The book also presents detailed advice on ways that students can expand their English language vocabulary. They will find helpful tips on using a dictionary and a thesaurus to expand word power plus practice tests with answer keys. The tests are designed to help students evaluate their expanding word-learning progress and increased vocabulary in English. This copy is only for promotional purpose. Blog owners hold no responsibility for any illegal usage of this copy.
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Reader canget many real examples that can be great knowledge. It will be wonderful. PDF Formatted 8. Format it howeveryou want! Actually, as a reader, you can get many lessons of life. It will be better ifyou read the book alone. B To convince the professor that he will D The requirements are unnecessarily complete the work complex. Your friend asks you the following question: What new skill would you like to learn?
Why do you want to learn it? How would you respond? When faced with a serious question like this, it is wise to take a few seconds to think. Thinking will allow you to make a choice and to organize your thoughts.
It is not a good idea to change the subject and talk about something else, nor to describe all of the skills you already have. Neither of these actions would satisfy your friend. Your friend has asked you to 1 name a skill that you would like to learn, and 2 explain why you want to learn this skill. The best way to respond is to answer directly. Choose one new skill you would like to have. Think of two or three reasons for learning this skill—these reasons will support your choice.
You must use your own personal knowledge and experience to develop the topics. In the first of these tasks, you will be asked to choose a relevant person, place, object, or event to talk about. You will present an opinion about this person, place, object, or event, and provide details and examples to support your choice. After the speaking question is presented, you will have 15 seconds to prepare your response and 45 seconds to speak. Your response will be evaluated on how well you speak and on how well you develop the topic.
Developing a Topic Use the preparation time to choose the information that you want to convey about the topic. For example, if the question asks you to describe a person that you admire, the first thing to do is choose a person to talk about. Then, plan at least two points to make about that person. Think of examples, reasons, and other details that will develop your points.
Make mental notes to help remember your points. Sample Task Describe a person that you admire. Explain why you admire this person. Include details and examples to support your explanation. Task Describe a person that you admire. This is enough time to answer the question effectively.
It is enough time to state your opinion about the topic and develop it with examples and personal experience.
It is enough time to make six or seven statements. Sample Response! For example, for the task above, you might say:! A For each independent speaking question below, allow 15 seconds to prepare your response and 45 seconds to speak. Record your response. Preparation Time — 15 seconds Response Time — 45 seconds 1. What was your favorite toy when you were a child? Describe this toy and explain why it was important to you. What famous person would you like to visit for one hour?
Explain why you would like to meet this person and what you would talk about. Include details and examples in your explanation. Describe a place where you go for rest and relaxation.
Explain why it is a good place for you to relax. Talk about an event in your life that made you very happy. Explain what happened and why you felt so happy. Describe an object that is very special in your life.
Explain why this object is important to you. Talk about an important lesson you have learned from a family member. Explain the significance of this lesson in your life. Answers to Exercise 3. A will vary. With your teacher and classmates, discuss the characteristics of a good speaker. On the board, write the names of good speakers that you know.
They can be famous people or people that you know personally. Next to each name, list the qualities that make that person a good speaker. Share and discuss your recorded response to one of the speaking questions in Exercise 3.
Work in a group of three or four students. Discuss each response by answering the following questions: a. Does the speaker present an opinion about the given topic? What points does the speaker make to support this opinion? Does the response answer the question effectively? Why or why not? Make suggestions that will help each student improve in the future.
You will listen to a conversation and then speak about what you have heard. You will describe the problem and talk about a possible solution to the problem. In the first of these tasks you will: listen to a short conversation in which the speakers discuss a problem and possible solutions; summarize the problem in your own words; and state and support the solution you prefer.
This type of task looks like this: Briefly summarize the problem the speakers are discussing. Then state which solution you would recommend. Explain the reasons for your recommendation. Briefly describe the problem. Then state which solution you prefer and explain why. The students discuss a problem that the woman has. Briefly summarize the problem. Then state what you think the woman should do, and explain why. Summarizing a Problem A summary is a brief report of the important ideas.
To summarize is to state the major ideas of a text in a shorter form. In the first listening—speaking task on the TOEFL, the major ideas will concern a problem and suggestions for how to solve it.
Listen for a description of the problem. Listen for possible solutions to the problem. Take notes about the problem and the possible solutions. After you listen to the conversation, the speaking task will appear. You have 20 seconds to prepare your response and 60 seconds to speak. Your response will be evaluated on how accurately you state the problem and how well you express and support the solution that you prefer.
Listening for Key Information In the conversation, the speakers may use certain structures to identify the problem and to suggest solutions. Making Yourself Understood Your response will be easier to understand if each sentence conveys a complete thought. Keep your sentence structure fairly simple. Use transitions to connect ideas and make your speech coherent. The following expressions will help you describe the problem and solutions.
Your response will be easier to understand if you speak in phrases. This means grouping words together into idea units. For example, look at this sentence:! This sentence is easier to understand if it is spoken in phrases, like this:!
W: Thanks! M: And you want to go to graduate school for journalism, so being editor is valuable experience. W: Yes, I know. But, unfortunately, I might have to quit soon. M: Quit? W: The paper takes a lot of time. There are so many meetings, and so much to do. I stay up late every night, and I have swimming practice early in the morning. You need to stay on as editor. The experience will help you get into graduate school. W: I know.
My coach just recommended me for the sport scholarship, and he thinks I have a really good chance at winning this scholarship, if I just train a little harder. M: Well, in that case, maybe you should leave the newspaper. Maybe the sports scholarship is more important. W: The newspaper is important to me too, but it leaves me less time for swimming.
The key points in the conversation are: The woman has a conflict between her work as editor of the college newspaper and her chance at winning a sport scholarship. She stays up late for her newspaper work, but she has to get up early for swimming practice. She cannot continue to do both. One solution is to quit as editor of the newspaper so she has more time for swimming practice. Another solution is to stay as editor of the paper, which gives her experience that may help her get into graduate school.
Then it should state and support an opinion about which solution is better. Opinions will vary, so there is no single correct response. Both responses effectively address the task.
They describe the problem clearly, state which solution is better, and support this opinion with one or more reasons. You may take notes, and you may use your notes to help you answer the question. When you hear the question, you may look at it and begin preparing your response. Record your response for each exercise. Exercise 3. A For this task, you will listen to a conversation.
You will then be asked to talk about the information in the conversation and to give your opinion about the ideas presented.
After you hear the question, you have 20 seconds to prepare your response and 60 seconds to speak. Album 5, Track 24 Briefly summarize the problem the speakers are discussing.
Your class has read an article about the plow, and your professor has given a lecture on the same topic. Here is the quiz: You have 20 minutes to plan and write your response. You may use your lecture Directions: notes and the article you read. The length of your response should be about to words. Summarize the information about the plow, explaining differences between points Question: in the article and the lecture. What would you do? Is it a good idea to just start writing and stop when you have words?
Very few people can do that and have good results. It is better to read the question carefully and think about what it asks you to do. Should you review your notes from the lecture? Of course! Should you write about a topic that you like better? Probably not, if you want a good score on the quiz. Should you plan what facts to present, and in what order? Definitely yes! Should you select three points and write a paragraph about each?
Good idea! Should you develop your ideas with examples and reasons? Addressing the Task There is no single correct response to the integrated writing question. There are several ways to address the task effectively. A successful response usually has between and words. A longer response is not always better than a shorter response.
It is better to write a shorter response that answers the question completely than it is to write a longer response that does not answer the question completely, is filled with repetition, or contains many language errors. Organization and Development Your response will be evaluated on its organization, so you should present the information in a logical order.
Begin with a short introduction stating the relationship of the lecture to the reading. Each paragraph in the body of your response should convey one major point from the lecture and the reading. State the source of each point.
Develop the points with relevant details. Be as thorough as you can, but use your time wisely. It is better to develop all points with minimal detail than to have an incomplete answer because you spent too much time on the first point.
If you write three paragraphs, you have approximately five minutes to spend on each paragraph. State one major point clearly in the first sentence of each paragraph. Then use the rest of the paragraph to provide examples, reasons, or other supporting details.
Include at least one sentence about a relevant point from the reading. Paraphrase points from the reading in your own words as much as possible. Your response should be clearly organized into paragraphs of approximately equal length. You can indicate the division into paragraphs in either of two ways: indent the first line of each paragraph; or leave a blank space between paragraphs. Two Sample Plans Here is one way to develop your response to the integrated writing task: Introduction State the relationship of the lecture to the reading.
Paragraph 1 State the first key point from the lecture. Paragraph 2 State the second key point from the lecture. Paragraph 3 State the third key point from the lecture. Here is another way to organize and develop your response: Introduction State the relationship of the lecture to the reading. Writing Coherently A well—organized response is coherent. Coherence is the quality of unity and order in a piece of writing.
Writing is coherent when all of the ideas are connected logically. The following transitions and other expressions will help you express relationships between ideas and give your writing unity and coherence. Introduce Examples or Reasons because for example one example is first for instance such as Add Examples or Reasons also furthermore next another example is in addition second, third Sample Task and Responses Read the passage and listen to the lecture and question.
Then read the sample responses. Reading Time — 3 minutes The plow is one of our greatest inventions because it makes large—scale agriculture possible.
The practice of turning the soil before planting is very old, but until the plow was invented, farming was limited to what humans could do by hand. The plow has enabled us to cultivate larger and larger areas of land, and in places where farming was previously impossible. Advances in plowing technology have made it possible to convert native grasslands into huge fields of corn and wheat. Tilling the soil with a plow improves the soil in numerous ways.
The plow turns over the upper layer of soil, bringing fresh nutrients to the surface. This also loosens and aerates the soil, improving its ability to hold moisture and nutrients. Freshly turned soil is darker in color, which enhances soil warming and thereby promotes seed germination.
Plowing incorporates these residues into the soil, along with any manure, limestone, and commercial fertilizers that are applied. In addition, plowing creates a pattern of low and high ridges in the soil, forming water channels that allow the soil to drain properly.
The plow reduces the costs and labor requirements of agriculture. With the introduction of animal—drawn plows, fewer people were needed to till the same amount of land. In time, mechanized plowing further reduced labor requirements, permitting the labor of a few people to sustain many. The plow greatly reduced the amount of time needed to prepare a field, consequently allowing a farmer to work a larger area of land.
Listening Album 6, Track 31 Writing Task Summarize the points made in the lecture, being sure to explain how they challenge specific points made in the reading passage. Both sample responses effectively address the task. Both responses accurately connect information from the lecture and reading. Both develop key points with details from the two sources. Both use transitions to make the writing coherent. Things to Consider An effective response will generally have at least three paragraphs and a total word count of to words.
As you complete each writing task in the Practice exercises of this book, count the words in your response. Most word processing software has a tool for word count. Try to write at least words, with body paragraphs of approximately equal length. Write more if you can, but make sure you have at least words. D The man says that some scholarship applications gives the paint its color. The woman responds with Oh, 2. D The instructor says: A pigment should not great…my favorite thing, but her tone of voice exert a harmful chemical reaction upon the conveys the opposite.
You can infer that she does medium, or upon other color pigments it is not enjoy writing essays. A The woman is asking for clarification. The man 3. However, earlier he either natural or synthetic.
C The instructor says: …Tyrian purple, the The woman wants him to clarify the essay imperial purple the Romans prepared from requirement. A, D Synthetic pigments are superior because one anyway and attach it to your application. In contrast, 4. C The student is concerned about his grade for the pigments from natural sources are less course.
A The professor implies that the student does Synthetic organic pigments provide colors not have to drive his brother all the time. The of unmatched intensity and tinting strength. His brother does not have a car, so and red earths are more brilliant and…are he must drive him everywhere. The professor superior in all other respects to the native mentions the bus system to suggest an products.
D The professor mainly talks about the 6. He in young children. She says: …pick their asks if he may make up some assignments, and toys based on gender; …two of the girls the professor agrees, but he needs to do the usually went straight to the kitchen area…; work as soon as possible.
One girl usually sat at the table, coloring…; The boys usually spent most of the hour with blocks…; …the research supports the idea that most boys and girls are naturally drawn to different types of toys…. B The professor says: Research shows that Page 26 in this Sample Packet two—year—old boys like to play with dolls and kitchen sets as much as little girls do; eXeRCIse 3.
He thinks he hurt it, but he thought of being a boy or girl. He has already 8. A The professor says: …male monkeys spent missed too much practice and is concerned the coach more time playing with cars and balls…. The synthetic counterparts of the yellow and red earths are more Album 1, Track 5 brilliant and, if well prepared, are superior in all other respects 2. Inorganic synthetic colors made with the aid of strong heat are generally the most permanent for all uses.
In contrast, pigments from natural sources are less permanent Focus p. Listen to a professor talk about hearing loss. According to the instructor, what characteristic should a Long—term exposure to noise can lead to loss of hearing. Just to 3. Which natural pigment did the Romans obtain from a 30 decibels, while a normal conversation is 60 decibels. The shellfish? According to the instructor, why are synthetic pigments The danger zone—the risk of injury—begins at around Loud noises—especially when they come at you Questions 6 through Listen to part of a lecture in a every day—all this noise can damage the delicate hair cells in sociology class.
A jet guiding them? Is it social conditioning, or is it nature? Research engine at close range is one of the worst culprits at an ear— shows that two—year—old boys like to play with dolls and busting decibels.
Still, by age five or so, The first thing to go is your high—frequency hearing, most will tell you those toys are for girls. The older they get, where you detect the consonant sounds in words. How do they learn this? Now choose the best answer to each question. Studies show that monkeys, like children, pick their toys based on gender. When male and female monkeys were given a wide 1.
In one study of human children, researchers observed Page 14 in this Sample Packet children playing with toys in a preschool class. There were eight boys and three girls in the class. During the hour for free play, two of the girls usually went straight to the kitchen area Album 1, Track 8 and stayed there most of the hour.
One girl usually sat at the Exercise 2. The boys usually spent most of the hour with blocks—building towers and then Questions 1 through 5. Listen to a talk in an art class. The knocking them down. A pigment can girl. But around age five, the boys start moving away from either be mixed with another material or applied over its kitchen play, and the girls start ignoring cars and trucks.
Older surface in a thin layer. When a pigment is mixed or ground in a kids of both sexes like blocks. It should withstand the action of sunlight without So, it seems that parents and older children do reinforce the changing color.
A pigment should not exert a harmful chemical gender stereotypes to some extent. But still, despite some minor reaction upon the medium, or upon other color pigments it is evidence of social conditioning, the research supports the idea mixed with. Natural inorganic pigments, also and society teach them. Natural organic pigments come from vegetable and animal 7. According to the professor, what does research reveal sources.
Some examples are indigo, from the indigo plant, and about toy choices in the youngest children? Tyrian purple, the imperial purple the Romans prepared from a 8.
According to research mentioned by the professor, what shellfish native to the Mediterranean. Today, many pigments are synthetic varieties of traditional 9. At what age do children start showing gender differences inorganic and organic pigments.
Synthetic organic pigments in their choice of toys? Listen to part of a conversation in a university office. Focus p. Is this where I can get a scholarship Listen to a conversation between a student and a professor. M: Yes. Which scholarship are you applying for? M: Okay. Each scholarship has its own requirements. Some of M: Could I W: Oh, great W: Did you check the list of abstracts in the database I M: Sorry? W: Oh, nothing. Let me get you those packets. M: Maybe What kind of essay do they want?
That lets the M: Uh There is something else I wanted to talk about, scholarship committee understand more about you. All of them want to know the same things about you.
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