.lVlrcre are yolt trying
to go? (man) I lmve a clttss irt Stanfield Hall at 3:00. I tlrcught I knert, u,here I yvas goittg, but I guess I v,as wrong. (rvoman) You certainly are lost. Stanfield Hall is on the other side ol'tlrc ,*irercitr'. t ,t
In vour test book, vou read (same tinre):
1. (A) He's sick.
(B)
tCl
(D)
He's lost. I-tcl. f ired. Hes brohe.
2. (A) Directlv in lront of them. (B) To the left. (C) Quite nearbl'. (D) On the other side of carnpus.
heoding in that direction. Conrc on with rne and I'll shou,tou the w,a,y. (man) Thtutks. You're a lifbsaver. On the recording, vou hear: (nar-rator) l. What problent does tlrc ntan have? 2. Where is Stanfield Hall?
When you read the ansu'ers to the first question, you can anticipate that the first question is about a man and some type of problem he has. As vou listen, vou hear the man say that he is lost. Therefore, you can anticipate that the best ansr,ver to the first question will be answer (B). When you read the ansrvers to the second question, vou can anticipate that the second question is going to ask where something is. In the conversation, the woman explains that Stanfield Hall is on the other side ol the universitt'. Therefore, as you are listening you can anticipate that the correct ansu'er to the second question is answer (D).
35
36
LISTENING COMPREHENSION
EXERCISE 9: Listen to each complete conversation, and ans\ver the questions that follor,v.
f) 1.
to* BEG,N rHE RECoRDTNG nr Exrncrsr 9. (A) (B) (C) (D)
What the assignment is. Hou, goocl the prof'essor is. The information in Chapter Six. What qtrestions thev should ask the professor.
(A) (B) (C) (D)
Sir
(A) A hornet's nest. (B) Some bee's eggs. (C) A parked car. (D) A swarm of bees. 8.
a J.
pages.
Six chapters.
hornett nest is
located. as Greg. (D) To keep 3q'ay ft'om Greg.
(A) Whether or not they should read the chapters.
9.
(A) (B) (C) (D)
The The The The
10.
(A) (B) (C) (D)
The entire campus. Part of the campus. The campus and the city Onlv the off-campus areas.
tlI l.
(A) (B) (C) (D)
Nothing. Three dollars. A few cents. Fifty cents.
ta
(A) Red. (B) Green. (C) Yellow. (D) Blue.
ans\\rey the qtrestions.
(C) Which chapters thev should read. (D) When the professor gar,'e the assignment.
(A) Turn in tl-re assignment. (B) See the profcssor. (C) Go to class. (D) Talk to a clarssmate.
). (A) A bee stung him.
(B) He sa\\r sorrle bees and hornels. (C) He $,as stun-q bv a hornert. (D) He took some eggs from a nest. 6.
To stay indoors. To see rvhere the
(c) Not to walk in the same location
Sirtv pages. The sirth chapter.
(B) Whether or not thev should
4.
(A) (B)
(A) To liberate bees. (B) To protect their nests. (C) To hatch eggs. (D) To deiend the park.
lz.
size of the campus. city bus system. length of time for each class. universitv bus system.
LISTENING PART
B
TOEFL EXERCISE (Skills 7-9\: In this exercise, you will use all of the information that vou learned in Skills 7 throueh 9.
f)
*o*
BEGIN
rHE REcoRDTNG Ar TOEFL Exrncrsr (SrrLr-s 7-9).
l. (A) Where the r,voman hves.
(B) Where the man can find out the
7.
time.
(C) Where the school is located. (D) Where the man can mail sonrc't ll
i11s..
B.
2. (A) Sever-al streets awav. (B) Just over one block awa\r. (C) Four miles awav.
(D)
A great distance.
9.
(A) 50 tons. (B) 50 million rons. (C) 85 million tons. (D) 850 million tons. (A) Cut dor,vn m()re trees. (B) Use less paper. (C) Produce more paper. (D) Read more about the problem. (A) The difficultv in findin,u
some.
books.
3. (A) For (B) For (C) For (D) For
(B) Hor,',, far it is to the librarv. (C) The amount of reading thev must
one hour.
tu'o hours. four hours. fir,e hours.
do.
(D) Hou'much thev
clc.rn't
like the
books.
4. (A) Go buv
a package.
(B) Go pick up his mail. (C) Go mail a package. (D) Get into his car.
10.
(A) (B) (C) (D)
A speed-reading class. An American novels class. A librar-r skills class. A class in literarv criticisrn.
t1.
(A) (B)
Some novels. Some short stories.
5. (A) From a textbook.
(B) From the television. (C) From a magazine. (D) From a lecture. 6. (A) Hour trees are gro\\,n in America. (B) How paper is made from trees. (C) Whv paper is used so much. (D) The amount of paper that Americans use.
(C) A tertbook. (D) Solr-re joulnal articles. t2.
(A) Go to the librar.'r. (B) Head for class. (C) Return to the dorms. (D) Start reading.
37
38
LISTENING COMPREHENSION
THE LISTENING PART C QUESTIONS Part C of the Listening Comprehension section of the TOEFL test consists of three talks, each followed by a number of questions. You 'uvill hear the talks and the questions on a r-ccording; they are not written in your test book. You must choose the best ans\\jer to each question from the four choices that are r,r'ritten in your test book. Like the conversations in Listening Part B, the talks are often about some aspect of school life or topics currently in the news. It is also very common for the talks to be shortened rtersions of lectures from courses taueht in American colleges and universities. Example
On the recording, vou hear:
(narrator) Questions 1 through 4. Listen to a lecture in a
liston class.
(r,voman) Salt, which todal seents so plentilul to us, in the past used to be a valuable connnodity. In tJrc cutcient pasl irt China, salt was used to make coirrs, tttttl irt pnrt .s ol Alrica it v'a.s trarled in plnrv ,-t1'rrtone.t. Irt the Rorttart Etnpire, soldiers tere not paid in tnone)i bttt were instead paid in salt. In fact, the English word "salar"v," which nteans the amount of-monelt that one earns, ." c2mes lront the Latin r Questions:
1. On the recording, vou hear: (narrator) What is the topic of the talk? ln -vour test book, vou read:
(A) Valuable cornmodities. (B) Salt. (C) Ancient China. (D) Monev. 2. On the recording, vou hear: (narrator) What v,as salt In vour test book, vou read: (A) To spice food. (B) To build houses. (C) To make coins. (D) To locate Africa.
used
fbr in China?
LISTENING PART C
3.
On the recording, vou hear: (narlator) IVltat does "salan," ntean in Enelish?
In vour test book, vou read:
(A) Coins. (B) Earnings. (C) Soldiers. (D) Commodities. a.
On the recordinq, vou hear: (narrator) lArlnt is tJrc meaning of tlrc root "sal" in Lcttir.t?
In Vour test book, \'ou read:
(A) (B)
qel1.
(C) (D)
Moner.r
Rome. Tr-ade.
The first question asks about the topic of the talk. The speaker- begins rvith salr and continues to talk about it throughout the passage, so the best ansrvel is answer (B). The second question asks about the use of'salt in China. The speaker says that ht China, sah n,cLs used to make coitls, so the best answer is anslr,er' (C). The third question asks the meaning of salan-. The speaker savs that.salary means the antouttt of'mottel thctt one eerns, so the best ansrnrer is ansu,er (B). The last question asks about the meaning of the root sa/. The speaker savs that "selory" . . . conrcs from the Latht t'oot f'or "salt," so the best ansu'er is ansr"ver (A).
STRATEGIES FOR THE LISTENING PART C QUESTIONS 1.
lf you have time, preview the answers to the Listening Part C questions. While you are iooking at the answers, you should try to anticipate the questions for each of the groups of answers.
2.
Listen carefully to the first line of the talk. The first line of the talk often contains the main idea, subject, or topic of the talk, and you will often be asked this type of question.
you listen to the talk, follow along with the answers in your test book and try to determine the correct answers. Detail questions are generally answered in order in the talk, and the answers often sound the same as what is said on the recording.
3. As
4. You should guess even 5. Use any remaining
if you are not sure. Never leave any answers blank.
time to look ahead at the answers to the questions
that follow.
The follou'ing skills ri'ill help vou to implement these strategies in Part C of the Listening Cornprehension section of the TOEFL test
5Y
40
LISTENING COMPREHENSION
Srcu 10: THE QUESTIONS It is very helpful to vour abilitv to ansrl,er individual questions in Listening Pzrrt C if vou can anticipate r,vhat the questions r,r'ill be and listen specificallv for the answers to those questions (as vou did in Listenin-e Part B). Example
In vour test book, vou lead: (A) For a \r'eek.
(e) qI99 yglE.det
(C) loL!\g !et'. (D) Since 10:00 thi! morning. You tr-v to anlicipatc the qucstion: Horv Long has (sontetlting) been going on?
In this example, vou can be quite certain that one of the questions rvill be about hou, long something has been goin-e on. Since you are sure that this is one of the questions, you can listen carefullv for clues that rvill girre vou the ansrl,er. This example shorvs that a helpful strategv in Listening Part C (ust as in Listening Par-t B) therefore is to look brieflv at the answers in thc test book, before vou actually hear the talks on the recording, and try to determine the questions that you r,'ill be asked to ansr,rrer'.
EXERCISE l0: Studv the follori,ing ansrvers and try to determine r,r'hat the questions will be. (You should note that perhaps I'ou r,vill onlv be able to predict part ol' a question, rather than the complete question.) If you cannot predict the question in a short period of time, then move on to the next group of answers. Question has been ansrvered for vou. 1
|
. Qucstion'. V''l"aL ty?e of ?ta+ is friE?_ (A) A beautiful plant. (B) A poisonous plant. (C) A delicior-rs plant. (D) A f'ast-grou,ing plant.
2. Ouestion: (A) In vegetable gardens. (B) Onlv in the United States. (C) In supermarkets. (D) In manv different places. 3. Question: (A) Its lear.,es resemble parsleri (B) It gro\vs next to carrots. (C) Its leaves are shaped like carrots (D) It does no1 har,e roots.
LISTENING PART C
4. Question:
(A) (B) (C) (D)
The The The The
pL'rson mav die.
pelson mav get lots of healthftrl nutrients. person mav enjov it and u'ant more. person mav become dangerous.
5. Qucstion: (A) A ston-u,ritins conlest.
(B) A fro-e-catching contest. (C) A singing contest. (D) A frog-jumpins contest. 6. Question:
(A) Sirtr'-tl-rree. (B) T\vo hundred. (C) Trvo thousernd. (D) For(r tltousancl.
7. Question:
(A) One. (B) T\r'o. (C) (D)
Three. Fotrr.
B. Question: (A) The contest took place for vears before Tu,ain wrote about it. (B) T\r'ain rvrote erbout the contest n'hile he u,as'watching it for- the first time. (C) T\r'ain *,ent to see the contest manv times during his lifetime. (D) T\r,ain nrrote about the contest befbre it actuallv took place.
9. Question:
(A) A student. (B) A professor. (C) A bookstorc clelk. (D) A librarian.
10. Questit-rrt: (A) The place u,here students (B) The pl:rce u'here students (C) The place u'here students (D) The place u,here students
get ID cards. can use computers.
check books out. find books in the librar-v.
I 1. Question: (A) A lee.
(B) A student ID card. (C) Permission from the instrr-rctor'. (D) A conrputef. (contintLed on next page)
41
42
LISTENING COMPREHENSION
12
Queslir-,'n
(A) A leu bottrs. (B) TWo davs. (C) Forrrteen clavs. (D) T\r'<-i r-r-ronths.
Sxru 1 1: THE TOPIC As vou listc'n to eacli talk in Listening Part C, yotr should be thinking about the topic (subject) or mzrin idezr frir each talk (as ]rou did in Listening Part B). Since the first sentenc-e is gc'nerallv a topic senlence, vou should be asking yoursclf u,hat the topic is u,hile \,ou are listening carefurll.r' to the' first part of the talk. Example
On the rccordins, vou llear':
(nalrator) Listert to a talk at tlte start of'n ttrcetittg. (rvornerrr) I'd lil:e to call tlis trrceting to order nov,. Tltis is the tltird rrrcntthly ryeelt,tS of'tlrc__sc)ence club iltis sente.ster, attd todat, y'e need to disc:ttss the tt pcotr t i r tg scier rce lh ir.
think: Tlte topic of'tlte talk the sciertt'e foir.
Yor,r
i.s
a rneelingol the sciettc'e clttb tt't r/isalss
EXERCISE 11: Listen to the first parl of each of the tnlks, and decide on the topic of each tzrlk.
I j
Now
BEGIN
rHE RECoRDTNG
nr Exrncrsr
1. Whzrt is the topic of Talk
1?'
2. What is the tonic of Talk
2?
3. What is the topic of Talk
3?
1 1.
LISTENING PART C
Sxnl 12: THE ORDER OF THE ANSWERS The ansrvers in Listening Part C are generaily found in order in the talk (as they nere in Listening Parl B). This means that as you listen to the talk, you should be thinking about the answers to the questions in the order that they are listed in the test book. Example
hear: In your test book, you read (same time): (narrator) Questions I through 3. Listen to a talk about cats. l. (A) They shout. (woman) Manl,people are allergic to (B) Therr drive red cars. (C) T_gyjlggzg. cats. If they corne in contact (D) They close their eyes. with cats, thq' sneeze, their
On the recording, you
skin tutns red, and their eyes begin to burn. How,ever, 2. (A) They often wear perfume. (B) They can have allergies. it is not onllt people v:ho (C) Thev don't ever suffer. suffer from allergies. Cats (D) They like dust and pollen. Jgoilgg!9to ry!!!b9 pollen, dust, and perfumes, many of'the satne agents 3. (A) Nothing. (B) Bathe it frequently. that cattse allergies in (C) Put it outside. people. Perhaps v-our cat is (D) Give it medicine. sneeling and has v,atet! eyes. Il'.vou think rltat .t'our cat lms some allergies, a veterinarian can orescribe ,nerlicotio, to help solre th" problernOn the recording, vou hear: (narrator) l. What happens to people who suffer lrom allergies? 2. What is mentioned about cats? 3. What can sonteorrc do with a cat that has allereies?
The first question asks what happens to people who suffer from allergies. The speaker saVs that thelt sneeZe, so the best ans'"ver is ansyu'er (C). The second question asks what is mentioned about cats. The speaker says that cats may also be allergic, so the best answer is ansr.ver (B), thelt can have allergles. The third question asks what to do with a cat that has allergies. The speaker says that aveterinarian can prescribe medication, so the best answer is answer (D), give it medicine.
43
LISTENING COMPREHENSION
EXERCISE 12: Listen to each complete talk, and answer the questions that follorr".
I J
Now
BEGIN
rHE REcoRDtNG nr Exrnctsr 12.
t. (A) A beautiful plant.
8.
(B) A poisonous plant. (C) A delicious plant. (D) A fast-groning plant.
(A) The contest took place for vears before T\t'ain urrote about it.
(B)
TWain wrote about the contest lr'hiie he was rvatching it for
the first time. 2.
(A) (B) (C) (D)
In vegetable gardens. Only in the United States. In supermarkets. In man)'different places.
3.
(A) (B) (C) (D)
Its leaves resemble parslev. lt grows next to car.rots. Its leaves are shaped like carrots
It
(C) Twain went to
see the contest many times during his lifetime. (D) Tr,vain r.r,rote about the contest before it actually took place. 9.
does no1 have roots.
(A) The person may die. (B) The person ma-v get lots of
10.
(A) A student. (B) A professor. (C) A bookstore clerk. (D) A librarian. (A) The place r,r,here students get ID cards.
(B) The place rvhere students can use
healthful nutrients. (C) The person may enjoy it and want more. (D) The person mav become dangerous.
computers.
(C) The place rvhere students check books out.
(D) The place u,here students find books in the librar-v.
5.
6.
7.
(A) (B) (C) (D)
A A A A
stor-v-r,vriting contest.
frog-catching contest. singing contest. frog-jumping contest.
(A) Sixty-three. (B) Tr,i,o hundred. (C) two thousand. (D) Forty thousanc. (A) (B) (C) (D)
One.
Tivo. Three. Four.
11.
t2.
(A) A fee. (B) A student identification card. (C) Permission from the instmctor. (D) A computer. (A) A feu,hours. (B) Tu'o davs. (C) Fourteen days. (D) Two months.
LISTENING PART C
TOEFL EXERCISE (Skills 10-12): In this exercise, vou will use all of the infornration that.v-ou learned in Skills 10 through 12.
f) 1.
l.
*o*
BEGIN
rHE REcoRDTNG nr TOEFL ExrRcrsr (Srcts 10-12).
(A) An artist. (B) A circus pet'former. (C) John Ringling. (D) A tour guide. (A)
Because he u'as from Sarasota,
(B) (C) (D)
Because ht-'knerv Rubens. Because he started a circr"rs. Because he painted baroque-style
B.
9.
(A) It increased slorvly. (B) It increased quickly. (C) It remained about the sanre. (D) It decreased.
(A)
Florida.
(B) (C)
paintings. 3.
(D)
(A) Modern circus equipment. (B) Paintings by Rr-rbens. (C) A parade wagon. (D) A famous portrait of the Ringling
10.
an exam.
undergraduate students. gradr.late this year or next. (D) Whether or not to study
(A) Enter the museum. (B) Go to the circtrs.
(C) Whether to
(C) Returl to the bus. (D) Meet the Ringlings. 5.
6.
7.
(A) (B) (C) (D)
An assembly line. A car. A compan\'I. An inventor.
(A) In 1908. (B) In 1914. (C) In 1918. (D) In 1924. (A) It rvas faster. (B) It \vas rrrore efficient. (C) It \\'as more individualized. (D) It nas cheaper.
(A) Whether to n'rite a thesis or take (B) Whether to be graduate or
brothers. -+.
Students u,ho rvill soon graduate from the Psvchology Department. Professors in the Psvchologv Department. Graduate students in the Ps-vchologv Department. Graduate advisors.
psvchologv. 11.
(A) Exams covering one or trvo hundred pages. Exams about research. (C) Exams covering all material in the program. (D) Exams about recent der,'elopments in psvchologr,'.
(B)
I
z-
(A) Today. (B) Soon. (C) Within six r.veeks. (D) Within half a ye-ar.
45
1
1
1
1
I
1
1
1
TOEFL PCST-TEST SECTION 1 LISTENING COMPREHENSION Time-approximately 35 minutes (including the reading of the directions for each part) In this section of the test, you will have an opportunity to demonstrate your ability to understand conversations and talks in English. There are three parls to this section, r.vith special directions for each part. Answer all the questions on the basis of what is stated or implied by the speakers you hear. Do not take notes or rvrite in your test book at any time. Do not turn the pages until vou are told to do so.
Part A Directions: In Part A you rvill hear short conrrersations between two people. After each conversation,
you will hear a question about the conversation. The conversations and questions will not be repeated. After you hear a question, read the four possible answers in your test book and choose the best answer, Then, on your answer sheet, find the number of the question and fill in the space that corresponds to the letter of the ansu'er vou have chosen. Here is an example.
Sample Answer
@ @ @
On the recording, you will hear:
(man) (woman)
That exant was just au:ful. Oh, it could have been worse.
(narrator)
What does the wontan ntean?
o
In your test book, you r.l'ill read: (A) The exam was really awful.
(B) It was the worst exam she had ever seen. (C) It couldn't have been more difficult. (D) It wasn't that hard.
You learn from the conversation that the man thought the exam was very difficult and that the woman disagreed u'ith the man. The best answer to the question, "What does the woman mean?" is (D), "It \^'asn't that hard." Therefore, the correct choice is (D).
TOEFL test directiois.tnd format
46
LISTEN ING COMPREHENSION POST-TEST
are fcprinted bv permission of ETS, the copvri-qht ol,net: Howcye., all examplcs and test queslions are pro|ided bt Pcarson Education, Inc.
1
1 t.
L.
4.
The course starls this evening.
(A) (B) (C) (D)
A waiter. A baker.
(A) (B) (C) (D)
She s
(A) (B) (C) (D)
He iied.
(A)
He believes that the woman has found some good pieces. He agrees that the prices are low. He would like to have a chance to say something. He thinks that the r,roman is wrong about the prices.
(D) (A) (B) (C) (D)
8.
A neighbor. A tour guide.
in the center of the shop. She went shopping for a ne\v car. She took her car to the store. She was driving him crazv.
He did not tell her his name. Hes aiways truthful.
11.
12.
13.
(B)
She was unable to attend the chemistr-v class. She couldn't find the answer to the
(C) (D)
problem. Chemistry class just finished. She has a problem rvith her chemistry
(A) Stay home. (B) Watch television. (C) Buy a nerv house. (D) Go out. (A) (B) (C) (D)
In In In In
(A) (B) (C) (D)
He is probably sr.r imming. He is poor. Nobody knows where he is. He should not be in the pool.
(A) (B) (C) (D)
Taking naps during the day. Sleeping ionger during the night. Getting him tired out before sleeping. Only sleeping a little at night.
(B) (C)
Attend the meeting.
(D)
Speak more clearly.
The courts have decided on a ne\\' judge. The judge made himself available for questions. The judge decided on the issue. The decision about the judge was finally
1
a business office.
an airplane. a gymnasium. a classroom.
l4 (A) The chapter was difficult to read.
Pay the check.
(A)
(C) (D)
10.
Listen to him.
Not moving inside. Playing in the rain. Not going out. Running hard.
(A)
1
teacher.
He's upset.
(A) (B) (C) (D)
(B)
9.
tonight.
(D)
1
1
1
(A) She doesnt want to go to class. (B) Art has her glasses. (C) The artist will begin the portrait
(B) (C)
7.
1
t5.
16.
She didn't even try to read the chapter. She got through the chapter rather easily. She will try to read the chapter later today.
(A) (B) (C) (D)
His garden is successful. There are a lot of stones in the garden. He enjoys the rocking chair.
(A) (B) (C) (D)
Beautiful weather is impossible. She thinks the wedding is beautiful. She shares the man's opinion. The red dress is incredible.
He s r,l'orking as a security guard.
made.
LISTEN ING COMPREHENSION POST-TEST
47
r 1
1
17.
18.
19.
1
1
(A) (B) (C) (D)
A railroad conductor. A bus driver. A math teacher. A mechanic.
(A) (B) (C) (D)
The sandwich needed some spices. The lunch did not taste very good. She had a delicious meal. She hardl-"- tasted the sand.,vich.
(A) (B) (C) (D)
Shes no longer sick. She has no feelings. Her health is ahvays good. He feels better than she does.
1 25.
(A) (B) (C) (D)
1
1
1
In a bank. In an airpofi. In a store. In a hotel.
(A) Hanging tl-re pictures on the wall. (B) Taking some photographs. (C) Sitting closer to the rvall. (D) Visiting his hometor,r'n. 27. (A) She doesn't knorv who Carl
is.
(B) She already had a meeting with Carl. (c) She needs to tell Carl about the meetrng.
(D) She knows r.r'here Carl lives. \Alatching the professor cloself in class. (B) Spending mole time working in his office. (c) Studying psychology more often. (D) Talking to his proiessor.
20. (A)
21. (A) It's difficult for him to save mone\r (B) He 'uvants to purchase a home near the
28. (A) His book was not reallv cheap. (B) He bor-rght a used text.
(c) His book does not include the latest news.
(D) He did not knor,'"' anything about the textbooks.
2e. (A) It u'as announced that there would be
ocean.
(c) He goes to the beach often. (D) Br-rving a house is out of reach for him.
a
ner,r' teacher.
(B) He u,anted to give something to the teacher.
22. (A)
Sallv has manv Friends.
(C)
The instructor said that a test rvould be
(D)
The teacher returned the exams.
(B) He doesn't understand anything about Sally.
(c) He also thinks that
Sall_-v
u'as not nice.
(D) Sally said many different things. 23. (A) The stereo is not loud enough.
(B) He is going to turn the stereo off. (c) The rvoman should turn and face the
(D)
stereo. The \{oman doesn't \\,ant to hear the
music. 24.
(A) (B) (C) (D)
48
He \\ras not present during the overture. He r,','as in over his head. He repeatedly expressed his appreciation. He thinks the present is overpriced.
LISTENING COMPREHENSION POST-TEST
given.
30. (A) There has been a lot of
(B) (C) (D)
deca-v.
The government is decadent. The government has decided to conduct a new survev. The population is counted everv- ten years.
1
1
1
1
1
1
1
1
Part B Directions: In this part of the test, you rvill hear longer conversations. After each conversation, you r,vill hear several questions. The conversations and questions rvill not be repeated. After you hear a question, read the four possible answers in your test book and choose the best answer. Then, on your answer sheet, find the number of the question and fill in the space that corresponds to the letter of the ansr.r,er you have chosen. Remember, you are not allor,r'ed to take notes or u'rite in your test book. 3l
. (A)
At one o'clock.
(B) At trr o o'clock. (C) At three o'clock. (D) At lour o'clock.
32. (A) Ski.
(B) (C) (D)
Read books on skiing.
Buy skiing equipment. Plan ski trips.
33. (A) He doesn't know how to ski.
(B) (C) (D)
He doesn't knor,r'rvhere the meeting is. He doesn't know what time the meeting starts. He is afraid of skiing.
34. (A) Leave on a skiing trip. (B) Go n'ith the woman to the meeting.
(C) (D)
Try on some skis. Give a lecture to the ski club.
TOEFL'tesl directions and form.rt are reprinted br pcrnission o1 ETS, the coplri-sht otncr. Houelet all clampies and tcst queslions are pao\ ided bv Pcarson Education, Inc
35. (A) From the radio.
(B) (C) (D)
From a book. From the ner.r'spaper. From a lecture.
36. (A) You can eat it. (B) It tastes like fast food. (C) It is inexpensive.
(D)
37. (A)
(B) (C) (D)
You cannot see it. Paper.
Fries. Corn. Burgers.
38. (A) It (B) It (C) It (D) It
is not as good as paper. should not be used for fast food. should be faster than paper. might be healthier than the food.
LISTENING COMPREHENSION POST-TEST
49
I
1
1
1
1
1
1
1
Part C Directions: In Part
C of this section, irou r.vill hear several talks. After each talk, vou
+,estlonsfhe talks and questions
u,ill hear some
r,vill not be repeated.
After vou hear a question, you r'r'ill read the four possible answers in your test book and choose the best ansrt er. Then, on your answer sheet, find the number of the question and fill in the space that corresponds to the letter of the ansr,r,'er you have chosen. Here is an example. On the recording, you will hear:
(narrator) Listen to an instructor talk to his clttss about painting.
(man)
Artist Grant Wood v:as a guiding f'orce in the school of painting known as Antencan regionalist, a style reflecting the distinctive characteristics of art lrom rural areas of the United States. Woocl began draring animals on the fami$ farrn at the age of three, and when he was thirtv--eight one of his paintings received a remarkable amoutlt of pubtic notice and acclaim. Tltis painting, called American Gothic, is a starkly sintple depiction of-a serious couple staring directl,t, out at tlrc viewer.
Now listen to a sample question.
Sample Answer
(narrator) What style of-painting is known as American regionalist? In your test book, vou
r,r,ill
read: (A) Art from America's inner cities. (B) Aft from the central region of the
@ @ @
o
United States. (C) Aft from various urban areas in the United States.
(D) Aft from r-ural sections of America. The best answer to the question, "What style of painting is knorvn as American regionalist?" is (D), "Art from r-ural sections of America." Thereibre, the correct choice is (D). Norv listen to another sample question.
Sample Answer
(narrator) Wlnt is the name of'Wood's ntost successfill painting? In vour test book, you
r,,rill
read: (,\) American Regionalist. (B) The Fttmily Fann in lowct. (C) Anterican Gothic. (D) A Serious Couple.
@ @
o @
The best answer to the question, "What is the name of Wood's most successful painting?" is (C), Anterican Gothic. Therefore, the correct choice is (C). Remember, vou are not allorved to take notes or r,rrrite in vour test book.
50
LISTEN I NG COMPREHENSION POST-TEST
TOEFL tcst directions and format are reprinted bv oermission ,'l LTS. lhe ( op\ l ieht,,rr rrr. Houcr cr ali rrrmple. anJ rc.r qucstions ale prolided br Pearson Education, lnc.
1
1 39.
40.
AI at,
(A) (B) (C) (D)
To To To To
(A) (B) (C) (D)
To the Grand Canyon. To the Colorado River. To a tree house. To the Petrified Forest.
42.
t+5.
45.
the Grand Canyon. a jewelry show.
a deserted stone building.
the Petrified Forest. 46.
(A) It has fallen in the river. (B) It has turned to stone. (C) It (D) It
1
1
1
Swim in the river. Walk through the trees.
(A) (B) (C)
Graduation requirements. School clothing. The date of the December graduation
(A) Any time before graduation. (B) At the beginning of the senior (C) Before the end of December. (D) In the springtime.
year.
48.
(A) (B) (C) (D)
Most have no sense of smell. They are all unable to smell dmgs. They have equally good senses of smell. Most are quite untrainable.
49.
(A) (B) (C) (D)
They They They Thef'
(A) (B) (C) (D)
Airports.
students will be seniors. 50.
files.
A cap and gown. A blue and gold flag. A graduate school catalogue.
Training dogs to use smell. Techniques of dog trainers. The smells of various types of food. How dog breeds are different.
ceremony.
(A) Read it. (B) File it in their personal (C) Study it. (D) Give it to an advisor.
A university class schedule.
(A) (B) (C) (D)
Stay at a distance. Take an5' petrified wood.
(D) Which
(A) (B) (C) (D)
1
1
41
has grown larger. has gotten softer.
(A) (B) (C) (D)
1
are small. are friendly. react quickly.
work well in the cold.
People. Luggage. Snow.
This is the end of Section 1. Stop work on Section 1. Turn off the recording.
@@@@@@@ When you finish the test, you may do the following: o Turn to the Diagnostic Chart on pages 357-363, and circle the numbers of the questions that you missed. o Turn to the Progress Chart on page 353, and add your score to the chart.
LISTENING COMPREHENSION POST.TEST
51
SECTION TWO
STRUCTURE AND WRITTEN EXPRESSION
2o2o2o2o2o2o202 DIAGNOSTIC PRE-TEST SECTION 2 STRUCTURE AND WRITTEN EXPRESSION Time-25 minutes (including the reading of the directions) Now set your clock for 25 minutes. This section is designed to measure vour ability'' to recognize language that is appropriate for standard u'ritten English. There are t\No tlrpes of questions in this section, v,'ith special directions for each tvpe.
Structure Directions: These questions are incomplete sentences. Beneath each sentence you r,r'ill
see four words or phrases, marked (A), (B), (C), and (D). Choose the one u'ord or phrase that best completes the sentence. Then, on vour ans\ver sheet, find the number of the question and fill in the space that corresponds to the letter of the ansrver vou have chosen.
Look at the 1'ollorving examples.
Example
I
Sample Answer
The president
the election bv a
O @
landslide.
r.r'on
e
(A) (B) he r,r'on (C) 1'esterdav (D) fortunatelv
O)
The sentence should read, "The president rvon the election bv a landslide." Therefore, vou should choose ansu''er (A).
Example
II
When
Sample Answer @,
o
the conference?
(A) the--doctor attended (B) did the doctor attend (C) the doctor u'ill attend (D) the doctor'.s attendance
@ @
The sentence should read, "When did the doctor attend the conference?" Therefore, volr should choose ansrver (B).
IOI:FJ, te\t di|ections and loilrat arr'r'eprintccl b\ permissi()n I tTS, thc coprright orrner. f{rnvcver, all cranrpies ancl tcst iLr.sli()ns !ire pror idecl br Pearson Ecittcatiotr, lrc.
STRUCTURE AND WRITTEN EXPRESSION
PRE-TEST
55
2o2o2o2o2o2o2o2 Researchers have begun str-rdving u'hat
In the earlv 1900s, Eastman
is on human circadian rhvthms.
inerpensive Brou,nie box cameras.
(A) it der,eloped (B) it u,as developed (C) developed (D) developing 2.
3.
-
(A) it is the elfect of light -(B) rhe light af{ects (C) is affecting the light (D) the effect of light
the discover-r of tJ.re fossilized remnants of tides in one-billion-vear-old
If calcium oride remains exposed to air,
-rocks. (A) Geological reports (B) Geologists report (C) The reports of geologists ( D ) Geologisls' I'cpot ls
(A) rurning -(B) turns (C) ir turns (D) the turn
The Brooklvn Bridge vears to complete.
to calcium carbonate.
Some earlv batteries used concentrated gave off poisonous fumes. nitric acid,
took thirteen
(A) (B) (C) (D)
(A) in Nerv York (B) is in Neu' York (C) it is in Ner.r'York (D) u'hich Neu'York 10.
control all of the phl'sical inherit.
\\'e
4. Genes
(A) (B) (C) (D) 5.
that traits that ale traits traits that traits are that
but thel,had
in a periodic rvav involr,es more than the simple
The sound produced bv an object
-
sine r,r'ave.
-
Indigo can ire extracted fr-om a plant, and to d1'c' cloth blue.
(A) it vibrates (B) r'ibrating (C) is vibrating (D) r.ibrates t1. Prior to the discoven- o[ anesthetics
then
surgen'u'as clone
(A) it (B) using (C) using it (D) it can be r.rsed
(A) u'hile thc patienl (B) the patient felt(C) during the patient's (D) rthile patientlv
in the Unitecl States spends 900 hours per ve:rr in class and 1,170 hours in iront of -the television.
(A) The a\.erage third-grader (B) The third grade is average (C) Thc-re are three grades (D) Three average grades
56
thev then thev but thev
STRUCTURE AND WRITTEN EXPRESSION PRE-TEST
\\ras
in
18,16,
still conscious.
2o2o2o2o2o2o202 12. The drastic decline ol the beaver helps to illustrate u'hat to the ecosvstcrlrs of -thc North American continent'
(A) happening (B) the happening (C) has happened (D) abor-rt happenin_e Middle Ages beczrtrse of uith rvitchcraft. - *'as im'gine.l (A) the association (B) associate lhe inragination (C) im:rgine the association (D) the irnagined associ:rtion
13. The usc oi shorthand diecl out in the
1:1. A vacht js steeled
flou'of uatcr-that
uith
a rudder,
the
passes thc hr,rll.
-
(A) *,hich cleflecring (B) detlects (C) it def'lects (D) u'hich dcflects
15. For top specd and strclden:rcceleration, the accelerator pi-rn'rp l'eeds aclditional g:rsoline from the llciat chanrber into above the
t'enttlrl ltlllc'
(A) (B) (C) (D)
the air fkrrr,s the. erir
-
flon
the air-is florvins flous the air
STRUCTURE AND WRITTEN EXPRESSION
PRE-TEST
57
2o2o2o2o2o20202 Written Expression Directions: In these questions, each sentence has four trnderliner,l u'ords or phrases. The four underlined parts of the sentence are markecl (A), (B), (C), ancl (D). Identitv the one trnderlined r.r'ord or phrase that must be changed in order for the sentence to be correct. Then, on yoLlr ansu,el sheet, find the number of the question and fill in the space that corlesponds to the letter of the ansu'er vou have chosen.
Look at the follor,r'ing eramples.
Example
I
Sample Answer
The lour string on a violin are tuned
A
B-
C
D
@
o .o
,o
in fifths.
'Ihe sentence should reacl, "The fotrr strings on a violin are tuned in fifths." Therefore, vou should choose ansr.r'er'(B).
Example
II
Sample Answer
The researc-h for the book Roor.s taking A
BC
AIer Halev t\erl eJgqrs
'e
@
o .D
D
The sentence should read, "The research for the book Rools took Aler Halev trvelve r,ears." Therefore,
vou shor-rld choose ansrver (C).
58
STRUCTURE AND WRITTEN EXPRESSION PRE-TEST
TOEFL t('sl clirecti,rn' arrcl [ormat ar! r'cprinl.'(l ll perrrission oi E-fS, th. c()p\ r lght ,xr ncr H
2o2o2o2o2o2o202 16. In 1732, coach travelers could got h'om
Ner.v York to Philadelphia
B
in about two days. D
C
17. Some of the District oi Columbia are on lorv-lving, marshv ground.
A
t8
BC
D
Ggo.grq: econom\. is based main on agriculture.
ABCD
l9.
The Paul Revere House nas built
in
1676, and todav its the oldest r.r'ooden building in Boston.
AB-.-D
20. Conifers such as cedars, firs, and pines bear its
A
seeds
in cones.
BC
21. A dome ir u t"-"pllgl'.gl
D
911#= *+t f a builjlins.
22. Succulents suck up trrater in.just a ferv hour, but thev can store
A
B
23. Flving buttresses enabled builders to
pLtt up
ABCD
i1
C_
in their stems for months. D
tall but thinnesl stone walls.
24. Weather forecasters monitor barometric pressures and record thev on charts as isobars.
-ABCD 25. In manr- languages, the forms of a u'ord varies to express such contrasts
ABC
as number, gender,
and tense. D
26. A Milkv Wav object that erupted in the constellation Scorpius has provides information to
AB
astronomers since Juh,.
CD 27. Much fossils are
A
for-rnd
B
in coal-bearing rocks.
C-
D
28. When salt is added to ice, this mixture becomes coldlv enough to freeze ice cream.
ABCD
29. During the eighteenth and nineteenth centuries, Long Isiand was chiefiy an agricultural region
ABC
u'ith fishing,',r'haling, and build ships
as the
important industries.
30. No one rvho has studied the Battle of Little Bighorn knou' the exact route that Custer and his
ABT
detachment took. D
STRUCTURE AND WRITTEN EXPRESSION
PRE-TEST
59
2o2o2o2o2o2oZoz -ll.'thefolktalesu,hic}rthebrothersGrimmhadcolleqlingwererranslatedintoEnglishinl823.
A-E-C-"D
32. In our sola|
s.YStem,
AB
nine planets, fiftr.seven moons, several dozen comets, several million
asteroids, and billions of meteorites have so far been discover.
C-D 33. From the 1850s until after thr'tuln o{ the centun, man\ of America'.s superricl"r fan-rilies rnade
A-
B
C
Neruport lris laror-ile \umn)er rcs()t'1. D
3'1. Mars may looks red becatrse it is covered rvith a layer of soft red iron oxidc.
ABCD
35. The radioactive srtbslances that pose the -ereatest harnr to humanitv have neither verv short or
A
-
B-C
verv long half Iives. h l)
36. A robin cocks its
hezrd to peer at a \\'ornt r,vith one e)te's and not to hear
ABC-D
37. Film sonnd is often record bv an analog s.\'steln rr hich, like
ARCD
thc-
it,
as u,as once thoLtght.
compact disc, uses light.
38. The scribes of the Middle Ages used quill pens to prodtrce their high
ABCI-
dec<.rratecl manuscr-ipts.
39. The principles of phr sics 491ff!g4 bv Chr-istian Doppler in 1842 for the movemenl of stars
Ag
has
been adzrpted to evaltrate the movement oi blood rvitl'rin the heart.
CD
40. The Piotteer l0 and /l spacecraft
r',u'ere
the first r,.ehicles of humankind
AB
r.o
venture ber..ond rhe
limits of ours solar svsteln.
CD
This is the end of the structure and written Expression Diagnostic pre-Test.
@@@@@@@
60
STRUCTURE AND WRITTEN EXPRESSION PRE_TEST
2o2o2o2o2o2o2o2 When 5'ou finish the test, -vou may do the follor,ving: . Turn to the Diagnostic Chart on pages 357-363, and circle the numbers of the questions that vou missed.
.
Turn to the Progress Chart on page 353, and add vour score to the chart.
STRUCTURE AND WRITTEN EXPRESSION PRE.TEST
ol
STRUCTURE AND WRITTEN EXPRESSION The second section of the TOEFL tesl is the Strtrcture and Written Expression section. This section consists of fortv questions (some tests may be longer). You have twentv-five mir-rtrtes to complete the fort.v questions in this section. There are tu,o tvpes of questions in the Stmcture and Written Erpression section of the TOEFL test: 1. Structure (questions 1-15) consists of fifteen sentences in rihich part of the sentence has been replaced u,ith a blank. Each sentence is followed by four answer choices. \brr rnust choose the anssrer that completes the sentence in a grammaticallv cot-rect rt,a):. 2. Written Expression (questions 16-40) consists of tu,entr.-five sentences in which four u,ords or grollps of u'ords have been underlined. You must choose the underlined r,lord or groLlp of rvords that is not correct.
GENERAL STRATEGIES familiar with the directions. The directions on every TOEFL test are the same, so is not necessary to spend time reading the directions carefully when you take the test. You should be completely familiar with the directions before the day of the test.
1. Be
it
through 15. Anticipate that questions 1 through 5 will be the easiest.Anticipate that questions 11 through 15 will be the most difficult. Do not spend too much time on questions 11 through 15.There will be easier questions that come later.
2. Begin
with questions
1
with questions 16 through 40. Anticipate that questions 16 through will be the easiest. Anticipate that questions 36 through 40 will be the most difficult. Do not spend too much time on questions 36 through 40.
3. Continue
4.
20
lf you have time, return to questions 11 through 15. You should spend extra time on questions 11 through 15 only after you spend all the time that you want on the easier ouestions.
blank on your answer sheet. Even if you are not sure of the correct response,you should answer the question.There is no penalty for
5. Never leave any questions
guessing.
62
STRUCTURE
THE STRUCTURE QUESTIONS Questions 1 through 15 in the Structure and Written Expression section of the TOEFL test measure volrr knowledge of tl-re correct str-trcture of English sentences. The questions in this section are multiple-choice questions in which you must choose the letter of the ans\\'er that best completes the sentence. Example
sreeted r-ne enthusiasticallv at the fi"ont door.
(A) Parental (B) rl (C) Mv l'riends (D) Them
In this example, vou should notice immediatelv that the sentence has a verb, greeted, and that the verb needs a subject. Ansr.l,ers (A), (B), and (D) are incorrect because pttrental, if, and thern are not subiects. The correct ans\ve r is ansuer' (C).
STRATEGIES FOR THE STRUCTURE QUESTIONS
1. First study the sentence. Your purpose is to determine what is needed to complete the sentence correctly.
2. Then study each answer based on how well it completes the sentence. Eliminate answers that do not complete the sentence correctly.
3. Do not try to eliminate incorrect
answers by looking only at the answers. The incorrect answers are generally correct by themselves.The incorrect answers are generally incorrect only when used to complete the sentence.
4. Never leave any answers blank.
Be sure
to answer each question even if you are
unsure of the correct response.
5. Do not spend too much time on the Structure questions.
Be sure
to leave
adequate time for the Written Expression questions.
The tollou,ing skills will help section of the TOEFI- test.
1,'ou
to implement these strategies in the Structure
63
STRUCTURE AND WRITTEN EXPRESSION
Srcrr
1:
SUBJECTS AND VERBS
You know that a sentence in English should have a subiect and a verb. The most common tvpes of ploblems that you '"vill encounter in the Structure section of the TOEFL test are related to subjects and verbs; perhaps the sentence is missing either the subject, or the verb, or both; perhaps the sentence has an extrar subject or verb. Example I rr,as
(A) (B) (C) (D)
In this example,
ritrsins contintrouslv for houls.
Loudlv In the mor-ning The phone The bells
should notice immediatell'that there is a ve'rb, was rirtgittg, but there is no subject. Answer (C) is the best answer because it is a singular subject that agrees u,ith the singular verb u,as ringing. Ansu,er (,\), loudh, and answer (B), in the moning, are not subjects, so they are no[ con"ect. Although answer (D), bells, could be a subject, it is not correct because bells is plural and it does not agree with the singular ver-b rvas rirryirry. _v-ou
Example
II everv morning and everl er,'ening.
Nenspapers
(A) (B) (C) (D)
deliverl
-
are delivered on time regularly
In this example, \,ou should notice immediateh'that the sentence has a subject, neu,spaperg but that there is no rterb. Because ans\ver (B), are delh,ered, is a verb, it is the best ansu'er. Ansrvers (A), (C), and (D) are not verbs, so thev are not correct. Example The
III
plane
landing at the airport in fir,e minutes.
(A) it is (B) it leallv is (C) is descending (D) r,r"ill be This sentence has a sub.ject, plane, and has part of a verb, landing; to be correct, some form of the verb be is needed to make the verb cotnplete. Answers (A) and
STRUCTURE
(B) are incorrect because the sentence alreadv has a subject, plane, and cloes not need the extra strbject ir. Ansrver (C) is incorrect because descentling is an extra part of a r''et-b that is unnecessarv because of landing. Ansr.r,er (D) is the best answer; t,ill be together rvith lardirzg is a complete verb. The follor'i,ing chart otttlines the key information that vou should remember about subiects arrd verbs. SUBJECTS AND VERBS A sentence in English must have at least one subject and one verb.The first thing you should do as you read a sentence in the Structure section of the TOEFL test iito find the subjecf and the yerb.
EXERCISE 1: Ur-rdetline the sr-rbjects once and the rrerbs turice in each of the follorving sentences. Then indicate if the sentences are correct (C) or incorrect (I).
I
l.
C
2. The bus scheclule
M:- best fliend alu'avs hetpful u,ith problems.
be!:lAlgA
3. Accidentallv dropped the
since lasr u,eek.
glass on the {loor.
4. The custonrer paying the clerk lbr the clothes. 5. The professor handed the svllabus to the stlrdents. 6. Each dav practiced the piano [or hours. 7. The basketball
pla-u-er rossed
B. The nelrr student
ir-r
the ball into the hoop.
the class very talkatirre and triendlv.
9. Walking u'ith the children to school.
--
10. The u'hales headed south for the
r.rrinter-.
65
66
STRUCTURE AND WRITTEN EXPRESSION
Sxnr
2:
OBJECTS OF PREPOSITIONS
An object of a pre-position is a noun or a pronoun that comes after a preposition such as ht, at, ol', to, bv, behhd, zind on to form a prepositional phrase. The trip (to the island) (on Sotttrdar) rvill last (for three hours).
This sentence contains three objects of prepositions. Island is the object of the preposition to; Saturdar is the object of the preposition ott', hours is the object of the preposition lbr: An object of a prepositior-r can cause confusion in the Structure section of the TOEFL test because it can be rnistaken for the subiect of a sentence. Example To Mike
\\/as a big surprise,
(A) reallv (B) the partv (C) funnv (D)
rvhen
In this example, .vou should look first for the subiect and the verb. You should notice the verb r,r.,as and should also notice that there is no subject. Do not think Lhat Mike is the subject; Mike is the object of the preposition /o, and one noun cannot be both a strb.ject ancl an object at tl-re same time. Because a subject is needed in this sentence, zlnswer (B), tlrc part\,, is the best ansu'er. Answers (A), (C), ar-rd (D) are not correct because they cannot be sr-rbjects. The follou,ir-rg chart outlines the kev information that you should remember about objects of prepositions. OBJECTS OF PREPOSITIONS A preposition is followed by a noun or pronoun that is called an object of the preposition.
ff a word is an object of o preposition, it is not the subject.
NOTE: A list of prepositions and exercises to practice recognizing these prepositions can be found in Appendix B at the back of the text. You may want to complete these exercises before continuing
with
Exercise 2.
STRUCTURE
EXERCISE 2: Each of the following sentences contains one or more prepositional phrases. Underline the subjects once and the verbs tu'ice. Circle the prepositional phrases that come before the verb. Then indicate if the sentences are correct (C) or incorrect (I).
c
1. The name
@@@
t2.
is Jack.
f the clast) need to turn in the papers.
3. The directions to the
4.
exercise on pa_se 20 unclear-.
Because of the heavy rain throughout the night, tire rvalkrvavs are muddr.
5. During the week eat lunch in the school cafeteria. 6. In the morning after the concert
u'as tired.
7. In the summer the trip to the motrntains is our favorite trip. B. In a bor on the top shelf of the cabinet in the hallu,ay of the house.
9. With her purse in her hand ran through the
door.
10. At 1:00 in the morning the alarm clock on the table beside the bed rang.
EXERCISE (Skills 1-2): Underline the subjects once and the verbs trvice. Circle the prepositional phrases that come before the verb. Then indicate if the sentences are correct (C) or incorrect (I). 1. During the meeting in the office discussed the schedule.
2. The doctor
gave the patient a pr-escr-iption.
3. The tall evergreen trees along the road.
4. The watch in the jewelry box 5. Pleasantly
needs a new batteryr.
greets everyone in all the offices ever\,/ nrorning.
6. In the office of the building
across the street from the park on the corner.
7. The dishes in the sink reallv
need to be rvashed as soon as possible.
8. In a moment of worrv about the problem with the
cash
in the account.
67
68
STRUCTURE AND WRITTEN EXPRESSION
9. The plane
fr-om Neu'York cir-cling the airport.
10. On a regular basis the plants in the boxes under the u,indou, in the kitchen
----
are rvatered and fecl.
TOEFL EXERCISE (Skills l-2): Choose the letter of the u'ord or grolrp of u,orcls that best con-rpletes the sentence.
l.
Mark T\i'ain the vears afier Cir,ii War the "Gilded Age."
the
6. The larse carotid arter-r, main parls ol the brain.
(A) callecl (B) czrlling (C) he c:rlled (D) his calls 2.
Earlv
(A) (B) (C) (D)
toes instead of hoor,es
on
their: f'eet.
(A) (B)
grort' closc 1o the ground in shor:t Arctic sllmmer.
the
Aiaska ii'on-r the 1867, Russians for $7.2 rnillion.
States
(B) to pr-rrchase the United States (C) the Unitcd States'ptrrchase of (D) the United States purchased 5.
8. In 1975, the llrst successful space
(A) Venus (B) Venus the (C) Venus rl,as (D) Venus it uas
In
the United
der,elopment
probe to beginning to send in{ormation back to Earth. -_
Al)O\e lunclra plalils (B) Tundra plants (C) Tr-rndrer plants :rre found (D) tror tundra plants
(A) purchased
radio as the first nractical svstem of rvireless telegraphv
(B) The der,elopment b1, Marconi (C) Dercloping Marconi (D) Marconi developed
-(A)
:1.
carrying blood blood is carried carries blood blood carries
-(A) Marconi'.s
horses
had horse's (C) l-rorses had (D) horses l-raving
3.
7.
to the
9. The two biggest resolt Arkansas are Hot Springs and Eureka Springs'
(A) in (B) torvns in (C) (D)
to'uvns are tor,',,ns are
in
Be-tr,r'een 1725 and 1750, Nerv
En-eland u'itnesse'd an increase in
specizrliz:rtion of
(A) (B) (C) (D)
occupations occupies -. thev occr-rpied it occupicd them
the
10. NASAs Lyndon B. Johnson Space Centercontrol center for the Mercun'; Gemini' and Apollo space flights' -
(A) it rvas at the (B) it u,as the (C) u,as the (D) the
STRUCTURE
Sxrr-r
3:
PRESENT PARTICIPLES
Present participles can cause confusion in the Structure section of the TOEFL test because a present participle can be either an adjective or a part of the verb. A ]rresent parliciple is the -ingform of the verb. It is part of the verb u,hen it is precc'ded by some form ol'the verb be. The train is arritirtp at the station nou,. VERB
In this sentence, arriving is part t>f the verb because it is accompanied bv is. A present participle is an adjective when it is not accompanied bv some form of the verb be. 'fhe train errivitu! at the station nou' is an hour late. ADJE,CTIVE
In this sentence, nrrivirtg is an adjective and not part of the verb because it is not accompanied bv some fbrm of be. The verb in this ser.rtence is is. The follou'ing exar-nple shou's hor.v a present parliciple can be confused rvith the verb in the Stmcture section of the TOEFL test. Example
The
film
appearing at the local theater is mv favorite.
(A) I]O\V (B) is
(c) it (D) \\ras
hr this example, if vou look at onl-r.' the first 'nvords of tl"re sentence, it appears that hlrrt is the subject and appearing is part of the verb. If you think that appearing is par-t of the r,erb, vou might choose answer (B), is, or answer (D), uras, to complete the verb. Hou'ever', these t\vo answers are incorrect because appearirry is not part of tlre r,erb. You should recognize that appearittg is a participial adjective rather than a verb because there is another verb in the sentence, ls. In this sentence, there is a complete subject, filnt, and a complete verb, ls, so this sentence does not need another subject or verb. The best answer to this question is ansu,er (A). The follorving chart outlines the key information you should remember about plesent participles. PRESENT PARTICIPLES A present participle is the -ing form of the verb. The present participle can be (1) part of the verb or (2) an adjective. lt is part of the verb when it is accompanied by some form of the verb be. lt is an adjective when it is not accompanied by some form of the verb be.
69
70
STBUCTURE AND WRITTEN EXPRESSION
EXERCISE 3: Each of the follor'ving sentences contains one or more present participles' Unclerline the sub.iects once and the tr.vice. circle the present participlc-s' and label them as acljecfir,e.s or verbs.'erbs Then indicate if the sentences are correct (C) or incorrect (I).
C
J. The (!r-ving; babl, !!gd. to be picked up. ADJ.
I
2' The .-!glE! g@9on --
the floor qhggF ge into the r,r,ashing machine.
\,ERB
3. The *'aitress bringing tlre steaming soup to the *,aiting diners.
4' Mosr .f
the striking u,or-kers ar.e warking the picket rine.
5. For her birthdari the child 6. The setting sun cr-ealing
is getting a talking doll.
a rainbow of corors in the skr,:
7. The ship is sailing to Merico is leaving tonight. B' The letters needi.rg irnmediate
answer-s are on the desk.
9. The boring class.just encling a ferv minutes ago. 10. The fast-mo\/ing croucls are br-inging freezing rain to the area.
Srul 4: PAST pARTfCtpLES Past participles can cause conf-usion in the structure section of the TOEFL test because a past participle can be either an adjectJ" o. u part of the verb. The past participle is the fornr of the ve'rb that appears n ith have or be. rtoften ends in -ed, but there are also manv irregurar past participles in Engrish. The mailman/uts leli aletter in the mailbox. \IERB
Thc. cla.sses n,ere taugltt bl, pr-ofessor Smith. \/ERB
In the fil'st sentence, the past partic iple /efi is part of the verb because it is accompanied bv lns.In the second sentence, the pasi purrrcipl" taught ;, pu.t of the verb because it is accompanied by y,ere.
STRUCTURE A past participle is an adjective rvhen or have.
it is not accompanied bv some fortn of be
The letter lef't in tl-re mailbo\ \\ras for me. ADJE,CTI\
t]
The classes taueht by Professor Smith \\rere vera'interesting. ADJECTIVE
In the first sentence,lefi is an adjective rather than a verb because it is not accompanied bl'a form of be or hatte (and there is a verb, uras. later in the sentence). In the second sentence, taught is an adjective rather than a r,'erb because it is not accompanied bv a form of be or have (and there is a verb, were, later in the sentence). The follou,ing erample shows hor.r,a past pzrrticiple can be confused with the verb in the Structure section of the TOEFL test. Example The bread
baked this morninc sn-tellecl delicious.
(A) has (B) rvas (C) it (D) iust In this example, if vou look or-rlv at the first feu' u,ords of the sentence, it appears 'that bread is the subject ancl baked is either a completc- verb or a past participle that needs a helping verb. But if you look further in the sentence, vou will see the verb smelled. You r"r'ill then recognize that bakecl is a participial adjective and is therefore not part of the verb. Ansrvers (A) and (B) are incorrect because baked is an adjective and does not need a helping verb such as ltas 01- r,ull.s. Answer (C) is incorrect because there is no need for the subiect ir. Ansr.ver (D) is the best answer to this question. The follorving chart outlines the kev information that vou should remember about past parliciples. PAST PARTICIPLES A past participle often ends in -ed, but there are also many irregular past participles. For many verbs, including -ed verbs, the simple past and the post participle are the same and can be easily confused. The -ed form of the verb can be (1) the simple post, (2) the pasf participle of a verb or (3) an adjective.
71
72
STRUCTURE AND WRITTEN EXPRESSION
EXERCISE 4: Each of the follor,i,ing sentences contains one or more past participles. Underline the subjects once and the verbs tn'ice. Circle the past parliciples, and label them ats adjectives or verbs. Then indicate if the sentences are correct (C) or incorrect (I).
I
l.
The
&L4,r@Oin
this resralrranr is delicious,
VERB
--e
2. The plane landecl on the @
r'un\\'av. ADJ.
3. The unexpected
gLlests arrived
just at dinnertime.
4. The cotlrses are listed in the catalogtre are required
conrses.
5. The teacher found the lost exant.
6.
Thc'sr-nall apartnrent
vell
ct'o\\'ciecl ancl disorganized.
7. The photographs dereloped
vestercla.r shou'ed Sam and his li'iends.
8. The locked dran'er contained the unrvorn ienels. 9. The tree \\rAS blou,n
or,er in the stolm uras cut into logs.
10. The stuclents registered in this cour-se
ar-e
listed on that sheet o['paper.
EXERCISE (Skills 3-4)z Each of the {ollou'ing sentences contains one or more parliciples. Underline the subjects once and the verbs tu'ice. Circle the participles, and label them as adjectives or verbs. Then indicate if the sentenccs are correct (C) or incorrect (I). 1
. Or-rr hosts are serr,ir.tg drinks
2. The tired u'onran taking
ar
on thc. tilc'cl patio.
murch ne.eclc-d nap.
3. The letters were sent on Mondar,zrr-rir.ed on Wednesdar,.
4. The u,inners desen'ed the big prize. 5. The plants are gror,ving in the
garde-n need a
6. The shinin_q stars lit trp the darkened 7. Tlre
lot oirvater.
skr'.
dljr,e-r lapidlv increased the spce-d of the r-acin_9 car'.
B. The ercited chilch'cn trl'in.e- to btrilcl a sno\\'man in the tatling sno\\,.
STRUCTURE
9. The students are completing the course rvill graduate in
June.
10. The dissatisfied clrslomer is returning the broken toaster to the store.
TOEFL EXERCISE (Skills 3-4): Choose the letter of the rvord or group of words that best completes the sentence. '[he
first
appearecl during the
Robert E.
Lee
tlre- Confederate
last period of the dinosanrs' reign.
errmv to General Grant
(A) Ilor.r,ers etre plants (B) plants hzu'e florvers (C) plants llou'ers (D) flou,ering plants
Appon-rattox Courthouse.
) Thc earliest nrcdicines plants of variolrs sorts.
(A) (B) (C) (D)
surrendered he surrendered surrendering surrender
Tlre
pituitan,gland,
(A) (B) (C) (D)
found belorv it is found belor,r' its foundation belou, finds itself below
the brair-r, r-eleases hormones to control other glands.
-
Simple sails r.r,ere made from canl,as over a frame. c
(A) a stretch (B) stretched (C) u,as stretched (D) it u,as stretched
(D) contains 9.
(A) moving (B) is mor ing (C) it r,r'as nroving (D) in its movement
At alound t\\'o vears of age, manv children regularlv produce sentences three ol four u,ords.
(A) are containing (B) containing (C) contain
Plutois moon, Charon, in a slightly ellipticzrl path around the planet. -
Mr-rltinational companies it increasinglv impofiant to employ internationallv acceptable-brand names.
(A) finding (B) are finding (C) thev find
f. Techniqtres
of'breath control fornr arr essential part of any pro-qram to improve the voice.
(D) trnining
(A) (B) (C) (D)
1865 at the
from
obtaining tliev obtained u'ere obtained thev rvere obtained
(A) it trains (B) train (C) trains
in
(D) thel.are finding
10.
The cornea is l
(A) the part is exposed (B) exposed ttrc--part (C) the exposed perrt (D) e.rposes the part
73
74
STRUCTURE AND WRITTEN EXPRESSION
TOEFL REVIEW EXERCISE (Skills l-4\z Choose the letter of the rvord or group of r,r'ords that best completes the sentence. 1.
first settled the Hau,aiian Islands belu'een a.n. 300 and 7-50.
6. The Earth's plates meet each
cracks in the
In
1066, a bright
comet
The fir'st plant-like organisms probablv in the sea, perhaps 3 billion.vears ago.
in the
skv attr"acrec'l mucl-r attention.
(A) rvas :rppearing (B) appear.s (C) it appezrred (D) appearir-rg 1 J.
(A) (B) (C) (D)
In some claguerreotvpe cameras, through a hole in the back oi
other at faults.
(A) lr'ere called (B) calls (C) called (D) it rvas czrlled
(A) The Polvnesjans (B) The Polvnesiarns an'ived (C) Because ol thc Polvnesiarns (D) It uas lhe Polvnt'sians 2.
Earth
8.
the box.
life lir,ing lived it u'as lir,'ing
ln male pattern baldness, strongly influences the degree of hair lo.ss.
(A) the object's vier,r,' (B) the object 1v;15 f is11,gd (C) trom the vir-\\, of the object (D) vieu,ed the obiect
(A) hereditr,' (B) inheritcd (C) inherits (D) herc'ditv
has
4. ln the Stone Age, stone tools rvith other rock materials.
9.
(A) makes a tascinating (B) making a tascinating (C) fascination rvith making (D) fascination made a
5. The first steamship to cross the
(A) u'as thc (B) it'uvas the (C) the (D) in it the
Savanrtalt,
Wotclt the Skies, Curtis Peebies
attempt to erplain America's belief in flving saucers.
(A) polishing (B) tliel'' polished (C) for polish (D) u,ere polished
Atlantic
In
in
1819. 10.
The irregular coastline of a succession of bavs and inlets, rvith the hook of the Cape Cod peninsula in the southeast.
(A) Massachusetts (B) Massachttsetts is (C) Massachusetts it is (D) Mass:rchusetts on
STRUCTURE
Sxnr
5:
COORDINATE CONNECTORS
Many sentences in English have morc' than one clause. (A clause is a group of *'ords containing a subject and a verb.) When vou harre trvo clauses in an En_elish senterlce, -vou must connect the t*'o clauses cor-rectlv. One rvav to connect trvo clauses is to use attd, bttl, or, or so betrveen the clauses. The sun uas shining, nru,/ the skr uas bluc. The skv rvas blue, but it u'as
4nqgy:lfq
toni_sht,
ver-r.'
cold.
or.it rrlet. be clear:
rt,allg1nr"g or-rrside, so I leg\ my umbrella. In each of these examples, there are t\\,o clauses that are correctlv joined with a coordinate connector--attd, but, or, or so-and a comma (,). The follovr'ing example shor,r's hou,this sentence pattern cotrlcl be tested in the Structure section of the TOEFL test. !1
Example
I forgot rnv coert, (A) then (B) so (C) later (D) as a result
I got r,err cold.
In this example, vou shottld notice quickly that thc-re are two cleruses, I forgot 116; coat and I got very coLd. This sentence needs a connector to join the t1r,o clauses. Then, later, and as a result are not connectors, so ans\\,ers (A), (C), and (D) are not correct. The best answer is ansu,er (B) becauseso can connect two clauses in this Inanner.
The following chart lists the coordinate connectors and the sentence Dattern
used with them.
COORDINATE CONNECTORS
but
and
SV, It
was
fcoord-ilat\
raining ,
vgllsllgrl but
ol
SV Bitt went
out to play.
75
76
STRUCTURE AND WRITTEN EXPRESSION
EXERCTSE 5: Each of the following sentences contains more than one crause. underline thc'strbjects once ancl the verbs trvice. Ci..l" the connectors. Then inclicate if the sentences are correct (C) or in.o..e.lt (I).
-e- I
l.
The
tgfll lgl+
urater. evc,rv dari
@ff
,lrr!!-Igrn brorvn.
2' Thelu!-r-g
n<'rt
3. It n,:rs nrining,
so decicled not to go camping.
4'
long,@Drf difficult ro re.d.
The m;rte-riar has been cut, ancl the pieces har,e bc.en servn together.
5. The palic-nt tork ail the rnecricine,
he did not f.eer much better..
6'
The bill must be paid ir,mediately or the electricitv *,ill be turned ofl.. 7. The flrrnace broke so the house got quite, cold.
8' The dress did not cost too much, btrt the qualitr, 9' The leat'es kept falling off tlre t'ees, ancl the
it
seemecl excellent.
bo-vs kept
yard rr,as still covered.
--
10' The rnail cat'rier has al.e'aclv cleli'erecl the mail, arrive toclar,, it pr.obabh n,ill ar.r.ir.e tomorro\\,.
Srcu
6: ADVERB
raking thenr up, but the
so the,letter is not going to
CLAUSE CONNECTORS
sentences with aclverb clattses have t$'o basic patter-ns -"rrr in rrr English. E'Ilgrrsn' studv the clauses and connectors in the fotor.,,,ing sentences, He is tired because rrg Because
@ryLilg
lS !it-I]99rrrl]]|Eing
so harcr.
so hard, he is tired.
In each of these e-ramples, there are tr.r'o clauses: lrc is tirecl and lrc lns beert u,ot.kirtg so hard' The claus e he has been u-orkirtg so trorli i, an adverb clause that is introduced r'vith the connector becatrse.In the first example, tlre connector because comes in the middre of tlre sentence, and no comma (,) is used. In the second example' the connector becrtuse cotrres-at patter', rvhen the connector comes at the the beginning of the sentence. In this b"gi.rni,rs or rn" sentence, a comma (,) is required in the rnidclle of the sentence. The follorving eranrple short's hou, this sentence pattern coulcl be tested in the Structure section of the TOEFL test.
STRUCTURE
Example arn'ived at the
library he started to work immediateh:
(A) The student (B) When (C) He (D) After the studer-rt In this example, vou should r-ecognize easily that the verb arriyed needs a sublect. There is also another clause, he stttrted to u,ork inutrcdiate/r. If you choose ans\\,er (A) or answer (C), -""ou r.vill have a subject for the verb arrived, but vou wiil not have a connector to ioin the trtro clauses. Because vou need a connector to join tu,,o clauses, ans\vers (A) and (C) are incorrect. Ansrver (B) is incorrect because there is no subject for the verb arrived. Ansr.l'er (D) is the best answer because there is a subject, student, for the verb, arrived, and there is a connecLor, at''ter, to ioin the two clauses. The following chart lists common adverb connectors and the sentence palerns used with them. ADVERB CLAUSE CONNECTORS
cAUsE |
TIME
after as before
until when while
.o*o'ttt
T-
if
because since
although even though though while
whether
since
s
a-;Ateru)
V
Matt felt
\!9!!99loL/
good
because
s Because
V
s
he
V passed.
SV
t
Matt passed ,
coNrRAsr
he felt
good.
EXERCISE 6: Each of the follou,ing sentences contains more than one clause. Underline the subjects once and the verbs twice. Circle the connectors. Then indicate if the sentences are correct (C) or incorrect (I).
C I
1.
C&gl, the plane grr4g4 the trirport, it landed on the main lunu.'arv.
2.
The registration process took manl- hours
J.
This tvpe of medicine can be helpf'trl, it can also har-e some bad side effects.
Gi".,
the lines so long.
77
78
STRUCTURE AND WRITTEN EXPRESSION
4. The \vaves were\ amazingly high when the storm hit the coastal town. 5.
We neecl to get a new car rvhether- is on sale or not.
6. Just
as the bread came out of the' oven, rvhile a
wonderful aroma fillecl the
kitchen.
7'
Everr'rone has spent time unpacking boxes since the family moved into the
new house. B. Although the area is a desert many plants bloom there in the sprilgtime.
9'
The drive'rs on the freervav drove slowlv and carefullr,'rvhile the rain was fallin-q hea'ilv because they did not want to have an accident.
10. If vou plan carefullv before vou take a trip, will have a much better time because the small details rvill not cause problems.
-
EXERCISE (Skills 5-6): Each of the following sentences contains more than one clause. Underline the subjects once and the verbs twice. Circle the connectors. Then indicate if the sentences are correct (c) or incorrect (I). 1. The lar,"ver presented a stron-g
2. After the chiidren .ead 3. The report
case,
but the client
r.vas
still found guiltv.
some stories before they rvent to beci.
neecled to be completed, the workers staved late every
night for
a
n'eek.
4. If you do not turn on rhe lights, vou rvill trip in the dark. 5. A thick fog came rolling in, so planes unable to land. 6. All of the
shoes are on sale
7. The ship leaving the dock 8. The outline must
until the current stock is sone.
even though some passengers were not on board.
be turned in to the teacher a week before the paper is due,
and must approve it.
9.
Because the food r.r'as cold when
it nas senred the diners sent it back to the
kitchen. 10. You should slow down rvhile volr are driving, or the police rvill pull your car
-
over.
STRUCTURE
TOEFL EXERCISE (Skills 5-6): Choose the letter of the rvord or group of words that best completes the sentence.
l.
A spacecraft is freed from friction Iaunched into space.
(A) (B) (C) (D)
it it
7.
mostlv made of granite, it also contains some human-made merterials.
(A) The Empire State Building (B) The Empire State Building (C) Although the Empire State
is
after is after it is
is
Building is a z.
r,r'ith their surroundings, or
(D) Although the Empire Building is built
the_v
hide in crevices for protection.
(A) Lobsters (B) Lobsters blend (C) Lobsters blending (D) 5.
8.
While the shor-rlder While the shoulder is The shoulder is The shoulder
9.
of those parts is
essential.
(A) (B) (C) (D)
good lubrication u,ell lubricated and good lubrication and u'ell lubricated
5. Bears cannot
see
rvell
10
If scientific estimates are accurate, -years ago.
small
(A) the Caflon Diablo meteorite collided
(A) bears have (B) because har ing (C) becar"rse thev have (D) because of bears at the Isthmus of Panama, so animals rvere able to migrate betrveen -North and South America.
(A) (B) (C) (D)
An optical microscope magnifies as much as 2,000 times, but an electron microscope as rnuch as a rnillion times.
u'ith the Earth about 20,000
CVCS.
6.
the ear.
(A) magnifvin-e (B) it magnifies (C) can magnifu (D) magnilf it
4. A car has several sections r,r'ith
par1s,
r,ibrate
(A) enters the sound waves (B) as sound \\aves (C) sound \\raves enter (D) as sound \\,aves enter
Because lobsters blend
moving
Pressure differences make the
eardrum
a ball-and-socket joint, the elbou is a simple hinge.ioint.
(A) (B) (C) (D)
State
A land bridge eristed When a land bridge eristed A lzrnd bridge With a land bridge
(B) the collision of the Caiion Diablo meteorite
(C) the Cafron Diablo
n-)eteorite
colliding (D) colliding the Caiion Diablo meteorite
79
80
STRUCTURE AND WRITTEN EXPRESSION
TOEFL REVIEW EXERCISE (Skilts 1-6): Choose the letter of the word or group of rvords that best completes the sentence. 1.
of the Pueblo Indians centered on intensir,e agriculture
7.
.
-(A) The econonric
activitr.
(A) ther" used (B) trsed (C) the use of (D) nhen thev
(B) Because the economic activitv (C) The economv rvas activc (D) When thc ecotronric ur'tiritt 2.
In popularr terminologt; anv long is called a snor,rrstorm u'ith bhzzard.
--
During the late 1BB0s, urban streetcars rvere electrified through large motors.
,l
(A) the ermount of u'ind is large (B) a large :rmount ol'u'ind (C) it is ver]'t'ind] (D) rer-r. n'inclr'
used
almost 274 square miles, but 96 percent of the park is under water.
(A) Although Biscayne National Park encompasses
(B) Biscayne National Park encompasses
(C) Biscavne National Park .1
.
Nuclear po\ver can be produced bv fr,rsion, produced br'fission.
(A) it can also be (B) it can also (C) ancl it can also be (D) and it can alsrr 4.
9.
Wilson administration eruthoritv to intenrene in the national economv if it proved necessary.
igneolts tncks mav be changed
-, (A) The temperatlrre is high (B) If the temper-atlrre is high (C) High temperatures (D) If high tempelature
6.
his plans 1905, Henn- Flagler Florida East his Coast to extenct Railr,r,av ollt zlcross tlre sea to Kev West.
of
ll'onr a vibrating The sound object u'ill be high or lou' clepending on the number of vibratic-rns.
(A) cornes (B) it is coming (C) is coming (D) coming
(A) it \vas passed (B) rvas passed (C) passed (D) passes familv of birds set up housekeeping in Joel Chandler Han-is'.s mailbox rvhen the birds were in need of a place to sta\,; the Wren's Nest.
10. Because a
ln
(A) it u,as annotrnced (B) annor-rncement (C) thc announcement (D) announced
Legislation in 1916 and 1917 garre the
into gneisses.
5.
encompassing
(D) Biscayne National Park
(A) the home is named (B) so the home is named (C) naming the home (D) the home's name
STRUCTURE
Srcrr
7: NOUN CLAUSE CONNECTORS
A noun clause is a clause that fr"rnctions as a nolrn; because the noun clause functions as a noLrn, it citn be used in a sentence as an object of a verb (if it follori's a verb) or-iln object of a preposition (if it follou/s a preposition). Studv the clauses and connectors in the follorving sentences.
I don't knos,
,[rr
/,i lfg'said such tnr"etl
NOLiN CLAIJSI, AS OBJECT OF \/ERt-I
I l-1h,nq=q ubout f[l* 99ld\.t"+ lhingr. rot r crrt se ls oeJF-( T or pREposrrtoN the first example, the're are tr,rro clauses, I dott't kttott, and he soitl suc/t thhrys. These tu'o clauses are joined r,r,ith the connector u,/zri IMhy changes the clause /ze suitl srclt tlirtgs into a nolln clatrse u'l-rich functions as the object of the verb dort't Ir-r
IrttOtt'.
the tu,o clauses I cttrt t/tinking and he srLid sttch thhtgs joined :rt'e also bv the connector^ tt,/t),.W/t,- changes the clause he said strch thirtgs into a noun clause which functions as the object of the preposition about. The follon'ing example shows hou, these sentence patterns could be testecl ir-r tl-re Structtrre section of the TOEFL test.
In
the- second example,
Example
The citizens
\\'onl about
is doing.
(A) u'hat lhe sovernn.re-nt (B) the government (C) rr,hert (D) t'hat the -eorrernment it
In tlris e-rample, thc- sentence contains the rnain subject and r,erb, the citi:.erts i,orr\', zrnd it also contains an additional verb, is doing. The sentence needs a subject for the verb is doittg ancl a connector to join the tr,r,o clauses. The best ans\\/er is ansu,er'(A) becar-rse it has the conneclor whnt and the subject govenunertt. Ansrver (B) is incorrect becztrse it does not harre a connector. Ansu'er (C) is incorrect because it does not have a subject for ls tk>irtg. Ansu,er- (D) is incorrect because it has trt,o subjects for is doirtp.
81
82
STRUCTURE AND WRITTEN EXPRESSION
The follorving chart lists the noun clause connectors and the sentence patterns used rvith them. NOUN CLAUSE CONNECTORS
. ' '
what, when, where, why, how whether,
cEG\ 6ofi \-lgusslgl_/
5V Sally
if
that
explained
SV she did
why
it.
EXERCISE 7: Each of the follorving sentences contains more than one clause. Underline the subjects once and the verbs tl'ice. Circle the connectors. Then indicate if the sentences are correct (C) or incorrect (I).
C
1. It is unfortunzrte ($a9)the meal is not read.v vet.
|
2.
She
lold
-" tlft1ry)$ggldlltg\g
3. The instructor explained
rvhere
the children.
r,."'as
the computer lab located.
.1. We could not believe u'hat he did to us. .5. Do voll want tcl knor,i'
6.
iI it going to rain tomorrorr'?
We never knou, rvhether u'e
will get paid or not.
7. This evening vou can decide rvhat do voll want to
do.
8. The manager erplained hou' u,anted the ivork done. 9. The map showed
rvhere the party u'ould be held.
10. Can vou tell me u,hv was the mail not delivered todav?
Sxrt r-
8:
NOUN CLAUSE CONNECTOR/SUBJECTS
In Skill 7 rve sar,v that noun clause connectors can bc used to introduce nolln clattses. In Skill 8 u,e r.r,ill see that in some cases a noun cleruse connector is not just a connector; a noun clause connector can also be the subject of the clausc- at the same time. Studv the clartrses and connectors in the follou,ins sentences.
STRUCTURE
I know
w h at
happened yesterday.
NOUN CLAUSE AS OBJECT OF VERB
We are thinkins about
Y!!!
\?PP9!99
Yes
te
rd aY'
NOUN CLAUSE AS OBJECT OF PREPOSITION
In the first example, there are two clauses: I know and what happened yesterday. These two clauses are joined by the connector what.It is important to understand that in this sentence the word what serves two functions. It is both the subject of the verb happened and the connector that joins the two ciauses. In the second example, there are two clauses. In the first clause we is the subject of are thinking. In the second clause what is the subject of happened. What also serves as the connector that joins the two clauses. The noun clause what ltappened yesterday functions as the object of the preposition about. The following example shows how this sentence pattern could be tested in the Structure section of the TOEFL test. Example happened rvith the
The companv uras prepared for economy.
(A) ir (B) the problem
-
(C) rvhat (D) when In this example, the sentence contains the main clause the company was prepared and another verb, happened. The sentence needs a subject for the verb happened and a connector to join the two clauses. Answer (C) is the best answer because what is both a connector and a subject. Answer (A) is incor^rect because lr is a subject, but there is no connector. Answer (B) is incorrect because the problem is a subject, but there is no connector. Answer (D) is incorrect because w/u, is a connector, but it is not a subject. The following chart lists the noun clause connector/subjects and the sentence oattern used with them. NOUN CLAUSE CONNECTOR/SUBJECTS who
SV Al told
which noun clause connector
me
what
V happened.
83
84
STRUCTURE AND WRITTEN EXPRESSION
EXERCISE 8: Each of the follon'ing sentences contains more than one clause. Underline the sublects once and the verbs tu,ice. Circle the connectors. Then indicate if the sentences are correct (C) or incorrect (I).
C
l.
|
2. I
The tcacher hcarcl GD ansrrtrcd rhe quesrion. clo
notft".1"l$g!4 ($'hrl) it u'ent \\rron-q.
3. Of the three 4.
rnor,ies,
I can't decide l,hich is the
She did not rementber u'ho
in her
best.
clarss.
5. No one is sur-e u,hat did it happen in fror-rt of the building. 6.
We found out urhich u'ars her f avorite tvpe of candl'.
7. Do vou knou'u,hat
caused the plants to die?
8. I am not slrre u,hich it js the most important course in the program. 9.
We thought about n,ho u'ould be the best vicc president.
10. She sarv u'hat in the bo.r in thc closet.
EXERCISE (Skitls 7-8): Each of the follorving sentc-nces contains rnore than one clause. Underline the subjects once and the verbs tr,r'ice. Circle the connectors. Then indicate if the sentences are col'rect (C) or incorrect (I). 1. It cloubtful u'hether- he u'ill
2.
The-
perss
the test
c>r
not.
sroup discusse'd u,ho hc sl-roulcl receive the priz-e.
3. tt is not cerlain
r.r'hv the class u,as cancellecl.
.1. I rvill do u,hat does it ner-d to be done.
5.
We for-qot u'hen dic'l the movie start.
6. I u'or-rld like
1o ask
if votr could come over for dinner this u,eekend.
7. The children knet'u'hicl-r the best game to
plav.
8. The advisor ir-rl'ormed her that needed to add another class.
9. He sau, rvho took the mone\.. 10. It is unclcar hou'the u,indou'eot broken.
-
STRUCTURE
TOEFL EXERCISE (Skills 7-8): Choose the letter of the u,,ord or group of words that best completes the sentence. 1. Todav the true ston. of Bighorn remains a mvstel\'.
at Littie
Nationai Historical park is a ntonuntent to u'here
7. Minute
Mar-r
(A) happened (B) it happenecl
(A) the beginning ol-the
(C) (D)
(B) in the beginning of the
happened r,,"'hat happeninq r.,"'hat
_ that certain species are becoming scarce.
2. Fol more than a decade-,
(A) the rvarnings of bircl-lr,:rtchers (B) u,arn the bird-u'atchers (C) bircl-u'atchers have rvarnecl (D)
a u,arning for bird-rt'atchers
3. Earlv in the eighteenth century
Revoltrtionarn War
Revolutionarl' War
(C) the Rer:oltrtionan- War to begin (D) the Ru,olutionarr War began B. Tests on the colors of cars u'ere conducted at the Universitv of California to dc-termine _ thcsaf'est colors for cars.
(A) rvhich (B) u,hich rvere
Hall ev accurat elv pre.dictecl rvher-r
(c)
of 1682 rr,ould return.
il
(D)
hou'r",,'ere
(A) the comet (B) rvas the comet (C) the comet \\'as (D) had the comet 4. No single factor explains t,hv
\.all so greatll' amons individuals. (A) aging affects (B) the effects of aging (C) aging has an ef{'ect
(Dl
the a-eing effecr
5. Lack of clarity about the party in the coming vear u'ill be removed at the partr.'s convention.
(A) ,"vill lead (B) lead (C) they will lead (D) rvho r,vill lead 6. We do not the bou, clrill rt'as first developecl fbr u'oodu,or-kins or fire making.
(A) u'hether it (B) krrorr uherher ir (C) knor,v rr,,hether (D) sure rrhethcr'
9. The National Institr-rte of Dental Research estimates _ in fluoridated areas har.e about 25 percent less tooth decav than childrel clseu,here.
(A) (B) (C) (D)
for school children school children's that school children that lor school childrcn
10. The process of photosvnthesis e.rplains hou,_ able to use the energ-\' in sunlight [o manufactur-e foods from the simple chemicals in air and u,ater.
(A) (B) (C) (D)
grecn plants green plants are planting greens u,ith green plants are
85
86
STRUCTURE AND WRITTEN EXPRESSION
TOEFL REVIEW EXERCISE (Skills 1-8): Choose the letter of the word or group of words that best completes the sentence. 1. Air near the equator a faster west-to-east motion than air farther from the equator.
6. The Moont gravity pulls water on the near side of the Earth toward the Moon, and this is what tides to occur.
(A) to have (B) it has (C) has (D) having
(A) the cause (B) causes (C) causing (D) the cause of
2. About 4000 e.c., humans discovered obtained from special that rocks called ores.
(A) (B) (C) (D)
-metals could be
.
the5r pick up fragments of rock which become frozen into the base of -, the ice.
(A) Glaciers move (B) Glaciers moving (C) They were glaciers (D) As glaciers move
the ability of metallic possibly metallic could metals be
quickly after an animal dies.
3.
(A) -(B) (C) (D) 4.
7
In the degradation of Degrading DNA DNA degrades For DNA to degrade
DNA
aerodynamic design has contributed greatly to reducing -resistance to motion.
(A) (B) (C) (D)
flocking tourists touring flocks flocks of tourists tourists flock
(A) (B) (C) (D)
the the the the
chains measure chains are measured chains are measuring measuring chains
9. A tvpical Atlantic hurricane starts
(A) AFrica coasts (B) coast to Africa (C) the African coast (D) Africa has a coast
5. The southern part of Florida is much warmer in the winter than the to the northern part, so more
(A) (B) (C) (D)
used by the Egyptians'
low pressure system near
Improved It improves Improvement They improve
south.
8' The tape measure first evolved from
-
-.
10. It is not clear whether the subdivisions of the neocortex units.
(A) (B) (C) (D)
individual are individual they are individual individually
as a
STRUCTURE
Srcrr
9:
ADJECTIVE CLAUSE CONNECTORS
An adjective clause describes a noun. Because the clause is an adjective, it is positioned directlv after the noun that it describes. This is the ADJEC:IIVE CTAL-Sts
The house
ls quite expensive.
In the first example, there are two clauses: this is the subiect of the verb ls, and 1 is the subject of the verb want. That is the adjective clause connector that joins these two clauses, and the adjective clause that I want to buy describes the noun house.
In the second example, there are also two clauses: house is the subject of the verb ls, and 1 is the sub.ject of the verb tvant In this sentence also, that is the adjective ciause connector that joins these two clauses, and the adjective clause that I wc:nt to buy describes the noun house. The following example shows how these sentence patterns could be tested in the Structure section of the TOEFL test. Example The job
started vesterdav was rather difficult.
(A) rvhen (B) u'as (C) after (D) that he
In this example, you should notice quickh' that there are two clauses: job is the subject of the verb r.t,as, and the verb started needs a subject. Because there are two clauses, a connector is also needed. Answers (A) and (C) have connectors, but there are no subjects, so these answers are not correct. Answer (B) changes started into a passive verb; in this case the sentence u'ould have one subject and two verbs, so answer'(B) is not correct. The best ansr,r''er to this question is answer (D). The correct sentence should say: The job tlnt he started ltesterduy was rather diffictilt. In this sentence job is the subject of the verb r,rras, he is the subject of the verb slarted, and the connector that ioins these two clauses.
87
88
STRUCTURE AND WRITTEN EXPRESSION
The foliora'ing chart lists the adiective clause connectors and the sentence patterns r-rsed r,r'ith them. ADJECTIVE CLAUSE CONNECTORS whom (for people)
SV I
like
that (for people or things)
which
(for things)
SV
adjective clause connector
s The dress
you
thot
the dress
are wearing.
SVV
adjective connector
you
that
are
wearing ls
beoutiful.
NOTE: The adjective connectors can be omitted.This omission is very common in spoken English or in casual written English.lt is not as common in formal English or in
the Structure section of the TOEFL test.
EXERCISE 9: Each of the follorving sentences contains more than one clause. Underline the subjects once and the verbs tu,ice. Circle the connectors. Then indicate if the sentences are correct (C) or incorrect (I).
C
l.
I
2. Ms. Brou'n, Gnoil aia you !g!e!!men4 for
I did nor beliere rhc storr
@
he !clc! nre. the job,
u'ill start u,ork tomorrow.
3. The lecturc notes r,vhich lent me \vere not clearlv u'ritten.
4. Sallir has an appointment
r,r'ith the hairdresser lr,hom vou recomrnended.
.5. The phone number that vou gave mt: .
6.
She is able to solve all the problems u'hich did she calrse.
7. The dav that
she spent on the bc'ach left her sunburned.
B. Nert rveek I am going to visit mv cousins, u'hom have not seen in sevcral vears.
9. Did votr forget the promise u,hom I'ou
made?
10. The teacheru,hom the students like the most is thcir histor-r teacher.
-
STRUCTURE
Sru 10: ADJECTIVE
CLAUSE CONNECTOR/SUBJECTS
In Skill 9 we saw that adjective clause connectors can be used to introduce clauses that describe nouns. In Skill 10 rve u,ill see that in some cases an adjective clause connector is not just a connector; an adjective clause connector can also be the subiect of the clause at the same time.
ADJE,CTIVE CLAUSE,
seems like a great house.
The house ADJECTIVE CLAUSE
In the first example, there are two clauses: rve is the subject of the verlt are looking, and that is the subject of the verb ls. These tr,vo clauses are joined u,ith the connector that. Notice that in this example the word that setves tuzo functions at the same time: it is the subject of the verb is, and it is the connector that joins the trvo clauses. The adjective clause thcLt is quite expensive describes the noun house. In the second example, there are also trl,o clauses'. hottse is the subiect of the verb seem.s, and that is the subject of the verb ls. In this exarnple, that also serves two functions: it is the subject of the verb ls, and it is the connector that joins the two clauses. Because that is quite expensive is an adjective clause describing the noun house, it directlv follo"vs house. The follor.l,ing example shor,vs how these sentence patterns could be tested in the Structure section of the TOEFL test. Example
just dropped off a package {br vou is mv sister.
(A) The woman (B) The ttoman lt'ho (C) Because the \\roman (D) With the u,oman In this example, you should notice immediately that the sentence has tr,r'o verbs, dropped and ls, and each of them needs a subject. The onlv answer that has two subjects is answer (B), so answer (B) is the correct answer. The correct sentence should say The wonlatT who just dropped ofl'a pctckage lor y-ou is ntv sister. In this sentence wonTatT is the subject of the verb ls, and x,ho is the subject of the verb dropped. Who is also the connector that joins the two clauses.
89
on
STRUCTURE AND WRITTEN EXPRESSION
The follorving chart lists the adjective clause connector/subjects and the sentence patterns used with them. ADJECTIVE CLAUSE CONNECTOR/SU BJECTS who (for people)
SV I bought
that (for people or things)
which
(for things) adjective clause con
wos
that
the dress
s
ctau5e con
that
on sale.
V
V
nector/subiect
The dress
V
nector/subiect
was
on
sale was
beautiful.
NOTE: Although adjective clause connectors (Skill 9) can be omitted in informal English, adjective clause connector/subjects (skill 10) can never be omitted.
EXERCISE 10: Each of the follou,ing sentences contains more than one clause. Underline the subjects once and the verbs trvice. Circle the connectors. Then indicate if the sentences are correct (C) or incorrect (I).
-C I
@
1. The qb!4l9"
u'ere vaccinated dicl not -eet sick.
2. I dicl not r.'o€ for the politician Sbg
he
iust n,on the election.
3. The dog that barking belongs to mv neighbor.
4. I took tu,o ol'the blue 5.
pills;, u,hich \\'ere very effective.
We rented an apartment fr-om the landlord rvho does he or,,,n the buildings on
Maole Street.
6.
She for-eot to attend the meeting rvhich
7. Anr.'student
r,r,ho does
it began at
not turn in the paper
b-v
1
1:00.
Friday'u,ill fail the class.
8. The people rvhich came in late had to sit at the back. 9. The courses that satist-n- the graduation requirements thev are difficult. 10. After dinner she r.r,ent to visit her parents,
-
r,r,'ho
u,ere living dorvn the street.
STRUCTURE
EXERCISE (Skills 9-10): Eacl'r of the follor.ving sentences contains more than one clause. Underline the subjects once and the verbs twice. Circle the connectors. Then indicate if the sentences are con-ect (c) or incorrect (I). 1. M-y sisters prefer to eat food that ha'e cooked themselves.
2. The boat that hit the undenvater rock 3. The car
r"vhich he was
sank.
driving could not possiblv be his.
4. The children b,ilt a house in the tree thar i' the back'ard. 5. The cost of the trip u,hich 6. The children
n,e wanted to take.
are plaving u'ith the tov.s u,hich their mother told them to put
awa\,.
7. The guests who were
sezrted
around the dir-rner table.
8. The students ha'e to read ail the chapters r'hich
ar.e on
the test.
9. I reallv do not like the artists which you like. 10. The stones that they
r.r'ere set
in the ring rvere quite valuabie.
TOEFL EXERCISE (Skills 9-10): Choose the letter of the word or _eroup of ri'ords that best completes the sentence.
l.
Modern humans, rvho fir-st about 600,000 \'ears ago,
appeared
3.
Hottto
sapiens.
(A) (B)
Succulents are Succulents (C) They are succulents (D) Succulents u,hich are
(A) calling (B) were called (C) thev called (D) thev t'ere called 2. The first
4. r,r",riting
of is --clav evidence on Mesopotamian tablets.
(A) rve (B) that rve (C) has (D) that rve have
drough t-resistant plants ri,hich store watef in fleshv tissue.
Benjamin Kabelskv u,hom as -Jack Benny, was a famous comedian in r.audeville and on radio and television.
(A) (B)
most people's knowledge rnost people knou, (C) knoning most people (D) the knor,r'ledge of most people
91
92
STRUCTURE AND WRITTEN EXPRESSION
5.
that hunted other animals tended to have verr,/ narrow, sharp, cun'ed clats.
8.
densitr..
(A) (B) (C) (D)
(A) For dinosaurs (B) Dinosallrs are knou'n (C) Dinosaurs (D) Like dinosaurs o.
The first eve-elasses had conver lenses for the aged u,hc-r farsighted.
o
(A) had become (B) thev had becor-r-re (C) trecoming (D) it became 7.
500 feet above Chimnev Rock, the North Platte River, has erodc'd considerablv in the last turo centuries.
that accompanv recllrring bouts of severe depression reduce bone
(A) stands (B) is standing (C) it stands (D) n'hich stands
changes hormones Hormonal changes The hormones change
The change in hormones is
Willa Cather is an author for her errocative and memorable vision of frontier prairie life.
(A) (B) (C) (D) 10.
It
rvhom readers the praise of readers u'hom praisings uhom rcadcrs praisc
Mars's tiny moon Phobos is a small mountain of rock that From the asteroid belt bv Mars'.s gravitational pull. -
(A) u'as probably captured (B) it probablv (C) the probable capture (D) probablv the capture
TOEFL REVIEW EXERCISE (Skills 1-10): Choose the letter of the word or group of r,r'ords that best completes the sentence. is famous as the home of the
1.
U.S. Naval Academl'.
(A) Annapolis (B) Because of Annapolis (C) Whv Annapolis (D)
Because Annapolis
think be a planet but a moon of Neptune.
3.
With
of sophisticated oil lamps, elaborate tools rvere made to cut tl-re rvicks.
(A) (B) (C) (D)
appeared the appearance the appearance \\'as it appeared
2. Some scientists
- seem (A) that Pluto does not (B) not Pltrto (C) Pluto that r-night not (D) that Pluto might not
4. Fort Union
r.r'as the site of r,vhat principal ftrr-trading post on the Llpper Missouri River.
(A) tlre (B) being the (C) r,i'as the (D) it rvars the
STRUCTURE
5.
Since
commercial risk, it has to appeal to a large audience to justifu its cost.
8.
(A) the face of the movie (B) moving faces
A curent of 'utater known as the Gulf Stream comes up from the Gulf of Mexico, and then the North Atlantic toward Europe.
9.
(A) it crosses (B) crossing (C) with its crosses (D) 1
crosses
Systems 1 are called
(A) use (B) they use (C) uses (D) using
The Earth's atmosphere consists of gases in place around the Earth by the gravitational pull of the planet.
(A) (B) (C) (D)
it the two symbols 0 and binary number systen-rs.
the blueprints for cell constru.ction, exist in tightly organized packages called chromosomes.
(A) are (B) they are (C) which (D) which are
(C) a movie faces (D) to face a movie o.
Genes,
10.
held hold it holds the hold
Oscar Hammerstein II collaborated with a number o[ composers including Jerome Kern, whom in writing the musical Show Boat.
(A) joined (B) was joined (C) he joined (D) joining
93
94
STRUCTURE AND WRITTEN EXPRESSION
THE WRITTEN EXPRESSION QUESTIONS Questions 16 through 40 in the Structure and Written Expression section of the TOEFL test measllre your knorvledge of the correct rvay to express )'ourself in English u,riting. Each question in this section consists of one sentence in rvhich four words or groups of words ]-rave been underlined. You must choose the letter of the rvord or group of words that is not conect. Example
The result of the studv are not accurate. B A C
If you look at the underlined rvords in this example,
should see that the verb ore rs not correct. The verb should be the singular ls because the subject result rs singular. Therefore, you should choose ans\ver (C) because (C) is not correct. -y-ou
STRATEGIES FOR THE WRITTEN EXPRESSION QUESTIONS I
.
First look at the underlined word or groups of words. You want to see if you can spot which of the four answer choices is not correct.
2. lf you have been unable to find the error by looking only at the four underlined expressions, then read the complete sentence. Often an underlined expression incorrect because of something in another part of the sentence.
3.
is
Never leave any answers blank. Be sure to answer each question even if you are unsure of the correct response.
The following skills r,r,ill help vou to implement these strategies in the Written Expression questions.
WRITTEN EXPRESSION
Srurr
1
1: AGREEMENT AFTER PREPOSITTONAL
PHRASES
Subjectiverb agreement is simpie: if the subject of a sentence is singular, then the verb must be singular; if the subject of the sentence is plural, then the verb nrust be plural. An s on a verb trsually indicates that a ver-b is singular, ri'l-rile an s on a noun ustrallv indicates that the noun is plural. (Do nr,rt forget irregular plurals of nouns such as v)on7en, children, and people.) The dog
ry\!
Tlre dogs
bgt
at night. ut night.
In the first erample, the singular subject dog reqvires a singular verb, barks. In the second example, the plural subiect dogs requires a plural verb, bark. Sometimes prepositional phrases can come betrveen the subject and the yerb on the TOEFL test, and this can calrse confusion. If the object of the preposition is singular and the suL-rject is plural, or if the object of the preposition is plural and the subject is singular, ther-e can be a problem ir-r making the subject ancl verb agree. The door (to the i'ooms) et:" locked. SINGL;I,AR PLL]RAL The doors (to the room) is" locked. PLURAL
("-
SINGL]LAR
indicales an error)
In the first exanrple, vclt-t nright think that rctonts is the subiect because it contes directly in tront of the verb cLre. Hourever, roon6 is not the subject because it is
the object of the preposition /o. The subject of the sentence is door, so the verb should be is. In the second example, you might think that roont is the subject because it comes directlv in front ofthe verb is. You shoulcl recognize in this erample that room is not the subject because it is the object of the preposition /o. Because the subject of the sentence rs doors, the verb should be are. The follorving chart outlines the kev information that vou should understand erbout subject/r,erb agreement r,r,ith prepositional phrases. SUBJECT/VERB AGREEMENT WITH PREPOSITIONAL PHRASES
S
(prepositional
phrase)
V
When a prepositional phrase comes between the subiect and the verb, be sure that the verb agrees with the subject.
95
STRUCTURE AND WRITTEN EXPRESSION
EXERCISE 11: Each of the following sentences has one or more prepositional phrases between the subject and verb. Put parentheses around the prepositional phrases. Underline the subjects once and the verbs twice. Then indicate if the sentences are correct (C) or incorrect (I).
C
1. The
i
2. The strpplies (for the campin-e
subject (of the lectures) rva! quite interesting.
trip) needs to be packed.
3. The chairs under the table in the dining room is quite comforlable.
4. The plavers on the u'inning team in the con-rpetition were very talented. 5. The food for the guests at the paftv are on the rong
tables.
6. The cost of the clothes was higher than I had expected. 7. The rugs in the front rooms of the house are going to be washecl today. 8. The selrers in this restaurant
alr,r,ays does
9. The lights in the corner of the room
their job efficientlv.
neecl to be kept on all night.
10. The nreeting of the members of the council begins at 3:00 in the afternoon.
Sxtr- 12: AGREEMENT AFTER EXPRESSTONS OF eURNTtTy_ A parlicular agreement problem occllrs rvhen the subject is an expression of quantity such as all, nlost, or sonrc followed by the preposition of. Inthis situation, the subject (all, most, or sonte) can be singular or plural, depending on rvhat follorvs the preposition of, Ug_r1
("f rhe nteal)
u,as delicious.
,r^"uro*
Ug$ ("f
the meals) were delicious.
a'-r*o,-
..--
4g$ (of the food) wa: delicious. UNCOT]NTABLE
In the first example, the subject ntost refers to the singular noun meal, so the correct verb is therefore the singular verb r,r'as. In the second example, the subject most refers to the plural noun nrcals, so the correct verb is the plural verb were. In the third example, the subjectnTost refers to the uncountable noun fbod, sothe
correct verb is therefore the singular verb
lt,a.s.
WRITTEN
EXPRESSION 97
Thcse sentences contain examples of the tvpes of problems that are common on the TOEFL test. All (o{'t}rc book) \qfc." intercsting. Hall (of the stuclents) is" l:rte to class.
ln the first exilmple, tlie plurarl r,erb rl,er? shoulcl be the singular verb ll'rrs because the subject n// refers to the singular nolrn book.In the second erample, the singular verb ls should be the plural verb are because the subject half'refers to the plural noun studerils. The follou'ing chart outlines tlie ke-v information that vou should understancl about sub.ject/r,erb agreentent erfter erpressions of qrlantitri SUBJECT/VERB AGREEMENT AFTER EXPRESSIONS OF QUANTITY 'l I att mosr
I some I { half I I
f------------
of the
(object)
V
I
\ part I
When an expression of quantity using of is the subject,the verb agrees with the object.
EXERCISE 12: Each of the follori,ing sentences has a quantitv e.rpression as the subicct. Underline the subjects once and the r,erbs trvice. Circle the oblects that the rterbs agree u,ith. Then indicate if the scntences erre col't-ect (C) or incorrect (I).
C
1
. Half of the @
in thc class :rn-ive earh..
- L- Z. 9qnrS of the @D,qry r'otten. 3. All of the ncxt chapter contains ven inrportant in{-ormntion. .:1.
Most of the people in the roonr is pzn'ing attcntion.
5.
Parrt of the sotrp is le.f't on the. stove.
6.
Some of the movie u,cr-e.jr-rst too r,ioient for me.
7. All of the details in the rcport
needs to be chccked.
8. Most of the rnoncv is neecled to pav thc bills.
98
SIRUCTURE AND WRITTEN EXPRESSION
9. The hrst half of the
class consists of lecture and note takins.
10. Sorne of the queslions on the test was impossible to ansu'er.
Srcu 13: AGREEMENT AFTER CERTAIN WORDS Certain u,ords in English are alrt'avs gralnmaticallv singular, even though might hare pltrnrl rrcaninss. _E1ert'b15il-in the theater
glgfgehilg"
the-t-
the film attentivel_v.
Even thotr-eh r,r,'c trnderstancl fi-orn this example that a lot of people are u'atching the film, evervbod.t' is singular and requires a singular verb. The plural verb are v,atchhtg should be changed to the singular verb ls vtatching.
The following chalt lists the grammaticall,v singular u'ords that have plural meanings. SUBJECTruERB AGREEMENT AFTER CERTAIN WORDS These words or expressions are grammatically singular, so they take singular verbs:
anybody everybody nobody anyone everyone no one anything everything nothing
somebody
someone
each (+ noun) every (+ noun)
something
EXERCISE 13: Each of the follor.r,ing sentences contains one of the',r'ords that is grammaticallv singular but has a ph-rrai meaning. Underline these rvords once and underline the verbs trvice. Then indicate if the sentences are correct (C) or incorrect (I).
I-
,-C
1. Anvbodl
2. No onr'
are-
he
u,elcome at the partr''.
le is airaicl of skvclir,ing.
3. Er,ervone in the r,'orirj
neecls love and respect.
-1. Somcone har,'e to clean up tl-re house.
5.
Ezrclr plant
6.
Ycrr-r
in the garcien appear healthv and strong.
shoLrld understand that anvthing is possible.
7. Everlthins in the salad are good for vou.
WRITTEN
EXPRESSION 99
B. Nobody in the class ha'e completed the assignment on time.
9. I am sure that every detail
--
have been considerec.
10. Everybody know the rules, but somebody is not follorving them.
EXERCISE (Skills 11-13): Each of the following sentences may have a problem with subject/verb agreement. Underline the subjects once and the verbs twice. Then indicate if the sentences are correct (C) or incorrect (I).
L
The receptionist in the entry'\'ay to the offices is able to answer vour questions.
2. Nl of the information in the documents are important. 3. Anyone in one of the
classes has to take the final exam.
4. The coordinator of communitv services are arranging the program. 5. Most of the car are covered with mud.
6. Nothing more is going to be completed today. 7. The drinks in the pitchers on the table in the ballroom is for everyone. 8. Everybody were told to be here at B:00, but somebody
9.
--
is not here.
Some of the meetings at the conference are limited to ten participants.
10. The sauce on the vegetables in the yellow bowl taste really delicious.
lOO
STRUCTURE AND WRITTEN EXPRESSION
TOEFL EXERCISE (Skills 11-13): Choose the letter of the underlined word or group of r,r,ords that is not correct. 1. Nobody,'!ryry u,hen the process of glass-making
ABCD
r.r,,as
inr,'ented.
2. Sugars like glucose is made up of carbon, hydrogen, and oxvgen atoms,
ABCD
3. Part of the electricitv used in the United
A-
hvdroelectric sources.
States todav come {rom
BC
D
4.
The' languages of the
world presents a rrast amav of structural similarities and
ABC
differences. D
5. The rise of multinationals have resulted in a great deal of legal ambiguitv
AB
because multinationals can operate in so many jurisdictions.
cD
6. All of the east-west interstate highwavs in the United
States has even A
numbers, rvhile north-south interstate highwavs are odd-numbered.
BCO
7. When a massive star in the large Magellanic Cloud exploded in
AB
1987, a wave
of neutrinos were detected on Eafth.
CD
8. Some of the agricultural practices
used today is responsible for fostering
clesertification.ABcD 9. Every open space in the targeted
area that has grass and a few bushes are
AB--
occupied b1' the r,"'hite-cror.r,ned sparrou'. D
10. Krakatoa is remembered as the volcano that put so much ash into the air that
-
AB
slursets arouncl the world r.r,as affected for two vears afterward.
WRITTEN EXPRESSION
TOEFL REVIEW EXERCISE (Skills 1-13): Choose the letter of the rvord or group of words that best completes the sentence. 1.
the earliest svstem of u,riting.
3. The Earth'.s one-vear r-evoltrtion around the Sun chanses how on one hemisphere or the other.
(A) The constitution of pictograms
-(B)
Pictograms in the constitution
(C) Constitute the pictograms (D) Pictograms constitute
temperatures absolute zero, substances possess minimal energv.
2. At
(A) (B) (C) (D)
(A) (B) (C) (D)
failine sunlight the fall of sunlight sunlight in the fall sunlight falls
4. Though sporadic interest in regional dialects for centuries, the first Iar-qe-scale svstematic studies did not take place until the nineteentl-r
approach approaches approaching thelr approach
century.
(A) has existed (B) it existed (C) has it exisrcd (D) existing rvith it Choose the letter of the underlined word or group of words that is not correct.
5.
The waters of the Chattahoochee River fills Lake Lanier. A
CD
6. The first in the
set of false teeth similar to those
A-
in use todav it
1780s.
7. The term "Yankee" was originallv
r,,u,as
BC
made in France
a nickname for people from New England,
A
but now anvone from the United States are referred to as a yankee.
B
E-D
8. A network of small arreries, mostlv lelqlyrglgg ber*,een the skin and the A
underl)'ing muscles, supply blood to the face and scalp.
-C-
B
9'
Mesquite is a small tree in the Southwest u,ho can rvithstancl the .severest drought.
-
D
ABCD
10. At the end of the Revolution, most of the armv units of the voung nation rvas A B almost entirelv disbanded, ]gu"irg a total national militarv force of B0 n-ren
in
C
1784.
D-
101
102
STRUCTURE AND WRITTEN EXPRESSION
14:
PARALLEL STRUCTURE WITH COORDINATE CONJUNCTIONS The job of the coordinate conjunctions (and, but, or) is to join together equal Sxrrr-
expressions. In other words, what is on one side of these words must be parallel to what is on the other side. These conjunctions can join nouns, or verbs, or adjectives, or phrases, or clauses; they just must join together the same structures. Here are examples of equal str-uctures correctlv joined by coordinate conjunctions: He discussed the problem with the nurse and the doctor. The professor was knowledgeable but boring. She hikes, jogs, or rides her bicvcle r,thenever she can.
There are meetings in the morning,i4\"_gftgrygg!, and in the evening. You can do the rvork because vou wa;rt to do iL or because vou have to do it.
In the first erample, trvo nouns are joined by the coordinate conjunction and. In the second example, two adjectives are joined by the coordinate conjunction but. In the third example, three verbs are joined by the coordinate conjunction or In the fourth example, three phrases are joined by the coordinate conjunction and.In the last example, two clauses are joined by the coordinate conjunction or. The sentences that follow show the types of errors in parallel structure that are common on the TOEFL test. The evening dress rvas beaut)r'k but expensive. The student Ig?qn each chapter, takes a lot of notes, and memories" the material.
In the first example, the coordinate conjunction but joins the noun beauty and the adjective expensive. The adjective beautiful is needed in place of beauty. In the second example, the coordinate conjunction and joins the verb reads, the verb takes, and the plural noun memories. The verb memoizes is needed in place of memories. The following chart outlines the use of parallel structures with coordinate conjunctions.
WRITTEN EXPRESSION
PARATLEL STRUCTURE WITH COORDINATE CONJUNCTIONS (same structure)
(same structure),
(same structure)
J_*
a;,d-1 lbut
(same structure),
(same structure)
I
L_g_____i
NOTE: A list of common word endings and exercises to practice their use are included at the back of the text in Appendix C. You may want to complete these exercises before you continue with Skills 14 through I5.
EXERCISE l4z Each of the follorvir-rg sentences contains r.r'ords or groups of r.vords that should be parallel. Circle the rvor-d t.hat indicates that the sentence should have parallel parts. Underline the parts that should be parallel. Then indicate if the sentences are correct (C) or incorrect (I).
-l C
l.
Thc pastries in that shop nrc
\eryllpcnsllr fbui quirer.lclicioush.
- 2. You can find some change to btn' a paper in the drau,er, .t
on top of the dresser,
.
Orl tlL rns_Jal.
3. The living room
\vas decorated
l'ith
e.rpensivc p:rintings and e.legance lamps.
4. He kneu,that the financial problems wcrre seriolrs, that the situ:rtion goir-rg
to irnprove, and that he needc-d to get a
rvas n<;t
i
5. All da1'long durir-rg the trip to the nrountains, thcv rvele skiins, slcdding, or plal'ed in the sno\\r.
6. The car needs neu'tires but not a ne\\i engine. 7. He stops u'orking u'hen
he gets too tired to continue or u,,hen hc has finishecl.
B. To set to the office, vou sh<-,uld go through this door:, tllrn to
tl-re
left, and
continlrzrtion down the. hall.
9. Fol dcssert
rve cotrld sen'e lemon pie,
fruit tarts, chocolarte cake, or butter
cookies.
10. The sick child neecls some rnedicine, some jrricc,
-
eurcl
to rest.
103
104
STRUCTURE AND WRITTEN EXPRESSION
Sxnl 15: PARALLEL STRUCTURE WITH PAIRED CONJUNCTIONS Thepairedconjtrnctionsbotlt...ortd,eit/rcr...or,neitlrct'...nor,andr:a..totilt,... but
ctls
require pzirarllel structures. The lccttrre
Eirlter
tas botll in{'ornrative arttl eniovable.
tlff]U4lf
clrl.lry
o,"4:,p!rygc! rfqlq is on Tuesdav.
Thc n-rissing parpers are rteitlter
g! t tr .t9*
rror in the file.
Fle visitcd rtot ortlt'],ris cor.rsin bttt ctlso j15 gti114rlg4"r_ Tl-re follorvin,s is
not pararllel and must be corrected:
Tlr c.r, u,ant
eitIte
r tcl plav
_tcn ni s or" _eol f "-.
It is not con'ect becausc to plut tettrtis is not parallel to goll'.It can be corrected in c-liffere-nt \\/a)'s.
Ths, u,ant eitlter
Lq!]ryqryfl
or tqdgl€91!.
Thcv u'ant to plav eitlrcr !_.lln! or golf.
When volr are trsing these paired cor-rjunctic-rns, be strre that the correct parts are r.rsed together. Tl-re follos'ing are incor"rect: Hc lcnt nte botlt !g!le pnpgl or" ii 99191!. Llitlrcr br-e:rkfnst rror'"' lLrnclr is inclr-rdr-d in the' orie c.
These .se-nle-nces arc- incorre-ct be'catrse the t'rong parts of the paired conjunctions arc used together. In the lirst e.xample, artclshould be r,rsed r,litl-r borli, In the second eramplc-, or shoulcl be trsed rvith eitlrcr.
The follou,in.- chart outlines the use of parallel structure u'itl-r paired con.iunctions. PARALLEL STRUCTURE WITH PAIRED CONJUNCTIONS -'__l
Frrlt I either 'r,;:i,'h:,r, I not only
i
I
1
(same structure)
(same structure)
WRITTEN
EXPRESSION 105
EXERCISE l5: Each of the follor.r,ing sentences contains rvords or groups of words that should be parallel. Circle the word or words that indicate that the sentence should have parallel parts. Underline the pafts that should be parallel. Then indicate if the sentences are correct (C) or incorrect (I). I
C
1. He
(@
liect
6)
tellins an unbelievable storv.
2. The music at the concert ,nur; 6"itho) well pla.ved @ weil liked. 3. He regularlv studies both in the morning or in the
evening.
4. The plav that we sa\\r last night was not onlv rather delightful but also quite meaningftrl. 5.
He married her neither" for her abilitv to cook nor her abilitv to clean house.
h
The discussion rvas both excitins and inreresr.
7.
He r'vithdrew all the monev not onlv from the checkin-e accolrnt but also from the sar ings account.
_
8.
Neither the teacher or the students are readv to leave the crassroom.
q
You can meet u,ith me either in the next ferv minutes or at 4:00.
10.
John is an trdventurous person u,ho enioys not onlv skydil'ht but also goes parasailing.
EXERCISE (Skills 14-15): Each of the follorving sentences contains words or groups of words that should be parallel. Circle the word or words that indicate that the sentence should have parallel parts. Underline the parts that should be parallel. Then indicate if the sentences are correct (C) or incon'ect (I).
l.
The adveflisements appeared in the neu,spaper and on the radio.
2.
She is trained as both zrn accountant and in nursins.
3.
We can take either mv car or vours to the pafiy.
4. The coffee is too hot, too bitter, 5. He not only
zrnd too strength.
passed the test but also receiving the highest score in the class.
6. Your ideas are neither more important or less inrportant than the ideas of the others.
106
STRUCTURE AND WRITTEN EXPRESSION
7. The meeting lasted onlv an hour but still 8. The novel
r,r,as
seemin-e too lon-e.
both emotional and description.
9. Eithc:r the connselor or her secretar-\'can help vori uith that problenr. 10. The leaves fi-om the tree l'ell in the vard, in the pool, the drir,ert'av zrnd on the sideu'alk.
-
TOEFL EXERCISE (Skills 14-15): Choose the letter of the underlined r,r'ord or group of words that is not corl'ect.
1
Ballpoint pens are less versatile but more population than fountain pens.
ABCD
2. Riddles
r.'ary greatly
ABCD
in both gramnratical and phonolog)' form.
3. Bloocl pressure is measlrred bv feeling the pr-rise and
A_
zrpplv a force to the zrrm.
B
C
D
4. The Moon has no atmosphere, no air, and no rtraterv.
C -D
T B
5. The lrrst matcl-res \vere too hard to ignite, a Iness, or too dangelouslv
easv to
ABC-D
ignite.
6. A
1971 U.S.
geygy$ AB
polic-v not onlv put warnings on cigarette packs but
also banning television zrdvertising of cigarettes.
7. qg11r."q, beautv, clurabilitv, rare, and perfection of cutting determine the
ABC
yeI1re
of a gemstone.
D
B. The Han'ard Yard, rvhicllrtas Han'ards original camptls, is still a major
ABC
attraction for both students and visiting. D
9. In
1862, the American Confederac]'r'aised tb,e lVlerrintaclt, renamed
it the
AB
Virginia, covered it rn'ith iron plates, :rnd an outfit it u'ith ten guns.
CD
10. The liquid crlstals in a liquid cn'stal "4!p]gl (LCD) zrflect the polar-ized light
ABC
so that it is either blocked and ref-lected bv the segments of the display. D
WRITTEN
EXPRESSION 107
TOEFL REVIEW EXERCISE (Skills 1-15): Choose the ietter of the word or group of rvords that best completes the sentence. 1. Most cells in multicelled organisms perform functions.
3. The Sun trses up over 4 million tons of hydrogen per second, still has enough hr.'drogen to last for the nert 5 billion vears. -
(A) specialize (B) specialized (C) they specialize (D) specialization 2. The big island of Hawaii, in the middle of the Pacific Ocean,
(A) (B) (C) (D)
ir but it to it
4. For Katherine L. Bates, rvho _
the top of Pikes Peak in 1893, the r,,iew provided the inspiration for her hymn "America the Beautiful."
-
creation it was created creating was created
does not
bv
five volcanoes.
(A) (B) (C) (D)
it
(A) reached (B) she reached (C) reaching (D) she rvas reaching
Choose the letter of the underlined word or group of words that is not correct.
5.
Coal, petroleum, and natural gaseous are all fossil ftrels,
ABCD
6. The mass of neutron stars generallv
ABCD
ran-qe
from one-tenth to trvice the mass
of the Sun.
7.
Grasses
glgly in u'ayl that help them to sun'ive being nibbled, chilly, or dried.
ABCD
8. Most of Hemingwal'5 n61'sl. Clg.t!g!
her-oic exploits such as bullfighting or
ABC
boring. T\ U
9. Paleographers study ancient and medieval handr,vdting in order to establish .-T
A
B
not only its age and also its background. D
10. The sounds produced
AB
b-y"
bullFrogs and toads varv greatlv because each
species have its ou,n particular call. C
D
108
STRUCTURE AND WRITTEN EXPRESSION
Sxrr-r
16:
PAST PARTICIPLES AFTER HAVE
wheneveryou see the verb /nve in any of its forms (have, has, lnving, had),be sure that the verb that follows it is in the past participle form. We had complete':'the work.
They lnve went* to the market.
In the first example, complere should be the past par-ticiple conryletedbecause it is aft.er had.In the second example, went should be the past participle gone because it is after hante. The follorving chart outlines the use of verb forms aft-er have. VERB FORMS AFTER HAVE
have + NOTE: Exercises
past participle
to practice irregular verb forms are included at
the back of the text in Appendix
D. You may want to complete these exercises before you continue with Skills l6 through .|8.
EXERCISE 16: Each of the following sentences contains a verb formed withhave. Underline the verbs twice. Then indicate if the sentences are correct (C) or incorrect (I).
I
1. We have already hearing the good
C
2.
She has ridden her bicycle to school every day.
3.
I have aln,ays believe voti.
4. He has
ne\vs.
find the missine car kevs.
5.
They have put their money in a savings account.
6.
Their parents have allowed them to stav up late.
7. She has 8.
never ran away ftom home before.
Have you ever saw a ghost?
9. Ther- have taken three tests already
_
10.
He has offer me a higrr-paying job.
this
r,veek.
WRITTEN
Sxrr-r
17:
EXPRESSION 109
PRESENT PARTICIPLES OR PAST PARTICIPLES AFTER BE
The verb be in anv of its fbrms (ant, is, are, was, ryere, be, been, being) can be follou,ed bv another verb. This verb should be in either the present participle or the past participle form. Thev arE turn on;' all the lamps. The office door ls lock'" in the evening.
In the first erample, tunt
orz should be ttrning on because second example, /ock shouldbe locked because it is after is.
The followins chart outlines the use of verb forms after
it is afler are. In the
be.
VERB FORMS AFTER BE be
(1) present participle (2) past participle
a
EXERCISE 17z Each of the following sentences contains a verb formed with be. Underline the verbs twice. Then indicate if the sentences are correct (C) or incorrect (I).
- 1. She yq!:lldy the textbooks all night long. C 2. The pie u?! ru! into six equal pieces. I
3.
Today the teacher is allou, the students to leave class a few minutes early.
4. The class is teach even'other 5. Tom is bringing
semesrer.
some drinks to the part-v.
6. The sick child r,r'as taken to see a doctor. 7. The children are su,im in the backvard pool. 8. The diamond jerveln'is al-uvavs 9. The teacher is preparing
keep in a safe place.
a di{'ficult exam
10. Dinner is sen'ed from 6:00 to 8:00.
for the students.
110
STRUCTURE AND WRITTEN EXPRESSION
Srcrr 18: BASE FORM VERBS AFTER MODALS Whenever you see a modal such as will, would, shall, should, can, could, mry, might, or mllst, you should be sure that the verb that follows it is in its base form. You must telling" her the truth. The child may cornes" in now.
In the first example, telling should be the base for-n-r tellbecause it follows must.In the second example, comes should be the base form come because it follows may. The following chart outlines the use of verb forms after modals. VERB FORMS AFTER MODALS
modal +
base form of the verb
EXERCISE 18: Each of the following sentences contains a verb formed with a modal. Underline the verbs twice. Then indicate if the sentences are correct (C) or incorrect (I).
C
1. You should try to respond politely.
I
2. Everyone must 3. I could
4.
She
leaves the room immediatelv.
sat on the beach for hours.
will asking vou manv difficult questions.
5. You can look at the book, but you cannot borrow it. 6. He may lies to you because
he is not very
truthful.
7. He knew that he would forgot the phone number. 8. The weatherman said that it might snowing tonight. 9.
Perhaps rve could bought a new car this year.
10. This course will satisfy the graduation requirement.
-
WR
TEN
EXPRESSION
EXERCISE (Skills l6-18): Each of the following sentences contains a verb formed with several parts. Underline the verbs tr,vice. Then indicate if the sentc'nces are correct (C) or incorrect (I). 1. We have became good friends in the last vear.
2. fbur name rvill
be list in the nerv directon,.
3. The new movie is receive good
4.
reviews.
She must have feel sorr.,'about her bad behavior.
5. Thev
have always given their familv manv presents.
6.
We mav be taking a vacation next rveek.
7.
We could have taking a r,'acation last rveek.
8. The package might had
been delir,er bv an express mail senrice.
9. I have not wrote very. many letters to my friends. 10. The car should not
ha.ve be
--
drive anvmore todav
TOEFL EXERCISE (Skills 16-18): Choose the letter of the underlined word or group of words that is not correct. 1. By the 1920s, many radio transmitters had been build.
ABCD
2.
Fish farming has rose in the United States in recent vears.
ABCD
3. In areas of r,olcanic actir.itr', beach sand mav contains dark minerals
ABC-
and
little quartz. D
4.
Cro-Ma-qnon man was nalnes after the caves in southwest France where the
AB
first remains were discovered.
5.
Lassie, the famous collie r,r,ho made her first lelqen appearance
alwavs b" pleyg4 bv a male dog.
AB
in
1
943, has
CD
6.
A blue bigwig lizard stakes out a territorJ and
ABC
it against courting males. D
will defending temales u,ithin
111
112
STRUCTURE AND WRITTEN EXPRESSION
7. President
George Washington \\/as
4elgg1atg! on the steps of the Fecleral
ABC
Br-rildine in Neu,York Citr,: D
B. Bf' 1627, Plvnlouth had became a viable and grorving commqnity of 50
A
-C-
B-
f'amilies, 25 goats, 15 corvs, and more than 50 pigs. D
9.
Tobacco u'its thc crop ()n r,r'hich the eminence of Willianrsburq and the
A
pfglperlt)' of Virginia u'ere
l>ase.
CD
1
0.
-
-B-
Becattse there may be scores of genes
---
in each suspect DNA region, scientists
must identif ine and lgggenge' the actual -qenes contributing to TVpe I
B
C
-D
diabetes.
TOEFL REVIEW EXERCISE (Skills 1-18): Choose the letter of the \\rord or group of rt'ords that best completes the sentence. 1.
the deepest vallevs and the Earth. on
canrons
_ the action of the opera too much and have rl,ritten operas v,'ithout them. Wagner, have felt that
--
(A) In the Pacific (B) In the Pacific (C) (D)
3. Some colnposers, such as Richarcl
Ocean u,,ith Ocean The Pacific Ocean The Pacihc Ocean has
2. In the United States, the participation of females in the labor force from 37 percent in 1965 to -51 percent in 1980.
(A) arias interrupt (B) interrupt arias (C) the interruption of arias (D) areas of interruption
(A) it jumped (B) jr,unp (C) jumping (D) jumped Choose the letter of the underlined word or group of r,r'ords that is not correcr.
4. Waler
storc.d behincl a dam can used to drive turbines.
ABCD
5. Our universe
t-nav L'ontinue
to expand as it gets colder, qmpt]', and deader.
ABED
WRITTEN
EXPRESSION
6. Every form of matter in the world are made up of atoms.
ABCD
7. The lens and cornea are supply u'ith nutrients and oxygen bv the aqueous
ABCD
fluid.
8.
Dodge Cit),, laid out
in
1872, orved both its prosperitv and its famous to the
e --D-
buffalo in its earlv vears.
AB
9. The amount of the tu,o kinds of cholesterol in the blood
ABC
have been shou.n to
have an effect on the risk of heart attack. D
10. By the time Noah Webster reached his mid-twenties, he had already publish
ABC
an elementar-v sneller. D
1
13
114
STRUCTURE AND WRITTEN EXPRESSION
Sxrr-r-
19: SINGULAR AND PLURAL NOUNS
A problem that is common in the Written Expression section of the TOEFL test is a singular noun used where a plural noun is needed, or a plural noun used r,vhere a singular noun is needed. He just finished several book". She studied each chapters'".
In the first example, several indicates that the plurai books is needed. In the second example, each indrcates that the singular chapter is needed. In the Written Erpression section of the TOEFL test vor-l should watch very carefully fcrr key words such as each, every, a, arrd single that indicate that a noun should be singular. You should also watch carefully for key words such as mon)', several, and three that indicate that a noun should be plural. The following chart lists the key words that indicate to vou whether a noun should be singular or plural. KEY WORDS FOR SINGULAR AND PLURAL NOUNS For singular nouns
each
every
single
one
a
For plural nouns
both
two
many
several
vailous
EXERCISE 19: Each of the following sentences contains at least one ke5' word to tell you if a noun should be singular or plural. Circle the key words. Drarv arrows to the nouns they describe. Then indicate if the sentences are correct (C) or incorrect (I).
-r
Y
I
1. She talked to (each)people in the room.
C
2. There is not
of food in the refriserator.
3. You need tr,r'o piece of identification to
4. Both 5.
cash a check.
classes started on time.
We took a ne\\,routes to the beach house.
6. He gave manv different 7. You must answer
reasons for his actions.
every questions on the test.
WRITTEN EXPRESSION
8.
She tried several times to call me.
9. He offered me onlv one slass of r.vater. 10. We had various kind of drinks with the meal.
Srcrr
20:
COUNTABLE AND UNCOUNTABLE NOUNS
ln English, nouns are classified as countable or uncountable. For certain
ques-
tions on the TOEFL test, it is necessary to distinguish countable and uncountable nouns in order to use the correct modifiers with them. As the name implies, countable nouns are nouns that can be counted. Countable nouns can come in quantities of one, or two, or a hundred, etc. The noun book is countable because you can have one book or several books. Uncountable nouns, on the other hand, are nouns that cannot be counted because they come in some indeterminate quantity or mass. A noun such as milk or happiness cannot be counted; you cannot have one milk or two milks, and you cannot find one happiness or two happinesses. Uncountable nouns are often liquid items such as weter, oil, or shampoo. Uncountable nouns can also refer to abstract ideas such as security, friendslip, or hope. It is important for you to recognize the difference betr,veen countable and uncountable nouns when you come across such key words as ntuch and many. They have taken ntucli' trips recently. There was not ntant" water in the pool.
In the first example, ntuch is incorrect because trips is countable. This sentence should say lnany trips.In the second example, many is incorrect because water is uncountable. This sentence should say much water. The follorving charl lists the kev words that indicate to you whether a noun is countable or uncountable. KEY WORDS FOR COUNTABLE AND UNCOUNTABLE NOUNS For countable nouns
many
number
few
fewer
For uncountable nouns
much
amount
little
less
115
116
STRUCTURE AND WRITTEN EXPRESSION
EXERCISE 2Oz Each of the folloning sentences contains at least one key word to tell 5tou if a noun is countable or uncountable. Circle the ke-v- u,ords. Draw arrows to the nouns the-v describe. Then indicate if the sentences are correct (C) or incorrect (I).
C
-[-_-1 1. She will visit in a (ferv )months.
|
2. (Manr') risk are Llnnecessal-\'.
__F
3. You need to show 4. You have
a
little kindness.
a number of choice.
5. There was a large amount of 6.
apples in the bou'I.
We have fer,r'er opportunities nolr'.
7. How much monev 8. He caused 9. Thev
is left?
less problems
need a
this time.
little times to linish their work.
10. He visited manv exotic places.
EXERCISE (Skills l9-20)z Each of the follor,ving sentences contains at least one key word to tell you if a noun is singula4 plural, countabie, or uncountable. Circle the key r.r,ords. Draw arrows to the nouns they describe. Then indicate if the sentences are correct (C) or incorrect (I).
l
She enjovs food fl'om manv culture.
2. He could not give me much good reasons. 3. Each o\vner must register lris or her car. 4. They
came up
5. Various
with
ner,v lau, go
a number of ideas.
into effect on the first of the vear.
6. The car now ttses less oil.
WRITTEN
EXPRESSION 117
7. The meal did not cost a sinsle cents. 8. You need to make
feu,'er mistake.
9. You can take one course or both
colrrses.
10. He only smokes a small amount of cigarettes.
TOEFL EXERCISE (Skills l9-2D)z Choose the letter of the underlined rvord or group of words that is not correct.
l.
cone shells live in much different seas and feed mainlv on small fish and
AB-C
worms. D
2. The leal,es of the common sunflower are rough to the touch on both side.
ABCD
3. Hemoglobin
enables the red
ABCD
!t"g4jg]b
to carry oxygen and small numbers
of carbon dioxide.
4.
Those r,vith narcolepsy experience the uncontrollable desire to sleep, perhaps
A-B
ser,eral time in one dav.
CD
5. Another great artists of the time and possiblv the most gifted silversmith in
ABC
the colonies \vas Paul Revere. D
6.
Alzheimer'.s disease afflicts two in ten person over the age of seventy in the
ABCD
United States.
7. The red cardinal
spends many of its time feeding on the ground.
ABCD
8. In the 1920s, Tulsa had 9.
a higher number of millionaire than any _-Dother U.S. city.
A
B
Because Washin-eton is a district and not a state, its residents have less rights
ABC
than other citizens. D
10. Implosive consonants occur in manv different language, but thev are
ABCD
particularlv common in American Indian and African languages.
1
18
STRUCTURE AND WRITTEN EXPRESSION
TOEFL REVIEW EXERCISE (Skills l-20)z Choose the letter of the word or group of words that best completes the sentence. 1.
the second most common metal in the Earth'.s cmst, and it alwavs -occurs in combination with other substances.
(A) (B) (C) (D)
Iron Iron is With iron With iron
3.
r.r'hich climatologists have detern-rined is the urettest place on Earth not under rvater is a spot on the
-
island of Kauai.
(A) (B) (C) (D)
is
The place It is the place The place is In the place is
2. In most parts of the globe, the not exceed roughlv 31 degrees centigrade.
(A) ocean surface (B) ocean has a surface (C) ocean surface does (D) ocean has surfaced Choose the letter of the underlined word or group of words that is not correct.
4. A single protein molecule may being compose4 of tens of thousands of
ABCD
5.
atoms.
Less plants grorv in the poor taiga soils beneath the trees.
ABCD
6. Vast reserves of oil and gas is locateci in the Gulf of Mexico.
ABCD
7. Helium is a colorless, odorless, taste element often used to inflate balloons.
ABCD
8. The common u,as the heart of
ABCD
ever-v Nerv
England villages built in the
eighteenth century.
9. Some of the regulations
tl-rat
bind U.S. institutions allor.r,s foreign banks to
ABC
package loans at hard-to-beat interest rates. D
10. In angioplasty, a catheter is thread through an arterv and guided through the
AB
body to the blocked area.
CD
WRITTEN EXPRESSION
Sxru
21:
SUBJECT AND OBJECT PRONOUNS
Pronouns are r.r,ords such as he, she, or lr that take the place of nouns. One common problem with pronouns on the TOEFL test is that subject and obiect pronouns are confused, so vou should be able to recognize these two types of pronouns. SUBJECT
OBJECT
I
me
you he she
you him her
it
it
we
us
they
them
A subject pronoun is used as the sr-rbject of a verb. An object pronoun can be used as the object of a verb or the object of a preposition. Compare the following tr,vo sentences. Ll[arie saxv the
|t/
S/rc saw
film with Ban'v.
/,,//
il rvith irinr.
In the second sentence, the subject pronoun she is replacing the noun IVIarie. The object of ttre verb l/ is replacing the noun phrase tlze filnz, and the object of the prepositionlirrt is replacing the noun Barn,. The follou,ing are examples of the tvpes of subject or object pronoun errors that Szou might see on the TOEFL test. Me" and mv friend are taking a trip. Our neighbors are going u'ith vou and I)'.
In the first example, the object pronolln nte is incorrect because this pronoun serves as the subject of the sentence. The object pronoun riie should be changed to
the subject pronoun 1. It can be difficult to recognize that nte is the subject because the verb are has a double subject, me and mv friettd. In the second example, the subject pronoun 1is incorrect because this pronoun serves as the object of the preposition w,ith. The subject pronoun 1 should be changed to the object pronoun me.It can be difficult to recognize that 1is the object of the prepositionw*ith because the preposttion with has tu'o obiects: the correct object you and the incorrect object /.
119
120
STRUCTURE AND WRITTEN EXPRESSION
EXERCTSE 2l: Each of the following sentences contains at least one subiect or object pronoun. circle the pronouns. Then indicate if the sentences are correct (C) or incorrect (I).
c_
l. foi)should
I
2@
do
@ r"r
@
helped GhJ r,vith the work.
3. Her and Bob came over to visit
me.
4. I brou_eht it for you and them. 5. He opened the refrigerator and took some food from
6.
She lent
7.
She spent all the money on them.
it to you and
ir.
I.
8. You forgot to give it to thev. 9. We offered she a place to sta\.. 10. Thev rvatched us play nith it.
Sxrr-r-
22: POSSESSTVES
Possessive adjectives and pronouns both show who or what ,,owns,, a noun. Horvever' possessive adjectives and possessive plonouns do not have the same function, and these tr'r'o kinds of possessives can be confused on the TOEFL test. A possessir''e ad.iective describes a noun: it must be accompaniecl bv a noun. A possessive pronoun takes the place of a noun: it cannot be accompanied bv a notrn. Berh gave
r. r"f .J,.,.,r,. ADJECTIVE
Beth gave us lrcrs. PRONOUN
Notice that in the first example the possessive adject ive her is accompanied bv the noun televisiort' In the second example, the possessive prono trn hers is not accompanied bv a noun.
WRITTEN
EXPRESSION 121
The follorving chart outlines the possessives and their uses. POSSESSIVE ADJECTIVES
POSSESSIVE PRONOUNS
my your
mtne yours
his
his hers
her ifs
our their
ours theirs
must be accompanied by a noun
cannot be accompanied by a noun
These examples shorv the tvpes of errors that are possible r.r'ith possessive adjectives and possessive pronouns on the TOEFL test. The students turned in theirs':' papers.
I rvould like to borror", loui. In the first example, the possessive pronoun theirs is incomect because it is accompanied by the noun papers, and a possessive pronoun cannot be accompanied by a noun. The possessive adjective tlrcir is needed in the first example. In the second example, the possessive adjective 1,our is incorrect because it is not accompanied bSr a noun, and a possessive adjective must be accompanied by a noun. The possessirre pronoun ,yoLu's is needed in the second example. EXERCISE 222 Each of the follor,ving sentences contains at least one possessive pronoun or adjective. Circle the possessives in these sentences. Then indicate if the sentences are correct (C) or incorrect (I).
I
1. She cut (hcrs) hair recentlv.
C
2.
We n
3.
Please lend me vours notes li-om the historv lecture.
ill take 6ri).",
"''
{lreiri)
4. I like his ideas and hers. 5. The tree fell on its
6.
side during the storm.
Mr" desk is located near hers.
7. Theirs suggestion
r,r,as
unrealistic.
B. Our arppointment is jr,rst after vour.
122
STRUCTURE AND WRITTEN EXPRESSION
9. Your friends and mv friends
are coming to our partv.
10. You don't have vours gloves with you, but I have mine.
Srcu
23: PRONOUN REFERENCE
After you have checked that the subject and object pronouns and the possessives are used correctly, you should also check each of these pronouns and possessives for agreement. The following are examples of errors of this type that you might find on the TOEFL test. The cookies are for you, so please take it". Each person has to sign their'" application form.
In the first example, the singular pronoun lr is incorrect because it refers to the plurai noun cookies. This pronoun should be replaced with the plural pronoun them. In the second example, the plural possessive adjective their is incorrect because it refers to the singular each persorz. This adjective should be replaced with the singular his or his or her. The follorn'ing chaft outlines r,r,hat you should remember about checking pronoun reference. PRONOUN AGREEMENT 1
.
2.
Be sure that every pronoun and possessive agrees with the noun
it refers to.
You generally check earlier in the sentence for agreement.
EXERCISE 23:. Each of the following sentences contains at least one pronoun or possessive. Circle the pronouns and possessives. Draw arrows to the nouns they refer to. Then indicate if the sentences are correct (C) or incorrect (I).
I
1. If my friend calls, please tell (1hem) that I will return the call.
C
2. I don't like the idea because Qr)is too costly.
r--------]-
3. The tables at the restaurant are so large that it can seat 12 people. 4. The soup needs more salt
-
5. The girls ran too fast, and
because he does not taste very good. she fell dorvn.
WRITTEN
EXPRESSION 123
6. In the autumn, the tree lost its leaves. 7. The u'indows were
oDen, so
I closed it.
8. The travelers lost their way in the storm. 9. The boy got the box, and
he opened
it carefully.
10. The woman left their earrings at home, so she wasn't wearing them.
EXERCISE (Skills 2l-23\: Each of the following sentences contains at least one pronoun or possessive. Circle the pronouns and possessives. Then indicate if the sentences are correct (C) or incorrect (I).
1
They sold the car to you and I.
2.
Please tell your brother that
3. The bicvcle lost it front
4. Maftha
I need to talk to him.
rvheel.
was happy when her boss gave her a pay raise.
5. Just between us, I am not sure if we can trust them. 6. The mother talked to her son about his behavior. 7. I told his the trrth, but he didn't believe 8. You and
me.
she should look for thev.
9. The student left his notebooks in the
class, so he went back to get it.
10. If they don't have their car, we u,ill lend them ours.
-
124
STRUCTURE AND WRITTEN EXPRESSION
TOEFL EXERCISE (Skills 2l-23)z Choose the letter of the underlined word or group of worcls that is not correct. 1. Animals like frogs have rvaterproof skin that preventr thgy from drving out
ABC
quicklv in aic sLln, or wind. D
2.
Becartse of its abilitv to sur-vive close to human habitations, the
AB
Mrgilia
deer
has actually increased their range and nurnbers. D
C
3. John D. Rockefeller
r.r.as
the lounder of the Standard Oil Cornpanr,', and he
AE
was the richest man in the rvorld at the time of her re-tirement.
CD
4. The aor-ta arches 9!L d the heart, and then its moves dolr,n toward the lou'er
ABCD
bodv.
5. _G]g!ql
average temperatlu'es gr-g nou' .6 clegree.s Celsius \\'arnrer than rve
ABCD
u,ere 100 vears ago.
6. During the Civil
War, Clara Bafton became
AB
\"":y"
as the "Angel of the
Battlefield" for hers fearless care of rvounded soldiers.
CD
7. Our Sun is a medium-sized star orbiting
AB_T-
near- the edge
of a collection of stars
that our call the Milkv Way. D
8. Francis Scott Key n,rote the rvords to "The Star-Spangled
ABC
Bernner" as thev
stood alone u'atching the British bombardment of Fort McHenrv. D
9. Some scallops can open and close theirs r.alves and
AB
the."- are
CD
sr,r,,im
au'av rapidlv when
disturbed.
10. Pearl S. Buck began her first novel, East Wincl, West II'ind, 1n 1925, u,hile her
ABC-
r,r'as
traveling between the United States and China. D
WRITTEN
EXPRESSION 125
TOEFL REVIEW EXERCISE (Skills l-23)z Choose the letter of the word or group of words that best completes the sentence. 1. Although knives and forks prehistoric origin, spoons are relativelv ner.',. -
(A) (B) (C) (D)
of
3. A dip pen's nib is split into trvo halves at the point of the nib.
(A) who meet (B) which meet (C) they meet (D) meet
are
they are are thev rvhich are
2. Neptune's the planet in the direction opposite to the other seven
-
n-Ioons.
(A) moon Triton orbiting (B) moon Triton orbits (C) moon Triton in orbit (D) moon is in Triton's orbit Choose the letter of the underlined word or group of words that is not correct.
4. In
1785, Henry Knox rvas appoint the new republic's first secretary of war.
ABCD
5. Biophvsics is one of the various branch of
AB
C
physics. D
6. Unlike many great rvriters, Longfellow was an enormousl)' popular poet in him day
ABC
D
7. After Lincoln's assassination, Ford's Theater
r.vas
closed and par-ts of
A
conr,er.ted to government office space.
it
was
BC
8. Most of the Earrth! ice is found either in the two great ice caps of Antarctica
-A
-B
C
and Greenland and on the tall mountains of the rnorld. D
9. Except for a feu, species, such as the spotted salamander, the courtship of A salamanders are secretive and not often obserwed.
B-T-
D
10. Llnlike most mollusks, crustaceans outgrow their shells and need to build
AB
:gler3l completelv neu, casings throughout they lives.
126
STRUCTURE AND WRITTEN EXPRESSION
Sruu
24:
ADJECTIVES AND ADVERBS
Sometimes in the Written Expression section of the TOEFL test, adjectives are incorrectly used in place of adverbs, or adver-bs are incorrectly used in place of adjectives. Adjectives and adverbs have very different uses in sentences. Adjectives have only one job: thev describe nouns or pronouns.
It is a detiliorrr-Jut. ADJ. NOUN
r--__l is deliciotrs.
It
PRON.
ADJ.
In the first example, the adjective deliciotls describes the noun meal. In the second example, the adjective delicious describes the pronoun ir. Adverbs have three different uses. They can describe verbs, adjectives, or other adverbs.
H" r".iYt". letters o,,iLkh. VERB ADV.
It is a
--1 r--1 t ouickly written letter. ADV. ADJ.
NOUN
t---l r-i
t--_1
It is an extrertrclt' qtiicklv written lettbr. AD\'.
ADV.
ADJ.
NOTJN
In the first example, the adverb quickh describes the verb writes. In the second example, the adverb quickly describes the adjective vsritten (which describes the noun letter).In the third example, the adverb extremely describes the adverb quickly, which describes the adjective written (which describes the noun letter). The following are exan-rples of incomect sentences as they might appear on the TOEFL test. They were seated at a hlge$"^ ruil,". ADV. NOLJN The child talked sofi"^ to her mother. VERB ADJ.
we read un
story "*,Eul,rg ADJ. ADJ.
st.," .pJurc unbetieJabte. o[,Jo,r.
ADJ.
ADV.
In the first example, the adverb largely is incorrect because the adjective large is needed to describe the noun table.In the second example, the adjective soft is incorrect because the adverb softly is needed to describe the verb talked. In the third
WRITTEN EXPRESSION
example, the adjective ex,treme is incorrect because the aclverb extremely is needed to describe the adiective ktng.In the last example, the adjective unbelietable is incorrect because the adverb unbelievabf, is needed to describe the adverb quickly.
The foliorving chart outlines the imporlant information that you should remember about the use of adiectives and adverbs. USE OF ADJECTIVES AND ADVERBS Adjectives
Adjectives describe nouns or pronouns,
Adverbs
Adverbs describe verbs, adjectives, or other adverbs.
NOTE: A list of common word endings (including adjective and adverb endings) and exercises to practice their use are included at the back of tne text in Appendix c.You may want to complete these exercises (if you have not already done so) before you continue with Skills 24 throuqh 25.
EXERCISE 24: Each of the following sentences has at least one adjective or adverb. Circle the adjectives and adverbs, and label them. Draw arrows to the words they describe. Then indicate if the sentences are correct (C) or incorrect (I).
|
- r-.1
1. Her hair rvas an (unusuallv) color of red. The rvearher ir
GJiD6;fi"rt"bia ADV.
ADJ.
We attended a poor planned conference.
He talked slorvlv and carefulh: The composition u'as careftll prepared. She had an incredible ston'about her lons trip.
He sent me a quickl.r,'r,vritten note. The cat meou,ed sad. The children are hungrv and tired. The Iecturer spoke extr-emelv loud.
127
128
STRUCTURE AND WRITTEN EXPRESSIOI.
SKILL
25:
ADJECTIVES AFTER LINKING VERBS
Generallv an adverb rather than an adjective will come directlv after a verb because the adverb is describing the verb. st'," rrrlk" ,ri)"tt'. VERB AD\i
In this example, the verb spoke is follor,ied by the adverb nicely. This adverb describes the verb spoke. Horvever, you must be very careful if the verb is follor,''ed bv an adjective rather than an adverb.
f---l
She looks
ruice.
SUBJ,
ADJ.
In this example, the linking verb looks is follorved
alh*ing verb. A linking verb
b5'
is
the adjective nice. This adjec-
tir,e clescribes the subject s/ze. You should be sure to use an adjective rather than an adverb after a linking verb. Be careful, hou,ever, because the adjective that goes rvith the linking verb does not alu'ays directlv follow the linking verb.
v
r--ll
He seerls tmu.sually nice. AD\I. ADJ SL'BJ.
In this example, the adjectle nice, which describes the subject he, is itself described bv the adverb unttsually. From this example, vou should notice that it is possible to have an adverb directlv after a linking verb, but only if the adverb describes an adjective that follou,s. These sentences shou, the types of errors u,ith linking verbs that are common on the TOEFL test. The test looks ea-silr'! to rrle. Sall-n.-
feels unbelievable''' lu4:pt abottt the nervs.
In the first e-xample, the linking verb /oofts should be follor,i,ed by the adjective rather than the adverb easily.In the second example, the linking verb feels is follorved by the acljective happv. The incorrect adjective urtbelievable should be the adr,'erb unbelievablr, because it describes the adjective happ,-.
easy-
The follor,r,in-e charlt lists commonlv used linkin-e verbs and outlines the different uses of adjectives and adverbs after regular verbs and linking verbs.
WRITTEN EXPRESSION
ADJECTIVES AND ADVERBS AFTER VERBS
+
(subject)
v (regular
verb) +
(adverb)
A regular verb is followed by an adverb.The adverb describes the verb.
+
truul".tt A
(linking
verb)
I
+
(adjective)
linking verb is followed by an adjective.The adjective describes the subject.
Y (subject) + ll
(linking
t------------1 (adjective) I
verb) + (adverb) +
It is possible for a linking verb to be followed by an adverb and an adjective.The adverb describes the adjective, and the adjective describes the subject. Linking verbs:
appear
feel
seem
be
look
become
prove
smell taste
EXERCISE 252 Each of the follou'ing sentences contains at least one ad.iective or adverb. Circle the adjectives and adverbs, and label them. Drau, arrows to the u,ords thev describe. Then indicate if the sentences are correct (C) or incorrect (I).
I - C
1
.
Kathv looks (gorgeousl)' ) in that dress. ADV.
2. The children
have srort,n considerablv. AD\'.
Steve r.r,alked rapid to the corner to catch the bus.
The bovs bccame sick u,ith the fl-r. The mother closed the door careful. Tom appeared rather unhappilv at u,hat had happened. The choir menrbers sang enthusiasticalll,. The soup tastes too salt'r.. The book seemed easilv {'or the students.
In the late afternoon, the sun
sc-t
slou, in the rvest.
129
130
STRUCTURE AND WRITTEN EXPRESSION
EXERCISE (SkiIIs 24-25): Each of the following sentences contains at least one adjective or adverb. Circle the adjectives and adverbs, and label them. Draw arrows to the rvords thev describe. Then indicate if the sentences are correct (C) or incorrect (I). 1. The chef prepared a delicately sauce.
2. Matthew
feels terribly angry about the issue.
3. The swimmer swam
por,r,erful across the pool.
4. The receptionist ansu'ered the phonc'carefully. 5. The dishes in the sink were dinv. 6. The phv-sics exam seemed quite simply to 7. He
me.
acted unbelievablv rude.
8. The bumed toast did not 9. His decision
taste verv good.
rvas absolutely necessarv.
10. The iob applicant dressed carefullv for the irnpoftant inter-r,iew
-TOEFL EXERCISE (Skills 24-25\z Choose the letter of the underlined word or group of words that is not correct.
l.
Sounds quieter than 10 decibels are impossiblv for the human ear to hear.
A-
B
C
-T
2. Often the best farmland is next to a river that floods periodical.
ABC
3. The planet Mercury
ABCD
4. An
has a rnoderately
elliptical\ orbit.
1B-watt fluorescent bulb seems as brightly as a 7-5-'uvatt incandescent bulb.
ABCD-
5. Tlre telephone rvorks by changing the voice's sound
ABCD
sisnals.
waves into electrically
WRITTEN
6. In the northern United
EXPRESSION
States, two European species of small rvhite birch are
AB
extensive planted as ornamentals.
-_e-D_
7. Fifiv million Americans continue to smoke despite abundant evidence that
AB
smoking is extremely unhealthfully.
CD
8. The U.S. Military Academy sits on scenic heights overlooking bend in the Hudson River.
AB
CD
a strategically
9. The Erie Canal became so successfully at providing cheap transporlation that it was greatly g4qE94
CD
AB
betr,r'een 1835 and 1862.
10. The Infra-Red Astronomy Satellite (IRAS), launched in 1983, contained
a
A
-
special coded reflecting telescope that detected infrared rays.
BCD
TOEFL REVIEW EXERCISE (Skills l-25): Choose the letter of the word or group of words that best completes the sentence. 1. On December 17, 1903, the Flyer near Kitty Hawk, Norlh Carolina, with Orwille Wright as pilot.
(A) (B) (C) (D)
took off it took off taking off took it off
2. Comets are relatively small celestial bodies up chiefly of dirt and icy materials.
(A) (B)
make made (C) they make (D) make them
3. Researchers have long debated about moon Titan contains hvdrocarbon oceans or lakes.
(A) Saturn's (B) whether it is Saturn's (C) whether Saturn's (D) u,hether Saturn is a
1
31
132
STRUCTURE AND WRITTEN EXPRESSIOITT
Choose the letter of the underlined word or group of rvords that is not correct.
4. The 4gIgry action of the u'ind
AilCI
5. There
are tr.l'o rvav of making a gas condense: cooling
IABC-o
pfessure.
6.
rvears a\\rav softer layers of rock.
it or putting it under
Researchers have discovered that the application of bright light can
A__--B-
sometinres be uses to overcomejet lag.
-T-
7.
Saln-ron
D
qfg1trlgry mav include having to jump up u,aterfalls, swim up
AB
rapids, or climbing fish ladders at dams.
CD
8. If a strike is called in r.iolation of an existins contract
-t
B
-A
manasen-lent. its a rvildcat strike.
-C-
9. Snapping tuftles are easil-v recognized
AB-
arnd the shell
betrveen labor and
because of the large head, the long tail,
that seerns insufficientl)' to protect the body: D
-
-
10. The long string of genes pg\tng up a chromosome har,e been likened to a
ABCD
strin-s of pearls.
2o2o2o2o2o2o2o2 TOEFL POST-TEST SECTION 2 STRUCTURE AND WRITTEN EXPRESSION Time-25 minutes (including the reading of the directions) Now set your clock for 25 minutes. This section is designed to measure 1,-our ability to recognize language that is appropriate for standard rvritten Engiish. There are two tvpes of questions in this section, ',vitl.r special directions lor each tvpe.
Structure !,:fggqg4", These questions are incomplete sentences. Beneath each sentence rou uill sec forrr ntrrds or phrases, marked (A), (B), (C), and (D). Choose the one u'ord or phrase thar best completes the sentence. Then, on vour ans\ver sheet, find the number of the question and fiIl in the space that con'esponds to the letter of the ansrver vou have chosen. Look at the follori'ing examples.
Example
I
Sample Answer
The president
o
the election by a landslide.
@
(A) rvon (B) he r.von (C) r'esterdav (D) fo11unatelv
i!_/
.o
The sentence should re'ad, "The president u,on the election bv a landslide." Thercfore, vou should choose answer (A).
Example
II
When
Sample Answer
@
o o
the conference?
(A) the doctor attended (B) did- the doctor attend (C) the doctor rvill attend (D) the doctor''s attendance
\Y-/
The sentence should read, "When did the doctor attend the conference?" Therefore, \'ou should choose ansrver (B).
TOLlFL lest dir eclions and lormat arc rcfrintecl bt pcrnrission ()l ETS, thc coprright orvncl llcrrrerer; all eramples ancl test qu!'stii)ns are pro|ided br Pear\on Educalion, In.
STRUCTURE AND WRITTEN EXPRESSION
POST-TEST 133
2o2o2o2o2o2o20z lived on Earth for nearlv 150 million
t.
The ear is a fiexible organ, simply was not designed to withstand the noise of rnodern iiving. -
years.
-(A) Dinosaurs (B) Dinosaurs rvho (C) ff dinosaurs (D) Since dinosaurs
(A) but it (B) ir (C) but (D) its
Earlv printers arranged type into small, flat composing stick.
(A) (B) (C) (D)
a
In 1934, chemist Wallace Carothers produced a plastic u,hich nvlon.
-
words are rvords on rvords on the words are on
(A) (B) (C) (D)
along most of its length into an upper chamber and a lower chamber:
8.
-(A) The divided cochlea (B) Dividing the cochlea (C) The cochlea is divided (D) With a divided cochlea is an organic catall,st prehistoric humanity'.
134
grows, the shell in ',vhich As gro\r/s, too.
it lives
Iirst the Civil War r.vas fired from Fort Johnson upon Fort Sumter on April 12,
9. The
1861
-
usefril use alreadv made making it useful make use of
STRUCTURE AND WRITTEN EXPRESSION POST-TEST
.
-
(A) shot (B) shot in (C) shot rvas in (D) it was shot
a complex svstem Manv comntunities of iinguistic levels in order to shor,"' respect.
(A) (B) (C) (D)
calling
knou,n to
--
(A) rvas (B) u,hich rvas (C) r.vhich it (D) lvhich 5.
-
(A)- a mollusk (B) a mollusk it (C) has a moilusk (D) it has a mollusk
a. Yeast ,1
his call he called to call him
10.
Stalactites are formed in caves bv dissolved lime.
groundwater
(A) it contains (B) containing (C) contains (D) containment
2o2o2o2o2o2o2o2 1l
By stud-ving the movements of the Sun and Moon, el'en early astronomers cor,rld eclipses rvould take place.
(A) (B) (C) (D)
predicting rvhen
rr,,ith the power of flight.
-
(A) (B) (C) (D)
predict r.vhen
Ethiopia there
ir.r
n'ild in
the pror,ince of Kaffe, and from to southern Arabia.
(A) bringing it (B) it- u'as brought (C) brought it (D) brought r'r'ith it
pterosaurs
r,r,inged reptiles
is believed to have been the first veftebrates
u,hen it predicts the plediction rvhen
12. Coffee probably originalll- grelr'
13.
l4 A group ol
15
-
call calls called is callecl
On November 23, 1863, Grant str-rnned the Confeclerates on Missionarl Ridge with rvhat to be a full-dress rnilitar-v par-ade of troops uho unexpectedly opened fire.
(A) (B) (C) (D)
--
appeared
appearing appearance
apparent
Alabama n'as occupiecl bv the Frer.rch and to England in 1763. Spanish before
(A) rt as ceded (B) cedecl to it (C) it u'as ceded (D) ceded it
STRUCTURE AND WRITTEN EXPRESSION POST-TEST
135
2o2o2o2o2o2o202 Written Expression Directions: ln these questions, each scntence l-ras lour r-rnderlined u'ords or phrases. The four ur-rderlined parts ol the setrtcnce are rn:rrked (A), (B), (C), ar-id (D). Identilr the one underlined t'ord or phrast- that musl be changed in ot'cle'r'f'ol the sentencc to be colr-ect. Ther-r, on voilr ansuer- shect, find tl-re- nnmber of the qrrcstion :rtrd fill in the space that correspcrnds 1o the lettel of'the ansrier Ior-L harre choscn.
Look at the lirllorving eranrples.
Example I
Sample Answer
iDr
o o
The for,rr strinq on a violin are tuncd
ABCD
in
fif ths.
o"
The sentcnce shc>uld read, "The lottr strings on choose ansrt'er (B).
Example
a
r,iolin are tunecl in fifths." Therefore, l'ou s].rould
II
Sample Answer
@
o
The resealch lbr th.' book Rt.rol-s taking
o
-ABC
Aler Haler, tu'e-lve I'cars.
@
D
Thc sentence should read, "The research for thc book Rool.s took Aler Halev tuclve vears."'fhelefore, vou should choose anster' (C).
T()ElL t.\1
136
STRUCTURE AND WRITTEN EXPRESSION POST-TEST
dir c.lions lrnd lor nrrl ar. rcpr irrt.'cl !r per nri:riLrn oi ETS, tlrc copr r iqht ou rrcr. l lrrrr. rrt rll f \.i1npl( s rn(l le't (tIr'\l jr)n\ ere Drr,r itlcd br Pr.rrr,,n F:LlLlr'ati,,D Inr.
2o2o2o2o2o20202 16. Vast flou's of information is carried on hair-thin fiber-optic cables.
ABCD
17. Thecraftingofllneviolinshasbeenproceeciingforser,.eralcenturn,asalsecretart.
ABCD 18. Linguistic conflicls duc to dividecl ethnic
n -e
zrnd nationai lol'alties can be both
bitter cll violent.
c-o
19. In 1851,uiththepr-rblicationof hersantislaver-r'no'"'el,HarrietBeecherStou,erocketedtofame.
-B-
A
C
D
20. The smallest iincl simple living organisms on Earlh are bacteria.
n-eCD
21. The effort to delermine the eract numcrical r':rlue of pi has norv reach 2.16 billion decirnal digits.
ABCD
22. Thc h:rrrmerheacl sh:rrk is ustr:rl
for-rnd
A
in r,r'arm, tempel.ate \laters.
S -C
-O
23. PrincetonUniversitr",u'hichrvasestablish irt1716, isoneof theoldestr,rniversitiesintheUnited
AB-CD
States.
2:1. According to a Wbrld Resour-ces lnstitr-rtc report, a sienificant part of forest acreage disappear each vear. D
25. The Earth's crttst is contposed of
1-5
plates rihicl'r float on the partiallr,molten lar.er belou,thev.
ABC
D
26. As one climbs high up a ntountain, the air becomes both colder or thinner.
A
B
C-D
27. Whc'n a bone is broke into scveral pieces, doctors mat pll the pieces together lor proper healing.
AtsCD
28. The long necks ol much plant-c:iting dinoszrurs u,ere usehrl for reaching
ABC-D
29. Hippocrates bclicvecl that good health uas clependentlv on A
B-
the-
Lrp
to thc treetops to
feecl.
balance of the four fluids o1 the
C
D
bod.,:
STRUCTURE AND WRITTEN EXPRESSION
POST-TEST 137
2o2o2o2o2o2o2o2 30.
A
jet stream is a flat and narrorv tube of air that moves more rapid than the ,1urroulding ail B
A
31. Because mistletoe berries are poisonous,
D
C
ever-r,'one r.vith
Christmas decorations containing p
A
mistletoe need to be ar,r'are of the potential danger T\
C
32. When Pierre LEnfant de.signed the national capital in 1791, her envisioned
ABC
a broad bor-rlevard
]!1]<119 the White House and the Capitol. D
33. In a copperhead 91e\q, the venom
ABCD
flor,r's
from
er
single venom glands to a pair of hollou, teeth.
34. A harvk sr,r,allor.r's its food in large pieces, digests some of it, and regurgitating the rest. A
B
D
C
35. Defects can occurling rvhen liquid helirrnr under-goes a phase trar.rsition to its superflr-rid
ABC_b
phl'rse.
36. Cavemen created a large amount of earlv u,orks of art usin,g a mixture of clar', chalk, and burned B
A
C
.,r,ood and bones. D
37. Variations in melodv, rhythm, and tone of voice becomes a major feature of child speech toward
-A
B
D
C
the cnd of the first vear.
38. As a protectir,e protein molecule, an antibodr, can combines l'tth u for-eign rrirus protein.
ABCD
39.
Thc. \\'ater moccasin is a high venomous irnd ertremelv dangerotts
pit viper.
ABCD
40. Though aluminum is more common than iron, it is extren'relv difficult to break their hold on
ABC other atoms. D
This is the end of Section 2. lf you finish before 25 minutes has ended, check your work on Section 2 only.
@@@@)@@@ 138
STRUCTURE AND WRITTEN EXPRESSION POST-TEST
2o2o2o2oZoZoZo2 When you finish the test, you may do the foiiowing: . Turn to the Diagnostic Chart on pages 357_363, and circle the numbers of the questions that you missed.
.
Turn to the Progress Chart on page 353, and add your score to the chart.
STRUCTURE AND WRITTEN EXPRESSION
POST-TEST 139
SECTION THREE
READING COMPREHENSION
3a3a3a3a3a3a3a
3
DIAGNOSTIC PRE-TEST SECTION 3 READING COMPREHENSION Time-55 minutes (including the reading of the directions) Norv set your clock for 55 minutes. This section is designed to Dreasure vour abilitr, to read and unclerstand short passa-ses sin.rilar in topic and stvle to those tlrat students are likelv to enc()Llnler in North American trniversities and colleges. This section contains reading passages and questions about the passages.
Directions: In this section vou rvill reacl ser,er:rl passages. Each one is lollor,l'ed br, a nurnber o[ .t.rcstion-s atror-rt it. You are to choose the one be-t ansiler, (A), (B), (C), or (D), to each qr-re.stion. Then, ()n vour ilns\\'er sheet, find ll-re number of the c;uestion and fill in the space that corresponds to the letter ol the ansrver vou har,e chosen. Ansu'er all questions about the information in a passage or.r the biisis of rvhat is stated or implied in that passage. Re:rd the
folkxling pass:ige:
John Quincv Ad:rms, u'ho sen,ed ris the sixth president of the United Stales from 1825 to 1829, is todav recognized for his n.rasterill statesmanship and diplomacl'. He dedicated his life to
public sen'ice, both in the presidencv and in the varicir-rs other political offices that hc held. Line Throughout his political career he demonstrated his unsu'en,ing belief in freedom of speech, the (5 ) antislavc'r1' cause, and the right of Americans to be free li'om European and Asian domination.
Example I
Sample Answer
@
o
To u,hat did John Quincv Adams devote his life?
(A) Improving his personal lile (B) Serving the pr-rblic (C) Increasing his tortune (D) Working on his private business
@ @l
According to the passage, John Ouincv Adanrs "cledicated his lite to public sen,ice." Therefore, vou should choose ansu'er (B).
Example
II
Sample Answer
In line 4, the u,ord "unsu,en'ing" is clost'st in meaning
tcr
@ @
o
(A) r.noveable (B) insignificant (C) unchanging (D) diplomatic
@
The passage states that John Quincv Aciams clemonstrated his unsu'en'ing belief "thloughout his career." This irr.rplies that the bcliel clid not change. Therefore, vou should choose ansrver'(C).
IOhFI- 1!'st dir (.t i('nr rnl lormnl ar L' r'epr int.rl L)\ l\.r Dr r\\ri jt .rl ElS, thL L,rprright orvntr'. [{orterct.:rll erartrpl...rn.i tr.t qrra\!iL)Di rr r Pr r,r i.i.rl br Pt et tort F-riurrlr,,n Itr. )
READING COMPREHENSION PRE-TEST
143
3 a 3n 3 a 3 a 3 a 3 a 3 a Questions
llrre (5 )
l-9
'fhe largest dianror.rd ever fbtrnd is the Cr"rllinan Dian.rond. This diarrrond u'eighed 3,106 carats in its uncrrl state rrh.,rr it u'as discc-rveleci in Sor"rth AIrica on Januan 25, 'l905. The Cullir-r:rn l)iamond \\'as cLlt into 9 ma.jor stones and 96 smallel ones. The larqc-st of thc cut stones, and still the largest cr-rt dianrond in the rvolld, is the pear-shaped Cullinan I at 530 carats. Tlris cliamoncl, u'hich is also knou,n iis the Greater Stzrr- of Afric:r, is more than 2 inches (5.4 cm) lorrgand I.75inches(4..1 cm)ri'ide. Itbecamepartof theBritishcrou'r.r.ien,elsin I907. What is the best tille for this passare?
(A) (B)
4.
DianronclCr-rtting The World's Biggest Diamond, Uncut ancl Ctrt
(C) Measuring Diamonds in Carats (D) The British Crori n Jeu'els 2.
The u'ord "ttncut" in line 2 is closest meaning to u hich of the follot ing?
The
t'ord "discovered" in line 2 is closest
Unnalulal Pear'
\4/hole'
READING COMPREHENSION PRE.TEST
(A) (B)
e
(D)
3,106
e6
l0s
ir-r
Finished
(A) created (B) fbund (C) buriecl (D) u'eighecl
It can be inlcrrccl lrom the passage that the Cullinan Diamond u'as cLlt into hour mzrnv total stone's?
(c)
(A) (B) (C) (D)
in meaning to
144
3
5.
The rvord "nrajor" in line 3 cor.rld best be replaced br
(A) (B) (C) (D)
r'u'ell-knort'n
militar-r natural bie
3a3a3a3a3a3a3a 6. Which of the lollou'irrg is NOT true about Cullinern
l?
(r\) It \\'as cut from thc Cullinan Diamond. (B) [t iveighs 3,106 carats. (C) It is the biggest cut diamond ir.r the ri,orld. (D) It is sometimes called tlre Greater Star
3
8. According to the p:rssaee, u,hal happened to Cullinan I?
(A) It rent:rined in Africa. (B) lt \\'as cut into smaller stclrles. (C) lt \\'as clrt ancl changecl into the (D) It
Greater Star of Africa. bet:ame the propertr of thc- British
Roval familr'.
ol Ah'ica.
9. Where 7. All ol'the lbllorving are tnte abor-rt the slr:rpe ol the Greater Star of Africa F'XCEPT
(A) (B) (C) (D)
that
it is in the shl;rc of a pear it is -5.4 centinretels long it is lonr:er than it is ri'ide it is 4.,1 inches u'idc
ir-r
the passage does the:ruthor
mention the Cullinan Diamond's ri'eisht rvhen it rr'as mined?
(A) Li'es r-2 (B) Line 3 (C) Lines .1 5 (D) Line 6
READINGCOMPREHENSIONPRE-TEST 145
3a3a3a3a3a3a3a
3
Questions 10-20 Coca-Cola n'as invented in 1886 by Atlanta pharmacist John S. Pemberton. The name for the product rvas actuallv proposed bv Pemberton'.s assistant, Frank Robinson. The name rvas taken from the two most unusual ingredients in the drink, the South American coca leaf and the Afr-ican
Line (5)
c<>la
nut.
The recipe for todavt Coca-Cola is r,'etl u'ell guarded. Manv o[ the ingredic-nts are knorvn; in addition to coca leaves and cola nut, thev include lemon, orange, lime, cinnar.non, nutmeg, vanilla, caramel, and sugar. The proportions oF the ingredients and the identitv of Coke'.s secret ingledients are knou,n bv onlr, a ferv of the Coca-Cola Company's sc.nior corporate officers. 10.
The passage mainlv disctrsses
14. A "recipe"
(A) the success of the Coca-Cola Companv (B) the unusual ingredients in Coca-Cola (C) John S. Perlberlon (D) Coca-Cola'-s recipe and rvho developed
-5
is
(A) information about drrgs (B) (C) (D)
it
ll.
in line
for
a
pharmacy a descripti<;n of horv 1o prepare something an accounting statement a corporate organizational plan
According to the passage, u'ho created Coca-Col:r?
(A) (B) (C) (D)
l5 The passage states thiit the recipe for Coca-Cola is
The Coca-Cola Company John S. Pemberton Pemberlon'sassistant Frank Robinson
(A) (B)
u'ell knor.r,n knou,n by onlr a limitecl ntrmber of people
(C) unknou,n (D) ptrblishcd infbrmation
12. The rvord "unusual" in line 3 is closest in
meaning to
(A) uncommon (B) important (C) unused (D) tastv I -1.
t6. Which o[ the follou,ing is NOT mentioned as an ingredient of Coca-Cola?
(A) (B) (C) (D)
Which of the tbllorvine is NOT trtre about
Orange leaves Nutmeg
Citrus i'r-uits Strg:ir'
the name Coca-Cola?
(A) (B) (C) (D)
146
The name "coca" comes from the coca leaf.
The name "cola" comes lrom the cola nut. Frank Robinson suggested the name. The inventor came Llp with the name.
READING COMPREHENSION PRE-TEST
tl
The rvord "secret" in line 7 could best be
replaced bv
(A) (B) (C) (D)
unrevealecl
delicious business speechless
3a3a3a3a3a3a3a 18. It can be inferred from the passage that
(A)
the public knorvs all the ingredients in
(B)
the public is n()t sure that coca ieaves are used in Coca-Cola the public does not know hor.r'manv cola nuts are used in a batch of
(C) (D)
Coca-Cola
Coca-Coia
no one knorvs the exact proporlions of ingredients used in Coc:r-Cola
3
19. The.,vord "senior" in line 8 could best be leplaced
(A) (B) (C) (D)
b1.
tr'rstrvorthy high-levei more matlrre reallv decisive
20. Where in the passage does the author mention rvho gave Coca-Cola
i1s name?
(A) Lines 1-2 (B) Lines 3-4 (C) Line 5 (D) Lines 7-8
READINGCOMPREHENSIONPRE.TEST 147
3a
3n 3 a 3 a 3 a 3 a 3 a 3
Questions 2l-30
Llne (5)
Most people u'c-ruld sav that the u'orldi tallest mountain is Mount Everest. This rnourrtain in the Himaiavas is.just or.er 29,000 feet high. Hou'ever, if nrountains are measured a little bit differentll then the tallest mountain on lrarth is Mauna Kea, in the Halvaiian Islands. Mauna Kea is onlv aboLrt 14,000 feet above sea level, so in comparison to Mount Erret'est it just does not look anlrr,here near as high as lVlount Everest to a pel'son standing zrt sea ler,el. Nlauna Kea, h<;u'ever, does not begin at seer level. It rises ft-om an ocean floor tl-rat is more than 16,000 f'eet belorv the surface of thc'r'n'ater'. This mottntain therefore measllres nrore than 30,000 feet from its base to its top, making it :r higher mountain than Mount Everest.
2l The main idea ol'lhe pirssage is that
(A)
Mount Er.er-est is the r,r'orld's tallest
(B)
rnorrn tairr Mor-rnt Everest and Mar.tna Kea are ioczrted in different parts
25
(A) (B) (C) (D)
u'orld
(C) Mauna Kea's base is belorv sea level (D) Mauna Kea could be considerecl the
,1
Man1" people believe
it is the u'orld's
tallest mountairr. It is part of the Himalavas.
(B) (C) It is over-29,000 Ieet high. (D) it lises from thc ocean floor:
27.
noticeablv
(A) (B) (C) (D)
148
ir.r the passage that Mauna Kea does not seent as tall as Mount Everest
people clo not want to look at it part of Mauna Kea is under'\\:ater Mount Everest has more snou, Mauna Kea is in a different part ol'the
rvorld tl-ran Mount Er,'erest
soon
barelv recenth'
closest in meaning
"in comparison to" in lines could best be replaced bv
It is implied
(A) (B) (C) (D)
replaced by
24. The expression "a
-5
because
23. The u,ord "jtrst" in line 2 coulcl best be
(A) (B) (C) (D)
and
(A) close to (B) in reiation to (C) as a result of (D) becar-rse of
Which of the follo'"r'ing is NOT stated about Mount Er.'erest?
(A)
14,000 feet 16,000 l'ect 29,000 teet 30,000 feet
26. The erpression
tallest nrorrntain in the rvor-lcl 22
According to the passage, Mauna Kea is horv far above tl.re level of the .,vater?
28
little bit" in line 3 is tcr
a smzrll size
quite -somervhat
extremelv
READING COMPREHENSION PRE-TEST
The u'ord "f'loor" in line 7 coulci best be repiaced br'
(A) carpet (B) bottom (C) roof (D) urarter
3a3a3a3a3a3a3a 29. The passa-qe indicates that Mauna Kea
(A)
measures 16,000 feet from top to
bottom
(B) is completelv covered r,r'ith rvater (C) is more than half covered b1' ri,'ater (D) is 1,000 feet shorter tl-ran Mount
3
30. Where in the passage does the author mention Mount Everest's total height?
(A) (B) (C) (D)
Lines 1-2 Lines 4-6 Line 7 Lines 8-9
Everest
READINGCOMPREHENSIONPRE-TEST 149
3a3a3a3a3a3a3a
3
Questions 31-40 When Columbus arrived in the Americas in 1492, there r.r'ere already an estimated thirtv to rnillion people living in North and Sorrth Anrerica. It has there{bre' been quite easv for some to refute the idea that Columbus "discovered" America. Hor.v and rvhen these inhabitants came to Line America has been the source of much scientific research and discussion. (s) Most archeologists agree that the first. Americans, the tr-r-re "discot,erers" of America, came from northeastern Asia. There is also a considerable amount oI proof that inhabitants har.'e been in the Americas for at least 15,000 vears. To get to the Americas, these people had to cross over the -55-mile-rvide Bering Strait that separates Asia and North America. According to one theon', these people crossed over during ( t0) periods rvhen a land bridge existed betu'een the tr.r'o continents. During Ice Ages, so much of the Earth'.s \\'ater was frozen that the sea levels dropped, and it u,as possible to r,r'alk front Asia to Norlh America. tbrt-"-
.
31
What is the authorrs main purpose? (A)
"t+
.
It is impliecl in the passage that
(A)
To explain hor^,' Columbus discovered
America (B) To shou' ftsr,l' people came to America before Coh-rmbus (C) To demonstrate the importance to archeologists of nor-theast.ern Asi;r (D) To explain ho'uv to cross the Bering
(B) (C) (D)
Strait JZ.
In
1492, horv manv people u,ere probabir
in the Americas?
(A) Fer.r'er than thirtv million (B) Eractlr thirtr nrillion (C) Forty million or feu'er (D) At least fortv rnillion JJ.
The u'ord "refute" in line 3 is closest in meaning to
(A) (B) (C) (D)
150
theorize
support contradict de{'end
READING COMPREHENSION PRE-TEST
Columbus was reallv the first person in America scientists are sure about America'-s
first inlrabitants Columbus arrived at almost the same time as America's first inhabitants all is not knorvn about Americat first
inhabitants 3-5.
There is general agreement that the first people r.r,ho camc to North America came
lrom
(A) Europe (B) South America (C) northeastern Asia (D) Afiica 36. The rvord "considerable"
in line 6 could best be replaced by which of the foilou'ing?
(A) Large (B) Weak (C) Well-knorvn (D) Considerate
3a3a3a3a3a3a3a word "separates" in line 9 is closest in meaning to
37. The
(A) (B)
differentiates divides
(C) joins (D) crosses 38
Which of the follorving is NOT stated about the Bering Strait?
(A) lt is 55 miles u'ide. (B) It separates North America and Asia. (C) It r,vas probabll'a land bridge during (D)
the Ice Ages. It is a land bridge todav.
3
39. The u'ord "frozen" in line 11 could best be
replaced bv
(A) cool (B) dirty (C) solid (D) r,r,'et 40. Where in the passage does the author rrention hou'long people have probably
been in the Americas?
(A) (B) (C) (D)
Lines 1*2 Lines 3-4 Lines 6-7 Lines 8-9
READING COMPREHENSION PRE-TEST
151
3a3a3a3a3a3a3a
3
Questions 4l-50 Alpha Cerrtauri is zr triple-stal'svsten1. One ol the three stars in Alpha Ceutauri is Prorinra Centauri, u,hich is the ne:rrest slilr to the Earrir, e\cept of course fol tl-re Sun. The nanre "Prorima" comes {rom a Lalin uord r'r,hich means "close." Lirte Even though Prorima Centauri is the closest star to the Earth outside of our solar svstem, it is (5) not reallv ckrse. lnterstellar distances are so large that thev are almost impossible to im:rsine. A person traveling in a modern spacecraft rvould nrit arrive at Pr-oxima Cer.rtauri u'ithin this lifetime , or the next, or even ten lifetimes because the clistance is so great. Light travels al a speed o1'186,000 mile's pcr seconcl, ancl it still takes light nrore than four'leals to travel fi'om Prorima Centartri to the
(10)
Earth.
Alpha Centauri can be easih'seen in the night skv u'ithout a telescope from certain palts of the Earth. lt is the thir-d brightest star in the skv, out of approximatelv 6,000 visible stars. It cannot be secn from most parls of the United States because most of the United States is too far north; hon,er.er-, it can be seen from the sorrthern parts of the southernmosl stares.
-lL
44. "lntelsle]lar distances" in line
is the closest stars to the Earth n'roden.r space travel the speed of light interstell:rl distances
The n-rain sr.rbjr-cl o[ this passage
(A) (B) (C) (D)
5 ale
(A) (B)
distances betu,een stals distances betu'een the Earth:rnd
(C)
distances rneasured bv the speed of
(D)
distances from the Sun to each of the planets, inclr-rdin.s the Earrh
various
sterrs
rrgnt
42. The passage indicatcs that u'hich of the l'ollou'ing is NOT
true?
(A)
Alpha cerltatrri is c.mposetl o[
(B)
\lat'S. Proxin-ra Centauri is the closcst steu
(C)
the
thrt'e
Ear.th.
Proxinra Centauri is one of the stars
Alpha
to in
Cc-ntauri.
(D) It is possible to see Alpha Ccnt:ruri frorn the Ear-th. 43. The r,r'ord "comr-s" in line 3 coulcl best be replaced br'
(A) (B) (C) (D)
152
travels is derir"cd
is directed r'isits
READINGCOMPREHENSIONPRE-TEST
45. ltcan hc inrr'r.ed ll.om tlrc Dassrsc that il
a
person left in one of toda-v's spacecralts' he or she u'ould at'rive at Alpha Ccnteuri
(A) (B) (C) (D)
rrithin this liletime u'ithin the next lifetinre u,ithin ten lifetimes alier more than ten lifetinres
-16. The u'ord "great" in line 7 coulcl best be replacecl bv u hich of the fc.rllorr ing*?
(A) Fanrotrs (B) Well-knorrn (C) Accomplishecl (D) Big
3a3a3a3a3a3a3a 47. Which o[ the follou'ing is tn-re according to
passage? (A) Light travels at 186,000 miles per hour. (B) A person cotrld travel from Earth lo Proxima Centauli in firul vears. (C) Li-eht lrom Proxin-ra CL-ntalrri reaches the Earth in more than four vears. (D) It is 186,000 miles liom the Earth to Prorim:r Ccntau'i. the
48. Thr' ri'ord "brightest" in lirre 1 I could best be replaced
(A) (B) (C) (D)
bv
49. lt can be inferred from the
3
passage that
from Alaska Alpha Ce'lrtauri is
(A) (B) (C) (D)
alu'avs visible
frequentlv visible occasionailv visible never visible
50. Where in the passage does the author explain hon'last light can travel?
(A) (B) (c) (D)
Lines l_2 Line '5 Lines 7-9
Lines 10-1 I
smar-tt: st
palest sl'riniest l:rrgest
This is the end of the Reading Comprehension Pre-Test.
@@@@@@@ When vou finish the test, vou mav do the follorving: o Turn to the Diagnostic Chart on pages 357-363,
and circle the numbers of the questions that vou n-rissed.
o Turn to the Progress Chart on page 353, and add vour score to the chart.
READINGCOMPREHENSIONPRE-TEST 153
READING COMPREHENSION The third section of the TOEFL test is the Reading Comprehension section. This section consists of fifty questions (some tests mav be longer). You have fifty-five minutes to complete the fiftv questions in this section. In this part of the test 5'ou rvill be given reading passages, and you will be asked two tvpes of questions about the reading passages: l. Reading Comprehension questions ask vou to answer questions about the information given in the reading passages. There will be a varietv of questions about each reading passa-qe, including main idea questions, directly ansrvered detail questions, and implied detail questions. 2. Vocabulary questions ask vou to identifi,'the meanings of vocabulary rvords in the reading passages. To ansrl,er these questions, y-ou may have to know the meanings of the words. You can also identifi' the meanings of some of the words bv understandine the context surroundins the rvords.
GENERAL STRATEGIES
1.
familiar with the directions. The directions on every TOEFL test are the same, so it is not necessary to spend time reading the directions carefully when you take the test.You should be completely familiar with the directions before the day of the Be
test.
2. Do not spend too much time reading the passages!You do not have time to
read passage each reading in depth, and it is quite possible to answer the questions correctly without first reading the passages in depth. Some students prefer to spend a minute or two on each passage reading for the main idea before starting
on the questions. Other students prefer to move directly to the questions without reading the passages first.
3. Do not worry if a reading passage
is on a topic that you are unfamiliar with. All you of the information that need to answer the questions is included in the passages.You do not need any background knowledge to answer the questions.
4.
Never leave any questions blank on your answer sheet. Even if you are unsure of the correct response,you should answer the question.There is no penalty for guessing.
154
READING COMPREHENSION
THE READING COMPREHENSION QUESTIONS The Reading Cornprehension section of the TOEFL test consists of five reading passages, each follou,ed bv a number of reading comprehension and vocabulary questions. Topics of the reading passages are varied, but they are often informational subjects that rr-right be studied in an American university: American history literature, art, architecture, geology, geographv, and astronomy, for example. Tir-ne is definitelv a factor in the Reading Comprehension section. Manv students u'ho take the TOEFL test note that they are unable to finish all the questions in this section. Thereiore, vou need to make the most efficient use of your time in this section to -qet the l-righest score. The following method is the best way of attacking a reading passage to get the most questions correct in a limited amount of time.
STRATEGIES FOR THE READTNG COMPREHENSTON QUESTTONS
the reading passage to determine the main idea and the overall organization of ideas in the passage. You do not need to understand every detail in a passage to answer the questions correctly. lt is therefore a waste of time to read the passage with the intent of understanding every single detail before you try to answer the questions.
1. Skim
2. Look ahead at the questions to determine what types of questions answer. Each type of question is answered in a different way.
you must
the section of the passage that deals with each question. The question type tells you exactly where to look in the passage to find correct answers. . For main idea questions, look at the first line of each paragraph. . For directly and indirectly answered detail questions, choose a key word in the question, and skim for that key word (or a related idea) in order in the passage. . For vocabulary questiont the question will tell you where the word is located in
3. Find
.
the passage. For where questians, the answers are found anywhere in the passage.
the part of the passage that contains the answer carefully. The answer will probably be in the same sentence (or one sentence before or after) the key word or
4. Read
idea.
the best answer to each question from the four answer choices listed in your test book. You can choose the best answer according to what is given in the appropriate section of the passage, eliminate definitely wrong answers, and mark your best guess on the answer sheet.
5. Choose
The following skills rvill help voll to implement these strategies in the Reading Comprehension section of thc' TOEFL test.
155
156
READINGCOMPREHENSION
Srcrr 1: MAIN IDEA QUESTIONS Almost every reading passage on the TOEFL test r,iill have a question about the main idea of a passage. Such a question mav be worded in a variety of ways; you may, for example, be asked to identify the topic, sttbject, title, primnry idea, or ttnilt idea. These questions are all reallv asking rvhat primarv point the author is trving to get across in the passage. Since TOEFL passages are generallv rvritten in a traditionallv organized manner, it is not difficult to find the main idea bv studying the topic sentence, u,hich is most probabll' found at the beginning of a paragraph. If a passage consists of onlv one paragraph, vou should studv the beginning of that paragraph to determine the n-rain idea. Example I
The passage: Basketball uras invented in 1891 bv a nhvsical education inst@rsachusetts, tyin" name of James Naismith. Because of the terrible rr,eather in u'inter, his phvsical Line edtcation students were indoors rather than outdoors. They (5) reallv did not like the idea of boring, repetitirre exercises and preferred the excitement and challenge of a game. Naismith figured out a team sport that could be piayed indoors on a gvrnnasium floor, that invoh,ed a lot of running, that kept all team members involved, and that did not allow the tackling and (10) phvsical contact of American-stvle football. The question: What is the main idea of this passage? (A) The life of James Naismith (B) The histor-1,- of sports (C) Phl,sical education and erercise (D) The origin of basketball
The first sentence of this passage discusses the inveriion of'basketball, so this is probably the topic. A quick check of the rest of the sentences in the passage confirms that the topic is in fact the beginnings of the sport of basketball. Now vou should check each of the ansrt'ers to determine which one comes closest to the topic that you have determined. Ansrru,er (A) mentions James Naismith but not basketball, so it is not the topic. Ansu,'er (B) is too general; it mentions sports but does not mention basketball. Ansrver (C) is also too general; it mentions physical education but does not mention basketball. The best ansr,ver is therefore ansu,er (D); the origin of basketball n-reans that the invention of basketball is going to be discussed.
READING COMPREHENSION
If
a passage consists of more than one paragraph, vou should studv the beginning of each perragraph to determine the main idea. Example
II
The passage: Earl)' maps of the North American continent showed a massivt' rivcr that began in the RlrcLI Mountair.rJl,r*"d into tt-re Creat Silt Lake, and from there continued r,r,estr,vard into Line the Percific Ocean. This rir,er, named the Buenaventura River, on (5) some maps rivaled the great Mississippi River. Ihi:g:th&g!_ifqrg1[q,I{se does not exist. Perhaps zrn ea.h-rru.p-aker hr,'fx,thJsizrd ihat strcn a river probablv existed; perhaps a smaller rir.er u,as seen and its patlr from the Rockies to the Pacific \\,as assumed. As late as the middle of the (10) nineteenth centuln', this river rr",as still on maps and explorers u,erc still searchins for it. The question: Which of the following r,r'ould be the best title for this passage? (A) Earlv M:rps of Norlh America (B) A \qlEtitt"lt $\'cr on 41pt (C) A Comparisorr of the Buenaventura and the Mississippi Rir,ers
(D) Rivers in Mvthologv
In a passage r,vith more than one paragraph, you should be sure to read the first sentence of each paragraph to determine the subject, title, or main idea. In this example, the first sentence of the first paragraph indicates that the first paragraph is about a river on earlv nnps of North Arnerica. If you look at onlv the first paragraph, you might choose the incorect answer (A). The first sentence of the second paragraph indicates the river does not eri.s/. Answer (C) is incorrect because a comparison with the Mississippi River is onlv one small detail in the first paragraph. Ansrver (D) is incorrect because this passage is not about mythologv. The best answer to this question is anslr,er (B); the first paragraph sa-vs that the ritter is ort ntaps, and the second pzrragrapl-r savs that Ihe river does trct exist.
157
158
READINGCOMPREHENSION
The following charl outlines the kev information that you should remember about main idea questions. MAIN IDEA QUESTIONS HOW TO IDENTIFY THE QUESTION
What is the topic of the possage? What is the subject of this passage? What is the main idea of the passageT What is the author's main point in the passage? With what is the author primarily concerned? Which of the followinq would be the best title?
WHERE TO FIND
The answer to this type of question can generally be determined by looking at the first sentence of each paragraph.
THE ANSWER HOW TO ANSWER THE QUESTION
'1. Read the first line of each paragraph.
2. 3. 4.
Look for a common theme or idea in the first lines. Pass your eyes quickly over the rest of the passage to check that you really have found the topic sentence(s).
Eliminate any definitely wrong answers and choose the best answer from the remaininq choices.
TOEFL EXERCISE 1: Studv each of the passages, and choose the best answers to the questions that follow. In this exercise, each paragraph is follorved bv rrlo main idea, topic, or title questions so that voll can practice this type of question. On the TOEFL test, one passage u,ould probably not have trvo such questions because thev are so similar. PASSAGE ONE (Qtrcstions 1*2)
Most of the ice on the Earth, ciose to 90 pelcent of it, is covering the surface of the continent Antarctica. It does not snow very much in Antarctica, but vnhatever snow does fall remains and grorvs deeper and deeper. In some areas o{'Antarctica, the ice has perhaps been around for as much as a million vears ancl norv is more than two miles deep. 1. The main iclea of the passage is that
(A) the Earth is a cold planet (B) most of the Earlh s ice is found in
Antarctica
(C) it snows more in Antarctica
than
in anv other place on E,arth (D) Antarctica is onlv trvo nriles rvide but is 90 oercent ice
2. 'f he best title for the passage is
(A) (B) (C) (D)
Snorvfall in Antarctica The Ic1' Earth The Cold, Cold Snor,r, The Cattses of Antarctica's Ice Pack
READING COMPREHENSION
PASSAGE T1,l!O (Que.stiorts 3-4)
Lirte
(.5)
'fhe ertrenlelv hot irncl htrmid weather that occurs in the Unitecl States in Julv ancl August is commonh'called the "dog da1''s" o[ sumrner. This name comes from the star Sir-ir.rs, u'hich is knt>rt'n as the Dog Star. Sirius is the brightest visible stzr4 and in the hot summer monlhs it rises in the east at approximately the same time as the Sun. As ancient people sar,u'this star rising r,iith the Sun u,hen the rveather was at its hottest, thev be'lieved tl"rat Sirius rt'as tlre cause of the additional heat; ther,'belier-ed that this bright star added i1s heat to the heat of the Sun, and these tu,o together macle summer u'eathc-r' .so unbearabl', hot.
3. The topic of this passage is
(A) (B)
horv dogs like to plzw'dr"rring the sunlffler the callses ol'hot and hrrmid r,'u,eathet'
(C) rvhv the hot sumlner
4. The main idea of this passage is that (A) the name for the sunrmer davs carne fror-n Sirius, tlre Dog Star (B) dogs generallv prefer hot sumnrer cla.\,s
dar.s are
knon'n as the "dog davs"
(D) the davs that dogs pr-efer
(c) the l-rottest da'us occur- in the sllmmer because oltthe movements of the Strn and stars (D) Sirir.rs rises at almost the same time as the Sun during the sunlmer rrronths
PA.SS.IGE THREE (Questions 5-6)
Line
(5)
(10)
The term "primitive art" has been used in a varietv of r,r,al,s to describe rvorks ancl stvles rlf at't. One 'u'n'al that this term has been usecl is to describe the earlv pc.riocl u,itlrin the development of a cet'tain st1'le of art. Another \\'av that this term has been usecl is to dc'scribe at'tists rvho hale rcceivecl little professional training and u,ho demonstrate a nontraditional naivete in their u'ork. A u'onderfttl example' of this second trpe of primitive artist is Grandma Moses, l,lrc-> spent all herr Iifc living on a farm and wnrking at tasks normallv associated rvith t'arnr liFe. She did not begin paintir-r-e until she reached the age of ser,entv-sir. rvhen she sr,i'itched to painting ll-om embloiderv because the ar-tl'rritis in her hands macle embroiden'too difficult. Totalh'without formal education in art, she began creating panclranlic images of everydav life on the farm that have achieved international fame.
5. The strbject of this passage is
(A) an example of one of the 11,pes of primitive art
(B) Grandma Mosesi life on the t-arm (C) horv primitive art differs from formal art
(D) Grandrna Ii
festr4e
Moses's prinriti vc
6. Which of the {ollou'ing best
expresses
the main idea of the passage?
(A) Grandma Moses spent her life on a farnr.
(B) Art critics cannot come to anv agl'eement on a definition of primitir,'e ar-1,. (C) Grandma Moses is one tvpe of plirnitive artist because of hcr lack of for-mal trnining. (D) Manv arlists rc.cciver little prolcss ion:il training.
t)v
160
READINGCOMPREHENSION
PASSAGE FOLIR (Questiorts 7-8)
In the first half of the nineteenth centurn a Neu, York nervspapc'r, the Netv Yctrk Sun, successfullv carried out a hoax on the American public. Because of this trick, readership of the paper rose substantiallv
Line On August 25. 1835, the Srrrz published repor.ts that some r,r,onderful nerv discoveries (5) had been made on the moon. The article described strange, never-before-scen animals
(
l0)
and temples covered in shining jervels. Many members of the American public were iooled by the story even some prominent members of the scientific community. The effect of the false stor v- on sales of the paper '"vas dramatic. Paper sales increased considerablv as people eagerlv searched out details of the neu, discoveries. Later, the nervspaper companv announced that it had not been trying to trick the public; instead, the companv explained the moon stories as a tvpe of literar',* satire.
7. Which of the follorving best states the topic oF the passage?
8. The main point of the
(A) the Iley'York
(A) A nineteenth-centurT discoven,
on the moon (B) The llery York Sun (c) A hoax and its effect (D) The success of a newspaper
passage is
Serrr ."vas one
that
of the
(B)
earliesl. American nc\\ spapers the Sl.nl increased sales rvhen it tricked the public u'ith a false
(C)
a newspaper achieved success bv
story
rvriting about the moon
(Dt in 1835 somc amazins
nerv
discoveries ll,.ere made about the moon
Sxru
2:
STATED DETAIL QUESTIONS
A stated detail question asks about one piece of information in the passage rather than the passage as a whole. The ansrvers to these questions are generally given in order in the passage, and the correct answer is often a restatement of what is given in the passage. This means that the correct ansrver often expresses the same idea as r,r'hat is rvritten in the passage, but the u'ords are not exactlv the same.
READING COMPREHENSION
Example
Lirte
(5)
(
t0)
The passage: Flutes have been around for quite some time, in all sorts of shapes and sizes and made from a varietv of materials. The oldest knorvn flutes are about 20,000 yearrs old: ther rucrtffi-otrt bones rrith holes cut rlLthcm. In addition ro bone, older flures rrere ofren constructed from bamboo or hollorved-out wood. Todavs flutes are -qenerallv made of metal, and in addition to the holes the1,'have a complicated svstem of kevs, levers, and pads. The instr-ument belonging to u'ellknou n llautist .la-es Gahrat Ir not just made of anr metal; it is made of gold. The questions: 1. According to the passage, the oldest flutes (A) had holes cut in them (B) rrere rnad" .,f n-,etal (C) rvere made 200,000 years ago (D) had a complicated set of levers and pads
2. The passage indicates that James Galrvav's flute is made of
(A) bones (B) bamboo (C) u,ood (D) eold The ansr,l,ers to the questions are generallv found in order in the passage, so vou should look for the ansr,r,er to the first question near the beginning of the passage. Since the first qllestion asks about the oldest flutes, vou should see that this question is ans\vered in the second sentence. The passage states that the oldest flutes r,vere bones w,it/t lrcles ctLt iu thent, so the best ansr,r,er is answer (A). Ansrvers (B) and (D) are true about today's I'lutes, but not the oldest flutes, so thev are incorrect. Answer (C) is an incorrect number; the oldest flutes are 20,000 vears old, not 200,000 vears old. The ansrver to the second question rvill probabll- be located in the passage after the ansrver to the first question. Since the second question is about Jarnes Galu/41,'3 flule, vou should skim through the passage to find the part of the passage that discusses this topic. The ansu'er to this question is found in the statement that the instruntent belongirtg to well-kncnrvt flaLLlist Janrcs Galy,n!' is rtot ittst nmde of ant ntetal; it is ntade of'gold. The best answer to this question is therefore ansrver (D).
161
162
READING COMPREHENSION
The follori'ing chart orttlines the kev information tbert vou should remember about stated detail questions. STATED DETAIL QUESTIONS HOW TO IDENTIFY THE QUESTION
According to the passage, ... It is stated in the passage that The passage indicates that ... The author mentions that ... Which of the following is true .
WHERE TO FIND
The answers to these questions are found in order in the
THE ANSWER
passage.
HOW TO ANSWER THE QUESTION
1
2
Choose a key word in the question. Skim the appropriate part of the passage for the key word (or related ldeo). Read
the sentence that contains the key word or idea
carefully. 4
Look for the answer that restates an idea in the passage.
5
Eliminate the definitely wrong answers and choose the best answer from the remaining choices.
TOEFL EXERCISE 2: Studv each of the passa-ees, and choose the best answers to the questions that follorv. PASSAGE ONE (Questi
Line
(5)
Many parts of the Southwestern United States would become desefts again r.l'ithout the waters of the Colorado River. A system of thousands of miles of canals, hundreds of miles o[ tunnels and aquedr,rcts, and numerolrs dams and reser-r,'oirs bring Co]orado Rirrer u,ater to the area. The lmperial Vallef in Southern California is an example of such a place; it is a vzrsL and ploductive agricultural ar-ea that u'as once a desert. Todal', 2,000 miles of canals irrigate tlre fertile land and keep it prodtrctive.
l.
Which of the follou'ing is mentioned in the passagL'as a \vay that Colorado Rirel natcl'€Iets to the Sotrthrrest?
(A) By truck (B) In bottles (C) ln rvells (D) Thror-rgh czrnals
2. According to the passage, the Imperial Vallev
(A) is a desert todar (B) is located in Colorado (C) produces (D)
a
lot of agricultural
goods does not rcclt-tit'e irrigation
READING
COMPREHENSION 163
PASSAGE TIUO (Questions 3-5)
The ancestors of humans had a lot more hair than the humans of today; in fact, thev had thick hair all over their bodies. This thick hair rvas necessurT for protection against the cold of the Ice Ages. Line As the Earth got warmer, the hair began to thin out, except for on the head. The (5) head hair has remained through the evolutionary process, both as a son of pillor,r, to cushion the sensitive head rvhen it gets banged around and as a sort of hat to keep the head warm and prevent so much heat ft'om escaping through the scalp.
3. Which of the following is tt-ue about the hair of the ancestors of humans?
(A) (B) (C) (D)
There was not much of it. It covered their entire bodies. It was thin. It rvas not useftil.
4. According to the
passage, rvhat
happened as the temperature on the Earth increased?
(A) The hair on the head began to thin out.
(B) The hair on the body remained the same.
(C) The hair on the body got thicker. (D) The hair on the bodv began to thin out.
5. The author-irrdicates that one of tbe pulposes of hair on the head is to
(A) fill up pillou's (B) help heat escape through
the
scalp
(C) ensure that the head is warm (D) make it easier to think
164
READING COMPREHENSION
PASSAGE THREE (Questiotts 6-10)
The plane with the largest wingspan ever built was nicknamed the Spruce Goo.se. The wingspan of the Spruce Goose was 320 feet (almost 100 meters), and the plane weighed 200 tons. It rvas so big that it needed eight engines to po'"','er it. Line The plane rvas designed bv Howard Hughes in response to a U.S. government (5) request for a plane that rvas able to carry a large cargo for the rvar effofi. It was made of rvood because wood is a less critical material in wartime than metal. The plane was so difficult to build that it never really got used. It was flown one time onlli by Hughes himself, on November 2, 1947; during that flight it traveled a distance of less than one mile over the Los Angeles Harbor, but it did fly. Today, the (10) Spruce Goose is on exhibit for the public to see in Long Beach, California.
6. Which of the follou,ing is true the Spruce
Goose?
about
(A) Each of its r,r,ings measures 100
meters.
(B) It u'eighs 200 pounds. (C) It has eight wings to help it to fly. (D) It has a wingspan larger than the
9. According to the passage, when the Spruce Goose flew
(A) it went only a short distance (B) it fell into the Los Angeles Harbor
(C) it fler,v 100 miles (D) it can'ied a large cargo
wingspan of anv other plane.
7. The passage indicates that the
de'signed (A) as a cargo plane (B) as a racin-e piane (C) to carry u,ood (D) for exhibition
plane
was
8. According to the passage, the Spruce Goose is constructed from
(A) rvood (B) lightrveight (C) plastic (D) steel
metal
10. The passage indicates that the Spruce Goose today
(A) flies regularlv for the u.S. government
(B) is in the Los Angeles Harbor (C) is in storage (D) can be seen bv the public
READING
COMPREHENSION 165
TOEFL REVIEW EXERCISE (Skills l-2\ Study each of the passages, and choose the best answers to the questions that follow. PASSAGE ONE (Qttestions
l-3)
The center part of a hurricane is called the eve of the storm. In the eye of a hun'icane, u'inds are calm and no rain falls. There can even be blue sky and sunshine in the eye of the storm. Line This dry and calm spot is caused as the air spins aronnd the center of the hurricane. (5) The spinning air rises and pulls moisture with it. What remains in the center is drv clear air.
1.
Thetopicofthepassageis (A) the clestruction of hurricanes (B) the harsh vu'eather during a huricane (C) the calm in the center of a huricane
(D) the beautiful rveather that follorvs a huricane 2. The passage indicates that in the eye of a hurricane
(A) (B) (C) (D)
it is r.t'indy there is a lot of rain there is cloudv gra.'" sky it can be sunny
3. Accordingtothepassage,whatcauses the calm spot?
(A) (B) (C) (D)
The The The The
air circling around the center blue sk5' and sunshine high temperatures heaw rainfall
166
READIN6 COMPREHENSION
PASSAGE TWO (Questiotts 1-B)
Lhte
(5)
(10)
The invention of the phonograph happened quite by accident. Thomas Edison moved to Menlo Park, Nerv Jersey, in 1876, rvhere he established an industrial research laboraton: There, Edison was rvorking on a carbon telephone transmitter to improve the existing Bell telephone system. In that labot'atorv a year later, Edison invented the phonograph while he was trving to improve a telegraph repeater. He attached a telephone diaphragm to the needle in the telegraph repeater; in this rvav, he r,r'as able to reproduce a recording that could be played back. After he made some improvements to the machine, he tested it. He recited "Mary Had a Little Lamb" into the machine and played his voice back to a very surprised audience.
passage? (A) Thomas Edison's Manv lnventions (B) Improvements in the Telephone and Telegraph (C) The History of Menlo Park (D) An Accidental Invention
4. What is the best title for the
5. According to the passage, the invention of the phonograph
(A) was quite unplanned (B) was Edisons principal project (C) rvas surprising to no one (D) took many vears 6. In rvhat 5'ear did the invention of phonograph
occur?
(A) TB76 (B) 1877
(c)
1878
(D) The article
does not say.
the
7. According to the passage, how u,as the phonograph made?
(A) With a telephone
needle and a recorder (B) From a recording of a telegraph (C) With onlv a telegraph repeater (D) From a combination of telephone and telegraph parts
8. According to the passage, how did Edison test his new invention?
(A) He made improvements to the machine.
(B) He used a carbon transmitter. (C) He read a children's rhyme. (D) He reproduced the audience's r,oice.
READING
COMPREHENSION 167
PASSAGE THREE (Questictns 9-14)
Line
(5)
(
1
0
)
The Sears and Roebuck catalogtte was a fixture in American societv for manv decades. Practicallv anvthing needed in the American home could be ordered through this comprehensive catalogue and delivered by mail. The catalogue made it easier fbr homeou,ners in urban areas to track dourn items thev were trving to find; the catalogue \\'as an absolute necessitv for residents in out-of.the-rn'ay areas r.vhere manv tvpes of home supplies rvere not available for hundreds of miles. In the earlv trventieth century it uras not possible to buy just home supplies from the Sears and Roebuck catalogue. It rvas actually possible to buy a rrail-order house. If you ordered a house through the mail, vou rt'ould receive all the necessarv building materials as n ell as plans for constmcting the house; all of this could be had for prices starting around $600.
9. This
passage
mainlv discusses
(A) products sold in the Sears and Roebuck stores the design of the Sears and Roebuck catalogue (C) hou'to shop using catalogues (D) shopping through the Sears and Roebuck catalogue in the past
(B)
10.
The passage indicates that items ordered through the Sears and Roebuck catalogue
12. The passage mentions that rvhich of the follou,ing large items could be purchased through the Sears and Roebuck catalogue?
(A) (B) (C) (D) 13.
ll.
According to the passage, u,hv was the Sears and Roebuck catalogue important to people in remote areas?
(A) It contained the onlv products thev couid afford.
(B) Thev did not like the proclucts in local stores.
(C) It had a lot of products thev could not get in their local
(D) It
areas. rvas the onlv lva-v to get a ne\\/
home.
The mail-order house in the Sears and Roebuck catalogue
(A) lvas for urban areas onlv (B) u'as set up bV Sears and Roebuck
(A)
had to be picked up at a Sears ancl Roebuck store (B) n'cre delivered bv nrail (C) arrir.'ed in Sears and Roebuck trtrcks (D) had to be small
A home A car' A boat A train
u,orkers
(C) needed to be put together (D) arrired in one piece tila.
The price of $600 mentioned in the passage was
(A) (B) (C) (D)
the the the the
lor,vest price
for the item
average price for the item
only price for the item highest price for the item
168
READING COMPREHENSION
Sru 3: UNSTATED DETAIL QUESTIONS You u'ill sometimes be asked in the Reading Comprehension section of the TOEFL test to find an answer that is rtot stated or not ntentiorrcd or not trtte in the passage. This type of question reallv means that three of the ans\vers are stated, ntentioned, or true in the passage, u,hile one answer is not. Your actual job is to find the three correct answers and then choose the letter of the one remaining ansr,ver. You should note that there are tr,vo kinds of answers to this type of question: ( 1) there are three true ansrvers and one ans\ver that is ttot discttssed in the passage, or (2) there are three tr-ue ansrvers and one that is lctlse according to the passa-qe. Example
The passage: The Florida Kevs are a beautiful chain o{'almost 1,000 coral lund linrestone islands. Thesc islands ic,rm an erc that lrcacls filst sotrthrv"rt u*l th"n ucsl h'om the mainlancl. U.S. Highuar I, Line called the Or.erseas Hiehu'av, connects the main islands in the (5) chain. Or-r thi. higlr*riit i.r,"."rrun to cross 42 bridges over the ocean to cover the 159 miles I'rom Miami, on the mainland, ar and thc to Kcl Wesl southernmost citv in the United States. The questions: 1. Which of the follou'ine is NOT mentioned about the Florida Kevs?
(A) (B) (C) (D)
The The The The
Florida Kevs are a chain of islancls. Florida Kevs contain coral and limestone. Florida Ke1,s are in the shape of an arc. Florida Kevs are not all inhabited.
2. Which of the follou,ing is NOT true about U.S. Highu'av (A) It is alsci knou'n at@. (B) It joir-rs all of the islands in the Florida Kevs. (C) It has more thaq_40 bridges. (D) It connccts Miami ancl Kev West.
1?
The first question asks for the one answer that is rtot ntentioned about the Florida Kevs. The passage states that the Florida Keys are a chairt (ansrver A) r,l,ith corul rutd lintestorze (ansrver B) in the shape of an arc (ansrver C), so these answers are not correct. The best ansri'er is therefore ans\ver (D). The passage does not discuss whether or not the kevs are all inhabited. The second question asks for the ansrver that is not lnre about U.S. High"vav 1. The passage states that it is called lhe Overseas Highv'cn' (ansu,er A), that it has 12 bridpes (ansu,er C), and that it cot,er(s) the 159 rniles fi'ctnt ,Vicutti. . . to Kel
READING
COMPREHENSION 169
D), so these answers are not corr-ect. The best answer is answer (B). The passage statc's that the Overseas Highr,i,av connects the nnin islands in t/rc chain, so it does not connect all of the islands. I4/es1 (ar-rsu'er
The follou'ing chart outlines the kev information that vou should remember abotrt Llnstated detail questions. UNSTATED DETAIL QUESTIONS HOW TO IDENTIFY THE QUESTION
Which of Which of Which of All of the
the following is not stoted . . . ? the following is not mentioned .. . ? the following is not discussed ... ? following are true except . . .
WHERE TO FIND
The answers to these questions are found in order in the
THE ANSWER
passa9e.
HOW TO ANSWER THE QUESTION
1. Choose a key word in the question. 2. Scan the appropriate place in the passage for the key word (or related ideo).
3. Read the sentence that contains the key word or idea carefully.
4.
Look for the answers that are definitely true according to the passage. Eliminate those answers.
5.
Choose the answer that is not true or not discussed in the passage.
170
READING COMPREHENSION
IOEFL EXERCISE 3: Str,rdv each of tl-re passages, and choose the best anstvers to the questions that lollour PASSACE O.\,lE (Qtprtiorrs
Line
(5)
l-2)
Blood prL-ssLlrc n-leasuremcnt hars t\vo components: svstolic and diastolic. Svstolic pressrlre is ttrken u'hen the hearl is contracting to pump blood; cliastolic prL-ssLlrL- is taken'ur,hen the heart is resting betu'een beats. In the usual blood pressure reading, tlre svstolic mcasurement is given first and is the higher of the tu'o. Normal blood pressure is a svstolic rneasurement of 120-140, and r.r,hen the s-v-stolic presslrre is 160 or higher, then hvpertension exists. Systolic pressllre betu'een 140 and I 60 indicates borderline hvpet'tcnsion.
l.
Which of the follon'ing is NOT true abor-rt svstolic blood pressure?
2. Which of the folloting is NOT starled about diastolic pressure?
(A) It is takc-n dtrring the contraction
(A) It is one of the trvo components
(B) lt
(B) It is taken u,hen the hearl
of tl-re heart. is trsuallv given fir'st in a blood plessllre reading.
(C) A nonl:rl is
s.\.'stolic
120-140.
measurement
of blood pressure measurement. is
resting.
(C) ft is lorver than svstolic pressure. (D) A diastolic measurement of 140
(D) Hvper-tcnsion erists rvhen the
is normal.
svstolic pressure is belou' 140.
TII'O (Questions 3-4) In tl-re 1960s, as space travel rvas becoming a subject of much cliscussion, Pan American Airlines be-9an receir.ing some fairlr,'unusual re-qlrests for flight information. People began n'raking requests to bc on the first {light that Pan Am made to the Moon. I-ine On a n'him, Pan Am starled a u'aiting list {'or the first flight to the Moon. Similzrr (5) reqllests have come to Pan Am over the vears, arnd Pan Am has responded bv adding the names of the' requesters to the' list. Unfol'tunatelv for Pan Anr, the originzrl company is no longer in business, and it never got to the Moon. Hon,ever, rl,hen it u,ent out of business, it had a w-aiting list of more than 90,000 names for its first lunar flight. PASSAGE
3. All of the follor.ving are nrentioned abotrt Pirn Anrerican Airlines,
EXCIEPTthat
about Pzrn Anl's Moon flights?
(A)
(A) it started business in the 1960s (B) it receired r"equests for its first l)ight to the
,1. Wlrich of the fbllorving is NOT true
Moon
(C) it kept some people on a long rvaiting list (D) it rvent out of business
ab.ut its flights to the Moon. (B) Pan Am kept a waiting list for its Moort flights. (C) Pan Am never re:rllv madc- an-y Moon {1ights. (D) Pan Am's u'aitin-e list had onlv a feu, narnes on it. People askecl Pan Am
READING
COMPREHENSION 171
PASSzIGE THREE (Questions 5*B)
Line
(5)
(10)
(15)
The tr-rnnel tree's in Yosemite Valley are an amazing attraction to people who visit there. The tltnnei trees are huge'trees, giant redrvoods, u,hich har,e had tunnels carued in them, and cars can actuallv drive through some of the trees. The fact that the trees are large enough to have cars drir,'e through them should give you some indication of lust hou' big the trees are. There are curlenLlv trvo existing tunnel trees in Yosemite Valler,: One of them is called the "Dead Giant." This is just the stLrmp, or bottom paft, of a much larger tree. The hole rvas cut through the base of the. tree in 1878, and stagecoaches tised to drive through it. Today the Dead Giant still exists, but the stagecoaches do not. Passenger cars can and do drive through the 1O-foot-wide opening in the tree stunrp. The other existing tunnel tree is the 230-foot high California Tree, which had a hole carved through it in 1895. This tree is no longer open to the public, so it is r'ot possible to take a car through it. Unforlunatelv, a third tunnel tree no longer exists. The Wawona Tunnel Tree rvas a 2,10O-year-old tree rvhich was can'ed in 1881. A terrible snowstorm in 1969 caused this ancient giant of a tree to fall.
5. Which of the follorn'ing is NOT tr-ue about the tunnel trees in Yosemite
7
Valler'?
(A) Its tunnel still exists. (B) Its tunnel is 230 feet high. (C) Its tunnel \\'as clrt in 1895. (D) Cars are not allowed to go
(A) They are trees u'ith holes cut in tlrem.
(B) Thev are giant redr,voods. (C) Three tunnel trees currentlv exist. (D) Cars have driven throueh some of them.
the Dead. Giant, EXCEPT thal
(A) it is still a tunnel tree todav (B) it is just the stump of a tree (C) it uras cut less than a centurv (D) it has a l0-foot opening
through it. B.
6. All of the folloning are stated :rbout
Which of the follou,ing is NOT true about the California Tree?
All of the follou,ing are trre about the War,r,ona Tunnel Tree, EXCEPT that
(A) it does not exist anvmore (B) the tree lived for more than
2,000
YCATS
(C) the tunnel tree u'as destroved in ago
snowstorm (D) the tunnel u'as destroyed in 1881
a
172
READING COMPREHENSION
TOEFL REVIEW EXERCISE (Skills 1-3): Studv each ol'the passages, and choose the best answers to the questions that follor,r'. I-1) When the tr,'peu'riter r"'as first inr,entecl, its keys rt'ere arranged alphabeticallr,. This made the kevs casv to {ind. Hou'err,'er, this arrangcn-}ent :rlso czrused the bars of the machine to jan-r, or get stt-rck.
PASSAGE Ol',tE (Que.stictrts
Lirte To solve this pr-oblenr, zl ncr\\' letter arrlangement u'as intloclLrcecl bv Christopher (5) Latham Scholes in 1872. His svstem, the standard kevboard svstem, is still used on
typeu'riters todar'. He arranged the letters in such A \\'av that the bars hit the inked ribbon from opposite directions as much as possible. This resultecl in far less jamming than had occurred u,ith the alphabeticai models. 1. The main topic of this passage is
3.
(A) the invention of the tvpcu'riter . (B) a proble'm and sr.rltttiort
Scholes?
(A) It rvas introduced in 1872. (B) It is still used toda\'. (C) lt became the stanclarcl svstem. (D) It rvas aiphabeticai.
concerning the earlv tvpelvriler a ietter on the tvpeu'r'iter (D) rr,hv the kevs stick on todar"s tvpeu'riter
(C) horv to s'r'ite
4.
2. According to the passage, on the first tvper,vritc'rs
(A) the kers u'ere in alphabc'tical older
(B) the keys u'clc harcl to find (C) the bars on the machine nevcr (D)
jamn-red Scholes's svstem u,orke'd cluite
u'cll
Which of the fcrllou,ing is NOT true abolrt the s'r'stenr inr,ented bv
The passage indicates that under Scholes's svstem, the bars hit the ribbon
(A) in alphabetical order' (B) {l-orn opposite directions (C) and caused the ke1's to jam (D) in the same \\'av as thev had on the origiual tr perr liter-
READING
COMPREHENSION 173
PASSAGE 714/0 (Questions 5-9)
Desefi tuudra, or cold desed, occurs on the Arctic edges of North America, Europe, In these erreas the temperatures are almost alu,avs freezing, and they cause an enr,'ironment in u'hich plant life is virtuallv impossible. The existence of ice rather than rvater for the majoritv of the vear means that vegetation does not have enough moisture forgrorvth to take place. During the short period ol'time r,r'hen the temperature increases enough fol the ice to melt, there is generallv a large volume of lvater. To
Line
(5)
5. Which of the follor.r'ing is thc best for the passage?
title
8.
(A) Where Desert Tundra Is Founcl (B) The \&'eather in the Arctic (C) The Effect of Desert Tundrar on
According to the passage, rvhich of the following does NOT happen when the u,eather heats up?
(A) (B) (C) (D)
Plant Life
(D) The Variet-v of Plant Life in
Plants gror,r,' lr,'ell. The ice melts. There is not enough drainage. There is too nruch water.
Deser.t Tundra 9.
to the passage, desert tundla is found
b. Accordin-e
(A)
throtrghor-rt North America, Europe, and Asia
(B) in Antarctica
(C) on the Arctic borders of the northern continents
(D) at the North 7
Pole
According to the passage, u'hat makes plant lil'e almost impossible in areas of desert tundra during most of the vear?
(A) Excessive u,ater on the plants (B) The flozen state of the u,ater (C) The increase in temperature (D) The lack of ice
According to the passage, u,hr.is it irnpossible for the \.vater 1o drain after
it melts? (A) The land beneath the surface is still liozen. (B) The tenlperature is too high. (C) The period o{'time is too short. (D) The vegetation is llourishing.
174
READING COMPREHENSION
PASSAGE THREE (Quesricttts I0-11)
Whales are mammals rather than fish, yet they live in the rvorld'.s oceans rather than on land. Because of the fact that thev are mammals, scientists have believed for quite some time that rvhales are descendants of land mammals. Line Some interesting evidence to suppoft this theory has recently been found. In Eg1pt, (5) fossils have been found of a Forty-million-vear-old whale leg, kneecap, ankle, footbones, and toes. It appears from the l'ossil evidence that the bones urere not \/elry strong and not very large in comparison to the size of the rvhale. Based on this fossil evidence, the tollo"ving evolutionary,path has been hvpothesized. As the rvhale began its evolution toward the water, its le-es u,eakened and (10) decreased in size. Then, during its niillions o{ years in the watet, the legs slowl;disappeare,d, leaving only the front flippers todar,'.
that (A) numerous u,hale fossils haver rDeen rrounor ln : .r rr,_ tne \vol'los oceans (B) there is evidence that u,hales mav hzrve descended from land mammals
10. The main idea of this passage is
(C) whales are mammzrls and not fish (D) u'hales har-e not evolved r,eln, much over [he last mi]lions
years I
l.
All of the follo\,ing are true
that (A) thc-v are mammals
ol'
(A) A r.r'hale'.s kneecap (B) A rvhales ankle (C) A whales footbones (D) A whale's fingels 1
4. According to the hvpothesis in the passage, u,hat happened to u,hales' legs?
abotrt
whales, EXCEPT
(B) they lir,e iri the oceair (C) thev are fish (D) they mav have come from the land 12. Which of the follon'ing is NOT mentioned about the rvhale fossils in the passage?
(A) They were found in Egvpt. (B) Thev support the theorry that rvhales came from land.
(C) They are forty milhon vears old. (D) Thev showed that erncient r,r,hales had flippers.
13. Which of the lollowing was NOT mentioned in the list ofrt'hale fossils tound in Egr.pt?
They got stronger over time'
l*) (B) They got larger over time' (C) T'hev disappeared quicklli . (D) Thev became front flippers.
READING COMPREHENSION
Sxrr-r-
4:
IMPLIED DETAIL QUESTIONS questions in the Reading Comprehension section of the TOEFL test will
Some require answers that are not directly stated in the passage. To answer these questions correctlv, you will have to draw conclusions from information that is given in the passage. Questiorrs of this tvpe contain the rvords implied, inferred, likely, or probablt' to let vou know that the answer to the question is not directlv stated. Example
The passage: The r-rumber of rings in a tree can be used to determine hou' old a tree really is. Each )'ear a tree produces a ring that is composed of one light-colored wide band and one dark-colored Line narrorv band. The wider band is produced during the spring (5) a"d earlv su.rmeq rvhen tree stem cells grou, rapidly and become larger. The narrower band is produced in fall and early winte4, when cell grolvth is much slorver and cells do not get verv large. Nq tg!_._elg!f.d"."d d".i"g th" h nter and summer months. The questions: l. It is implied in the passage that if a tree has 100 rvide bands and 100 narrow bands, then it is (A) a century old (B) two centuries old (C) fiftv vears old (D) nvo hundred vears old
2. It can be inferred from the passage that cells do not grorv (A) when the tree is ill (n) 4g1ng h"ut "t (C) u,hen it"*tr"-" rains too much (D) if there are more light-colored bands than dark-colored bands
The first question asks about the age of' a tree with 100 wide bards and 100 nalrow bands. The passage does not tell the age of a tree with 100 wide and narrow bands, but it does indicate that one . . . wide band and one . . . narroru band are produced each year. From this you can draw the conclusion that a tree r"vith 100 wide and narrow bands is 100 vears, or a centttry old. The best answer to this question is therefore ans\ver (A). The second qllestion asks rvhen cells do not gro$,. The passage indicates that no cells are produced durine the harsh u,inter and suntmer months. From this vou can drar.r, the conclusion that celis do not grow during the e.rtrente heat of summer or the extreme cold of u,inter'. The best ansurer to this question is therefore ansu,er (B).
175
176
READING COMPREHENSION
The following chart outlines the key information that vou should remember about implied detail questions. IMPLIED DETAIL QUESTIONS HOW TO IDENTIFY THE QUESTION
It is implied in the passage that . . . It can be inferred from the passage that It is most likely that ... What probably happened
...
?
WHERE TO FIND
The answers to these questions are found in order in the
THE ANSWER
passa9e.
HOW TO ANSWER THE QUESTION
1. Choose a key word in the question. 2. Scan the passage for the key word (or related ideo). 3. Read the sentence that contains the key word carefully. 4. Look for an answer that could be true, according to that sentence.
TOEFL EXERCISE 4: Studv each of the passages, and choose the best answers to the questions that follclrv. PASSAGE
OtlE (Questiorts l-3)
Until 1996 the Sears Tou'eru,as thc [al]cst building in the world, rvith more than a hundred stories. It is located in Chicago, u,hose nickname is the Windv Citr,: The combination of a ven'tall building in a citv r",ith such rveather conditions leads to a lot Line of sr,r'aving in the breeze. (5) On a rvindv dav the top of the building can move back and forth as much as three feet everJ ferv seconds. The inside cloors at the top of the building open and close, and water in sinks sloshes back and forth.
probablv (A) as tall as the Empire State Building
1. The Sears Tou'eris
(B) no longer the tallest builcling in the
u'orld
(C) taller than anv other building (D) still the highest builcling in the
u,orld
2. It can be inferred from the passage that Chiczrgo
(A) has moderate r,veather (B) is generallv \\'arm (C) hars hr"rmid rt'eather (D) usr-rallv hars a lot c-,f u,ind
3. It is implied in the passage that the upper-level doors in the sears Totl'er oPen and close becattse
(A) the building was poorly constructed
(B) people go in and out so often (C) the building moves in the wind (D) there is rvater in the sinks
READING
COMPREHENSION 177
PASSAGE TWO (Questions 4-6)
Line
(5)
The most common last name in the English-speaking world is Smith, which was taken from the job of lt,orking rvith metals. A silversmith, for example, is someone who rt'orks lr,ith the metal silver. Historical records indicate that the use of this last name is at least 700 vears old. Todav there are more than 3.3 million Smiths living in the United States and perhaps another million Smiths livin-e in other English-speaking countries r"l orldrvide. 4.
It can be inferred from the passage that familv names
(A)
r.vere alwavs taken
(A) more Smiths than there from the area
rvhere a family lived
(B) rvere short names (C) had little or no mcanins (D) could be taken from jobs 5.
Which of the follorving is implied about the Smith fan-rilv name?
(A) [t is definitelv not more than (B)
years old. ft eristed 600 vears ago. It did not exist 500 vears ago.
700
(C) (D) It definitell- was not in use 1,000 vears ago.
6. In England there are probablv are in the United States (B) more than a million Smiths (C) felr,er than a million Smiths (D) no families r,vith the name of Smith
178
READING COMPREHENSION
PASSAGE THREE (Questions 7-9)
On the hardness scale, corundum immediately follows diamond, which is the hardest mineral in the world. Corundum is perhaps better knou,n by the names of its gemstones, ruby and sapphire. Basically, gem corundum is divided into two groups: Line corundum that is red in color is called rrbr', and cor-undum that is any other color is (5) called sapphire. Pure corundum is clear; but pure corlrndum is rarely found in nature. If small amounts of the chemical substance chromic oxide (Cr203) got into the crystal str-ucture when it formed n-rillions of years ago, then the corundum turned a deep, rich red and became rubr,'. (10) Red is not the only color that corundum can take on. Other chemical substances enter into the crr,stal stmcture of comndum, and it can take on a variety of other colors Most people associate blue r,r'ith sapphires, and cerlainly r,r'hen cor-undum contains impurities that turn it blue, it is called sapphire. Horveve4 corundum can have a variety of other colors-e.g., green or purple-and still be called sapphire.
7. It can be inferred from the passage that corundum
(A) (B) (C) (D)
is
the hardc.st mineral in the world not as hard as sapphire the second hardest mineral a rather soft mineral
B. Chromic oxide is probably u,hat color?
(A) Clear (B) Blue (C) Red (D) Green
9. Yellorv corundum is most likelv called
(A) (B) (C) (D)
gold chromic oxide rubv sapphire
READING
COMPREHENSION 179
TOEFL REVIEW EXERCISE (Skills l-4'): Studv each of the passages, and choose the best answers to the questions that follor,v. PASSAGE ONE (Qtrestictits
Line
(5)
l-5)
Before ballpoint pens or l'ountain pens, pens n,ere made fron-r goose feathers. These goose feathers, called quills, ,,.r,ere sharpened and dipped into inkr,r'ells, rr,,here thev absorbed enough ink to u'rite a f.'n ll,ords. [t rvas necessarv- to keep an inku,'ell ver-v close bl; as frequent clipping \\/as necessary. These quill pens \vere one of the earliest products "designed" specifically for leftand right-hernded people. Feathers fi-onr the lefl u,ing of the goose u,orked best for righthanders because of the rvav that the feathers arched. Feathers from the right r,r,,ing were pref-erred bv le f t-handers.
l.
Which of the follo'uving is thc best {'or this p:rssage?
title
4.
passage?
(A) Earlv Ballpoint and Fountain
(A) Left-handers
Pens
(B) Ouill
Which of the following is NOT trre about quill pens, according to the
preferred quills {'rom the right rving. (C) Right-handers could use quill
2. According to the passage, a quill came from
3. The passage indicates that a quill pen could hold enough ink to r,r'rite
(A) one or two pagcs (B) {'or about one hotrr (C) a couple oF u,ords (D) numerous sentences
unable to use
(B) Left-handed people generallv
Righties
(C) Where Quill Pens Canrc From (D) Various Llses for Goose Feathers
(A) a tree (B) a bird (C) a piece of metal (D) a fountain pen
r.,,ere
quill pens.
Pens for Lefties and
pens.
(D) Right-handed people generallv prel'erred quills from the left wing. 5.
It can be inf'erred from the that quill pens
(A) (B)
are are (C) are (D) are
passage
still used regularly today pref'erred over ballpoint pens the best pens for ieft-handers no longer used much
't80
READING COMPREHENSION
PASSAGE TWO (Qtrestions 6-10)
Lirrc
(5)
The English names of the last four months of the Gregorian calendar (September, October, Nor.ember, De'cember) have rather inter-esting histolies. The Greeorian calenclar is a tr,t'elve-month calcndar; so these nronths are the ninth, tenth, eleventh, and twelfth months respectivelv. Hon,ever, their names do not reflect their positioning in the calendar. The name September comes from the Latin rvorcl septlu?l, rvhich means "seven." This month r'vas originally' the name of the seventh rather than the ninth month. Sinrilarlv the name Octobel comes from the Latin oc'lo ("eight"); the name November comes from the Latin rtovenz ("nine"); the name December comes ft'om the Latin decerzz ("ten").
6. The main topic of this passage is
(A) tlie origin of certain month names
(B) the Gregorian calendar (C) the numbers in Latin (D) ten- ancl tuelve-month calendars 7.
The first month on the Gregorian calendar is probablr
(A) March (B) Ma-v" (C) January (D) December R
The passage states that in the original version of the calendar, September r,rras the name o1'
(A) the sirth month (B) the seventh month (C) the eighth nronth (D) the ninth month
9. It can be inferred fron-r the
passage
that November
(A) used to be the ninth month of the vear
(B) is no longer part of the Gregorian (C)
cerlendar has alrvays been the eleventh
(D)
nronth rvas not pafl of the origin:rl Gregorian calendar
10. Which of the follon ing is NOT mentioned in the passage about December?
(A) It is the trveltih nronth on the Gregorian calendar.
(B) Its nante is derir,ed from a Latin r.l,ord.
(C) Its meaning comes from the nulnber ten.
(D) It
has 31 davs.
READINGCOMPREHENSION
PASSAGE THREE (Questictns I t- j 5)
Different tvpes of relationships exist betureen living things. One tvpe of relationship is pzrrasitism, in r.r'l'rich otre partner benefits rrhile the other loses. A ven'different type of relationship is svmbiosis, in rvhich both partners benefit. Line An erample of a parasilic relationship exists betrveen the stone crab ancl sacculina, a (5) tvpe of barnacle. The sacculina attaches itself to the stone crab. It then eats into the crab, and the stone crab becomes disable-d. An exzrrnple o['a svmbiotic relationship exists betu'een the herrnit crab and the calliactis anemone. The anemone attaches itself to the crab, but it is not a parasite because it does not harm the crab; it feeds on food that is dropped b1,'the crab. The ( I 0 ) anemone even helps the crab bt' protecting the crab fr"om other predators u,i th its tentacles. 11. The sub.ject o1'this passage is
(A)
different kincls ot lelationsh ips amon-s living things (B) parasitic relationships (C) relationships that are mutuallv beneficial to living things (D) symbiosis
14. The calliactis anemone
(A) (B)
tr,r'o
12. Which of the fbllou'ing is NOT true about parasitic relationships?
(A) There are trvo partners in a parasitic relationship. (B) One partner in a parasitic relationship hurts the other. (C) The stone crab can be part of a parasitic relationship. (D) A parasitic relationship is usuallv sr mbiotic. 13. Accorcling to the passage, r,r'hat does sacculina eat?
(A) The stone crab (B) Barnacles (C) Food dropped bv the crab (D) Other parasites
is a parasite harms the hermit crab (C) eats into the hermit crab (D) assists the hermit crab 15.
Which of the fbllor,r'ing can be inferred fr om the passage?
(A) All crabs are inr,olved in parasitic lelat iorrsh ips.
(B) All crabs are involved in svmbiotic relationships.
(C)
Some crabs are involved in
(D)
svmbiotic relationships, rvhile others are not. Crabs are involved in neither' parasitic nor symbiotic relationships.
181
182
READING COMPREHENSION
Sxru
5:
VOCABULARY IN CONTEXT QUESTIONS
On the TOEFL test vou rvill sometimes be asked lo determine the meaning of a difficult r.tord or expression, a ri'ord or expression that you do not knorv. In this case, the passage often gives vou a clear indication of r.vhat the word or expression means. Example
A line in the passage: . . . She has a lar-ue gelanium gror,r'ing in a pot in the corner of' her apartment. . . .
The question: A "geranium" is probablv u'hich of the following? (A) A sofa (B) A chair (C) A fish
(o) 4 de4 of question, you are not expected to knou, the meaning of the word geraniunt.Instead, you should understand from the context that if the geranitun is gron,ing in a pot, then it is probablv a plant. Answer (D) is therefore the best
In this
t_-vpe
answer.
The following chart outlines the kev information that you should remember about vocabularv questions on the TOEFL test. VOCABU LARY QU ESTION S CONTAI NI NG DI FFICULT WORDS HOW TO IDENTIFY THE QUESTION
What is the meaning . .. ? Which of the following is closest in meaning to . . . ? . .. could best be replaced by which of the followingT
WHERE TO FIND
The question usually tells you in which line of the passage the words or expression can be found.
THE ANSWER HOW TO ANSWER THE QUESTION
1
Find the word or expression in the passage.
2
Read
3
Look for context clues to help you understand the meaning.
A
Choose the answer that the context indicates.
the sentence that contains the word carefully.
READINGCOMPREHENSION 183
TOEFL EXERCISE 5: Study each of the passages, and choose the best answers to the questions that follow. PASSAGE OlttrE (Questions 1-4)
Line
(5)
When babies are born, they always have blue eyes. This is because the melanin, the pigment that colors the eyes, is not on the surface of the iris. Instead, it is within the creases of the iris. Because there is little melanin on the surface of the iris, the eyes appear blue. After a fer,t, months, the melanin moves to the surface of the iris. It is the amount of melanin on the surf'ace that detel'mines a person's permanent eve color, so it is at this point that a babvs eves develop the color thev r,r,ill have for a lifetime.
1. The u'ord "pigment" in line 2 closest in meaning to
(A) (B) (C) (D)
is
(A) (B) (C) (D)
best be replaced by
(A) (B) (C) (D)
skin muscle tissue color
2. The rvord "surface" in line 2 is in meaning to top inside back bottom
3. The word "permanent' in line 6 could
closest
changeable lasting dark possible
4. The word "point" in line 7 could best be replaced bv which of the following?
(A) Dot (B) Era (C) Time (D) Place
184
READING COMPREHENSION
PASSAGE
Line
(5)
MO
(Questiorrs 5-9)
The chili pepper is native to the Americas, but nou'adavs it is found all over the rvorld. It is an extlemelv popular spice in manv cultures and is, in fact, the r,",orld's second favorite spice, after salt. There are more than a hundred species of chili peppers, some which are quite mild and others rvhich are incrediblv hot and spicl'. Today chili peppers are used to spice a variety of foods, e.g., salsa, meat and rice dishes, and er,en jam and jell--v. In the past, chili peppers had some other, more unusual uses. In ancient Merico, 1'or example, chilies cotrld be used to pa1- taxes. In addition, in Panama, these peppers \vere used to protect aqainst sharks.
5. The tord "favorite" in line 3 is closest in meaning to
(A) most popular (B) most delicious (C) best knou,n (D) most recognizecl 6. The u'ord "species" in lir-re 3 is closest in meaning. to * hich of the |ollo* ing?
(A) Plants (B) Uses (C) Ivpes (D) Sizes 7. The rvord "mild" in line 4 could best be replaced br,
(A) (B) (C) (D)
strong tasting cold delicate tasting amiable
8. "Jam" in line 6 is probablv
(A) a t5;pe of cliili (B) something to eat (C) something to rvear (D) a container for chilies 9. The expression "protect against" in line 8 could best be replaced b1,'
(A) lean asainst (B) hunt for (C) flirt u,ith (D) defend against
READINGCOMPREHENSION 185
PASSAGE THREE (Questiotts l0-15)
Line
(5)
(10)
(15)
At the end of the Revolutionarv War, America u,as no longer a colonv; instead, America was a new, voung country that needed to set up its own government. There rvas a lot of disagreement throu,ehout the country as to the tvpe of government that was best. One of the major issues uras whether there should be a strong federal government with little power in the hands o{'the individual states or a rveak central government and powerful states. It is interesting to note that it rvas many- of the Revolutionary War rreterans urho u'ere in I'arror o['a strong central go\rernment. Because o1'lheir efforts in r.vinning the war over the British, after the u,ar thev became a po\ /erful political force, and as a u,hole thev u'ere extremelv nationalistic. There u'ere also financial reasons that veterans supported a strong national government. The revolutionar\r congress had ended the r.l'ar rvith a large amount of debt, and a large portion of this debt u'as in bzrck pav and pensions to soldiers. Manv soldiers believed that lr,ith a strong fecleral government, thev had ar better chance of collecting the monev ou,ed to them. 10.
A "colonv" in line 1 is
13. In line 7, "r'eterans" refers to
(A) an independent countrv(B) a tvpe ol'government (C) a dependent zrrea (D) a continent
(A) governmentofficials (B) fornrer soldiers (C) voters (D) current members of the armed forces
11.
The expression "set up" in line 2 could best be repl:rced bv rvhicl-r of the follou,ing?
(A) (B)
14. The rvord "financial" in line 11 is closest in meaning to
(A) monetarv (B) important (C) militar.r (D) national
Defend
Organize
(C) Argue about (D) Prolect 12. The'uvord "federal" in line 4 closest in meaning to
(A) state (B) rveak (C) central (D) neru
is
15.
The u,ord "back" in line 13 could best be replaced br.lr,hich of the follou,ing?
(A) Reverse (B) Lorv-income (C) Retr,rrnable (D) Alreadv earned
186
READINGCOMPREHENSION
TOEFL REVIEW EXERCISE (Skills f-5): Study each of the passages, and choose the best answers to the questions that follow. PASSAGE ONE (euestiorts t_9)
Line
(5)
Geographicall-v, guli6o.nia's diversitv is breathtaking, anci the state'.s coastline from north to south is no exception. Measuring 840 miles in length, the coast consists of the rugged cliffs of the Cozrst Ranges in the nofth and u,ide sandy beaches in the south. Along the coastline there are two maior harbors, one in the nor-th at San Francisco, the other in
the south at San Diego. Near Humboldt and Monterey are smaller natural harbors.
1. The topic of this passage is
6. It is irnplied in the
horv the state of California is divided into north and south (B) the variations in California's coastal geographl,' (C) the breathtaking beautv of California (D) the exceptions in coastal geoglaphr'
2. The rvord "breathtaking" in line breathing amazing stolen usual
(A) has more
beaches than southern California (B) has the sanre trpe of coastline as southern California (C) has feu'er ma.jor harbors than southern California (D) iras a different coastline from southern CaUfornia
7. According to the passage, rvhere are the major harbors located in California?
(A) (B) (C) (D)
3. According to the passage, what measures 840 miles in lensth?
(A) The California coaslline (B) The Coast Ranges (C) The mgged cliffs (D) The exceptional par-t of northern California
4. The Coast Ranges are probablv (A) flat, sandv areas on the coast of California (B) found in southern California (C) a series of mountains (D) hundreds of n-riies norlh of the cliffs
5. "Harbors" in line 4 are
(A) cliffs (B) ports (C) beaches (D) mountains
that
I
probably means
(A) (B) (C) (D)
passage
norlher-n Cali[or-nia
(A)
8'
In San Diego Onlv in nofthern California Near Humboldt and Monterev In the norrh and in the south
In line 5, "natural harbors" are (A) not human-made (B) alrravs small in size (C) evenly shaped (D) constructed of natur.al materials
9. Which of the following geographical features is NOT mentioned in the passage?
(A) Cliffs (B) Canyons (C) Beaches (D) Harbors
READING
COMPREHENSION 187
PASSAGE TWO (Question.s 10-18)
Among some groups of people, cats have a reputation as rather silly animals that are in trees. Cats have often been knorvn to become frightened of something, run up a tree, and then cry sadly until they are rescued. Line There is, in realitv a reasonable explanation for this type of behavior, and it has to (5) do with the shape of the cat's claws. A cat's clarvs are hooked in a direction that makes climbing up a tree a rather ezrsv task. Horvever, when it comes to climbing back down the tree, these claws are not very helpful. ah.l'avs getting themselves stuck
that 15. According to the passage, a cat CANNOT (A) cats reallv are silly animals (B) cats have good reason for their (A) climb up a tree (B) get stuck in a tree bel-ravior (C) cats enjoy climbing trees (C) cry easily (D) cats' sharp claws are unnecessary (D) climb down easily
10. The main idea of the passage is
for survirral
some people think that cats are sillv Decause rne cars (A) har.'e funny-looking clar.r,s (B) frighten other cats
I 1. The passage indicates
that
(C) climb trees and cannot get dorvn (D) are unable to rescue other cats 12. The rvord "rescued" in line 3 is closest in meaning to
(A) (B) (C) (D)
in contrast in fact in agreement in all probabilitv
14. The word "hooked" in line 5 is closest in meaning to
(A) curved (B) straightened (C) sharpened (D) shortened
/ \ it (A) ^ is cr"ving (B) of the shape of its clar.',,s (C) it does not know how to climb (D) it is afraid of other cats
17. It is implied in the passage that if a cat tries to climb dou,n a tree, it will
(A) be able to do it easilv (B) move very quickly
(A) left (B) saved (C) scared (D) tired 13. The expression "in realitv" in line could best be replaced b.r
16. The passage states that a cat gets stuck in a tree because
(C) cry to other cats (D) perhaps fall 18. The word "helpful" in line 7 could best be replaced by
4
r r r, , n. Irlendlv (A) (B) useful (C) nice (D) sincere
188
READING COMPREHENSION
PASSAGE THREE (Quesriorts
I'itrc (5)
(10)
l9-27) In the 1890s, bicvcles became quite popular in tlre United States as the ner,r."safe:tv" bicvcles replaced the older penn.1,-l'arthing bicvcles. On the pennv-f afthine bicycles, one rt'heel u'als much larser than the other, and the-se bicvcles \vere not lery stable; thev were alu'avs falling over: On the nerv "safetv" bicvcles, both wheels \\,ere equal in size, and thev ll,ere much easier to control. Manv women also enjoved tlrese nerl' "safetr"' bicvcles, but ther,. had to take measures to deal rvith their clothing n'hile riding the bicvcles. The fashion at the time r.vas lbt'long, lull skirts that did rot go u'ell rvith bicvcles. Sor-ne women put lead weights in their skirts to keep their skirts fron-r blorving up. Other women changed flom long skirts to bloomers, u'hich were long, full, r,ide pants, but some people f'elt that bloomers u,ere inappt'optiate for s,omen to \veal'; in fact, some ne\vspapcrs ancl mzrgazitres o{ the clav criticiz-ed the nc-u' bicrcle'f-ashion as a danser" to ladies'mor-als. 19. The passage is mainll'about
(A) rhe popular-in'of safetv
"uteasures' in line 7 could bcst be rc'placed bv
23. The r,vord
bicvcle.s,
(B)
even amonq tvolnen tlie clifferences betu,eern safetv
(C)
u'omen'.s fashion.s in the
(A) cor"rnts (B) nurlbers (C) steps (D) problems
and pennv-farthing bicvcles
nineteenth centur]'
(D) the lack of stabilitv of thc. pen nv-I'alt
hin
g bi c,"-cles
24. The pa.ssage indicates that it u'as fashionarble in the 1890s for r,r'omen
to \vear
20. Accorcling to the perssage, the pennr'-farlhing bicvcle had
(A) (B) (C) (D)
two srnall u'heels trvo iarge rvheels tu'o equal u'heels tn'o uneqtral rrheels
1t zt. The u,ord "stable" in iine 3 is closest in meaning to
(A) dangerous (B) expensive
(c)
bie
(D) steadl' 22.
(A) long skirts (B) short pants (C) small hats (D) menls clothing
Which of the follos'ing is NOT trtre about the safeh bicl'cle?
(A) lt had eqr-ral wheels. (B) It u,as l'airlv simple to control. (C) lt precedecl tl-re pennr'-farlhing bic1,'cle.
(D) It became poprrlarin the 1890.s.
25.
It is inrpliecl in the (A) hear.1, (B) soft (C) delicate (D) lisht
26. h-r
passage that lead is
line 10, "bloon-rers" are
(A) (B) (C) (D)
shirts skirts hats pants
implied in the passage that nc\\'spapels expressecl the opinion that rvonten
27. 11 is
(A) (B) (C) (D)
shotrld should should should
u'ear bloorners not ride bicvcles not r,vear lone, Iull skirts alrvavs follou'the fashion
READING COMPREHENSION
Srcll
6: "WHERE" QUESTIONS
Sometimes the final question in a reading passage will ask vou to determine r,vhere in the passage a piece of information is found. The answer choices will list possible locations for that information. The best rvay to approach this type of question is to studv the question to determine the information that vou are looking for and then to so to the lines Iisted in the answers and skim for that information. Example
The passage: The rvords "capital" and "capitol" are confused in spelling and in meaning b-v" a lot of people who tryr to use them. Both their spellings and their meanings are quite closelv related. A Line "capital" ir !\: location of the center of gor.ernment, r.vhile a (5) t"prt.f is ttrc acrual b"ildrng,uhere tlrc'goue'nment officials mect. Thus, i" {glq4gd States, for exarnple, the 9oprt"i building is locatedin Washington, D.C., u,hich is the capitalcitv of the United States. The questions: l. Wherc' in the passage does the author define the word !epr1e!_?
(A) l.ines 1-2 (B) Line 3 (C) Line't (D) Lines 6-8 2. Where in the
passage does the author mention u,here the
U.S_Capitol can be fbund?
(A) Lines 1-2 (B) Line 3 (C) Lines 4-5 (D) Line 6-8 To answer the first question, you should skim for the v,,ord ccLltital and then look for its meaning. A cnpital is the locntion of- the center of' goventntent, and this defi-
nition is given in the fourth line. The best answer to this question is therefore ansr,i'er (C). To anslr,er the second question, you should skim
for U.S. Capitol and then look for nhere the U.S. Capitol is found. The U.S. Capitol islocated inWashingtotl, D.C., and this information is given in the sixth through eighth lines. The best answer to this question is therefore ansrver (D).
189
190
READINCCOMPREHENSION
The following chart outlines the key information that you should remember when you are trying to determine where in the passage something is found. QUESTIONS ABOUT WHERE IN THE PASSAGE HOW TO IDENTIFY THE QUESTION
Where in the passage
WHERE TO FIND THE ANSWER
The question can be in any of the lines listed in the answers to the question.
HOW TO ANSWER THE QUESTION
'f
.
..
.?
Chose a key word or idea in the question.
2. Skim the lines in the passage that
are listed in the answers to the question. You should skim for the key word or ideo.
3.
Choose the answer that contains the line numbers of a
restatement of the key word or idea in the question.
TOEFL EXERCISE 6: Study each of the passages and choose the best answers to the questions that follo'"v. PASSAGE ONE (Questions 1-3)
A geyser occurs rvhen rainwater seeps into the ground and volcanic magma beneath the surface heats it. The rainwater then turns into steam. The pressurized steam rises to the surface and bursts out as a gevser. Line Yellowstone National Park has more gevsers than all of the rest of the world (5) together. The most famous of these geysers is Old Faithful, which erupts in a high arc of
steam about once an hour. There have not been any volcanic emptions in the Yellowstone area for 70,000 years. However, the existence of the gevsers is proof that the area is volcanically active,
1. Where in the passage does the author mention what heats the water in a
geyser? (A) Lines 1-2 (B) Line 4 (C) Lines 5-6 (D) I-ine 7
2. The author indicates how often Old Faithful erupts in
(A) (B) (C) (D)
lines l-2 line 4 lines 5-6 line 7
3. Where in the passage does the author state how long it has been since a volcano erupted at Yellowstone?
(A) (B) (C) (D)
Lines 2-3 Lines 5-6 Line 7 Line 8
READINGCOMPREHENSION
PASSAGE TV.O (Questions 4-7)
Line (
(
5
)
10)
By 1963 the one-man space flights of Project Mercury had successfullv taken place, and NASA (the National Aeronautics and Space Administration) was readv for a nerv challenge. That new challenge r,",as to send trvo men into space at the same time, rather than one, so that it rvould be pc-rssible to conduct a wide varietv of new maneuvers and tests.
An appropriate name was found for that new project: the new project was called Project Gemini. The name "Gemini" might seem appropriate because it is the name of one of the constellations of stars in the skv, but that is not the real reason for the choice of the name. "Gemini" comes from the Latin word geminus, which means "trvin." The constellation Gemini received its name because it consists of two verv bright stars with no other bright stars close b-v, and those stars seem Iike tr,r,ins. The NASA project received its name because of the number of men rvho i.vould be tosether in the sDace capsule orbiting the Earth.
4. Where in the
passa-qe does the
state rvhat the initials
represent? (A) Lines 1-3 (B) Lines 6-7 (C) Line9 (D) Lines
.-5.
NASA
author
(A) (B) (C) (D)
lines 1_3 lines 6-7 line 9 lines 11-13
11-13
Where in the passage does the author describe NASAs nerv challenge after project Mercun'?
(A) Lines 3-5 (B) Lines 6-7 (C) Line 9 (D) Lines
6. The author explains the derivation of the word "Gemini" in
11-13
7. Where in the passage does the author describe the composition of the Gemini constellation?
(A) (B) (C) (D)
Lines 3_5 Lines 6-7 Line 9 Lines 10-11
191
192
READING COMPREHENSION
PASSAGE THREE (Questions B-12) One of the best-knou,n stories in American history-that Bets-v- Ross created the first fJag of tl-re United States-is believed bv a number of scholars to be somewhat
questionable.
Line The official story goes as follows: In 1776, a group that included George Washington (5) came to the lr,ot'kshop in Philadelphia r,r'here Betsy Ross rvorked as a seamstress; they
(
l0)
(15)
(20)
brought a drau'ing of a fla-e rvith stars and stripes on it and asked if Betsy could make it. The flag u,ith the stars and stripes r.r,as definitell, adopted bv Congress on June 14, 1777 . In the minutes on that day there is a resolution accepting a flag with 13 stars and 13 stripes as the official flag of the nation. Hor,r'ever, there is no mention of Betsv Ross as the one rvho had made the flag. The {irst time that there is a documented reference to Betsv Ross as the one who made the flag came more than a century later, when her grandson gave a speech to the Philadelphia Historical Societv indicating that the family had passed down the story for a htrndred )/ears that grandmother Bets]. had made the first flag. Philadelphians enthusiasticallv supported the storr'. Betsv Ross's house rvas restored and renamed Flag House, and it u,as opened to the public as a memorial to Betsv Ross. Manv historians dispute this ston, and certainly no one has been able to come up t'ith indispr,rtzrble proof that it rr,'as Bets]'u'ho made the first flag. This much is knou'n about Betsv Ross: She did erist, she u,as a seamstress, and she did sometimes make flags for the ships of the Pennsvlvania State Nar,r. If the storv- about the first flag is not completelv trtte-and rvho is to knou' at this point-at least it makes a good storv. passage does the author mention a grolrp that came to visit Betsv Ross?
8. Where in the
(A) Lines 1-3 (B) Lines 4-6 (C) Lines 7-B (D) Lines 9-10
author state r.r,hen tlre flag rvas adopted bv Congl'ess? (A) Lines l-3 (B) Lines 4-6 (C) Lines 7-9 (D) Lines 11-14
9. Where in the
passage does the
10. The author describes the first historical reference to Betsv Ross as the creator of the first U.S. flae in
(A) (B) (C) (D)
lines 4-6 lines 9-10 lines I l-14 lines 17-18
1
1. The author discusses hou, Philadelphians responded to the Betsy Ross story in
(A) (B) (C) (D)
lines 9-10 lines 14-16 lines 17-18 lines 20-21
12. Where in the passage does the author discuss how historians have reacted to the BetsJ'Ross ston?
(A) (B) (C) (D)
Lines 8-9 Lines ll-14 Lines 17-18 Lines 19-20
READING
COMPREHENSION 193
TOEFL REVIEW EXERCISE (Skills 1-6): Study each of the passages, and choose the best answers to the ouestions that follow. PASSAGE Ol,'|E (Questions
l-10)
The deer is a distinctive animal easilv recognized by the antlers that adorn most species of male deer. These antlers are used bv the males primarilv to fight, either for mates or for leadership of the herd. Deer generally lose their antlers each rvinter and
Line
(5)
begin grouring ne\\'ones in late spring. The new antlers are soft knobs covered rvith velvetv hairs. Later in the vear as the seasons progress, the antlers grort' and harden into solid branches. In the middle of winter, the full-grorvn antlers fall off and decav on the ground. The follor,i'ing spring the process begins again.
l.
This passage mainlv discusses
6.
(A) the lifestvle of the deer (B) the seasons ol'the vear (C) the antlers of the deer (D) hou,antlers are used z- The deer is called a
because
(A)
soft , r,,el."'ety antlers?
(A) May (B) December (C) October (D) January
distinctive animal
it
uses its antlers to recognize
7.
others
(B) has manv species (C) has antlers (D) J.
In which month r,r,ould a deer in Norlh America probablv have shor1,
(A) soft (B) lon-e (C) grav (D) coarse
has to fight for its mates
The rvord "adorn" in line 1 is closest in meaning to r,r,hich of the follou,ing?
8.
(A) Cot'er (B) Decorate
1. The
). It is NOT mentioned in the passage that the deer uses its antlers
(A) to battle other deer' (B) to get a mate (C) to become a leader' (D) to climb branches
The word "solid" in line 6 could best be replaced bv which of the follou'ing?
(A) (B) (C) (D)
(C) Bother (D) Hide nord "prin"rarilv" in line 2 is closest in meaning to (A) primitivell. (B) onlv (C) mainll' (D) once
The r,vord "\,eh'etv" in line 5 could best be replaced by
9.
Leafv Tinv
In r.rlinter the mature antlers
(A) (B) (C) (D) 10.
Firm Thin
are soft knobs come of{' are cor.ered u,ith velvetv hair begin again
Where in the passage does the author explain horv a deer uses its antlers?
(A) Lines 2-3 (B) Lines,l-5 (C) Line 6 (D) Line 7
194
READING COMPREHENSION
PASSAGE TWO (Questions I1-20)
Line (s)
REM (rapid eve movement) sleep is a t_ype of sleep that is important to humans. This type of sleep generallv occurs four or five times during one night of sleep, in periods of time ranging from five minutes to fofty minutes for each occurrence. The periods of REM sleep become ionger and longer as the night progresses. Physical changes occur in the body to show that a person has transitioned from NREM (non-rapid eye movement) sleep to REM sleep. Breathing becomes fastec the heart rate increases, and, as the name implies, the eves begin to move quickly. Accompanying these physical changes in the body is a verry important characteristic of REM sleep. It is during REM sleep that dreams occur. 1
1. The subject of this passage is
(A) the human need for REM sleep (B) physical changes in the human body (C) the characteristics of REM sleep (D) why people sleep 12. According to the passage, hon'often does REM sleep occur in one night?
(A) Once (B) Tu'ice (C) Four or fir'e times (D) Fofiv times 13. A REM sleep period of fortv minutes u,ould most likely be rvhich period of REM sleep?
(A) (B) (C) (D)
The The The The
first period second period third period fourth period
14. The word "progresses" in line 4 is closest in meaning to
(A) continues (B) darkens (C) falls (D) sleeps 15. The word "transitioned" in line 5 could best be replaced by which of the following?
(A) (B) (C) (D)
Breathed Increased Fallen Moved
16. The N in NREM probablv stands for ',vhich of the following rvords?
(A) (B) (C) (D)
Nine Non Name Nieht
READINGCOMPREHENSION 195
17. According to the passage, all of the following occur during REM sleep EXCEPT that
(A) (B)
the rate of breathing increases the heart rate speeds r-rp (C) the eves remain steadv (D) drearns take place 18. The u,ord "Accompanying" in Iine 8 could best be replaced bv u'hich of the following?
(A) Along with (B) In spite of (C) In contrast to (D) Because of
19. Where in the passage does the author discuss the length of per-iods of REM sleep?
(A) Line (B) Lines 2-3 (C) Lines 6-7 1
(D) Lines B-9 20. The author mentions a nonphysical ocrcurrence during REM sleep in
(A) line I (B) lines 3-4 (C) lines 5-6 (D) lines 8-9
196
READING COMPREHENSION
PASSAGE THREE (Questions
Line
(5)
(10)
(15)
2l-30)
In the 1930s, Chester F. Carlson rvas t'orking in the patents department of a lar_ee electronics firm in Nerv York Citv. One of the major problems in his rvork was the length of time and expense involr,ed in getting patents copied; patents r.r,ere lengthy legal documents, and the only u,avs to get them copied r.l'ere to take them to a typist or to a photographer. Either u'av of copving patents took a lot of time and cost a lot of monev. He canle up u,ith the idea for a machine that would copv documents quicklv and efficientlv. He researched the idea in the librarv and then rvorked over a three-year period on der,,eloping a machine that used a light, an electrostatically charged plate, and porvder to duplicate images on paper. The result of this work was a machine that produced the first xerographic copy on October- 22, 1938. He named the process "Xerox," which is derived from a rvord meaning "dry writing." Carlson felt that he had a good idea, one that would be extremely helpful in the business r,r''orld. I{e tried to sell his idea to a number of large corporations, but they rvere not terriblv interested in his machine. He was able to get some help in developing the nrachit'te from a nonprofit institute, and a few years later he sold the process to a small familv-or,r,ned compan\'. This small company grew into the giant Xerox Corporation, and both Carlson and Xerox became rather rveaithv in the Drocess. 21. This passage is mainly about
(A) Carlson s job in a patent office (B) hon, the Xerox machine n,orks (C) Carlson's sucrcess in business (D) the development of the Xerox machine
22. Which of the following is NOT mentioned as a problem that Carlson encollntered in getting patents copied?
(A) (B) (C) (D)
The time needed for copying The expense of the copving The length of the patents The dependabilit.v- of the photographers
23. The rt,ord "expense." in line 3 is closest in meaning to
(A) (B) (C) (D)
cost
dil'ficultv legalitr pavment
24. The word "researched" in line 7 is closest in meaning to which of the follon ing?
(A) Searched for (B) Came up with (C) Looked for information about (D) Returned to 25. Which of the follor,i'ing is NOT mentioned as a component of the machine that Carlson developed?
(A) A light (B) A charged plate (C) Powder (D) A tvpewriter 26. h can be inferred from the passage that Carlson began work on the machine in
(A) (B)
(c)
(D)
1e30 193s 1e38 1941
READING COMPREHENSION
27. 'fhe passage indicates
that the large corporations that Carlson tried to sell his process to
(A) were family ou'ned (B) rvere nonprofit institutions (C) helped to develop the process (D) did not r,r'ant to bu1,'his machine 28. The word "giant" in be replaced by
(A) monster (B) tinv (C) familiar (D) huge
in the passage does the author indicate r.lhat a patent is?
29. Where
(A) Lines 1-2 (B) Lines 3-5 (C) Lines 6-7 (D) Lines 9-11 author describes r,r.hat happened to the company that eventuallv bought Carlson's process in
30. The
line
16 could best
(A) (B) (C) (D)
lines 1-2 lines 9-11 lines 13-14 lines 1.6-17
197
3a3a3a3a3a3a3a
3
TOEFL PCST_TEST SECTION 3 READING COMPREHENSION Time-55 minutes (including the reading of the directions) Now set your clock for 55 minutes. This scction is designed to measLrre voul abilitv to read and underst:rnd shorl passages similar in topic and stvle to tlrose that studc-nts are likelv to encounter in North American universities and colleges. Tl'ris section conlains reading passages :rncl qnestions about the passaees.
Directions: In this sectior.r vou rvill leacl several passaqes. Each one is follou'ed bv a numberof qr-,.si-l-r ohout it. You arc {o choosc the one b"rt rnrir.',, (A). (B), (C), or (D), to each question. Then, on vour ans\\:er sheet, find the nurnber of the question and fill in the space that corresponds to the letter of the ansrver r,ou have chosen. Ansu,er all cluestions aboirl the ir-rfon-nation in a perssage on the basis of rvhat is stated or
in that
implied
passage.
Read the follorving passage:
John Quincv Adanrs, u'ho se'rle-d as the sixth president of the United States from 1825 to 1829, is tc.rdav recognized fbr his nraster-ful statesmanship and diplomacv He dedicated his life to public sen'ice, both in the presiclencv and in the various other political offices that he held. Llrre Throughout his political career he demonstrated his uns\verlring belief in freedom of speech, the (5) antislaverv carrse, ancl the right of Americans to be free fi:om European and Asian domination.
Example I
Sample Answer
@
o e
To rvhzrt did John Quincv Aclams devote his life?
(A) Irnpror,'ing his personal lif e (B) Ser-r,'ing thc public (C) Irrcreasing his forttrne (D) Working on his private business
@
According to the passage, John Quincv Adams "dedicated his life to public ser-vice." Therefore, vou should choose ansu'er (B).
Example
II
Sample Answer
In line 4, the r.,'ord "unsr.verv'ing" is closest in meaning to
(A) mo'r'eable (B) insignificant (C) r-rnchanging (D) diplomatic
@ @
o
@
The passage states that John Qr-rincv Adams demonstrated his unsu'erving belief "throughout his career." This implies that the beliel did not change. Therefore, 5'ou should choose answer (C).
'IOEFL't.st dire(tionJ ao(l t.rillrat arr repr-int.d b! permis:ion
198
READING COMPREHENSION POST-TEST
of fi1 S, thc ropvright ourrcr: H.rrrerer, all cxamples and test questions are prcxidecl bv Pcarson Eclueation, Ine
3a3a3a3a3a3a3a euestionsr_g
Line
(5)
3
..
\.rur\. tt \1, 'jt The tiniest bird in the t'orldis the male bee hummingbird. Because it is S'imall, it is often mistaken for a bee or somc' other tvpe c-rf insect of that size. As a hummingbird, it is able to {lap its r.vings extremelv quickly r.rp to eiglrtv times per second With this really fast rving speed, the be'e hummingbird can hover like a helicopter, flt'foru,urrd, flv backu'ard, or even t'lv upsicle down. 1.
Whatisthetopicofthispassage? (A) The bee (B) One tvpc' of humrningbird (C) Hou, fast hummingbirds flr' (D) Hon, helicopters flr'
.5.
Inline3,to"flap"ningsisto (A) hold them still (B) stretch them out (C) fold them (D) move them up and do'"vn
2.
The r.r'ord "tiniest" in line 1 is closest
6.
meaning
Accordir.rg to the passage, horv fast can a bee humlringbird flap its r{ings?
(A) (B) (C) (D)
(A) A hundled tin-res each second (B) Eightv times per minute (C) Eight)'times each second (D) Eight times in a second
in
1o fasiest rnost dangerous noisiest smallest
3. lt can be inlerred from the passage that the
hummingbird (A) is reallv a bee (B) does not erist (Cl) is larger than the mzrle (D) eats insects female bee
4. According to the
incor.recllv think it
(A) a bird (B) an insect (C) a bat (D) a helicopter
(A) fh. firrr.vard quickl_v (B) land (C) staf in place in the :rir (D) use fuel
passage, r,",hen people
a male bee hummingbild, thev
is
7. In line 4, to "hover" is to
oiten
see
8. The passage indicaies that
a bee
hummingbird can do all of the foilo"ving EXCEPT
(A) ho'er. (B) fl1' backward (C) fll'iu an inverted position (D) fll'a helicopter '
READINGCOMPREHENSIONPOST-TEST 199
3a3a3a3a3a3a
3n 3
Questions 9-18 One mvsterr' about elephants that seems to have been solved is horv elephar-rts comrnrrnicate hezrrd a rr,'hole .,'arietv of sounds coming f rom elepl-rants, but these sounds are not the onlv t'av that elephants communicate. A nerv explanation zrbout elephant communication is beir.rg proposed. Elephants vibliite the air' Lirte (5) in their tn-rnks andl'oreheads. The sound thal is createcl dr-rring this vibration h:rs an extremeh'lou' pitch; the pitch, in fact, is so lou' that humans cannot hear it. Horvever, it seems that otherelephants can and clo he-al and understand these lou rtrnblings.
u'ith each other. Humans have
9.
10.
The passage mainlv discusses
(A)
thc answer to a question about hou'
(B)
clephants corrr nrrrnicalc horv elc'phants vibrate ther air in their
(C)
tmnks communication betr.r'een animals and
(D)
humans the sounds that elephants rnake
A "my'stery" in line 1 is
(A) (B) (C) (D)
a speech
something unknor,r'n a ftrnnv story a cletective
13. The t'ord "ua)" in line 3 cor-rld best bc replaced bv
(A) (B) (C) (D)
direction methocl
path road
14. Where do elepl.rants vibrate air-?
(A) In thcir throats (B) ln their rnrnks (C) ln their mouths (D) In their ears t5. The u'ord "pitch" in lirre 6 is closest in meaning to u.hich ol the follorving?
11.
According to the passage, people
(A) (B) (C) (D)
cannot hcar anv elephant sciunds are not interested ir.r elephant sotrnds hear onlv one eleph:rnt sound
(B) (C) (D)
200
(B) Voice (C) Height (D) Sound
can hear numerous elephant sottnds
t2. It can be inl'errerd from the passage that the elephant sounds that humans hear are
(A)
(A.) Meaning
one of the u'avs that elephants cornmunicate not part of elcphant communic:rtion hour ele-phants commr:nicate u-ith huntans the onlv sounds that elephants make
READING COMPREHEN5ION POST-TEsT
l6 Which of the follorving is NOT true aboul the ertrenrelv lou'sound crcated b\, elephants?
(A) l{umans cannol trnderstarrd. (B) Hurnlrns hclrr it. (C) Elepharnts hear it. (D) Eiephants under-stancl it.
it.
t/
3a3a3a3a3a3a3a 17. The u'ord "n-rmblings" in line 7 is closest in meaning to
(A) u'ords (B) ears (C) r,ibr-ations (D) melodies
3
18. Where in the passage does the author describe the sound that elephants creale in their trunks and ioreheads?
(A) (B) (C) (D)
Lines 1-2 Lines 2-3
Line
4
Lines 5-6
READING COMPREHENSION POST-TEST
201
3n 3 a 3 a 3 a 3n 3 a 3 a 3 Questions 19-28 George Gershrvin grew up in Ner,r' York Citl', and he Iirst made his living plaving popular music on the piano in "Tin Pan Allel'," the music publishing district of New York. It rvas there that he developed a strons leel fol the poptrlar music of the tirne t.l'rat sen ed as a b:rsis lor the popular
Llize songs that he composed. (5) In addition to his love of popular songs, he- enjoypd .jazz and believed thal iaz.z. u,as the primarn sorrrce of trulv Arnerican folk music. Jazz.had, prior to Gershr,r'in's time, been pertormed by small jazz bands ancl soloists, but Gershu,in beliered that lazz could sen,e as the basis for serious svmphonic rvorks. Gershrvin became the link betu'een lat.z.ancl serious classical music u'ith such
(10)
u'orks as
lis
iaz.z..collcerto Rhapsodt in Blue and the jazz-inspirecl orchbstral piece An Antericart irt
Par|s.
discusses George Gershrvin'.s popular music Tin Pan Aller, American iazz the varietv of music bl'Gershrvin
19. The passage mainlv
(A) (B) (C) (D)
20. The uord "made" in line I could best bc-
21.
bv constructed earned ri'orked built
(A) (B) (C) (D)
rras not serious music rvas not as enjovable as popular music
24. The uord "primarr" in line 5 is closest in meanitrg to
(A) (B) (C) (D)
(A) (B) (C) (D)
Accor-clin-s to the passage, Tin Pan Allev
is
a piano .shop a music str,rdio an area in Net'York City a street r.r'here Gershrvin lived
22. Which ol'the follorr,ing is NOT
tr-ue about
Geot'ge Get'sh"vir-r's relationship r'vith
popular mttsic.'
(A) (B) (C) (D)
He plaved popular music on the ^,2 piano. Popular music u'as the foundation o1 some of his songs. He \\'rote solre popular songs. Popular music rvas the onll'tvpe of . music that he enioved.
READINGCOMPREHENSIONPOST-TEST
.jazz.
u,as real An'rerican traclitional music should onlv be plaved in small bands
replaced
(A) (B) (C) (D)
202
23. Gelshr,r'in believed that
tnain onlv first trnknonn
25. The expression "prior to" in line 6 is closest rn meanrng to
(A) (B) (C) (D)
during after in before
3a3a3a3a3a3a3a 26
27
It can be inferred from the passage that
3
28. Where in the passage does the author
Gershwin
mention the names of some of Gershwins
(A) wrote the first'jazz music (B) n'rote jazz music for largergroups (C) did not like rvriting jazz music (D) wrote only fbr small jazz bands
works?
The rvord "link" in line 8 is closest in meaning to
(A) (B)
(A) (B) (C) (D)
Lines 1-2 Lines 2-4 Lines 5-6 Lines 8-10
divider separation
(C) judee (D) connection
READINGCOMPREHENSIONPOST-]'EST 203
3a3a3a3a3a3a3a
3
Questions 29-39
lirze (5)
Like a lot ol'othericle-as, cheuing gurn cleveloped uhen an inventive pcrson \vas tr\ing to clevelop sorlcthing elsc. In 1870, Thon-ras Adams \\'as t.r\ing to cl'eatg g gr-rbst:rnce sirrtil;rrto lr-rbber. He knevv that in tire past, natir,es of lvlerico had cnjovcd cheu,ine phicle_,.'rrhich rvas the gum oI the sapodilla tree, he thouglrt that this cllcle rnight possiblv be uselirl aS-a replacemernt 1or rubber'. While he uzrs uorking rvith it, he de-cided to lr-\'che\\'ing it, just as had beer.r clone in N{exico. He enjol'ecl thc sc-nsation zrnd dccided that he slrould.tn selling it. Unfil'tun:rtell, holr'evcr, not manv pe
29. The main idca ol the p;rssage is that
(A) (B)
chiclc \\'as cornnl()nll chcried
Thomers Adanrs invcntccl chen'ing
gum
aceident
(Q) Thonras Acl:tms
(D)
er-r.j<.n'ecl
chicle in [irr- r'ubbcr
JU. ln llne l, the erprcssion "an
inr,entir:e bv
person" coulcl lrest be replzrce'd
.
trees people places
plastics
-3,1.
The r.r,ord "se nsation" in line 6 is close-st in meaning to
(A) t'ro'eht (B) teelirrg (L) tzrste (D) look
a crcative pels()11
(ts) an illogical pcrson (C) a destructive pelson (D) a mistak€rn pcr son .1 |
Ot'Clltg l( ) I nc pits\:lge. \\ llat olcl .. In()mls A(lnms l9lnall\ \\itnl l() e lr-alc'
ACe
')l
(A) CheuinggLrrn (B) The sapodilla tree (C) A rubber sr-rbstitute (D) Flavorings
3-5. Accorcling to the passage, u.hat hzrppenecl
u'hen Thonras Adan.rs first tried selling $is chiclc- procluct?
(A) It did not sell ven' u ell. (B) It rras sue ecsslul bt'causc ,rf tlre teste. (cr pc,,ple tlrorrght it *ar r-ubber' (D) Aclamsbecnmeimnreciiateh' srrcccssful.
36. "Flavorines" in line 7 are used to irnprove prrrdurts
32. Which
for-it.
204
are
chert'ing
Thomas Adanrs \{as Lrnsuccessful
finclins a subslitute
(A)
(A) (B) (C) (D)
in
Merico b'u
33. In line 3, "natir,cs"
READINGCOMPREHENSIONPOST-TEST
(AJ aPPearance
(B) (C) (D)
ieel t.rste
snrell
a
3a3a3a3a3a3a3a Adarns because he had a lot tl-rat he did not r'.'ant he did not care about making nronev he $ras not a verJ smart businessm:rn he u'antecl to impr-ove future sales
37. It is impliecl in the
passage that
39. Where in the
3
passage cioes the author
ga\,e out h-ee samples ol gum
explain u'hat chicle is?
(A) (B) (C) (D)
(A) (B) (C) (D)
Lines 1-2 Lines 3-4
Line
-5
Lines 8-9
38. According to the passage, in his search for a lubber substitutr', Adams
(A) (B) (C) (D)
uas not successful found the original mbber plant succeecled late in his.life rvas highlv successtirl
READINGCOMPREHENSIONPOST.TEST 205
3a3a3a3a3a3a3a
3
Questions 40-50 Sometimes mail arrives at the post ofTice, and it is irnpossible to deliver the mail. Perhaps there is an inadequate or illegible address and no relllrn addless.. Tf e post olfice cannot iust throu' this mail away, so tl-r,is becot.nes "deaid mail." This dead nrail is sent to one o{'the U.S. Postal Serlice's Line dead-mail offices in Atlanta, Nerr"'York, Philadelphia, St. Paul, ol San Francisco. Sevenrv-five (5) million pieces of mail can end up in the dezrci-mail office in one vear. The staff of the ciead-rr-rail offices have a varietv of t'avs to rlc-al rvith all of these pieces of dead mail. First of all, they look for clues that can help them deliver. the mail; thev open packages in the hope that something inside u'ill shou'where the package came from or is going to. Dead mail rvill also be listed on a computer so that people ian call in and check to see if a missine item is there: (10) Horvevet, all ol this mail cannot simplv be .str-rrecl ttrler,'er; tl'rer-e is -iust too mr-rch of it. W[en a lot of dead m:iil has piled up, the dead-pzril offices hold public :ructions. Even'thlee months, the public is invited in and bins containing items found in deacl-mail packiigr-s are s1lld to tl.re highest bidder.
40. The best title for the passage is
(A) (B)
The U.S. Postal Sc'rvice Staff Responsibilities ar the Postal Sen'ice Whv Mail Is Ur.rdeliverable
(C) (D) Dead-Mail Offices
44. The u'ord "staff" in line 6 is closest i;r meauing to
U.S. '
41. Dead mail is mail that .
(A) b) (C) (D) (
has no Lrse nas oecn read and tn|o\\'n is unwanted is undeliverable
t\\a\
43. According to the passage, horv manv
Postal
Ser-vice have?
(D)
75
(c)
206
pieces of fur-niture
dcal
uith dead maili
(A) They searci.r for clues. (B) Thel'throrv dead nrail arvav.' (C) Thet'opc-n dcad mail. / (D) Thev list dead mail on a computer./ cleacl-mail stzrff r.vould be happv opened a package and found
(B) Missing ,. , tL I unrea0aDte (D) Incc'n'ect
3
(D)
46. It is implied in the passage that
{A,, rnconrprete
(A) (B)
u'orkers m:rchines (Cl) rules
4-5. Which of tlre follou'ing is NOT menrioned as a \\'av that post olfice staff menrbers
42. The u,ord "illegible" in line 2 is ciosest in meaning to r,r,'hicir ol the follor.r,ing?
dead-mail offices does the U.S.
(A) (B)
s
ls
READINGCOMPREHENSIONPOST-TEST
(A) (B) (C) (D)
monev fcrvelry' a compr-rter
an adciress
rhc-
if they
3a3a3a3a3a3a3a 47. ln line 9, the expression "call in" could best be replaced
(A) (B) (C) (D)
bv
r'isit phone shout talk
.19. The passage indicates that dead-mail anctions are held
(A) once a vear (B) rrvice a r,'ear (C) three times a vear (D) four times a vear
48. The u'ord "auctions" in line
to 7 V , (AJ sates (B) deliveries (C) meetings (D) demonstrations meaning
3
11 is closest
in
50. Where in the passage does tlre author explain u,h1,'the post office cannot store dead mail forer,er?
(A) Lines 2-3 (B) Lines 4-5 (C) Lines 7-8 (D) Line 10
This is the end of Section 3.
@@@@@@@ When you finish the test, you may do the following: o Turn to the Diagnostic Chart on pages 357-363,
and circle the numbers of the questions that you missed. o Turn to the Progress Chart on page 353, and add vour score to the chart.
READINGCOMPREHENSIONPOST-TEsT 207
TEST OF WRITTEN ENGLISH
(rwr)
TEST OF WRITTEN ENGLISH
(rwr)
The Test of Written English (TWE) is a nriting section that appears on the TOEFL test several times a vear. You should check the Bulletin of'[nfornrttictr.t fbr TOEFL, TWE, and TSE for the dates that the TWE rvill be administered. If vou are required to take the TWE, be sure to sign up for the TOEFL test in one of the months that the TWE is given. On the TWE vclu r,i'ill be given a specific topic and vou r.l'ill be asked to rvrite an essay on that topic in thirtv minutes. The TWE will be given at the beginning of
the TOEFL test, before the Listening Comprehension, Structure and Written Expression, and Reading Comprehension sections. Because you must lr,rite a complete essay in such a short period of time, it is best for vou to aim to rvrite a basic, clear, concise, and rvell-organized essay. The following strategies should help vou to rvrite this tvpe of essav-. STRATEGTES FOR THE TEST OF WRTTTEN ENGLTSH (TWE)
1.
it exactly as it is presented.Take several minutes at the beginning of the test to be sure that you understand the topic and to outline a response.
2.
Organize your response very clearly. You should think of having an introduction, body paragraphs that develop the introduction, and a conclusion to end your essay. Use transitions to help the reader understand the organization of ideas.
Read the topic carefully and write about
3. Whenever you make any general statement, be sure to support that statement. You can use examples, reasons, facts, or similar details to support any general statement.
4.
Stick to vocabulary and sentence structures that you know. This is not the time to try out new words or structures.
5. Finish writing your
essay a few minutes early so that you have time to proof what you wrote. You should spend that last three to five minutes checking your essay for errors.
211
212
TEST OF WRITTEN ENGLISH (TWE)
THE WRITING SCORE The scole ol'the TWE is incltrded on the sarne form as your regular TOEFI- score, btrt it is not part of \rollr overall TOEFL scor-e. It is ar separate scor-e on a scale of I to 6, rvhere 1 is the nor"st scor-e and 6 is the best score. The follou'ing chart outlines rvhat each of the scores essentiallv means. TEST OF WRTTTEN ENGLTSH (TWE) SCORE
6. The writer
has very strong organizational, structural, and orammatical skills.
5. The writer has good organizational, structural, and grammatical skills. However, the essay contains some errors.
4.
The writer has adequate organizational, structural, and grammatical skills.The essay contains a number of errors.
3. The writer shows evidence of organizational, structural, granrmatical skills that still need to be improved.
and
2. The writer shows a minimal ability to convey ideas in written Enolish.
1. The writer is not capable of conveying ideas in written English,
SAMPLE ESSAYS This section contains six essavs, one demonstrating each of the six possible scores. These essavs can give vou some idea of tlre lype of essav vou need to u'rite to achieve a good score. Ther- can erlso demonstrate some of the major errors vou should ar,oid lr,hen vou take the TWE. The strengths and neaknesses o[each essay have been outlined at the end of each. It would be helpful to studv each ansr,r,er in orcler to understand u,hat is good and ',vhat is not so goocl in each of these essavs. This is the topic that rvas used: Sample Essay Topic Time-30 minutes Do you agree or disagree with the following statement? Some people place a high value on loyalty to the employer.To others, it is perfectly acceptable to change jobs every few years to build a career. Discuss these two positions. Then indicate which position you agree with and why.
Use specific reasons and details
provided.
to support your answer.Write your answer on the forms
TEST OF WRITTEN ENGLISH
(TWE)
The follou'ing essay received a score of 6: DifferenL culruree \epp r4ryinq v4tyq3 pnlgva)ll ro t\g glpwfl!-99ryp counLriee, moet notably in Aeia, t'here ie q !@ deqlee, qf )o-V4!!!9!le egJnP4Y_
lowever, in moet:, European counLrieo and Llte Jnit ed StaLee, loyalry Lo one'e
elploylte ryt hiyllv yalqed; inelgaclv ta ggne\df:Le@9le
r4!\9!"y_t 414
tlplge jp?Zy\p\gygllt le *qYr!p4 tppchLeJellg c,a!9g!:3q!l: of yhe9qppgrLion9 h4ug e1?!!4qgg al!
reaeonable for an employeq 79 qpLtnnal o;yq!4)
d'saavanlaqeo.
lo lhe qry)pyer: a kinA of famiVyplqt::lofplip _ eeeme Lo deuelop lglygen eJnlpgr a1d employeq.! E a lqciryocaL 4r!4qement w\tp! V e grylgy e l e 9? ! q 9! 19 4 w lth a e g\t u!! e qm ? oy! 9!9lq4o p r_o_ ! p !\ p, In culLuree LhaL valve LolelW
_
i
@
i
t
)
poLqytLial aqQ the employqg tg 99!99rn9d ebpy! gpLtmiVinqthe welfare 9f !'he-
_
99!p?W: !n_, ryqg"lye ao_pggllg :p9olule pyglly,Lo 9n99erY,p?ryie LIAISI ery)oye, ry4y3t4y in pae p!!\pt_lplplqiqe g\qlove 4!4 rY4y_ryigelyt9!
gpprrylllge ro Qgyqlgylyt npvvlrrggtg!9,
r:prn
7lp
eypl,o,v_efp
pot!! lUlpyJbB
qrnp)qy9e friay ?g:Vvr4gnejWLqm?loJgge whgee_2kille :to lonqgLtr'arch
thg 1949_
of rhe comzanv, In culruree in which
it i? WLe 49cg?tqylo ga4lgglole
gve:y
!e!J94!e,
grydaygge,_c_4!rltdrlqqe,"StJheJJLooee_!g,J!gt3"lf,Ueycel4q_ylLye g-oyp4y 4g lolg ae ir ie mulual\ lgrylgial ro cory4y4!_LgrnP!9yq-9, Ae lonq ae !e@iolo!199Li9;rp ry4 !qgmpb19q,e career ie adve!!c-ylq_47 3! +pggfuable p?9 e, Lh ej m pl oy e_c 4 l_lg n?y! t!\ q:p rn p ely ql! 4? f'y li ry9 i'Y e rn7)qyqr l u lreelpflgyg tgjfp!\gf q9!p4ly pg!\qpp lp upyieue a_niqher ?ogi.t:qlp:lpY_ Lo
l
e;
inlo a ?glg 9
a
new area, or
!4!1 Jlgj l
to lnd a v.tork eiLuation Lhat ie more euilable ro hie/her
ea
dv a v!44e_
ot1!e41
41191
i
e
gry
l
oy
ee
e
Len
d t' o . m o v e a r o u n d
loL,
Althouqh bolh theee eyoteme have advant?99944 Qleaclu.antag9?.lL ie much beLLer for emybyeee heyqllq opp9rylltLy r:9 A9y9 !19! p!J919b i! n)e neceeeary
to
have a better career.
213
214
TEST OF WRITTEN ENGLISH (TWE)
THE"6"
ESSAY
Strengths of This Essay
1. lt discusses all aspects of the topic. 2. lt is clearly organized. 3. The ideas are well developed. 4. lt has good, correct sentence structure. 5. lt has only a few spelling and grammar errors. Weaknesses of This Essay
1. The concluding paragraph is rather weak.
The follorving essav received a score of
-5:
?g-p ?eo/9 ppce \y! vtllug,o1lgygll\:Lo
ie reeponeiblp JpU!"_ gmplgwe b careelJlg coyp4!!'Nt!
qryp@9949!!_\ie_p!rThqggrnp?ry
gLlggpjtmlL
4ppplonCjgr !\e-
19 :4ip" p_yptov?e _"y9_VyJ9e!_rlon
q9rc'p4\J ?f4pypyyptp in !19!9yp9nJ,
QW:l ppf,p
b
eli eu
e,,t v1t e t'p,cl$
qp
c
"
ph!)gJ 9 chq q q
ob
e qy9 !yl9vJ94!e,
build a career. T\"V !_U:yp:-d9ygq9 Jepppne@e Jpr \,e oyn
em{oygg
for
!a!e
4t ob_poe_rt=ioLln'!y? w4J tle egyp4lJ ltll iev_egylallAlaryfpt
!\"gpa olJ!" to
v!1tt AegyQg
lqligyg;lhe c_oyrp4lJ
"rnNpy_efTigJ
ltll
^p\p
:etppl l!"_
decieione aboul hie careen E11p)qy9e w;ill chooee whaL te q99d
emp_loyee rath_er
than f,he com?any,
The beel eyel,em ie one when employer Lakee ree2onoibility for Lhe careere of
e\otld take ryeyoJt?ibilrLy,lL ie h'te duLy, ErnlpypB\\otB @eL 9y99J9!E r q! p\i f _qy! l9! i 1e c=a ye 9i,l@1 s pt oyee will work hard and do q9949!.rgt,ltJ" QlLto lhe c_oryppryJlig qye@rn worY9V!. b:9t Jgt:ygryqe. tL ie beet Loflor\tle ppyply ?!4 gydo$9?. employgeerEryplqyey
g_
w1
TEST OF WRITTEN ENGLISH
(TWE)
THE"5'ESSAY Strengths ofThis Essay '1. lt discusses the topic fully.
2. lt is clearly organized. 3. lt has correct sentence
structure.
Weaknesses of This Essay
1. The sentence structure is very simple. 2. There are some grammatical errors, particularly with articles.
The following essa1, received a score of 4:
!9t- in agJgg!9!! abelL_how loyal ?eo?le ehould be Lo their ,:"dqy-"fp.SpygpggylellaggqQ,h ualue on loyalLy to Lhe em?loyen fheee ?eo?le EJqry_gtrye
believe
thaL Lheyehould work hard tor their em?)oyer and eo their eln?loyer will
take care of them. To_oLhere il ie ?ertecLly aace?table Io chAlg, ygry,e-
lg J!iUg_q4!gg!.Tlq Velpyp 4elJeylnq
plg rygry&v __
only one em?loyer and one iob in a
career will noL be lhe beet for them.
_ t, "y_c_ryW ?9Qpt9 elq !t"k 9!9 gyJ@rlo:Jbp:_y!4eJte :!q teyga py \ey,y! !941bpy i?rdeq!:\r,L\oVJepp"eg iL ie the only .iob Lhey will have. TlgV Ao_!9!91lo_fpnothq 1o'b lhey already have one becauee Lhat would be unbyal. Thie yAy tslpllp:J,gpauee when you old the corypany_yill take care yo\
,
and your f amily.
THE"4'ESSAY Strengths of This Essay
1. lt answers the question fairly well. 2. lt is clearly organized. Weaknesses of This Essay
1. lt copies too directly from the question. 2. The ideas are not very well developed. 3. There are several examples of incorrect sentence structure.
215
216
TEST OF WRITTEN ENGLISH (TWE)
The following essav received a score of 3:
?g^" pglgdp:fay wilh one em?loyeer for lheir enf,ire career,
buL anothere
build a career by chanqinq iobe elgly few yeare. There are Lhree reaeene ?eo?le
lgU:!q, ^gyl! o_f
g p@9 r pryh e r eU1Wp!99 r. Firel,lhg ?eo?le ehoulI ,lAVtrq *,Ih on, ,^doyu becauee il ie !?*jg!le y_o:P!a |f y9!!e_y" :!ay ynh one em?byBUney y! tl lpylgto move and tltey q\!
e?il9ry!|nq
I
e
etul}h9
99ryppLy
Second, ?eo?le ehould
?!44ue!94! th9!9rnp4!:
eteyinUy$ plp:mp@pUpg4lgg!
t? beet
lor.!!e
com?eny. The ?eo?le will knowinq how Lg d,o Lheir iobe and they will havinq a big
produclon and the com?eny will be very eucceeo. Finally, ?eo?le ehould etayinq ryill,one em?loyer
becaueo
L
eoceity,
f:ppp\e@AVyilJge p9Af9!J rh?!@!\" "9!pg!te9 t,tt J tnq very eucceee. all_the sorrpgltq4le uery iycggge t4g! iggg@ ltll _be e-ucceee. THE''3"
tf
ESSAY
Strengths ofThis Essay
1. lt 2. lt
is clearly organized. has good, correct sentence structure.
Weaknesses of This Essay
1. lt does not discuss the topic completely. 2. There are errors in spelling and grammar.
The following essav received a score of 2:
Firet, there ie a dieadvanlaqe to ?lace a hiqh value on loyalty Lo the_a1fu_ypt if your em?loyer ie no a qood em\oyer and your iob ie no a qood iob lhen you _
le/:-ployer. ManV_ gyppJgr_are no _qood em?loyere and if yor ttplpv atlp p@4:ryp!,oJ9! tLEpvpelplppplpp eJ@ lz ehould no Up OyaJp e
aood Lo vou.
TEST OF WRITTEN ENGLISH
(TWE)
lbp:glp_p a4wy!pg9!p_pj?!W@g rygryj9y]9?re to build a carere if wanL to move fro Vpy lgf_borinq iltth your iob a
Vxt
q_el
a betler iob
ineLe,
_fy4\r!99?le ehould Aectde for &"!p olpttrp tlpn Lhey are yoUlg,h"* "a" thry b" "rr" *h" * thev will eLill want
lder
that
lo work there?
THE''2''
ESSAY
Strengths of This Essay
1. The overall organization is clear.
2. The writer's main ooint is clear. Weaknesses of This Essay
1. The sentence structure is poor.
2. There are numerous errors in spelling and grammar. 3. The ideas are not very well developed.
The following essay received a score of
1:
?eo?le
g\p_4!plgyng only one iob for his hole careere. becauee iL ie
!ruprlent:toVllg
your io?.lf you nol loyal. Th com?any didn'f be able hae qood
___l think
bueineee.lf the emqloyeee keep chanqe, New employeee alway neede be lrain, and eo on.
THE'1 " ESSAY Weaknesses of This Essay
1. lt does not discuss the topic completely. 2. The ideas are disorganized and difficult to follow. 3. There are many errors in spelling and grammar. 4. There are many errors in sentence structure. 5. lt is too short.
217
218
TEST OF WRITTEN ENGLISH (TWE)
BEFORE WRITING Sxrr-r
1:
The first test is to organize organize
THE WRITING TOPIC
and most important step when you are writing an essay on the TOEFL read the writing topic carefullv. The writing topic will show you hor,r'to vour response, so -vou must read the topic and think about how vou will vour essay. Study the following writing topic. Essay Topic
Some people prefer warm weather, while others prefer cool weather. Discuss the advantages of each type of weather.Then indicate which you prefer and why.
As -vou read this topic, you should think about the organi zation of your response. Your essay should starl with an introduction, and that introduction should mention warm tueather, cool u.,eather, and the advantages of each. This introduction should be follor,ved by supporling paragraphs describin g the advantages of warm weather and the advantages of cool n,eather.In the final paragraph, you should discuss whether 5rou prefer wanl1 weather or cool weather and u'hy. The final para-
graph is your conclusion; it brings together the ideas in the previous paragraphs about warm and cool weather. The following is a good outline for an essay on this topic. Paragraph
1:
INTRODUCTORYPARAGRAPH (ntentioning tlrc advantages of'warnt and cool weather)
Paragraph
2:
FIRST SUPPORTING PARAGRAPH (listirtg and discttssing the adt,antages of-wann u,eather)
Paragraph
3:
SECOND SUPPORTING PARAGRAPH (listirtg and discussing ilrc advantages o-f'cool weatLter)
Paragraph
4:
CONCLUDING PARAGRAPH (satting whether ,,-ou prefer $)ann or cool weather and w,hy)
The following chart outlines the key information that you should remember about u'riting topics on the TOEFL test. THE WRITING TOPIC
writing topic on the TOEFL test shows you what to discuss and how to organize your response. You must read the topic carefully to determine the best way to organize your response. Each
TEST OF WRITTEN ENGLISH
(TWE)
EXERCISE 1: For each of the writing topics, indicate the t-vpe of information that you u'ill include in each paragraph of your response.
1.
I
What are the characteristics of a good teacher? Support your response with examples.
NTRODUCTORY PARAGRAPH
SUPPORTING PARAGRAPH
:
ntentioning tlrc characterislics
of-
a good teacher
the first characteristic, w,ith an example
1:
SUPPORTING PARAGRAPH 2:
the second characteristic, ruith an example
SUPPORTING PARAGRAPH 3:
tlte third characteristic, n,ith an example
CONCLUDING PARAGRAPH:
sLu?unary
2.
I
ofthe characteristics
of' a good teacher
What kinci of music do you like most? Give reasons to support your response.
NTRODUCTORY PARAGRAPH
SUPPORTING PARAGRAPH
:
1:
SUPPORTING PARAGRAPH 2: SUPPORTING PARAGRAPH 3: CONCLUDING PARAGRAPH:
3.
Some people like to try new kinds of food, while other people always eat the same kind of food. Which type of person are you? Give examples to support your response.
INTRODUCTORY PARAGRAPH: SUPPORTING PARAGRAPH'I
:
SUPPORTING PARAGRAPH 2: SUPPORTING PARAGRAPH 3: CONCLUDING PARAGRAPH:
219
TEST OF WRITTEN ENGLISH (TWE)
4.
Do you agree or disagree with the following statement? It is best to work for only one company in your career. Use specific reasons
I
to support your response.
NTRODUCTORY PARAG RAPH:
SUPPORTING PARAGRAPH i
:
SUPPORTING PARAGRAPH 2: SUPPORTING PARAGRAPH 3: CONCLUDING PARAGRAPH:
people prefer to attend large universities, while others prefer to attend small schools. Discuss the advantages of each.Then indicate which you prefer and
5. Some
why.
I
NTRODUCTORY PARAGRAPH
SUPPORTING PARAGRAPH
:
1:
SUPPORTING PARAGRAPH 2: SUPPORTING PARAGRAPH 3: CONCLUDING PARAGRAPH:
6.
Do you agree or disagree with the following statement? It is important to follow the wishes of your family.
Support your response with reasons and examples.
INTRODUCTORY PARAGRAPH: SUPPORTING PARAGRAPH
1:
SUPPORTING PARAGRAPH 2: SUPPORTING PARAGRAPH 3: CONCLUDING PARAGRAPH:
TEST OF WRITTEN ENGLISH
Sxrl 2:
(TWE)
THE SUPPORTING IDEAS
After you decide horv to organize volrr essav, r,ou need to plan \/our slrpporting ideas. Youl idcas need to support the topic clear"h' zrnci pnn,iclc tlie tr.'1te of strpport that the question asks for. Stuclr the follorving rvritine 1opic. Essay Topic
What kinds of classes dc you dislike the most? support your response.
t-.tse
examples to
As vou read this topic, vou shoulcl see thart the overzrll organization of vour essatv should be an introduction, supportine paragr-aphs u,ith crarnples of the hinds of classes vou dislike, and a conclusion. l'ou sliould takc' a l'eu, minrrlc's bef'or.- vor-r begin u'riting to develop vour sLrpporting ideas.
INTRODUCTION ktnde cf claeeeo lhat
I dreltke Lha mce,t
SUPPORTING PARAGRAPH 1 r:la"EeE LhaL are Loo dieorqanrzed (crarrrple \ . a hi';.iy ctuo,, t.i',iZf i ;,r,,e :rri{ tttaL .ad rc err"llabua, no c[ear readtn4 echeduit, no clear w,ztt.ett aeot4nmenta, no clear ha,'is for qradee SUPPORTING PARAGRAPH
2
claeees t.hat are Loo larqe
(cr:rnrplc) ii cneiZLr\':*,2;li"r
t once Loctk itt
a lar4e
audtLc,riun vvtLh 1CO studente enrt:iled. no poeeibtlitv of diecueeton wif,h other sil,jenl,a, no poeetbtlrty cf aekin4 Lhe profecacr queoLtone SUPPORTING PARAGRAPH
3
claeeee thaL are Loo bcnnq
(eranrlrlc) , ,z peiiolo4v c!aoe tharl oficc
LDJK r+hs6 x11s profeaeor baaically read from Lhe LexLbook durin6 each alaae oeriod
CONCLUSION Lhree leaaL favorrte ktriao of otaoe: too dtaor4anized, Loo larae, too borrn4
In this example, there are three kincls of classes thzrt the u'riter most dislikes: classes that are too disorganized, too large, or tr;o boring. Each of these ideas is supported rvith an example. The follou,ing chart outlines thc kev information that vou shorrld rernember about supporling ideas. THE SUPPORTING IDEAS 1. Your ideas
should support the topic clearly.
2. Your ideas should follow what
the question asks for"
221
222
TEST OF WRITTEN ENGLISH (TWE)
EXERCISE 2: For each of the following topics, develop ideas to supporl it.
1.
What is your favorite holiday of the year? Give reasons to support your response.
INTRODUCTORY IDEA: REASON
.I
:
REASON 2: REASON 3:
people are very careful with their money, while other people are not very careful with their money. Which kind of person are you? Use examples to support your response.
2. Some
INTRODUCTORY IDEA: EXAMPLE
1:
EXAMPLE 2: EXAMPLE 3:
you agree or disagree with the following statement? Money cannot buy happiness. Support your response with specific reasons.
3. Do
INTRODUCTORY IDEA: REASON
1:
REASON 2: REASON 3:
IEST OF WRITTEN ENGLISH
types of music do you enjoy the most? Use specific examples to support your response.
4. What
INTRODUCTORY IDEA: TYPE AND EXAMPLE 1: TYPE AND EXAMPLE 2: TYPE AND EXAMPLE 3:
5.
Some people really like pets, while other people do not like pets at all. Which type of person are you? Use reasons
to support your response.
INTRODUCTORY IDEA: REASON
1:
REASON 2: REASON 3:
Do you agree or disagree with the following statement? Parents should push their children to work as hard as possible.
Use specific examples
INTRODUCTORY IDEA: EXAMPLE
.I :
EXAMPLE 2: EXAMPLE 3:
to support your response.
(TWE)
223
224
TEST OF WRITTEN ENGLISH (TWE)
WHILE WRITING Sxrr-
3: THE INTRODUCTORY
PARAGRAPH
A good introduction should do trl,'o things. First it should shou' the reader exactly what the topic is. Then it should shor,r, the reader horv the rest of the essav u'ill be organized. Here is a possible topic for an essay. Essay Topic
Some students like to study only one subject, while other students like to study a number of different subjects.Which type of student are you? Use reasons to support your response.
The follor,ving example shou's one possible introduction to an essav on this topic. INTRODUCTION
1
9ome eLudente enjoy eLudyin4 a etn4le eubjecL, whrb oLher aLudenLs enjoy eLudytnq a vaneLy of eubjecLe. I am the Lype of etudent who wante Lo eLudy a lar7e number of eubtecta. I have Lwo very qood reaeone why I wanL Lo eLudy a varieLy of eublecLe.
The first part of the introduction shor,vs the topic of the essay. It shows that the essay could be about students r.r,ho enjoy studying either a single subject or a variety of sub.jects. Then it shows that this essay is about a student who enjoys studving a large number of subjects. The last par-t of the introduction shor,l,s the organization of the essay. It shor,vs that the writer is going to present two I'ery good reasons for wanting to study a variety of subjects. The next example shows a different wav that an essay on this topic could be introduced. INTRODUCTION
2
)LudenLe may like Lo eLudy only one eubjecL, or Lhey may lrke Lo eLudy a number of aubjecLe. For me, Lhere ra only one eubjecL thaL tnLereete me qreaLly, and Lhat eubject te aetronomy. I have two very etronq reaaone why: Lhre te a eubject that hae rnLereet;ed me for a lonq ttme, and Lhte ta a eubject LhaL I wanL Lo have ae a career.
The first part of the introduction shor,vs the topic of the essav. It shorvs that the essav could be about students who like to studv onlv one subject or a number of subjects. Then it shor,'u,s that this essav is about a student who enjovs one subject. The last parl of the introduction shou's the organization of the essay. The writer has tlr'o strong reasons for enjo_n-ing the studv of one subject, and the u'riter is going to present these reasons.
TEST OF WRITTEN ENGLISH (TWE)
The following chart outlines the important information that you should remember about r,rrritins introductorv- paragraphs. THE I NTRODUCTORY PARAGRAPH
1.
Be sure
to state the toplc of the essay in your introductory
paragraph.
2. Be sure to
state the author's view of the topic in your introductory
paragraph.
3. Be sure to show the organization of the essay in your introductory paragraph.
EXERCISE 3: Write introductory paragraphs for essavs on the follorving topics. In each introductory paragraph that vou write, circle the topic of the essay. Put parentheses around the author's view of the topic. Underline the information that shows the organization of the topic. 1.
What is the funniest movie you have ever seen, and why did it make you laugh? Support your response with specific reasons.
2.
Some people worry all the time, while other people seem to worry very little. Which type of person are you? Give examples to support your response.
3.
Do you agree or disagree with the following statement? It is important to marry before the age of thirty.
Support your response with specific examples.
4.
What are the three hardest things about learning a new language? Use specific examples to support your response.
5,
Some students prefer to write papers, while others prefer to give oral presentations.What are the advantages of each? Which do you prefer and why?
6. Do
you agree or disagree with the following statement?
Teachers should be very strict in class.
Support your response with specific reasons and examples.
225
226
TEST OF WRITTEN ENGLISH (TWE)
Sru 4:
THE SUPPORTING PARAGRAPHS
An essav needs trvo or more supporting paragraphs to develop the ideas in an introductory paragraph. A good supporting paragraph should do three things. First, it should have a transition to show that it is a suppor-ting paragraph. Then it should have a topic sentence to introduce the main idea of the supporting paragraph. Finally, it shoulci have details to develop the main idea of the paragraph. Refer to the essa-v topic and sample introductions in Skill 3. Essay Topic
Some students like to study only one subject, while other students like to study a number of different subjects.Which type of student are you? Use reasons to support your response.
The follo'"ving paragraphs are the supporting paragraphs for the essay that began rvith INTRODUCTION 1 (in Skill 3). SUPPORTING PARAGRAPHS
1
My fireL reaaon for wanttnq Lo etudy a variety of eubjecLe ie LhaL I like learnrn7 about rnany drfferent eubjecte. ln hi4h echool, I have never had a favoriLe eubjecL, one aubject Lhaf, | like more than Lhe reeL. For example, I ltked hieLory aa much aa math, and I liked brolo1y aa much ae ltLerature. I have alwaye been tntereeLed in rnany
dtfterent eubjecte, eo in my unrvereity etudrea I wanL to eLudy a varieLy of subjecLe, I am noL inLereeted in focuein4 on jueL one eubjecL, My eecond reaaon for wanLin4 to eLudy a varieLy of eubjecLe ie tha| I wanL Lo have a career tn elementary educaLion. Aa an elementary Leacher, I wilt be reeponetble for teachin7 Lhe chrldren a varreLy of eubjecLe, lt wtll be my reeponeibiliLy Lo teach math and acience, liLerature and wriLtn7, htetory and 7overnmenL, arL and muaic. Thua, tL ia beat for me Lo etudy a varieLy of eubjecte while I am rn echool,
In the first supporting paragraph
aborre, there is a transition nt,v first reason to shor,'u,that this is a supporting paragraph that presents a reason. This paragraph also introduce-s the topic I like leanting about t?urny different sttbjects. Then it has details about having never had a favorite subject and about liking historu as ntuclt as rrtath and'biologS as rntLch as literature to develop the topic. In the second supporting paragraph, there is a transitiontn,- second reoson to shorv that this is a supporting paragraph that presents another reason. This paragraph also has the topic I u:ant lo have a career in elementary education. Then it has details about teactrting the c'hildrer't tt variety of xtbjects . . . lnath and science, literattu"e and v,riting, histon* and got,enTtltent, art and ntusic to develop the topic. The next paragraphs are the supporting paragraphs for the essav that began r,r'ith INTRODUCTION 2 (in Skitl 3).
TEST OF WRITTEN ENGLISH
SUPPORTING PARAGRAPHS
(TWE)
2
AaLronomy haa been my matn rnLereeE for muah of my ltfe, and Lhta re one of Lhe reaeono why I wanL to focue my eLudiee on aefronony. l\/hen I wae younq, I learned all abouL Lhe planeLe and Lhe atare. I could name Lhe planeLe, and I could name many of the conatelbLbna and Lell Lhe aLortea behind Lherri. Ao | 4rew older, ! vyae alwaye aware of happentn4e rn Lhe eky. i read ail abouL comete or meteore tn Lhe newe. I knew all about any ecltpee LhaL wae abouL La occur. I aleo want Lo focua my eLudree on aotronomv becauae I wanL Lo have a career in the future in aeLronomy, Becauee | find aeLronam,y ao faectnattnq, i know Lhar I wanL Lo epend my ltfe involved tn aeLronorny. ln crder t.o be p;repared for a eucaeaeful career tn aeLronomy, I want Lo focus rrty univeret*uy eTudiee cn *,hta eubject.. ln i;hro way, I will be aa knowledqeable aa I can about, aeLronomy and wili be ae preparetl ae I can for a caree!" in astronomv,
In the first supporting paragraph above, there is a transition riris is cme ofthe rettsons to show that this is a supporling paragraph that presents a reason. This paragraph also has the topic astrctnontt, has been nn' ntnirt interest lor ntuch of'nn, life. Then it has details about plartets, stars, cottstellatiorts, cc.tr;ters, ancl nteteors to develop the topic. In the second supporling paragraph, there is a transition a/.so tc'r show that this is a supporting paragraph that presents another reason. This paragraph also has the topic I utant lo haye a coreer irt the fitture iti astronrtnlr,. Then it has details about being irwolved irt ctstronorzr.; being preparetl for a successf ul career in astrononty, and being as knowledgeable as I cart cLbout astronouty to develop the topic. The following chart outlines the important information that vou should remember about r,vriting supporting paragraphs. THE SUPPORTING PARAGRAPHS
1. Use a transition to show that a paragraph is a supporting paragraph.
2. Use a topic sentence to introduce the main idea of the paragraph. 3. Use details to develop the main idea of the
paragraph.
227
228
TEST OF WRITTEN ENGLISH (TWE)
EXERCISE 4: Write supporting paragraphs for the essays that vou introduced in Skill 3. In each supporling paragraph, circle the transitiorz. Underline the topic ot the paragraph one time. Underline the key details two times. 1.
What is the funniest movie you have ever seen, and why did it make you laugh? Support your response with specific reasons.
people worry all the time, while other people seem to worry very little. Which type of person are you? Give examples to support your response.
2. Some
3. Do
you agree or disagree with the following statement?
It is important to marry before the age of thirty.
Support your response with specific examples.
the three hardest things about learning a new language? Use specific examples to support your response.
4. What are
students prefer to write papers, while others prefer to give oral presentations. What are the advantages of each? Which do you prefer and why?
5. Some
6. Do
you agree or disagree with the following statement?
Teachers should be very strict in class.
Support your response with specific reasons and examples.
TEST OF WRITTEN ENGLISH
Sxrr-r
5: THE CONCLUDING
(TWE)
PARAGRAPH
A good conclusion should do tu'o things. First, it should summarize the kev points of your essay. Then it should make sure that the overall idea and supporting ideas are ven/ clear. Refer to the essav topic and sample introductions in Skill 3. Essay Topic
Some students like to study only one subject, while other students like to study a number of different subjects. Which type of student are you? Use reasons to support your response.
The folloi.ving paragraph is the conclusion to the essay that began u'ith INTRODUCTION 1 (in Skill 3). CONCLUSION
1
from f,hra that I am the type of el,udenL who enjoye atudytng lote of eubjecte. Becauee I have choeen a career in elementary education, it ra 4ood that t enjoy dealtnq wiLh loLa of eubjecte, Throuqhout my careen I wrll be reeponerble for teachrnq all Lheee drfferenL eubjects to many, many younq children. You can eee
In this conclusion, the rvriter clearlv mentions the interest in studving lots of subjects. The u,riter also summarizes the reasons for wanting to study a variety of subjects: the writer'.s enjovment of lots of sub.jects and the need for lots of subjects in the career that the r,r'riter has chosen. The next paragraph is the conclusion to the essay that began with INTRODUCTION 2 (in Skill 3). CONCLUSION 2 I have found aeLronomy Lo be quiLe faecinaLrn4 for a lonq time, and I know LhaL wrll have a career in aetronomy, For Lheee reaeone, I am mainly intereeted in the
I
etudy of one eubject when I am in echool, and that eubject te aetronomy,
In this conclusion, the rvriter summarizes the reasons for u'anting to concentrate on the study of astronomv: astronomy has beern fascinating to the writer for a long time, and astronomy rvill be the rvriter's career. The writer also clearly mentions the interest in studving one particular subject. The following chart outlines the important information that you should remember about u'riting concluding paragraphs.
229
230
TEST OF WRITTEN ENGLISH (TWE)
THE CONCLUDING PARAGRAPH '1. Summarhe the key points of your essay.
2.
Be sure
that the overall idea and supporting ideas are all very clear.
EXERCISE 5: Vir-ite concltrding para-sraphs for the essays that -vou introduced in Skill 3. In each concltrdinsl pi\rergraph, circle \rour overoll idea. Underline the suppot'tittg ideas of rour clisclrssion. t. What is the funniest movie you have ever seen, and why did it make you laugh? Support your response with specific reasons.
l.
Some people worry all the time, r,vhile other people seem to worry very little. Which type of person are you? Give examples to support your response.
3.
Do you agree or disagree with the following statement? It is important ta marry before the age of thirty.
5upport your response with specific examples.
the three hardest things about learning a new language? Use specific examples to support your response.
4. What are
5.
Some students prefer to write papers, while others prefer to give oral presentations. What are the advantages of each? Which do you prefer and why?
6.
Do you agree or disagree with the following statement? Teachers should be very strict in class.
Support your response with specific reasons and examples.
TEST OF WRITTEN ENGLISH (TWE)
231
AFTER WRITING Sxrr-
6:
EDIT SENTENCE STRUCTURE
6A. Simple Sentence Structure A sirtryle sentence is a sentence that has onlv one clause.r This means that the sentence has one sub.fect and r,'erb. The cat quicklv ran into thc. bushes. SLIBJECT \ ERB The information seems unimportant.
-*.,r- ffi
The first sentence is correct because it has a subject cat ancl a ver-b ran. Tl-te second sentence is conect becattse it has the subject inlonnatiott ancfthe verb .seents.
For eaclr simple sentence, you should check that the sentence h;rs both a subject and a verb. A book clescribing the historical events.,rOften is necessarr to fill out sever-al forms.',-
In a drarver in the beclroom at the. top of the stairs.,?
The first sentence is incorrect because it has the subjectbook but is missing verb. The second sentence is incorrect because it has the rrerb is but is missing .subject' Tlie third sentence is incorrect because it is n-rissing both a subject and verb.
a a a
EDITING SIMPLE SENTENCES 1. A simple sentence is a sentence
2. A simple sentence must have
with one clause.
both a subject and a verb.
'A clause is a group of lords that hris both a subject and a verb. Sin-rple sentences rvith onlv one clause are cor,ered in sreat detail in Skill I ol thc Strr.rc{urr. scction of tl.ris book.
232
TEST OF WRITTEN ENGLISH (TWE)
EXERCISE 6A: Underline the subjects once and the verbs twice. Then indicate if the sentences are correct (C) or incorrect (I).
|
1. Recently has not rained enough for the plants to be healthy.
2. I could not start the car this mornins. 3. The large fountain in the courtyard of the building it
u,as beautiful.
4. In the room at the top of the stairs. 5. The forecaster predicted thunderstorms for this afternoon.
6. Soon rvill be starling a ne\v job in a lau'verrs office. 7. The restaurant
ser-\'es
various tvpes of food.
8. Of all the courses in the program, this the most difficult. 9. With
a crv of delight at her good fortune.
10. The doctor prescribed some medicine for her allereies.
-
11. Now am making plans to trar,el to Ner.l York.
-
12. Resen'ations need to be made at least trvo weeks in adr.ance.
-
13. The exam on the first three chapters of the textbook.
-
14. Until the midterm exam at the end of the sirth rveek of the course.
-
15. One leg of the chair is shorter than the others.
-
1.6. During the storm,
-
17. In the morning will be moving into a ne\v room in the dormitory.
-
18. The important papers ale filed in the locked cabinet.
-
19. On the shelves at the back of the third-floor roonr of the librarv.
-
20. Several passr,r,ords are required to tr-rrn on the computer.
-
lightning it
rrn'as
everywhere in the sky.
TEST OF WRITTEN ENGLISH
(TWE)
68. Compound Sentence Structure A contpottrzd sentence is a sentence that has more than one main clause., This means that the sentence has more than one subject and verb and that each subject and verb is joined to another subject and verb with a coordinate connector (anil. bttt, so, ot', \'et) and a comma. The cook must stir the steu', or the dinner r,vill burn. ST,BJI,CT
VERB
SUBJECT VERB
The r.l,oman 4lgppg4 her natch, and then she stepped on it, but it still y9.k"4 SI-iBJECT VERB SUBJECT VERB SUBJECT VE,RB
The first sentence is correct because it has trvo main clauses, cook ntust stir and dirtner n'ill bum. These tr,t'o main clauses are joined u'ith a comma and the coordir-rate connectot" or. The second sentence is correct because it has three main clauses, wonlan dropped, she stepped, and it . . . u,orked. These main clauses are joined rvith commas and the coordinate connectors and andbut.
For each compound sentence, vou should check that each main clause has a subject and a verb. Then vou should check that each pair of main clauses is connected u'ith a comma and a coordinate connector. The students
lg!!d
SUBJEC'T
some emptv chairs, thel", quicklv
VE,RB
SUBJECT
Iso\ their
seats."
VE,RB
The accountants have finished the repofi, so can be distributed tomorrou,.'rSUBJE,CT
\.RRB
VERB
The first sentence is incorect because it has two complete main clauses, v,e f-ound and rue . . . took, br-rt it is missing a connector. The second sentence is incorrect because it has a complete main clause, accountants have finished, and an incomplete main clause, cart be distributed, which are joined by a comma and the coordinate connector so. The incomplete main clause needs a subject to be complete. EDITING COMPOUND SENTENCES L
i
i €
1. A compound sentence is a sentence with two (or more) main clauses.
2. Each main clause must
have a subject and a verb.
3. Each pair of main clauses must be joined with
a comma and
a
coordinate connector (and, but, or, so, yet).
'A main clause is an indepcndent cleiuse that has both a subiect and a verb. Compound sentences u'ith t\\'.r or ntore main clauses are covered in Skill 5 of the Structure section ol this book.
233
234
TEST OF WRITTEN ENGLISH (TWE)
EXERCISE 58: Underline the sr-rbjects once and tlie verbs tr.r,ice in the main clauses. Put boxes around the punctuation and connectors that join the main clauses. Then indicate if the sentences ar.e correct (C) or incorrect (I).
C I 2.
Y_o_q
ryqfIql!
much harderI oilyou will_nor succeed.
Steve had a bad headache he took some aspirin.
3. Yet Pam decided not to go to the concert. 4. His studies very thorough, yet he did not do rr,,ell on the 5. The exanl 6.
\vas too long, and
exam.
it had too manv questions, so I could not
We can meet after class or \ve can rr,,ait
{ir-rish it.
until tontorrou,.
7. It was raining this morning, but nr>u,the srrn is out. B. You sirould return his phone call, he will be angtry.
9.
Bt'' the end of the da1' had not finished the project, so we rvill work on
it
some
mol'e tornorro\\/.
10. I mailc'd the p:rckage on Mondar', and it arrived on Wedrresclar..
--
1
1. Our alarm u,ent off, but did not rvake up.
12. The train departed late, vet it still managed to arrive on time.
-
13. The sun set, and the skv turned dark we lr,ent home.
-
14. The fbg heavy and it seems to be getting worse, yet the airport is still open.
--
15. The bill is due tomon'ow, so thev must pay it immediately.
--
16. Someone should go to the market tonight, or no food for breakfast. 17. And the inter-vie\v was so she expected to get the job, but it was not -sood, offered to her.
18. I parked in front of the store and then I went inside.
---
19. Yort mar.'look at the book here,
vc-rtr
mav not take it u'ith votr.
20. She rvas feeling quite sick, r'et she n,as still able to finish the n'ork
-
TEST OF WRITTEN ENGLISH
(TWE)
6C. Complex Sentence Structure A complex sentence is a sentence that has a main clause and at least one subordi-
nate clause.' This means that the sentence has a subject and verb in the main clause and another subject and verb in each subordinate clause and that each subordinate clause is joined to the main ciause with a subordinate connector. Adverb clauses are one of three tvpes of subordinate clauses (the other tr.l'o are adjective clauses and noun clauses). Adverb clauses may come either before the main clause or after the main clause. If an adverb clause comes before the main clause, it is follorved by a comma. Adverb clauses are introduced by connectors such as afier, as, before, shtce, until, whett, w,hile, because, il-, whether, although, even though, and though. The store be*ggfr_ in the same location since it first gpglg4 SLIBJECT VERB SUBJECT VE,RB
When the concert ended, the audience SUBJE,CT
VERB
SUBJE,CT
let
the theater.
VE,RB
The student turned in his eram before time \vas SUBJECT
LID
because he lnQbgll earlv.
SUBJECT VERB
VERts
SUBJECT \1ERB
The first sentence is correct because it has the main clause store lms been and the subordinate clause it . . . operzed, rvhich is joined to the main clause with the subordinate connector since. The second sentence is coruect because it has the subordinate clause concert ended, which is followed by a comma and is joined to the main clause tutdience lelt with the subordinate connector tt,hen. The third sentence is also correct. It has a main clause, student turned in, and two subordinate clauses, tirne was and he finished. The first subordinate clause is ioined to the main clause with the subordinate connector befbre, and the second subordinate clause is joined to the main clause rvith the subordinate connector because. For each complex sentence containing one or more adverb clauses, vou should check that the main clause has a subject and a verb. Then you should check that each adverb clause has a subject and a verb and is joined to the main clause with a subordinate connector. Also, if the adverb clause comes before the main clause, the adverb clause should be follou'ed bv a comma. The professor
lgl$_
the room after retnrned the papcrs.'r-
SUBJECT VERB
VE,RB
Because the problems are difficult
trr*;;;r
r.l,'e
need to get some help."
,."ru., u*u
The first sentence is incorrect because it has a complete main clause, professor left, and an incomplete subordinate clause, retunted, r.r,hich is joined to the main clause with the subordinate connector afier. The incomplete subordinate clause needs a 'A subordinate clause is a depencic-nt clause. It has both a subject and a verb and is introduced by a subordinate connector. Comple.r sentences rvith acfi,erb clauses are covcred in Skill 6 of the Structure sectiorr ol this book.
235
236
TEST OF WRITTEN FNGLISH (T\^/E)
subject to bc contplete. Tl-ir: scconcl sentence has a complete subordinate clause, problents rlrc, ri'hich is i<'rined tc; the main clatrse n'e rteed urith the subordinate connector becattse. This senlence is incorrect bc-catrse tfre strbordinate clause comes before the main clause. btrt there is no commzi follor,r'ing the subordinate clause. EDITING COMPLEX SENTENCES
1. A complex sentence is a sentence with one main clause and at feast one subordinate clause.
2.
Each clause must have a subject and a verb.
3. Each subordinate
clause must be joined to the main clause with a sr"rbordinate connector.
4. An adverb clause may come before or after the main clause. 5. lf an adverb clause comes before the main clause. the adverb clause must be followed by a comma.
EXERCISE 6C: Unclei'line the subiccts once and the vc.rbs tu'ice. Put boxes around the subolclinatc c-()nncctors and ptrnctuation used rvith t]-re connectors. Then indicate il'the'.sentcllcr.s;lrc colrect (C) or incorrect (I).
C- 1. ll 2. I
3.
the .rrke hukt's rrrtreh longer have bc'en sluclling linsli-sh
. il l:tt
I have
She a stuclenl in this coursc trecause
l,rn
been in jurrior high school.
it seems so interesting.
4. Af'ter the r'.orkcrs have ttrrnecl in their tinre cards. 5. The 6.
teache'r'collc'ctecl the papers r.r'hen c\.er\one had finished.
Ycru nrtrst
stir
thL' soup ol'tcn rr'hilc- is cooking on the stove.
7. Althonglt the eranr u'as lclatirelv short, it
rr,'as
extremelv difficult.
8. Until uc tind out rrlrr sracics ur: uill not be able to relar.
-
9.
Becausc u'e
lir.'erci
on thc east coasl bel'orc rvc moved across the countn'.
10. Tholrgh n() ()nc realized i1 at first, rle h:rcl the ivinning ticket.
- ,,
11. ShoLrlcl gct
s(.)me-
net shocs if votrrshoc-s are too small.
12. Since the rtcu's czlnrc on thc raclio, I have been quite ttpset.
-
l-3. Our friencls huve u vacation, thev u'ill come and r,,isit irs.
--
l.+. We rnill lx)t stop u'orliing, lrntil el'ctr'thing is finished. 15. Afier thc plar.ers scoled a goal, thc
cr-o'uvd
roaled its approval.
TEST OF WRITTEN ENGLISH
_
16. As
(TWE)
the end of the semester closer and closer, the students sot more and more
excited.
__
17. The fine rnas increased because 18.
r,vas
not paid on time.
Whetheln'ou have time or not, must complete the project.
19. She u'as
_
it
still very angry even though I apologized to her.
20. Before the semester starts the students hunt l-or places to lir:e
.
EXERCISE 6 (A-C): Find and correct the sentence structure errors in the follorving essa-\'. (The number in parentheses at the end of each paragraph indicates the number of errors ir-r that paragraph.) The essav discusses the following topic. What are the important characteristics of a good roommate? Support your response with specific reasons and details. 1.
Decauee many dtfferent typee of people can be 7ood roommaLeE. Three charactertaLice, Lo t"rte, importanL in a qood roommaLe. Let'e eee rf you a4reeinq wtth me about *,hece Lhree tmporLanL charactertaLice of a qocd roommate. (3 errors)
Z.
The firet charactenatrc of a 1ood roommaLe tt ia a oen6e of humor. Any Lwo roommatea wtll be very drfterent people, Lhey will diea4ree about many Lhin4s. Howeven if they each have a een6e of humor. Then they can lauqh about theee diea4reemente tnaLead of ar7uinq about them. A qood eenae of humor neceeeary tn a roommate. (4 errors)
a J.
for each other'a belon4inqe. When two people are roommaLee they each come rnto thre eituation wtLh their own belonqrn7e" Eecauae each roommaLe'a belonqtnqe are imporLanL Lo him or her, ia tmporLanL for each of the roommatee to reepecL The other roommaLe'e belonqin4e, 9o reepecL for each oLher'e belonqin7e wtll help tc prevenL probleme hetween roommat;ee. (4 errors)
4,
final rmporLanL characLedattc of a qood roommaLe may aurpri;e you. DuL Lhre characLertatic ie quiLe imporLant Lo me. Thie final characLerretic of a qood roommaLe a lack of neatneee, i myaelf am noL a very neat pereon eo tL would be very hard for me t o have a rteat roommate. A neat roommaLe would probably be upeet wtth me much of Lhe Ltme becauee am a ltttle meeoy. lf I had a neaf roommaLe, Thia roommate and I would probably have problema. 9o the beaL roommaLe for me ie Lherefore a raLher megay roommate. (6 errors)
J,
The nexL characLerietic of a good roommaLe iL ie reepecL
The
Thue, many differenL Lypee of people they can be 7ood roommaLee. However,
cerLain characLeriaLtce imporLanr" Lo me in a roommaLe: a gen6e of humor, reepecL for each other'e belonqin7e, and not too much need for neatneaa. A roommate wiLh theee tmportanL characLenehce be a eucceaeful roommaLe for me. (3 errors)
237
238
TEST OF WRITTEN ENGLISH (TWE)
Srnr 7: EDIT WRITTEN EXPRESSION 7A. Agreement and Parallel Structure Errors in agreement and parallel structure are covered in the Written Expression section of this book. You may rvant to review these skills.
Skill I l: Agreement after prepositional phrases Skill 12: Agreement after expressions of quantity Skill 13: Agreement after certain words Skill 14: Parallel structure with coordinate conjunctions Skill 15: Parallel structure with paired conjunctions EXERCISE 7A: Find and con"ect the errors in the following essay. (The number in parentheses at the end of each paragraph indicates the number of emors in that paragraph.) The essav discusses the follorving topic. Do you agree or disagree with the following statement? Money is the best measure of success.
Support your response with details and examples.
1.
Everybody have a differenL vtay of meaeurrn7 aucceao. Money may be one meaoure of eucceoe, but rt ie not Lhe beeL meaoure of eucceae, Detter waye of meaeurin4 oucceso ia avatlable. )ome of the beLLer rneaeuree of a eucceeeful life ie familv, friendly, and career, (4 errors)
2.
One way Lo meaaure Lhe euocea" of a ltfe are Lhe oLrenqth and deep of famtly relaLionehrpe. Terhape oomeone erther without a family nor wiLh a very unhappV fanily have a lot of money, buL Lhie peroon hae noL really had a eucceeeful life. Anybody with family relationehipe that are boLh eLron,4 and love have had a aucceeeful life. (6
errors)
3.
Another way to meaaure the aucceEa of a ltfe are t he etrenqLh of friendehips. 1omeone wiLh a lot of rnoney buL no frtende to ehare it wiLh are not a eucceaeful percon, ln conLraat, eomebody wiLh lota of cloae, thou4htfully, and carinq frienae have achieved eucceee tn lrfe. (4 errors)
4.
A final way f,o meaoure Lhe aucceee of a lrfe are Lhe amount of enjoyment in a career. A career with a lot of money buf, withouL enjoymenL are neiLher fltlfillinq nor deeirably, On Lhe other hand, a career LhaL provrdea Lrue enjoymenL day after day re a eucceeeful career even if tL doea noL provtde a lot of money, (3 errors)
5.
lt i6 not really a qood rdea Lo meaeure the eucceee of a lrfe hy the amount of money thaL a ?erson hae made. lneLead, Lhe eucceea of a life ehould be meaeured in a number of oLher waye, noL only by Lhe family relaLrone and the frtende and aleo by Lhe career Lhat a oeraon hae developed over a lifetime. All of Lheee meaeuree of aucceos ta far more meanin4ful and accurately than uein4 money to meaeure eucceee. (3 errors)
TEST OF WRITTEN ENGLISH
(TWE)
78. Verbs and Nouns Errors with verbs and nouns are covered in the Written Expression section of this book. You may want to revielr' these skills.
Skill 16: Past participles after have Skill 17: Present participles or past participles after be Skill 18: Base form verbs after modals Skill 19: Singular and plural nouns Skill 20: Countable and uncountable nouns EXERCISE 7Bz Find and correct the errors in the follor,r,ing essav. (The number in parentheses at the end of each paragraph indicates the number of errors in that paragraph.) The essay discusses the following topic. Some people always arrive on time or early, while other people are always late.Which type of person are you? Use specific examples and details to support your response. 1.
I have alwaye dream of bein4 a peraon who ia alwaye on time. However, in reality, am alwaye, aiwaye laLe, The followinq Lhree example ehow thaL, even in eeveral very
I
imporLant situation, I cannoL eeeminq to arrive on Lime. (4 errors) 2.
-5.
ane example of my ternble Lardineee ie a job inLerviewe thaL I had eoon afLer I 7raduated from colleqe. I was qive Lhe opporLunrLy to interview for a wonderfuljob LhaL much oLher people wanted. The inLerview waa schedule for IO:CO. However, I overelept and did noL arrrve aL Lhe inLerview until 11:OO, I am eure LhaL my lateneeo waa Lhe major reaoon thaf, I did not 7eL Lhe job. (4 errors) AnoLher example of my Lerrible lateneee re an aopearance in courL thaL I had Lo make afLer I had receivin7 a tickeL. l, of courae, could not arrivee on Lime for thie courL daLe. Decauee I miaeed my court Lime, I had to pay the ori4inal tickeL, and a lar4e fine wae add Lo the number of money thaL I had Lo pay. (l er-rors)
4.
The final example of my Lernble laLeneee wao my weddin7. I wae en7aqed to be married to the moat wonderful woman, and the weddin4 had be echeduled for 2:CO on 9aturday afLernoon, Ae you can probably 4ueee from boLh of the earlier example, I jueL could noL manaqin1 Lo arrive at my own weddinq on Lime. I wae very lucky LhaL my bride waa waiL for me when I arrtved an hour late. (4 errors)
5.
Lhere te few doubt Lhat I have a aerioua problem wiLh lateneea. My laLeneee hae cauernq me much eertoue probleme in my life, aa Lhe examplee of the iob tnterview and the courL appoinLmenL ahow, At leaet my lateneae dtd not cauee me Lo loee out on the einqle moeL important occaaione of my life, my weddtn4. (4 errors) Theee examplea ehow
that
239
TEST OF WRITTEN ENGLISH (TWE)
7C. Pronouns and Adjectives Emors with pronouns and adiectives are covered in the Written Expression section of this book. You mav rvant to revieu, these skills.
Skill Skill Skill Skill Skill
21: 22: 23: 24: 25:
Subject and object pronouns Possessives
Pronoun reference Adjectives and adverbs Adjectives after linking verbs
EXERCISE 7C: Find and correct the emors in the following essav. (The number in parentheses zrt the end of s3ch paragraph indicates the number of errors in that paragraph.) The essav discusses the following topic. When you receive a nice surprise, how do you react? Use examples to support your response. I l.
When I receive a pleaaant eurprtee, my reacLron differe corteiderable from the reacLrona of moaL people, I Lhink. Moet oLher people react Lo a ntcely eurpriee by ehowrnq Lheire reacLion and by f,etltnq oLher people around Lhem about iLe, Howeven I do noL reacL Lhre way. I reacL Lo a pleaeanL zurpnae by keepinq Lhem Lo myeelf for a whtle. (5
L,
errors)
)ne example of my reaction to a pleaeanL eurpriee wae a qrade Lhat me received on a chemieLry exam, AfLer ltookLhte exam,ldrd noLLhinkthaL lhad done extreme well. When Lhe profeeeor reLurned the exam, him announced that only one exam paper had received an A, i felt qutte happity when l looked aL my paper and aaw fhe A on them. I kepL Lhe newa to myeelf for eome Lrme becauee I wanted to enjoy thie myeelf. Terhape a week laLer, I Lold aome of my friende abouL my qrade. lL waa unbeltevably Lo they LhaL l had kepL thta newe Lo myeelf for ao lon7. Q errors)
a J.
Another example of my reacLron Lo a pleaeanL eurprtee wao my admiaaton Lo a epecially Honora Troqram aL my achool. When I recetved the leLLer eayrnq LhaL I had been admiLLed, I drd noL run and ehouL Lhie newe out to everyone immediate. lneLead, I wanLed Lo keep Lhe newe to myself. lL waa four or five daye before I told my family and friende. Then I told htm quteL, wtLhouL ehouLinq Lhe newa. I did not eeom very happtly about Lhe eiLuaLton becauee I wae not jumpinq up and down and 5116r.)tir1n ht i I wae really qutLe happv about htm. (6 errors)
A
Theae examplee ehow LhaL l ueually keep epecially newe Lo myeelf for a while. Lhtnk LhaL I wanL to be Lhe only one Lo know about rt for a whtle. I want to enjoy myeelf before I ehare tt wtLh famrly and fnende of my. (2 errors)
I
rL
TEST OF WRITTEN ENGLISH
(TWE)
PRACTICE TESTS
Essay Topic
#
1
Time-3O minutes Do you agree or disagree with the following statement? It is sometimes better to lie than to tell the truth. Use specific reasons and details
to support your answer.
Essay Topic # 2
Time-30 minutes Some professors give exams or quizzes often, perhaps once a week; in contrast, other professors give only one comprehensive exam at the end of the course. Discuss the advantages and disadvantages of each type of exam schedule.Then indicate which you prefer and why.
Essay Topic # 3
Time-30 minutes Do you agree or disagree with the following statement? It can be a great pleasure to take vacations alone. Use specific reasons and details
to support your answer.
Essay Topic # 4
Time-30 minutes Some people believe that you should work hard today to prepare for the future, while others believe in the philosophy that "tomorrow never comes," so you should enjoy life to the fullest today. Discuss the advantages of each of these philosophies. Tl-ren indicate which one you believe in and why.
241
COMPLETE PRACTICE TESTS T\r,o different types of complete practice tests are included test fulfills different purposes.
in this text, and each
1. Practice Tests One and Two-The Introductory-Level Practice Zesfs-only inch-rde questions that are based on the skills covered in this text; they do not include some of the more advanced types of questions that also appear on the official TOEFL test. You should expect to score rrerv rvell on these tests after all the skills in this book have been thoroushlv covered. Practice Tbsts One and Tiuo sen'e tr,r,o purposes:
. .
You can use these tests as a review of all of the skills taught throughout the text. You can determine r,r,hich skills arre still a problem by completing the analysis section at the end of each test.
Please note that Practice ksts One and T\t,o cannot be used to determine an approxirnate TOEFL score because the level of the tests is lower than the level of an official TOEFL test.
2. Practice Test Three-The
TOEFL-Level Practice Test-is at the same level as the official TOEFL test. It includes the introductory skills taught in this text as well as some of the advanced tvpes of questions that also appear on the official TOEFL test. You should score u'ell on the more basic questions on this test at the end of a course in r.r,hich all the skills in this text have been covered, but you ma),'not do as rvell on the questions involving more advanced skilis. Practice kst Three serves a number of purposes:
.
Yon can see the level of an official TOEFL test.
o You can recognize and answer the introductory-level questions on a test that
. .
also includes some more advanced questions. You can try to answer some of the more advanced types of questions that appear on an official TOEFL test. You can determine an approximate TOEFL score using the scoring information provided in the text.
243
1
1
1
1
1
1
1
1
COMPLETE TEST ONE INTRODUCTORY LEVEL SECTION 1 LISTENING COMPREHENSION Time-approximately 35 minutes (including the reading of the directions for each part) In this section of the test, votr r'r'ill have an opportunitv to demonstrate vour abilitv to unclerstand conversations and talks in English. Thele are three parts to this section, r'r'ith special directions for each par1. Ansr,rrer all the questions on the basis of rvhat is stated or implied b-v the speakers you hear. Do not take notes ol-urite it-t vottr test book at anv time. Do not turn the pages until vou are told to do so.
Part A Directions: In Parl A vou rvill hear short conversations
bet'"veen t."vo people. After each conversation, ror.r r.l'ill hear a question about the conversation. The conversations and questions u'ill not be repeated.
After vou hear a question, read the four possible ans\\'ers in your test book and choose the best ansrvel.. Then, on vour ans\{er sheet, find the number of the question and fill in the space that corresponcls to the lettel- of the ansr,,"'er vou have chosen. Here is an example.
Sample Answer
On the recording, you r.vill hear:
@
(man) (rvqman) (nirrrator)
o
(n)
c
That e.tam was jtrst atJirl. Oh, it could ltaye beett n,orse. What does the woman nrcan?
In vour test book, I'ou will read: (A) The exam \vas reallv ar,r,'fuI.
(B) It r.r,as the rvorst exam she had ever seen. (C) It couldn't have been more difficuh. (D) It rvasn't that hard.
\trtr learn from the convelsation that the rnan thor-rght the exam \\,as ven difficult and that the \\'omarl disagreed rvith the man. The best ansu'er to the question, "What does the \voman mean?" is (D), "It rvasn't that hard." Therefore, the: correct choice is (D).
TOEFL lrst rlrrections anrl fonral il)L'reprinl(d l.r Permr.'r,'rr of Fl'fS, the.,rprrieht orrncr: Horrerc'r. all cr.intplc..rn.l re.r .lLlestions:rre proridecl hr Pearson l.ciucation lrr..
COMPLETE TEST ONE-INTRODUCTORY
LEVEL
245
1tr1r1tr1l1rlrlr1 l. (A) (B) (C) (D)
Her trip u'ill last onlv a ferv d:rvs. She departs in several dat's. She's leaving in a feu'hours. Her trip began a feu'davs ago.
10.
(A) The chair is r.rot soft enough. (B) The set of jars is trnafTordable. (C) It's hard to find a comiortable chair. (D) He hardlr has tirne to sit.
2. (A) (B) (C) (D)
szrlesclerk. lau,ver. A paintcr. An apartment manager.
11.
A
(A) (B) (C) (D)
A
3. (A) His paper \!as on the top of the pile. (B) He receivecl the highest mark. (C) Hc'-s :r graciuate student in rlatl.r. (D) Hc'l-rzrcl a tough math er:rm.
12.
4. (A) He's upset. (B) Iles not present. (C) Hels seated in his chair. (D) Hes r.r'here he should be.
13.
5. (A) A laittstorm
(B)
(C) (D) 6. (A) (B) (C) (D)
stol'nr.
8. (A) (B) (C) (D) 9. (A)
(B) (C) (D)
246
the
t-1.
He agrees u,ith the \\'oman. The storm damage r,r'as nrinimal. He He He He
said he \vas
silver appear'.
finallv polished the \\'zrs
thc last to
Buving some
pages in
bread.
At an cxam.
At a danci:. At a conceft.
(A) (B) (C) (D)
She has a lot of moner'.
(A)
Helping him solr-e:r per-sonal
(B) (C) (D)
Onlv u'orking on the harder problems.
likc rnost people. She reaches ou1 to most people. She's
She's nice to almost e\,ela'one.
probL'n'r.
Getting sorne assistance. Soh'ing the problems herself.
(A) The apartmcnt has a nice closet. (B) lti not l'ar to the school florrr his (C)
apal-tntelrt.
(D)
He u'as ablc to find the universitv fr-om his apartment. The universitv apartments are closed.
l-i. (A)
She u'as certain about the tirnc of the
sorln.
\\'as temporarih lost.
7. (A) Marking the
(B) (C) (D)
is coming.
He'cl like to tell the t'oman zrborrt
At a ball gamc.
(B) (C) (D)
red.
part\. She trar,eled scvcral miles to the partv. She plarrned the surprise parlr'. She looked hupp],.
Reading more often. Jogging to the market.
16.
The letter-s u'ere sent. She pickecl up some mail from the posl office. She spent a lot o[ tirne at the post
(A) The rain is leallv hear'".. (B) She shares lhe man's opinion. (C) The hear,r'traffic u'as expected. (D) The man shorrlcl repeat uhat he said.
17.
(A) A genclal. (B) A runner. (C) A police of icer. (D) A truck driver.
office. The post office delivered some
letters.
He has a problenr underst:rnding a certain book. He nevel brou'ses through books. He r.reeds to return to thc- libran-. He'll give the book back soon.
COMPLETE TEST ONE-INTRODUCTORY LEVEL
1.1
ItrlrlrltrIrlrIrI aanl',
t
1
-l-
18.
(A) (B) (C) (D)
Recopv her paper. Check the spelling on her homeu,ork. Give the right ans\vers. Have another cup of coffee.
25. (A) In the dining room.
19.
(A) (B) (C) (D)
He doesn't like u'arm r,r''ater. The r,r,eather is not rrery \\'arm.
26. (A) Sitting up in bed.
FIes -eoing srvimming
The rvater''.s too
cool.
(B) (C) (D)
ansia-r.
Closing the
door.
necessaln:
(B) (C) (D)
Storing things in a closet. Bu-v'-ing somelhing else.
21. (A) Tl'rere are three neu,buildings at the
universitr'.
(B) (C)
The Lheater is under construction. The university is accepting bids on a
(D)
The unir.'ersitl' has to pav the bill the theater.
theater.
(B) (C)
29.
no\\:.
Thev u,ill both live until tonlorrow. The leaves rvill be ialling tomorro\\'. She thinks they should leave toda1'.
23. (A) The teacher assigned the uork
(B) (C) (D)
carefulh'.
The man needs to bring the test. Pencils and paper are not necessal-v'. The man needs to take an extra test.
28. (A) It is unusual to plav hide-and-seek.
for
22. (A) She also thinks they should not leave
(B) (C) (D)
Waking up r'vithout an alarm. Turning on the alarm clock. Setting the alarm clock on the floor.
27. (A) Additional rvriting supplies are
20. (A) Visiting a different store.
(B) (C) (D)
(B) At school. (C) In a hospital. (D) At a concert.
(D)
The bab,"-'s temperature is not normal. She is taking care of the babv temPorarill'. The babv is not sick.
(A) (B) (C) (D)
Only'Alex went on the trip. He rvas given the chance to go. The trip rvas a good opportunity: No one went on the trip.
30. (A) She has several children.
(B) (C) (D)
She doesn't believe rvhat he savs. She is onlv a child' She behaves immaturelr,'.
The grade rvas not leallv lor,r,. She didn't do her homervork.
Her homevu'ork contained a lot of errors.
24. (A) His rveekend
(B) (C) (D)
r,r'as relaxing. He spent the u,eekend on the beach. He needed a piece of paper. He preferred a more relaring
r.r'eekend.
COMPLETE TEST ONE-INTRODUCTORY
LEVEL
247
1
1
1
1
1
1
1
1
Part B Directions: In this part of the test, vou rt'ill hear longer conr,ersations. After each conr,ers:rtion, vou u'ill hear ser,'eral qttestions. The ccinversations and questions rvill not be repeated. After vou hear a qr,restion, reerd the lour pcrssible ans\\'cl's in rrrur'lest book ancl choose the best ans\\'erThen, on vour ans\\,er sheet, tlnd the number of the question and fill in the sp:rce that colresponds tcr the letter of the ansu,er l'ou have chosen. Remember, \'oll arc not alloued to lake notes or ririte in voul test book.
5t.
32
t3.
(A) (B) (C) (D)
A boat trip.
(A) (B) (C) (D)
Spring.
35.
A br-rs tlip. A plane trip. A train trip. 36
Sumnrer. Autr-rmn.
Winter.
(A) Thef are heading north. (B) Tl-rev are looking for u,armer u,ater. (C) Thev are returning to their home (D) Thev are heiiding tot,ald Al:rsk:r.
248
(A) (B) (C) (D)
One hour. T\r,o hours. Thrce hours. Four-hours.
COMPLETE TEST ONE-INTRODUCTORY LEVEL
(A) (B) (C) (D)
It it lt lottg pt'r)\'L'\\. It is the onlr' \\ilv to enroll. It is easv to complctc. It begins in the adrnirristratiorr building.
37
.
34
(A) Hou,to e-nloll ilt univer-sit.u'classes. (B) What is bad about mail sen,ice. (C) Horv to fill out univcrsitv applications (D) The location ol a c:impus btrilding.
-16
(A) (B) (C) (Dt
It It It tt
(A) (B) (C) (D)
Writc a lcttcr to a friend. Go to thc aclministration buildine. Stand in line. Registcr bv mail.
takes place in onc of{ice. invoh'c-s manv hours in line.
is ven r-fficienl. takcs almost no time.
TOFlFl. tc'i tiirlclion. irrrrl t,,r nr.rr .r (, r ! plnle(l lrr pclntission ()l fr_fs. th.e()p!richt ()\\rrfr ll,r.,rr rrll eranrplrs encl tcsl qttc:tiotr. att prrlick'cl br Prrr. rr I .lrrrti,rn. lri.
1
1
1
1
1 Part
1
1
1
C
Directions: In Part C of this section, vou u,ill heal sevelal talks. After each talk, Iou u'ill heal some
+restro*tfnc
talks and qucstic.,ns rr ill
nt.,1
be repeatecl.
A{ter vou hear a question, voll u,ill read the four possible Ans\\'ers ir-r your tcst book and choose the besl ansu,er. Then, or-r !'our ans\\'er sheet, fincl thc number of the question and fill in the space that corresl>oncls to the letter of thc ansu'er vou have chosen. Here is an eramplc. On thc recording, r'ou u'il1 hear:
(narrntor)
(man)
Li.qtt'rr to rut irtslrttctcl"lalk to /ri.s c/a.ss abortt ltuirrting. Artist Grartt 14'ood uas a gtidirtg litrce irt tlte sclrcnl ol paittting knov'tt rts Antericatt rtyiortaList, tt stt'le rellecting tlte distittctit,e cltaracteristic.s ttl urt lrorrt rurul arects of.tlte Llttited Stutes. V'ooi began drutt'irtg anhrnls on tlrc lantil\'ltLnrt at tlrc age of.tltree, attd *'ltert lrc was tltir'lveigltt onc ol ltis ltctitttittgs received a rennrkable atnouttt of'public ncttice utttl accLairrt. This paitttittg, calLed Amc-r-ican Gotl'ric, is a starkh'sirrtple tlepicriort oi-a seriotr-s t'ottple .;torittg lirt'ctlr ctttt ttt tlte viawer.
Nor.r'listen to a sample question.
(r-rarrator) V'ltat snle ol pairttittg In vour test book, vorr
uill leacl:
Sample Answer r.s
frrrorln
(A)
trs
Arrtericou regkttalist?
Alt [l'om Ame-r'ic:r's inner cities.
(B) Art fi'on.r lhe centr':il region of the
United
@ @
r'Fr
o
Stertes.
(c) Alt ll'onr valious urban areas in the Unitc-d States. (D) Art from rural sections ol'Anrelica.
The best ans\\,er to the cluestion, "What strle ol painting is knou'n as American regionalist?" is (D), "Ar1 h'om rural sections of America." Thcrelore, the correct choice is (D). Nou' listen to another sample qlrestion.
(narrator)
Sample Answer
I,l:hat is the nante ol \4'ood's /7rosl srcccs.slil pairttittg?
In votir test book, r,ou 'uvill re'ad:
A) Anrt,ricttn Regionulist. (B) Tlp Fantilt Fantt irt lovrt. (
@ @
o
@
(C) Arrtericatt Ootltit'. (D) A Scriozr.s Couplt'.
The best ans\ver to the question, "What is the name of Wood's rrost successftrl paintingi" is (C), Anrerit'rttt Gotltic. Thr'r'efor-e, the corr-ect choice is (C). Renrember, vou ale not allorved to lake notes (]r \\'rite in
TOEFI- te\( clir ect irrnr rnrl ir rr rruri .rn' rt'pr intr.i irr irr'r nri'.r,,n ol FITS tlre coprriglrt orrn.'r' lloucrr't.:rll er.rnrILr..rrri te.r qrrrstirrns arr'pr()\iclcd ll\ P(.rrs()n EclLtcat 0rr lrr,
rour test book
COMPLETE TEST ONE-INTRODUCTORY
LEVEL
249
1
1 (A) (B) (C) (D) 40.
(B) (C)
It is not large. tt has a fireplace. It has some r,r'indou's. ft cloes not have a refrigerator.
11.
The The The The
Nerv
46.
(A) (B) (C) (D)
47
(A) Studving animals in the u''ild. (B) Animal songs on the' r'adio. (C) Problems r,r'ith radio signals. (D) Weather satellites.
\brk Citv subrvav
svstem.
(A) Wirh ladio collars. (B) With atmospheric pressure. (C) With radio receivers. (D) With satellites.
IRT.
Citv
1870. 1874. 1900. 1904.
) Br lrsing radio transrrritto s. (B) By follou'ing their tracks. (C) With r.veather balloons. (D) With s:rtellites.
developnrent of the subrval: history of the railroad svstem.
(A) The r;rilroads. (B) Private businesses in Neu'York (C) The mayor of Neu.\brk Citr'r (D) The subu'av ir.r Neu \brk Citl:
In In In In
48. (A
has great furniture.
50.
(A) (B) (C) (D)
Geographv. Botanr,r
Zoologr.
Communication.
This is the end of Section 1. Stop work on Section 1. Turn off the recording.
@@@@@@@ Read the directions for Section 2 and begin work.
Do NOT read or work on any other section of the test during the next 25 minutes.
250
COMPLETE TEST ONE-INTRODUCTORY LEVEL
1
than the railroads. It took a long time to develop. It rvas developed bv the sovernment of Nerv York.
(D) It rvas quite easv to:rccornplish.
(D) Thset',;:rtment
(A) (B) (C) (D)
1
(A) It was more imporlant
42. (A) There is none (B) It has alreadv been rented. (C) The apartment o\\'ner u ill eive them
43
1
1
A proiessor. A tour guide. A iurniture salesman. An apartment manager.
(A) One. (B) Tilo. (C) Three. (D) Four: (A) (B) (C) (D)
41
1
1
2o2o2o2o2o2o202 SE,CTION 2 STRUCTTJRE AND WRITTEN EXPRESSION Time-25 minutes (including the reading of the directions) Now set your clock for 25 minutes. This section is designed to measure your abilitv to recognize language that is appropriate for standard rvritten English. There are tu'o tvpes of questions in this section, rvith special directions fbr each type.
Structure Directions: These questions are incomplete sentences. Beneath each sentence you rvill see four rvords or phrases, marked (A), (B), (C), ancl (D). Choose the one r,,'orcl or phrase that best completes the sentence. TJren, on your ans\\'er shect, find the nunrber of the question ancl fill in the space that corresponds to the letter of the ansuer vou hzrle chosen.
Look at the follor.r'ing eramples.
Example
I
Sample Answer
The president
the election br' :r
(A) r'r'on (B) he rvon (C) vesterdav (D) fortunatelv
landslide.
O @ C 6)
The sentence should re:rd, "The pre'sider.rt lrron the election bv a landslide." Therefore, you should choose ansrver (A).
Example
II
When
(A) the (B) did(C) the (D) the
Sample Answer the conference?
doctor attended the doctor zLttend doctor rvill attend
@
o
@ @
doctor's attenclance
The sentence should read, "When did the dor:tor-attend the conlerence?" Therefore, \'ou should choose answer (B).
'IOEFL rr\t dircctions
anc[ lrrrntal ar-c rcprirrt..l hr perrrrr.sion ETS, rhe copr.right ortner: Ilouer'er. rll crrrrrplc. anrl tt.L quesllons are prlridt'd br Pearson Erltrcation. Irtt o1
COMPLETE TEST ONE-INTRODUCTORY
LEVEI
251
2o2o2o2o2o2o2o2 l. The Arctic Circle
thrrrrgh northern North America, Europe, and Asia.
(A) the pass (B) passing (C) it passes (D) passes
Venus is almosl the same size as thc Earth, mountain ranges are much highcr.
--
-(A) (B) (C) (D)
thev but rhev its but its
In concrete poetn the prinrarl consideration is the riav that
E;rrth's gravitr, pulls ever-vthing torvard the Earth.
-(A) it centers (B) the center ol (C) centered it (D) the center
poem.
(A) (B) (C) (D)
The forces e:rrthquakes ;rre the same ones lhat huiltl morrntains.
9.
(A) unleash(B) r-rnleashes (C) that unleash (D) that unleashing
in the
-
r.r'olds are arranged
the an'angement of rvords arr-anging the rvords
rvords in an arrangement
Scientists arc no\\ onlr bcginning to understand the factors cigarette
addiction.
4. Since the eighteenth century
(A) (B) (C) (D)
tl're
cause
-
causing the-v cause causes
major genre of litcrature in most literate
-
societies.
(A) (B) (C) (D)
10.
becoming the novel has the nrivel becomc a becoming nor,el the novel has become
Agricultural
largelv responsibie for the unlolding of nutritional knor.vledge of vitamins and- minerals e:rrlv in tlre last centun:
(A) (B) 1f ) (D)
ol a computer Under a microscope chip looks like a nc-tri'or-k of aluminum
u'as
chemists u,ith chemists chemists were
tracks.
(A) the circuitr-r' (B) rvith the circuitn' (C) alter the circuitn. (D) it circr-riates 6.
Dinosaurs became ertinct 64 million vears first people ever appeared on Earth.
-(A) prior to the (B) the preceding (C) before tl-re (D) thc
252
time
COMPLETE TEST ONE-INTRODUCTORY LEVEL
ll.
Each summel the Roanoke F{istorical Association sponsors a plav that shou's about the fate of the earlv colonli
--(A) knou.n (B) t'hat is knou,n (C) rvhat knou'ing (D) is knorvn
2o2o2o2o2o2o2o2 12. Agriculture requires a steady supply of in water to keep the plants alive, so areas u,ith a lot of rainfall.
(A) naturally stafied (B) stafiing nature (C) it naturallv started (D) its natural start l3 Even though
-
about $4,000 to full1'
train a hearing dog, these dogs are generallv given - u'ithout charge to qualified candidates.
(A) it costs (B) the cost of it (C) the cost (D) costs
IA t+.
The reactor core of a nuclear reactor is bv a thick housed in a steel vessel layer of concrete.
(A) is surrounded (B) it surrounds (C) surrounds (D) surrounded 15.
-
The properties of every protein depend on how are arranged in the molecular chain.
(A) -all the amino acids (B) all of the amino acid (C) all of the aminos acidify (D) of all the amino acids
COMPLETE TEST ONE-INTRODUCTORY
LEVEL
253
2o2o2o2o2o2o2o2 Written Expression Directions: In these questions, each sentence has four underlined words or phrases. The four underlined parts of the sentence are marked (A), (B), (C), and (D). Identify the one underlined v,,'ord or phrase that must be changed in order for the sentence to be correct. Then, on vour ansu,er sheet, find the number of thc'question and fill in the space that corresponds to the letter of the ansu'er you have chosen.
Look at the follou'ing examples.
Example
I
Sample Answer
The four strins on a violin are tuned
AB
CD
in fifths.
@
o o
@
The sentence should read, "The four strines on a violin are tuned in fifths." Therefore, vou should choose answer (B).
Example
II
Sample Answer
The research for the book Roors taking
ABC
Alex Halev twelve vears. D
@ @
o @
The sentence should read, "The research for the book Roots took Alex Flaley tvu'elve years." Therefore, you should choose ansrver (C).
254
COMPLETE TEST ONE-INTRODUCTORY LEVEL
TOEFL" test dir eclions and fbrmat arc reprinted bv permissi()n of ETS, the copvright ouner Hotcver, all eramples and tc'st qu.'stions are provided bv Pearrson Education, Inc.
2o2o2o2o2o2o2oz 16. Polar u'inters
ar-e
length, dark, and cold
most plants
AB
D_
17. The remains of verv ancient u,oocl have turn into coal
AB
CD
18. In 1893, Henn,Ford brrilt his flr-st car engine in !e home
CD
AB
\glblgp
in Detr-oit
19. Armies of laborers toiled lor eight vear to build the Erie Canal.
-A
20
B-
C
D_
Sorne of the star-s in the closing stages of their lives becomes uhite du'arfs.
A
B
D-
C
2l The normall]' folce of grlrt.y at the Eartht surface is called
19.
ABCD 22
Edu'ard McDoue-ll is lemember iis lhe c'omposer of such perennial favoriles as "To a Wild Rose."
ABCD L3
Because he is
grar,itational\ bound to the Milkv
ttA'a1:
the Andromeda gala.rv is currenth'
ABC approacl'ring Earlth. D
24. CAT scanners are used not onlv for delecting conditions btrt also for obsen,ation the elfects
of
A-BC' therap)'. D 25
The chain ol'rider stations along the r.var,rrere crucial to the success ol the Ponv Exptess.
-B
A 26. The
funclional
r-e-.lationship bc'trveen the
A
C
D-
]r.U! tu.o hemispheres BCD
has been a mirior focr-rs of rnr,rch
studies in neuropsl'chologr.
27. The Great Salt Lake is the renrnar.rt of a vast inlanci seas.
ABCD
28. A desire to cradicate
!f9g!![
speilings in English can being traced back to the sixteenth century
CD
COMPLETE TEST ONE-INTRODUCTORY
LEVEL
255
2o2o2o2o2o20202 29. Jade can actuallJ' refer-to either the less common and more valuable iadeite and the more
A
C
-B
common and less valuable nephrite. D
30. The number o[ e]ectrons in an atom match the number of charged particles, or protons.
-ABCD 31. The neocortex becomes progressive more developed in the more advanced mammals.
ABCD
32. During their first attempts as a songu'riter, George Gershrvin diligentlr,continued to studv the
ABC
piano, harnronr; theorJ, and orchestration. D
33. Alexander Graham Bell
rvas tr.r'entv-nine rvhen A
him u,as granted a telephone patent in
BCD
1876.
34. Earlv television sets such as the RCA Victor model had small screens but containing a mass of
AB-C
additional components. D
35. A huge amount of immigrants
passed through the Great Hall on Ellis Island between 1892 and
CD
A 1954.
36. The cliff drvellings in Mesa Verde rvere br-rild in the thirteenth centr-rn.bv Native Americans u,ho
ABC
farmed the green plateau. D 37. The poet Walt Whitman \\Ias an eas)' recognized figure
ABCD_
u'ith his
lr.rng, rvhite beard and u'ide-
brimmed hat.
38. The sand doilars are a distinctive group
A
B-
o1 sea
shores.
COMPLETE TEST ONE-INTRODUCTORY LEVEL
urchins that have adapt especialll'to lie on sandv
C
-D
2o2o2o2o2o2o2o2 39. Someone ri'ho personifies the "American Dream" are Andreu'Carnegie, nho imnrigrated to the
AB United States from Scotland vuithout nlone\,and made millions in the steel inclLrstr-r,,.
CD 40. The Nez Perce lived peacefulli' u'ith the trappers and traders u'ho tra.,.eled theirs lands until the
ABC
discriverr,of gold in 1860 brought miners and settlers into the regton. D
This is the end of Section 2. lf you finish before 25 minutes has ended, check your work on Section 2 only.
@@@@@@@ At the end of 25 minutes, go on to Section 3. Use exactly 55 minutes to work on Section 3.
COMPLETE TEST ONE-INTRODUCTORY
LEVEL
257
3 a 3 a 3n 3 a 3 a 3 a 3 a
3
SECTION 3 READING COMPREHENSION Time-55 minutes (including the reading of the directions) Now set your clock for 55 minutes. This sr:ction is designed to measure lour abilitv to read and understand short passages similar in topic ar-rd stvle to lhose that students are likelv to encounter in North Amer-ican universities and colleges. This section contains readine passages and qtrestions about the passages.
Directions: In this section r.'otr uill reacl sevelal passages. Each one is follou'ed b1'a number of qii"rri"ot it. You are to choose the one best ansiver, (A), (B), (C), or (D), to each question. Then, "bout on voLlr ans\\rer shect, find thc number of the question and fill in the space that con-esponds to the lelter of the' ansu'er vou havc chosen. Ansu'er :rll questions about the information in a passage on the basis of u'hat is stated or implied
in that
passzrgc.
Re:rd the f ollorving pass,rgc:
llrre (5)
John Quincv Adzrms, u'ho sen'ed as the sixth president of the United States l'rom 1825 to 1829, is lodav recognized for his masterful statesmanship and diplomacl'. He dedicated his life tcr public service, both in the presidencl'and in the various other political offices that he held. Thror.rghotrt his political career he demonstrated his unsn,erving beiief in lleedom of speech, the anlislavern cause', ancl the right ol Americans to be free lrom European and Asian domination. Example
I
Sample Answer
To u,hat did John Quincr,'Adarns devote his life?
@
(A) (B) (C) (D)
@ @
o
Improving his personal lil'e Se'rring the public lncrcasing his fortune Working on his private business
According to tirc p:rss:rgc, John Qr-rincv Adams "dedicated his life to public sen'ice." Therefore, should choose :rnsu,cr (B).
Example
II
"'ou
Sample Answer
In lirrc'4, the rlorcl "rrnsn'en'ing" is closest in meaning to
\11/
@
a
(A) moveable (B) insignificant {C) rrrrchirn.in!,. ( D ) dipl, 'lturt ie
@
Tlre passage states th:rt John Quincv Adams demonstrated his unsu'erving belief "throughout his carecr." Tlris irnplies that the belief did not change. Therelbre, vou should choose ansu,er (C).
TOEIL
258
COMPLETE TEST ONE-INTRODUCTORY LEVEL
tcst iiir'cctir;rts rlrLl 1or lral rI r'epr il]lrd b\ p.r\lrissirill {)l ETS, thr coprr'ight ()\\ucr H(,\\r'\(l; all eranrplcs and tcst quesli()ns alc prrlided br Pear.,,n E(lllaaliirn, Inc.
3a3a3a3a3a3a Questions
Llne
(5)
3n 3
l-9
Romantic music of the nineteenth century differed greatly from the classical music o[ f he eighteenth century Classical music u,as primarilv concerned with strict form and stvle. Romzrntic composers, hor.r'ever, r.l'anted to express their feelings and thoughts through music. Their music uas less stmctured than the music of the classicists; its goal uras to fill the listener r.r'ith emotion, ',vith thoughts of beauty, r.r,onder, and nature, and with poetn/. I
What is the topic of this
passage
?
(A) (B) (C)
The characteristics of rornantic music Various tvpes of musrc Popular music in the eightecnth
(D)
centun' A comparison of romantic and
6.
The uord "goal" in line .1 is NOT close in meanin-e to rvhich of the follou'ing?
(A) (B) (C) (D)
Aim Objectir,e
Result Purpose
classical music 7.
The rvord "greatl),'" in line 1 could best be replaced bv r'r'hich of the follou,ing?
(A) (B) (C) (D)
(A) (B) (C) (D)
Famously Tremendousll' Structurall,v
feeling logic sound movement
Slightlv 8.
According to the passage, classical music
(A) (B) (C) (D)
The rvord "emotion" in line 4 is closest in meanrng to
expresses feelings and lhoughts u'as popular in the nineteenth century
has rigid forms is less stmctured than romantic music
According to the passage, romantic mtrsic filled the listener rvith all of the follorving EXCEPT
(A) (B) (C) (D)
thoughts of poetn, thorrghts of u'onder thoughts o[ ]oveliness thoughts o[ strictncss
The r"'ord "form" in line 2 is closest in meanin*q to
(A) (B) (C) (D)
structLrre
meter meaning use
It can be inf'crred from the passage that
Where in the passage does the author mention u'hen the different tvpes of music rvere popular?
(A) Lines 1-2 (B) Line 3 (C) Line 4 (D) Line'5
romantic music
(A)
developed prior to the eighteenth
(B) (C) (D)
did nol have a strict forrn
centun came before classical music rvas more concerned r.vith form than
feeling
COMPLETE TEST ONE-INTRODUCTORY
LEVEL
259
3 a 3 a 3 a 3n 3 a 3 a 3 a
3
Questions 10-19 In the Anrerican colonies, Benjamin Franklin u'orked as a printer; from his rr,ork, he clearlv ltnclerstood hou difficr-rlt and costiv it u'as to make books. Hot'errer, he and his friends reallv enjo_ved reading and rvantcd to -set holcl of as manv books as they could. Lirtc One ol Franklin's good ideas, and he had manv good ideas, \,as to set up a club rvhere people (5) could share theil books. The 50 mernber-s r.r,ho joined the club when it \\ras started in 1732 donated books ancl also poolecl their monev to bur, additional books. Anvone u.ho u'anted to could stop ir.r ancl rcad the books; club nrenrbers \\'ere also allou'ed to take the books home r.l'ith them, provicled thev returned them on tirne. This "club" becarne Arlerica's first circulating librarr'. 10.
The passzrge m:rinlv discusses
14
(A) rhe- Anrerican colonies (B) Be:n jamin Fr:rnklin's u'ork as a printer (C) Franklin's manv good ideas (D) Arnerica's first circulating librarr,' 11.
A "printer" in line
(A) (B) (C) (D)
I
15.
rrorks in a libran' rtrns a book club reads a lot of books produces books and pamphlets
Franklin had
no good ideas one good idea
feu'good ideas ntrn'rerous good ideas
(A) s (B) t-5 (D)
rvatered su'am
earned shared
Which of the fbllou'ing is NOT mentioned in the passage as something that club members did?
l3 Accoi'ding to the passage, horv m;rnv people rvere in the original club?'
(c)
(A) (B) (C) (D)
is a person ',vho
12. The passage indicates that
(A) (B) (C) (D)
The r,'ord "pooled" in line 6 could best be replaced bv
-50
s00
(A) (B) (C) (D)
Thev Thev Thev They
gar,e books to the club.
starled neu clubs. took books home. helped buv additional books.
t6 It can be inferred fr-om the passage that nonmembers of Franklin's club could NOT
(A) (B) (C) (D)
enter the club look at the ciub's books read takc' books out of the club
l7 The n'orcl "ploviclecl" in line 7 cotrlcl best replaced bv rvhich ol'the tollorving?
(A) rf (B) Before (C) Where (D) Although
260
COMPLETE TEST ONE-INTRODUCTORY LEVEL
be
3a3a
3n 3 a 3 a 3 a 3 a 3
18. In line 8, the books irr a "circulating"
library are prcibabh'
(A) (B)
spun in circles
(C)
checked in and out of the library
(D
)
movecl rrp ancl clou'n on the librarv shelves tr.rrned r-rpsidc--doivn
19. Where in the passage does the ar-rthor erplain rvhv Franklin starled the book club?
(A) Lines'l-2 (B) Lines 4 5 (C) Linc's 6-7 (D) Line I
COMPLETE TEST ONE-INTRODUCTORY LEVEL
261
3a3a3a3a3a3a3a
3
Questions 20-29 The Hopi are part of the Pueblo Ir-rdian culture. Today thev live mostlv in norlheastern Arizona, the eclge o{ thc- Painted Deserl. Sonrething that sets the Hopi culture off from other cultures is that it is in sonre senscs a malernal rathcr- tl-ran a paternal cultttre. 1'he Hopi ar-c dividecl ir.rto clans, or-lamilies, alonq maternal lines, and as a re-tult a child Line (5) becomes a mernber of the rnother's clan rather thzrn the father's. In addition, ovn'nership of propertl; such us lancl and hotrses, passes from mother to daughter instead o[ from father to son, as it does in other Nati\,e Ar-nc-r'ican crrltrrres. Horvever. \vomen do not have all the por'r'er in this culture. Societal uutholilv still r-es1s in thc hancls ol'men, but th:rt authoritv cloes pass 1cl men from their mothr'rs. a1
The main iclea of the passage is that
20
(A) (B) (C) (D)
24
the Hopi are onc tvpe ol'Pttebli.r Inciian the Hopi havc a t.natern:rl cultttrc most Indian cttltures are patertral cultures todar the Hopi lir"c- in northeastcrn
Arizonit
A "clan" in line 5 is a
(A) (B) (C) (D) 25
mother fatlrer famil_v
child
Which of the follor^,'ing is true abor-rt Hopi propert\, ou,nership, according 1o the pass:rgci)
21. The passage'states that the }{opi
(A) are enemie-s of the Pueblo Indians (B) all lilc irr rrortheastem Arizona (C) live inside the Painted Desert (D) rnal be found otr the borders of'the Painted Desert
In line 3, something that is "matelnal"
22
(A) (B)
Flopi do not o\\'n propert)'. Hopi property passes from farther-to
(C)
Propertv orr,net'ship in the Hopi cultnre is similar to propertv ou,nership in most other cultures. A Hopi daughter u-ill probablv inherit propefiY from her mother.
son.
(D) is
relatc-rl to
(A) the culture (B) the mcither (C) the tlopi (D) the clan 23.
It is implied in the passage that most Natir,e American cttltttres
(A) livc in the Paintecl Desert (B) are par.t of the Hopi tribe (C) are patcrnal cultttres (D) do not have strong families
262
COMPLETE TEST ONE-INTRODUCTORY LEVEL
26. The expression "such as"
in meaning to
(A) therr (B) fol example (C) as a result (D) also
in line 6 is closest
3a3a3a3a3a3a3a 27
Which of the follor.r'ing is NOT true abouI power in Hopi societv?)
(A) (B) (C) (D)
Women do not have all the por'r'er in
Hopi societl'. Men have por.r'er in Hopi societr,'. A man rvill probablv inherit po\fer from his mother. A man inherits po\.ver from his father.
28. The u'ord "rests"
replaced
(A) (B) (C) (D)
in line 8 could best
3
29. Where in the
passa-ee does tl-re author ciescribe u,here tlre Hopi live todav?
(A) (B) (C) (D)
Lines 1-2 Lines 4-5 Lines 5-7 Lir-res 7-8
be
b1-
sleeps
remains naps
tires
COMPLETE TEST ONE-iNTRODUCTORY
LEVEL
263
3a3a3a3a3a3a3a
3
Questions 3O-39
Llne
(5)
(10)
Some kinds of animals that are still around todav u'ere in eristence millions of vears ago during the time of the dinosar-rr'. One of these surrivors is the crocodile, u'hich has been around for about 100 million y'ears. Todavs crocodiles can gro\\'to a length of 20 feet and u'eigh about a ton. Their prehistoric ancestors u'ere about tr,vo-and-a-half times the size of todar,s animals. Another sun,ir,or from the p:rst is the Galapagos tortoise, u'hose history goes back around 200 million vears. The tortoise of todav has not evolr.ed much over the last 200 million vears; it looks about the same no\\'as it did u,a1.. back then. The oldest sun'ivor from prehistoric times is, can vou believe it, the cockroach. Cockroaches have been able to stick around for- more than 2.50 rnillion vears. The main reason for their incredible endurance is their abilitv to live in all kinds of conditions and sun'ive on all kinds of food.
30. This passage is mainlv about
(A) the din.saur (B) hou'the crocodile has sun,ived (C) animals that live to be verv old (D) tvpes of animals that have existed for a long time 3
1. The lr'ord "time" in line 2 could best
be
bv hour era clock moment
(A) (B) (C) (D)
Predecessors
Descendanls Monsters Enemies
35. The passage indicates that the Galapagos
replaced
tortorse
(A) (B) (C) (D)
(A) (B) (C)
has changed considerabll' has been around lbr 250 million vears is about the same as it rvas in the era
(D)
of the dinosaur is much larger than prehistoric tortoises
32. According to the passage, the crocodile
(A) (B) (C) (D)
sun'ived an attack bv dinosaurs fir:st appeared 100,000 \'e:rrs ago has increased in size over timc h:rs existed for n.rillions ol vezrrs
33. lt can be inlerrecl from the passage that prehistoric crocodiles couid reach maximum leneth of
a
(A) 10leet (B) 20 feet (C) 50 f'eet (D) 100 leet
264
34. The u'ord "ancestors" in line 4 is closest in meaning to *'hich of the fbllorving?
COMPLETE TEST ONE-INTRODUCTORY LEVEL
3a3a3a3a3a3a3a 36. Which of the follorving is NOT mentioned
38. Which of the animals mentioned
in the passage has been around for the longest
abor,rt the cockroachi'
(A) It has evoh'ed (B)
It
3
time?
considerablv over the
(A) (B) (C) (D)
vears. has been around for a quarter of a billion years.
(c) It lived at the time of the dinosaur.
The The The The
dinosaur crocodile Galapagos tortoise cockroach
(D) It eats manv kinds of food.
closest in meaning to
Where in the passage does the author explain r.r'hv the cockroach has been able to endure?
(A) (B) (C) (D)
(A) (B) (C) (D)
39 37. The expression "stick around"
endure
attack travel alound look around
in line
10 is
Lines 1-2 Lines 7-8
Line 9 Lines 10-12
COMPLETE TEST ONE-INTRODUCTORY
LEVEL
265
3a3a3a3a3a3a3a3 Questions 40-50 The three phases ol'the human memorl'are sensorv memory short-term lnenloln-, and longterm memoln'. This division of memorn into phases is barsed on the length of time ol the memory. Sensory fitemoln is instantaneoLls memor\'. It is ;rn image or a memon'/ that enters vour mind Lpra only f6r a short period of time; it comes and .goes in ttnder a second. The memory rvill not last (5) krnger than that unless the inforrnation enters shrlrt-term memoN. Information can be: lrelcl in short-term memorv f
|
40. The best title for this
(A) (B) (C) (D) ,1
pass:rge u'ortlcl be
14
The Difference Betrvccn Ser.rsom and Short-Term NIctnotl Hou' Long lt Takes to Menroriz-c The Stagc's of Human Mernorv
tnernot.t'?
(A) Fol as loltg as l0 nrinut.'s (B) As long as it is be-ing used (C) After vou have repeatecl it manl' tin"res (D) When it has nroved into long-term
Human Phases
memol-v
1. The three phases o{ ttlemon'discussed in this passage are differentiartecl according to
(A) (B)
location in the br':rin the period of tinre it takes to remembet s()tllcthing
(C)
hor'r'1he senses are involved in thc
(D)
horv long the ntemory lasts
(A) (B) (C) (D)
2
is on top ot is at the I'oot ol depends on
is belou'
'13. According to thi' pass:rge, rr'hich tvpe ot memoll- is lhe sl-rortest?
(A) Sensory mr-nloll (B) Active mcnrora (C) Short-tet'nl nlelll()ll (D) Long-tel'm lrlenlorv
266
The u,ord "keep" in line 8 could best be repltrced bv
(A) hold (B) continue (C) retajn (D) save
nlemol'\
,12. The expressiot-t "is based on" in line could best be replaced br.'
COMPLETE TEST ONE-INTRODUCTORY LEVEL
According to the passage, u'hen r,r,ill informatiot-r stay in vot-tt' short-tern't
.16"
The u'ord "Once" in line 8 could best be
replaced bv u'hich o[ the follou'ing?
(A) Just afte'r (B) Although (C) Jr-rst before (D) Because
3a3a3a3a3a3a3a 47. All of the follor.r,'ing are true about long-
49.
term memory EXCEPT that
(A) it has a very large capacity (B) it can hold information for a long to put information into
through memorization is the only wav that
(D) memorization
It can be inferred from the passage that if person remembers a piece of information for tu'o days, this information is probably
a
in
time
(C) it is possible
3
it
(A) (B) (C) (D)
three phases of memory sensory memory
short-term memory long-term memory
information can get there could best be replaced by
in the passage does the author explain what happens when someone stops repeating information?
(A) (B) (C) (D)
(A) (B) (C) (D)
50. Where
48. The expression "on its or.','n" in line bi' itself in its own time with its possessrons in onlv one u'av
12
Lines 4-5 Lines 6-7 Lines 8-9
Lines 11-12
This is the end of Section 3.
@@@@@@@ lf you finish in less than 55 minutes, check your work on Section 3 only. NOT Do read or work on any other section of the test.
COMPLETE TEST ONE-INTRODUCTORY
LEVEL
267
TEST OF WRITTEN ENGLISH: TWE ESSAY TOPIC fime-3O minutes Do vou agree or disagree rvith the follorving statement?
It is always important to put lamih' before career. Use specific reasons ancl details [o suppol.t vollr ans\\,er.
268
COMPLETE TEST ONE_INTRODUCIORY LEVEL
1
I
1
1
1
1
1
1
COMPLETE TEST TWO INTRODUCTORY LEVEL SECTION 1 LISTENING COMPREHENSION Time-approximately 35 minutes (including the reading of the directions for each part) In this section of the test, vou r.r'ill harre an opportunitv to demonstrate vollr abilitv to understand conversations and talks in English. There are three parls to this section, r,iith special directions for each part. Ansu'err- all the qr-restions on the basis of r,r'hat is stated or implied bv the speakers vou hear. Do not take noles or u'rite in vollr test book at anv time. Do not tlrrn the pages until vou are told to do so,
Part A Directions: In Part A vou rvill hear sl"rort conversations betr.veen tr,r'o people. After each conversation, vou rvill hear a qr-testion about the conversation. The conversations and qr,restions r.r'ill not be repeated. After vou heal a question, read the four possible ans\vers in vour test book and choose'the best ans\ver. Then, on )()trr ans\\,er sheet, find the nun.rber of the qr-restion and fill in the space that corre-sponds to the letter oI the ansu'er von have chosen. Here is an example.
Sample Answer
@ @
On the recording, r"ou rr,ill hear:
o o
(n.rarr) Tlnl exant .ras jttst tttr,firl. (rvoman) Oh, it cttttld htn,e been wrtrse.
(nzrrtator) What does tlte n'orrtan
uteart?
In vorrr test book, vou r.i'ill read: (A) The exam \\.as reallv arvful.
(B) It ri'as the u,orst exam she had er,er seen (C) It couldn't have been mor-e difficult. (D) It u.asn't th:rt hard.
Yolt leartr tiom the conversation that the man thought the eram \\'as ven'difficult and that the woman disagreed u,ith the n-ran. The best ansr,r'er to the question, "What does the \{oman mean?" is (D), "It u,asn't that hard." Therefore, the correct choice is (D).
TOEFL 1!'\r direetr,,ns ancl f()rnlal are r'.pr intfcl br pc|nrissioil ol ETS tlreLoprtighl,rrlner. Hrtucrer. all r'rentplesand rrst qLlestir)n\ arc pr,,rtrlr,tl l,.r Pr'atson Edtrtrti,rn. lnr
COMPLETE TEST
TWO-I
NTRODUCIORY LEVEL
1
1
1.
z.
3.
4.
I
(A) (B) (C) (D)
Taking a math class.
(A) (B) (C) (D)
He's getting a bite to eat.
1
1 10.
Answering some math problems. Checking the math homer,r,ork. Seeing their professor. 11.
He has tour meetings todav
He'l] arri'"'e after 4:00. He needs a bit of luck.
(A) She did not lequest (B) It did not corne. (C) It came cluickll: (D) It came slorvh'.
il.
(A) She agrees *'ith the man. (B) She can't find rvhere she parked. (c) She had a hard time getting up this
12.
I J.
morning. (D) She r,r'ould like the man to repeal himself.
s.
7.
(A) The exams',vere placed in the office. (B) The u,oman can take the exam in the office. (c) The exams will be graded in the o{fice. (D) The u'oman shor-rld put her eram in the oflice.
(A) (B) (C) (D)
la
(A)
The professor just assigned a paper to
(B)
He is not sure ruher.r he should see tl.re
(C)
The prolessor changed the date the paper is due. The professor changed the date of the
be vn'ritten.
professol
(D)
class.
270
15.
16.
Plaving tennis now Playing a different sport. Going to the store nolr'. Leaving the shopping for later.
COMPLETE TEST TWO-INTRODUCTORY LEVEL
1
1
(A) (B) (C) (D)
She disagrees',r'ith the man. She doesn't want to do the problems. The.v can finish the problems in class. She shares the man'.s opinion.
(A) (B) (C) (Dt
The time he suggested is fine. She'cl pre['er to meet later: She'd prefer never to meet. Sne'a prefer to meet earlier.
(A) (B) (C) (D)
To To To To
a a a a
sen'ice station. doctor's office. gvnr.
pharmacr:
(A) The r,r'ords rvere too small. (B) The professor did not ri'rite anvthing. (C) She could not hear the uords. (D) The board rvas ven'tin'v'. (A) They have the same ans\ver. (B) He r.vill change his answer. (C t He! uncertain of his response. (D) He doesn't \\,ant to respond to her questlon.
(A) A librarian. (B) A jervelen (C) A doctor: (D) A seamstress.
(A) Ir's delicious. (B) She hasn't tasted it. (C) It needs more spices. (D) Its not verl- good. 9.
14
1
(A) Helping some other people. (B) Asking when the assignment (C) Helping each other rvith the
is due.
assignrnent. someone to help them.
(D) Finding
(A) He has also u'ritten an article. (B) He shar-es the r,,oman's opinion. (C) The meeting is in front of the school. (D) What $.as in the article nas fair. (A) (B) (C) (D)
An arrlo mechanic. A bicycle repairman. An engineer. A train station attendant.
1r1r1r1r1r1r1r1 18.
19.
(A) (B) (C) (D)
She She She She
(A)
Shet going to a different part
(B) (C) (D)
rvas asked to be a guest speaker. became president of the club.
business. someone to hear a speech.
started her own
invited
campus.
of
She likes the apartment. She \\''ants to be closer to school. She didn't see the apartment.
20. (A) Driving to the game.
(B) (C) (D)
21
Walking to the game. Not going to the game. Not u'alking to the game.
. (A) The window r,r,'as partially open. (B) Someone shut the u'indou'. (C) He couldnt see the u,indorv. (D) It \\,asn't really very cold.
22. (A) He didn't get his paper back.
(B) (C) (D)
He made a big mistake. He $'rote a very long paper. He spilled something on his paper.
23. (A) He had enough time.
(B) (C) (D)
He sent the fax. The fax didn't come. The fax has not been
24. (A) To a flight school.
(B) (C) (D)
To a travel agency. To a restaurant. To a train station.
read.
25. (A) The concepts \vere disorganized.
(B) (C) (D)
The ideas u'ere not verv good. She disagreed u,'ith the ideas. The organization was excellent.
26. (A) He has something to say to her.
(B) (C) (D)
The teacher gave a verv hard lecture. He shares the u'oman's opinion. The woman should pav attention to
him.
27. (A) Leave on a cruise in
(B) (C) (D)
ser.en days.
Visit rvith seven crerv members. Take a seven-hour cruise. Take a week-long boat trip.
28. (A) Trying to cool off.
(B) (C) (D)
Getting something rvarm to drink. Warming r"rp a drink. Exercising to $'arm up.
29. (A) He ansu'ered all the professor's
(B) (C) (D)
questions. He phoned the professor three times. The professor couldn't answer all his queslions. The professor called on him a number of times.
30. (A) To see a baliet.
(B) (C) (D)
To listen to a lecture. To hear a concerl. To rvatch a debate.
COMPLETE TEST TWO-INTRODUCTORY
LEVEL
271
1
1
1
1
1
1
1
1
Part B Directions: In this part of the test, vou rvill hear lonser conversations. After each conversation, vou rvill hear several questions. The conversations and questions u'ill not be repeated. After vou hear a question, read the four possible ans\\'ers in your test book and choose the best ans\ver Then, on your ans\'ver sheet, find the nttmber of the qtrestion and fill in the space that corresponds to the letter of the ansr,r'er vou have chosen. Remember, vou are not allou'ed to take notes or rvrite in vour test book.
31. (A) She n'as mistaken about the date o[
(B) (C) (D)
the exam. She missed Tuesdar''s class. She is unsure of toclar.'s date. She missed the eranr.
32. (A) Tuesdav of this
(B) (C) (D)
rveek.
Wednesday of this u'eek. Tuesdav of next '"r,eek. \&'ednesdav of nert r.veek.
The tu'elfth. The thirleenth. The trventierh.
34. (A) Get some sleep
(A)
In a neu'dorm.
(B) In an old dorm. (c) In an off-campus house. (D) In un off-campus apartment.
36. (A) ln a ner.r, dorm. (B) In an old dorm. (c) In an ofT-campus house. (D) In an off-campus apafiment. 37. (A) Because it is old-fashioned. (B) Because it is off-campus. (c) Because it is nc.ar the middle of
33. (A) The third.
(B) (C) (D)
3s.
campus. (D) Because nor'r'.
(B) Talk to the professor. (C) Put off str-rdving until later. (D) Begin stud_ving in'rmediatelv.
38. (A) Because it is modern. (B) Because it is off-campus. (c) Because it is near the middle of campus. (D) Because
272
COMPLETE TEST TWO-INTRODUCTORY LEVEL
it is modern.
it is lar arvav from school
TOEFL t!'st directions anrl fornrat are reprinted br permission of ETS, thc coprright otncr. Houcvr't, all exanpies and test queslir)ns.rre proriciecl br Pcersorr Echrcation lnc.
1
1
1
1
1 Part
Directions: In Part C ol this section,
q.r".ti.nrfne
talks and questions n
1,-ou
1
1
1
C
u,ill hear several talks. After each talk, vou rvill hear some
iil not be repeated.
After vou hear a question, vor-r rt'ill read the four possible ans\\/ers in vour test book and choose the best anst'er. Then, on vour ans\\'er sheet, {ind the number of the qr-restion and fill in the space that corresponds to the letter of the ansu'er vou have chosen. Here is an erample. On the recording, vou u,ill hear:
(narrator) Listetr to an irtstnrctot' talk to /zls c/a-s-s abott pttirting.
(man)
Artist Grant Wood ..ras a gtricling lbrce in the school of'painting knovn as Anrcrican regiottaList, a st,-le reflectirtg t/te distirtctive characteri.stics of-art fi'om rurtLl areas of'the Urtited States. Vtood began dratying attirnals on the lanilv- lann at the age of-tlree, and v,lrcn lrc u'as tltirtr'-eight one of- his paintings received a renmrkable otnoutTt of'public tlotice and acclailn. This paintirtg, called American Gothic, is a stttrkly simple depiction ol u serkttts coupLe staring clirecth' ctttt ttt the vie:r',er.
Norv listen to a sample question.
(narr:rtor) V/hat style ol paitttittg
Sample Answer
@ @ @
is knort'rt as Arrterican regiortalist?
In vour test book, vou rvill read: (A) Art from America's inner cities. (B) Art irom the central region of the United States. (C) Art from various urban areas in the United States.
o
(D) Art from rural sections of America. The best ans\\rer to the question, "What stvle of painting is knou'n as American regionalist?" is (D), "Art from rrral sections of America." Therefore, the correct choice is (D).
Sample Answer
Nou, listen to another sample question.
(narrator) I|Ilnt is the In vour test book, r'ou
narne of'Wood's nlost sttccesslill paittting?
till read: (A) American Regionalist. (B) The Fantily Fanrt it't lotya.
@ @
o
@
(C) AntericcLn Gothic. (D) A.Serlorrs Couple. The best answer to the question, "What is the name of Wood's most successful painting?" is (C),
Anterican Gothic. Therefore, the correct choice is (C). Remember, vou are not allor.led to take notes or r,r,r'ite in vour test book.
TOEFL test clirections
ancl l()rrrat
ar('lr'print!d
Lrr
pc|nri.sron
of ETS, lhe aopvlight orvner Hol cr er all erentplc: anrl tc:t qLrr-slions are ptx iclccl br Pear'son Fldttealion. lne
COMPLETE TEST TWO-INTRODUCTORY
LEVEL
273
1
1
1 39
41.
(A) (B)
I
1
Otherinverlebrates.
(C)
(A) (B) (C) (D)
lt
(D)
The dale r,r'hen an assignrncnt is due. The date u'hen a paper must be turned in. The date u'hen a student uill u,atch a presentation. The date r,vhen an exam u'ill be gir.en.
(A) (B) (C) (D)
To To To To
Backbones.
is a vertebrate.
It has no backbone. lt has no tentacles. It has eight backbones.
(A) It has eight parts. (B) lt has ils ou rr eres. (C) It is quite bi-e. (D) It has the largest br:rin of all animais
17.
An octopus has ven'good eyesight. The evesight of an octopus is limited. An octopus is able to see into its brain. The eyesight of an octopus is unclear
(A) Getting u'ork done on time. (B) Attending meetings. (C) Taking a lot of courses. (D) Avoiding deadlines.
help other students. star. busl'.
clear off their desks. identifv busl periods o1'time
.
(A) lndividuallr: (B) Along r.r'ith tu'o others. (C) Along u,ith three others. (D) ln groups of ten. (A) (B)
The str-rdents har,e selected the groups. The groups have been randoml-l
(C)
The professor has rnade the
(D)
The students have signed up on a list on the wall.
(A) (B) (C) (D)
Eight ten-nrinute presentations. Three hor-rr-and-a-hall' presentations. Ten eight-minute presentations. Three ten-minute presentations.
(A) (B)
Find out u,ho is in each grolrp. Check the u'all to see rvhrch poem to
chosen. assl€inments.
(A) Copving each class svllabus. (B) Obtaining a calendar. (C) Asking to extend deadlines. (D) Writing dou'n presentations. .50.
(C) (D)
read. Read the selectecl poem thoroughll:
Discuss the poern rvith group members.
This is the end of Section 1. Stop work on Section 1. Turn off the recording.
@@@@@@@ Read the directions for Section 2 and begin work.
Do NOT read or work on any other section of the test during the next 25 minutes.
274
1
The octopus. Another vertebrate.
(D)
44.
I
(A) (B) (C) (D)
(A) (B) (C)
43.
1
COMPLETE TEST TWO-INTRODUCTORY
LEVEL
2o2o2o2o2o2o2o2 SECTION 2 STRUCTURE AND WRITTEN EXPRESSION fime-2S minutes (including the reading of the directions) Now set your clock for 25 minutes. This section is designed to measure your ability to recognize language that is appropriate for standard u'ritten English. There are two tvpes of questions in this section, with special directions for each type.
Structure Directions: These questions are incomplete sentences. Beneath each sentence you will
see four words or phrases, marked (A), (B), (C), and (D). Choose the one word or phrase that best completes the sentence. Then, on your ans\ver sheet, find the number of the question and fill in the space that corresoonds to the letter of the ansrver vou have chosen.
Look at the follor,r"ing examples.
Example
I
Sample Answer
The president
o
the election by a landslide.
@ @ @
(A) rvon (B) he won (C) yesterday (D) fortunatell'
The sentence should read, "The president won the election by a landslide." Therefore, you should choose ansrver (A).
Example
II
When
Sample Answer
@
o
the conference?
(A) the doctor attended (B) did- the doctor attend (C) the doctor rvill attend (D) the doctor's attendance
@ @
The sentence should read, "When did the doctor attend the conference?" Therefore, -vou should choose answer (B).
test difecfions and fo|mat are reprinted br pernrission oi ETS, the coprright orvner Houcrer all r'ramples anci test qu('stions are prrrricied br Pearson Eclueation. Illa
TOI:FL
COMPLETE TEST TWO-INTRODUCTORY
LEVEL
275
2o2o2o2o2o2o2o2 t.
Kansas
at the geographical center of the United States.
(A) it is located (B) the location (C) its localion (D) is located
7.
(A) skillfullv chipped (B) skillful chips (C) chippingskillfully (D) chips are skillful
is
first pizza restaurant Yo|k Citv in 189-5.
openercl
in New
Woodrow Wilson serued as president of' Princeton \\ias elected president of the United States.
-(A) The (B) It rvas the (C) At the (D) tt rvas at the without
(A) (B) (C) (D)
-
before to him he
before he
a backbone is the Atlantic
squicl. -
9.
(A) For the largest creature (B) It is the largest creature (C) The largest creature (D) The largesl r.'reatule is The last star on the handle of Polaris, or the North Star.
(A) (B) (C) (D)
The oldest knor,r'n daggers are ones that Neolithic humans out of flint.
Sound \\iaves are pr-odtrced u'hen quickly.
(A) (B) (C) (D) --
to call thc Little Dipper calling the Littie. Dipper the Little Dipper caliing the Little Dipper is called
to at least 1500 e.c. made use of molds to treat superficial infections.
10.
_
objects r.ibrate r,,ibratingobjects obiects to vibrate the vibrzrtion of objects
A genetic predisposition determines is most likelv to form freckles.
_
(A) he (B) it (C) rvho (D) rvhen
Societies
(A) thev -date back (B) the date is back (C) dating back (D) date back Eugene Debs ran for the presidency of the \r'as ne\/er United States five times, elected.
(A) he (B) but he (C) to him (D) for his
276
-
COMPLETE TEST TWO-INTRODUCTORY LEVEL
u'est-central section of North America, from Texas to Canada, is one of the world's largest grasslands.
11. The vast
(A) it stretches (B) stretches (C) r"'hich stretches (D) is stretching
2o2o2o2o2o2o2o2 12. Characteristically; the dulcimc-r features
three or four strings fingcrboard.
(A) (B) (C) (D)
t4
(A) (B) (C) (D)
-
stretched are stretched stretch them thev are stretched
15. I -).
Diamond Head is rvhat volcano.
(A) (B) (C) (D)
to remain renrains
remaining the remnants
Any member- of a gloup oI dmgs
barbituric acid is a barbitr"rrate.
along a
of an extinct
--
the derivation of is derived from derived ft'om derives from
-
Henrv VIII ruled that people born on Febr-uary 29 their birthdavs on Febnrarr'28 in non-leap tears.
(A) (B) (C) (D)
a celebritv a celebration celebrating
would celebratc-
COMPLETE IEST TWO-INTRODUCTORY
LEVEL
277
2o2o2o2o2o2o2oz Written Expression Directions: In these questions, each sentence has four underlined words or phrases. The four underlined parls of the sentence are marked (A), (B), (C), and (D). Identifu the one underlined word or phrase that must be changed in order for the sentence to be correct. Then, on your answer sheet, find the number o[ the question and fill in the space that corresponds to the letter of the answer vou have chosen.
Look at the following examples
Example
I
Sample Answer
The fout string on a violin are tuned
ABCD
@
o @ @
in fifths.
The sentence should read, "The four strings on a violin are tuned in fifths." Therefore, vou should choose answer (B).
Example
II
Sample Answer
The research for the book Roots taking
ABC Alex Halev twelve years. D
@ @
o
@
The sentence should read, "The research for the book Roors took Alex Haley twelve vears." Therefore, you should choose ans"ver (C).
278
COMPLETE TEST TWO-INTRODUCTORY LEVEL
TOEFL test directions ancl fornrat al: rcprinted bv permission of ETS, the coprright orvner. llou evel all cxampJes and lest questions are pror ided br Pear's()n E(lLl.ation, Inc.
2o2o2o2o2o2o202 16. Areas olrock mav shifts up or
clovn'n
AB
on each side of a t'ault.
an
17. Whcn someone take a depressant, the level of activitv in the central nen'ous svstem is lou'ered.
A
1
B-
C
8. The ',r'orld s largest deposils of g:]lgltn!
ABCD
1
9. Both Thomas Jeffelson or John
A
D
have be located in the Appalachian Mountains.
Adan-rs clied on the verv same dztr; Julv
BC
4,
1
826.
D
20. Most tunclra plant are mosses ancl lichens that hug the ground.
ABCD 21. Uranir-rm atoms in
:r nuclear reaction is
split into smzrller atoms to produce heat.
AB
C
22. Vir-ginia Dare, the lirst child born to English parents in the Neu,World,
D r.r,'as
AB Virginia colonv u,here her
."1'as
named aftcr the
born.
D
23. The apple trec appears in the ml'tholo,e\'; traditions, historical, and archeologv oi tlre most
rBC
ancient niltions. 2zl. The first hcirse-dretu'n chariots uere introduce around 2500 e.c.
ABCD 2.5.
ln l9lT,ClvdeCessnadesignedanpnexelr\emonoplane,andlzrtertheCessnaAircraftcompany ABC rias starled bv hc'. D
26. Not onll' the
Etr-r-rscan alphabet and thc
Latin alphabet are descendants of the Greek alphabet.
ABCD 27.
All of the oceans ol the u'or-ld is home to members of the dolphin famil1'.
N-S
C
D
28. The Ear-th lotates on its axis:rncl follorr,s an elliptic:rll) orbit around the
Sr-rn.
ABCD
COMPLETE TEST TWO-INTRODUCTORY
LEVEL
279
2o2o2o2o2o2o2o2 29. Theodore Roosevelt u'as the first president to ride in a car, flv in an airplane, and submerging in a
ABC
submarine.
D30. The carbonation of
r.r'ater and soft drinks \\lere one of the first uses found
ABCD
for gaseous carbon
dioxide.
3
1. After an apple is c-ut, chemicals inside her combine
ABCD
.,r,ith oxvgen to
form a brorvn coat.
32. Cribbage is a carcl san.le in $hich points are tall] bv ntoving pegs on a boar-cl.
ABCD
33. Most o1'the birds Err1g in deserl regions inhabits the ringes of f
ABCD
34. The U.S. Constitutiorr, in Article
1, Section 2, provided
lbra
the. desert.
census of the population everr B C
decades D
35. The constellation Aquarius
r,r,as
associated
ABD
riith the rainv seasons bv a large amount of ancient
civilizations.
36. Onh' a small percentage of mined dian-ronds
ABCD
ar-e
actuallv:g1q!lf for use as gemst.ones.
37. A turkev that Abraham Lincoln had save from Thanksgiving dinner became a beloved familv pet.
ABCD
38. The
gar-ne
of dominoes is plaved rvith flat, oblong blocks identified bv the number of dots on
ABC theirs faces. D
280
COMPLETE TEST TWO-INTRODUCTORY
LEVEL
o2o2o2o2o2o2o 39. Sodium h1'droride and other alkali solutions r,r'ork effective
A
40. The flintlock pistol u'as popular
-B as a weapon
C
as degreasing agents.
D-
in the seventeenth century because they could be
ABC
{rred one-handed bv a rider on horseback. D
This is the end of Section 2. lf you finish before 25 minutes has ended, check your work on Section 2 only.
@@@@@@@ At the end of 25 minutes, go on to Section 3. Use exactly 55 minutes to work on Section 3.
:
:l:
* 1#
ffi
COMPLETE TEST TWO-INTRODUCTORY
LEVEL
281
3a3a3a3a3a3a3a
3
SECTION 3 READING COMPREHENSION Time-55 minutes (including the reading of the directions) Now set your clock for 55 minutes, This section is designed to measure vour abilitv to read and understand short passages similar in topic and style to those that students are likelv to encounter in North American universities and colleges. Tl.ris section contains reading passages and questions about the passages.
Directions: In this section vou rvill read several passages. Each one is follorued by a number of q""rti"trr ubout it. Yon are io choose the one best ansi,er, (A), (B), (C), or (D), to each question. Then, on vour ans\\'er- sheet, find the number of the question and fill in the space that corresponds to the letter o[ the ansr,r,er-vou have chosen. Ansrver all questions about the information in a passage on the basis of u'hat is stated or
in that
implied
passage.
Read the follorving passage:
Line
(5)
John Quincv Adams, who ser-ved as the sixth president of the United States from 1825 to 1829, is today re'cognized for his masterful statesmanship and diplomacr: He dedicated his life to public service, both in the presidencv and in the various other political offices that he held. Throughout his political career he demonstrated his unsr.','err,,ing belief in freedom of speech, the antislaven- cause, and the right of Americans to be free from European and Asian domination.
Example
I
Sample Answer
@
o e
To r,r'hat did John Quincy Adams devote his life?
(A) Improring his personal life (B) Serling the public (C) Increasing his lbrrune (D) Working on his private business
@
According to the passage, .Iohn Quincy Adams "dedicated his life to public sen'ice." Therefore, should choose ansr.ver (B).
Example
II
Sample Answer
In line 4, the u'ord "unsrveling" is ciosest in meaning to
@ @
o
(A) rnoveable (B) insignificant (C) unchanging (D) diplomatic
@
The passage states that John Quincv Adams demonstrated his unsrverving belief "throughout his career." This implies that the belief did not change. Therefore, you should choose answer (C).
TOEFL tesl diiectjons rnd f(n'mal
282
COMPLETE TEST
TWO-I
NTRODUCTORY LEVEL
arc- rcprjnted br permission of ETS, the copvright o$nc.. Houever, all exanrples and test questi(,os are provided br Pearson Educ^tion, Inc.
3a3a3a3a3a3a3a
3
Questions 1-10 Most icebergs are fornred in the ',vaters of the world's polar and subpolar regions. These are the regions in and around the North and South Poles. Icebergs melt as thev encounter warmer ocean \\'aters and u'armer ocean breezes closer to the equator. This happens urith most, but not all,
Lire (5)
(
10)
icebergs. One record-setting iceberg managed to travel further from the frigid waters near the poles than anv other iceberg has been known to travel. In 1894, an iceberg broke off From Antarctica in the south and began moving slorvly norlhward. It eventually left the very cold waters near the pole and entered \L'armer waters. This unusual iceberg managed to get amazingly close to the equator. It was obserwed at a latitude of about 26 degrees south of the equator. This is on the same latitude as Rio de Janeir-o, Brazil, r,r,hich is famous for its comforlablv warm \,\'aters and u eather throughout the year.
t. The subject of this passage is
(A) (B) (C) (D)
the world's polar and subpol:rr regions horv icebergs are formed one unusual iceberg the climate of Brazil
7. When did the record-setting iceberg discussed in the passage erist?
(A) In the first half
of the eighteenth
century
(B) In the last half
of the eighteenth
century
l.
The passage indicates that icebergs form
(A) onlf in the north (B) onlv in the south (C) near the equzrtor (D) in both the nolth
centun
(D) In the last half of the nineteenth centurv and south
According to the passage, u'here are subpolar regions located?
(A) (B) (C) (D) 4. The
At the poles Close to the poles Close to the equator At the equator'
word "encounter" in line 2 could best
be replaced b1 the erpression
(A) run after (B) run into (C) rrrn around (D) run up 5.
(C) In the first half of the nineteenth
The record-setting iceberg discussed in the passage traveled
(A) into unusuallv \\'arm u,aters (B) unusuallv close to the North Pole (C) unusuallv far south (D) unusualll'far fr-om the equator
8. It is NOT stated in the passage that the iceberg
(A) (B) (C) (D)
u'as moving in a northerlv direction
ended up near the equator u'as seen south of the eqr,rator rvas obser-ved from Rio de Janeiro
9. The rvord "amazinglv" in line
8 is closest in
meanlng to
(A) (B) (C) (D)
comforrably surprisinglv possiblv r-rnquestionabll'
10. Where in the passage does the author indicate rvhat usually happens to icebergs in warm r,','ater?
(A) (B) (C) (D)
Lines 2-3 Linc's -5-6
Lines 7-8 Lines 9-10
The word "frigid" in line 5 is closest in meaning to
(A) (B) (C) (D)
u'arm calm cold deep COMPLETE TEST
TWO-I
NTRODUCTORY LEVEL
283
3a3a3a3a
3n 3 a 3 a 3
Questions 11-19
Line (5)
(
I0)
Paul Revere u'as r-ecognized in Longfellou's poem "The Midnight Ride of Paul Rer,ere" for his act of heroism during Revolutionarv times. In this rvell-kno\\,n poem, Longfelio"r' describes hou,' Paul Revere made a nighttime ride on horseback f-rom Lexington to Concord. The purpose of this fatnovs ride rvas to \\iarn the Concord rni]itia that the British u'ere planning to attack. Hor.vever, Long[e11ou"-s poem does not recount the historical events accurateh: ln realitv Paul Relere dicl not travel alone on his imporlant ride. Instead, he met up rvith William D:rrves itr Lerington. These trl,'o se1 olrt tor Concord u'ith a Dr. Samuel Prescott, tt,ho tt'as on his u,av home. On the u,av betr,r'een Lexington and Concord, the three u'ere stopped bv some British solcliers. Rer,ere became a prisoner of the British, and Darves managecl to escape. It u'as Dr. Prescott rather than Paul Revere who sot through to Concord to warn the militia of the British attack that u'as coming. Horver,er, it r.r'as Paul Revere and not Dr. Prescott r'r'ho received the credit for the heroic deud in Lotrg{'tllorr's puertr.
11.
Thenrzrinideaofthispass:rgeisthat (A) paul Revere's ride rvas essential to the Revolution (B) Longfellou"s description of Rc'r'ere'.s actions r'r''as heroic but inaccurate (C) Pall Revere should have been given (D)
more credit in Longl'elloulS poenl Longfellorv did not reall1.'u,rite the poem abotrt Paul Revere's ride
12. It is stated in the passage that "The Midnight Ride of paul Rer er-e"
(B) (C)
reallv u'ritten bv Dr. Samtrel Prescott is aboul an attack on the British rvas u'ritten belbre the Rer,'olutionan'
(D)
is a famous piece ol
(A)
r,r'as
War.
literature
13. In the poenr, Paul Revere
(A) uas a cortard (B) rode at middav (C) issucd a r'rarning (D) attacked the British 14. The rvord "militia" in line 4 is closest in meanit-tg to
(A) (B) (C) (D)
284
defenders advisors leaders
rvorkers
COMPLETE TEST TWO-INTRODUCTORY LEVEL
1-5.
Ttisimpliedinthepassagethat,in Longfeilo$'! poem' Paul Revet's'
(A) (B) (C) (D)
made his ride bv hirnself did not tralel on horseback met up rvith Wiliiam Darves rode rvith Dr. Prescott
16. The u'ord "recottnt" in line
-5
is closest in
meaning to
ffi] iJ,-'* iil O"nu (D) invent
17. What happened after the trio u'as stopped b-r'the British?
(A) (B) (c) (D)
Paul Revere escaped' Dr. Prescott was taken prisoner. Paul Rel'ere rvas taken capti"e' Dr. Prescott failed to get through.
3a3a3a3a3a3a3a 18. The lr'ord "deed" in line 1 2 is closest meanlng to
(A) (B) (C) (D)
speech
storr battle act
in
3
19. Where in the passage does the author indicate who actually carried out the warning?
(A) (B) (C) (D)
Lines 2-3
Line Line
5 8
Lines 9-11
COMPLETE TEST TWO-INTRODUCTORY
LEVEL
285
3 a 3 a 3 a 3 a 3n 3 a 3 a
3
Questions 20-29 The name Studebaker is rvell known today because of the actions of five Studebaker brothers. These five brothers were l'esponsible for one of the oldest '"'ehicie mar.rufacturing companies in the United States. Line These brothers \\'ere born in the first half of the nineteentl.r century. In 1852, tu'o of the (5) Studebaker brothers opened a wagon-building shop. Their entire resources \\'ere some tools for building wagons and 68 dollars. They managed to build three wagons in their first vear of operations, and thev sold tu,o of the three wagons. Their business continued to increase steadily. By the time of the Civil War in the 1860s, thev had a government contract to build wagons for the war
(10)
(15)
effort. After the rvar, the brothers added a carriage division. The caniages created by the Studebaker Company became famous. At the end of the nineteenth century the Studebaker Company was the largest and best-knor.vn manufacturer of horse-drau'n wagons and carriages in the rvorld. In 1897, the companv started experimenting with r,ehicles that ran under their ou,n power. The companv began makins electric automobiles first and later n'orked on gasoline automobiles. Bv 1920, the companv had stopped making wagons and u'as prodr,rcing cars. The Studebaker Company staved in business until 1966, rvhen it stopped producing automobiles.
20. The best title for this passage would be
(A) one Familvs Joys and Sorrows (B) Building Better Wagons (C) A Long-Lived Company (D) The Effort to Win the War 21. When the Studebaker brothers started their first compan\r, thev had
(A) (B)
a number of rvagons a government contract to
24. The r,''ord "famous" in line I I is closest in meaning to
.
(A) profitable (B) well built (C) attractive (D) u,ell knorvn 25. According to the passage, the Studebaker brothers
build
(A)
developed gasoline cars before electric
(C) some tools for working on cars (D) a small amount of monev
(B) (C)
stopped producing wagons in 1897 developed electric cars before gasoline
wagons
22. Theword "managed" in line 6 could
best
cars
(D) b";Xf,-aking
cars
in
1920
be replaced by
(A) organizecl (B) were abre (C) directed (D) were available 23. It can be infen'ed frorn the passage that, right after the Civil War, the Studebaker brothers
(A) (B) (C) (D)
286
continued building wagons stopped producing carriages started producing automobiles stopped building wagons
COMPLETE TEST
IWO_INTRODUCTORY LEVEL
26. The r.r'ord "staved" in line meaning to
(A) remained (B) held (C) left (D) managed
16 is closest in
3a3a3a3a3a3a3a 27. What is NOT mentioned in the passage as
3
29. Where in the passage does the author
something that the Studebaker brothers produced?
explain what the Studebaker brothers did in their first year of business?
(A) Wagons (B) Carriages (C) Cars (D) Boats
(A) Lines 2-3 (B) Lines 6-7 (C) Line 10 (D) Line 14
28. Which paragraph describes the business activities of the Studebaker brothers prior to the Civil War?
(A) (B) (C) (D)
The The The The
first paragraph second paragraph
third paragraph foufth paragraph
COMPLETE TEST TWO-INTRODUCTORY
LEVEL
287
3a3a3a3a
3n 3 a 3 a 3
Questions 30-38
Line (5)
(10)
Not all humzrns have the same tvpe of blood. In different tvpes of blood, certain antibodies and antigens mav or mav not be prcscnt. There are dil'f'erent svstems for classifving blood, and one of thc svstems is the ABO svstem. In this svslem, a pelson'.s blood is classified as eilher tvpe A, t1.pe B, Lvpe AB, or tvpe O. The purpose oI this svstem is to dcscribe u hich tvpes of blood are compatible. This nreans t'hich tvpes ol blood can be taken from or siven to:i person. There arc three principles tl'rat gor.ern u'hich tvpes of blood are compatible. The first principlc is that a particular bloocl n-pe is alu'avs compatible riith itself. This means, [or-erample, that a pcrson rvilh tvpe A blood can receive tvpe A biood and that a person rvith type B blocid c:rn accept trpe B blood. It also rneans that a person riith tr,pe AB blood can receive t1-pe AB blood and that a pcrson u.ith 1r'pe O blood can receive tvpe O blood. The second principle is that tvpe O bloocl can be gir,er.r to anr.of the other blood groups. \'pe O can be given to a paticnt rvith tvpes A, B, or AB blood. For this reason, tvpe O is called the unir,ersal donor.
(i
5)
The last of the principles is that patients u'itlr l.,'pe AB blood can receive blood from tvpes A, B, or O. This means that patients n'ith tvpe AB blood can compatiblv receive anv other tr,'pe of blood. The topic of this passage is
(A) (B) (C) (D)
a particr-rlar tvpc cif blood a slstem for classifving tvpes ol'blood
(A) (B) (C) (D) 3L-
in line l3 is most likelv someone
ri'ho
are omitted ll'om the ABO sl,steln have not been classified are univcrsal donors mav not bc in all blood
leaders
ellects rules
trials
The rvold "particr-rlar" in line 7 is closest in
mcanlng
(A) (B) (C) (D)
288
35. A "donor"
(A) (B) (C) (D)
r-eceives gir,es shor.vs
takes
"Principles" in line 6 are
(A) (B) (C) (D) .l -).
(A) accept t1'pe A or O blood (B) accept tvpe O or AB blood (C) accept tvpe A or AB blood (D) accept tr,'pe A or B blood
eramples of problerns u,ith blood the principle oi universal donors
It is stated in the passage that certarin antibodies and antigens in the bloocl
-)l
It can be inlerred from the pass:rge that tvpe A blood can
tc)
rare str;inge specific
normal
COMPLETE TEST TWO-INTRODUCTORY LEVEL
36.
It can be inferrcd from the p:rssage that tvpe AB blood can be donated to
(A) (B) (C) (D)
tvpe A, B, O, or AB tvpe A or AB blood onlv tt'pe O or AB blood onlv trpe AB blo,'d onlr
3a3a3a3a3a3a3a 37. Which paragraph describes the author's third important concept about blood
38. Where in the passage does the author indicate how manv types of blood there are
compatibility?
in the ABO system?
(A) (B) (C) (D)
(A) (B) (C) (D)
The The The The
first paragraph second paragraph
third paragraph fourth paragraph
3
Lines 3-4
Line
5
Lines 9-10
Lines 14*15
COMPLETE TEST TWO-INTRODUCTORY LEVEL
3n 3 a 3 a 3 a 3 a 3n 3 a 3 Questions 39-50 The U.S. manned space flight proeram of the 1960s and 1970s consistecl of three distinct ph:rses: Mercutr, Gemir-ri, and Apoilo. Each ol'these clistinct phases ol'the space f'light program sened a r,err cliflerent pllrpose. Line Merctttr'' uras the first phase of thc manned space flight program. Its purpose \\ras to get a (5) person into orbit:il flight. The tinr.'Mercr-rn'capsule carried onlv a single astronaLrt. Alan Shepard and Virgil Grissom piloled the flrst tlrro Mer-cun'flights, u,hich u'ere suborbital flights, in 196 1. John
(10)
(I 5
)
Glenn, in the nert Mercurv flight, orbited the Earth in1962. Three more Mercun flights ioliorved. The next phase of thc manned sperce flight program rvas Gemini. The purpose of the tcn crerved Gemini fiights in 1965 and 1966 ri'as to conduct training tests necessan'I'or longer space flights. Gemini, Ior exanrple, carried out training in orbital clockin-e techniques and tests of the el'fects of long-ter''m u'eighllessness on astronauts. Unlike Mercurv- capsules, r^,,hich held onlv one astronaut, the Gemini capsules u'ere designec-l to canl two astronauts. The name Gemini r.las taken from the name t-rf the constellation, u'hich means "tu,ins." The Apollo llights lollor,i'ed thc Genrini flights u'ith the goal of landing astronauts on the Moon. The Apollo spacecralt consisled of three modtrles. The command nrodule carried three astronauts to ancl []oln the Moon, tlre sen,ice nrodule hor-rsed the propulsion:rnd environntcntal svstems,:rnd the Iunar moclule separated llom thc conrmand module to land t\\'o astronauts on the Moon. There \\/ere sevenleen total Apollo fli-ehts, of u'hich the first six carlied no cre\\,. The ser.cnth through tentl-r Apollo flights ( 1968-1969) circunrna'".igated the Moon u'ithout lzrnding and then returned to Earth.
(20) ThcnextsevenApolloflights(1969-1972)rvereintendedtolandontheMoon.Allofthemdid,
except Apollo 13, r.r'hich devcloped serious problems and had to aborl the intendcd landing but still
managed to return salclv to Earth. 39. The subject of this p:rssilge is
42. The u'ord "creu'ed"
(A) luniir landings (B) the Gemini flights (C) phases of the U.S. space flight
(A) (B) (C) (D)
program
(D)
spzrce
exploration thr-ou-eh the decades
40. Accorclir-rg to the passage, the Mercun'
(A) (B) (C) (D)
u,ere all suborbital llights
did not includc anr orbit:rl flights u,ere all orbital flights
290
manned organized tested
to to to to
prepare for lonser space flights attempt suborbital flights circumnavigate the N'loon land on the Moon
included suborbital and orbital flights 44
41.
endangered
43. The ptrlposc ol the Gemini ilights rras
flights
(A) (B) (C) (D)
in line 8 is closest in
meaning to
It is NOT stated in the
passage
It is impliecl in the passage that there u,ere hou' manv total Melctrn'flights?
(A)
(A) (B) (C) (D)
(B) hou'manv ztstronauts
Three
carried
For-rr
(C) (D)
Fire Six
COMPLETE TEST
TWO-I
NTRODUCTORY LEVEL
horv manv astronauts a Mercur-r.'flight a Gemini flight
carried horu lhc Mercr-rrr'1'lights rr,,ere named hor.v the Gemini fligl.rts u'ere named
3a3a3a3a 45. It can be inferred from the passase that horv manv of the Apollo flights carried astronauts?
(A) 6 (B) 1l (c) 16 (D) 17 46. The word "circumnavigated" in line closest in meaning to
(A) (B) (C) (D)
3n 3 a 3 a 3 48. The word "abor1" in line 21 is closest in meanrng to
(A) postpone (B) schedule (C) try (D) stop 49. It can be determined from the passage that
19 is
the manned space {light program discussed in the passage lasted for
(A) trvo years (B) just over 6 vears (C) almost 12 years (D) three decades
traveled around
returned From studied about headed to$'ard
47. It can be determined from the passage that
50. Which paragraph describes the flights that
how manv Apollo llights landed on the
carried one astronaut each?
moon?
(A) (B) (C) (D)
(A) I (B) 6
(c)
(D)
11
The The The The
first paragraph second paragraph
third paragraph fourth paragraph
17
This is the end of Section 3.
@@@@@@@ lf you finish in less than 55 minutes, check your work on Section 3 only. Do NOT read or work on any other section of the test.
COMPLETE TEST TWO-INTRODUCTORY
LEVEL
291
TEST OF WRITTEN ENGLISH: TWE ESSAY TOPIC Time-30 minutes Do vou agree or disagree u'ith the follorving statement? There is too rrutch violence
in movies antl ort televisiott.
Use specific details and examples to support vour response.
COMPLETE TEST TWO-INTRODUCTORY LEVEL
1
1
1
1
1
1
1
1
COM PLETE TEST TH REE TOEFL LEVEL SECTION 1 LISTENING COMPREHENSION Time-approximately 35 minutes (including the reading of the directions for each part) In this section of the test,
1-ou r,r,'ill have an opportunity to demonstrate vour ability to understand conversations and talks in English. There are three parls to this section, rvith special directions for each part. Ansrver all the questions on the basis of r,r,hat is stated or implied b1' the speakers vou hear. Do not take notes or t'rite in vour test book at anv time. Do not turn the pages until vou are told to do so.
Part A Directions: In Part A voti will hear short conversations betrveen tu'o people. Aiter each conversation,
vou u'ill hear a question about the conversation. 'fhe conversations and qr-restions rvill not be repeated. After vou hear a question, read the four possible answers in vour test book and choose the best answer. Then, on vour answer sheet, find the number of the question and fill in the space that corresponds to the letter of'the ansu'er r,'ou have chosen.
Sample Answer
Here is an example.
@ @
On the recorcling, vou rvill hear:
(man) (rvoman) (narrator)
e o
That exant v'as jttst attful. Oh, it could have been v,orse. What does the vnman ntean?
In vour test book, you r.r'ill read: (A) The exam was really awful.
(B) It r.vas the r,r'orst exam she had errer seen. (C) It couldn't have been more difficult. (D) It rvasn't that hard.
Ycu learrn fr.om the conversation that the man thought the exam \vas very difficult and that the \\'oman disagreed with the man. The best answer to the question, "What does the woman mean?" is (D), "It wasn't that hard." Therefore, the correct choice is (D).
TOLIFL- rest dir cctions and trrnat are leplirrted br pct tnission ol FITS, the coprriglti o\\ner. Ho\\ever, all eramples rrncl test .luesti()ns are pror idcd br Pcar's()n Educali()n. Ina
COMPLETE TEST THREE-TOEFL LEVEL
293
1tr1r1r1r1r1r1r1 l. (A) She doesn't u'ant to do it. (B) It is simple to do. (C) She doesn't knorv r'r,hat it is. (D) It is fun to rvatch.
10.
(D)
2. (A) lt uas boring.
(B) It u'as eractlv right. (C) ft \,'as too literal. (D) It u'as quite interesting.
1
3. (A) Not fighting anymore.
(B) (C) (D)
Flf ine in the fall instead. Training the pets. Going by railroad.
4. (A) (B) (C) (D)
Thev Thev Thev Thev
5. (A) (B) (C)
She was mainlv at home. She stayed at school during vacation. camping dr,rring the She
(D)
had some soup. gave her a present. have been fed. prepared
"vent holidal-s.
remaining
t
davs.
Hes going to trv the si'stem. The stereo's too expensive. He decided to buy the svstem.
8. (A) Sing a little
9. (A) Mail the papers quickly. (B) Send the informatiolr to the
294
13.
(A) No more money can be spent. (B) The money has to last. (C) An estimation is satisfactory. (D) The numbers must be exact.
14.
(A) (B)
neu,spaper office. \Arap a bor in lissue paper. Read the papers soon.
COMPLETE TEsT THREE-TOEFL LEVEL
Robin is looking for a nerv car. She thinks that Robin's car is pretty
(C) Robin is certain about the changes. (D) The tire pressure in Robin's car is not
ls. (A)
;:"',
is disorganized.
(B) He needs to measure the desk. (C) Wanda s dress is a mess. (D) Wandas alrvays at her desk.
16. (A) A detective.
(B) A store clerk. (C) A librarian. (D) A rvriter.
louder.
(B) Start the song one more time. (C) Begin studying music. (D) Trf to learn to plal'the game.
(C) (D)
(A) She's not r-unning. (B) Her hat is not ruined. (C) The weather is dry. (D) It s going to rain.
great, too.
A rvaiter. A police officer.
7. (A) The stereo is chipped.
(B) (C) (D)
12.
the
t 3"".l.fi* [i] (C) (D)
He doesn't like to talk about work. He works very hard at school. He goes to the same school as the \\'oman. He agrees with the \voman.
1. (A) In a deparlment store. (B) In a barber shop. (C) In a florver shop. (D) In a restaurant.
supper.
She rvas captain of the team for
(A) (B) (C)
17.
(A) (B) (C) (D)
Buying a new computer. Attending a course. Watching a television program. Computing the correct answer.
1n1r;1tr1tr1r1r1r1
Ir_JIL 18.
19.
(A) Hc is tning to become a ticket agent. (B) All the tickets have been sold. (C) The ticket :rsent bought the tickets. (D) He u'as able to sell his concert tickets. (A) (B)
He dropped out of school. He rvanted to knou.u'hen school
25. (A) The lrolice
(B) (C) (D)
offir--er clidn't reallv stop hinr. He is quite r-rnhapprr abor-rt u'hat
happened. Hels not unhappv even though he got a ticket. He didn't get a ticket.
endecl.
(C) (D)
26. (A) He shorrld
He queslionL'd ht-t't'easons. He clroppecl hc-r-olT at school.
20. (A) The post ol'fice u'as close b1'. (B) She rras scarecl of ri,hat r,r'as in the
(C) (D)
package. The post oll'ice u,as closed u'hen she got thcrc. Shc u'as ablr- lo send the package.
21. (A) He uas late for-the boat.
(B)
Hc cottld have taken the boal to
(C) (D)
He lost a good opportunitr,. Hc missecl seeins his friend at the b:ink.
barrk.
the
22. (A) Her best gtte'ss is that the lectttre'.s
(B) (C) (D) 23. (A)
about t() \till't. She's not reallr sure. The man's lcctttre is as good as hers. Shc guesses thc' lectule r.r'ill be good. He'.s
healcl o[ a neu program for
nert
semestL'r'. (B) Its been done before. (C) Onlv fools takc fir.e courses. (D) He can hanclle lbur courses.
(B) (C) (D)
harve his head eran.rined. He should r-un in tlre race, too. He needs to hit the nails h:.rrcler'.
Hels e\actlv lighr.
27. (A) The scholar-ship nas not a snlpr-ise.
(B) (C) (D)
He rvas amazed that he ri on. The music u'as slrpr:isinglr,'beautifu]. The Music Depar-tment u'on a prize.
28. (A) He has a date tonight. (B) He needs to bnrslt off l-ris clothes.
(C)
Hr' knou's thc date of the hisrorr cxirm.
(D) Hc needs to revierv a bit. 29. (A) He u,otrld not attencl the u.edding.
(B)
Hc had alreaclv made llre decision to
(C) (D)
He u'as cleciciing u,hnt to n,ear. He u'ould u'ear a differ-ent suit to ',hr' rvcdding.
gc).
30. (A) It uusn't rcalh his first tinre skiing.
(B) (C) (D)
tn the steepest slopc. He triecl to do too much. Hc didn't need to le:arn hou'to ski. I{e dicln't
24. (A) Thev
(B) (C)
(D)
shc-rulcl visit tl.reir neu' neighbors. The neu fanrilr clllcc'l to her. Thcr, shor,rlcl mo\c to tlie apartnrent acloss the hail. It u'otrlcl lre a g<.rod idea to phone t]re neu'firrnil.".
COMPLETE TEST THREE-TOEFL
LEVEL
295
1
1
1
1
1
1
1
1
Part B Qtr"tfqat, In this part of the test, you rvill
hear longer conversations. After each conversation, y.ou
will hear several questions. The convet'sations and questions will not be repeated. After you hear a qtrestion, read the four possible answers in your test book and choose the best answel Then, on your ans\r'er sheet, find the number of the question and fill in the space that corresponds to the letter of the ansu'er vou have chosen. Ren'rernber, vou are not allowed to take notes or write in vour test book.
(A) At a museum. (B) In the park. (C) At a shopping center. (D) In an artist's studio.
-1 I
52.
JJ
34.
(A) (B) (C) (D)
Ever.r afternoon. Each "r,eek. Twice a month.
(A) (B) (C) (D)
Paintings. Jewelrv Animals.
(A) (B) (C) (D)
Buy something. Lose her rvallet. Head for home.
35.
(B) (C) (D)
Hes attending the same physics lecture as she is. He knows about the physics course. He works in the physics laboratory. They are u,orking on a lab repod together'.
(A) One. (B) Two. (C) Three. (D) Four.
Once a year.
37.
Pottery.
Stav arvav fi'om the fair
(A)
38
(A) (B) (C) (D)
One. Two. Three. Four.
(A) (B) (C) (D)
It is tun.
it is interesting. It requires little time. It is difficult to understand.
TOEFL
COMPLETE TEST THREE-TOEFL LEVEL
test direclions and fornra! are reprinted b,r- pernrission of ETS, thc'copvright o$ner. Ho\\,ete., all exarnples and test questions are prolidecl br Pear'sorr Eclucution, Inc.
1
1
1
t
1 Part
1
1
1
C
Directions: In Part
q.*.ti,r*t.
C ol'this section, r'ou u'ill heal several talks. Atter each taik, vou r.r,ill hear some ft-re' talks ancl qrrestions riill not bc repeated.
After l'ou hear a qr-restion, vou rvill read the four pc-rssible ans\\'ers in vour test book and choose the best ansuet. Then, on votu'ans\\el sl-rcet, find the numbc-r of the question ancl filI in the space that corresponds to tl're letter ol-the :rnsu.el vou har,e chosen. Hcre is an e\ample. On the recording, vou ri,ill hear:
(n:rr-rator) Listen to ort instnrctctr
(man)
ltis c/,ass abttut paintirtg. gtitlirtg lbrce irt the scltori ol puirtting kucttlrt tLs Arnerican regiortulist, a -sryle rellectitrg tlrc distittctive clrLrttcteristit'.s of'urt fi'ortt ntral aretts of'tlte []nited States. ll'ootl lrcgart dratittg tutirttals on tltt'lantilt' lann at tlrc ttge of-three, antl Attist ()ratrt \,{ood
taLk to
v'a.s a
r''lrcrt lrc tas Iltirtt-t:igltt orte ol ltis puirttittgs receiyetl tt rentarkuble atnounl ol public notice ottd ncclairrt. Tltis Ttttiuting, culled American Gothic, is a starkl,- sirrtple depiclittrt of'n seriotts cottple storing direc'tlr ottt ot lJrc r,ierrrr:
Nou'listen to a sample cluestiorr. (nar-r'irtcrr) Vlhut stvle ol ltuirttirrg In rotrr test book,
'u'or-r
rvill
lcad:
Sample Answer 1.s
/
(A) Art ll'on'r America'-s inner cities. (B) Art from the central re'gion of the
United
@ @
o o
St:Ltes.
(c) Art lrom various urban areas in the Unitecl St:rtes. nrlal scctions of Arnerica.
(D) Art ll'om
The best ans\\'L'r'to the queslior-r, "What strlc of painting is knou'n as American regionalist?" is (D), "Art lrom rural sectior-rs of Amer:ica." Theref'ore. the correct choice is (D).
Nou' listen to another sarnple question.
(narrator) In
Sample Answer
l\'/tt.tt is tJrc rtctrrte ol \|'ood's /7/ost .vrcrcds.rlul pctinting?
'n,our test book, r'ou vu,ill
read: (A) Atrteric:art Regionalist. (B) Tltc Fatrtilv Farnt itr Iotra (C) .iltrcricart Gorltic. (D) il .Scllorrs Couple.
C,,
@
o
@
The best ans\\,er tr-r the question, "What is the name of Wood's most slrccessful painting?" is (C), Arrterican Gotltic. Tl'rerefore , the correcl choice is (C). Rer-nember',
\'oll .rrc not alloued to takc notcs or u'rite in vour test book
TOFIFL lesl dlr.clion\ .rrrci for'nrrL arc r rpr'intcd ll perrrr..ion ol ETS thf c()p\richt rx,net: Hrrrrcrer. all eremples enrl l.'.t (lLlc\ti()rl\ at-r Jrri,ride
COMPLETE TEST THREE-TOEFL
LEVEL
297
1r1r1r1r1r1r1r1 39. (A) Just before the start of the
(B) (C) (D)
semester.
45. (A) When the fire is small.
(B)
Just before class. At the end of a class. After the end of the semester.
(C) (D)
40. (A) Two days.
(B) (C) (D)
Two u'eeks. Trvo months. Tr,ro semesters.
46. (A) Rest.
(B) Retum to their airplanes. (C) Walk to a road. (D) Go for a parachute jump.
41. (A) Bv seven o'clock. (
B
)
(C) (D) 42. (A)
(B) (C) (D)
Bv fir'e o'clock. Bv ten o'clock. By trvelve o'clock.
47. (A) Geology.
(B) Biology. (C) Art History. (D) Food and Nutrition.
Ten.
Eleven. Twelve.
48. (A)
(B) (C) (D)
Thirteen.
43. (A) They fight fires.
(B) (C) (D)
They start fires. They smoke. They buiid roads.
49.
81-
drilling into volcanoes.
By counting the layers of ice. By studying volcanoes. By'dusting the glacier.
(A) Layers of rust. (B) Active volcanoes. (C) Volcanic dust. (D) Old drills.
44. (A) By r.valking.
(B) (C) (D)
When there are no roads leading to the fire. When there is a lot of smoke. When there is a lot of time to fight the fire.
By firetruck. By road. BV parachute.
50. (A) Visit a glacier.
(B) (C) (D)
Prepare for a test. Learn about volcanoes. Read the next chapter.
This is the end of Section 1. Stop work on Section 1. Turn off the recording.
@@@@@@@ Read the directions for Section 2 and begin work. Do NOT read or work on any other section
of the test during the next 25 minutes.
298
COMPLETE TEST THREE-TOEFL LEVEL
2o2o2o2o2o2o2o2 SECTION 2 STRUCTURE AND WRITTEN EXPRESSION Time-25 minutes (including the reading of the directions) Now set your clock for 25 minutes. This section is designed to measure -vour abilitv to recognize language that is appropriate for standard written English. There are two types of questions in this section, rvith special directions for each type.
Strrrcture Directions: Ttrese questions are incomplete sentences. Beneath each sentence yorr will
see four words or phrases, marked (A), (B), (C), and (D). Choose the one r,','ord or phrase that best completes the sentence. Then, on vour answer sheet, find the number of the question and fill in the space that corresponds to the Ietter- of the ansr,r'er vou have chosen.
Look at the follou,ing examples.
Example
I
Sample Answer
The president
the election b1'a landslide.
(A) rvon (B) he won (C) -v-esterday (D) fortunately
o
@ @ @
The sentence should read, "The Dresident won the election bv a landslide." Therefore, vou should choose ansrver (A).
Example
II
When
Sample Answer the conference?
(A) the doctor attended (B) ala- the doctor attend (C) the doctor r.vill attend (D) the doctor's attendance
@
o
@ @
The sentence should read, "When did the doctor attend the conference?" Therefore, -vou should choose ansvu'er (B).
TOEFL'test directions and l<'rmat are reprintcd br pernission of FI'IS, the cop\ righ t ou ner Hon ever, all rramples ancl 1.'s1 questions are proriclecl br Pearson Educalion, Inc.
COMPLETE TEST THREE-TOEFL LEVEL
299
2o2o2o2o2o2o2o2 on the first Saturday in Mav at Churchill Dorvns.
L
-(A) (B) (C) (D)
(A) (B) (C) (D)
the the the the
(A) (B) (C) (D) it
8.
ol
(A) that there is (B) about(C) of (D) than about
-
t0 A sheet of clear glass, rvith a film of metal, results in a luminously clear miror.
speaking
(A) when backed (B) it is backed (C) is backed (D) r.vhen is it backed t1
Rubber carne to the attention of Europeans found Native Americans using it.
300
explr,rrers
after explorers when erplored after erplorers thev
Most asteroids are located in the asteroid belt.
(A) (B) (C) (D)
-
More books have been rvritten about the any other war in history
speak they speak spoke
(A) golden (B) that r.r,ith -eold (C) that golci (D) u'ith gold
6.
The phvsical phenomenon use to obtain water from the soil is osmosis.
Civil War
When Mexico ceded California to the United States in 18,18, signers of the treatv did not knou'-_ had been discovered there.
(A) -(B) (C) (D)
locates locatedthey locate they are located
larvs are related to
Chicago is hon-re to more than 4 million people as manY as 54 languages and dialects.
(A) (B) (C) (D)
in Neu' York Cit'":
(A) plants have roots (B) that plant roots (C) u'hat plant roots (D) plants are rooted
related laws lau's are related iar.r's
About three-fourths of the books published in the United States are put out bv publishers
For the running of the Kentucky Derbv Thc- Kentucky Derby is rr-rn To mn the Kentuckl'Derbv When the Kentuckv Derbv is run
quelntum mechanics, According to is normallv inrpossible to pinpoint the bond to an atom. orbit of nn eiectron -
z.
7.
what is u'hat is in
called
-
is r.r'hat
is it
COMPLETE TEST THREE-TOEFL LEVEL
The Libert-v Bell, its orvn pavilion on Independence Mall, hung for nearlv a century at Independence Hall. -
(A) that nor,r'has (B) nou'has (C) u'hen does it have (D) which norv has
2o2o2o2o2o20202 12. Not until about 8,000 r'ears ago c0n1e
into
__
14.
use.
(A) br'onze tools for'\\/eapons (B) bronze lools for u'eapons have (C) bronze tools for \\'eap()ns \\'ele (D) did bronze to<-rls lor \\,eapons
3,121-mile shoreline.
(A) because (B) that (C) in that it (D) that it
-(A) It is thicker(B) In the thick (C) Thc thickel thc (D) The thick
to
13. The state of Miclrigan can rightfull1 clain-r to be a "Water Wcinderlanci" __ has a
glacial sediment, the moister the surl:rcc soil becomes.
15.
cut a\\'a\; the rvheel could be strengthened \\ ith struts or crosstrars -(A) \\ter-e lalge sections of a r,r,heel (B) Large sections of a rt'hc.el (C) Large sections of a rvheel t'ere (D) Large sections of a u,heel to
COMPLETE TEST THREE-TOEFL
LEVEL
301
2o2o2o2o2o2c2c2 Written Expression Directions: In these questions, each sentence has four underlined u'ords or phrases. The four underlined parts of the sentence are marked (A), (B), (C), and (D). Identifv the one uncierlined "vord or phrase that must be changed in order for the sentence to be correct. Then, on vour answer sheet, find the number of the question and fill in the space that corresponds to the letter of the answer you have chosen.
Look at the follorving examples.
Example
I
Sample Answer
The four string on a violin are tuned
ABCD
C)
o @ @
in fifths.
The sentence should read, "The four strings on a violin are tuned in fifths." Therefore, vou should choose answer (B).
Example
II
Sample Answer
The research for the book Rool.s taking
ABC AIex Hale-v tr,r'elve )'ears. D
@ @
o
@
The sentence should read, "The research for the book Rools took Alex Hale-r twelve years." Therefore, vou should choose ansrver (C).
302
COMPLETE TEST THREE-TOEFL LEVEL
TOEFL lest directi.)ns and formrt zrre.cprinted b\ pc|mission oi ETS, the copr right orr nt'r: I lol er er, al I examples ancl tcst qLrestions arre providccl br PL'ars()n Education. lnc.
2o2o2o2o2o2c2o2 16. Various chemical element .B har,'e rlore than one isotope.
-
A-
C
D
17. Top management nrust took a harcl look at its ctrrrent product lines to see if resources can be
ABCD
reallocated.
18. Toda), the glaciers of the r,vorld occupies about
ABCD
10 percent of the
Earthi surface.
19. Poll'stvrene 99me.: in both ]lgd form or a iightrveight foam. ^ ABCD
20. AIthor-rgh the bou and arrou'
u'e'r'c
firsl inr.'ented in thc Mesolithic Period, it continuecl to be used A
for hunting in the earlv Neolithic Period. D
21. An trnderstanding of latent heat became importantlv in the implovemenl ol'the steanr engine
B-C-D
ZZ.
94t a fer,r' mineral ABCD
can resist rt'eathering bv rain rvater, rvhich is a r,r'eak acid.
23. The Stanlev brothers built theil hrst small steam car in 1897, and 200 rvere sell br the end of the
AB-CD first vear.
24.
AII o{ the Great Lakes is
in the United States and
Carnada except Lake Michigan,
A
B
uhich is entirelv
c
D
in rhe Ljnitecl Stalcs. 2-5. Kangar-oos sometimes rest or gro()m themselves
A-BCD 26. Despite the turrnoil ol the Civil War, the relative
"vhile ns11:
thev are sitting on them hind legs.
gafi)e of "base-ball" attracted great numbers
ABCD of spectalors.
27. Anvone
r.r,ho takes
asct
the Rorschach test for personality traits are asked to interpret a ser-ies of
inkblots.
COMPLETE TEST THREE-TOEFL
LEVEL
303
2o2o2o2o2o2o2o2 28. Alexar-rdel Hanrilton'.s financial plogram inclr,rded a central bank to serve the Treasury', provide a
AB depositon f or public mone\, ancl rcgulation of the currenc\,.
CD 29. In 1890, the citv of Pas:rclena has started sponsorship of the Tournament of Roses Parade on Ner,r'
ABC
Year-'s
nomin,pi. D
30. The Lor.risierna state legal svstem is based rvith the legal svstem established bv Napoleon.
ABCD
3I
.
The White HorLsc' rvas designed bv Jarnes Hobar, :rn Ir:ishman r.r'hom the proposal in the design
conrpetition
r14
$.500.
D
32. Fuel cells, alike batterics, gcncratc
ABCD
33. TheVirgir-ria Compan'n, rihich
clcctricit-v-' bv chen'rical reaction.
l'our-rcled
colonv at Jamesto\\'n, sent or,erglassmakers from Poland
rvith thc intention o1'developing the glerss-n.raking industrl, in the Neu'World.
CD 3.1. Ol the nrore than 1,300 r'olcanoes in the t'orld, onl'u abor,rt 600 can classifv as active.
ABCD 3-5. Ben Franklin, needing ()nc set of lenses for' distant vision and other fbr near r,ision, devised
ABCD bifocals in 1784.
36. Kev West traccs its modeln:gLt]SIfgI1 to an American business
ABCD
37. The Indianapolis 500
r':rce is
"r'ho
purchased the island in 1882.
run each Memorial Dav rveekend on the trvo-and-a-half-miles Motor
ABC
Speedn'av track otrtside of Inclianapolis. D
38. The streets ol Salt Lakc Citv u'ere laicl out u'ide enough for an or cart to do a turn
AB
t'ithout
br-r-rshing thc cr.rrb. D
304
COMPLETE TEST THREE-TOEFL LEVEL
-L
o2o2o2o2o2o2
o
39. Most of the r,ertebrae have tu'o llanges, or u'ings, one on each side, calling transverse processes
-ABCD
+O ql"|!99\r"g the Hudson Rir,er in
-A monastelies
Ner.r,
York, the Cloisters includes parls several medieval
B
C
and chapels brought from Europe. D
This is the end of Section 2. lf you finish before 25 minutes has ended, check your work on Section 2 only.
@@@@@@@ At the end of 25 minutes, go on to Section 3. to work on Section 3.
Use exactly 55 minutes
COMPLETE TEST THREE-TOEFL
LEVEL
305
3a3a3a3a3a3a
3n 3
SECTION 3 READING COMPREHENSION Time-55 minutes (including the reading of the directions) Now set your clock for 55 minutes, This section is designed to measure vour erbilitv to reacl and understand short passzrges similar in topic and stvle to those that students are likelv to encounter in North Amet'ican unirrersities and colleses. Tlris section contirins rc:rding passages ancl clnestions abotrt the passaees.
Directions: In this sectiolr vou u'ill read several Dassases. Each one is lollorved bv a number of (A). (B), (C). or'(D). r,r each question. Thcn, qrreslions iborrt it. Yr)u arc t() elroore lht'one b*rt "nrir.., ancl fill in the space that corresponds to tlre on volrr ans\\'er sheet, Iind the number oi the question lc-tter of the atrst'er t'ou havc' chosen.
Ansu,el all questions abotrt the informatitin in a passage on the basis of u'hat is stated or implied
in that
passage.
Read the follorr,ing passage:
John Qr-rincr'.,\dams, rvho sencd as the sirtl-r presldent of the Unite'd Slates lrorn 1825 tc-r 1829, is todar,'recognized for his masterful statesmanship and diplomacl: Ile dedicated his life to public scnice, both in the presiden.:1'and in the various other political offices that he held. Llrze Throughout his political ca.reer he clcmonstrated his unsu'en,inq belief in freedom of speech, the (5) antisler."crl c:ruse, and the right o[ Americans to be free from Etrropean and Asian domirration.
Example
I
Sample Answer
@
o
To u'hert did John Quincv Adams devote his life?
(A) Improving his personal life (B) Sen'ing the public (C) Increasing his lbrtune
Qt @r
(D) Working on his prir':rte btrsiness According to the passage, John Quincv Aclams "dedicate'cl his life to ptrblic sen'ice." Thelefore, vou sliould choose ansrver (B).
Example
II
Sample Answer
In line 4, the rvrrld "unsr.l'en'itrg" is closest in meaning to
@
(A) nror.eable (B) insignificant tC r trnchanging. (D) diplomatic
o o
G)
The passage states th:rt John Or-rinc1' Adams demonstrated his unsu'en ing belief "tfrr
306
COMPLETE TEST THREE-TOEFL LEVEL
IOIrFL Ic\t dir'rtti,rn: ancl lornrrt.rl1 r'eprinlad lr\ llLrhr\\i()n ()l L.TS, tl)( (r)l)\richt ouncr llorr'crcr' all eranrplrs.rrrd te.l quesliorrs rrrr prr,rirletl hr Prarson Lduralir)rr, Inc
3a3a3a3a3a3a3a
3
Questions 1-10 The Holi-v-'wood sign in the hills that line the nofthern border of Los Angeles is a famous Iandmark recognized the world over. The n''hite-painted, 50-foot-high, sheet metal letters can be seen from great distances across the Los Angeles basin. The sign was not constmcted, as one might suppose, by the movie business as a means of Line (5) celebrating the imporlance of Hollyr.vood to this industrv; instead, it was first constr-ucted in 1923 as a means of advertising homes for sale in a 500-acre housing subdivision in a pafi of Los Angeles called "Holllwoodland." The sign that r.r'as constructed at the time of course said "Holly'r.voodland." Or,er the vears, people began ref'erring to the area by the shortened version "Hollpvood," and after the sign and its site rvere donated to the city in 1945, the last four letters rvere removed. ( 1 0) The sign suffered fi-om vears of disrepair, and in 197 3 it needed to be completely replaced, at a cost of $27,700 per letter. Various celebrities r,r,'ere instrumental in helping to raise needed funds. Rock star Alice Cooper, 1or example, bought an O in memory of Groucho Marx, and Hugh Hefner of Platbot'fame held a benefit partv to raise the money for the Y. The constr-uction of the new sign was finallv completed in 1978.
1. What is the topic of this
(A) (B) (C) (D)
passage?
5. According to the passage, the Hollyrvood sign u'as first built in
A famous sign A famous citl'
World landmarks Hollvwood versus Holll'r,r'oodland
(A) (B)
te23
(D)
te73 r978
(c)
1949
2. The expression "the rvorld over" in line 2 6. Which of the following is NOT mentioned
could best be replaced by
(A) in the northern parts (B) on top of the r'r'orlcl (C) in the entire rvorld (D) in the skies
of the rvorld
3. It can be inferred from the passage that most people think that the Holll'rvood sign rru'as first constructed bv
(A) (B) (C) (D)
an advertising companv the movie industna construction companv the citv of Los Angeles
4. The pronoun "it" in line
(A) (B) (C) (D)
5 refers to
the sign the movie business the imporlance of Hollr'rvood
about Hollyv'oodland?
(A) It used (B) (C) (D)
to be the name of an area of Los Angeles. It was formerlv the name on the sign in the hills. There were houses lbr sale there. It was the most expensive area of Los Angeles.
7. The passage indicates that the sign suffered because
(A) people damaged it (B) it was not fixed (C) the r,'*'eather r.vas bad (D) it u,'as poorll'constructed
this industry
COMPLETE TEST THREE-TOEFL
LEVEL
307
3a3a3a3a3a3a3a passage that the Holhrvood sign u'as hou'old u'hen it rvas necessarv to totallv replace it?
8. It can be inferred from the
(A) Ten veals old (B) T\ventv-six vears old (C) Fiftf'vears olcl (D) Fiftv-five vears old 9. The r^,'ord "replaced" in line
10 is closest in nreaning to uhich of the follorving?
(A) (B) (C) (D)
308
Moved to a neu'location Destroved Found again Exchanged liir a ne\\'er one
COMPLETE TEST THREE-TOEFL LEVEL
10. According to thc passage, hou did celebrities help
uith
the. neu sign?
(A) Thel plar,ed instruments. (B) Thel raised the sign. (C) They helped get the mone\'. (D) Thev took part in t'crrk parties br-rild the sign.
t
3
3n 3 a 3n 3 a 3 a 3 a 3 a 3 Questions l1-20 For htrndreds ol veat's in the earlv histon' of Amelica, pirates seriled through cozrstal \\,ater.s, pillaging iind plundering all in their path. Thev stoie fronr other-ships and stole from coastal to$,ns; not content onlv to steal, thev deslroved even'thing thev could not carl-\,arvar,. Some of the pirate 1-rrre ships amassed larl'ge treasut"es, tlre l'ates of u'hich are unknon,r.r, lear,ir-rg people of tocla.v t. *.nder.at (51 their r^,'hereabouts and to dream of one dzrv coming across some k;st treasure. One notoriouslr large tr-easul-e \\'as oD the pirate shipWhida/t. rr'hich sank in the rvaters off C:rpe Cod citrring a strong storm in 17 17. A hundred of the creu members rvent doun ,,^,,ith the ship, :rlong u'ith its treasure of coins, gold, silrer, and jeu,els. The treasure on boarcl hacl an estimated value, on toclar,'.s mar-ket, of more than 100 million dollars. (10 The t emains r:t' the Whidalr u'ere discovered in I 98,1 bv Barn. Clifford, rvho had spent ) 1,ears of painstaking research and lireless searching, onlv to finallv locate the ship about 500 lards from shore. A consider:rble amount of tleasure fror-rr the cer-rturies-old ship has been recorered fr-om its \\'aterv grar"e, but there is clearlv still a lot more out there. Just as a reminder of rvhat [he n,aters off the coast hirve been protecting lol hundreds of vears, occ:rsional pieces of golcl, or silr.er, or.jerr,els (15) still u:tsh Ltp on the beaches, and luckv beachgoers find picces of the tr.eas;re.
II
The passage mainlv cliscusses
1.5
passage that 1tirates clici u hich ol'the lollou'ing2
(A) (B) (C) (D) t.1.
go to the beach
It is NOT mentioned in the Thev Thev Thev Thev
(A) Knou,n (B) Sold (C) Approximate (D) Decided
took things from touns. gathc-red big treasures.
(A) sold (B) hid (C) transported (D) gathered It
lo. The u'ord "estimated" in line 8 is closest in meaning to which of the follon,ing?
killecl lots oI peoplc. robbed other-ships.
The u'ord "amassed" in line 4 is closest in rleaning to
the lbllor,r,ing is NOT nrentioned of the lllidah?
(A) Art obiects (B) Coins (C) Gold and silver (D) Jeu'els
plrates
12.
as part of the treasure
(A) earlv pirates (B) a lar-ee pirate tre;tsure (C) rr lrat re:illr,' happened to thc \,1,'ltidah's (D) rvlir people
\{'hich
t7
The passage indicates that the cargo of the IA'hidah is u'orth about
(A) (B)
(c)
(D)
$
10,000
100,000 $10,000,000 $100,000,000 $
is implied in the passage rhar the
I4,lrrr1alt's
creri'
(A) clied (B) uent diving (C) searched [or the lr-easur-c(D) escapecl nith par'ts ol'the
treastrre
COMPLETE TEST THREE-TOEFL LEVEL
309
3a3a3a3a3a3a3a 18. The rvork that Barrr Clifford did to
locate
20. The paragraph follou,ing the passage most
the Whidah rvas NOT
likelv discusses
(A) (B) (C) (D)
(A) (B) (C) (D)
successful
effortless detailed
lengthv
r'r'hat
(A) (B) (C) (D)
310
is not vern valuable is all in museums has not all been found was taken to shore bv the pirates
COMPLETE TEST THREE_TOEFL LEVEL
Barr],Clifford is doing toclav
the fate of the \|thidah's crett other storms in the area of Cape Cod
additional pieces that turn up From the
19. It is mentioned in the passage that the treasure of the Wlidalt
3
IA/hi d ah's
treasure
3 a 3n 3 a 3 a 3 a 3 a 3 a
3
Questions 2l-30
Lirtc (5)
(10
)
It is a characteristic of human natllre that people like to get together ancl have fun, and people living drrrine An'relica'-s frontier davs rvere no erception. Houer.er, because life u-as hard and the neccssilies of dav-to-da1' living took up their time, it \ 1as common for recre:rtion lo be conrbined tx'ith activities necessanr' fcir sun'ival. One example o[ sttch a form of recreation r.r'as krgrolling. Man'n'frontier areas were heavilv rvoocied, and in order to settle :rn area it \\ras necessar-v to remo\.e the trees. A settler could cut dorvn the trees alone, but help u,as ncecled to nrove the cut lrees. Al'ter a settler irad cut :r bunch 6l- trees, he lr'ould then inrrile his neighbors or,er for a logrolling. A logrolling \\'us a c()mmutritr event u'here lamilies eot together lirr a conrbination of r.vork ancl fun. The \\'omen u ould bling fbod and have a much needed and inft'equent opportunitv to relax arnd chat rvith friends, the chilclren rvould plav together exuberantlv, and the men r,l'ould hold live\, competititrn.s that involvc'cl rolling logs from place to place as cpicklv as possible. This ri'as a day of fun for everlone involved, but at its foundation rvas the need to cleal the land. The main idea of the passage is that in America's frontier davs
21
25. According to the passage, u'hich o[ the follou'ing is NOT true about a logrolling?
(A) pcople combined u,ork u'ith lecreatic'rr.r (B) people cleared land bv rolling logs (C) it u,as necess:l\ I'or earh' settlers to (D)
(A) ft invoh,ed a lot o[ people.
(ts) It could be enjovable. (C) There could be a lot of movemenl. (D) It u'as rather quiet.
clear the land a logrolling inr.olved the communitv 26.
22.
The er;lression "dav-to-dav" in line 3 coulci best be replaced lx'rvhich of'the follou'ingi,
(A) Davtime (B) Evervdav (C) Dav a{ter dav (D) Todavs z,)
-
(A) (B) (C) (D) 27
The ri't>r'd "sr-u""ir,al" in line 4 is closest in meaning to
(A) (B) (C) (D)
28
u'ork talk cook eat
The u'ord "exuberantlv" in line I1 is closest in meanins to
(A) (B) (C) (D)
c-ristence a lifetime phvsical cxercise
societv
Tht'u'ord "chat" in line l l means
prir,atelv
labolioush' enthusiasticallv neatlv
It can be inferred flont the passage that competitions lr,ere held because
24
Accorcling to the passaee, u,hat did preople har,e to do first to settle an area?
(A) Der,elop recreation ideas (B) Build farms (C) Gct rid ol thc trecs (D) Inlite neishbors over
(A) it rr,zrs the onlv r.r'av to rlrove the logs (B) competition made the rvork iun (C) men lefused to help unlcss there u'as (D)
competitiorr the children could then help move the logs
COMPLETE TEST THREE-TOEFL LEVEL
311
3 a 3n
3n 3 a 3 a 3 a 3 a 3 30. This passage u,ould most probablv
29. Where in the passage does the author indicate u'hat a settler did rvhen he had number of cut trees?
(A) (B) (C) (D)
312
Lines 2-4
Line
5
Lines 7-8 Lines 9-10
COMPLETE TEST THREE-TOEFL LEVEL
a
be
assigned reading in r.r,hich o[ the l'ollorving courses?'
(A) (B) (C) (D)
Forestry'
Environmental Studies Psvchologr
Fliston'
3a3a3a3a3a3a3a
3
Questions 31-40 Most people picture sharks as huge, pou,erful, frightenin-e predators, readr. at anv moment to use their-sharp leeth to attack Lln\\J.rr\ su'immers u'ithout provocation. There are nunterous fhllacies, hou,ever', in this conception of sharks. Line First, there are about 350 species of shark, ancl no1 all oltherl are large. Thev ran-qe in siz-e (5) ['rom the drvarf shark, u,hiclt can lre onlv 6 inches (.5 iect) lons and can be helcl in the palm ot thc hand, to the n hale shark, u,hich can be more than 55 l'eet long. A second iallac-v- concerns the number and tvpe ol'teeth, r.r'hich can r,arry tremendouslr.:rmong the different species of shark. A shark can have lrom one to seven sets of teeth at the same timr', and some tvpes of shark can havc- serter:rl hundred teeth in each jar.r,. lt is true that the fierce and (10) pr-edatorv species do possess extremelv sharp ancl br-utal teeth used to rip theirprev aparl; man\ other tvpes of shark, hou,ever, have teeth more adapted to gr':rbbing ancl holclins than 1o cuttinq ancl slashing. Finallr,: not all sharks are predaton' animals readv to strike out at humans on the least urhim. In l'act, onlv I2 of the 350 species of shark have been knori'n to attack humans, ar-rd a shark needs to be
(15) provokedinordertoattack.Thetvpesofsharkthathavetheu'or-strecorclu'ithhumansarelheliger shark, the bull shark. and the great rvhite shark. Hou,ever, for nrost spccics o[ shir-k, even some of the largest trpc's, there are no knoun instances of attacks on hunrans.
31. The author'.s main purpose in the passage
to (A) categorize
is
(B)
the diflercnt kinds of sharks throughor-rt the u'orld r.r'arn hum:rns of the clangers posed
bv
34. The longest shark is probzrblv the
(A) (B) (C) (D)
*'hale shark great .,vhite sh:rrk bull shark tiger shark
sharks
(C) (D) JZ.
I
describe thc character-istics of
leetlr
ne \\OtCl Un\\an
ln llll!'I
shar-k*
ls Cl()Scst lll
to
(A) strong (B) conrbatile (C) carelc'ss (D)
a
(A) All sharks h:r'e teeth. (B) A shark can have sir rou's of tceth. (C) A shark can lrave hundr-eds of tee'th. (D) All sharks har.'e extremell'sharp teeth. 36. A "jiiri" in line 9 is
fearrur
JJ. [J\\iir'l In Ilne: ls DroDaDr\ (A) largc (B) poucrful (C) dangerous (D) short
35. Which ol the follou'ing is NOT truc about shark's teetfr?
clear up nrisconcepti'ns about
meaning
shark
l'elers to somelnilrc.
, tnat
l*] ::ili:i:ll::li*::f" (C) (D)
a backbone a hone
in the rrroulh
COMPLETE TEST THREE-TOEFL
LEVEL
313
3n 3 a 3 a 3n 3 a 3 a 3 a 3 37
"Prev" in line t0 is something thzrt is
(A) (B) (C) (D)
herce
htrnted religious shared
The passage inclicates that a shark attacks
It can be inferred Frorn the passage that a person should probabh be the least afraid ot
(A) a dr.varf shark (B) a tiger shark (C) a bull shark (D) a great u,hite shark
a per-son
(A) for no reason (B) even'time it sees one (C) onlv if it is bothered (D) onlv at night
314
COMPLETE TEST THREE-TOEFL LEVEL
Where in the passage does the author give the proportion of shark species that act aggressivelv tor'r'ar-d people?
(A) (B) (C) (D)
Lines 4-6 Lines 9-12
Lines 13-14 Lines 16-17
3n 3 a 3 a 3 a 3 a 3 a 3 a 3 Questions 41-50 Quite different from storm surges are the giant sea rvaves called tsuttcunis, rvhich derive their name ft'om the Japanese espression for "high uater in a harbor'." These u,aves are also referred to b1, the general public as tidal \vaves, although thev have relativelv little to do',vith tides. Scientists Line oflen refer to them as seismic sea \\/aves, far more appropriate in that the.v do result I'rom undersea (5) seismic activitr'. Tsunamis are caused r'r'hen the sea bottom srrddenlv moves, dtrling an undenvatel earthquake or volcano for erample, and the *'ater above the nroving earth is srrddenlv displaced. This sudden shift of \\'ater sets off a series of waves. These u'aves can travel great distances at specds close to 700 kilometers per honr. In the open ocean, tsunamis har,'e little noticeable amplitude, often no more (10) than one or two meters. It is when thev hit the shallow waters near the coast that they increase in height, possiblv up to 40 meters. Tsunarlis often occur in the Pacific because the Pacific is an area of healy seismic activity. Tr.r'o areas of the Pacific u'ell accustomed to the threat of tsunamis are Japan and Har,r,aii. Because the seismic activitv that causes tsunirmis in Japan often occurs on the ocean bottom quite close to the ( 15) islands, the tsunamis that hit Japan ofter.r corre r'r'ith little u'aming and can therefore prove disastrous. Most of the tsr-rnamis that hit the Hau'aiian Islands, hou'ever, originate thousands of miles a',r'av near the coast of Alaska, so these tsunamis have a much greater distance to trarrel and the inhabitants of Hau'aii generaily have time for u,arning of their imminent arrival. Tsunamis are certainlv not limited to Japan and Har.vaii. In 1755, Europe experienced a (20) calamitons tsunami, lr,hen movement along the fault lines near the Azores caused a massive tsunami to s\\:eep onto the Portuguese coast and llood the heavily populated area around Lisbon. The grezitest tsunami on lecord occurred on the" other side of the rvorld in 1883 u,hen the Krakatoa volcano under-rvent a massive explosion, sending \\'aves more than 30 meters high onto nearby Indonesian islands; the tsunami from this volcano actually traveled around the r,r'orld and was (25) witnessed as far ar,r'av as the English Channel.
41. The paragraph preceding this passage most
probabll,discusses (A) tidal rvaves (B) tides (C) storm surges (D) underrvater earthquakes
(A) (B) (C)
(A) (B) (C) (D)
(D)
(A)
wal'es
located not pleased
filtered moved
tsunzrmis
they are the same as tsunamis they are caused by sudden changes in high and lolv tides this terminologv is not use'd bv the
seismic sea
"displaced" in line 7 is closest in
44. It can be inferred from the passage that
that
scientific communitv the,v- refer to the same phenomenon
"vor-d
meanins to
42. Accorcling to the passage, all of the lollorving are tn-re zrbotrt tidal u'aves EXCEPT
43. The
as
(B) (C) (D)
cause severe damage in the middle of the ocean
generally reach heights greater than 40 meters are far more dangerous on the coast than in the open ocean are often identified by ships on the ocean
COMPLETE TEST THREE-TOEFL
LEVEL
31 5
3a3a3a3a3a3a3a 45. In line 10, u'alerthat is "shallou," is NOT /A.t cterr
3
49. From the exprcssion "on record" inline22, it can be inferred that the tsunami that
(B)deepaccompaniedtheKrakatoavolcano (C) tidal (A) occurred before efficient records u'ere (D) coastal kept (B) u'as not as -\trong as the tsunami in 46. A n-rain dilTerence betu'een tsunamis in Lisbon J:rp:rn and in Hauaii is th:rt tsunamis in (C) rvas filmed as it rvas happenir-rg Japzrn are more likelv to (D) might not be the greatest tsunami ever (A) arrive r,r'ithout u'arning ., -n rr__ --., suggests, that passage 50' The --_ the tsunamr (B) come lrom greater distances resulting h'om the Krakatoa volcano (C) be less of a problen,r (D) originate in Alaska (A) caused volcanic explosions in the 47. The
possessir,e
"their" in line
18 refers
to
(A) the Hau'aiian Islands (B) thor_rsands of miles (L.' Inese ISunamrs (D) the inhabitants of Hau,aii
(B) (C) (D)
English Channel rvas far more destr-uctive close to the source than f'ar awa! r'r'as
unobsen'ed outside of the
Indonesian islands resulted in little damage
;18. A "calamitous" tsunami, in line 20, is one
that
is
(A) (B) (C) (D)
erpected extremelv c:ilm
at iaruit disastrous
This is the end of Section 3.
@@@@@@@ lf you finish in less than 55 minutes, check your work on Section 3 only. Do NOT read or work on any other section of the test.
When vou finish the test, yoll may do the following: o Turn to the Diagnostic Chart on pages 357-363, and circle the numbers of the questions that you missed. o Turn to Scoring
Information on pages 354-356, and determine your TOEFL score.
o Turn to the Progress Chart on page 353, and add Vour score to the chart.
316
COMPLETE TEST THREE-TOEFL LEVEL
TEST OF WRITTEN ENGLISH: TWE ESSAY TOPIC Time-30 minutes Do vou agree or disagree rvith the follorving statement?
I leant ntore when I sttrd-,- tt,ith
classma.tes tltan when
I
studv- alone.
Use specific reasons and details to support vour answer.
COMPLETE TEST THREE-TOEFL
LEVEL
317
APPENDIXES
319
APPENDIX
APPENDIX
A
A: Similar Sounds
DIRECTIONS: Practice pronouncing the words in the box and the u,ords in the exercise. Then listen to each sentence on the recording (or as your teacher reads it to vou) and circle the letter of the word or words that you hear.
CONSONANT SOUNDS: L AND R
L: lip, link, lock, loot, laid, lag, late R: rip, rink, rock, root, raid, rag, rate
EXERCISE AI
1. A.
ramp
B.
lamp
2. A.
road
B.
load
3. A.
reaped
B.
leaped
4. A. robbed
B.
lobbed
5. A.
roar
B. iore
C. role
6. A.
leer
B. r'ear
C.
7. A.
rare
B. lair
C. rail
8. A.
rule
B. lure
C.
9. A. rou'. 10. 1
. . lour
A. rain...lane
1. A. rent . . . lent
B. lou'.
r'eal
rurarl
. ro\v
B. lane...
rain
B. lent . . . rent
12.
A. room . . .loom
B. loom .
13.
A. rid... rice
B. lid...Iice
C. rid...lice
14.
A.
... rake
B. Iaced...Iake
C. r'aced...lake
15.
A. robes...rack
B. lobes...lack
C. robes...lack
racecl
. room
---r',
321
322
APPENDIX A
CONSONANT SOUNDS: SH, CH, J SH:
shout, shirt, should, share, shoot, shine
CH: chair, chain, chop, child, cheap, chore
): jail, just, jar, judge, job, jazz, jam
EXERCISE 42
l. A.
sheet
B.
cheat
2. A.
sheaf
B.
chief
3. A.
gel
B.
shell
4. A. chop
B.
shop
5. A. jest...junk
B. chest...junk
C. chest...chunk
B. chill ...shill
C. Jill ...chill
7. A. shin...charir
B. chin...chair
C. gin...share
8. A. jam...jar
B. sham...jar
C. jam...char
9. A. joked.
B. chc-rked...junk
C. choked...chunk
B. ship...shore
C. chip...shore
B. cheap...sheep
C. jeep...cheap
B. joke...jest
C. choke...chest
13. A. share. . . ships
B. chair...chips
C. share...chips
14. A.
B. shot...sheet
C. iot...cheat
B. chore...shear
C. chore...cheer
6. A. chill
10. 1
...Jill
A. chip.
. . chunk
. . chore
1. A. cheap . . . jeep
12.
15.
A. choke...jest
iot.
. . sheet
A. shore.
. . sheer . . . sheep
. . . sheep
. . . cheap
APPENDIX
CONSONANT SOUNDS: P, B,V F P: pay, pit, pun, pale, poor, pear
B: bay, bind, bit, bone, bag, bomb
V:
vow, vane, vote, very, vast, veil
F: find, fit, fun, four, fig, fear, fate
EXERCISE A3
1. A.
ban.
\ran
pan...fan
2. A. file...r'ile
bile
pile...r,'ile
3. A. best.
best
vest...best
bu-r'
feel
. \ran
. . pest
4. A. veal ...pie 5. A. pet.
...bul
bet
bet...vet
6. A. r,'iert...fast
. VASI
few...past
7. A. van.
. . veer
fear
ban. . . veer
B. A. per,r,'...fine
pine
view...fine
. . vet
...pine
. . . r'ine
9. A. peel ...veil ...face 10.
A. bat.
. . r,ile
feel
pile
fat...file
. . . filled
11. 12.
. . . filled
A. fan...vets '..Pain
van. . . pets
...pain
A. pace...fast ...
13. A. pale. . . r,eil . . . failed
A. bat...fast ...face
15.
A. verv buy. . berrv pest
last
pace. . . past . . . vieu,
fer,r,
14.
...r,eil ...tace
bale
fail
...pail
. . . bailed
bat. . . past ...face .
vervpie... benry best
A
323
324
APPENDIX A
VOWEL SOUNDS: LONG E, SHORT ,, SHORT E Long E: beon, weak, peel, meat, seem
Short l: sick, hit, mint, kid, win, lip, risk Short E: bend, men, sent, red,less, get
EXERCISE A4
APPENDIX
VOWEL SOUNDS: LONG ,, LONG A, SHORT A Long l: hide, bike, dime, tile, sign Long A: make, play, date, fade, same
Short A: cap, bad, rash, man, hat
EXERCISE A5
l. A. dime
B.
dame
C. dam
2. A. lime
B.
lame
C. lam
3. A. bitc...bat
B. bat...bait
C. bite...bait
zl.
B. pan..
C. pan...pine
A. pane...pine
. pane
B. n-right...mat
C. mate...mat
B. cat...kite
C. Kate...kite
B. fate...fat
C. fight...fate
8. A. vain...vine
B. vain...vein
C. van. .\/ane
9. A. lrate.
B. hide...height ...hat
C. hate...height
B. man...main ...mine
C. man...mine ...main
5. A. might. 6. A. Kate.
. . mate
. . cat
7. A. l.ate...
hght
. . hat . . . height
10.
A. main. . . man ...mine
...hat
A
325
326
APPENDIX A
Y9WE Long O: boat, load, home, toes, sook OO: noon, boot, tool, room, mood
Short U: cup, bud,fun, hug, luck
EXERCISE A6
B. sun...soon B.
pool
...pole
B. boom...
bun
B. boat...but B. cupped...
coped
B. mode...mud B. road...r.rt ...root B. roam...room ...rum B. noon...nun . . . known
B. dumb...doom . . . domed
APPENDIX
A
EXERCISE A7 This e.rercise includes all cif'the sounds. Listen to the sentences on tlre recording. Then fill in the blanks rvith the u,ords that vou heetr.
l. Tom told a 2. Ma,e enjoved the sun'.s 3.
It s reall'n
4.
We u,ant to get
5. I
about the as she
tor
[o get so
of the
u,ho are making
on the
6. Mike
of the
in
1'or
8. I had to to __
ars
a
it crossed the
down a few
and
7. I'm uoing to
9.
on the sand.
first
in the
mv f riend out of
rr
hen he
the
Yolr
to
the
advice and respect the
0n
10. Please
in the ciosest on the
and
in the
ll.
the
of the
out the rvindow, r,vhere he had
of
ar
on the I
l.
oul
The
u,hen the
a
hit the 13. At the
, lic
Llp some
ancl watched the
bv
14. The
--
15. Steve had a
of
and
at the terrible
vegetables and
When the
in his
on thc Iloor, he had a
on lris
327
328
APPENDIX
B
APPENDIX B: Prepositions DIRECTIONS: Studv the list of prepositions. Then underline the prepositions in each sentence. Circle the prepositional phrases (prepositions + modifiers + objects). In each passage, you should find 1e7? prepositions. PREPOSITIONS
about
before
across
behind
after against along among around as
at
for from
on outside over
under unlike
between
in inside
past
beyond
into
since
by despite
like
neor
through throughout
down during
of off
toward
beside
until up upon versus
with within without
EXERCISE B I A locarl constl'tlction site has been in an uploal since vesterdal', u'hen the fossilized bones of an ertinct dinosattr u,ere discovered under several feet of soil br'
increclulcltts constrllction u'orkers. The bones are being removed ft'om the ditch, ancl u,ork on the construction site has temporarilv been halted
for fr-rrther scientific
studv of the location.
EXERCISE 82 The Computer Departnrent at the local comnrunitv college is oll'ering a computer course for computer-phobics, people u,hcl have never had their hands on a
compllter and cannot tell the difference betureen a computer monitor and a kevboard. If vott t'ant to learn about this errursc-, \ou cnn call the local office, u'hich is open until six o'clock daihi The corlrse is offered dr,rring the fiill semester at a lot' fee to residents throughout the cotrntr,.
APPENDIX
B
EXERCISE 83 While a major hurricane churns its wav across the Atlantic, scientists are carefullv
monitoring its progress. Winds inside the storm are circling at 130 miles an hour, and the storm is still strengthening over the warm southern waters. The storm appears to be making a beeline toward the southern coast. Despite the current distance of the storm from land, forecasters are urging residents near the coast to begin taking precautions. Expected landfall should occur within 36 hours.
EXERCISE 84 The mansion don'n the street is without a doubt the most arnazing building of its type that I have ever seen. Unlike most homes in this neighborhood, it is four stories high and stands behind a massive stone wall covered with ir,y. A bolted gate
through the r,vall affords the onlv entrance to the compound from the street.
EXERCISE B5 The annual car rally is now ready to begin. The race course leads through the dor,r,'ntown area, along the edge of the Saugus River, and across the Township
Bridge into the rvide open spaces outside the torvn. Among the expected leaders are three local drivers known for their fearless performances in Drevious races against strong competitors.
329
330
APPENDIX C
APPENDIX C: Word Endings Word endings in English often tell v-ou horv a word is used grammatically in English; therefore, it is very important for you to recogniz.e some common u,ord endings. If vou recoE{nize a rvord ending on a u,ord that you do not kno\\',.voll can tell hou' the u,orcl should be used srammaticallv, even if vou do not understand the meaning of the word. The followins chart lists some common rvord endinss in Enslish. WORD ENDINGS IN ENGLISH NOUN (person)
-ist -ian
NOUN (thing)
VERB
ADJECTIVE
ADVERB
-nce
-ate
lul
-ty
-ism
-ize
-nt
-ness
-fy
-al
-logy -ion
-ty
-ble -ous
APPENDIX
C
331
EXERCISE CI Indicate whether each of the following words is a noun person (NP), a noun thing (NT), a verb (V), an adjective (ADJ), or an adverb (ADV).
1.
2. 3.
4. 5.
6. 7. 8.
9. 10. 1
1.
12. 13.
14. 15.
identify
-
--
observant
-observer
-
-
-
personable
-dictate
-
-
-
user
-
technical credence presence
-
-humanist
-
-
-
violently colonial
-
-ideologv civilian
-
-_
personal
dictator useful
technicalitv credulous presenter
humanize violate colonialism ideal
civilize graceful
-gracious
-
-
-
verify
identity
identical
verifiable
-
observantly
personally
dictation usable
technologv credible presentation
humanity violator colonialize idealism
civilly
identically
--
gracefully
verily
observance
personality
diction usual
technician credibly presentable
humanly violence
colonialist idealize
civility graciously
-
verity
identification
-
observation personalize
dictatorial usefulness
technically credulousness presently
humanitarian violent colonialization idealist
civilization graciousness
verification
332
APPENDIX C
EXERCISE C2 Circle the letter of the word that correctly completes each sentence.
1. It is doubtful that the government will A. legalize B. legalitv
marijuana in the near future.
C. legallv
-
2.
The student did not do well in the class because he had a oroblem u'ith
A.
3.
B. absentlv
absent
C. absenteeism
The sick child must stav awav from others because he has
A. cornmunicable
4. The merger
B.
communicator
a
disease.
C. communication
of the t\vo companies u'as funded by a
B.
A. capitalist
capitalism
5. When he heard what had happened, he rvas A. murderous B. murderer
6. I do not understand A. significance
-.
C. capitalize
angry.
C. murderously
rvhat these results
B. signifr'
-.
C. significant
7.
major disturbance occurred earlv this morning. B. seismological A. seismologv C. seismologist
8.
The information in that ar-ticle is
A
B. historical
A. historian
9.
inaccurate.
-
C. historically
exists betu,een the two former friends.
A large amount of
A. antagonism
-
B.
antagonize
C. antagonist
10. The charitable organization received a large gift from the B. donor A. donation C. donate
-.
APPENDIX
EXERCISE C3
Fill in the chart u'ith NOL]N (person)
r,vord forms.
NOUN (thin.e)
VERB
ADJECTIVE
ADVERB
finallv profess
2.
sociable
specialization
4.
electrifv
5. 6.
realist
beautiful
7.
ideallv
8.
o
10.
electricallv
terrorism
illustrator
C
333
334
APPENDIX D
APPENDIX
D: lrregular Verb Forms
DIRECTIONS: Fill in each space with the letters needed to complete the irregular verb forms. Verb
Past
Participle
EXERCISE D1
rrng s-ng dr-nk s-nk
rang s-ng dr-nk s-nk
rung s-ng dr-nk s-nk
sw_m beg-n
sw_ m
sw_m beg-n
beg-n
EXERCISE D2
t
i
sen d
sen
spen_
spen_
spen_
lenbuillos-
lenbuil-
lenbuil-
los
los
sen
ma_e
mae
mean
mean_
mean_
ha-
ha-
hear-
hear-
hahear
-
-
ma__e
APPENDIX
Verb
Past
Participle
EXERCISE D3
bet p_t h_rt cst sh-t h_t l_ t c_t qu-t f_t r-d
bet p_t h-rt
bet p_t h-rt
c_st
C-St
sh-t h_t I_t c_t qu-t f_t r-d
sh-t h_t l_t c_t qu-t f_t r-d
sat w_n d-g h_ld fsh-t-nd l_d m_t f_d
sat
EXERCISE D4
slt
\v_n d-g h_ld f
-nd sh-t I_ _d m_ _t f__d
w__n
d-g h_ld f--nd sh-t l_d m_t f_d
EXERCISE D5
pa-y
pai
d'
sa_
sa_
_
s-lt_l st- d sle p k"-p
s-lt_l_ st -d slep kepfe-
feel
pat sa_
d
_
5l
t_l_ st_ _d slep-
k"pfe-
D
335
336
APPENDIX D
Verb
Past
Participle
EXERCISE D6
kn o r,l'
knew
gr-w
gr-w bl-w thr-w
bl
thr-
r,",
w
fl
fl
sh-u,
dr
\v
-rv sh-wdr-w -
known gr-wbl-wthr-wfl-r,r,sh-wdr-w-
E,XERCISE D7
think tch by f
-ght c-tch hr
no
tn o L4nt t_ _ _ _t b____t f_ _ _ _t
th o _u_Lht t_ _ _ _t b____t
br----t
br
gave wr_te
glven wr_t_e_ takf_ll_- _
tt
_t
EXERCISE D8
gtve \\rr te tak-
fll dr-ve
t_ _k f_ll dr-ve
r-de r_ se forg-ve
dr-ve_ r-d-er_se_ eat_
eat
r- de r_ se forg ve
forg
-
ve
-
APPENDIX
Verb
Past
Participle
EXERCISE D9
sle al spk ch--se br-k fr - -z.e 9f fors t bit_
stole_n
beat
stole sp-kch se br kfr ze ot -_ forg t bt h_d b_t
I]fOV
Dfo\1
pro\,__
bec-me cme fn t_r \\r r
bec-me
hid_
sp-k ch-sebr-kfl
-
forg-t- -bit_ _ _ qt -ze
hid
beat-
-_
EXERCISE DlO bcc
me
cme f_n t_ _r \\' r
go
fn
tr \VT see __-
see cl
cme
-1 LI
doq.)
-
D
337
338
APPENDIX
E
APPENDIX E: Word Parts Prefixes are meaningful rvord parts that are attached to the beginnings of words.
If vou know the meanings of some common prefixes, they can help vou to understand unknou,n rvords that contain these prefixes. Study the common prefixes in the following char1. SOME COMMON PREFIXES PREFIX
MEANING
ex-
out
in-
in
pre-
before after under far
postsubtele-
EXAMPLE
exterior indebted prepaid postdate subconscious telephone
EXERCISE El
Fill in each blank with the letter of the
A. exile B. extract C. indented D. invade
r,vord
that best completes the sentence.
posteri\ postpones G. prerequisite H. previeu: E. F.
I. J.
K.
L.
subsoil subtitle teleconference
telenmrketer
l. The layer of earlh that is under the top laver is the 2.
When a dentist must take a tooth out, he or she has-.to
.t.
If the teacher
it.
changes the due date for an assignment from - todav until sometime after today, the teacher the assignment.
4. A person
who tries to sell vou something from lar arav by using the phone is
a(n) 5.
A course -. that vou must take belbre you take other courses is a(n)
6.
When soldiers go ittto another countrv in order to take it over, they
7.
If there is a smaller name under the main name of a book, it is called - a(n)
8.
All of vour children and vour children's children, the familv members r,r'ho come afier you, are knor,r'n as vour
it.
APPENDIX
9.
E
A person u,ho is forced to live outsicle of his or her country lives in
10. A movie shown before it is availerble to the general public is called a(n) I
1. A rneeting held using electronic equipment bv people who each other is called a(n)
are far av,,av-. from
12. When the fir'st line of a paragraph is moved in from the margin, the paragraph -. :^ IS
EXERCISE E2
Fill in each space u'ith one letter to create u''ords that logically complete the sentences. Each rvord that volr create must include one of the prefixes from the list given on the facing pa-ee. (Some letters har.'e been given.)
1. A boat that
2.
goes tmder water is
To see somcthing
f
a(n)
rom far awar, t'ou can use a(n)
3. Thevears just after a \\'ararethe 4.
MA
W
- --T
To leave a building, vou go orzl through the
- -
-C
years.
--
-
I
l-
-.
5. A voung
person who is in the vears just belbre becorning a teenager is a _ \_r-__.
6. Monev
that comes into your bank account for work that vou did is vour
-M
E
vou
7.
When vou breathe oal,
8.
A train that runs ttnder the ground is
9.
G A fi'orn lar awa\'.
-
A
-
-
.
a(n)
W
- -.
is a shofi message that is written and sent electronically
10. If vou areittside a building, volr are 1
'L- E
l. If vou put a date befbre todav's
--
D
---3.
date on a check, you
clreck.
12. In the period of time cfier care from vour doctor.
surgerry, you
need
-- T E the
-
A7
-
| VE
339
340
APPENDIX
E
The following chaft contains some additional common prefixes. StudSr the prefixes in the chart. SOME MORE COMMON PREFIXES MEANING
PREFIX
co-/coninmisrere-
un-
EXAMPLE
together with not incorrect again
review
back
recall
not
unfair
coordination incapable mrsplace
EXERCISE E3
Fill in each blank urith the letter of the
A. conspiracl B. cooperatiott C. incredible D. inedible
r.vord that best comnletes the sentence.
E. rttisinfornted F. nil-srnanaged G. H.
rearrange rec:urs
I. reliud J. reject K. unmarried L. ttnsafe
1. Something that vou just canrro/ believe is
2. If vou receive incorrect information, 3. lf vou work togeilter 4. If vou are single, 5.
voLl are -.
u,ith others in a group, you -. r.l'ork in
then vou are
-.
When something happens again, -. it
6. If vou get your
monev back, you get-.a(n)
7. Something that vou just canru or eat is 8. Something that 9.
is dangerous is
---.
-.
A compan'n' that has had incorrect leadership has been
10. Agroup of people rvho get together to plan a crime are part of a(n) 1
l.
If i'ou send something back because the quality is not good, vorl
12. When vou move the furniture agairt to put it in
a
it.
different place, -vou
it.
-
APPENDIX
E
EXERCISE E4
Fill in each space rvith one letter to create u'ords that logicallv complete the sentences.
Each rvord that vou create must include one of the prelixes from the list given on the facing page. (Some letters have been given.)
l.
Somethine that vou do rzol knortr is
- -
K
2. If the answerto a math problem isnot accurate, itis L L it. 3. When rott tell a storv over again, you
C
C
-
-.
-
4.
When vou give some mone back to a person who has lent it to you, you Y it.
5.
When a lr,ord does not have all lhe crtrrect letters in it, it is L
--v
---?LO - -L
6. Someone
u,ho u'orks together tvith y'ou is
7. If vou do not receive the same amount Q
U
E
a(n)
K
.
as someone else, vou receive
amounts.
-_
8. When 1'ou gir,e something back to someone "vho lent it to vou, you U ,J_
__
ir.
9. An ittcrtrrect counl ol the monev in a cash drar'ver 10. If the teacher asks vou to
C
11
.
Yit.
r'r,'rite
is
a(n)
something over again, you need to
When something is ttot finished, it is
-
CO
-
12. When vott.ioin tu,o things togetlrcr v'ith each other, you them.
C
- -
N
N
- - -
T
'
341
342
APPENDIX
E
Roots are meaningful word parts that come in the middle of r.i'ords. If you know the meanings of some common roots, it can help you to understand unknown words that contain these roots. Stuclv the common roots in the follorving chart' SOME COMMON ROOTS ROOT
MEANING
EXAMPLE
-graph-jud-port-
write judge/decide
-ven-vis-voc-
come 5ee
biography judicial support convent yision
call/voice
vocal
carry
EXERCISE E5
Fill in each blank rvith the letter of the rvord that best completes the sentence.
A. audiovisual B. circumt,ent C. equivocate
l. J.
E. graPhite F. jttdiciary
K.
G. iudiciotrs
D. etentualllt
H.
L.
Port'fblio
seisntogrnph
transport viscl-
vocifbrous
l.
A tvpe of hat that protects Vour eves so that Vou can see is a(n)
2.
To canl) something from one place to another is to
it'
3. If you speak often and in a loud toice' \'ou are
4. A type of carbon that
is used in pencils
5. If vou ah.vays make careful decisiorts, 6. Something that conles
- in nature' to make them v'rite is .-.
you
are
sometime in the fttture conles
7. Instrlctional materials that 1,-ou can both hear g.
in nature'
The Supreme Coufi is the head of the makes final decisior?s on legal issues.
g. To avoid something by.coning
and see are
---'
the part of the government that
--,
around it is to
it.
-10. A large case that is used to can'v pieces of afiwork is a(n) 11. To t,oice opinions on both sides of an isstle is to _-'
12. Amachine thatwrites down information whenever there is an earthquake a(n)
-.
is
APPENDIX
E
EXERCISE E6
Fill in each space u,ith one letter to create rvords that logically complete the sentences. Each u,ord that vou cr-eate must include one of the roots From the list given on the facing page. (Some letters have been given.)
1
.
When vou go to someone's home to see him, you
2. Apersonu,hohelpscarrvvourbaggageisa(n)
to
_eo
__
_ I __ K.
R
--
-3. A person u,ho uses her voice Io sing rvith a choir is a(n)
4.
The person u,ho makes decisions in a court of larv is a(n)
5. If you turire about
__T
C__
him.
_ -
_
L_
T
.
D
your own life, 1'ou u'rite a(n)
___Y.
6.
A social gathering or activitv that is cotttittg is a(n)
7.
A smaller television, one that you ale able to catw, is television.
8. If vou make a decision or express
E
a(n)
A
__
E
an opinion about something, r'ou make a(n)
G I'l
9. Astarthatvou 10. If 1
1. If
are able Io seein the skyis a(n)
-vou sav sonrething
-
I
in a voice that can be heard, ]'ou
someone writes his name himself, he signs
a(n) A
12. Money that contes to vou in a business is R E
--
I
-
---
-
U
- -
star.
- -
Z E it.
343
344
APPENDIX
E
The folloiving chart contains some additional common l'oots. Studv the roots in the chart. SOME MORE COMMON ROOTS MEANING
EXAMPLE
-ced-/-ceed-dic-
go
exceed
say
diction
-mit-/-mis-
send
rnlssion
-scrib-/-scrip-
write see/look turn
tapescript inspect
ROOT
-spec-
-ver-
invert
EXERCISE E7
Fill in each blank u'ith the letter of'the rn'ord that best completes the sentence.
A. arttececlent B. avert C. bertedictiort D.
l.
corty,ertible
E. disrrtiss F. etlict
I. J.
scribble
G. entissatt H. irterc'ecle
K.
spectacles
L.
rtturtuscript
spectacular
A long conrposition that is v'ritten bv hand is a(n)
2. A feu,nict-
u'ords that are stticl Lo end a cerelron\,are czrlled a(n)
3. Glasses that r.'ou use to see better are also called 4.
-.
Sornething that goe.r or happens bcfore another is a(n)
5. lf 't'ou rt,r'ite in a \relJ messv \\ra\r, vou 6. If vou selzd someone 7.
a(n)
_.
is .snrri bv an authoritv or go\,'ernmcnt and must-.be follou,ecl is
9. To go in betu,een
tr,"'o people
10. Sornethin-e that vou 1
her.
A closcd-top car that can be ltrned into an- opr'n-top car is a(n)
B. Something that
I
a\\'av fronr vcltr, l'or-r
.sea
u'ho are having an argllment is to
that is trulv antaz-ins is
. lf yoLt tunl vour eves an av front son-rething to avoid -. seein-e it, vou
.vour
eves.
-
12. A person that issetil bv one governnlent to take messages to the governrnent of another countn'is a(n)
APPENDIX
E
EXERCISE E8
Fill in each space with one letter to create words that logically complete the sentences. Each word that you create must include one of the roots from the list given on the facing page. (Some letters have been given.)
1. Whenyouv,rite whatsomethingislike,you D
2.
To
- - - -
sa' something aloud to be recorded bv someone
else is
to
it.
3.
A weapon that is sent through the air or the water is
-
T
f
-
--
3
-
L
-.
u,ith it.
-
turned upright is
I
7. When you send something electronically, you T
- - 8. Whenyousayorpointsomethingoutbrieflv,you I N 9.
E
-
T
-
isapersonwhogoes tosee asportingevent.
6. Something that is not horizontal but is instead a A
T
- - -
a(n)
4. If you decide to go for"ward with something, you F 5. A(n)
E it.
-
The written words of a play or movie are called the
10. To tunt aside fiom a specific path is to
DI
-
11. To look on someone with esteem or honor is to R E 12. To go on to accomplish a goal is to
I
U
- -
I
-
-
----
it.
T E it. T
.
T vourself.
__
him or her.
345
APPENDIX
E
EXERCISE E9 This exercise includes all of the prefixes and roots. Match the definitions on the rieht to the words on the left.
_ _ _
1.
bibliography
2.
conference
J.
a
dictator
4.
extraterrestrial
5.
impoft
6.
incessant
7
inhale
8.
insubordinate
9.
inveft
10.
misjudge
11.
missirre
12. postlude I J.
prelude
_
14. pre\rent
-_
15.
16. scribe
_
17. specter 18.
-_ _
recede
subvocalize
19. retelevise
20. unpredictable.
A. breathe ln B. go back C. anending
D. tunt irzside out E. music played just after a performance ends F. make an error in coming to a decision G. person **ho rurites information in a document H. carry something into another country
I.
a meeting u,here people get togetlzer to share ideas
J. person who sats exactly what others must do K. a vritterz list of the materials used in research
L.
ttnable to sav belbrehand what w.ill happen
M. nrusic plaved just before a performance begins N. a r,'u,ritten message that is Lobe sent O. coming from outside this world P. shorv something again from far away so that it can be seen. ort a screen
O. something that vou think vou see but is not really there
R.
take action before something conles to stop it frorn happening
S. acting as if vou are not under the authority of vour boss
T.
sav something under your breath cannot be heard
in a voice that
APPENDIX
E
EXERCISE ElO
This exercise includes all of the prefixes and roots together. Fill in each blank with the letter of the word that best completes the sentence.
A. circumscribe B. contradict C. convocation
irtscription I. intentene J. introverted K. rnisnrutclrcd L. postmortent M. reconvene H.
D. export
E. extrovert F. graphologlG. iniudiciotts
N.
O. subnit
P. subterranean Q. telecotnmunicate R. urtprecedented S. unspectacular
T. visualiz.e
rcvise
1. If something has never happened before, it is 2. Water that is underground is in a(n) location. -. 3. I need to in this situation. It is important to come in between people to stop their fighting.
-
these two
4. A person -who is verv oLttgoir'g in dealing with others is a(n) 5. If you canl goods ottt of one country, you those goods. 6. To write or place a limit around something is to it. 7
.
8. 9.
-
To look at something again in order to make To send
_
it better is to
it.
-
in something that you would like to place under consideration is to
-
it.
To exchange information electronically from
far away is to 10. If vou see something that is not ovt of the ordinarv, it is I
1
.
-.
A large meeting ',r'here people get together to speak'uvith each other is a(n) -.
12. If you are nol careful in making decisions or in expressing opinions, you are 13. If you cotne togetlrcr again for a meeting, 14. I am trying to mind.
you
the place you are describing; I would like to see it in my
--
15. Every time I express my opinion, vou always opposite of what I sav. 16.
The
the meeting.
me; you always sa1 the
-
in the card is reallv meaningful; I really like what is written inside it.
17. My friend is studving
she thinks
it is interesting to understand what
people's handwri t ittg means.
18. After the man's death,
19. These socks are
-ia(n)-
u'as conducted to determine hor.r,he had died.
thev are incorrectlv paired.
20. Tom is quite a(n)-;
-
per-son; he is rzol at all oafgoing.
347
348
APPENDIX
E
EXERCISE El1
Fill in the crossword puzzle using the clues on the next page. The rvords in the puz.zle come from all ol the roots and prefires together.
WORD PARTS CROSSWORD PUZZLE
3
"+
7
8
It)
tl
12
I3
l.+
16
1r'
t8
l9
I
APPENDIX
CLUES TO CROSSWORD PL]ZZLE Across
3. large meeting r,t'here people come together 5. comprehended incorcectly 8. send back 9. can1, out of one country and into another 10. not able to be mistaken 1 1. message u,ri[ten after the main part of a letter 13. go oezlside o1'or be more than 14. underls'ing rneaning of a text 77. rtot possible ro be seen 18. a written order bv a doctor needed befbre you can get some medicine 19. sight Down
1. no ability to sa1' belbrehand u'hat is going to happen
2. person rvho tanrs his feelings and thoughtsinside himself 4. not able to be carried 6. action of lookingirulo something to see if it is working coffectly 7. put someone under the control of your decisions
Il.
judgnrcnt made before the facts are known
12. use again 15. the written version of the words on a tape 16. a group of people sent to conduct business or negotiations
E
349
SCORES AND CHARTS
351
SCORING
INFORMATION 353
PROGRESS CHART Each time that vott take a Pre-Test, a Post-Test, or a Complete Test, you should record the results in the chart that follows. In this way, you will be able to keep track of the progress that you are making. (Please note that because the TOEFLLevel Complete Test contains harder questions than the Introductory-Level Complete Tests, the number correct will be lower on the TOEFL-Level Test.) You may also turn to pages 354-356 and get a TOEFL score for the TOEFL-Level Complete Test Three.
DIRECTIONS: Fill in the number correct on each test section as you take it.
z -
z a z
ri +r 7*
ze +J+ -g
F> a^ JO -v
Pre-Test
Post-Test
Complete Test One (
[ntroducton Level)
Complete Test Two (InLroducton Level ) Complete Test Three (TOEFL Level)
a a
z
zl <0-
a
as) >z
\J rrl
r.t X fr
rr'l
OF
&;' 'a=
zrrl fi
zp a> rr'l A
354
SCORING INFORMATION
SCORING COMPLETE TEST THREE Yon cern use the folloriing chart to estinrate \'our score on Cornplete Test Three-the TOEFL-Level Test. \br-r u,ill receive a score betrveen 20 and 68 in each of the three sections (Listc'r-ring Conrprehension, Stmcture and Written Expression, and Reading Comprehcnsion). \bu u'ill also receive an overall score betrveen 217 and 677 "
NLJ]VlBT,R
CORRECT
CONVERTE,D SCORE
SECTION
1
CON\/ERTE,D SCORE,
SECTION
2
CONVERTED SCORE SECTION 3
)tJ
68
67
49
67
66
+E
66
6-5
1t-
6-5
63
.i6
63
6l 60
.1 1
aa
ot
59
4.3
5(J
5B
.i2
.59
57
4l
-58
56
:+0
57
6B
55
3t)
r7
67
54
38
56
6-5
54
37
5-;
63
53
36
-ta
6l
52
3.i
5-+
60
-l -l
.53
58
_51
.) -)
-i2
57
50
32
52
56
49
-51
55
48
30
.:1
-Ja
48
29
53
47
28
-i0 49
52
46
27
49
51
16
26
4B
-50
45
25
.tB
49
14
21
17
.18
13
l-)
47
47
43
22
46
16
42
at
.1
I
2l
(Jr
.1
+l
|
SCCRING
INFORMATION 355
NUMBER CORRECT
CONVERTED SCORE SECTION 1
CONVERTED SCORE SECTION 2
CONVERTED SCORE SECTION 3
20
15
44
40
19
44
43
39
1B
43
42
38
17
42
41
-)t
16
41
40
36
15
41
40
35
14
39
3B
34
13
38
37
32
12
37
36
3r
1l
35
35
30
10
--)
-1
-)J
29
q
32
-tl
2B
32
29
2B
27
27
B
7 6
30
26
26
5
29
25
25
aA
28
-/-
-)
z+
5
27
22
23
z-
26
21
23
I
25
20
22
0
21
20
21
You should first use the chart to determine your converted score for each section. Suppose that you got 30 correct in the first section, 28 correct in the second section, and 43 correct in the third section. The 30 correct in the first section means a converted score of 51. The 28 correct in the second section means a convefted score of 52. The 43 correct in the third section means a converted score of 58. (See chart belorn.) SE,CTION
1
SECTION 2
SECTION
NUMBER CORRECT
JU
28
43
CONVERTED SCORE
51
52
58
3
356
SCORING INFORMATION
Next, vou should determine your overall score in the fbllowing werv:
1. {dc! t}1e tbryq cqlvelfq! iclllg!
to€slkrgl
51+52+58=16l 2.
Pl'tSlg
!he_.sq41 bt-
161
|
+-i=53.7
3. &s" lq"lQly_br to. .53.7
x
10=537
The or'.'rall TOEFI- score in this example is 537.
After vou understand the example, vou can fill in the char-t belou,with information erbout Completc Test Three-vour TOEFL-Level Practice Test. SECTION NUMBER CORRE,CT CONVE,RTED SCORE
OVERALL SCORE
1
SECTION 2
SECTTON
3
CHARTS
DIAGNOSTIC
DIAGNOSTIC CHARTS LISTENING COMPREHENSION DIRECTIONS: After vou take each Listening Comprehension test, circle the ntrmber of each of the questions that yoll ans\\iered incorrectlv. In this wa\,, voLr celn keep track of rvhich language skills need more attention.
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1:
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3:
Restatements
Negatives
Suggestions
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4:
Passtves
13
27
11 14 19
7 12 15
2l
25
13 717 15
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SKILL
B
88854 292929918 1B
29
357
358
DIAGNOSTIC CHARTS
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Who andW'lrcre
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11
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16
22
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410 10 14 16
26
SKILLS
7-9:
Lons Conversations
SKILLS 10-12: Lons Talks
ADVANCED SKILLS (not covered in this book)
31 32 33 34 3.s 36 37 38 39 10 41 42 13 44 45 46 47 48 49 s0
31 32 33 34 35 36 37 38 39 40 4t 42 43 44 45 46 47 48 49 50
31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50
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DIAGNOSTIC
CHARTS 359
STRUCTURE AND WRITTEN EXPRESSION DIRECTIONS: After .you takc each Str-r-tcture arnd Written Erpression test, circle the number of earch of the qltestions that vou ansrl,ered incorrectl','. in this rvav vou can keep track of ri,hich l:rngr-rage skills need m<;rc attention. (\.l
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8:
Cooldinirtc Connectors Aclverb Clausc Connectors
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-56',76 91212 88685 11 13 13
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15
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Adicctire Clause Connectors
1
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14
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Asrcement after Plepositicinal Phrases
25 16 25 21 39 37 30 30
Aqrcemcnt after Expressions of Qttantitr
t7
SKILL 13:
Agleenrent altel Cc'rtain Wolcls
30
SKILL 14:
Palallr-l 31r'ucttrr-e uith Ct>ordinate Coniunctit,ns
23 20 16 23 29 31 34 29 35 lB 24 19 26 29 26
SKILL
SKILL
12:
15:
Parallcl Str-r-rcture t'ith Paired Cottittttt'ti,,tt.
24
20
27
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360
DIAGNOSTIC CHARTS
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16:
Past Participles after l1ave
SKILL
17:
Present Participles or Past Parliciples aft.er Be
SKILL
18:
Base Form Verbs after Modals
SKILL
19:
Sineular and Plural Nouns
SKILL
20:
Countable and Uncountable Nouns
SKILL
21:
Subject and Object Pronouns
26 31 32 37 16 34 2t 36 22 27 24
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19 19 18 38 40 32 40 20 40 z-) 31 32
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Adiectives and Adverbs
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25:
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20
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361
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READING COMPREHENSION DIRECTIONS: After vou take each Reading Comprehension test, circle the number of each of the questions that J/oLr answered incorrectlv. In this \r'av, vou can keep track of u,hich language skills need more attention.
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Unstated Detail Questions
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ADVANCED SKILLS (not covered in this book)
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Part A, p.3
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ntart
)
(
ntan
)
(rtarrator i-l
llnQt1
)
It's too bad oLrr teaim lost the game. \bu can sav thal againl WHAT DOES THE WOMAN MEAN? Hori's Bob leeling after the
J
:rccident?
(r|otrtln
)
a
feu'mintrtes, so ror-r'll n(-rLi 1o la\lr'lr \,oll1'seat belt. (narratrtr) WHO IS THE WOi\'1.'\\ \IOST BE?
(
(vontan)
(nnrt)
When ivill the plane- bc lanclingl' (v,'ontart) The plane r.r,ill be landing in just
Is Sharon rcaclv to go?
tt'c.tttltt.tt )
She'.s br.rsv packing her suitcase. (rlarr0tor ) WHAT DOES'THE MAN SAY ABOUT SHARON?
r.erv lrrckr,l (narrat()t') WHAT DOES THE MAN MEAN?
72.
WHAT DOES THE, WOMAN SAY
X,IEAN:)
u'ers
LIKEL\"IO
rrtart )
(tturralor
9. (l'onturt) Hor'l'did Iou rvin that gamc?
11.
)r )
ABO(,iT STAN?
(rrorttntt) I phonccl hir-n aireadr'.
Actuallr, I
rrol(
20. (v'ortttttt )
SUGGEST?
(ntatt)
Of course he dicl. Hr-'s not e\actlv
)
cltrmb.
f
(rtarnttrtr) WHAT DOES THE WOMAN
Stan gt.rt th!- ilighcst grade on the
e\aII.
DOES THE MAN \,\ANT TO
(rtarruttor) WHAT DOF,S THE \\'OMAN
8. (rtzarr)
)
Are lou on voLlf tvat,out not ? I rrccd to hur sunrc groLcri('s. W}.IAT DOES THL, WOMAN I]\,IPLY?
atternoon?
i don't eel like cookine. ) (tt'ontart) Lctls go uut to dinner, tlren. (rnart
rtarrator
Are vott going to the rnc-cting this
KNOW? 7
ntan ) tt'orttar t )
(
a1
He's ar bit bcttcr, Yerv srrong.
but he's still not
ttarratrtr ) \\'I{AT DOES I'HL, WOMAN SAY ABOUT BOB2
(v,ornan) I
tncut )
i
rt(trrdl()r)
ls there somt-thing rvror-rg u ith the car? The t-ngine cloesn'l sound goocl. WHAI'DOES T}IE. MAN ME,qN:'
381
382
RECORDING sCRIPT
25. (tr:rart)
Hou,
r-r-ruch
time rvill ne have at this
art nrttsertrn.)
lv,'onttttt) We'll stop her-c for
trvo hours, anrl then lorr shoulcl be back on thc- bus ar threc' o'c]ock. (rturratrtr) WtlO IS THE WOMAN MOST
LIKELY TO BE?
31. WHAr DOES'l't{E WOMAN \,\ANT TO GE'I? 32. APPROXIMATELY HOW FAR A\\AY FROM SCFIOOL IS THE WOMAN'S APARTMENT?
33. WHY IS THE MAN'S FRIEND SELLING HIS OLD BICYCLE?
34. WHAT WILL THE MAN AND WOMAN PROBABLY DO NEXT?
26. (v'orttutt) This apartment is a nress. (trtutt) [-el's clezrn it up quicklr'. (tldrrat()r) WHAT DOES THE MAN SUGGEST? 27. (trtan) Whl is Alec so happv? (...rontort) He itrst got a huge bonus clreck.
Questions 35 through 38. [-isten to a conversation about a camping tlip.
(v'ctnuLn) What are those?
(man)
(nerrator) WHAT
DOES THE WOMAN SA\ ABOL]T ALEC?
28. (ttrart)
(tt,ontart)
Lt-t's go slroppirrg todar. Okar. but I don't u'ant to go to a
store that's far
au,,a-r'.
Iuarratrtr) WttAT DOES fHE WOMAN MEAN? 29. (n'ctrtnrt) Hou could vr-lr Iell that Alice u'as
(nturt)
angr'\.' When slre lcft, she slammc'd the door.
(narrator) WHAT DOES THE MAN MEAN? 30. (tnan )
(tvorttnrr) (tnrratot )
Do votr havc anr plans [or- Sat urclar ? We'r't' eoing lor-a hike ir the rvoocls. Do vou u,ant to go? WHAT IS THE WOMAN PLANNING
TO DO;)
Ther"re sorne pictures of the camping trip that sorne friends and I took last rieekend. Would vou like to see them?
(v,onurtr) Thanks. I rvould. (ntatr
)
These photos shou, the tent that u'e
\ta\ed
in.
(v:otrttut) Hou manv ol vou sta,r'ecl in that tent? It looks au fullv small.
(rnon) (wonun )
There u,ere four of us. Four of 1-ou? In that sn-rail tent? Wasn't it au'full1, cror.r,ded ? (mart) It *'as a little crou'ded, but it uas fun anvv,,av. (v,ortutrt) And rvhalevel are !ou doing in these pictures? It looks like vou're just standing in a river rvith big boots on. (rnatt
)
Well, rve rvere tr v-ing to fish. (n.,tnttart) Did vou catch a lot of fish? (nnn) No, not a lot. . . (u,ontun) Well, did vou catch a ferv fish? (man) No. not a [er,r' . . . actualh'u'e didr-r't catch anSr . . . brrt it u,as still a great r.r'av to spend a dav .
Part
B,
p.6
Questions 3l through 34. Listen to t\\'o students discussing hou, to get to school.
(tvortnn)
(rttan) (t'ctnnrt)
Do vor"r knou' n here I can get a bictcie? It doesr-r't havc to be a ncrl bicvcle, but it does have to be rather cheap. Whr clo vou nee(l a bicvcle? I just l'ound a gl'e.rt apartment, bLlt it's a little bit fal lrom school. I
reallr. nant to tirke this apartment, but I I'rave to find some transportation. A bicvcle u'ould be
(uutrt)
great I Hor.r' lar an'av apal't nl ellt ?
from scl'rcrol is thc
(w'ornart) Just a little over two miles,
bicvc
le
I
.
Well, r'oLr happen tci be in luck todar. I have a friend u,ho \\'ants to sell his old bicvcle becatrse he.just bought a nc\\' or.tr', and I think vor-r cztn get it cheap. Do vou \\rant to go see thc bicvcle
i
(worttart) Thanks. That thcre no*.
TENT:'
37. WHAT WAS THE MAN DOING WHEN HE \\AS WEARING THE BOOTS? 38. HOW MANY F]SH DID THE, MAN CATCH?
Part
C,
p.7
Questions 39 through 42. Listen as a chemistrv plofessor begins a lccture.
(mart) so
definitelv could rvalk if I had to. But it ri'or,rld save so much tinre if I hacl a bicvcle. M1'problem is tl-rat I ciin't afiord a realll neu', expensir"e
(trrtttt)
3.5. WHAT ARE THE MAN AND WOMAN DOING? 36. WHAT DOES THE WOMAN SAY ABOUT THE
sounds grcat. Let! g()
Before I start toda-v-''s Iecture, I'd like to make sure that 1'ou knorv even'thing i'cru need to kno$,about the exam thal rve're baving on Fridar,. The eram n,ill cover the first three chapters in tire chemistrv textbook plus anr- additional information flrom the class lectures, so be sure to study vour class notes in addition to the three chapters in the text. Thc exam rvill be mostlv
multiple choice-vou'll have fiftv mr.rltiple-choice questions-and two
short u,ritten cssav answers. You'll have an hour and a half for the
RECORDING
exam; vou'll necd about an hollr for tl-re fil'tv multiple-choicc qlrest ions
grou ing plants thai pr-ocluce ii plaslic-l ike substance.
and abotrt thirtl nrinutes Ior tlrc tuo essavs. Anv qtrestions abor.rt the eriim.) Okal, thcn. l-ct's get on lvith
The nartr"rral plastic lrorn these plants has at lczrst one major ach antagc ovc-r thc :,rrtifrci:rl plastic that's so collrrron todar'. This net' plaslic l'ron-r plants biodegracles quicklr, u'hich meirns thart it is nruch better Ior the environment. T()da\,'s altificial plastic bioclcgr:rCcs r,.'r'" slo.,r'lr'. When people finish uith plastic pr oclucts ancl throri theln au,ar,, thc plastic rcn'rains intact f or vcars. Tht-sc trntrscd plastic ploclucts ale covering thc'Ealth and causing quite a prtblcn'r. Perhaps the neu, natural plastics from plants can help to solre that proble'nr.
the lectur c.
39. WHAT INF-ORMATION IS CO\/ERED ON THL, EXAM?
40. WHAT TYPES OF QUESTIONS ARE INCLUDE,D ON THE EXAM?
.II. HOW MUCH TIME \\.ILL
THF, STUDENTS HAVE FOR THE EXAM? 42. WHAT WILL TIIE STUDENTS PROBABLY DO NEXT?
Questions 43 through 46. Listen as a tour gttide describes Alcatraz. ( :.otrtcnt) As thr- bo:rt continues on oul 1() Alcatlaz Island, let nre tell vou a little bit about u hat u'e're -eoing to see.
rou can clearlv see fl'om hete, Alcalraz is a rockv islancl out in the middle of San Francisco Bav. Thc namc Alca traz comes lrom thc Spanish uord for'"pelican," ivhich is a tvpe ol'bircl. When a Spanish explorer discovcled the island in As
| / 1.\.
Incfr,\\('lC lltAn\, miln\
pelicans living on thc' island, and
ncr
people.
Alcatraz in 1848, and Alcatlaz re mained in use ers :i pl-ison urrtil 1963. During that time, 39 men triecl to escape from the island br' sri'imming across the bar'. Of the 39 mcn u'ho tlied to escapc, 24 rtcre recaptured, l0 died, and 5 uet'e never heard from. Since 1 972, Alcatraz h:rs been open to the prrblic for tours. ln a nroment, vou'll be able to ualk throtrgh the emptv prison cell blocks and get an idea of t'hat prison life- u as like here: in the past. ,+3. WHERE DOL,S THIS TALK'IAKE PLACE? 44. WHAT IS A PELICAN? 45. HOW MANY MEN TRIED TO ESCAPE FROM ALCATRAZ? .16. WHAT IS TRUE ABOUT ALCATRAZ TODAY?
(tytnrtan)
a
Todav l'd like 1o cliscttss sonrethitlg nen that botanists t'n:rv bc bringing us in the nearr lrtturc: plarrts that
produce plastic. I'm not talking about artificial plant.s maclc ft'onr plastic. I'nr talking about liliirs,
4.7
W}]AT TYPE, OF PLANTS IS THE \\O]VIAN
+u -19
\UHAT IS THE MA.IOR AD\'{NTAGE OF THE NE\\T NATURAL PLASTIC? \\,FIAT IS Ti{E, PROBLE,X4 WI'TH TODAY'S
50
ARTIFICIAL PLASTIC? THIS LECTURE N,,IIGLiT BE, GJVEN IN WHICH
DTSCIISSTNG?
COt]RSE?
LISTENING PART A TOEFL EXERCISE 1,
p.13
1. (nntt)
The first prisc.rn uas built on
Questions 47 through 50. Listcn to a talk abottt ne\\' tvpe of plant.
SCRIPT
Hou'r,r'as the dance last night? \\te had sr-tch a good tin'rc. (rrarrator) WHAT DOES TFIFI WOMAN,\IEAN?
(r.ctttttrrt)
2. (nturt)
(tvctntart)
(lterrator) 3. (ronnrt)
Are vou rcady to leave? T need about thirlr' rninutcs. WHAT DOES THE WOtulAN N,{EAN?
I'm reallr hai ing trotrble' in psvchologv class.
(rtnrt)
You shoukl talk ivith tl're teaclrer. (trurrrLtctr) \\'HAT DOES THE MAN MEAN?
4. ltrnrt)
Have vclr found :r job vct?
(wortn. )
T
(rtarrator)
] esiterd:r\'. WHAT DOE,S THE WOMAN MEAN?
5. (ntatt)
actuallv starlcd mv ncu jolr
Do vou knou uhv Stan ri'antccl
talk to nre? (v,'otrntt) He neecls lo fincl some-one to an aparlmcnt. lnarrator) \\'HAT DOF,S THE WOMAI'.1
t
shat-e SAY
ABOUT STAN?
6. (tttntart) When ale vott taking vottt'r'iication/
(tttart)
Irr the fall.
(ttcu"ralor) WHAT DOES THE MAN MEAN? Did vor,r enior the book? i. (ntart) (l'otrttLrt) lt u.as quite pleasant to re:rcl.
(ttarrntor) WH,AT DOE-s THE \\'OMAN MEAN?
383
384
RECORDING SCRIPT
8. (tortttut) Whr.u'ert vou
(trrart)
so l:rte?
1O.
Tral'lic *'as r,'e-r'u hcarr'. (ttttrrator) WHAT DOES THE MAN MEAN?
9. (rt'ttttnn)
(narratorl
the.
7
.
(tt otttart
(ttttttt)
TOEFL REVIEW EXERCISE (Skills
Docs Steve t,ork lirr vou? \o, Stcvc ll'laltaqes his ou'n brr:irtcss. \\rHAT DOES THE WOMAN S,{Y ABOUT STEVE?
TOEFL EXERCISE
1
.
Hor.r-did vour-mother and father feel ri,hen vou got homc so late? Itt'cttrtatt) Thev u'erc ver\. an-gr\,. (rtarrntrtr) WHAT DOES THE WOMAN MEAN?
But I sasn't iutel
(v.,ontan) No, she's not. (norr(ttor) \\IHAT DOES THE WOI\4AN
(rtarrcttor) WFIAT DOES THE MAN MEAN?
MEAN?
Ior a ri'lrile? Sure. I'm not r.erv busr'. WHAT DOES THE WOMAN MEAN?
6. (vontatt) Whl is it:ill rvr.t in het'e? (ntan) The rain got in because the ri'indori's weren't closed.
(tnrrcLtor) WHAT DOES THE MAN MEAN?
7. (rttatt)
I think vou should thlou lhat plant out. It looks clead. (*'cntnu) But I'nr sure it's r-rot deadl
TttE WOMAN MEAN?
8. (wortturt) Thal apple looks good. (ntart) It mav look good, br-rt it's not.
7. (rt'otttan)
(rrrt.rtt)
not
ABOUT THE APPLE?
I don't think
Are vou going to pav the rent todar'? Oh, I dicl that the dav before r,csterdar..
(ttarrtttor) WHAT DOES THE MAN MEAN?
8. (nutrt)
Can Barn go camping rvith us this weekend? (rontart) Oh, I clon't think hes old cnough. (rtLtrrntor) WHAT DOES THE WOMAN MEAN?
9. (tt,orttutt) Let's go to the movies right nor.r.. (ntcut) Sorn', I can't no\\'. I have to finish the laundrr'.
(ttarrator) WHAT DOES THE MAN MEAN? lO. (t'onnu) The
(rttcut)
u,eatther here is alu'avs so \\'el. Yes, and I reallr.don't like humid
u,cather. It'.s
su,eet at all. (IIATTAIOT) WHAT DOES THE, MAN SAY
9. (ntan)
1'-or,rr football game this aftcrnoon? (nnrt) I'm not too happ1,. We didn't u,in. (narrtLtor) WHAT DOES THE MAN MEAN?
Do vou havc timc to so to thc park
DOL,S
Plcase har,e a seat.
6. (ttontutt) Hou'rr'as
rotr going on thc trip bl
(tlarrdtot') WHAT
Is it time for mv appointment vet?
THE MAN TO DO?
lotrrscl f? No, I'm tr:ncling uith a large -eroup oi'peoplc. (narnttor) WHAT DOES THE MAN MEAN?
) (rnrrator)
)
(ryoutart)
SAY
(rnutt)
(ryoumrr
5.
(rnart
(rtarrator) WHAT DOES THE WOMAN ASK
ABOUT THE BABY?
5. (rrtun)
1. (rr'clrtcut) I heerr that vou got a ne\\i caf. (rttcttt) I got a car, but iti not reallv ncu.
r.
(rurrator) WHAT DOES THE WOMAN 3. (nttttt) Is the babr aru'arke vet?
Arc.
Sorrr,. I don't rvork r,en'qr-ricklr'.
3. (rnatt)
2. (rrtan) Did vou Lrring thc book nitl'r ror-r? (.r.ontttrt) Oh, I'nr sorrr'. I dicln't remembcr t.)
4. (wontart)
What did vou think ol' the exam?
(narretor) WHAT DOES THE MAN MEAN?
(ttarmtrtr) WHAI DOES THE MAN MEAN?
i
)
p. 16
(u'ctntatt) I thought it u'as quite simplel
(tttcLtt)
rr'ere vou so latc getling Ilcre?
bli ng
(rttatt
l-2),
(rturrator) WHAT DOES THE WOMAN MEAN? 2. (rrorrtrLrt) Will r,ou be finished soon?
2,p.15
) \\hr.
oll.
(ttarrator) WHAT DOES THE MAN IMPLY?
(rturratrtr) WHAT DOES THE MAN MEAN?
(lr'otttutt)
l.ook at this rock br,.the side of the path. It's beautiful. Do vou think I should take it rvith me? It'-s too big. Ycru can't take it u'ith )
tonight?
Sorn, Icant. I have to ljnish |cpo|t lor historv class.
10. (trtrLrt)
(rnutt)
Do vor-r \\'ant to go to the santc ri'ith Lrs
(tttutt)
(l:onnrt)
u,e shoulcl go olrt to clinnel tonigl'rt. \A'e can't afforcl lt. (.'lorttart) No problem. I'r'c found a reslaLlrant that's not velv cxpensivc.. (narrntor) WHAT DOES THE WOMAN SAY ABOUT THE RESTAURANT2
(rtarrator) WHAT DOES THE MAN MEAN? TOEFL EXERCISE 3, p. 18
l. (nnrt) I'd like to u'ork out this afiernoon (wortntt) Lel's go to the gvm l'or a r.r'hile. (rtttrrutor) WHAT DOES THE WOMAN SUGGEST?
2. (trorrtatt) I can't finish the ri'ork todar,. I'n'r too ti reci.
(ntutt) Whl' not finish it tonrorrou,? (I\arralor) WHAT DOES THE, MAN SUGGEST?
385
RECORDING SCRIPT
5. (rontun)
3. lrrturt)
It's lathel cool in he.r'c-. l-et's tul-n on the heat. (rtarrtLtctr) \\HAT DOES THE WON{AN (rrotttrut
)
1. (ln'orttatt) Mr (ttarratot
)
5. (rtttut) (\r'()nron
)
(1teffltoi )
olcl cal has bloken ciou,n agiiin. \\rhr don't \'oll gct a ncn c.rne? Wt{A'f DOES THt MAN SUGGEST?
Wc'rc got so manv books I'rclc. I can'l fincl thc one I \\'elnt. I-ct's olgunize thcrn on thc' sheh es. \\ HAT DOES THE WOMAN
ABOUT BE,TTY?
6. (rttttrt)
I'nr lathcl thirstr'. Whzrt zrboui voir? ) I-ct's rnakc somc le ntonadc. (rnrrotor) WHAT DOES THE \\TOMAN (v otruttt
STIGGEST? 7
6. (rrottttttt) Thcsc clotl'rt-s ilre too snrall 1'or mc. (ntrttt) \\ hr n,rt lct rotrr sister harc thcm? (nurrutot ) \\'HAT DOE.S l'HE MAN SUGGEST TO THE \\'O]\IAN?
(ttttut
lefm llapfr"
(t?art atot
Carll me
8. (nttut)
l\'lv hair hes gotten tav too lons. clon't \'{lu gr't il cul thjs
aiternoon?
llct goins on this
(ttnnutot') \\'HAT DOES THE \\'ONI:\N SUGGE,ST I-O THF, \.IA\?
9. (trrcttt)
Do vou think Tin-r rias telling tlrc tnlth? (ttotttatt) l'm not sule I bclicrc lrint.
\\'hr not plan on staving in 1l-re libran all clar /
)
(tkLrrotor) WHAT DOES Tt{Ii
9. (rtturt)
DOE.S IHE MAN SUGGEST I'HE \\'O\IAN?
Thc're's a r-callr
10. (ryorttatt (ntau
funnr proererm
conring on telt'r ision nou. Let's uatch it thclr. (narrulot") WHAT DOES THE \\'O\4AN
WON"IAN SA\'
ABOUT TIM?
) \'t-lAT T'O
nt lbr tonight? up latcr, anc'l I cun
assignr-nt
(rrorurttt) \Vhv
SI-GGEST.' ncecl t()
C:in vou tcll nte erbout l ltc
TI-IE \\'OMAN TO DO?
[t's too ]rt,: to leavc tonight.
) I re alir
)
te ll rolr about it. (rtornttor') WHAT DOES THE MAN \,\ANT
(trourtttt) Lct's ptrt olt thc tlip r:ntil tomolrou. (rtcLt ttttctt ) \\'FIAT DOL.S f IIE WOMAN
B. (y'otrtuu
.
(trcttrtutt
(rttcttt)
SL,GGF,ST?
7. ltrtttrt)
dillicult to sct to kno\,r
Iuturt) She's not a ve I'r' talkatir e person. (ttarrtttor) WHAT DOES Ti'{L, MAN SAY
SUGGE,ST?
(trtatt)
It's a littlc
Betn.
) \\rhat tin're is thc brc.ak todar i
)
lt's at thc' regnlirl hour:
(ttarrator) WHAT DOES TIIE i\'lAN MEA\:,
(trontart)
TOEFL EXERCISE 4, p.21
SUGGE,ST?
10.
(rttart)
1
It's r-rnbc-licvablc, br-rt I'rc'acluallv
got a littlc L-xtI'a mone\ no\\'. (v'otttatr) Whr not put it in the bank? (rrarrutor) WHAT DOES THE WOMAN
1. (ntatt )
(tvouturt)
l-3),
2. (ttotttatt)
p.
l8
It
seenrs that Bob's not horne oftcn. That'-s because he travels a lot f or' his
iob.
SAY
ABOUT BOB?
2. (rt'otrttut) (rttatt
)
It's tin're to uash the car'.
Not no\\'l
(trarrotor) \VHAT DOES THE MAN MEAN?
3. (rttutt)
The apartmenl rihere I'nr living is itt.l Ioo tt,,isr. (tcntttLtt ) WI'rv not movc to ir nc\\' apartmcnt / (rtarrator) \ 'HAT DOES THE. \VONIAN SUGGEST?
1. (v'otttott) Alan, rvhr'\\'ere
allir
(tttutt)
(rranttctt') WHAT DOES THE WOMAN
Did the pi,rckage fronr ','otrr farrrilr r'?
(ln'ctrrtntt) Yes, ancl I allcacir openecl i1. (rtarratctr) WHAT DOE,S TIIE WON'IAN
SUGGEST TO THE MAN?
TOEFL REVIEW EXERCISE (Skills
. (trturt)
\'()u latc lor rrork
tlris morning? (ntutt) I overslept. (rtarratctr) WHAT F{APPE\i:-D l'O .\l-A\?
Horr,'s rour-r-cp()r't coming alons?
lt rias finis]'recl this nrolning.
(IruTTUIOT) WHAT DOES
3. (ntatt)
N,IEAN?
THE MAN IMPLY?
Whv aren't thc'chilclren in bcd nc'u
(trotrttttt) Theil palcnts lc-t the.m slil\
?
Llp.
(rrcLrrator) WHAT DOES THE \\'OMAN NIEAN?
4. (tyoutrttt) Whv
ar-en't vou insidc tht horrse? I lost the kel to thc fl'ont door'. (ttarrator) \\HAT DOES THE MAN l\{EA\i:)
(rttutr)
5. (trorrttttt) \\here
(ruatt) (ttarrator) 6. (tttatt)
:rre thc llouc-r's th:rt I jr-tst picked? I ptrt thenr on thc dining rlom table. WHAT DOES THE MA\ N'lI1AN? N4altha,
*
hat's the' nrattcr-? \bLr look
llpsct.
(rrcurttttt) Ijust noticecl that ml pulsc \\:ls stolen.
(itarrdtor) WHAT
DOES THE WOi\,lAN NIF.AN?
386
RECORDING SCRIPT
\\orrlcl rori likc io picL up one of rnr
9. (rttart)
pr'l slr:rl\c\ ? \o, Iit:rnlis. -l-her' 1-l'igltten nte rn()r'e tlran l litilc. \\'l I ll DOhS TFI F. \,li\N N{ EA\ ? Dici r oLr 9c1 thc a. i'.'tl
p;-o je<
t clone, :rs I
(ttorrdtot
(
)\\
(nrnu
\r. its ijntr. \\ lt,\T
1r> cook suppct-. i-)OLrS lFl E N,IAN \4[:-A\/
mcctins? \'es, I inforntcd
\\ li.\l I)OirS l-tlE \\ OI'lAN t.\'
evern<_rnc..
p,24
Do.,'ou \\ant to go int(j tlrc ri'ater?
thc sancl.
(ttarnttor) \\'HERE
DOES THIS CON\/ERSATION PROBABLY IAKE Pt,ACh,?
(rt ontrut
) \\'h:rt's the assisnn')cnt tor.r.ror-t'ori 's class
1. (ttttuti
1-4j,p.22
I)o rotr \\itnl l() go ottl in the ilbrxrt toci.ir .'
sa
(i\ t)1ildtt ) (llr, it'r tt',0 rr, inclr'. (ii(tnitt!)t-) \\ llAI DOi:S TIJ[:- \\'O\'lA\ I'1f],\N?
2. intuit)
I hare :r fr:rcl lrcaiiache.
) \\'irr cion't rou t:rke s(-)tltc :lspil in? Iutttttt()t') \\'H.\T DOtiS 1'llll \\'O\{AN St,(i(-;f:Sl TO f ltE r\'lAN? \\
he rr ts
tlit palk
f. intttitl
\\'llAl l)OIiS rf IE \lAN
NIEAN?
Ditl Stevc par lor Iris piLrl ol the
nir'll1 i\\'()111(1il I (
ttttt tatt tt
)
7. (\\'()1tiili1)
i
nd I i (1t()r
6. (ttlttttut,) (rlttut
!-
. (in(!it
)
i
(\t (lntun
)
i1!lLl t'(11()l
t
\\IO\4AN N,IEA\?
No, I lirccl it this ntrirning. \\ tl,\I D()ES THE \tr\\ i\4EAN? I ct;rrlclrr'l eel legistclccl in thc elgcblr-, coulse thaf I rrantecl. \\Ilrr rlon't vorr take it ite\t st: mestat'? \r,ilIAI DOF,S TFIE WONIAI-
) )'ott
riril.t't
\\ilnt rre to talk in
kitclri'rr nrrrr tut/.in
i
Itt'rtuttut
) \'itu
\o, i
tlre flctitr., ancl itls
tt. t')i(intltt)i : \\ llAl- DOF,S TFIF, \4AN
can cl'reck thcr-n
olll for
t\\'()
CONVERSATION PROBABLY TAKE
1. ltrotttutt ) (rrttttt)
At'e thcrc- ntanv proble-ms rvith ntr teeth? l'\'1. triecl to blush rcgular-lr: I sL.r- ()ne tooth that needs to be
fillcci.
(ttarruttot') \\'HO IS THE. N/[AN X'IOST LIKELy TO BE?
5. (uotttcut) l'he seat belt light is flashing. ( rrtutr ) \'e.s, I think rr, c're goins to land (nlrrator) \\THERE DOES THIS
soorr.
CONVERSATION PROBABLY TAKE PLACE?
'Ihe n'cdcline is acttralh tontor-I'o\\
6. (tttuit) (tt'otttcttt
) I can't bt-lieve
tha
t tomorrou,'s
or-rr'
ir eddin,s clav.
(nanrltor) \\FIO
IS THE WOMAN N,tOS'f
LIKELY TO
7. (tttutt)
) (tlanat0r) (rt,orttctu
BE,?
Shoulcl '.r'c fill up thc tank? \'es, arrd put solne air in thc tii es. WHERE, DOES THIS CONVE,RSA'f ION PROBABLY TAKE Pt-ACF,?
(ttotrttttt)
Are volr goine to thc gvrrt to
t'ork
out this molrring?
\t ill \\
.\tJor,T TtIir. FLooR.,
tcll nie horr'lons. I can kccp
(ttctrrutor) \\tHERE DOES THiS
the
?
jLr..t \.\.ishL'(l
vor..r
rr eeks.
\\.fJA'f T)OL,S'fI.-I 1., \4AN \,IEAN:'
SI C(;I]ST] i\r'ot:ttut
Can
lirc clollars.
Is 1hc qeshins rner']rine stili brokerr:'
)
(ildl t (it()t
Ycs, Ir.'handccl rnc \\ IIAf DOF-S TIiE,
Dici votr do rre ll ()n th(. rlrtth pr'oblcm ? In lrrrt. I rr.rs t,,lttplrlr'lr ill\rrnr'\t. J
3. (rnutt)
PLACE,?
clar. )
TO BE?
r,pe n?
It s
1
thcsc books?
Itt'otrtti,i
f. ir,,'rtnttitt)
f'or
?
You shrruld read Chapter -5 ancl irns\\'cr the qtrcstions at thc end of thc chapler. (ttarraLor) WHO IS THE MAN A,IOST LIKELY (tr1p1.1
TOEFL REVIEW EXERCISE (Skills
MEAN?
(ttorttutt) No, thanks. I plefel to lie hcrc on
2.
.,
)
1. (tnrut)
.rr',"rr'i rrc irar ing tlrr. crurn 1lllt()t t o\\ I '[ lrc dutr. ,il tlre crlrri hns changecl. I i\'1 P
) \\'HAI'DOES THII \\'OMAN
TOEFL EXERCISE 5,
\\ hr
l0
has enouoh
(trurrator) \\rl{AT DOES THE \'lAN MEAN?
\\'atVtAN \'iEA\?
.'
f6r e'ervone at
10. (tt'ctnturt) Dicl elet'r'one knou aboul thc
t() the
f),' it, lt;r't'litttL t,' pl:rr .')nlc lLrltti\
1'6ocl
?
IO !'Zlt.
l( l 1!r.
\,, HAI- DOF.S TIJE
there i;nottqlt
(r\'(.)ntatt) \itu can rel:r\. EvL't'vonc
7
I iiriloucd roLrl clili-clions
ll
l-s
tlrc. partr
SA\'
(uttut
)
Ycs, to the s.\ ll ilt thc morning ancl l() tcatr pl itcticc in thc a1'1ernoon.
(rtut'r'atot') \\'HO lS TIIE \lAN MOST LIKIILY TO BF]?
RECORDING
9. l.lr,lrtttu) (rrtart ) (nanator)
Can I help votr? \'es, l'cl like to pick up sonte shir-ts I lcft to bc cleantcl. WFIERE DOES THIS
10. (trotrttitt) I'nt herc. Iol lin :rp1-rointnrcnr rr itLt Irrtatt
thc ci,-':rtt ill thrcc o'clock. Please talie a se.tt, anil sh.'il tte rvith
)
\,oLl
(ttonet()j
CONVERSAI'ION PRO T]ABLY I'AKE
(ntatt)
['m not sr-rrc
tlrich
clarv
IS "fO BE?
the date' o1'thc tfip, c()me back to thc olfice and votr c:rr-r rrurkc le serlzrtions and prrrchasc the trckeL.. (narrtttor') \\rHO IS THE \VOMAN MOST T-IKEL\'TO BI]? r-rn
TOEFL EXERCISE 6,
1. (ttturt)
(rrnn)
It's qr.rite e ool in hcrc, clon't tou
(tt ottttttt
2.
Does Ralph
(rruttt) (narrator) WHAT DOES'IHE N'{AN \4I-IAN-/ Whcn are tl-rc school fees dr.re?' 6. (ntart) (v'ctntart) The school fecs must be paid
What happcrred to Torn'? Someone ran into him ancl hr.rrt hinr
) /ut(ut1 ltlaffat()t') 5. (ntart) ltt ottttLtt
Thiit ntovie \\'as so boring.
I'll sarl WHAT DOES TI{t1 MAN I,lEANl I'm so glad those
SAY
ABOUT TONY?
urc
(v'ontait) You can s:rv that ag:rinl (ttarnictr) \\,HAT DOES TllL, WOMAN N'{EAN? 6. (rrotrtart) I prefe-r plaring sports latht-r than trturt )
litching sports. Me. 1oo. \VHAT DOES T}Jil MAN MEAN?
(ttarru!or)
J. (ntntt)
The colfee is rcallv stlong.
I'll
)
sar
i
(ttatatr.tr) \\F{A'T DOE,S THE \\TO]VIA\ MF]ANi B. (tt'orttttrt)
I thought the n'rath e.\.rm \\iis alrlost inrpossible
(trtutt) (rtarrtttor)
9. (rrtt.ut)
.
\,1c, too. WHAT DOL,S TI
I think uc
IE
N'{,AN NIEAN:)
shc,rulcl go
orrt lor-clinrrcr
tonight. (\'()ntatt ) So clo Ii lt0rtQtot ) \\'IIAT DOES TFIE, \VO]VIAN \,IB;\N]
'l'hc ncu tc.acher cc'r-tainlr, maclc
10. (trctntatt)
hislorv intelesting.
tnuan) Whv u'cre vou stancling at thr: brck
of the room durirrg tl'rc lectur-c? (tttcut) l-her-e rvere n() cmptv sr'ats. (rtctrrutor) WHAT DOL,S THE MA\' .\'1L.A\1 This soup tastes arrf'rrllr irolinl. 9. (ntatt) ttlt)ntLInl Le t's pttt \omL.ntnt( sFi,c. t t (narrator) WHAT DOES TtJE \\ O\1.1.\ '
SUGGEST?
thrc-e- classc's
oYCr.
I
during a Iootberll ganre.
(tt
So clo [.
.
(rtctrrcilor) WHAT DOES THE WOMAN NIEAN'?
8.
I
(y'otttati
dicl vou 1'ell so lotrcl? I'm sorrv. It r.r'iis a big n'ristake.
(rrarnttot') WHAT DOES Tf{E WOMAN
be nice tri itavc:r
pcl.
ri
5. (rontrut) Whv
(v'ontou)
Thc ncu,s re:rilr strr-1'rliscil nrc. ) {\\'r)ltldtl ) \or-r can sa\ tl)at :ig:rin. (rtarrrttrtt ) WHAT DOES TFIII \\rOi\'lAN NIEAN?
(
nith it.
DOL,S THE \\'ON{AN SA\ ABOUT RALPH?
7. (nttttt)
(rttntt
like thc ncu sof:r?
(rtarrator) WHAT
IOntc)r1-o\\
THF. WON{.\N \'lFANl
intrrutot / \\'HA1'DOL,S THh N{AN ML,AN?
SLTGGL,STI
PLACE? He's not too pleased
) Me, too. ) WFIAT DOES
(trttrrt)
CONVERSATION PROBABLY TAKE
4. (man) (tt'ontun)
I think rvc shoulci r,isit Sunt in the
-i. /r1r)irrlll I rhink it rvould
Lct's closr. thc u inclou'.
(ntan) Did the flight gct in ai L\\o o'clockj' (rvonttttt) It arrived risht on sclrcdulc. (rturrc.tor) WHAT DOES THE \\iO\{AN \'ltA\.' (.,wtntan) Are vou reardv to go homc rct? (ruart) I'cl like to suinr:r 1eu, more Iaps hrst. (tlarrator) WF{ERE DOES THIS
p.27
111(1l'retot
thinki'
(rtarrator) WHAT DOES I HE MAN 2.
t-lK}:.LY
hos pi t al.
TOEFL REVIEW EXERCISE (Skills 1-5), p. 25
1. (v'rtrtart )
1fIE ,\{AN \{OS1
l rtunt to
lcalc orr this tlip.
(vrtutarr) When vou deciclc
ln a monlcltt.
) \\'HO
PLACE?
10.
SCRIPT
(rrtan ) (
narrator
)
You can siiv thilt agzlinl WHAT DOE,S TH}, \4AN I\,IE,AN?
TOEFL REVIEW EXERCISE (Skills 1-6),
1. (rrotrtrLrt) Thc applc pic strrt' lot)ks
Irrttttt)
Lct's havc sornc ol
p.28
gor)cl.
iL.
(rtarrator) \\rHAT DOES'flIF. MAf,t St,'CCESf?
2. (uturt)
Hor,r' nruch time is lcft on th. t.sl.) (rorrtrut) \btr have' about tl'riltv ntinrrtcs. (tturrttlor) WFTAT DOES THE \\'()\4A\ \'1 tr.A\l
387
388
RECORDING SCRIPT
3.
(trtait
I Lhink
)
.,re should
(ttarratrtr) \\iHAT IS THE TOPIC OF'
par the bills
tor-right. So clo I.
ln'ottttitt) (rturrutot )
CON\/ERSATION 2?
\'V|'IAT DOES
J. (tt'rLrtttitt)
TfiE WOMAN
MEAN?
rou c()jng to plant thc ne\\
Ai-c
r()se
3.
Tl-re
filst p.rrt of
Intart)
)
\'e.s,
altet' J $ cecl the tomato piants
laroc camplrs, ancl I har.e classes :ill
cut the bushes aroLlncl the r,:rrd. Inarr(!()t ) \\ Hfi lS THE \,1A\ MOST LIKELY zrncl
TO
ernother,
Not eractlr'. ) Ittarratrtr) \\ IIA'f DOES THE MAN SA\ (
o\,er campus. I need 1o takc- the shuttlc bus fr.om one class t
RF.?
-:. (tt orrtuti) Dirl Karla pitss the stzrtistics exam? rrtatt
\\'hat can I get fol
(tt,otrtart) What
(tttiut
(narrltor) WIIAT
IS THE TOPIC 0F CON\IF]RSATION 3?
(trttttt
)
Itt oittutt
p.36
Conversation I
Questions I through 4. Listen as tno sluclents discuss nhat a professor s:rid in ii recent class.
I)ocsr.r't rhc lakc look bear-rtiful fronr hel.e? er
srr inr.
Do r,ou think Pete-r- nnslvere cl vorrr'
)
EXERCISE 9,
PLACF].'
(narrtLtrtr) \\'HAT DOES IHE MAN SUGGES-|?
t.
?
CONVERSATION PROBABLY TAKE
Lel s go tlou n l'or
)
do I'ou neecl to knou
roi-r?
lt'olttLtt) A sanduich and flics to go, pleetse. (tiarrdt(tt ) \\ IIERF. DOES l'HIS
7. itt'ortitut)
or I'll ncver make it rrn
tlmL'.
A1]OUT KARLA?
6. (rttun)
rsation 3 is:
Can vou tell ntc. i.rbout the unir.,c'rsitr shuttle bus sr.stem? This is strclt a
brrshes toclar.j,
!iltail
Conve
qucstions hontstlr ? I'rn sure he expressed his trr.re
eclings. tttLrrrator) \\'FIAT DOES TFIE \,VOl\{AN SAY ABOUT PETER?
(tvornnn
)
Dicl I'ou underslancl the :,rssig-nment thc professor savc us todar'? I'nr not sure that I clid. (ntttrt) He said to tcad Chapte.r 6, didn't he / (ttorttatt) Yes, he saicl to r.ead Chapter 6. Tht_'n
I think
hc- also said sonrcthing about ans\\'ering the qutstions at tl-re. end
I
9. ryirtttut) A colcl rhink n,oulcl t:rstc good no\\r. nttttt ) I'll sar Inutftttor ) \\HAf DOE.S TtlE MA\ MEANT 1()" (tt'curtutt) Do lou think the lari'n should be (
I
n aterecl?
Itiiurt)
It hasn t been uatered in t'eeks. (tturtatc;r) \\'HA] DOES THE MAN IMPLY?
o{'thc chapter. He saicl t() ans\\er ttre cluestions. too? I clidn't hear that pzrr-t ol the
(matt)
zrssignment.
(u'otrtait) I think he did, but I'nt r-rot sur-r-. Mavbc r.r'e shorrld go ask one of rhe othe| sluclents $'hat the assignmcnt is, just to be safe.
(rttctt)
I think rre sl-roulcil
1. WHAT ARE THE MAN AND \VOMAN DISCUSSING?
2. I{OW MUCH ARE THEY
LISTENING PART B EXERCISE 8, 1
.
Tl're
3. WHAT
PART OF THE ASSIGNME,NI" IS UNCl-F,AR:)
p.34
filst palt
o1
Conversation I is:
(rrortttttt) Did vou rrnclerst:rncl thc- assignmenl thc pnrlessol gave us todar'? l'm not sure that I did. He s:ricl to reacl Chaptt r 6, didn't he?
4. WHAT \\ ILL
CON\'ERSATION 'l hc'
1?
filst part ol Convelsation 2 is:
(lnotrrutt) Djd
voLr
Conversation 2
(tt'csrrtntt
Cr-e g?
I heiirci hc stung br a bee. ) (ttortttut.) \\cll, hc dicl-erot gct stur-rg, but it riasn't I.r ,, h.',..lnrlrs a h,rrnel tltnt sturrp him rvhilr- hc r','as oLrt \\'alking in tl-lc pat,K.
) Did vou
hear u,lrat happened to
Gregi'}
(trtnrt) I heard he got stung bv a bee. (r'otrtatt) Well, hc did gct stung. but it uasn't bt'a be.-. lt ivaq I hornct tlurt:tr-lrg him u'hile
hear-t hat happenecl to
(rtttut
THE,Y PROBABLY DO NEXT?
Questions 5 through 8. Listen as t$o pcople desclibe sornething that happened to a f r-ie nd.
(ttttrttttor') \\'f{A'l IS I HE TOPIC OF
2.
SUPPOSED TO
RE,AD?
(trtttrt)
hc. u,as
out ualking in rhc
perrk. I1 it tas a hornet, tlren Gr.eg plobabh. came verv close to the hornetls ncst- [ Llnderstand that hornets usuallr onlv attack if thtr,'r-e trliltg to protcct the nest riher.e the eggs are ri'aiting to hatch.
SCRIPT
RECORDING
(tt'ortttttt
J
(]uttt1) (tt otttatt
\es,
)
onl\ clarngerotrs il rorr thcil nests?
So hornt-ts llLc.Jme cl( )se t() s,>
(ilcu irrobalrlr
carrrr- ciost' 1o he r,,as r.,Lrl oir
ti horrtcl's ncst rrhile his u alk ir thc p:rrk. J'ticn rrr shotrlcl fincl ortt rvhere Glec \\'irs \\'llking trn(l n()t go \\alking
TOEFL EXERCISE (Skills Conversation
6. WHY TJO IIOR.NETS 7. W}IAT' DID
GRF-G
1
Questions I through 4. I-istcn irs il nt.ln asks lLrr cli rec t ion s. (
Utel e.
5, WHAT HA['PF,\ED TO
rtttttt
(trontcttt (tttutt )
GREG:)
{TI-ACK?
(
tt ott
)
ttLt t )
PROB.{BI-\'COME CLOSF-
\\rhcr-c is it cractlr ? \irtt uo clrlrrn ihe s'rr-ee't
iol onr, ltlock arrtl tltcrt turn r ight. You'll sec it i'ight thclc. Do rou knorr rrlraL tirrrt'1ltr.
lnttttr)
IS THh \\ Cl\IAVS ADVICE?
lell nrc rr lierr. the post oliicc' is? i rrcecl to mail a package. Oh, tirat's casr. Iti yen cirise br'. C:rrt r ou
)
TO?
3. \\'HA]'
7-91,p.37
1to51
oil-ict'closcs.'
(uotttatt) Irl
Conversotion 3
Questions 9 through 12. Listcn to t\\'o stLrdcnts ()1r a
(trtcttt)
Llnile|sit\ cilmpus.
(rttttrt)
Cun rou ttll nrc abotrt the rrnircrsitr shuLtlc brLr srstem? This is such a la|g.' canrl.rLL. ancl I ha|e classes all ()\'e( cunri)u\. I r'reed to takc thc' shr,rttle brrs lr onr (lll(' class to anr)thr.i', r)l l'll nc|cl lttakL- it ()n
1iIlr..
(t,,'orrtcut) Whlrt clo \()u lr!'ecl to knori? I thinli it's a r-callr elcat svstenr.
(ututt) (v onttLrt)
tlie canrplL': il rorr uirnt to travel off -canr ptts, r ou'll net'cl to tekt thr citv brrs s.\slclr. Btrt the univelsilr shuttle trus sr str'nr rvill gc-t ,, orr Ilorn r)rrr'cliiss t{) the no\t Vct'r el'l'icic'nlrr.
(rrttLtt) (v'cuttttrt
Fir-st of all, n frelc cloes it go? -l-he unive r-sitr shr-rttle l'rus svslcn'r goes all o\ er carnpLrs. It doesn't leavc
)
(ntart) lrt'orttiitt)
Anrl lros mtrch does it cost? It's fr r-t-. can v()Ll believe it? So rotr clon'f barc l() pa\ a,t cent to get zrll around the rrniversitl camplls. That's reallr greart. And lrou do I catch thc strr-rttle busi) Just look fot'one oI the bright vellorr shuttlc btrs signs, ancl go stancl ncxt tr-r it. \bu c.rn sec the rellolv shtrttle bus :igns all orel czrnlpr.ls. A shuttle bLrs u ill conrc along approxinralr'lr e r r-r'r fir t nrinutes. so vou shorrl.ln't hatve 1o rr
eit long.
lntart)
That all s()unds good. Thanks lor'
{t'orrtari
voul help. No ploblerr.
)
\\HAT ARE,'f}IE MAN AND WON4AN AREA DOE,S I'HE LINIVERSITY SHUTTLE BUS CO\/I]R? HO\\' MUCH DOES T'HE SHUTTLL, BLS COSTi WHAT COLOR ARE THE SHUTTLE, BUS
ll ll
SIGNS?
litat it's opcn rrtrtii
Olr, that's gl cirt. It's onlr loLrr-rr'clock no\\, s() [ shoulcl be abl.- t() sct thct c ancl get this pack:r=ge nrailt-cl toclar. 'Ilr:rrr ks l'or r our' lrclp.
(.r'orttart) NoptoblcmI
I. WHAT
ARE THE, \,IAN AND \\TONIA\
DISC{.- SS]NG?
2. HOW FAR A\\iAY IS THE POST OFFICIIi 3. HOW MUCH I,-ONGER IS THE, POS'I' OFF IT I: OPEN TODA\
4.
\ATHAT
?
W]LL THE MAN PROBABLY DO \I1\ I ?
Conversation 2
Questions 5 through 8. L-istcn us a nr:rn
ancl
\\'o[lan discrrss somc interc'sting infolmatiotr the
t
llrlrL
onran jr-rst lealnc-cl.
(\\'otirotr
)
Dici rou rcacl this nraqazinc lrt je i.'.'
The irrfornration (rnart ) (rt'outau)
ir-r
it
is
tunbr'lievabIe. Wlratls th.' alticle about? Itls abor.rt papcr, specificallr aboLrt horv nruclr papcl Anrericilr ls Llsr. u p
aclt r c'itr. at c vott so intcre'str-cl irr paprcr'? [t's not papcI that I'r'n inte |u-slcd in: it's trecs. Bccurrrse Anreficans Lrse s() muclr paper', nrrrnv tr(.r's hare to be cttt cltrrr. n. e
(nttrrt
)
(toutart )
(rrtttrt)
\\'hr
Accor-ding 1() the articlL-, liou rnlrch papel do Amclicans use?
(r onttttt) About
(trtart) (irontctrt) (ntatt )
DISCT]SSING? 10. \\THA"I'
1'rlc'ttr sule-
lir c.
ltt'ontatt)
-50
n'rillion lons ol papel'a
veai, can rou believe it7 That's plobablv a lot oftrccs, isn t it? \bu bct it i-s; 850 million trcr-s a \elr'. I cln't bclier'.' \\'r' !'e.illv n!'ed 1.) us. so much pitJrclr. Ncithtr can [. I m sulL- \\c c.)ulcl leclrrcr- tlre lul()Lurt of paper \\r !rsc
iIsr'riantctl
fr,.
). WHERE DtD THE \\'OMAN LE,AR\ THE INFORMATiON/ WHA]' IS THE TOPIC OF'f HE CON\/ERSAI-ION?
389
390
RECORDING SCRIPT
7. APPRO\I\4A1'ET-\'I{O\\T fuiLiCH AMFiRIC{NS L.SIr E.
\\'IIAl
ll'.,1
2. Tire first
PAPER DO
0NF. \'EAR?
par.t
(rtorttau)
T)OES'I'}IE \\ONIAN \\ANT PEOPI-E
of Talk 2
is:
Todav u,e're going to see sornething
that most of rou har,e pnibablr, nevel seen before: a froe-junrping
"fo Dor
jr-rnrping cor-rtest is
Conversation 3
c()ntest. This
Questions 9 through 12. Listcn as 1\\'() stu(lents clislriss :r pt'oitlcrtr rr, ith onc of theit classes.
Calaveras Countr', Cali Iornia.
(ntrui)
f-an rorr bclicvr, hor,i nruch rcading \\r' nlt\r rrr)t out'Al-nc-t ican lilct'atttrc i lli.sJ
(tt ttntrLtr
(trotttutt)
(nttttt) (tt'ctuturt)
t'nltttt) otrttut)
l()ts Ol |ca(iing, brrt I nt'r e| crpc'r'tecl thrr nrrrch. )t's,:irrcl I tllouslrt that sirrce it uas ir .lris. r,ir.\r'tt.'t iclirt ttorcls, rre rrrlrr]cl jtrst br' r't-aclinlt sonre nor t-'ls. \Vhat a sitt'pt-isr'. Not onh,cLr rr,e havc to r-cltcl I birnch of novcls, u,e .rlst, hlrr,: to lt-lrcl the te:;tbook, rr hic!-r grir cs in jirr-nration about the llutllols lrrr.i thcil novcls. And ri c :rlso huve to lirrcl jouln:rl :rltit:lcs in the- librlrn, u ltich lrur,c conrntent:11'\' arb()ilt t he nor cls. So ri'e have- thr-ee tl-rings to r crd: thc nor els thc-r'lrsclt cs, thc tc\tl)()()k. altd i,rut lt.rl iit ti('lcs. flrat's right. ,.\rrd thcre-'s a lot to r-eud li'r,rn each oi thc tlrr-ee. \\'ell, I'r'n lrr'aciing for-the libr':rrr, r ight no$ t() sct slartL.d .)n all thal r-r'a(ling. \\ hlt ab,rrrt r orrl l'm on nrl rrar back to thc clorrn, br-rt I'li bc- dtring the silntL'thinq that \()u irre, spencling the rcsL r.rl'thc lltcrnoon rvith nrr books.
DISCUSSING?
, \\'} tAT DO I'}{ E \IA)'J AND \\IO]\IAN \JOT ilA\ E TL) RI'\t) t-()R TliL, Ct \SS, I2. \\'HAT ARE I'HE \I.\\ .\ND \!ONiAN BOTTI 1
GOINC TO DO N}.,XT:'
l.
(rttart)
11,p.42 Onc of tlrc nrr>st dcadlv plants in thc
ollcl is poisori hcnrlock. This piant qr',)us in nulrl\ pau ts
,:::.i;:
f::::t:;;;si
Hello. I'nr Mr. Teale, the Ircac] librarian, and I'd like to erplain
tcr
vou about checking out books fron.r
this Iiblarr, (ttarrutctr') WFIAT IS THE TOPIC OF TALK EXERCISE 12, Talk
3?
p.44
1
Questions I through 4. Listt-n to a lL.ctu)'c b\
a
biologv pro[essor.
(tttart)
One of the nrost deadlv plants in the u,orld is poison hemlock. This plant gron's in manv parts of the rvorld. It is cluite dangt'rous 1o hum:rns; people cetn clie if thev eat it. One thing that makes poison hen'rlock reallv dangerous is that it looks like sonre pl:rnts thar people
norrnalh eat. Hemlock belongs to the same fanrilr of plar-rts as thc carrot. Thc leaves of the pl:rnt look vcrr much like parsler., and ils roots look like carrots. Peoplc- havc'died u'hen ther''ve rrrade a mistakr- and har.e eaten poisor-r hemlock n'hu-n thev thotrght that thev rr,clc- e:rting eithel parsle.'' ()r carrots.
I. WHAT IS THE TOPIC
OF THE TALK? FOUND? 3, WHAT IS TRL]E ABOUT HE,MLOCK:, 4. \VHAT CAN HAPPEN TO SOMEONE WHO EATS HEMLOCK?
2. WHERE IS HEMLOCK
(tt
rr
(ttrtn utorl \\'FIAI' IS 1'Il E TOPICI OF TALK
3 is:
Questions 5 through 8. Listei-r as a tour guicle ,les. t ib.'t tt lt:rl :onte lou|i\l\ al-e going lo st.t..
'i he first l)iirt .)l Talk 1 is:
(rttutt)
Counn Fitir, in
Talk 2
LISTENING PART C EXERCISE
l-r-og-
the- Calaver-as
-i. Thc first part of Talk
q \\'IJA'I PROBI-EN4 .\RL, THE ]\,IAN ,ANI) \\'0N1,\\ DISC'tr SSI\(1. l0 \\rHICll CLASS,{RE THE N,IAN A\D \\ONIAN I
of
(trurrtttrtr) WHAT IS THE TOPIC OF T.ALK 2)
) \\'hcn I siutt.'ct trp fol a ]ittlatrrrc elass, Ikn.'l tlrat ther-e irotrlcl ltt
tntdtt)
(it
par-t
1?
otttatt)
Todav ne're going to see something that most of -vou have probablv ncvcl' seen before: a l'r'og-jumping
contest. This h'og-jrrmping contest is part oI tht- Cllavcriis C()Llnt\ Fair, in Calar,elas Countv, Cali lornia.
tn this fr-og-jumping contest,
abr.rut
2,000 frogs and tl-reir o\\'ners participate. ancl more than -10,000 people u.srrl)h c()rre to ri'utch. The
SCRIPT
RECORDING
flog orrners cnc(Julagc tircir-flogs to jtrrrrp hr rr'llin::, \Lr (.rnliti-1, jr-rnrpin3.., sinsli
r
r
g. tul
1..r
n
g. lrlL,* i n3,
iln\ \\rI\ tha\ ( l)n.'lir rrin
BOOKS FROM THE I-IBR,\RYi X4,AY S'fl,iDEVfS KIiL.P rltF.
thr-
c()nlcst. ir ilr:: rict'cls to lr,rntp thlcc titrtcs in.i trt'.r. Tlris coirlcst is blst'cl on u ston b\ N'lark frr:, in r it's e alle ci "T lrc Ccleblatecl JurnPi11s Frog
9. WHO IS CI\IING TI.iIS TAI-K.' \\.FIAT IS I'HE, CIRCL' LAT'ION DF,SK:) i l. \\iUA'l DO l'tlil STtiDL.\TS \trUD ft) l.\Kt:
1f)
12 HO\\'I-ONG BOOKS:,
TOEFL EXERCISE (Skills 10-12), p. 45
o1'
C'llaitt:r: ( (,rrl!t\. 'hruin ptrblishccl {hI slolr irt l S(.i. Sixtr-i}rr-cc rear-s latti, jn l9lS, rhc peopl. ()1: C;,ilircr;rr Cr,untr clct:iclcct to lrolcl
Talk
ir
intttrt)
c()ili('\l ltirr likr'tite 0rrc that -Riiiin iurtl
tlc'se
1
Questions I through 4. L-i,strn to ir rlt'scription the Ringling \lttscrri'ri.
libr'rl :i i,titlber of te:lrs
e.tl llr'1.
o!
ltr a leri tlrirlut('s. rr.''ll hc;rlli,,irrc trt rhc Ringlin! \'lrrsr'trrt.t, in SuI.rs,r1;r, Floricle. -l'lri\ inus('ulr.l rias lririlt br
Rinrlitrg lrncl lris ri ilr', \lrrlri'1. Jtllrn Rirre]ing i).,cir rlr.'l'rrr,'l\ lr\ orrr'ol tltu Rir,'iiri! Bloilr.,r r. rr iro fot nrccl tlic Ringliirr: BrrrtltL ir .lolir-r
WHAl T\'PF" OF CO\TES'I IS 1'I? APPROXIX'lA1
EL) flO\\ \1.\NY FROCS
i'ARTICIPATE ]:.\Ctl
\ F,.\Ri
}]O\\i i\lAN\ TI\1ES DOIS A FROG \L,EI] 1{) JI,NIP TO \'iIN:' 8. WHAI'lS'IRL,E ABOLT f IIFr FROC-Jl-'\4Pl\(-l
Ci lc us.
\\'e'll ire r isil inu lrr. rrlr':r:: i l)t' \4usr'rrnr ,rl {r-1 llrii l lrc Cilr iir Gallc|r. 1hc \4ttsr'rrtil ()f Al1 !r{!rllr:jr: sonrc erccllent l)lrr rr, lrrt' l)irt1 I i i lt !\
CONTITST'? Talk 3
Questions 9 through 12, l--istcn r().i l.rlk rj'r'en gloLrp of nc\\ Lllli\L-r'sit\ slu(lcnis. |
fi|iln
)
Hcllo. I'rlr fulr Tc:rlc, tirt-
t.)
rorr abottt chccking or-rt boriks lrrrnt this libralr. Stritlcttts n itlr ID carcls cair check ()ut l)o()i.:s, ancl thc books
m:rl irr'kcpt i,'r
Lll) t() t\\() \\'cdks. ['lre lrrot'e ss f or clrccking t]rc books oul is reallv cluitc sirnple hcc:rrrsc ol' tlrc' crrmptiteri,recl clteck-out s\ stcrn.
finrl it btrok ir llrc libralr tlrirr roLr rior-rltl likc to chcck r.nrt. just bring i1 hrle to thc cirerrlzrtiorr desk. Tlre cilctrlltion clcsk is the clcsk rlhere r'ou t heck nratc'riais orrt fr-om the librar-r'. AII vou nce.l \\'hcr) r ()u
io the ci|culatic-rn clcsk is titc ltook ot trooks {hlt rott \\ant t()
VoLl c()lr"lc
cht'ek orrt antl r,rLir stucl!'nt ID carcl.
At the cir-ctrlation clesk, thr' clclk ri ill takc tht' book ancl the ID calci anci
throrrglt tltc compLtterizccl scilnrrr'r. A lirrin is prirrtctl qtricklr br r-rrn Ilrr'r't.t
{hc comptrter', an(l \'{)rl nceal to sign the lolrn.l'hat's all thclc is lo il, Jtrst
rr'lnrllrbcI tir b|iilg rotrr iD tar rr frcrr
cl
ron conle lr)
sign thc
tl-rc libr-lrtr, to forn'r:r1 1hc eilcrrlalion
sk, ancl to l'etLrrn the bt,oks ri ithin trt'o rr,ceks, itncl r,ltt \\'(,Jt'( llii\(r i\nv plc,blcn'rs her-c at tlte liblalr.
rle
Cir-crrs
lreacl
liblalian, iurri ['rl ]ike t{) ('\plrrin
\\'hcl
irtcluciinu srrr)1c i>r 1111i..'ps. l-lr, Glrllcr'\ a()nt.iins ilrnrl l,,r' citcttscs oi lcltis itlst, ini. lLl(llr: ., IC0-r'e at-,,iri cit-ctr\ llll-lr(l!' \,..(
1o a
L-l:rior
rorrl visit io lirt,Rinll
.
\'{ttscLrnr. I'il scc rotr lrlrr-k rr; r lr.' irt tlrt ctr lrou r s.
,..
I. \\HO IS PROBABL\ 'IAI,Ki\G.' 2. \\H\-DID JOIIN RINCt,I\(] BI]CO\iI:FAMOLIS?
.]. \VHAI IS INCLL;DEt) II.i IHF- CIR('L.S L;AI-LER\ ] "+.
\\'HAT StlOtiLD'iHl:. P|lC)f'l-i: f)() l\
f
llRi:t:
HOLJRS? Talk 2
Questions 5 through 8. l.isten io a leclrilc br
u
btrsi ness prrrlcssor'.
i\\'t)ntenl Hcnt'r Fottl :
N{oclcl
'[ lrtrtontoirile i:
r.rarlpic oi the bi-'ntlits ol ntass prrrduction. Hcrrn Folcl
a gl'cat
int:-oclucc.l tlrr: Nloclc'l l- in I90S. Th.'s,: {irst \,loclc'l 1 (rrt: \\crrn nrass llr'()riucccl. l-hcr r,r'cle solri ior rr plice ol-S8-50 errch. f hc X,locle I 'l' cars \\cr-c \cl \ t-loprrlat. artcl nrltnr' pr'oirlc trarttcd to orr,n tltcnr. Io nrccl tlrir lrigh clcrranc1, []!'rr-\ Forcl cicsig..rrerl tlre ir i'-st rn:.rjor :Lssrrrrblr' linr.. \\'it h tlti-. usscnrblr lint:, clrrs cotrlcl irc pt ocltreccl rnoi'c titr ii. k I r, ci icir'rr tlr, 'rn,l c'ltc:'plr. [1.;ing tlre usst.rnblr ]inr ntcti'r()cl o1 p|oclrrcIi0n, tIrc conrplrnY ulLs :rbl,' l() !lr()Llu.c I,000 irlcntical .irl s l[ (lir\ 1-!tc pr rr t ol thc \{oelel T' rlt opprrt ltr,r-n :S.:-i() io S.l.10 Pe r'( ir' t
1
391
392
RECORDING SCRIPT
br l9l-1. Tl're plice
clnrppccl even
to Slc)0 pcr ciu, br 192-{. 'f lris e rample clcallv clerronstrates Irtlthe Lhe
r',
clfcct that nr.rss p1'()clrtction c'ur
LISTENING COMPREHENSION POST-TEST Part A, p.47
ll.r\( ',ll lrl i.c\.
5. WHAT IS THL, \4ODEL 1'] 6. \\'HtrN \\'AS I-HE MODEL T INTRODUCE,D? 7. \\'HA].\\IAS \OT TRTIE ,ABOUT ,ASSEMBLYLINE PRODUC-IION BY TORD:'
1.
(trun'atctr) WHAT DOES -fHE WOr\4AN l\4EAN? ) (u't.ttrtcut)
like a cup of coll'ee, plcase Would r.ou like nre to bling th:rt \rith thc clessert? (na)'ntt()t') \\/HO IS THE N'IAN MOST LIKEI-\' TO BE:)
\,IODF-L T OVER TIME,:' Talk 3
Questions 9 through l2. l-iste n to a talk bv ii rrnir ersilr glurlrurtr sturlcnt acir isor'.
(v cnttott
(trtott)
the sracluatc ruclrisol in thc Psrchologv I)cpllt llr.nt. \'ou shoulrl ull be' neri gr lrtlturte strrrlcnls in tltis tlcpaltmcnt. Becausc I'rr r'otrr :rdr isor', l c'll ltt' sccing a lot o1'eaclr ()1hc| clriring rotrI sttrclies.
(r'
(rttttrt) 6.
I'll
savl
I cjicln't hc'a| $ hut r'otr
saild.
THE \VONIAN TO DO?
(trtutt) Look hou, harcl it's raining. (rrrtutttrt) Let's stav insicle toclar.
(rtanatrtr) \\IHAT DOES THE \\TOMAN SUGGEST?
(n'ortttut) \\'ho (trtutt
)
Thc
rnade the decisionl'
clee
ision ir
ars
9. (trnn)
(utttrt)
torri-qht
anc[ rvatch television?
But I clon't \\ant to star homc. (tutrrator) \\'LIAT DOES THE MAN \\ANT TO DO?
Can
lou tcll
nre rrhcn the tern'r
paper for'this cor-rlse is clue? (rvorrtcitt) In thc- last rrcek of the senrcstel'.
r\IAKE?
I. \VIIA-I ARE CO\,IPREI'IE,NSiVE EXAN'IS? I2. .IH \VHEN DO 'ITJE SI'I.JDENTS NEE,DTO MAKE
(ttattcLlor) \\'[IERE DOES THIS CON\IERSA-| ION PROBABLY TAKE
DECISIO\] ]
PLACE,?
t2
\\'lte r-e's Hanki' ) (r'outcttt) He''s in the pool. (IIarrulor) WHAT DOL,S THE \A/OMAN IMPL\. (rrtart
ABOUT HA\I.:?
rrir.r
thc. jtrclue.
Did vou flnisli that lone chcmist:'r
l0 (nr>tttatt) Horr aborrt i1'ue slav here
I
,'+!:l
br
problem 2 (tyotrttut) No, I u'as trnable to solvc it. (ttarrator) WHAT DOES THE WOMAN MEAN?
ll (tttcttt)
!l'j:nli::::i
nraclc
(rrarr.ttor) WI{AT DOES THE MAN NIEAN?
IO. \VHAT C}]OICF- DO THL, STLiDL,I']TS HAVE, TO
F-
Thcse prices arc rcallr sor)d.
Ple-ase pal bettL-r attention. (ttarratrtr) WFIAT DOES ]'l{E tulAN WANT
ge
9. WLIO IS \'1S. BARKE,R TAI-KING TO.'
)
(tt'Oiltutt) I'nr sorrr'.
(ututt)
likc
neral progfzull sO \'()tl rlotrlcl takc conrprehcnsir c e\an)s. Yotr don't rrcccl to decicle toda] :rborrt thr' thesis ol conr1-r'chcnsive c.\lms. \tlr hrrt- sir nronths to think rubout it. a rr()r'c
n Ellen?
(trctrretor) WIIAT DOES THE MAN MEAN?
tlrc uratelial in r,our gr-udrratc vc)r.lr lll-oqrarn), so \'oll a the sis, ol if vou'd
sce
ABOUT BILL?
graclrrate strtcl jcs. Compr-ehensiVcc\anls ilre e\atns that cor er all of
lile
ron
(tlarr(Ltor) WHAT DOES THE \\IOMAN SAY
nrust lllk!' c()nlprchcllsi\icc\lllDS. Le t m(- tell rotr a little bit :rborrl cach ol thenr. A thr'sis is a l()na. r'e\ealch papcr; pelhaps onc or' t*.o hundlecl piigcs long; it's an inclcptlr stLrclv of ()ne auea lronr vour
u oulcl s
Hetr e
(ntatt) \\rhr ale \'olr so Llpsct riith Billl (rr'()ntun) Bccause he clicln't te'll rnc thc ilrrtlr.
YOtL
dcpth in
)
ABOUT ELLEN?
hclirr, I'cl
pl'()gri-lm. Basic:rllr', r'ou mrrst clecidc il rrrtt rrltnl l(\ \'r'\cl {'n\'lllcil in
.
Shc tllor,c to the shoppins centcl'. (rtot'rrLtor) WHAT DOES THE \'lAN SAY
) []r'liri, I'nr Ms. Balkcr,
Jike to crplairr zr choice thut vou har c' 1o nrukc :rborrt r ottr llr'.)-et rtrrr in ltsrch,rl,,ur. )ott trtrtsl cleciclc hori \'oLr \\'rn{ to finish lrlr.rr' pt'()alanr. At thc' encl of this ploglanr \ou nlust clo onc of t\\'o things: t'ithr,r'r,rLr nrusl ri'r-jte a tlrt-sjs. or'
T'cl
(trtatt)
8. \\'tIAT HAPPENL,D-IO-f}{L, PRICE OF THE
(v ontrttt
(trtatt) Wheu is vorrr alt class? (tt otrtutt) It begins tonisht.
RECORDING
l3 (tt,onnn (ntttrt
I'm zrlrvavs so tired during the dar:
)
Whv don't vou get a Iittle- more slecp at night? (tlarrator ) WHAT DOES THE MAN SUGGE,ST? t4
(
)
(\'ot1totl (
t5
(t'ontcrrt ) (tnrut )
rr0tot
I
I6. (ututr) (wonttLtt (
t elither is inclediblv beautifull :ar thnt agairr!
eun
Yes, tlre en!rinc nt-eds to be tuneci
ntan )
(narrator)
W}tO IS TI{L, \,lAN MOST LIKELY TO BE?
( trt art
)
(rt'onnlt ) ( ttarrator)
l9 (vtttttutt (rnnn
I hope lou cn jor ecl vour- ltrnch. That sanchvich uas reallv tastr'. WHAT DOES T}{E, \\'OMAN MEAN? ls Miirie lecling bettcr nori ? Yes, she's finlllr leeling quitc
)
)
rr.
clon't \,ou put them up on the
u,all?
(ttarrutor) WHAT DOES THE WON{AN SUGGEST?
27. (tntut)
Docs Carrl knorv about the mcctir"r.q? hin'r knou' :rbout it. (ttarrcLtor) WHAT DOES THE WOMAN MEAN?
(rtutttnt) I'll harc to let
28. (trotrttnt ) (rrtan ) (
car-J
up.
18.
hometori
(v,otnnrt) Whv
Havc r ou hgtrrcd out the prc,,blcn-r
)
I reallv like these photos of ml
\\'HAT DOT]S THE WOMAN MEAN? rvith nrr
(
26. (rnart)
Ale votr having mtrch success u'ith \'()ur gafalL-n / No, thrlc- ar'!- t()o manv locks in the soil. \VHAT DOES THE, MAN ME,AN?
\itr
rturrolor)
17. (ryontntt
PLACE:)
thror.rgh. WHAT DOES THtl WOMAN MEAN?
Thi-s )
a
CONVERSATION PROBABLY TAKE
I tritcl, but it \\ilsn't eas),to get
)
ttttrrator)
l t1a
25. (wcuttan) Can I hclp vou? (ntatt) I'd like to check in, pleasc. I neecl single room for one night. (narrcttor) WHERE DOES THIS
Har,e r'<-ru lc'acl thc chapter- for' toclar'?
rttart )
SCRIPT
29.
narr0tor)
Wlrv rvas vollr textbook chtaper tharn minc? Mine ri'itsn't neu.
WI{AT DOES THE MAN MEAN?
What did the te-acher just sar'? I didn't hear it. (rttart) She announced that she uoulcl be giring an e\arn soon. (tllrrator) WHAT DOtS THE MAN ,\4EA\? (v orrtart
)
30. (ntart)
(trorrtutt)
Hclu'often does the so\,ernment concluct a census? Once each decadc.
(rutrratrtr) \A'HAT DOES THE WOMAN \1E {\
i,
healthr'. (
narrator
)
20. (nturt)
(t'ctntrttt (
)
narrator
)
I'm r-eallv har,ing problcms in this psvchologl class. Whl don't \/oll see yonr-profcssor during her office hours? WHATDOES THE WOMAN SUGGEST TO THE MAN?
p.49
Questions 31 through 34. Listen as tno flicncl: discuss a mceting o1'the ski club.
ontan) Hi, Jack. (ntatt) Hi, \\/anda. Where arc (v
(v,orrturt) I'm hcading for
a n-reeting of the ski
club. It starts iit thlcc o'clock.
(tt'ottttttt
I think Sallv lealh, said sonle mean
(tnttrt) (worttatt)
)
So do
(rnrratctr
)
I!
WHAT DOES THE MAN MEAN?
(rrtttn) (rtut"rator)
Can vou turn the stereo up? I ci,rn't reallr" hear it. The music is a little soft. WHAT DOE- THE ]VIAN MEAN?
(tttart )
What happened uhen volr ga\.e
(t,cttttcttt
)
(rrturt) (l.'ontart)
Larn'the present? (trontttn ) (rturrator)
He thanked rrle over and ovcr. WHAT DOE,S THE WOMAN SAY ABOUT LARRY:)
(ntan) (rontan)
Do r,,rr \\anl to come alongi) What does the ski club clo? Well, r,ou get to kno\\'other people u,ho enjov skiing, listen to lectures and presentations on skiin-e
techniqucs and equipnrent, erndbest of all-plan skiing trips. Doesn't that sound good? It does sound great, but I don't exactlv knou'hori, to ski ver-v rvell. Thzit doesn'l matter. Ybu don't have to knou hor.r'to ski. You.just have tcr rt,nt'rt to l"o.t-r hou,to ski. That sor-rnds like mr kind ol club. I guess I'll come zilong ri ith vou and
trr,it. We'r'e got to hurr\'. It's almost three
o'clock.
ffi#i:it::t'.::
xii:l::r't
1l
r.otr rushing
to?
(rrarrulor)
things.
1l
B,
(rtturt) The ski club? !rr'ttnt(utl fi'r, rtre tki .lub.
(ntart )
1-)
Part
Whv are vclu saving vour moner'? I'd like to buv a house at thc bc-ach. WHAT DOES THE, MAN MEAN?
(tt'ottttLtt ) (ntatt ) 22
WHAT DOES THE, MAN IMPLY ABOUT MARIE?
393
394
RECORDING SCRIPT
3I.
\\IHAT TIME DOES T'I{L, N,IE,E]'ING BEGIN?
When rve arrive at the Petrified Folest, ple:rse. be sure to kecp in mind rhat iti against the lau' to take an]'petrified uood out of the folest u,ith vou. You mav thir-rk about
32. WHAT DO PEOPLE DO A1'SKT CI-L]B MT]ETINGS?
33. WI{AT PROBLE,NI DOES THt] ]\{AN HAVE? 34. W[]AT WILL TI{E N1AN PROBABLY DO NEXT? Questions 35 through 38. Listcn as n rn:rn rncl \\'orruur discuss .r irc\\, fvpc of last-lirocl packaging.
(rttun)
I uas lcadins an articlr in the pairer
aborrl :r nc\\ tvpe ol last-food packaqing. lt s reallv great \\'hnL s so grezrt about this packaging iol l:rst lirod? \\ihat's gleal is that thc piickaging is rd iblc. !
(tt outatt
)
(tttart) (tt'orttutt)
(rrtart)
(v'otttott (
rtttttt
)
l
(r'otttcttt
)
F.rliblc?
picking Lrp just a tinv little- piece, but please don't do it. 39. 40. 41. 42.
\\TI{ERE HAVE TFIEY JUST BEEN? WHERE ARE THEY HEADING NOW? WHAT HAS HAPPENED TO THE WOOD? WHAT DOES THE MAN ASK THEM NOT TO DO?
Questions 43 through 46. Listen to a talk bv universitv student adr,isor.
(v'ontan)
fll.it's-,-ight. With this neri packaging, \'ou can go to a f'as1-food restau|ant, o|de| a burger arnd lries, and tht-n cat the r.vrappings that the lrttrrr'r l,rrJ ll'i(s r'ame in. So, r'ou'cl bc cating paper? (laughs) Oh, no. The u,r:rppers sort ol look arrcl feel like papcr, but the-r"r'c- r'eallr nraclc lr-om things like sovbcans. corrr, Jlotrr'. lt st-runds likr. thc \\'r'appcfs nri{tht bt cven bettcr fol vou than the I'ast i
the beginning of r,our senior r,ear, ou har,e a couple of things to rernember-in order to gracluate in a1
June,
Filst of all, r.ou need to till out a requesl -to-gradu:ite form. You
should fill this form out and turn it in to vour advisor. You need to dcr this bv December if vou rvant tcr graduate in June.
35. WHERE, DID THE MAN LEARN ABOUT T}II]
thing vou need to do is to order \.our cap and gou'n. Duringr the graduation ceremonr-at this universitr,, all the graduating seniors \\'ca| the same blue and gold cap and gou'n. \'ou'll also need to place r,our older for vour cap and gorvn bv T'he second
THE NEW
FAST FOOD PACKAGING? 37. WHAT'IS I-SE,D TO MAKE, THE, FAST-FOOD PACKAGING? 38. WHAT DOES THE, WO]VIAN THlNK ABOT]T TI IE NE\\' FAS'I-FOOD PACKAGING?
the end of December. So remember the tu,o important things if vou \\:ant to graduate in Jr,rne. Fill out the request-togradr.ratc form, and order vour cap and goun. Don't forget, nou'!
Part C, p. 51 Questions 39 through 42. Listen to a guicle on
a
DLIS IOUI"
(rtrart)
I'm sule lou all enjoved that trip along thc Grancl Canr,on and the Colorado Rir,e'r. It's quite amazin.e, isn't
i1?
nert stop on oul totrr is the Petrilicd Fore st. This is a huge clesert lolest that is not erarctlv made The'
ol trces.
the tl'ees are so olcl th:rt thcr'r'c fallcn and Irave turned to st()ne. Thev look just likc fallcn logs. but ther''re no lon,qer macle of uoocl. Insteaci ther, are nracle ol
You'r'e all seniors nou,, and votr should all be graduating in June, at tl-re end of this school vear'. But nou', r.
ooclI
NE,W FAST-FOOD PACKAGI NG? .36. WTIA]' IS INTE,RL,STING ABOLJT
a
,I3. WHAT IS THE WOMAN MAINLY DISCUSSING? 41. WHAT MUST THE STUDENTS DO WITH THE
REQUEST.TO-GRADUATE FORM ? WHAT MLIST THE STUDENTS ORDER? 46. WHEN MUST THE STUDENTS PLACE THEIR ORDERS?
YoLr sec.,
bear-rtifull." ct.rloled stone, such :rs
carnelian, and onr,'r. It's urrbc'licvable to see all of thesc farllen tlees fronr a clistance erncl then up close see that ther're reall., stone ancl not uood. jzrsper-, a-eatc,
Questions 47 through 50. Listen to a talk bv a man rr'ho uolks u'ith animals,
(ntart)
'fodar.'dogs are being trained in a varietv of navs. One rval-that dogs are being trziined inr.'oh.es "smell." For example, dogs are being trained to use theil sense of smell to find missing persons, hidden drugs, or explosives slLch as d',namite.
RECORDING SCRIPT
Dog trainers have found that almost
(tt:ottttttt
all tvpr-s ol dogs have equer)lv goocl
lntAtl )
)
senses of smell. Even though
different t.''pes of dogs have
Iuarrator)
equir,'alent senses of smell, thev aren't ecltrzrllv good at different tasks. Holvever, certain Npt-s of dogs are bcltel at certain tasks becarLse of othel characteristics thev havc. For' example , beagles urrc small and friendlr, so ther''re often used at crori'de
c\plosi\es such as dvnamite. Golden letrierers riork rvell in the cold, so ther'r'e oftcn used to find people lost ln ti)r- sr)o\\.
(ttarrutor)
Have r,ou been to the post office vet? :rll the letters. WHAT DOES TI]E WOMAN MEAN?
(v ctntart
Therc-'s no
(
rttct rt )
(tvrtttttttt)
Yes, and I rnailed
)
(rrtatt
Thanks.
)
10
WHAT DOES THE MAN MEAN?
(v otrtatt ) ( rttatt )
Is that chair comfortable? The seat is too hard. WHAT DOES THE MAN MEAN?
(trurrator)
ll.
I
n10l1)
lll()l1l0nI (
rtarralctr
)
12. (tyctntatt
(rt
Listening Comprehension 13.
When is vour trip? 1. (nratt) (v;
apartment? (nutt) Rent shorrld be paid to me on the flrst of each month. Irtarrutor) WHO iS THE MAN MOST LIKELY
)
arrator
(r'ontdn (rttutt
)
)
(ndrratot l4
( (
tt'otttcut ntatt )
)
)
(rtarrutor) t5 (tt'clttan l
Did vou hear hor.v Rob did on thcmath ex:rm? (*,ctmutt) Yes. He got the top gradc-. (,terrator) WHAT DOES THE WOMAN SA\ABOUT ROB?
4. (man)
Where's Mike? He shotrld be in his sc[ll no\\. (tlonntt) He's absent todav. (narrator) WHAT DOES THE WOMAN SAY ABOUT MIKE?
5. (wornart) That rain storm reallv
(mcut)
(v'otttun
clid some
(rtarrator)
surprise
par11-?
She rvas
certainlv smiling the rvhole
time. WHAT DOES THE MAN SAY ABOUT BONNIE?
Traffic is unusuallr heaw todar'. You can sav that again!
16. (rrturr )
(tt,otnttn ) )
I7 (wontatt)
WHAT DOES THE WOMAN MEAN? ls thele a problem, officer?
\bu uele driving much faster than
lnt0n,l
the speed limit. Mav I see vour
(rnrrator)
WHO IS THE MAN MOST LIKELY TO BE?
sa-v!
M EAN?
Peter really lost his temper.
) At least
Did vorr find an zrpartment? Ycs. and itls tlosc to thc universitr. WHAT DOES THE MAN MEAN?
clrir-eris license?
(narrator) WHAT DOES THE MAN
6. (nart)
t?ta|1 )
damage.
I'll
hard. Whv not get some help? WHAT DOES THE NIAN SUGGEST TO THE WOMAN?
Do vou think Bonnie cn joved her
)
(rtarralor
Susan has a nicer cal th:ur rnosr people. That's because shei richer than most people. WHAT DOES TIJE MAN SA\ABOLIT SUSAN? These physics problc'ms are toc)
)
TO BE?
3. (man)
Oh, no. Oul tcam is losing. Not fol Iong. The.r''r'e got the bzrll, and the1,'re gling to sco'c. WHERE DOES THIS CONVERSATION PROBABLY TAKE PLACE?
COMPLETE TEST ONE:
2. (wontart) When should I pav the rent for
l'll return it in a couple oI
(tturrator)
Intcut )
Part A, p.246
tcr
da1 s.
OF DOGS? 49. WHY ARE GE,RMAN SHEPTIERDS USED TO
50. WHAT ARE SOME DOGS TRAINED TO FIND?
problem if vou rvant
borrori lhe book.
47. \\'HAT IS THE TOPIC OF THE PASSAGE,:' 48. WHAT IS TRUE ABOLT THE VARIOUS TYPES FIND EXPLOSIVES:'
I've run otrt o{ bread. Let's gro to the mar-ket and get sonte moft'. WHAT DOES THE MAN SUGGEST?
l8 lIont0t1) (rnatt
Oh, no. I spilled sonre coffee on mr' homcnc.r'k paper. Nou'.u'ou're going to have to reu'rite
)
he apologized.
(narrator) WHAT DOES THE WOMAN ABOUT PETER?
ll. SAY
(lt0rrutor
)
WHAT DOES THE MAN SAY THAT THE WOI\TAN SHOULD DO?
395
396
RECORDING SCRIPT
Ale t'ot-t going srvimming todar ? hc u,atel''s n()t \\ianl'l e nough lor
Itt'otttatt ) (nran
T
)
Ine.
(narrutor) 20. lr.r'onran j )
This stolr'is clr,>erl todar. Thcn, let's go to anothcr one. WHAT DOES THE. MAN SUGGEST?
(tt'ontttrt ) (ilrtrraI()t )
Does tlre Llni\:elsitv have zr moclern theater:) A neu lhr.ater-is being built. WITAT DOES T}TE \\'OMAN MEAN?
(ntart
)
(t!arrator
zl
22
\A'HAT DOb]STHE MAN MEAN?
(rnatt
(ntati
)
I think
)
\\ e
shotrld lcave tornor
|
(-)\\'
instcacl ol t,rdar,. (tyotntttt ) tarrul ttr )
(t
23
(
SodoL \\THAT DOES I'HE \AIOMAN ML,AN? rr as r
(tt.otttatt ) rtan nlrtr)
p.248
Questions 3l through 3.4. Listen as a man lnd \\'rrman clisctrss a chance the\' havc to sce s()nlc t'hales up crlose.
(ntatt)
You're going on the boat tlip this afternoon? (tt,ortttttr) l'es, I am, and I can't rrait. I'r,e ner.er been up close to a n'halc be[ole. Drr vou think u,e'll see manl u'hales
(mnrt) (x,ornun)
(tnau)
Dici rorr h:rvc:r nice \veekend? It riras pcaceftrl, antl that's u'hat I
tt'otttttrt ) (ntatt ) (
ner'clccl.
(rnrratnr) WHAT DOES THE, MAN MtrAN] 25. (ttontart
Should \\'e takc out'seats nou'?
)
Tl"ratls a good idca. I
)
/tt'otttutt
think the
(nnrt) (tt,ottttttt (rrttttt)
(tt'ottttttt
rrlcllcstrir is:rbortt lo begirr. (narratrtr ) WHERE DOES THIS CONVE,RSATION PROBABLY TAK E PLACE? 26. (v.'ottttttt (utttrt )
)
(rtarrtttor)
stlmmer. Hor,, long is the boat trip, clo
I or c'r'slept again tlri-s nrorning. Whv don'l \()u set totrr alalnt tcr u'ake vou up? WHAT DOES THE MAN SUGGEST?
)
)
3I. WHAT KIND
OF TRIP ARE THE MAN AND WOMAN DISCUSSING? 32. WHAT SEASON IS IT? 33. WHAT ARE THE WHALES DOING NO\\'2 34. HOW I-ONG IS TT]E BOAT TRIP?
\{'hat clo I nr'ecl to bring to thc test? You'll rreed some e\tra pencils and
(rrurrator)
paper. WF{AT DOE,S THE WOMAN MEAN?
(vttrrtrut) I scc' that there are' trl'o wavs
Is tl.rc babv still sickT His ti:mperature is still high. \\IHAT DOES TI{E WOMAN MEAN?
(nnn,l
)
(trttttt ) (tt'otttat I
t
)
ndrrutor
29. (ntau
)
Aler clidn't go on thc rrip u ith
)
otltet (ttorttttrt) (
rtarrator
(rt'otttatt 0il(Lu) (
rt
arratctr
) )
)
vr-rrr
The boat leaves at one o'clock and retLlrns at abollt three o'clock. Onlv a trvo-hour trip? \ts, thc u lralcs t|avel preltr close t
(tt'ottttttt )
27. (ntLttt
28
)
todav? We shoulcl. This is the best rime ol' the le:rr to see scme u hales. Whr, is rvinter the l-rest tinte of the )'ear to see i.r'hales? At this tinre of .,'ear, the u hales ale heading south fi'orl Alask:L to \\rarmcr'\\'ater lor the rvinter. Then ther"ll return to Alaska be{'ore
knorr'?
IMPL\'.,
(fitatt
B,
Whr
rrrart )
(
24.
Part
thc.
s.
I gar,c him the opp()rtunitv to g(), but he decided not to. WHAI'DOE,S THE WOMAN MEAN? I earr't b.'licrc,\rrrtir.s rcncli,rrr. She sornetimes acts like a child. WIIAf DOES THE, N{AN SAY ABOUT ANNA?
Questions 35 through 38. Listen as one studc.ltt gives some advice to another student. tc)
register- for classes at this universitr.: nrail-in registration ancl rvalk-
through registration. Thats right. Eithel vou can mail in vour registration materials, or vou can slart al the adrninist|ation builclirrg on registration dav and lr,alk frtrm office to officc comple'tine vour rL.gistfation. (tonrart) Which tvpe of resistration is better,
(nntt)
do rou tlrink? No quc.stion about it, the mail-in legistration is far easier'. It's r,el-r,' efficient. and it takes almost no lime. You just ri,rite the courses that vou
\\:ant on the registration fo|rn, nr:til
it in, and vou'll receive vour course schedule in the mail. If vou go to u'alk-thror-rgh registration, vou ll probablv spencl manr, hor-rrs standing
in a nunrber of long, long
line.s.
RECORDING
(woman) That
does not sound good to me. the mail-in registration for me!
SCRIPT
Finally, in 1900, a fbrmer mayor of the citv set up the Inlerborough Rapid Transit Companv, or lRT. This companv got the present-dav system started. Four vears later, in i904, the first leg of the subr,r'av opened. On the first dal of operations in 1904, morc than 110,000 peoplc ri'ent Ibr a ride on the ner,r'subrval'.
It'.s
35. WHAT ARE THE M,AN AND WOMAN DISCUSSING?
36. HOW DOES THE ]\4AN DESCRIBE MAIL-IN REGISTRATION?
37, HOW DOES THE MAN DESCRIBE WALK. THROUGH REGISTRATION?
38. WHAT DOES THE \VOMAN DECIDE TO DO2
43. WI{AT \foAS THE TOPIC OF TIIE PREVIOUS CLASS?
Part C, p.250 Questions 39 through 42. Listen to a descriptior, ol an apartment.
(nrun)
The nert apartment thart l'd like to shou rolr is one of lhe larger'
apartm!-nts that r.r'e har,e for rent. This is a three-bcdroom apartment. As 1'ou c:rn see, oTre ol the bedrooms is larger, and tri o of the- bt'drooms
44, WHAT IS THE TOPIC OF TODAY'S LECTURE? .{5. WHAT lS THE LECTURER'S POINT ABOUT THE NEW YORK CITY SUB\\TAY? 46. WHEN DID THE FIRST LEG OF THE SUB\VAY OPEN?
Questions 47 through 50. Listen to universitv professor.
(nmn)
are smaller. The kitchcn ar-e:r is large. Because of those r'r'indous, it's also vel.r sllnnv. The stove and refrigerator that vor-r see there are included in the rent. The living room isn't ver-v large, but it does have a hreplace and some nice built-in bookshelves.
tracked u,ild animals in the' prst has
traveled too far. Nor.r,scientists are usir-rg a ne\\ \\'r1\ to track animals in the u-ild. This new \\/av of tracking animals uses satellites. Transmitters are attached to animals in the u'ild, and the transmitters send signals into the atmosphere every feu' hours.
39. WHO IS PROBABLY TALKING;' 40. HOW MANY BEDROOMS ARE THERE IN THE APARTMENT? WHAT IS TRUE ABOUT THE KITCHEN? 42. WHAT IS TRUE ABOUT'THE APARTMENT'S FURNITURE?
Weather satellites circling the Earth receive the signais from the animals, and scientists get the information from the satellites.
4I.
talk
,T7. WHAT IS THE TOPIC OF THE TALK?
b1- a
(v,oman) In the last class, u'e talked about
When scientists are studving animals in the wild, thel'often rvant to follou' the animals' movernents.
been u'ith radio transmitler-\. A radio collar could be attachecl to arr animal, and the animal coulci be tracked on a radio recei',-er. Th.' major problem has been that radio signals weren't very reliable. Thcr could come and go as animals
Do vou have anv qttestions?
a
lecture bv a
One r. ,av that scientists hale often
This apartment is unfurnished, scr .v-ou'll need fttrniturc. If you have vour own furniture alreadl; that'.s great. If vou don't have anv furniture of vour own, I can shou you r'vhere vou can rent some.
Questions 43 through 45. Listen to history professor.
a
the
development of the railroad s!'stem in the United States. Todar', u'e 're going to talk about the development of the sub'.r'a1'. I'm going to start u'ith the Ner,r,York Citv sub'uvav because this rvas the first subu'av svstem in the United States.
'Ihe Nerv Yolk Citv subr.r'av took quite some time to get started. Beginning in 1870, several privale business groups tried to start subu'ay s:{stems in Net Yolk Citl', but these groups \\'!'rc Llnsllccessful
48. HOW DID SCIENTISTS FOLLOW ANIMALS IN THE PAST? 49. WHAT IS THE NEW WAY OF FOLLOWING ANIMALS?
50. IN WH]CH COURSE WOULD THIS TALK PROBABLY BE GIVEN?
COMPLETE TEST TWO:
Listening Comprehension Part A, p.27O I need to see the math professor. l. (nturt) (w,onnn) Let'.s go to her office nou'.
(rmrrator) WHAT DOES THE WOMAN SUCGEST?
397
398
RECORDING SCRIPT
Will vou
be at the meeting b1'four o'clock? (ntan) No, I'll be there a bit later. ( ttarrator ) WHAT DOES THE MAN MEAN? (rt otllan )
Did 1ou gct the material r.en, quicklr'? No, thc material didn't come at all
(rnart ) ltt'ot11at1l
13. (nran) (wotnan) (narrator)
t4 (v,oman)
quickll: I
4.
ttarratot
)
(nnn)
WHAT DOES THE WOMAN SAY ABOT]T THE MATERIAL?
It rras reallv hard to find a place to
(tnatl )
(narrator) 15.
(man)
You can sar, that again!
lr'cttttttrt )
(
ltarrator ) WHAT DOES THE WOMAN MEAN?
5. (tt'otnatt )
You picked
(ntart)
(
ttttrrtttor
)
n0rrator
. (tnan
volrr eram alreadv? put the graded
exams in thc office. You can get vours thele. WHAT DOES THE MAN MEAN? r,c-ru going norv? Are vou heading to thc librarv to studr'? Well, mr necklace broke, and I r.r,ant to get it {ixed first. Thcn l'll start studf ing. WHO IS THE \VOMAN MOST LIKELY GOING TO SEE NOW?
l6 lwomltl) (man) ( narrator)
Wherc- are
(tt,ctttnn )
7
lt. (trtomart) Let's ask someone else for help. WHAT DOES THE WOMAN I narrotor ) SUGGEST?
Yes, the plofessor
(nrcttt )
(
L1p
)
17.
(wctntun)
tt'otttcttt
(
ttarrcrtor
) )
shopping then. Whv not go shopping no.,r', and then \\,e can plav tennis later? WHAT DOES THE WOMAN Har,e I'c.u been to the neu, restallrant dou'n the street? Yes, I Lrave. The food there is quite
(v,cttn (
a tt
)
BE? 18.
t9 (nnn)
Did vou like the apartment you saw
(r.vontart)
(wornan) (man)
Do vou want to drive to the game? Wh1'not walk instead? It's not very
(narrator)
WHAT DOES THE MAN SUGGEST?
far.
zr. (tt'onntt
)
these problems before class.
(worttan) 11.
(
narrutor
(
trtutt )
(tt,t'tntan
)
(llarrator t2. (tt'otnan (trtatt
Me, tool WHAT DOES THE WOMAN MEAN?
tomorfo\\' morning? Not that earlv, please. )
)
)
this prescriplion filled norv. (
ttarrtLlcsr )
WHE,RE IS THE MAN MOST LIKELY GOING?
rvas reallv cold
in the classroom
22.
(man)
It
(narrator)
the windor,r,' rvasn't shut completely? WHAT DOES THE MAN MEAN?
(vcttnan)
L.)
-
rvas, wasn't it? Did you see
that
(nnrt)
You didn't get an A on vour paper? No, I didn't. I made one ven large
(narrator)
error. WHAT DOES THE MAN MEAN?
(woman)
Did
WHAT DOES THE WOMAN MEAN? \Vhat dic'l the doctor sav? He told me to take some medicine and get some rest. I'm going to get
It
todayr
Do vou \\'ant to meet at eight o'clock )
Not realh. I don't want to be so far from campus.
(narralor ) WHAT DOES THE WOMAN MEAN?
Is the paper clue this Fridal,? No, the due date changed bv the "vas professor. ( rtarralor ) WHAT DOES THE MAN MEAN?
I think rve'll be able to finish all
Where are .v-ou going this evening? I'll be at the business club meeting. The club president invited me to give a speech at the meeting. WHAT HAPPENED TO THE WOMAN? vesterdav?
(u ontrnt) (tnan )
)
(rnan) (w,oman)
(narrator)
tastv. narrator ) WHAT DOES THE WOMAN SAY ABOUT THE FOOD?
t0 (ntatt
M1'car is having problems. Can you recommend a place rvhere I can get
You should see Mark at the ser-vice station on the corner Hes really good at fixing cars. (narrator) WHO IS MARK MOST LIKELY TO
SUGGEST? ItltQn )
of the school paper was so unfair! So do I! WHAT DOES THE MAN MEAN?
it fixed?
afle-rnoon. I need to do some (
I think that article on the front page
(man)
Sorn, I can't plav tennis this
)
Is -vour answer correct? I have a different answer to this problem. l'm not quite sure of mv answer. WHAT DOES THE MAN MEAN?
What should we do about the assignment? I just don't understand
-^.-l- N .L:. rrrls '^^-----:-ilrur UtllF, l,dr (
Could vou see what the professor wrote on the board at the end of the lecture? No, I couldn't. The u'riting was too tinv. WHAT DOES THE WOMAN MEAN?
1.-ou
read the fax trom the office
vet?
(tnan)
sau'' that the fax arrived, but I haven't had time to look at it vet. (narrator ) WHAT DOES THE MAN MEAN?
I
RECORDING SCRIPT
21.
(. rrntturt) Where'ar-c rou he:rding not? (trtrttt) I nc.'cl to qet lcscrvati()ns lol mv
llight
(trrntt
)
horr-rc.
(ttarralor) WHERF. lS THE MAN MOST
(u'orttntt)
LIKE,LY GOING?
2i. ltrturt)
What clid rou think of the pl'cscnlati()n $'e.just sa\\ ? (u,otrtatt) There ri crc lots of goctd idczrs, but t hL'\ \\'('r'L-n't ven' organized. Ittarrutrtr) \\ HAT DOES THE WOMAN MEAN:'
26. (tt'rtttttitt) I eriiricl hardlr pal altention to the lectrrr'.'this nrolning. It rrlrs so bor-ins.
(tttatt) I'll sar (ndn utor) \\ HAT
(ntdtl
(|terrator
DOES
TtlE MAN
)
MEAN?
t>n a cnrise ?
Hcir,, long i: the clrrise It's a scr cn-c1ar cnrise.
)
(tt
tttrtart)
Do vott \\ant t() -e() ,ur(l get som(-thins to clIiDki' LL't's ge t sorrlcthing hot. lt's so cold, and mavbe a hot cllink u ill rrarm us rp.
)
30. (v'tstttutt)
(ntatr)
Not le lr good. I ri'as called on three timcs, ancl i dicln't krrori anv of thc ans\\ers to the qr,restiorrs. \\'HAT HAPPENED TO THE NIAN?
B,
liling in one ol the sclrool dormitorics, or are \oLl lir,ing off
Ar-c vorr
(lrontart)
Shoulc[ ne get tickets at the Iront or tl'rc birck of the aruditorium? As closr'to the fr'ont as possiblc'.
I
n)()\cnren(s up closc.
Part
Questions 35 through 38. I-isten 1o a convL-fsatiorr betu'een t\\,o students. The conlersation is about the
(nttLrt)
like to rvatch thc dancers' (rtut
3I. WHAT PROBLEM DOE,S THE WOMAN HAVE/ 32. ON WHAT DAY IS THE EXAM BEING GIVEN? 33. WHAT IS TODAY'S DATE? 34. WHAT IS THE WO]\,IAN MOST LIKELY GOING TO DO?
school clorrnitories.
29. (tt'ottrttrt) Horr, rvas rorrr French class?
Irttinat
rator) WHERE
ARE THE tulAN AND WOMAN MOST LIKITLY GOING?
(rttart)
Questions 3l through 34. Listen t() a con\rersatiorl bctueen t\\'() studcnts. Thc conversation is about:rrr
too. I lire in Baker Hall.
(rttutt) )
(nuut)
cxanl.
(rt'otrturt) Itrturt
)
(' otrttrtt)
Are voLr readv for the erarn t(Jmorl'()\\./ Tonrot'tori ? I thought the exam rvas next rr. eek. No, it's tomorro\\'. The teacher said lodav that the eram \\'us on Wednesclar', and t hert's I ()rror'fo\\'. Toclt.is Tuesdar', anct the e\arn is tom()rr'()\\', on Wecltrt'scl:rr. Ycs, br-rt u'hen she saicl \\rednesdar', I thought she meant \\'cclnesclav of ncxt rvet'k, n()t totn()t't'o\\. At c vot.
sure tl s t()nlol'f()\\
l
campus? Mc? I'nr lir.'ing in onc- of the school dornrs. I think it's easier to lir,c in the clorm than to live ot'l'camptrs in ern arpzlrtment or holrsc ri'hile I'nr rn school. Me, too. I live in one of the dorms
(tt'orrttttt) In Baker Hall? Isn't that
(tt'ottttttt
p.272
(rttarr)
rlraterial. The re certzrinlv is an au'ltrl lot of it on the exam. I knou there is. I don't tl'rink I'm going to be gc-ttine rruch sle'ep tonig-ht.
STJGGF,STT
)
I can.
I hope rou'll bc ablc to cover all the
.,
(n(tn(tt()t') \\'HAT DOES THE WON{AN
(nntt
(trrurt) (rlrttrtan)
WHAT IS THE N,IAN GOING TO
t
studving no\\' an(l kt'cp on sttrdvirrg as lzrte its
Horv luckr
DO?
28. lntatt)
AS vOLl CAN.
(tt'cstrtart) No kiclcling. I'll go and get started
I
\ilrr't t- loirrg
2J . (ttotttrnt )
(trtttrt)
Absolutelr I The svllabus even jists the diites of the e.rnrrs, and the svllabus lists an exar.n on thc 13th. That's tomorrori'. Oh, nrr go()clncss. Have T got a probler-n! The exam is tomorrou', lin.l I ltar.'rr't beerrn Frcpalins f,,r' it I ct. Then r'ou'd bettc.r gct startcd as soon
(tt ontttrt
(rrtttrt)
)
one of th. nerver clorrns/ Yes, it is. I prefer lir ing in one of thc neu,er clorms. Everlthing is more up-to-clate. I don't livc in one ol' thu. neu'er clornrs. I'nr staling in one oI the
older dor rrrs. Yor-r like the oldcr dorms? You think ther,'rt' bette r than thc neu,er' clornrs / \\'hat I like zrbout thc olcler dorms is that thcr''re much closer to the centr'r oI ci]mplls. The ne$'er do|nrs are on camplrs, but thcr"re farther au av from the centcr of campus. I like br-ing so close to the center of camplrs. l'ha1's r.vh.r I m in one of the olcler dorrrrs. Well, it u'oulcl be nict to be a littlc closer to the center of campus, but I prefer the ne\\'er dor-lns, even though thel're farther an'ar, fronr thc center c.rf c:rnrplrs than the olcler dornrs.
399
400
RECORDING SCRIPT
35. 36. 37. 38.
ln Iour unir,ersitv studies, vou'll
WHERE IS THE MAN LIVING? WHERE IS THE WOMAN LIVING? WHY DOES THF, MAN PREFER HIS DORM2 WHY DOES THE WOVIAN PREFER HER
have manv deadlines. You'll olten take thrc'e, fotrr, or five cour-ses at the same time, and each coulse r.r'ill have deadlincs.
DORM?
most irnportant first step in dealing rvith deadUnes is for vou to ha'n'e a clear idea of r,'hen important deacllines are. To do this, r.ou need to be or-ganized. You should each get a large calendar. Then take the class svllabus for each class, and ulite thc Tl-re
Part C, p.274 Questions 39 through 42. Listen to a lecture bv a professor in a zoologl-collrse. Ihe lecture is on the octopus.
(nrurt)
In pte"'ious lectures, I'r'e been talking about dif'ferent invcrtebrates. Todal; rve'll be talking about another of the invertebrates, the octopus. If vou remember from the last lecture, u'hen u,e discussed vertebrates and invertcbrates, \\,e said that a r"ertebrate is an animal u'ith a backbone and an invertebrate is the opposite, an animal rvithout a backbone. An octopus, the sea animal uith eight long tentacles, is, of course, :rn inrerteblate because it cloesn't har,e a backbone.
The interesting point that I'd like vou to note about thc octopus is related to its brain. You might be surprised to lear-n that an octopus actually'has a rather large brain; in fact, it has one of the largest brains of all the in\rertebrates. A large part of the brain of an octopus deals r"'ith evesight. The octopus has reallv excellent elesight; the octopus is able to see quite r,r'ell. It is because such a largc part of its rather large brain deals n'ith evesight that the octopus is able to see so clearlr'.
39. WHAT \AAS DISCUSSED IN EARLIER LECTURES?
40. WHAT IS TRUE ABOUT AN OCTOPUS?
4I. WHAT IS TRUE ABOUT THE BRAIN
OF AN OCTOPUS? 42. WHAT IS TRUE ABOUT THE ABILITY OF AN OCTOPUS TO SEE?
Questions 43 through 46. Listen as an advisor talks to a group of ner.v students. The talk is on meeting deadlines. (v:ontan
) All of 1.'ou n,ill be starting vour universitv studies nert rveek. Before !'ou starl. vour studies, l'd likc- vou to think about the importance of meeting deadlines. It's necessarv for' voll to meet deadlines if vou rvant to be successlirl students, and I can give vou some ideas for hou,to mect deedl i nc..
important dcacllines for cach class to-sethcr on the one calenclar. For' example, ror-r should rvrite dotn the dates rvhen assignments or papels zrre due, the dates of presentations, and the dates of exams. If I'ou put all of thc- deadlines for all of r,our' classes together on one calendar, then 1,ou can clearly see rt'hen vou'Il be
ven busv in the coming
semestc-r.
'i3. WHAT
DOES THE ADVISOR SAY IS TN{PORIANT? 44. WHAT DOES THE ADVISOR SUGGEST? 45. WHAT SFIOLILD MOST LIKE,LY NOT BE ON
THE CALF.I\DARi
46. WHY SHOULD STUDEN'IS CREATE CALE,NDARS?
Questions 47 through 50. Listen to a talk bv a professor in a literature collfse. In tht talk, the plofcssor is erplaining an assignment.
(worrtan) Nou, I'm going to explain the ne\l assignment for this course. The assignment is to studr a poem ancl pt-esent the poem to the rcst of the class.
This is a group assignment; this means that you'll complete this assignment in groups of three. I've alreadl'assigned each o[ ]'ou to a group, and l'r,e alreadv assigned a poem to each group. The nanres ol' the gror-rp members and the poems that have been assigned to each group afe on the u'all next to the dot-rr of the classroom. Ytir-r should check the list before vou leale class lodal'. You shoulcl note ll,ho thc other members ol-r'our group at e and w'hich poem vour group rvill be studving. Tonight vou should read vour poem. Then, tomorrou'rn class, vou'll have the time to meet r.vith vour group members to discr.tss \oul pucm arrd b.'gin plannirtg r,,ur' presentatlons. The presentations s'ill be on Fridar''. Each groi-rp prc.sentation should be no longer than ten minutes. Eight
RECORDING SCRIPT
groups rvill be giving presentations on Fridar', so rve should casilv be able to finish eight presentations in the hour-and-zr-half class on Frida-v.
7.
Are vou going to buv that stereo
)
svstem
(man) (narrator) (ntan)
is the assignrnent clear to vou? Find out u,ho's in r.'our groLrp :rnd "i'hich poem vor-r'll bc sttrdving as vou leave cliiss toclal', read vour poem tonight so that vou'll be readv to discuss it tomorlo\v in class ri'ith .v-our group, and then have vour ten-minute gfoup pfesentations ready for Fliclar. That's all fot todar'. Set- vou
rt,ottttttt
(
(rvotnan
)
rtarrnlor
(
)
(nnn) (t,otnan
THE ASSIGNNIEN'f I .+8 HOW HAVE THE GROUPS BEEN SELECTED? 49 HOW MANY PRESE\TATIONS WILL BE G]VEN ON FRIDA\-.' 50. WHAT WILL THE STL DENTS DO
(
l1
Its difficult to rvork and go to school You czrn sav that again!
narrator
)
(r'ottnn)
Hou' much rif vour hair u'ould vou Please take a sides.
)
(tnrrator)
Listening Comprehension
12
(
)
l'm happr that ir's not raining. WHY DOES EVE LOOK CHEERFUL?
Can I just estimate mv erpenses? No, r'our expenses must be listed preciselv. (trurrQtor ) WHAT DOES THE A4AN MEAN?
(nnrt)
(wontan) What did votr think ol 1hat literature
Robin's new car certainlv looks impressive.
t4 (ntan )
class?
Itwasn'te)iactl)'interesting. (rturrator) W[{AT DOES THE MAN SAY ABOUT THE CLASS?
(x'orttun)
(tt'cttnan ) (
tuLrrator)
The flight u'e rvanted is full. Let'.s take the train instead. (ttarratctr) WHAT DOES THE MAN STJGGEST?
15. (vr;ontan )
(ttut)
t6
(nuut)
Do rve need to fix supper lbr the childler-r? t'r\'onl(1tt) [ alreadv gave them the-ir supper. (ttarrator) WHAT DOES THE WOMAN SAY ABOUT THE CHILDRE,N?
(mart)
I'll
sav!
WHAT DOES THE WOMAN MEAN? Have vou noticed Wanda s desk? Yes. It's alrval,s so messJ-.
(rnrrator) WHAT DOES THE MAN MEAN? I
t71An )
(u,ontctn )
I need help finding these statistics for mv report. Did vou look in the reference section? Thatt rvhere the-v- should be.
(
5. (v'ornan) Did Salh'go homc over the
6.
narrator
l3 (v'ornan) SAY
ABOUT SKATING?
1.
WHERE DOES THIS CONVERSATION PROBABLY TAKE E','e, vou look so cheerful todar.
)
skating. I don't knou, horv.
so easv to learn.
(tutrrator) WHAT DOES THE \\'OMAN
(ntart)
(rnan
(wortlatt)
Part A, p.294
2.
little off the top and
PLACE?
COMPLETE TEST THREE:
Lran't go
WHAT DOE,S THE MAN MEAN?
like me to cut? (rttuu
TOMORROW?
I
need.
Could you please send them to me
at the same time. (rnart )
(rctntutr) But iti
I just can't plav that song vetr u,ell. Tr-v it over again from the beginning. WHAT DOES THE WOMAN WANT THE MAN TO DO?
as soon as possible? (narrator ) WHAT DOES THE WOMAN WANT THE MAN TO DO?
.I7. HOW \\TILL EACH STI-DENT COMPLETE
1. (matt)
WHAT DOE,S THE, MAN IMPLY?
I have the papers that vou )
l0 (tt'otttcttt)
l( )nlofl o\\.
?
I don't think so. It's not cheap.
narrator)
WHO IS THE WOMAN MOST
LIKELY TO BE?
holidar,s?
(nntt)
No, she remained on campus
(rnrrator)
instead. WHAT DOES THE MAN SAY ABOTJT SALLY?
l/
LIKELY TO BE?
ill; ;'r: ;;.;;.
I'm not ven'good rvith these
(nnn)
computer programs. Whv don't vou take a computer
ne-,v
class? I
(trnn)
What should I clo for this sore throat and cough? (vctrnart) I'nr going to pr-escribe somc' medication, and then r'ou should return to mv office ncxt ueek. (narratrtr) WHO IS TtlE WOMAN MOST
(tt,ottrutt)
1
8.
n(lrrator)
(tt'onnn
)
(nnn) (
rutrrcLto r )
WHAT DOES THE MAN SUGGEST? Could vou get tickets for the concert? I tried, but the ticket agencv doesn't have an1'more tickets to sell. WHAT DOES THE MAN MEAN?
401
402
RECORDING SCRIPT
l9
(nretl ) (tt rtttttut
)
(narrdtor
20
)
(trran)
Wl'rat did Lou u'ant to knor.r,? He asked l'hr I dlop;red out of school. WHAT DOES THE WOMAN SAY ABOUT LOU? Were rou able to gt't the package
30. (tvorttutt) What happencd to r,ou? Yotr don't look sr> good. Well, I u,er-rt skiing for thc lirst tirne, and I rvish I hadn't tried to learn hori to ski on the steepest slope. (ll,trrator) WHAT DOESTHE i\IAN INlPL\'?
(rtntt)
rrailed? (
rt'orrtutt
)
(narralor')
2L
(u'ctutan)
(
)
I can't belic've vou dicln't applv for' tlrc position at the bank. Onlr this molning t\\'.J ne\\, people u'ere hired. I rlrink I nrisscd the boat. WHAT DOES THE MAN MEAN?
)
Dr, \()ll tlrirrk thc lt,tlrn't's lluil)E: lr) sta|t soon? Il it cloesn't, u,e'r'e going to be helc all clan. Y,rtll r.ll(ss i\ :li 8()(rd il\ n)in('. WHAT DOE,S THE \\'OMAN ]\,,IEAN?
rttatt )
(t
tarrator
22. (tttatt) (tt'outar (t
23.
(rt'ottturt
(ntan
71
t
)
trLrrut or
T sc:rrcelv got to the post office befor-c it cl
You're going lo takc llr,e courses next semester'? Don't r orr knor.r' a full pr'()gram is onlr four'? l1's not unhearcl ol, ancl I'm sure I
)
)
l
narrator)
(
rttatt
(
tt'otttatt
can handle it. WHAT DOES THE MAN IMPIT2 A nr'u familv has just nroved inlo the apartnrcnt across the hall. Periraps rve shotrld call on them a
)
)
bit later-. (tttttttLtctr)
\\'HAT DOES THE WON,IAN MEAN?
I sau that thc'police ollicer stopped vou. Did he give vou a ticket? (ttrun ) If hc'd giren rnc' a ticket, I'd be a Jittle unhappier. WHAT DOES THE MAN MEAN? I narl'ator ) (tt,ontttrt
)
Do vou meirn to sav \olr \\rant t() go
26. (trtttrt )
cl:Lncing tc-rrright
|ace tociar ltt'ofitat1) ( rtarrotor )
27. (rvonrurt)
after runnins in thc
?
\iru'r'e hit the lrail light on the headl WHAT DOES THE WOMAN SAY ABOUT THE MAN?
Part
B,
p.296
Questions 3l through 34. Liste n as t\\o
(uonratt) Hou rvould vou like to go do\\'n to the palk this afternoon? To the park? \\'hat's goinc on there? Would u,e just be rvalkine around, or' sittins and relaring, or rvhrrt? (worttatt) Therc's a u'onder'furl arts altd crafts f air-going on, so thc par-k's going to be pr-ettv crou clecl. We u'on't be able to relar, but u'e should see a greal arts ancl crafts fair'. ( t'ttttrt ) An arls and crarfls fair? (rt'ontart ) \-cs, an arts and crafis fair. It's an annual elcnt he|c, ancl it's |eallt popular. Altists frnm arouncl thc ar-ea bring a lot of their iir-tu ork ancl cralls and displav thenr in the park. You can.just u'alk alouncl and look at the clafts if vcltr uant, or.r'on cc|tainlv can LIrv thinss tltat vou like, or voLl can just "peoplu- rr,atch." (trnrr) Oh, I don't knou much about arts and clafts. What kincls of things riill there bc? (v'ontttrr) Oh, all kinds. Paintin,es, potler-\:, .jeu,elrr', ri'oodu'orking, leather goods. All kinds. (nrctn) Which kind clo vou prefer? (wontutr ) I like all oI it, but I guess I'l] probabh spencl rrosl of mr timtlooking at jet,elr.r. There arc. alt'zn's handmacle silver itcms ancl lots of
(uturt)
(ntart) (v'rntutrt)
I heard thilt voll $'on the scholarship l'rom tl're Music Departmcnt. Conglattrlations
1r-icncls
discuss an arts zrnd ct afts fair.
inter-esting stones. Do vou think 1'ou'll .just be looking? Or ar-e vou going to takc rour-*,allet u,ith rou to the park? Oh, I:rluals stiirt oLll just Iooking, but in the end I'n-r sure I'll nced mr
q,allet.
!
No one \\as nlore surplised than I
(rrtatt )
\\ as. (
28.
t1e
(t (
otttcttt )
tltatr
(t
29
rrator ) WHAT DOI]S THE MAN MEAN?
ta
)
n'ator
)
(rrt art )
(rt'tttttart) (t1urr(rt0t
)
The histolr e\am's tomor'rou', ancl I think it's goir"rg to be prettv har-d. Oh, I gr-ress I'll have to brush up on a ferv dale's before then. WHAT DOT:S THE MAN MEAN?
What do \ou think of this suit? Does it look right for tl're nedding? So'n'oLr havc- de-cided to go! \\.HAT HAD THE, WOI\{AN ;\SSUMED ABOUT TtlE MAN/
3I. WHERE
DOES THE ARTS AND CRAFTS FAIR TAKE PLACE? 32. HO\\i OFTEN DOES THIS ARTS AND CRAFTS FAIR TAKE PLACE? 33. WHAT \TOULD PROBABLY NOT BE FOUND AT THE ARTS AND CRAFTS FAIR? 34. WHAT DOES THE WOMAN IMPLY THAT SHE,LL DO?
403
RECORDING SCRIPT
Questions 35 through 38, Listen as t\\'o students discuss a course.
(wotnan) Hi, Joe. I understand that vou took lntroduction to Phvsics last
(nnrt) (worrtan)
(man) (womatt)
(man)
(-*omart)
(nmrt)
semester. Can vou tell rr-re about the coursei' Surt'. The lecture or tl-re lab? You rneztn, there are both a lectur. and a lab in this course? Actuallr, there are three lectures ear'h
ueck and,ne
Part C, p. 298 Questions 39 through 42. Listen as a pro{essor' discusses a term paper assignment.
(wontcLrt) Thats the end of
li6l
Do I hare 1,,lake both lhe lecturc and the lab? The lecture doesn't sound too bad to me, but I knorv I don't tzrnt to spend mv time in the lab. Well, rorr'r-e going to havc- to spend som.- tinte in the iab il'you \r'ant to take phrsics. It'.s required that r,ou take the trvo of them together in the same setTlestef. When do the lectures and lab sessions nreet ? The lectures are threc. times a neek, on Mondav, \\'ednesclar,, and Fridav mornings for one hour each dar: Then vou must also take the lab, on either Tuesdav or Thursdav afternoon, from one o'clock tcl fir,e
(mart)
(v'otrnn)
A ten-page lab report even ueek in
(wonnn)
There are t\\'o important things that I'm r erv strict about: ( I ) the cluc clate and (2) the length ol tl're pape.r. The term papers are due ncxt Tuesdar', br.' fir'e o'clock, u ithor-rt fail. I see sonre unhappv faces out there, but the deadline is :rbsolute. \irr.r'r e had the assignment f'or tuo montlls. so I see no need to extend thL-
deadline. I u'ill not zrccept an] papers after five o'clock Tuesdar. Ancl nc-edless to sa\', \oll u,ill recerr a failing grade if the papcl isn't turned in on time.
lone. This me.ins that the papt-rs shoulcl not be shorte l than ten p:rges and should not bc longer than tu'elve pages. Don't think that rou can inrprove vour grade on the ternr paper bv turning in t\\cntv or Ihiltv pages.
addition to more than four hours in
(man) (1lotnan)
(man)
a
lot of rvork, definitelr'.
35. WHY DOES THE WOMAN WANT TO TALK TO
r.
As far as the length is concerned, rlrc. papers should be ten tr> tri'ch c pagc-:
worth. the lab? Oh, and don't forget the lectures and all the reading assignnrents and exams. This does not sound like a fun COUTSc' tO me. Interesting, mavbe. But fun, no. And
I'd likc to
moment.
the ph1-sics lab?
(laughs) Oh, it usuallv takes more than four hours, and then vou have to go home and u,rite the lab report. There's a lab report elen u'eek? Yes, indeed, usuallt'about ten pages'
lecture.
nrake sure th:rt eventhing is c)ear aborrt the term papers that Iou'r'e u,orking on. The term papers shotrld be alnrost finished nou'. I hope vou'r c' been u'orking hard on them Ior the last trvo months. I can assure votr that iti quite clear to me uhen stuclents trv to do all thc ri,ork on their term papers at the last
o'clock. (worrmn) For fou! hours? Does jt reallv take four horrrs each week to complete
(man)
toclav'.s
Hor.r'ever, before vou lc-ave ,
carcful about the length of vour paper, and be sllre [o get it in on time. Please be verv
39. WHEN DOES Tt{E TALK TAKE PLACE2 40. HOW LONG SHOULD THE STU DENTS HAVE BEEN WORKING ON THEIR TERM PAPERS? 41. WIIAT TIME ARE THE PAPERS DUE? 42. WHAT NUMBER OF PAGES IS NOT ACCEPTABLE?
JOE?
36. HOW MANY LECTURES ARE THERE EACH WEEK? 37. HOW MANY HOTIRS IS THE LAB EACH WEEK? 38. HOW DOES THE MAN DESCRIBE THE COURSE?
Questions 43 through 46. Listen to a description of the job of smoke jumper.
(rnart)
The Forest Scrvice is the qovel'nnlent agenc\. that has the dil'l'icult job of tighting forest llres. One rnajor problem in fighting forest fires is that forest fires ofterr burn in areas \{here ihere're no roacls, or-inadequale roads, so it can tre qtrite difficult to get rvorkers zrnd equipment into the alea to {ight the
404
RECORDING SCRIPT
fire. A verv specialized job has dc-veloped u ithin the Forest Sen-icc as a result, and that job is the job of
glaciers can be used to determine a Iremencious arnount about volcanoes in tl-re past. Sometimes, theret some volcanic dust in one laver of a glacier. Bv measuring rvhere the volcanic dust occuls in the glacier and horv much dust exists, scientists can determine horv manv vears ago a volcano erupted on Earth and get an approximate idea of the strength of the volcano.
smoke iumPer. A smoke
iunrpcr is a frrefighter'rvho
parachutL.s, or- jumps, into un area rvhere there'.s a forest fire. It's necessarv to Llse smoke jumpels lo fight a fire ul-ren the llre occurs in an area rvithout roads. If there're no roacls, the onlv r,.'ar, to get firefighters into an area quicklt is
Th:it's all for todav For the next class, r'ou should read the next chapter in the tertbook.
for thenr to parachute in.
Attcl the smoke junrpers parachute
47. IN WHICH COURSE WOULD THIS LECTURE
ir.rto an area around a forest fire,
rher ri'ork on the grolrnd to fight the fire. Thev nrav spend ser,'eral dar.s fighting the fire, and the]'often have to uolk long hours uithout adequate heavv equipn-rent to battlc' the firc. Then, r.vhen that work is done, the onlv rval to get out is to rvalk. Afte'r clars ol fighting a lire, thev ma] har e to rvalk for hours and hours to get to thc nearest r'oad.
43. WHAT DO SMOKE JUMPERS DO? 44. HOW DO SMOKE JUMPERS GET TO FIRES? 45. WHEN MUST SMOKE JUMPERS BE USED TO
MOST PROBABLY BE GIVEN?
.I8. HOW DO SCIENTISTS DETERMlNE THE AGE OF GLACIERS2
49, WHAT HAVE SCIENTISTS FOUND WITF{IN GLACIERS?
50. WHAT SHOULD THE STUDENTS DO FOR THE NEX CLASS?
APPENDIX A, p.321 EXERCISE A1
1. The
ner.v lamp does not r.r'ork. There rvere holes in the road. .1. Sue lc'apcd ttith lor:
FIGHT A FOREST FIRE? 46. WHAT DO THE SMOKE JUMPERS HAVE TO DO IMMEDIATELY AFTER THE FIRE IS OUT?
2.
Questions 47 through 50. Listen to a lectur'e br,
6.
4. I'm worried about being robbed. 5. This cullurc's lore is amazing.
a
8. Sallv
(v'ontan) Even'one
please take :r seat because thc- lecture is about to stalt. The topic for todav is glaciers, those huge blocks of ice that are found in the norther-nn-)ost and southernmost parts of our rvorld. Glaciers can be thousands ancl thousands of ]'ears old, and scientists trre able to learn a lot bv studfing these ancient glaciers.
The first thing that scientists can determine rvhen studyin-e a glacier is its age. [n fact, it's verl'easv for' scienlists to learn eracth,hou'old a particLllar glacier is flom the numbel of lavels in the glacier'. Scientists drill into the ice, and then thev just count the lavers in the glacier', and from this thel can determine the glacieri age.
In adclition to learning the ages of glaciers, scientists have also been able to Iearn a lot about the Earth's past bv studving glaciers. For exanrple, something that vou might not have thought about is th:it
He had an unbEGvable leer on his t'ace.
7. Thc bor s as standing on-the rail.
universin professof.
is attracted bv the lure of citv iife. is a rou' of lorv buildings. Thc lane rra* filled with rain. Mr frrend lcnt me the moner lor lent. Ther els no n-rn for ttre loom. Ther need rc, prct rid of t lre lice. We raced to the lake. There are..,,'eral ,obes on the rack.
9. Thele 10.
l.
|' 2.
I
3.
14. 15.
EXERCISE A2 1.
Tom tries to cheat at cards.
2. We need a sheaf of paper 3. The gel is orr the she-lf. 4. I'm going to chop the lomatoes. 5.
Thc e hest uas full
"f .lur!
6. Jill suddenlv felt a chill. 7. Sue hit her shin on a chair. 8. r ne Jam rs ln a.lal'. 9. Tc.rm c'hoke.d on a chunk of food. 10.
ftr.
shlp is
oft+glg
I l. Chet bouglrt e r'hcap ieep. 12. It rr'as oniy a joke; it u'as all in jest. I J.
la.
15.
I've had mv share of chip.. I need to jot a note on a sheet of paper It uas a chore to shear the sheep.
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RECORDING SCRIPT
EXERCISE A6
EXERCISE A3
1. Pam placecl a pan under the lan. 2. The pile of trash has a vile. srnc'll. 3. Somc'times he''s a pcst, bLrt hci m1'best pal. 4. The veal uas a goocl bu). 5. Chet took his pet to the vet. 6. We havc a gre.rt vieq, ol the vast arca. 7. The r,an had to r.eel to avoid being hit.
8. The l-rer.r' uzrs ma-de of fine pine. 9. V'era cotrlcl leel the leil on her face. 10. Frurrk had a llr lil( fillcd rr itlt dorumentr. 11. The ban ,,rr b,'rr it t[r. bane rrl her erislcntr'. 12. TheFr,.c,,irlr. r'a..'11;1r1-last lot all hura feri'.
13. \'\,b tried to bail lrith a pail, but ue failed. li. Suddcnlr a lrnt ll.rr pa*t h.' lutc. I
5. TIre be'
'.
pr.
rr
n.
r
he
-cn
b..rt
l. The strn rvill conre out
soorr
2. f lrc pule rrar in the pool 3. The oil boont r,r,as a boon fol the tou'n. 4. H.'can'ffind the boot, but he's looking. -5.
6. 7. 8. 9. 10.
t.. irh bcing c,',,p.d trp. I am not in thc rnood to plav in the mud. Tht' t ool \ art\c(l i.l nli in tlru road. Th.'r rnam the It,,,nr lo,rkinr.l !,,r lum. Thc nrrn rrh,, riJ.s-Gri\n rLrire.l ,,t rr,r,rn. fhc.ltrmb idr:a lr' etld r (l',mc ro tlre biriltlinc tloc,mr.l.--
Hc gops!
i'
EXERCISE A7
1. Tom told a tall tzrle about thc tcam. M.re e ni,-r..J the *rrns lll\\ as slrc llr ,,n llre
2.
sancl.
EXERCISE A4
l. Hc took a s(al on lhr' mot ir':r'1. l. I lr'cl b.d hc(lu.c l l( il. 3. Pcrcr picked a pe. k .l pcppcr r.
-1. [t's reallv rare f or Ron to get so riled. 4. We rvant to get rid of the pests u'ho iire m:ikin-q a clin. -5. I le-aned on the rail of the fen-r,as it crossed llre
llk..
4. The teen \\'ils out until ten.
6. \,lik;
i. Hc har l nir bull l,,r'a pet. 6. i made a bst that rnv team
7. I m goirlu t, r'i. li,r lirsr ple,e in thc ra.c. 8. I had 1
uor.rld beat thc other
7. 'W'e got rid of the red chair. 8. Dave is dead becatrse of his bad dced.
9. It s ncat rhar shc ran knit. 10. Thc dean h, ru d rhe din in th.' d.rr. EXERCISE A5
l.
There's too much u'ater in the dzrnr. Lee offc'r'cd I lame crcusc lot h is a. t i,,rt., 3. The fish took a bite of the bait. 1. Tlre pune r, r. .'dg.d in pine. 2.
5. 6. 7. 8.
10.
You might look under thL'mat. Kate u'as plal'ing rvith the kite. It uas hcl fatc to be involvecl in the light. He tri.'d in--Igln to stop thc bi,,od llori irrg llonr his vein. I hate-the height that the hat gives vor-r. Thc m:rn lrorks in the mein minc
r'ead
in bed and.iotted cknvn a {eu notcs
Lhe ban on becr'. 10. Plea-se .sit in t]'rc closcst scat and set the Lrox on tirc mat rrr thr' lcar ,[ rlrc r.,r-,rn. I | , P.'relct're
ANSWER
KEY
ANSV/ER KEY TOEFL REVIEW EXERCISE (Skills 1-5)
LISTENING COMPREHENSION
t.
l.C 2.8 3.D l. C 5. D 6. A 1.8 8.D 9. A 10. D
ll.C 12. D 13.A l-+. B 15. D 16. Cr t7. C 18.A t9. B 20. A
EXERCISE
1
1.
C
2l.C 22. D 23.C 2!+. A 2.5. B 26. D 27.8 28.B 29. A 30. c
31.B 32.
C
r+1. D 42. A
33.D
,13.
31. A
.1,+. D .+5. D ,+6. A 17. D ,+8. D
3-s. D
36. 37.
B A
38.D -39. C
40. I)
B
49. A s0. c
2.
3.8
D
5.D b,B
2.C
3.D
7A 8.B
9C lO.D
EXERCISE 2
1.A
TOEFL EXERCISE 2
l.
A
2.C
3.8 J+. D
s.B 6.c
TOEFL REVIEW EXERCISE
1.B
2.8
3.D .1. D
7.A 8.D
9.A r0.
A
(Skills 1-2)
5,B
6.8
9.C E.D
10. B
EXERCISE 3
l.D
2.C
l.B
3.C
LC
5.D 6.D
4.C
6.A
7.A 8.A
8.8
9.D 10.8
9,8 10. c
,j.B
.1. D
B
-r.D
.1. D
6.D 5.C o.A
8.8
9. t) 10. c
1-4) 7.
C
8.B
9.C 10. D
4.D
TOEFL REVIEW EXERCISE (Skills
l.c
+.D
2.C 3.A .+.
C
10.A
9.C
1-6)
7.8 E.D
5.A 6.A
1.lltltcLt... ! 2. Flott tttttclt/nntt.t'... ? 3. Vltut is trttkttottt? 4. \,|'lutt to do . . . ? 5. Il'/rat ltaytpetrccl... ? 6. 14 ltat purpose... ?/Il'lty... 7. Ililrar tlting... ? 8. l,lltat to clo . . . .) 9. Illtat is tlte to1tic? lO. l|'ltut ereaL..,.). llrlu'r('... 11. Hon ttttrt'lt tttotte\'... ! 12. l|tlratcoktr...?
9.A 1O.B
?
.)
EXERCISE 8
I I.
thc assiglrnrent for class
2. Lhat Greg \\'as stung bv a hornet 3. the rrnivelsitv slrrrttle Lrus svstem 9
2.D 3.8
.+.D .5.C o.B
l.
l.c -5.C 6.D
D
2.B
2. 3. 4. 1.
7.4
8.C 9.D
t0.A 11.A 12.C
7.8 8.B 9.C
10.8 11.B
12.D
tt'pe ol pLartl . . .
.)
I|'lu're...? ll ltat
i.s
it like)
\l'hatlmppens...?
\I'lut
ttpe ol r:cnttesl . . .
?
7. Hot'ttutnt....) 8. 1\'ltnt is .statetl ttltotLt tlrc t:ontest ? 9. I/.'/to...? 10. h'lnt ttpe ttl Ttlac't'.. . |,'Ilrhetc . . . .)
11. Iltltat... ? 12. Hot, lottg. . .
?
EXERCISE 11
TOEFT EXERCISE 5
l.c 2.8
s.D 6.A
i.B
D
6. Horyntarn...?
EXERCISE 5
l.B
l.
2,C
1. ll/lrut
TOEFL REVIEW EXERCISE (SKiIIs
t.
t.B 8.D
9.D
EXERCISE 1O
l.B
TOEFL EXERCISE 4
l.D
3,8
10.B
ToEFL EXERCISE (Skills 7-9)
EXERCISE 4
l.D
2.D
7.C 8.8
TOEFL EXERCISE 6
l.A
TOEFL REVIEW EXERCISE (Skills 1-3) 7. D 1. B 5.A 3.D
2,D
l.C
EXERCISE
TOEFL EXERCISE 3
2.A
6.A
EXERCISE 7
1
_t.c 4. D
.+.A
EXERCISE 6
2.8
TOEFL EXERCISE
t.A 2.8
3.8
A
2.D
DIAGNOSTIC PRE-TEST
,s.A 6.D
7.8 E,D
9.C IO.B
1. poison hcnrlock t a clcadlv plant a frog-jumpins conlest / the C:rl:rver:rs Corrntr Frog-Junrping Contest 3. horr to chcck otrt books fronr the libran'
2.
407
408
ANSWER KEY
EXERCISE 12
B 2.D 3.A
EXERCISE 2
4.
1.
10. c
A
5.D 6.C
i1.
8.D 9.D
2. I missing subject
B
t2. c
3. I missing verb
7.C 8.D 9.C
10.A
4.C 5. I 6. I
12.D
8. I missing subject
B 22. C 23. A 24. C 2.5. D 26. A. 27. C 28. B 29. C 30. D
C D 33. A 34. B 35. C 36. A 37. C 38. D 39. A 40. D
TOEFL EXERCISE (Skills 10-12)
l.D 2.C 3.C
4.C -5.B 6.A
7.
1l.C
l.D 2.4 3.C 4.A 5.8 6.A 7. C 8.C 9.8 t0. D
lt.D 12.A
13.B 14.A 15.C 16.C 17. D
18.C
l9.A
20. D
31. 32.
21.
41. 42. 43. 44. 45. 46. 47. 48. 49.
B D A D
B C
A C C
50. B
4.C 5.
D
6.A
16. B get lt.
b
18. C 19. B 20. C 21. B
22. 23. 24. 25. 26. 27.
B
IS
ntainh' ll's or rt ls their stnactLrre
hours
C thin C thent
B
van
A
provided Many cold
B
28. C
EXERCISE
29. D 30. B 31. B 32. D 33. D 34. A 35. C 36. C 37. B 38. D 39. B 40. D
10.8 l1.A 12.C
13.D 14.D
15.8
buildingships knos's collected
1.
nor
missing subject
(could be we discussed)
3.
I
missing r,erb
(could be trees are)
4.C
5. I missing subject 6. I missing subject
(could be He pleasantlt greets) (could be He is in the olf ice)
and verb
7.
C
I T
missing subject and r,erb yerh
miccino
(could be She panicked in
a
montent)
(could be is circling)
7.D 8.C
9.8 l0.c
EXERCISE 3 l.
L
2.
1
9.r
ottr
(are
double verb
missing verb
\ing
and
slnuld
go)
(could be is bringing) (could be is creating) (is sailing and is Leaving)
missing verb
(endirtg could be ended)
EXERCISE 4
(could be he accidentally
4.
missing verb
dropped) (paring could be paid)
lriend is)
5.C e,p ract
5.A 6.C
10. c
haye
h
3.8
4.D
8.C
recorded
highlr
(could be
1.A 2.C
7,1 double verb
eye
missing subject
and verb
I
2.C
4.C 5.C 6. I
their look
(.could be
10. c
(could be she ran)
(skills 1-2)
3. I missing verb
discovered
missing verb
9. I missing subject
(could be It is in a box)
TOEFL EXERCISE (Skills 1-2)
7.D 8.C 9.C
1
6. I missing subject 7. C 8. I missing r,erb
and verb missing subject
EXERCISE
A
1. I 2.C 3. I 1
(could be thq: eat) (could be lze was)
10. c
DIAGNOSTIC PRE-TEST
1.C 2.8 3.A
q_a;nAAn
10. c
8.
STRUCTURE AND WRITTEN EXPRESSION
(could be
C
9. I
TOEFL POST-TEST
missing subject missing subject
(could be the students need)
iced)
(could be student in the class rs) (could be He is walking)
1. I 2.C 3.C
(is serued and is)
double verb
4. I double verb
(are listed and are)
5.C 6, I missing 7. C 8.C
9.r 10.
r.'erb
l.
(tuas
double verb
c
EXERCISE (Skills
(could be aparttnent is)
blotttt and.was cut)
3-4)
c
2.r
missing verb
3. I double verb
(could be is taking) (vtere sent and arrived)
4.C 5. I double verb
(are grov,'ing and need)
6.C 7. C 8. I missing verb 9. I double verb
(couldbe are trying) (are completing and will graduate)
10. c
ANSWER
TOEFL EXERCISE (Skills 3-a) 1, D 3.8 5.D
2.C
EXERCISE 8
9.8
8.B
6.A
'+. B
10. c
TOEFL REVIEW ExERCISE (Skills 1-a)
l.
A
). D
2,D
.+. D
6.C
1. L
9.A
8.A
10. B
EXERCISE 5
missing connector (coulcl be but he did not fbel)
o. L
7. I missin,s comma
E. I oa 10. I
extla
subject
missing
subject
(could be t'lrctlter it is)
\t|a (onnd( lor' 1,,mit
missing
comma
(should be desert, rrtttrtt' plattts)
10.
I
nrissing
subject
(could be lozr tyill haye a rnuclt l,(ilcr tiilte)
1.
9.C 10.
I
missins
missing
5-6)
2. I
e
3.
rr.rissing connector (could be Because the report
rfra c()nnect()r (omit Alier or belbre)
4.C
5. I missing velb
(could bc so plattes werc)
I 8. I
(could be ship vas leaving) (could be an.d the teaclter ntust
missing nrissing
rerb subject
5. I
InVerslon ertra subject unnecessarr
(should be *'lrcn the ntoyie
inversion
started)
rt )
9. I missing comma (should be
sen,ed,
tlrc ditters)
10. c
3.B 4,C
5.C 6.A
TOEFL REVIEW EXERCISE (Skills
1.A z.B
3.C 4.8
5.D 6.D
7.C 8.D
9.C 10. A
7.C
8.8
qa 10. A
1.C 2. I missing sr-rbject (could be I slrculd pick up) 3. I unnecessan (should be where tlte cotrtputer 5. I missing r crb
if'it
is goittg to rain)
o.L
7. I unnecess;rr1 inversion 8. I missing subject qa 10. I unnecessan invcrsion
(should be rr'/zat \'ou v:at1t to do) (coulcl be
ltotr
(could be tlnt she needed)
missing subject
l.c t.
3.A 4.B
L
7-8)
5.D
7.
6.C
D
8.8
ToEFL REVIEW EXERCISE (Skills 1-8) r. c 5.D 7. D
6.8
8.D
9.C 10. B
9.C r0.
B
EXERCISE 9
inlersion
4.C 5.
I
missing terb
6. I unnecessarv
(should be v,hont yott recotttntended) (cotrld be v,hich rou lent me) (could be tlrat rou
ga1)e me
was
iuc(,rr(cll (should be wltich slrc caused)
inr,ersion missing subject
9. I incorrect connector
(could be wlutnt I haye not seen) (rr'/ronr shor-rld be y,licJt or thctt)
EXERCISE 1O
1.
C
2. I ertra subject 3. I missing verb
slrc tyanted)
(shoulcl bc l lrr l/le ttruil ttot tlelitet,,,:!t
wtLs
(omit
/ze)
(corrld be
4.C 5.
I
nnneccssanr'
inr,ersion extra subiect ertra subject
lab v'tts located) (could be
(could be *hich was rlte best gante)
10. c
1-6)
EXERCISE 7
inversion
done)
TOEFL EXERCISE (Skills
7C 8. I
TOEFL EXERCISE (Skills 5-6)
1.D 2,8
(shcruld be what needs to be
7. I missins verb
3. I missing subject approve
(could be It is doubtful) (omit /lt,)
unnecesszrn
1. C f rT ,---.--^---.^^_. a, urilrrlg:5dr \
needed)
7.
7-8)
verb
4.A
6.C
(could be wlnr *,tts itt the bol.)
4. I
C
I
r.erb
EXERCISE (Skills
l. I
(omit r/)
10. c
rr'/ri/e.t
I
EXERCISE (Skills
rlllo rlns in her class) v'lnt happened)
(shoLrld be
inversion
8. I aa
8.
qa
(crrnld be
6.C rtpc of'
tttedicitte)
e
missing rerb unnecessan'
o. t. ae
missing connector (could be todat, atttl it)
4.C
I
(omil r/)
3.C
(omit ll)
(could be |ittes v:ere) 2. I missing verb 3. I missing connector (could bc Altltotrglt rttis
5.
?c 4. I 5. I
2. I ertla sub.ject
(shouJd be broke, so)
EXERCISE 6
tr. I
l.c
2. I ertra strbject
8. I ertra subject
(could be it was dil]'icult) 2. I nrissing lerb 3. I missing subject (could be so u,e decided)
+.c -5. I
KEY
6. I 7. C 8. i incorrect 9. I 10. c
conneclot' ertra subject
tlnt
is barking)
(shotrld be the landlord y,ho t:rt ns tlrc buildings)
(omit lt)
(rr'ftlcl coulcl be tlto or that) (omit tirer,)
409
410
ANSWER KEY
EXERCISE (Skills
I
1.
9-10)
EXERCISE (Skills
subject
missing
(could be tlnt tlrc)'ltare
4. 7
missir.rg
lerb
I
missing
verb
(could be y,anted to take hish)
missing
relb
(could be arouttd the table ralked a lot)
6.C 7.
I
(could be that :rras in the bu,
8.C
9. I incorlect 10.
I -1 3)
are should be ls
3.C
4. I 5.
2. I
cooked)
)C
1
I
kturl
5.
t
v,as
diruter
(rrlllclr could be n'hont o( thot)
connector extla sub ject
l.B
3.A B
5.C
6. A
.+.
3.8 4.C
5.C 6.4
6.C
7. I ls should be are 8. I were should be r.yas
9.C 10.
I
taste should be lasles
TOEFL EXERCISE (Skills 1. A ftrrorys
7.D 8. B
). A
7.D 8.D
1l-13) 6. A have 7. C was 8. C are
9.Cls
10. C were aftbcted
/?AS
9.D 10.
A
TOEFL REVIEW EXERCISE (Skills 1-10)
1.A 2.D
are should be ls cLre should be is
2. B are 3. C cornes 4. A present
(omit tlzer')
TOEFL EXERCISE (Skills 9-10)
2. D
I
9.A 10.C
TOEFL REVIEW EXERCISE (Skills 1-13)
l.D
6. B omit rr
!+.A
8. C supplies 9. C which or that
7.Bls
2.C 3.D
5,DfiU
10.
B
were
EXERCISE 11
1.C 2. I 3. I
EXERCISE 14
2.C
are should be
4.C
4.C 5. I
3. I
r.s
deliciously should be deliciotrs elegance shouldbe elegant
5. I plaveJ should
o. t, /. L
8. I
l. I
needs shoulcl be need rs should be nrz
be p1a.r'ing
6.C does should be do
9.C
7. 8.
10. c
C
I
continuatron should be continue
9.C 10.
I
ro rest should be some rest
EXERCISE 12
l.c
2. I .1.
I
5.C 6. I 7. I
EXERCISE 15 are should be rs rs should be are
qa I
I
telling should be told
3. I or shouldbeaird
4.C were should be rlas needs should bc leed
8.C 10.
1.
2,C
5. I should be nor for her abilitt 6. 1 interest should be interestitrg 8.
rr.,n.s
should bc rrt,re
I
or should be nor
9.C 10.
I
omit goes
EXERCISE 13
l. I
are should be
i.s
EXERCISE (Skills
1a-15)
)C
1. I ltave should bc ftn.s 5. I appear should be appears
6.C 7 8
t0
2. I itt nursing should .1.
strength should be slrong receiving should be received or should be nor
4. 5.
ars should bc l.s ftnve should be /zas /lnle shoulcl be /ras ftrzou' should be ftrzorls
be a narse
L,
6. 7. 8.
seeming should be seemed
descriprion >hould be descriprive
9.C 10.
I
should be on the driyet:a!'
TOEFL EXERCISE (Skills 1. C popttlar
2. C phonological 3. B appltirtg
4. l) t|nIer 5. C too ntessv
l4-1s) 6. C bartned 7. B raritl 8. D vlsirors
9. D outlttted 10. D or
ANSWER
TOEFL REVIEW EXERCISE (Skills
1.8
2.D
7. D cltilled 8. A glorilv 9. D bttt 10. C iras
4.A 5. B
1-1s)
6. B rattges
gasa-s
EXERCISE 19
1.
I
people should be parson
2.C
I
piece shouldbepleces
5. I
rotLtes should be rorzza
3.
4.C o. L
EXERCISE 16
1.
I
7. 10.
3. I believe shouldbe beLievetl 1. I find shor"rld be lband
I I qa 10. I
I
kind shouldbeftlnds
t.c
t-
7. 8,
questions should be question
EXERCISE 20
5.C
o.
I
8.C 9.C
hearing should be fteard
2.
ran shouldberzrn .sau should be seen
I
risk should be rlsfts
3.C 4.
I clnice should be c/zorces
5. I aurcunt
ollbr should be ollarzd
shor.rld be nwrilter
6.C 7.
EXERCISE 17
1.
1 sttdy
2.C
3. I nllon slrould 4. I teach should
should be /erler tittrcs should be tinie
1e.ss
10. c
be illlot ins be rarrglzl
EXERcISE (Skills
5.C 6.C
1
7. [ .srliirr slrould be sn intnting
8.1
C
I 9. I E.
should be .sttrdrit'tg
.I
2.
I
19-20)
cttLture should be cultures rttuch should be rn any
3.C 4.C
keep shouldbeftept
9.C 10. c
5.
I
lau'should be lau,s
6.C 7.
EXERCISE 18
2.
1
leave-s
should be
10.
l. B
lies should bc 1le lbrgot should belbrget srtotyirtg should be -srzolv bougltt should be bn
8. 9.
EXERCISE (Skills
5.C
rnan1,
5. A artist
10. c
3 4
amount should be nuntber
2. D sides 3. D amortnts 1. C titnes
.r'
l. I 2. I
I
TOEFL EXERCISE (Skills 19-20)
5.C 7.
cents should be cent be tnislakes
9.C
Leave
3. I sat should be slt 4. I asftlng should be a-slr 6.
I
8. I mistake should
I t
9. I 10.
I
tcLking
l.B 2.C 3.A
5. A
should be taker'r
Feu'er
LC
2. I she should be /zer 3. I Her should be S/ze
4.C -5. C
7. A irtattgurated
8. B 9. D 10.
B
beconte based
identily
TOEFL REVIEW EXERCISE (Skills
1.D 2. I)
3,A 4. C be usel 5. D entptier
languages
6. B
1-18)
l.s
7. B supplied
8. B lattrc 9. B lns 10. C published
1-20)
T.Btasteless
EXERCISE 21
TOEFL EXERCISE (Skills 16-18) 1. D built 6. C delbnd
3. C contaitt 4. A named 5. C been
l-ewer
6.Care
1. B be
had should be ftave dellver- should be deliveret! wrote should be rlrilten be shotrld be beel r/rrr.,e should be driven
2. C risett
8. B millionaires
9. C 10. C
TOEFL REVIEW EXERCISE (Skills
16-18)
becattrc should be become list should be fist.,J recelve should be receit,ittg lbel shc:uld be felt
6.C 7. 8.
6. B people 7. B much
6. I 1 should be nre 7. C 8. I t|tey should be tftenl 9. I she shouldbe/rer 10. c
S.Crillage 9. C alloty 1O.
A
threaded
KEY
411
412
ANSWER KEY
EXERCISE 22
1.
I
EXERCISE 25
l. I
hers should be /zer
3. I
4.C t-
-r.'orrrs
3. I rapid should
shotrld be lorrr
5. I c'arefiil should be corelirllt 6. 1 tutltappil.r, shorrld be tutltuppt'
t_
7. I Tlteirs should be l/zelr
I lozl.should
be
8.C 9. I casilr thould
loars
9.C 10.
I
.',ozrrs
should berozrr
10.
thent should be hint or lter
2.C
I
6.C 7.
-s/ra
1
delicately should bt delicate
3. I
ptl>1vs4'Li
be them
iJ.
C
9.C r0. c
their should be /rer
EXERCISE (Skills 21
l. I l
TOEFL EXERCISE (Skills 24-251
-23)
l. B
shoulcl be nig
2.C
2. 3. 1. 5.
3. I il should be its
4.C 5.C 6.C
1 his should be liri I they should be t/renr 9. I lt should be tltent 7. 8.
B bright D electrical
't
TOEFL EXERCISE (Skills 21-23l-
4. A altrasive 5. A n'rr-ls
l. C tltetn
6. C
2. D rts
7. D
3. D lis
lrct we
8.Che 9. B their
1.Cit
10.
C
s/ze
TOEFL REVIEW EXERCISE (Skills 1-23)
1.A
2.8 3.8 4. B ttppointed 5. C bratrcltes
6. D
/rl.s
J. L tl'ere
8. D or9. B ls 10. D tltt'it
EXERCISE 24
LI
unrlsunll,- should be untLsuaL
2,C
3. I poor shouldbepoorlr
4.C
5. I carelil 6.c
shoultl be carefullt'
8. I satl should
be sadly
9.C 10.
I
10.
TOEFL REVIEW EXERCISE
.A z. b J. L
thet,
6. C e:tensiveb 7. D urilualtln, 8. D strategic 9. A successfttl
intpossible
D periodicallt D elliptical
10. c
5. D
should be porle,r/irl/r'
6. I sirnpb should be sirllrle 7. I rude should be rzrclelr
8.C 9.C 10.
2a-25)
LI
5.C
should be rfter
I lt should
be e,r.r
be.s1or,A'
2.C
3. I ir should bc r/rcl 4. I lrc shor-rld be ir 5.
I slorl should
EXERCISE (Skills
EXERCISE 23
l. I
be rzpidA'
4.C
6.C 8.
gorgeousl,- should be gorgeolr-s
2.C
7,. C
loud should be /oadly
B
specitLLlt
(Skills 1-25) 6. C used I.
I
CII|llD
E. D rl's or it Ls 9. D irtsuf icient 10.
C
/zrz.s
TOEFL POST-TEST
t.A 2.C r.c
4.8 5.D 6.4
7.8
10. B
8.A
D
ll.
9.8
12. B
C are 17. C centttries 18. C and
29. B depetdent 30. C rapidlt
19. A lter
32. 33. 34. 35. 36.
'16.
2Q.
A
sirttT:lest
11. C reached 22. A ttsualh' 23. A establislrcd 21. C disappears 25. D tlrcnt It\.
I
alld
z/. A oroKelt 28. A ntnu'
3l. C rteeds C lrc
B
glartd
D
regurgitates
B occur
A
ntlrLber
t t. E DccolTte
38. C contbine 39. A higlilt' -10.
C
lts
13. C 14. C 15. A
ANSWER
READING COMPREHENSION
TOEFL REVIEW EXERCISE
DIAGNOSTIC PRE-TEST
LB D B C
D 6.B 7.D 8.D 9.A 10. D
lt.B 12.A 13.D 1.1. B
15.B 16.A 17.4 l8.C 19.R 20. A
TOEFL EXERCISE
1.8 2.D
2t.D 22.D 23.C
31. B 32. C 33. C
+1. A 42. B .r3. B
2-+. C
3.+. D
.1.+. A
25.A
35.
26.8
17.
C
,18.
C
29.C
36. A 37. B 38. D 39. C
.+5. D .+6. D
30. A
,10.
50. c
27.8 28.B
C
c
"+9. D
1
3.C .+.A
5.A 6.C
7.C
8.B
TOEFL EXERCISE 2
l.D 2.C
3. Il .l.D
.s.C 6.D
t-.A E.A
LC
,+.D -5.A 6.8
7.D
8.C 9.D
t0.B
13.
11.C
1.1. A
5.C 6.C
7.8
C
r2.A
3.A .+.D
1.8
.l.B 5.C 6.C
8.A
9.A
i2.I)
13. D
14. D
3.C 4.D
,i.B 6.C
TOEFL REVIEW EXERCISE
1.B 2.8 3.C
4.A 5.D 6.4
7.C
9,D
LC
10.D
ll.A
r2.D
:+.C 5.A 6.C
7.C
8.8 9.D
10. c
7.D 8.A 9.8 r0.B 11.C 12. B
13.R l;l.A 15.D 16.B t7.D 18. B
I
-).
i4.
1.,{ r.c ,i.c
.l.A 5.A 6.c
7.D 8.8 9.c
13. B l-s. D
,A
l9.A
25. A
26.
12.c
,+2. C .+3. B
3.1. B C
44. A 45. B 46. D
37.D 38.A
.+rt. A
36.
39.8 40.
D
17. B
49. 50.
missine sublect
strbject
rnissiirg subject and vc.rb
c
,!_!tnt7ry!!!_ _-l!a4 q!, 1!!!!lt:e
C
Resen'atiott.s trced exattt
tt I 12.
missing subject r.r-rissine r.elb
missin-u strb ject and r.erb
16.
e-rtra subject
rnissing subjccl-
19. I rrissing subject ancl verb 20. C passrlorrls ore reqttired EXERCISE 6B
20.D 21.D
1r.B
41.
nissin-e vcrb
1 liglttttin! it t,zts t7 1 'l!U" llgl:lg 18 c rylt:!!,!:!!4
C
10.C
D
31.C
32.C 33.B
8I4in
D
12.
TOEFL EXERCISE 6
D
9.t
C 1i,S...rs
1:1.
2:1. A
30.
35.A
l:f4j!!!4 yr!l]:-!:!!sts missing 7. C ry:l!t!!u1J!!!::
r
15.
B
22.C
29. B
rnissins strbject and verb
--\
t-5. c
lf
D p
D D
23.A 24.C
fr>rectLsrer
I
lt.
23.C
21.C 22.D 23 A 21. A 25.D 26.8 27.D 28.D 29.8 30. A
1.r 4::g:y!4
I
TOEFL REVIEW EXERCISE (Skills 1-5)
t B 2.8 3.A .+ c 5.8 i\. D
27. 28.
EXERCISE 6A
13.
TOEFL EXERCISE 5
i.D 2.A 3.B
ll.D 12.A 13.B 1.+. B 15.D 16. B 17.c 18.D t9.D 20. B
1:1.
(Skills 1-a)
7.C 8.B 9.A
D
D
26. B
WRITING
10
TOEFL EXERCISE 4
l.B 2.D
r,B 2.D 3.C 4. B 5.D 6. C t.c E.D 9.A 10. B
6
TOEFL REVIEW EXERCISE
2.4 3.D
22.
25.
TOEFL POST-TEST
1, I 5. C
8.D
(Skills 1-3) 7.8 10.B
{Skills 1-6) 19.8 20.D 21.D
l3.D 1.1.A 15.D 16. B lr-.C 18.A
2. C I cotLkl not sttltl
TOEFL EXERCISE 3
i.D 2.D
7.A 8.A 9.8 10. A ll.C 12.C
9.A lO.D
TOEFL REVIEW EXERCISE (Skills 1-2)
2.D 3.A
l.C 2.C 3.B .1. C 5.D 6.A
KEY
I. c 2. I
!p,,,!!:L!:45Sreye
3 1
r tT:tr?:y,y4
5.
c cjqr !g: t,,,A,t
r :44rllE.1'J
b. I
.11:
'.,,,
\4!9!",'!!:4
llLtUy tlgL
(_,//?
///,,
44.::pL!g U,a
t::l ! s:!4tytftpL
/"l f,l[I1
/. L ,// lri/J tttttlt]11 . lrllI iu]t I\
8
I
)?,,,
!g_:l:!_:g:yli:|c!!l b!
q. I lt,t,l n,,t littiJt,,.i ., u, 10.
C ! nniled-i, tuuliit arrh'ed
r, l1l
rru,{
D D
413
414
ANSWER KEY
11.
I
alarnt
!,ellllTlirl,t yptlyll
3.
The nert char:rcteristic of a gocrd roommate (6A) is respect for each <-rther's belongings. When trvo people are roommates, (6C) thev each come into this situation rt'ith their ou,n belongings. Because each roommate's belongings are ilnportant to him or herl it (6C) is important for each of the roomm:rtes to resp.'ct the other roommate '.s belongings. Respect (trB) for each other'.s belongings ri ill help ro prevent problems bc.tu,een roonrmates.
1.
The final Important characle'r istic o1 a good roomnlate mav surprise you, (68) but this characteristic is <1uite important me. This final characteristic of a good roomnlitle is (6A) a lack of neatness. I mlself am not a vcr-\' neat person, (68) so it ri'ould be r,ery hard for me to have a neat roommate. A neat roommate t'ould probablv be upset r.r'ith me much of the tirne because I (6C) am a
12. C t rai rt deplllecllA rl,lg!f!1g4 13.
t+. I
I stut :9!iiil1't:,:lt:,r,!y', y:ll t lbe;in\it sellll: , rLl'aitport s
-. L
I .I
/)111
,-,
i\ t \'l] /]tt:r '/lii./ 1tr\
t6.
Sonrcorte'le!f!_E!74!!!
17
lin
r 19. I 18.
zo.
c
d
I
i trte
n.
ie
!:lt [fl
n.
sta
":g:g!!!,nlt,]
Y!r!-tr9!9/'it!:! r
pcL!!4!@i4r_y:t
ktu !.1!!
kpk\y::,::l:lyl:14
5!yy:q:
t:llef,*l
1:c
ljr
little nessr'. If I had a near roommate, (6C) this
EXERCISE 6C
. z. 1
roommate and I $'ould probabl-r' h:N c' problems. The (68) best roommate for me is thcre.fore a rather
c A elk b_!L!!l,t yi@y! t L 4!!!!!9!! .r',d:!El ! |l::!:gt!
tness! r'oomm:rte.
5.
3. I SheVecattsei\s:!!L 1.
7 Fft4v,,rkcrs tlylJJly!!
\. t
I:SLllet LttlleCl((l
1t /?(
i1 ( l er\Oll( hAd IUlt.'hed
o. I
v,,,, f:l:t:,iu:!!it, ,:j991:lll:= l. C Eii"ii]l ( \'dl,r i'As // sdj 8. I I urrl rle n,,rl _ ru *tt ,-, tr
e. 10.
r
in-iii4yl4!"dV1!4t).e
C Vnouinlno
one
roommate lor nte. EXERCISE 7A
l.
ry9led
reali:etl\ve tnd
I glpuld rylffrour slnes ,.!!: :. c l.vrczl ire'r,s c!llt9] ! ry!!4y | 3. I lt'i ends l l!:!i t!y: ytll::lytyt4:j::L A t VCy]!!l9ljlllllttttril everythittg ,: n::p!y4 |5. C lA Aplaters y9L4ly!!4'!!y! tO. t Fllerrzl! students s:!! tt c /j!:ygtllg!9!:nd V::r,@,t \!!!9!!!td 18. I Fid;fr;lleqtlyyl ryyl:eltlJele 11.
t
f
9. C
20.
I
S/rc rras @ elbd
EXERCTSE
l.
2.
Frtt
s e
n
Er,erlbodl'has (13) a dillerent u,zu'of measur.ing srrccess. Monev mav be one measure ol success, but it is not the best measure of success. Bettel \\ravs of rne:rsuring success are ( 1 1) al:Lilable. Some of the better measures ol a successful lifc are (12) farrilrl friends ( I .l ), and career:
2.
r
t t r,
The first characteristic ol'a good roommate (6,4) is
t ill be ven
different people, and (68) the-v-' u,ill disagree about manv things. Hor.rrer:er, if ther each have a sense of humor, (6C) then thel.can l:rugh about these disagreements instead of alguing about them. A good sensc <;{ humor is (6A) necessan ir.t .,r roon'rmate.
(11) the
Another wav to measure the succe-ss of a life is ( 1 1 ) the strength of friendships. Someone s'ith a lot of monev but no fi'iends to share it r.r'ith is ( t3) not a srrccessful person. In contrast, someboclr' \\'ith lots of close, thoughtful (14), and caring friends has (13) a. lricvcd sue\'c>s in litc
4.
A llnal rvat' to measlll'L' the succr-ss of a life is ( I I ) the amount of enjoyment in a career. A career rvith a lot of money but rvithout enjovntL'nt is (l 1) neither fulfilling nor desirable (15). On tl-re orhel har-rd, a czrreel that provides true enjoyment dav after dav is a successful carcer even if it does not pror,ide a lot of
6 (A-C)
a sense of huinor. Any tlv
lifcis
3.
refj :fll!!!lt t lljll!
Many (68) different lrpes of people can bc good roommates. Three chalatcleristics, to me, are (6,4) important in a good roonlrate. Let'.s see if 1,ou agree (6C) u,ith me about thc-se tht'ee important characteristics of a gooci loommate.
Onc rvav Lomeasure the success of a
strength and depth (14) o[ l'anrilv rc'lationships. Perhaps someone eithcr u'ithout a familv or (15) rvith a very unhappv famiil' has ( 1 3) a lot of moner', but this person has not reall.v had a successlirl life. Anvbodl' u'i1h familv relationships that are both strong and loving (15) has (13) had a successful lile.
rlrottalt !,tpologi--cd
e s t e
Thus, nraru'dilferent Lrpes ol people (6A) can be good roornmates. Ho$e|er, cerlain characteristics are (6A) import:rnt to nte itr a loontmaltc: a sense of humol r'espect for e:rch othe'rls belongings, :rnd not too rnuch need fol neatness. A roommzrte u'ith these important characteristics will (64) be a successful
mone\t
5. lt
is not realll a good idea to measure thc success of a life bv the amount of monev that a person has miide. Insteacl, the succcss of a lifc should be measnred in a number of other \\'als, llot onlv bt the lzrnrilv relations and the frjends but ( |5) :ilso bv the career that a person has developecl orer a litetimc. All of these rncalsLlres of success are ( 1 2) far ntot e mezrningful zrnd accurate ( 14) tl-riin using monev to nteasLu'c success.
ANSWER
3.
EXERCISE 78
1. I have
alrvals d,reamed (16) of being a person who is alu'ays on time. Horvever, in realit1,, I am alrvays, alrr,'avs late. The follou'ing three examples (19) shou' that, elen in several leru inrporlant situations ( I 9), I
cannot seem { 18) to arrir,e on time.
2.
One example o[ mv terrible tardiness is a job
interview
( 1 9) thal I had soon after I graduated from college. I lvas given ( 1 7) the opporlunitv to inten'ierv for a rvonderFul job that many (20) other people t'anted. The inten,iet'u'as scheduled (17) for 10:00. Hou'er.er', I oversle'pt and did not arrive at the inten ierv until 1 1:00. I am sure that my lateness r'r'as the major reasc,n that I did not get the job.
3.
4.
5.
Another erample of mv terribie lateness is an appearance in court that I had to make after I had received (16) a ticke-t. I, ofcourse, could not arrive (18) on time fbr this court date. Because I mi.ssed mv court time, I had to par the original ticket, and a large fine u'as added (17) to the amount (20) of monev that I had to pa1. The final erample of ml'terlible lateness \\'as m.v wedding. I was engaged to be married to the most wonderful \\roman, and the rvedding had been (16) schedlrled for 2:00 on Saturdav afternoon. As vou can probably guess From both of the earlier examples (19), I just could not manage (18) to arrive at my own ri'edding on time. I r'r'as very lucky that my br:ide r.r'as waiting ( 17) for me rvhen I arrir ed an hoi.rr late. These examples shorv that there is little (20) doubt that I have a serious problem rvith lziteness. My lateness has caused (16) me many (20) serious problems in mv life, as the exzimples of the iob inten'ie\v and the court appointment sho\. At least m1'lateness did not cause me to lose out on the single most important occasion ( 19) of mv life, ml
rvedding.
1.
Wl-ren
I receii,'e
1.
shou'that I usuallt keep special to myself for a lr'l-rile. I think that I \vant tL) be the onll,one to knorv about it for zr ri,htle. I riant to enjoy it n.rvself before I share it u,ith fan-rilv and friends of mine (22). These exan.rples
(2.1) ne',1's
COMPLETE TEST ONE Section 1: Listening Comprehension u
11. A
2.D
2l. B
1.2. D
22. 23. 24.
t.
3.B 4.B 5.C
13. C 14. B 15. D
6.A
I O. b
7,
17. C 18. A 19. D 20. A
B
8.A
9.D 10. A
a pleasant surprise,
m) r'eaction
surprise bv shorving
their (22) l'eaction and bv
tellir-rg other people around them about
it
(22).
Houever, I do not react this \t/ay. I react to a pleasant surprise by keeping it (23) to myself for a while. One example of mv reaction to a pleasant surprise grade that I (21) received on a chenistn- exam.
r.vas :r
After I took this exam, I did not think that I had done extremely (24) u'ell. When the professor returned the exam, he (2 1 ) announced that onlv one exam paper had received an A on the exam. I felt quite happy (25) u'hen I Iooked at mv paper zrnd sarv the A on it (23). I kept the news to myself for some time because I wanted to enjo-v myself. Perhaps a week later, I told some of my friends about my -sl-ade. It u,zis unbelievable (25) to them (21) that I had kept this nervs to my'self for so long.
3l. A
;l1
32. 33. 34.
42. .\
D B B 35. A 36. C 37. B 38. D 39. D 40. C
A D A 25. D 26. C 27. A 28. B 29. B 30. D
.+3.
C C
,1.+. D
45. B ,16. D .+7. A
48.
A
.+9. D
50.
C
Section 2: Structure and Written Expression 1. D 4. D 2.8 5. A 3.C 6.C 16. B lottg
D
10. 11.
9.8
A rtonnctl A rententberzd A it
24. C obsen-ing 25. B was
26. D man,27. D sea 28. C be
30. 31. 32. 33. 34. 35. 36. 37. 38. 39.
B
7. A
8.D 9.A t0.
D
16. 17. 18. 19. 20.
D A C B B
.{
14
D
f -i
,l
4O.
C tluir
matclrcs
B progressivelt A his B he C contaitted
A nuntber B built
B
easill'
D adapted
A
rs
Section 3: Reading Comprehension 1.D 11. D 21. D 31. B 2.8 12. D 22. B 32. D 13. C 23. C 33. C 4.A 14. D 24. C 34. A 15. B 5.8 25. D 35. C
6.C
13
29. C or
tttrned
20. D beconte 21. 22. 23.
D B t2. c
7.D 8.A
18. C /zls 79. C vears
differs considerably (24) frorn the reactions of most people, I think. Most other people react to a nice (2.+)
2.
Another exarlplc of ml reaction lo a pleastnl surprise was my admission to a special (24) Honors Program at my school. When I received the lettel' saving that I had been admitted, I did not run and shor.lt this ne\\,s out to c\ ervone immediately (24). Instead, I rr':rnted to keep the neus to mlself. it rias four or fir'e davs before I told mv fan-rily and friends. Then I told them (23) quietly (24), rvithout shouting the nervs. I did not seem veln happy (25) about thc siluation because I \r'as not jumpine up and dou'n and shouting, but I u,as l'eally quite happv abotrt it (23 ).
17.
EXERCISE 7C
KEY
26.
27. 28. 29. 30.
B D B A D
.11. D
42. J3.
C
A B
44. .r5. B
36. A 37. A
/+6. A .+7. D
38. 39. 40.
48.
D D C
A
49. D 50. c
41.-
416
ANSWER KEY
Section 2: Structure and Written Expression 1.B 4.C 7.8 10.A 13.
COMPLETE TEST TWO Section 1: Iistening Comprehension 1.D 11.B 21. A 31. A
2.C 3.D 4.A 5.A 6.8 7. C E.A 9.C 10. D
12.D 13.A 14.C 15.D
16.8 17. A
18.A 19.C 20. B
B D 2.1. B 25. A 26. C 27. D 28. R 29. D -30. A
B B 3.+. D 3-;. A -36. B 37. D 38. C 39. D .+0. B
22. 23.
32. 33.
41. C 12. A ,13. A
44. B
45. C 46. D 17. B 48. C 49. A 50. D
Section 2: Structure and Written Expression .+.D l.D |0.C 7.4 l3.B 2.A .5.C r1.C 8.D 14.C
3.C
6.8
9. A
16. B shilt 17. A takes 18. D been 19. A nntl 2O. A plants 27. A are
22. D
A
31. B
11
32. C rallietl
she
introiucerl
lim Botlt are
D
decnde
D
rtunther
29. 30. 31. 32. 33. 31. 35. 36.
elentents take
occrrpl
atd the,-
. C itllportant
22. B nritterals 23. D sold :1. A Ale :). t illP|I 26. B relatiyelt
27. C is
ll.D
12.D
C
14. C 15. A
A starred B on C rllio-sc
A lik,' B tlte colont' C
C C
be classified ttttr>ther
bttsinessnurtt 5/. L lltrIe
38. C ntake 39. D called 4O.
a.sked
28. C regulate
5.A 6.D 7.B s.c 9.D 10. c
C sttitable
B saved D rizelr C e/lectireh
C parts of'
l5.A 16.C 17.D
18.8
l9.C 20.
D
D 26. B 27. C 28. B 29. C 30. D 25.
D 36. D 37. B 38. C 39. A .+0. C 3-5.
41. C 12. B -+3. D
44.
C
4-5. B
46. A
17. 48.
C
D
49. D 50. B
C it
elliptical
APPENDIXES
Section 3: Reading Comprehension
1.C 2.D -3.8 4.B 5.A 6.C 7.D 8.D 9.8 10.A
21
8.B 9.D
Section 3: Reading Comprehension l.A 11.B 21.. A 31. D 2.C 12.A 22. B 32. C 3. B 1-3. D 23. A 3-3. D -1. A 14. A 21. C 3!1. A
.5.;. l5 iltltdbtt
34. 35. 36. 37. 38. 39. 40.
16. B 17. A 18. B 19. C 20. B
5.8 6.A
15. D
29. C subnrcrge 30. A rlzr-s
25. b nlston'
24. C 25. D 26. A 27. A 28. C
1.2.
2.C 3.D
1l.B 12.D 13.C 14.A 15.A 16.8 17.C 18.D 19.C 20.C
21. 22. 23. 21.
25.
26. 27. 28. 29. 30.
D B A D c A D B B B
3r.D 32. C 33.C 3,+. A 35.B 36.D 37. D 38.A 39.C 40.D
41.D
42.8 43.A 44.
C
45.B 46.A .+7. B
48.D 49.C 50.B
EXERCISE A1
l.B 2.A 3.B
.+.A 5.8 6.A
9.A
B B 12. A
7.A 8.A 9.C
10.B 11.A 12.B
13.C
7.A 8.A 9.C
c
11.
B t2. A
13. B 14. C 15. B
-i.B o.A
7.C E,B
IO.A
5.B 6.C
7.A 8.8
l0.B
5,C
7.C 8.8
10.C
7.C
8.8
10. 11.
13.
c
14. C 15. A
EXERCISE A2
l. B 2.4 -3.A
,+. A
5.B 6.C
l4.A
15.B
EXERCISE A3
lC 2.C 3.8
COMPLETE TEST THREE Section 1: Listening Comprehension
r.B 2.A 3.D 4.C 5.B 6.A 7. C 8.8 9.A 10. D
1l.B 12.C 13.D
14.B 15.A
l6.C 17. B
r8.B 19.C 20. D
c B B 21. A 2-5. D 26. D 27. B 28. D 29. A 30. c 21.
22. 23.
B D C 34. A 35. B 36. C 37. D 3E. B 39. C 40. c 31. 32. 33.
41. B 12. D 43. A 11. D
45. B 46. C 47. A ,+8. B
49.
C
50.
D
.+.8 5.A b.B
r0.
EXERCISE A4
] C :.B
3.A /+.C
9.8
EXERCISE A5
l.C 2.8
3.C 4.A
9.C
EXERCISE A6
I,B 2.4
J.C 4.A
o.A
9.A
ANSWER
EXERCISE 85
EXERCISE A7
1.
2. 3. 4. 5. 6. 7.
tall... tale... team
l.
rays...lay
rare...Ron...riled
rid...pests...din leaned... rail... ferry... read... bed... jotted...
r'ie... place...
8. bail. ..
lake notes
race
jail... failed. .. pay...
fine
9. need... heed... deans... ban... beer 10. sit... seat... set... box... mat... rear... room 11. 12. 13. 14. 15.
Pete...peered...view... ferv...boats...bay fans... let... roar.. . ball. .. bat shore...picked...seashells... ships...pass crowd . . . booed . . . jeered . . . joke
plate... ra\\'... chips... lup... plate... landed. .. really... sheepish... grin ... face
EXERCISE B1
l.
in an uproar
2. since yesterday 3. of an extinct dinosaur +. under several feet 5. oisoil
6. 7. 8. 9.
KEY
by incredulous constntction u'orkers foom the ditch on the construction site
for further scientilic study 10. of the location
2. 3. 4. 5. 6. 7. 8. 9. 10.
thIgCCh the dorvntown area along the edge of the Saugus River across the Township Bridge into the wide open spaces outside the town RmorU the expected leaders for their fearless performances in previous races against strong competitors
EXERCISE C1 1.
ADJ ADJ ADJ NP ADJ NT ADJ NP VNT VNP NTV ADJ V ADJ ADJ
V
2. NP 3. ADJ 4. 5. NP
ADJ 7. NT 8. NT 9. NP 10. ADV 11. ADJ
NT
12.
13. NP IA ADJ
1f.
NT ADV ADV ADV
ADV NT NTV NT ADJ NP ADV ADJ ADV NT NP VNP NT ADV NT
5.C
7.8
NT ADV ADV
NT ADJ
NT ADJ NT
NT NT ADJ
NT ADV NT ADV NP ADJ
NT NT NT NT
EXERCISE C2 EXERCISE 82 1.
at the local communitv college
computer-phobics on a computer betrveen a computer monitor and a keyboard about this course until six o'clock daily during the fall semester at a low fee
l. A 2.C
3.
4.
A A
6.8
9.A
t0.
8.C
2. 16r J.
4. 5. 6. 7. 8. 9. to residents 10.
ilroughout the county
EXERCISE 83
t. across the Atlantic 2. inside the storm 3. at 130 miles an hour 4. &er the rt'arm southern u'aters 5. toward the southern coast 6. Desprt" the current distance 7. of the storm 8. from land 9. ne'ar the coast 10. iliihin 36 ho,r..
EXERCISE 84
l.
down the street a doubt
2. without 3.
oFrr-s type
4. Unlike most homes 5. in this neighborhood 6.
-/. 8. 9. 10.
behind a massive stone n'all \\'ttn rvy through the wall to the compound from the street
EXERCISE C3 (There may be more than one ansrver.)
1. finalist final )
nrnFccsnr
professional 3. socialist
Z-?r-.
.tsqe9
4. Speclallsr speciai
5. electrician electrical 6. realist real
finelirr,
finally plolession
specialization
specialize
specially alonrrinirr,
-l-.r.iA'
electrically
realism/reality beauty
beautifuliy idealism ideally terrorlsm
terrible 10. illustrator
illustrious
realize
really
beautiful 8. idealist
9. terrorist
/,G^ nroless
) professionally socialism/society socialize socially
7. beautician ideal
6n^li?a
terribly illustration illustriously
beautif,v idealize
terrorize illustrate
EXERCISE D1
ring
rang
rung
slng
sang
sung
drink
drank
drunk
sink swim
sank swam began
sunk swum begun
begin
B
417
418
ANSWER KEY
EXERCISE D2 seltl spcnt len t
scn t
EXERCISE D8 ql\ e
spent
lvritc
lcnt
take
gaIe \\'l ote took
btr ilcl los e
built
built
fall
fell
lost
lost
a1r't!e
cllole
tnakc'
nr:rcle
citt
atc
nt ea l.) har e
lr
maclc mea nt
fall en dlir en eaten
ri
clc'
locle'
liclcle'n
had
hacl
rise
rose
hcar
heald
hearcl
forgivc
for-Ezrve
risen forgir en
bct
bet
stt'itl
stolc
stcllen
puI
pilt
be't pu1
hurt
cost
COSI
hur-t cost
spoke chose
spokcn
hr: r't
speak clroose
blcak
brokc
bt oken
SNTII
shut
slrut
tr-eeze
I
hit
hit
hil
lct cut
lct cut
let
quil
qult
fir
frt re:td
qlli t {it learl
gct [orget bite hidc beat
slt
sat
sat
become
u irt
\\'on
\\'OI'I
dig
clug
held founcl shot led met fed
set) d
spcnLl
lend
L-ii lt
t
EXERCISE D3
read
olci
find shoot lead nl
L-a
l
feed
CLII
bittr-n
bcconre come
chig
bccanre cante l-:t lt
he'Icl
tcaf
t
founcl shot
\\'ezlr
\\'ofe
lecl
rlt r
met
8()
pfoVe
proVen
starrd
stood
sLeep
slept
stood slept
keep
Kep{
kc-pt
fee
fel t
felt
s
told
knou
knerv
knos n
gr{)\\ blorr'
gfe\\' blert t hre\\'
[1.0\\ n
crr
shon
sholr'ecl
dlan
dreu'
\\:c)
see
scc
did \\ cnI
rll I
done gone
E1
!+.L LG
l.i 2.8
7.J 8.E
l0.H l1.K
sold
EXERCISE D6
1l
fun tofn
orL'
l'ed
tell
|ou' lly
f.Jfg()tten
brt
ci:)nte r-un
saicl
t lr
forgot
EXERCISE DIO
sard olcl toIcl
l
rt
sotten
hidcle n
pa icl
I
lroze
got
beateJ-r
pai.l
ser)
roze
be:rt pt'or ccl
EXERCISE
sel
chosen
hid
EXERCISE D5 pa)
taker.:
EXERCISE D9
EXERCISE D4
h
:]r\'el-l
\\'ri t tcn
bh;u n th ro\\ r.l IIon'n shou n drarr,n
EXERCISE E2 I
think
thought
teach
tar,rght
thought taught
bur fight
bought fnrrolrt
bought
catclt
c:Lrrght
caueht
l)r'r nS
brough{
broughl
foLrght
su
/ c\n:tle
bmarine
8. sr.rltrlat'
tclcscope
9. t0legram
postuar cxit
10. incloors 1 l. prediite 12. postoperative
pret(]en rncolrtc
EXERCISE E3
LC 2.E 3.B
-+.K _i. ll 6.1
7.D 8.L 9.F
10.A
ll.J
12.G
EXERCISE E4 1
EXERCISE D7
.
2. 3. 4. 5. 6.
.
7. unequal 8. tcturn 9. rniscount
rrnkno.,r n
2. incorr-ect 3. r'etell :1. rep:rv 5. misspelleci
10. r-ecopv
6. co-rvorker
12. connect
1
l.
rncomplete
EXERCISE E5
l.K 2.J 3.L
.1.E 5.G 6.D
7.A 8.F 9.B
10.H
i1.C
12.1
ANSWER
EXERCISE E6
EXERCISE
1. visit
7. portable
2. porter 3. vocalist
9. visible
8. judgment
4. judge 5. autobiography
6. event
10. vocalize 1 1. autograph 12. revenue
EXERCISE E7
1. I 2.C 3.K
4.4 5.J 6.E
7. D
8.F 9.H
10. L 11. B
t2.
G
EXERCISE E8
7. transmit 8. indicate 9. script
1. describe
2. dictate 3. missile
10. diverl
4. proceed 5. spectator 6. vertical
1
l.
respect
12. succeed
EXERCISE E9
t.K 2.
1
3.J
4.O
5.H
9.D
6.C 7. A
10. F 11. N
8.S
tz. L
13. 14. 15. 16.
M R B G
19. P 20. L
13. 14. 15. 16.
M T B H
17. F 18. L 19. K 20. J
17. Q 18. T
EXERCISE EIO
t.R
2.P 3. I
4.8
5.D
9.Q
8.O
10. s 11. C 12. G
6.A 7.N
E1 T
KEY
419
DICTIONARY or
AMERICAN
ENGLISH
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