Listening Section Practice Test

29. According to the professor, which is 30. What two points are true according to the
probably the main reason for the heating of lecture? ' ：i
.1 the Earth? vl
Choose 2 answers. |
:丨 ( X ) Pressure due to the force of gravity ............... |
( X ) Solar radiation 0 The core of the planet has the densest |
■} C © The impact of objects from space material. Ij
ij C ® Radioactive decay [|] Differentiation occurred when the |
planetary sphere formed. |
_
[c] The atmosphere was formed during the |
process of differentiation. j
回 The heating of the Earth produced a |
random distribution of material. 1

Questions 31-35
Listen to part of a conversation between a student and an advisor at the
University Learning Center.

Now get ready to answer the questions. You may use your notes to help you answer.

j 31. What does the student need from the 32. Where wilt the student and the advisor look
| advisor? for the information the student needs on
J
( A J Advice on how to apply for funding for university degree programs?
j graduate research ( X ) On the internet
l C E ) Help in finding universities that offer ( T ) In the biology department
I marine biology degrees Cc^> In reference books
j 〇 Application forms for the graduate ( 2 ) In marine biology articles
j program in marine biology
j C ® Information on meeting the
j requirements to apply to graduate
i school

307
Pari 2 Building Skills

33. What can be inferred about applying to 34. Listen again to part of the conversation.
graduate school? Then answer the question.
(X ) There is an application fee. Why does the advisor say this:
C j] ) There are too many kTapply to. C j ) 丁。 help the student narrow his search
Cc]> There are no research opportunities. d D To advise the student of the
dD There are no restrictions on applicants. competition
〇 To find out about the students hobbies
C © To suggest some articles to read in his
field

35. Why does the advisor suggest that the

student read some of the published articles
about intertidal zones?
( X ) To get more information about the
marine environment
d ^ ) To locate the universities where people
cio marine research
To find professors who might be
helpful in his field of interest
C d ]) To make decisions about going on for
a doctorate in marine biology

STOP*

308
The Speaking section of the TOEFL® iBT test measures your ability to communicate
orally. There are six speaking tasks on the test. They are divided into two types:
independent speaking tasks and integrated speaking tasks.

Independent tasks
The independent speaking tasks measure your ability to speak about topics that are
familiar to you. There are two independent speaking tasks: a personal preference task
and a personal choice task. For each one/ you will hear the speaking task and see it
on the screen. You will then have 15 seconds to prepare your response and 45 seconds
to speak.
The personal preference task asks you to state and support a personal choice from a
particular category, such as activities you enjoy；events；or important people and places.
The personal choice task asks you to make and support a choice between two
contrasting behaviors or actions.

Integrated tasks
The integrated speaking tasks measure your ability to combine information from several
sources in a spoken response. You do not need any prior knowledge of the topic in order
to do these tasks. There are four integrated tasks: two reading/listening/speaking tasks
and two listening/speaking tasks.

Reading/listening/speaking tasks
The integrated reading/listening/speaking tasks are divided into two categories: a
campus situation topic and an academic topic. For each; you will have 45 seconds to
read a short passage. You will then hear a related passage. You may take notes. You
will have 30 seconds to prepare your response and 60 seconds to speak.
The campus situation task requires you to read a passage that addresses a campus-
related issue. You will then listen to a conversation between two people who discuss the
issue. You will be asked to use the information from the reading and the conversation
to summarize the speakers; opinions about the issue within the context of the reading
passage.
The academic task requires you to read a passage that discusses an academic topic in
a general way. You will then listen to a classroom lecture that provides examples and
specific information that expand upon the reading passage. You will be asked to combine
and convey important information from the two sources.

Listening/speaking tasks
The integrated listening/speaking tasks are divided into two categories: a campus
situation topic that presents a problem and possible solutions, and an academic course
topic that you will be asked to summarize and explain. For each, you will listen to a
passage. You may take notes. You will then have 2,0 seconds to prepare your response
and 60 seconds to speak.
Part 2 Building Skills

The campus situation task requires you to listen to a conversation about a

student-related problem and two possible solutions. You will be asked to use the
information from the conversation to show that you understand the problem and to
give your opinion about how to solve it.
The academic task requires you to listen to a classroom lecture on an academic
subject. You will be asked to summarize the lecture and explain how the details
and examples relate to the topic.
Your responses for all six speaking tasks are scored based on how successfully
you meet the demands of the task ； the overall intelligibility of your speech,
the accuracy and variety of the structures you use, your vocabulary, and your
organization of ideas.

■ v：；^> i^ ；
i> 〇
；i^]i[〇
'S!h(〇
!

1. Practice speaking in English.

All speaking practice will help you build fluency in speaking. If you do not
know someone who is a native English speaker, practice speaking English with
nonnative English speakers. It is even useful to practice speaking aloud to
yourself when you are alone.
2. Follow a deliberate practice regime.
Fluency refers to speaking with accuracy and natural speed. There are several
language features to concentrate on for building language fluency:
® pronunciation
« intonation
® grammatical correctness
® correct use of vocabulary
® use of a variety of vocabulary
® coherence
You can isolate these features and practice them daily. (See Grammar:
Assessing Your Skills, p. 74, and Vocabulary/ p. 63.)
3. Avoid translating.
Translating from your own language into English prevents you from speaking
fluently and naturally. To overcome dependency on translating, practice simple
phrases in English until you can use them with the same fluency as you can
use your own language. Then build up from those phrases to more complex
sentences.
4. Become comfortable with using native English speakers' pausing techniques.
When native English speakers are thinking or are searching for a better way
to say something, they use fillers such as uh or um. If you use these pausing
techniques； you will sound more natural.
5. Try to relax when speaking.
Remember that native English speakers make mistakes, too. They repeat
phrases, correct themselves/ and hesitate. Don't let your errors in speaking
undermine your confidence.

310
 6. Use natural speed and rhythm.
Listen to native English spealcers and try to use the same speed and rhythms
( that they use. To practice imitating native Eiiglisli speakers^ use the listening
1 scripts in this book to mark the pauses； stresses, and intonation patterns that
you hear in the audio program. Then practice the passages on your own.
-
7. Train yourself in Huency*
A good method for developing fluency is following a speaker on an audio ;
recording. Start the recording. Wait a few seconds and then start repeating what
the speaker says. If you have difficulty, listen and repeat： the particular words
or phrases that are causing you trouble. Then go back to the beginning of the
recording and start again as often as necessary. Continue tHis practice until you
; caii ■fblldW the sp eaker fluently. Any of tBe listening passages in this text:couid
■'■:be-used-to:
..... . . .
;practice-tHis'fe
. ...... • ....... •

PRACTICE WITH PRONUNCIATION

English has certain pronunciation features that you need to become aware of and
imitate in order to produce speech that sounds like that of a native speaker. The
closer you are to achieving this goal; the higher yom* score will be on the Speaking
section of the TOEFL test. Speech features that you xieed to be familiar with are
described below.

Individual sounds and groups of sounds

Your listeners will understand your responses better if you pronounce the
individual sounds and groups of sounds correctly. These sounds are vowels,
combinations of vowels, consonants, and consonant clusters. For example:
vowels: a, e; i
vowel combinations: oi, ay
consonants: k
consonant clusters: str, scr
Since letters in English do not always represent the same spoken sounds/ it is
useful to learn a phonetic alphabet. The International Phonetic Alphabet (IPA) is
the most common one. (See Pronunciation； p. 69.] However/ your dictionary may
use a different phonetic alphabet to represent sounds. Identify which English
sounds you have difficulty making and work on reproducing them as accurately as
possible.

Stress patterns
Even if you put all the correct sounds together, you may not be understood unless
you use the correct stress patterns. Stress refers to the emphasis you place on
certain words in a sentence or on a syllable within a word. A stressed word or
syllable is louder, longer^ and higher pitched than unstressed words or syllables.
Part 2 Building Skills

Every word in English has a stress pattern. Using the wrong stress pattern can
cause misunderstandings. In some cases, the stress pattern of a word can determine
its part of speech. Look at the following noun-verb pairs 〇 £ words. They are alike
except for the stress pattern. The nouns are stressed on the first syllable and the
verbs are stressed on the second. Tlie stressed syllables are shown in bold.
Contest (noun): a competition
Contest (verb): argue against
Record (noun): written documentation
Record (verb): make an audio recording
Adding suffixes often changes the stress pattern of a word. Look at the following
forms of the word authority.
Noun Verb Adjective Adverb
authority authorize authoritative authoritatively
Longer words can have a primary stress as well as a secondary stress. Look at the
following words. The primary stress is in bold and the secondary stress is in italics.
contamination
reciprocation
The stress pattern of a sentence indicates the main focus of the sentence. A
change in the stress pattern of a sentence can change its meaning. Compare
these examples:
Sue bought the red dress. (It was Sue - not Ellen - who bought the red dress.)
Sue bought the red dress. (Sue bought the dress - she did not borrow it.)
Sue bought the red dress. (Sue did not buy the blue dress.)
Sue bought the red dress. (Sue did not buy a red skirt.)
Stressing the wrong word in a sentence may cause confusion about the meaning
you want to express.

R hythm patterns
Rhythm refers to the timing patterns of a language. Rhythm patterns in English
are based on stress. Stressed words or the stressed parts of words occur at regular
intervals of time and are given an equal amount of speech time. Unstressed words
or parts of words fit in between these intervals. Below are two ways to determine if
a word should be stressed in a sentence or not.
1. Content words [nouns, verbs, adjectives, and adverbs) are stressed or have a
stressed syllable, whereas function words (helping verbs/ prepositions, articles,
etc.) are usually not stressed. Look at the following sentence:
Tom walked into the room and opened the window.
The words Tom, walked, and room are one-syllable content words/ and each one
is stressed. The words opened and window are also content words with a stressed
syllable. The words into, and, and the are function words. They are not stressed.
The stressed words and stressed syllables in the example above are all given the
same amount of speech time and the unstressed words and syllables are spoken
faster, softer, lower pitched, and with relaxed vowel sounds.
Look at the sentences on the next page. The first sentence has 10 syllables with
5 stresses. The second sentence has 15 syllables and 5 stresses. Even though
the second sentence has more syllables, both sentences； as spoken by a native
English speaker would take the same amount of time.

312
 Tom walked into the room and closed the door,
Marilyn walked into the office and opened the window.
2. To maintain a steady rhythm pattern, speakers often use contractions and
relaked vdwels. They reduce words by dropping the final vowels or consonants.
They link the end of a word with the beginning of the following word. Look at
the following pairs of sentences:
The complete sentence How the sentence may sound
Is he going to join us? Izzi gonna joi nus?
And I would like to stay for a while. An Td like ta stay fera while.
Do you want to go with him? D’ya wanna go wi thim?

in to nation patterns
Intonation patterns involve changes in pitch. They are different from the pitch
changes in stressed syllables because they frequently cover longer units of speech^
such as clauses or a complete sentence. Sometimes the pitch change occurs within
a single word.
A range of information can be understood through intonation patterns. A falling
pitch at the end of a sentence signals that the speaker has completed a statement or
an idea. Falling pitch is also used at the end of a wh-question. A rise at the end of a
sentence signals that the speaker is asking a yes-no question.
The statement intonation pattern: The question intonation patterns:

Iym invited to Linda's party. Where will it be held?

I'm invited to Linda's party?

A rise at the end of a phrase or clause indicates that the speaker has more to say. A
drop indicates that the speaker is finished.
J j 、
I went to the market；I bought a dozen eggsy and then I came home.
Intonation patterns can signal the speaker^ attitude. They can also signal the
speaker’s emotions. Speakers show their certainty, enthusiasm, anger, excitement,
etcv through subtle shifts in intonation.

旮 窃 & 切 s 命 珍 o 命 0 夺 念 旮 公 為 & 旮 匁 玲 旮 玢 旮 旮 幻 © 窃 夺 公 發 卷 益 0 厶 公 旮 〇 帘 〇

Exercises S1-S6 Use Exercises S1-S6 to develop your pronunciation skills.

EX E R C ISE S1 O Concentrating on individual consonant sounds

Each of the following sentences focuses on an English consonant sound found in
different positions within words. Listen to and repeat each sentence. Concentrate on
the sounds represented by the letters in bold.

START ►
1. /p/ Peter called us tip and invited us for supper.
2. /b/ The robbers escaped in a stolen cab and drove to their hideout, but they were
eventually caught.
Pari 2 Building Skills

3. /t/ The children went on a scavenger hunt, and the victorious team was given a
prize.
4. /d/ The dog followed the caddy around the golf course.
5. /k/ Schools can do more to entourage students to take on the responsibilities of
learning.
6. /g/ The big logging companies are gone from the region.
7. /f/ II the fish stocks are depleted, it will be the fishermen who suffer.
8. /v/ The very first editions the manuscripts are available for everyone to see.
9. /0/ They are rethinking the rule of thumb that requires people to stay on the path.
10. J6/ The mother decided to bathe her baby.
11. /s/ A lesson in building a house made of sod was offered at the outdoor museum.
12. /z/ The zoologists use tranquilizers when tagging the deer that enter the park.
13. jm j Careful land management has saved the rim area from overgrazing.
14. /n/ The judges named the winner as soon as the race was over.
15. /g/ Singing a favorite song is a good way to cheer oneself up.
16. /I/ The land grant allows for full use of resources.
17. /r/ Cooperative games help children to realize their potential in a
nonthreatening situation.
18. /w/ The people in the tower witnessed how fast the fire was spreading.
19. /h/ The children^ hospital has perhaps the best doctors to deal with the problem.
20. I)/ A layer of yellowish sandstone marks the division between the two geological
periods.
21. /j'/ Since the idea in a demolition derby is to demolisli the car, drivers should
continue until this has been achieved.
22. /3 / The genre of art called the collage is a pleasure to work in.
23. /tj/ By chance, a farmer uncovered the rich burial site that had survived in nature
for several centuries,
24. /d^/ According to Jin^ changing over to the computerized system led to a surge in
interest.

STOP 國

EX ER C ISE S2 Q Concentrating on consonant dusters

The following passage focuses on consonant clusters. Listen to the passage. Then read
it aloud. Then listen to the passage again while reading aloud at the same time. Pause
and repeat phrases that 肛e difficult for you.

STARTS
Snowflakes swirled around the makeshift huts as the drihs, shifted by the howling
winds; mounted up against the walls. The cltafty huts creaked and groaned in response.
The door hinges squeaked as abominable snowmen stepped across the thresholds into
the sparsely furnished rooms. Marge strained her vocal cords as she screamed in an
attempt to bring help. Her bloodcurdling screams woke her from the terrible dream.

STO PS

314
EX ER CISE S3 Q Focusing on stress patterns
Read the following passage. Underiine the words or syllables that you expect will be
stressed. Then listen to the passage and check your predictions. You may want to listen
to the complete passage first and then listen again/ pausing the recording at short
intervals.

START ►
Theaters of the Elizabethan period were open-air constructions in which poorer
members 〇
£the audience, ^the groundlings；^ stood in a space called /;the pit,; around
three sides of a projecting rectangular platform that formed the main stage. Most of the
perimeter of the building comprised covered；
tiered galleries, and it is here that the
wealthier members of the audience sat. A roof supported on two pillars projected from
the back wall and covered part of the stage. The main stage was hollow and could be
accessed from below through trapdoors set in the floor. The main stage also had a door
on either side at the back, which gave access to the dressing rooms. Between these
doors was a small recess; usually curtained off, that could be used for extra stage space.
Above this recess was a balcony sometimes used by musicians or, when necessary, by
actors in a performance.

STO PS

For further practice, listen to the passage again and try to reproduce the speech
patterns.

EX ER C ISE S 4 〇 Focusing on finking words

Read the passage as you listen to it. Mark the passage to show where the speaker links
words in the speech. You may need to listen to the passage several times.

STARTS
It is simply not feasible for every university library in the nation to contain all
the books, journals/ and resource materials that university students and faculty
need for their research. So what have libraries done to meet the needs of their users?
Wel^ several things^ in fact. While some money is used for the yearly purchasing of
hardbound books and current journals that are recommended by professors, other
funds are used to obtain materials that have been put on microfilm and microfiche.
These techniques have proved extremely useful for adding informative materials to
a library^ collection at a low cost and without taking up much space. Another way
libraries have increased access has been to invest in computers. Computers are linked
to collections in other libraries. Professors and students can perform a computer search
to find a library that has the material they need. The material can then be ordered and
checked out through the interlibrary loan system, which costs the user a nominal
shipping fee.

S 丁O P f i

For further practice^ listen to the passage again and try to reproduce the speech patterns.
Pari 2 Building Skills

E X E R C IS E S 5 Q Focusing on intonation
Read the passage as you listen to it. Mark the passage to show the overall intonation
patterns.

STARTS
(man) Professor Cline}
(woman) Yes I
(man) I'm Robert Daley. The work-study office sent me.
(woman) Ohr Vve been waiting for them to send someone. Did you say your name
was Robert^
{man) Yes.
{woman) WhaVs your major, RoberU
(man) Zoology,
(woman) Good. You have some science background then. Let me show you what
we're doing in our lab.
(man) Will I be working in the biology labl
(woman) Yes. We're studying the speed of reproduction ofpammecia. Uhf paramecin
are the most complex single-celled organisms.
(man) Oh, that sounds interesting.
(woman) Well what we need you to do is probably not so interesting.
(man) And what is that>
(woman) We!ll need you to come in every day at the same time and count the
paramecia.
(man) Coimt pammecicU
(woman) Yes. It's very important to keep an accurate count and fill the mimbeis in
on a form. I ll show you where the forms am and explain how to complete it
later. After yon have completed the form, you need to give it to Nancy. She's
the woman that you met in the lab office. She'll feed your numbers into the
computer for out statistical analysis. Right now, though；I want to introduce
you to the other members of our team so that we can armnge a convenient
time for you to come in.

STOP^
For further practice, listen to the passage again and try to reproduce the speech
patterns.

EX ER CISE S6 Q Putting it all together

Read the passage as you listen to it. Repeat as many times as necessary. Underline the
stressed words or syllables, indicate the linked words, and mark the intonation
patterns. After you have marked the passage, listen to it again and use your markings
to reproduce the individual sounds and the overall speech patterns.

START >
Treasured since ancient times, saffron is obtained from the autumn-flowering Ciocus
sativus. It is the dried flower stigmas - the three slender threads in the center of each

316
 flower - that are the source of saffron. This ^king of spices^ is one of the worlds
most prized and expensive foodstuffs. The finest variety is grown in La Mancha, in
the central plateau of Spain. Spain is by far the biggest producer. It contributes 70
percent of the worlds output, with India and Iran the only other producers of note. The
cultivation of saffron in Spain goes back to the Moorish invasion of the eighth century,,
when the crocuses were first introduced from the Middle East. Not only is Spain the
largest producer of saffron, but it is also the largest consumer. Up to one-third of the
crop is bought in Spain；
the remainder is exported. The biggest buyers are Middle
Eastern countries, followed by the United States^ Italy, and France.

S T O P li

PRACTICE 画 TH COHESION
Cohesion refers to how well the ideas in your spoken response fit together. You will
sound more fluent and get a higher score on the speaking tasks if your responses
are cohesive. You can achieve cohesion by using the techniques described in this
section.

O rg a n izin g ideas
Your listeners will understand your talk better if you organize what you say in a
logical sequence or linear pattern. This means that you tell the listeners what you
are going to talk about and then go through the points you want to make. The most
common pattern of organization is outlined below:
Introductory statement
Point 1
Point 2
Point 3
Concluding statement
An example of this pattern is shown below:
Breeding butterflies has many advantages for the collector.
1. way of obtaining specimens
2. spares can be released into the wild
3. helps survival because butterflies have been protected from natural
predators
The experience is a learning experience for the collector and a benefit to the
species.

U sin g tra n sitio n al e xp re ssio n s

Connecting ideas by using transition words and phrases tells your listeners the
relationship of one idea to the next. You can signal to your listener that you are
going to put events in a sequence/ add information, or make a comparison. You
can signal that you want to emphasize oi clarify a point. Using transition words
Pari 2 Building Skills

and phrases helps your listener follow the flow of your ideas. Read the following
example without transitional expressions:
In my physics class, we did lots of experiments that helped claiify scientific
principles. I understood those principles better by doing those experiments.
These sentences would flow better if the speaker used transitional expressions as in
the following example:
In my physics class, we did lots of experiments that helped clarify scientific
principles. As a result, I imclexstood those principles better.
See Grammar Review: Connecting Ideas, p. 116, for more information and a list of
transition words and phrases.

D e fin in g u n k n o w n term s
In order to help your listeners understand, you may need to define a term that you
use in your response. Read the following example:
My hobby is telemark sluing.
If the speaker does not define the term and listeners do not know what telemark
skiing xsythey might not understand the rest of the passage. Sometimes listeners
can guess the meaning through the context of the passage but sometimes they
cannot. Here is the definition this speaker gave of telemark skiing:
That means skiing using telemark skis.
Even though the speaker defined telemark skiing, listeners still may not
understand what it means because the speaker defined the term with the same
word. To effectively define a word/ use a tliree-part definition:
1. State the word or phrase to be defined.
2. Give the category that the word or phrase fits into.
3. Tell how the word is different from other words that fit the same category.
Read this example of an effective definition:
Telemark is a type of alpine sluing in which the boots are connected to the
skis only at the toes, so traditional skiing techniques have to be modified.

U sin g parallel structures

Your listener can understand the flow of your ideas better if you use parallel
structures when you speak. Read the following incorrect example:
My teacher gave interesting assignments and motivating the students.
The listener may be confused because the speaker has mixed different
grammatical structures. Does the speaker mean My teacher gave interesting
and motivating assignments to the students^
In this sentence, interesting and motivating are parallel adjectives. Or does the
speaker mean My teacher gave interesting assignments and motivated
the students2.
In this sentence, gave and motivated are parallel verbs. See Grammar Review:
Parallel Structures, p. 115; for more information on parallel structures.

318
 Rephrasing or replacing key words
When a speaker keeps repeating a word or phrase, listeners can get confused. Read
the following example:
My teacher wrote the assignment on the chalkboard. The assignment was on the
chalkboard until the teacher emsed the assignment af ter we had all done the
assignment. •
This speaker's ideas would be clearer if the repeated words were replaced with other
expressions or with pronouns. Look at the way this example can be improved:
My teacher wrote the assignment on the chalkboard. She emsed the board after
we had all completed the task.
The word assignment has been replaced with task ；the word teacher with she；and
the word chalkboard with board. See Grammar Review: Referents, p. 113, for more
information on referents.

Using consistent tense, person, and number

Your listener can get confused if you are not consistent. Look at the following
example:
My teacher brought five paper bags to school one day. He put us into groups and
gave each gionp a bag. You have to take the objects out of the bags in turn and
then a person has to tell a story involving the object from the bag.
The listener may get confused by the change from the past tense to the present
tense, and the change from us to you and then to a person. The listener might also
be confused by the change from the plural form objects and bags to the singular
forms object and bag.
The listener could follow this speaker^ ideas better if the speaker were consistent.
Look at the way this example can be improved:
One day my teacher put us into five different groups. He gave each group a bag
and told us to take turns pulling out an object and telling the other members of
the group a story involving that object.

Exercises S7-S13 Use Exercises S7-S13 to develop your skills in being cohesive.

EX ER C ISE S7 Connecting ideas using transitional expressions

Join the following ideas using transitional expressions. Record your answers, and then
evaluate your responses. An example is shown below.

You read:
We had to hand in our essays on time. They wouldn't be marked.
You say:
We had to hand in oui essays on time. Otherwise, they wouldn't be marked.

1. I admired my high school history teacher for several reasons. He could explain
historical events as if he were telling a story.
Part 2 Building Skills

2. I enjoyed doing quiet activities like playing chess. My brother preferred more
physical activities like football.
3. Our teacher would walk around the classroom looking at our work. We were busy
on our individual projects. —
4. The rain poured down for several days. The river banks in my city overflowed.
5. I took as many science courses as I could. I studied biology, chemistry/ biochemistry,
and physics.
6. The rain forest provides us with many products. The forests are being cleared for
crops.

EXERCISE S8 D efining words and phrases

Practice defining words by giving a three-part definition to the following words. Record
your answers^ and then evaluate your responses. You may need to use a dictionary to
help you with your definitions.

You read:
angling
You say:
Angling is a type of recreational fishing that is done with a hook and line that
axe usually attached to a pole.

1. childhood
2. avalanche
3. fiction
4. loan
5. accountant
6. whales

EX ER CISE S9 Connecting ideas by using parallel structures

Join the following ideas using parallel structures. Record your answers, and then
evaluate your responses.

You read:
To learn how to snowboard requires a lot of practice. The learner has to be
patient.
You say:
Learning how to snowboard takes practice and patience.
or
To learn how to snowboard not only takes a lot of practice but also a lot of
patience.

320
 Speaking

You read:
You have to be fit. Sometimes you have to travel a lot to get to the snowboarding
areas. The equipment is expensive.
You say:
To be a snowboarder, you have to be fit, travel long distances, and buy
expensive equipment,

1. Wind energy is an alternative form of energy. So is solar energy.

2. To get accepted into some universities, you have to send copies of your high school
diploma. The university might want letters of recommendation from a teacher who
knows your work. Also, you frequently have to write an essay stating why you want
to study there.
3. Students tend to get out of shape because they spend a lot of time studying.
Frequently they eat a lot of junk food, too.
4. Rivers are polluted by factories dumping their waste products into the water. People
also throw their garbage into the river.

EX ER CISE S10 Connecting ideas by rephrasing key words

Read the following sentences. Replace words or rephrase the sentence to avoid
repeating key words. Record your answers/ and then evaluate your responses.

You read:
I learned how to play the guitar first and then the piano. I practiced on both the
guitar and piano for several hours every day.
You say:
First I learned how to play the guitar and then the piano. I practiced both
instruments for several hours every day.

1. Since I frequently can't find the definition of words I need in a dictionary, IVe had to
buy a specialized dictionary. I also need to use an encyclopedia that gives more
detailed information. Using my dictionaries and encyclopedia, I can collect
information for my course papers.
2. My grandfather taught me woodcarving when I was young. When I need to relax, I
go out into my yard and practice my woodcarving.
3. Many people enjoy reading fantasy stories about imaginary worlds and extraordinary
events. Fantasy is also common in popular movies.
4. A pitfall trap can be used to get a sample of small ground-living creatures. To make a
pitfall trap, a glass jar is put into the ground with its rim at ground level. The trapped
creatures can then be counted and identified.

EX E R C ISE S11 Connecting ideas by using pronouns

Read the sentences on the next page. Use pronouns to replace repeated words. Record
your answers, and then evaluate your responses.

321
Part 2 Building Skills

You read:
I learned how to play the guitar first and then the piano. I practiced on both the
guitar and piano for several hours every day.
You say:
First I learned how to play the guitar and then the piano. I practiced them both
for several hours every day.

1. I prefer to spend my leisure time with different friends. Since my friends have
diverse interests, one friend or the other is always involving me in different
activities.
2. Many children are sent to school at an early age to get a head start in a formal
education. That is unfortunate because children learn very important lessons about
life through play.
3. The woman believes that the new plan to reserve study rooms will affect students
adversely. Because of the plan, students won't be able to reserve the rooms ahead of
time, and it is possible that a room will not be available when the room is needed.
4. The computer program contains activities for dyslexic children. The children work
through the activities to help improve reading abilities.

EX ER C ISE S12 Finding inconsistencies

Underline the sections where you see inconsistencies in tense, person^ or number.

Inconsistency in tense
On our campus, the dormitories are close to the classrooms. Since the
students lived in the dorms, they didn't need a car. They could go to the campus
police and get a parking sticker if they want to bring a car.
You should underline lived, didn't need, and could because these past tense verbs
are inconsistent with the present tense verbs. The first sentence explains the
situation in the present tense. In the second and third sentences, the verbs shift in
tense.

Inconsistency in person
We can learn how to ride a motorcycle very qvLickly. This is especially true if
you have experience riding a bicycle. In that case, a person already understands
how to balance on a two-wheeled vehicle.
You should underline We, you, and a person. This passage is confusing because the
speaker changes from the first-person plural we to the impersonal you and then to
an indefinite person.

Inconsistency in number
We had to read three stories a week and write a brief summary of it in our
notebooks. When our notebooks were full of stories, we chose our favorite one
and told them to the class.
You should underline three, it, one, and them. This passage is confusing because of
the shift from three to it and from one to them.

322
 Speaking

1. Cooking is fun when you are planning a nice meal for visitors. You can make a
starter, main course, a salad, and a dessert. Then, when your guest arrives/ you can
surprise him with how well you have cooked it. Guests will appreciate all the work
one does to make tasty meals. '
2. It is very important for a teacher to be patient because their students don^t always
understand wliat they are expected to do. Sometimes one has to guess what the
teacher meaiis‘ It is very upsetting if you guess wroiig and then they get angry
when it isn^ your fault.
3. A movie is never as good as the novel they are based on. Sometimes the novel has
two or three subplots. Since all these subplots can't be addressed in a two-hour
movie, the main plot is frequently changed. But without the subplot, they don^
make sense. In the end, the movie tells a completely different story than that of
the novels.
4. The professor talked about the rise and fall of empires. He notes that the conquerors
spread through the the most fertile and accessible parts of a country.
However the people who live in the less accessible areas; like the tropical forests
or the high mountain regions^, are frequently not affected by the conquerors and
continued to maintain languages and traditions throughout the many invasions
that will take place over the centuries.

EX ER CISE S13 Practicing consistency

Look at the inconsistent items in the example boxes in Exercise SI 2 and study how
they have been corrected in the example boxes below. Practice consistency by
correcting the items you underlined in Exercise S12. Record your answers, and then
evaluate your responses.

Inconsistency in tense
You read:
On our campus, the dormitories are close to the classrooms. Since the
students lived in the dorms, they didn^t need a car. They can go to the campus
police and get a parking sticker if they wanted to bring a car.
You could change this to the present tense:
On our campus, the dormitories are close to the classrooms, so students who
live in the dorms don't need a car. If they want to bring a cai to campus, they
can go to the campus police and get a parking sticker.
Or you could change it to the past tense:
On our campus, the doimitories were close to the classiooms. Students who
lived in the dorms didn't need a car. They could have gone to the campus police
for a parking sticker if they had wanted to bring a car.

323
Part 2 Building Skills

Inconsistency in person
You read:
We can learn how to ride a motorcycle very quickly^ especially if you have
experience riding bicycles. In that case, a person already understands how to balance
on a two-wheelecl vehicle.
You could change this to the impersonal you:
You can ham how to ride a motorcycle very quickly if you have experience riding
bicycles. If you can ride a bike, you already knowhow to balance on a two-wheelecl
vehicle.
Or you could change it to the indefinite plural:
People who have experience riding bicycles knowhow to balance on a two-wheeled
vehicle, and therefore they can learn how to ride a motorcycle very quickly.
Inconsistency in number
You read:
We had to read three stories a week and write a brief summary of it in our
notebooks. When our notebooks were full of stories/ we chose our favorite one and told
them to the class.
You could improve this by saying:
We had to read three stones a week and write a brief summary of our favorite
one. When om notebooks were fall, we each chose our favorite story and tolcl
it to the class‘
Or you could use the plural form throughout:
We had to mad three stories a week and write brief summaries of them in our
notebooks. When om notebooks were fu ll we chose our favorite stoiies and told
them to the class.

In the independent speaking portion of the TOEFL iBT test, you will give two short
speeches on topics that are familiar to you. For the personal preference task, you
will choose and support a preference from a particular category. For the personal
choice task; you will make and support a choice between two contrasting options.
An effective speech begins with an introductory statement that tells the listener
what the speech is about. The body of the speech is made up of explanations and
details. A concluding statement completes the speech.

!'；V
'：'：： i ；:；i"t： >?.'! ：；:■ ；i;. ；f ■i j ：- ；；；；■jly I?■■ 〇i■
：i ^；i ; ?! i i :i?.i h . i ' ' i !'-； ； ： i

1. Listen carefully to the task and think about what you must do in
your response.
Ask yourself these questions:
® What is the topic of the task?
0 What am I being asked to do?

324
Then make a mental list of the answers to these questions. For example；look at
the following task:
Name a skill you have learned and explain why it is important to you.
Include details and examples to support your explanation.
For this task, you would make a mental list like the following:
The topic is about a skill I have learned. I need to:
« Name the skill .
® Define the skill if the listener might not know what it is
® Explain its importance
® Include details and examples
2. Quickly decide on a topic.
It is easy to run out of preparation time while trying to decide what topic
within the given category you will discuss. Quickly choose a topic and start
thinking about the examples and details you can include for that particular
topic. Remember/ examiners are not interested in what the topic is but in liow
well you can express youiself,
3. Kestate the task to include the topic that you are going to speak about.
For the task in Strategy 1 above, you might choose to focus on the skill of
touch-typing. Yout restatement could be:
.. •• • • t• • t . . *. • . •*. **•*.•*•• • • • *
I have learned how to touch-type, and this has been very imponant during
my studies.
4. Work through your mental list of requirements.
Bof the task in Strategy 1 above7your list might be:
® Name tlie skill. You have already named the skill in your restatement of the
.... .
.... task statement. . . . . • .• . . .
® Define the skill. Ask yourself if you need to define your topic. Will tlie \
have chosen?
« Exjblain tlie importance to you of the topic you have chosen.
®: Include details and examples from yout bWn experieiice.
• . • . ...... ..... • ....
5. Know your goal.
When studying/record your speech and make a transcript^ writing it exactly
as you said it. Then make improvements to it: correct mistakes^ eliminate
long hesitations, and replace words or rephrase sentences to avoid repetition.
Piactice reading the corrected version aloud, and time ydixrself. Read it again
while timing yourself and stop reading at 45 seconds. How far did you get?
. . .. .. .. ： . ... ... . :
You will find that 45 seconds is only enough time for you to restate the task
with your topic and to give one or two examples and one or two details.
Eliminate unnecessary examples and details from your transcript and read it
again with a timer. Once you have eliminated enough to be able to read your
response aloud in about 35-40 seconds； and the topic does not suffer from a lack
of examples or detail/ you know your goal. The remaining 5-10 seconds are for
the natural hesitations and corrections a speaker generally makes when talking.
6* Get ieady for the next item.
It is easy to get anxious if you run out of time and Have riot finislied what you
intended to say, or if you finish what you want to say and there is still time left.
Take a deep breath to help you relax and get ready for the next part of the test.
Part 2 Building Skills

■ ACTICE WITH THE PERSO 瞧 LP 赃 FEREWCE TASK

P re p a iin g to g iv e a tim e d resp_ons©

The exercises that follow this section prepare you step by step for giving a timed
response to the personal preference task in the speaking portion of the TOEFL test.
In the personal preference task, you have 15 seconds to choose your topic from a
given category and plan how you are going to introduce the topic, present the ideas/
and conclude the speech. Then you have 45 seconds to give your speech.
Study the task and the steps outlined in the example below. As you prepare for this
portion of the test, you will practice these steps to build your skills and lessen the
time it takes you to give a complete response.

Task
Name a skill you have learned and explain why it is important to you. Include
details and examples to support your explanation.

Step 1 Ask yourself what the topic is and what you are being asked to do.
The topic is about a skill I have learned. I need to:
® Name the skill
〇Define the skill if the listener might not know what it is
® Explain its importance
® Include details and examples

Step 2 Choose your topic and quickly think of a few details and examples.
Topic: touch-typing
Details and
examples: work faster, fewer mistakes, typing more quickly and accurately
on TOEFL test

Step 3 Work through your list o f requirements. Record your speech.

® Name the skill.
I have learned how to touch-type, and this has been very important during
my studies.
« Define the skill. Ask yourself if you need to define your topic. Will the listener
know about the topic you've chosen?
7'ouch-lyping is a technique that uses the sense of touch instead of sight to
find the keys.
® Explain the importance to you of the topic youVe chosen.
The main importance of being able to touch-type is that it helps me to work
faster and more efficiently wh&n using a keyboard.
® Include details and examples.
Since a computer has a keyboard th at. . . that requires the user to type, and
since computers are useful tools to, ah, tools to knowhow to use, being able
to type quickly is good, uh, advantageous. If I need to search for information
on the Web, 1 can quickly type the keywords into the . , , into the, uh, the
search engine. Being able to search for materials quickly helps me to get

326
 the information I need to do my research papers o r . . . to get backgiound
information that I need. That I need for my studies. When 1 need to turn in
my papers, uh, assignments in a typed format, I can do . . . I can get the work
done quickly. Because I know where the keys on the keyboard are, I do not
have to go back and coirect a lot of mistakes. Mistakes that might have been
made otherwise. And now, while Fm preparing for the TOEFL test, I know
that my typing skills will be valuable because I will be able to concentrate
on what I want to say. I can concentrate on what, uh, what I want to say
instead of getting anxious about finding the keyboard characters, 1 also feel
confident about being able to complete the task. Complete it in the given
time considering the speed I can type.
The following is an outline of the details and examples in the previous speech.
Detail 1: Use of the computer keyboard
Example - speeds up information searches
Example - helps in gathering information for papers
Detail 2: Typing assignments quickly and accurately
Example - doiVt have to correct mistakes
Detail 3: Taking the TOEFL test
Example - can concentrate on task
Example - can complete task in the time given

Step 4 Make a transcript o f your speech, as shown above.

Step 5 Make corrections to your speech, elim inating mistakes, long
hesitations, self-corrections, or repetitions.
I have learned how to touch-type^ and this has been very important during my
studies. Touch-typing is a technique that uses the sense of touch instead of sight to
find the keys. The main importance of being able to touch-type is that it helps me
to work faster and more efficiently when using a keyboard. Since a computer has
a keyboard that requires the user to type and since computers are useful tools to
know how to use, being able to type quickly is advantageous. If I need to search for
information on the Web^ I can quickly type the keywords into the search engine.
Being able to search for materials quickly helps me to get the information I need to
do my research papers or to get background information that I need for my studies.
When I need to turn in my assignments in a typed format, I can get the work
done quickly. Because I know where the keys on the keyboard are, I do not have to
go back and correct a lot 〇{ mistakes that might have been made otherwise. And
now, while I am preparing for the TOEFL test, I know that my typing skills will
be valuable because I will be able to concentrate on what I want to say instead of
getting anxious about finding the keyboard characters. I also feel confident about
being able to complete the task in the given time considering the speed at which I
can type.

Step 6 Follow these steps to set a fea!istic goal to attain w hile prepahng
for the TOEFL te st
a. Time yourself as you read the corrected transcript above at your normal
speaking speed. How many seconds did it take you to read the speech?____
b. Time yourself as you read the speech aloud again. This time; stop when 45
seconds have passed. How far did you get? Line____
Part 2 Building Skills

c. How many of the examples do you think the person who gave this speech would
be able to discuss in 45 seconds? Remembei/ the speaker would have made
natural hesitations and speaking mistakes. Eliminate unnecessary examples
and details.

Exercises S14-S18 Use Exercises S14-S18 to develop your skills in choosing your
topic for the personal preference task; planning your speech, and presenting it.

EX ER C ISE S14 Choosing a topic for the personal preference task

Read the following categories and quickly decide on a topic within each category that
you coulcUpealc about comfortably. Do not take more than five seconds to decide.

hobbies stamp collecting___________

1. sports
2. animals
3. food
4. courses
5. teachers _________________________

EX ER C ISE S15 Q Restating the task and defining yo u r choice

Read the following tasks. Quickly decide on a topic for each. Record your restatement
of the task to include the topic of your speech. Add a definition if you think your
listeners might not understand.

You read and hear:

Name a hobby you have and explain why it is important to you. Include details
and examples to support your explanation.
You say:
I like to work on cryptic crossword puzzles because the clues am a challenge.
Ciyptic crossword puzzles are crosswords that have special clues instead of just
straightforward synonyms like most crossword puzzles.

STARTS
1. Name a teacher who has influenced you and explain why that teacher was
important. Include details and examples to support your explanation.
2. Describe a class you have taken and explain why that class was important to you.
Include details and examples to support your explanation.

STO PS

B2S
£XEBCISE S16 Sequencing ideas for personal experiences
Take 10 seconds to consider the details and examples you want to discuss about the
topics you chose in Exercise SI5, Think about how those details and examples should
be ordered. You will not have time to write them down. Record those points in your
speech. An example is shown below. It is based on the example in Exercise S15.

Your topic:
Cryptic crossword puzzles
You think:
Clues that challenge me
Anagrams
Homophones
Double meanings
Symbols
You say:
When I am working on a puzzle, I get very involved in breaking the code. For
examp^ the clue may have a word like crazy or fractured/ which could mean
that a neighboring word is an anagram of the word I'm looking for. The word
ssy might mean the answer has the same pronunciation as a word with a
different meaning and spelling, like horse and hoarse. Sometimes the due
contains two different meanings for the answer. There are also symbols that
might be used For instance, the word five might mean that I need to use the
letter v because of the Roman numeral for five.

EX E R C ISE S17 M aking a concluding statem ent

To complete your speech, you can conclude by tying in your introductory statement
with the details and examples you have included. Take a few seconds to think of a
concluding statement. Record a concluding statement for the tasks you started in
Exercise S15 and continued in Exercise S16.

I find great satisfaction in hteaking the codes in cryptic puzzles. But it is mally
great for me if I manage to complete an entire puzzle.

EX E R C ISE S18 〇 Putting it all together

Practice plamiing speeches using the tasks that have already been presented, but
choose different topics to speak about. Record your speeches. Don;t worry about the
time limit at first. Gradually work up to completing the task within the time limit.

STA R T ►
1. Name a skill you have learned and explain why it is important to you. Include
details and examples to support your explanation.
2. Name a hobby you have and explain why it is important for you. Include details and
examples to support your explanation.
3. Name a person who has infltienced you and explain why that influence was
important. Include details and examples to support your explanation.
Part 2 Building Skills

4. Describe a class you have taken and explain why that class was important to you.
Include details and examples to support your explanation.

STO P_

PRACTICE WITH ANALYZING YOUi RESPONSES

Keep the following list of questions in mind as you analyze your responses to the
independent speaking tasks:
1. Is the pronunciation in the speech easy to understand?
2. Does the intonation in the speech sound natural?
3. Does the speech show control of a variety of grammatical structures?
4. Has the word choice been effective?
5. Is the speech coherent?
6. Do the details and examples support the chosen topic?
7. Has the speech been completed within the allotted time?

心 O O O O O ^ ^ ^ ^ i_
? « e< <
A iv 公 ^ s> ^ ^ ^ 〇 Q {y A f；
5- 〇 〇 c ¥：) t> <•；) ^

Exercise SI 9 Use Exercise S19 to practice analyzing and scoring your responses to
independent speaking tasks.

EX ER CISE S19 A nalyzing and scoring yo u r responses

Listen to your recorded responses from Exercise S18. Check the list above to see
whether you have met the requirements of the independent speaking tasks. Give each
response a score and state why you decided on that score.
® A score of 4 is for a response that meets all the requirements.
® A score of 3 indicates that the speech was appropriate but was weak in some
of the areas mentioned in the list.
® A score of 2 indicates some difficulties in clarity of speaking, a limited range of
grammar and vocabulary; or a lack of organization of ideas.
® A score of 1 indicates a lack of clarity in speech, a very limited range of vocabulary,
and a lack of ideas to support the topic.
® A score of 0 is given when no attempt has been made, or when the attempt does not
address the task.
1. Score____ Reasons___________________________________________________
2. Score____ Reasons___________________________________________________
3. Score____ Reasons___________________________________________________
4. Score____ Reasons____________________________________________________

330
 ■■_■■!i ________

1. Listen carefully to the question and think about what you must do in
your response*
Ask yoitrself these questions:
® What are the two situations or actions presented?
® Which one do I prefer and why?
Then make a mental list of the answers to these questions. For example; look at
the following task:
■ . .. . ...... ■ ■ . . . . . . . . . . . . . .:.........
Some students prefer to do group projects. Other students prefer to do
individual projects. Which kind of projects do you think produce more
learning and why?
Por this task, you would make a mental list like the following:
The question concerns group projects versus individual projects, I need to:
® State my choice .
® Defend my choice with reasons^ details/ and examples
2. Quickly make your choice.
It is easy to run out of time while trying to decide wHich position you are
going to take, especially if you can see the advantages of botli options you have
been given. Quickly choose one of the two, and start tMnking about examples ：
and details you can use In order to defend the preference you have cliosen.
Remember/ examiners are not interested in the position you choose but in
how well you can express yourself in defending it.
3. Restate the question to include the topic and your preference.
The task in Strategy 1 above is about the effectiveness of twd different ways ；^
of working. If you chose to focus on the benefits of worMng on projects ： :
individually rather than in groiips/you might say:
wbik as a gioup on piojects, I think that ；：y
^ individual projects benefit xnoxe students.
... . . . . ....... .. .. ... .. .. .....
4 /Work through your list of requirements.
For the task in Strategy 1 above； your list might be:
® State
-
your position - this is your restatement of the .task topic.
® Defend your choice with reasons, details, and examples from your own
experience.
5. Know your goal.
Wlien studying； record your speech and make a transcript, writing it exactly
as you said i t Then make improvements to it, correct mistakes, eliminate
long hesitations/ and replace words or rephrase sentences to avoid repetition.
Practice reading the corrected version aloud, and time yourself. Read it again
while timing yourself and stop reading at 45 seconds. How far did you get?
Part 2 Building Skills

You will find that 45 seconds is only enough time for you to restate the task
with your choice and to give one or two reasons and one or two details for your
choice. Eliminate unnecessary reasons and details from your transcript and read
it again with a timer. Once you have eliminated enough to be able to read your
response aloud in about 35 - 40 seconds, and the topic does not suffer from a lack
of reasons or detail you know your goal. The remaining 5 - 1 0 seconds are for
the natural hesitations and corrections a speaker generally makes when talking.
6. Get ready lor the next item.
It is easy to get anxious if you run out of time and have not finished what you
intended to say, or if you finish what you want to say and there is still time left.
Take a deep breath to help you relax and to get ready for the next part of the test.

c h o ic e m sK

P re p a rin g t o g iv e a tim e d re s p o n s e

The exercises that follow this section prepare you step by step for giving a timed
response to the personal choice task in the speaking portion of the TOEFL test.
In the personal choice task, you have 15 seconds to choose between two given
alternatives and to plan how you are going to introduce the topic, present the
ideas, and conclude the speech. Then you have 45 seconds to give your speech.
Study the task and the steps outlined in the example below. As you prepare for this
portion of the test, you will practice these steps to build your skills and lessen the
time it takes you to give a complete response.

Task
Some students prefer to do group projects. Other students prefer to do individual
projects. Which kind of projects do you think produce more learning and why?

Step 1 A sk yourself what the topic is and what you are being asked to do.
The question concerns group projects versus individual projects. I need to:
^ State my choice
® Defend my choice with reasons；details, and examples

Step 2 Make your choice and quickly think o f a few reasons and details.
Topic: individual projects
Reasons,
details, and
examples: full responsibility for project, learn more, scheduling easier

Step 3 Work through your list o f requirements. Record your speech.

® State your choice.
While many students prefer to work as a group on projects, I think that
individual projects benefit more students.

332
® Defend your choice with reasons/ details^ and examples from your own
experience.
I consid&r individual projects to be better for learning for several reasons. One is,
it is too easy fox one or more of the group members to not be, uhf to be inactive and
allow the better. . . the more capable member or members to do the work. When
people are working ona . . . an individual project they cannot leave it to the more
capable members to complete, but take, or. . . must take the msponsibility of doing
the work themselves. Their inactivity has wots in not knowing how to proceed
and that those members who know, u h . . , with the know-how can act like private
tutors. However, it is more often that the ones who understand the project the best
just, just take ovei the work.
By doing an individual project, the person not only leams how to tackle the
work, but also learns the content of the project. Urn, next is, uhr it is almost
impossible to schedule a meeting time that works, that is suitable for everyone.
This is not a problem when the students am working on individual projects.
Third, teacher feedback on an individual project is good for. . . beneficial to .
the individual. Feedback on a group project may be irrelevant for some of the
individuals involved in a group project. And then, uh, finally, a student working on
his own leams more in his own time, and the given feedback is relevant.
The following is an outline of the reasons and examples in the above speech.
Reason 1: Can't be an inactive group member
Defense - must learn how to plan the project
Defense - learns the material of the project
Reason 2: Scheduling meeting times
Defense - no time is convenient for all
Defense - scheduling is not an issue for the individual
Reason 3: Getting feedback
Defense - feedback is relevant to the individual

Step 4 Make a transcript o f yo ur speechr as shown above.

Step 5 Make corrections to your speech, elim inating mistakes, long
hesitations, self-corrections, or repetitions.
While many students prefer to work as a group on projects/1 think that
individual projects benefit more students. I consider individual projects to be
better for learning for several reasons. First, it is too easy for one or more of the
group members to be inactive and allow the more capable member or members to
do the work. When people are working on an individual project^ they cannot leave
it to the more capable members to complete/ but must take the responsibility of
doing the work themselves. It could be argued that their inactivity has roots in
their not knowing how to proceed and that those members with more know-how
can act like private tutors. However； it is more often the case that the ones who
understand the project the best just take over the work. By doing an individual
project, the individual not only learns how to tackle the project worl^ but also
learns the content of the project. Second, it is almost impossible to schedule
a meeting time that is suitable for everyone. This is not a problem when the
students are working on individual projects. Third, teacher feedback on an
individual project is beneficial to the individual. Feedback on a group project
Part 2 Building Skills

may be irrelevant for some of the individuals involved in a group project. In

conclusion, a student working on his or her own learns more in his or her own
time and the given feedback is relevant to that particular person^ development.

Step 6 Folbw these steps to set a reaHstk goa! to aUah whi!e preparing
for the TOEFL test
a. Time yourself as you read the corrected transcript above at your normal speaking
speed. How many seconds did it take you to read the speech?____
b. Time yourself as you read the speech aloud again. This timey stop when 45
seconds have passed. How far did you get in the speech? Line____
c. How many of the examples do you think the person who gave this speech would
be able to discuss in 45 seconds? Remember^ the speaker would have made
natural hesitations and speaking mistakes. Eliminate unnecessary examples
and details.

O th e r w a ys to o rg a n ize yo u r speech
The pattern shown above for organizing your ideas is a simple/ straightforward way
to plan your response to the personal choice task. Howevex; you might want to
compare or contrast the two choices. There are two basic patterns that you can use
to compare the two choices and indicate your preference. If you choose to compare
and contrast, it is important to choose only one of them. If you mix the two
patterns, you will confuse your listeners.
All of one, then all of the other Point by point
Topic statement Topic statement
Option 1 Positive points
Positive points Option 1
Negative points Option 2
Option 2 Negative points
Positive points Option 1
Negative points Option 1
Concluding statement Concluding statement

Exercises S20-S25 Use Exercises S20-S25 to develop your skills in making your
choice, planning your speech, and presenting it.

EX ER CISE S20 M aking a personal choice

Look at the following choices and quickly decide which choice you could most easily
defend. Do not take more than five seconds to decide.

cats or dogs as pets dogs______________________________

1. movies on TV or movies at the theater___________________________________

2. traditional food or exotic food___________________________________________
3. outdoor sports or indoor sports__________________________________________
4. city life or country life
5. the sciences or the arts________________________________________________

334
EXERCISE S21 〇 Restating the t^sk and stating yo u r position
Read the following task. Quickly choose your preference. Record your restatement of
the task to include the topic of your speech.

You read and hear:

Some people believe that students should immediately go on to college after
completing high school. Others believe that students should take a year or more
off between high school and college. Which approach do you think is better for
students interested in getting a college degree? Include details and examples in
your explanation.
You say:
While many people believe students should go straight on to college after
graduating from high school, I think that individuals benefit from time away
from studying.

STA R T ►
Some students would like to have a long vacation during the academic year. Other
students would like to have several shorter vacations during the academic year. What
is your preference and why? Include details and examples in your explanation.

sto p a

EX ER C ISE S22 Sequencing ideas fo r personal choices

Take 10 seconds to think about the points you want to discuss for the preference you
stated in Exercise S21. Think about how those points should be ordered. You will not
have time to write them down. Record the points in a speech format. An example is
shown below. It is based on the example in Exercise S21.

You think:
Benefits from waiting
Student burnout
Can think about what student wants to study
Can get a job
Money for studies
Learn responsibilities
Can travel
Gain experiences
Learn self-reliance
You say:
First, many students are burned out after intense studying to pass the exams
that will get them into college. After a break, they will be able to concentrate
better. Second, many students are not really sure about what they want to
study. They might have a better idea of theii true goals as well as be more
mature in approaching those goals after a year or so away from academic woik
Finally, students can learn how to be responsible and gain self-reliance from
either holding down a job or traveling. Both a job and traveling will also
provide experiences that students can use to support their studies.
Part 2 Building Skids

EXERCISE S23 M aking a concluding statem ent

To complete your speech, you can conclude by tying your introductory statement in
with the points you have made. Take a few seconds to think of a concluding statement.
Record a concluding statement for-the task you started in Exercise S21 and continued
in Exercise S22.

In conclusion, students can benefit from a break from studying if they use the
time in a profitable way.

EX ER C ISE S24 〇 Putting it all together

Practice planning speeches using the tasks that have already been presented, but make
a different choice or provide different supporting ideas. Record your speeches. Don't
worry about the time limit at first. Gradually work up to completing the task within
the time limit.

STARTS
1. Some students prefer to do group projects. Other students prefer to do individual
projects. Wliich kind of projects do you think produce more learning and why?
2. Some people believe that students should immediately go on to college after
completing high school. Others believe that students should take a year off between
high school completion and starting college. Which approach do you think is better
for students interested in getting a college degree? Include details and examples in
your explanation.
3. Some students would like to have a long vacation during the academic year. Other
students would like to have several shorter vacations during the academic year.
What is your preference and why? Include details and examples in your explanation.

STOP 國

EX E R C ISE S25 A nalyzing and scoring yo u r responses

Listen to your taped responses from Exercise S24. Check the list in Practice with
Analyzing Your Responses on p. 330 to see whether you have met the requirements
of the independent speaking tasks. Give each response a score and state why you
decided on that score.
® A score of 4 is for a response that meets all the requirements.
® A score of 3 indicates that the speech was appropriate but was weak in some of the
areas mentioned in the list.
® A score of 2 indicates some difficulties in clarity of speaking/ a limited range of
grammar and vocabulary, or a lack of organization of ideas.
© A score of 1 indicates a lack of clarity in speech/ a very limited range of vocabulary,
and a lack of ideas to support the preference.
® A score of 0 is given when no attempt has been made or when the attempt does not
address the task.
1. Score Reasons____________________________________________________
2. Score Reasons____________________________________________________
3. Score Reasons____________________________________________________

336
 Speaking

两M l 陋 WGlHE I_ E P E _ E 1 W SPEAK_G M SI(S

Now that you have studied the process for responding to the independent tasks, review
the steps below and practice more speaking tasks. Respond to the tasks in Exercise S26
below. Record your responses, analyze them, and score them
1. Listen carefully to the task.
2. Decide what you must do in your response. Ask yourself these questions:
® What personal preference or personal choice must I address?
® What must I do to meet the requirements of the task?
3. Quickly decide on your topic.
4. Take 15 seconds to plan your introductory statement, the ideas you will present, and
the concluding statement.
5. Give your speech.

EXERCISE S26 Use Exercise S26 to practice responding to independent

speaking tasks.

EX ER CISE S26 f t Practice responding to independent speaking tasks

Practice responding to the following independent speaking tasks. Try to prepare your
response in 15 seconds and give your speech in 45 seconds. Record your speech and
give it a score, using the list of questions in Practice with Analyzing Your Responses
on p. 330 as a guide.

STARTS

Personal preference tasks

1. Name an academic subject that you like and explain why it attracts you. Include
details and examples to support your explanation.
2. Describe a personal possession that is special to you and explain why it is important.
Include details and examples to support your explanation.
3. Describe a feature of your city that you consider interesting and explain why you
think it is interesting. Include details and examples to support your explanation.

Personal choice tasks

4. Some people prefer television programs that present serious issues. Other people
prefer those that are for entertainment only. Which kind of program do you consider
the most important for people to watch and why?
5. Some people prefer to focus their energy to excel in one activity. Other people prefer
to participate in many different activities. Wliich method do you think is better for
the development of a person's intellect and why?
6. Some people believe that children should begin their formal education at an early
age [three to five years old). Other people believe that children should begin their
formal education later (six to seven years old). Which age do you think is best for a
child to begin a formal education and why?

STO P.

For further practice, use the above tasks but choose a different topic or preference
to support.
337
Part 2 Building Skills

INTEGRATED SPEAKING TASKS

In the integrated speaking portion of the TOEFL iBT test, you will give a short
speech based on a subject presented in a passage or passages. For the reading/
listening/speaking tasks, you will read a short passage on a given topic, then
listen to a speaker (or speakers) talk about the same topic. You will then see and
hear a question. You will be asked to respond to the question by synthesizing and
summarizing the information you have read and heard.
Por the listening/speaking tasks；you will listen to a conversation or part of b.
lecture. You will then see and hear a question. You will be asked to respond to
the question by summarizing the information you have heard. In some casesyyou
will be asked to summarize and then give your opinion about the information you
heard.
An effective response begins with a statement that introduces the focus of the task.
The body 〇 £ the speech is made up of information that addresses the task using
information from the passage or passages. A concluding statement completes the
speech.

THE INTEGRATED READING/LISTENI^G/SPEAKING TASKS

.■; ；J ■： 'i;C〇Vf iI!!i i i - ; ! !"!：iiirY ：'； i/:，'

1. Read the question carefully and make sure you understand the requirements
of the task.
You will be asked to complete two integrated reading/listening/speaking
tasksy one about a campus situation and the other about an academic subject.
The campus situation task starts with a short reading passage that presents a
campus-related problem. The listening passage that follows is a conversation
that relates to or comments on the issue in the reading. You will be asked to
show your understanding of the issue or problem by briefly summarizing the
opinions presented in the listening passage based on the information given in
the reading passage.
The academic task presents a concept, process, or idea in a short reading
passage. The listening passage that follows is a short lecture that illustrates the
concept or process with more specific examples and information. You will be
asked to show your understanding of the topic by combining information from
both passages and describing how the specific examples illustrate the broader
concept or process.

338
 2. Read the passage carefully and take notes.
The reading passage sets the context for the conversation or lecture. The main
ideas stated in the reading will be needed to synthesize information from the
tonversation or lecture. You will have to use information from the reading
passage in your response.
You will have 45 seconds to read the passage. Yoix will not see the passage
again. Take notes while you read so that you can remember the important
points of the reading when you begin to speak.
........................ . ........ ■ .... … .乂 .
3* Listen
• •carefully
.. ..... to....
the ...conversation
• ... or lecture
.；..••• . . arid take notes/
. ........
You will hear the listening passage only once. Take notes while you listen so
that you can remember the important points and how they relate to the reading
passage. . ;
• ' •• • • . • • •• ' • .
4. Read and listen carefully io the question. Consider the task and what it is
asking you to do.
You will Have 30 seconds to plan a response that addresses the task; A response
that is not connected to the task will get a low score.
Aslc yourself these questions:
............................... .... ........ ........ ................ ......... ..... ... .... ..... . . . .
® What is the topic I heed to address?
® What am I being asked to do?
' ® Mow can I introduce my speech?
5. Look ovet your notes and plan your response.
You will have 30 seconds to plan your response. Compare your notes from the
two p 狀sages and decide on the relevant intim ation. You w ill not iiave time t 。
/write a response^ and a written response would not show your natural speaking
；
；abilities. However, you will want to use your notes in order to refer to points
made in the reading and listening passages.
6. Be familiar with the time limit.
Practice with a ：
timer：to get a sense：；of how ：much you ：
can ：
say in 60 seconds. On
： test day/pay attention to the timer on the screen to see how much time is left
to make your points,
... .
7. Get teady for the next item.
It is easy to get anxious if you run out of time and have not finislied what you
：intended to say; or if you finish what you want to say and there is still time left.
Take a deep breath to help yoti relax arid get ready for the next part of the test.

P re p a rin g to g iv e a tim e d re sp o n se

Study the steps and the example task on the pages that follow. You can use these
steps to prepare for the reading/listening/speaking tasks. Note ：The example task
in this section does not contain a full-length reading or listening passage.
Pari 2 Building Skills

Step 1 Read the passage carefully and take notes.

■ f lfll'iK 'ii ：
»|T：

Reading Time: 45 seconds

Human Thinking

I Human beings are capable of thinking in two basic ways.

I Convergent thinking neatly and systematically tends toward an
answer. Divergent thinking tends away from a center, perhaps
I in severa 丨directions at once, seeking avenues ofinquiry rather
j than a particular destination. Scientists, on the whole, engage in
convergent thinking, but it is divergent thinking that breaks with
the past and leads to unpredictable conclusions.

Reading notes
C onvergent th in k in g - neat, tends to w a rd answer, scientists' th in k in g
D ive rg e n t th in k in g - several directions, unp re dictable results

Step 2 Listen carefully to the conversation or lecture and take notes.

On your screen you will see a photograph of the speaker or speakers with a timer
bar to indicate time elapsed. The photograph is to show the context only.

_ i_ 麵

The idea of convergent and divergent thinking stems fronj the discovery
that the hemisphexes of the brain am specialized. The left side is more
systematic and the right more cmative. Obviously, since we have at our

340
 disposal both hemispheres, we are all capable of both convexgent and
divergent thinking. However, supposedly we each have our favorite side,
the one we use when we are not forced by circumstances to think using the
other side. However, it is quite likely that when we encountet a problem
we go back and forth between hemispheres, engaging in both convergent
thinking on the left side and divergent thinking on the right side. Even
though people favor one way or the other, there are exercises that supposedly
increase one's ability to me both sides effectively.
Note; You will not see a transcript of the listening passage on the day of the test.

Listening notes
The b ra in hemispheres - specialized
L e ft side
i - system atic, convergent
R ight
i t side _ creative, divergent
People fa v o r one side b u t can use b o th in p ro b le m solving
Exercises to increase a b ilitie s

Step 3 Read and listen carefully to the question. Consider the task and
what it is asking you to do.
.~ '… …" " " " —¥

The professor describes the specialization of the hemispheres of

the brain. Explain how this specialization relates to the two basic
ways of thinking.

Preparation Time: 30 Seconds

Response Time: 60 Seconds

00:00:17

Step 4 A sk yourself what the topic is and what you are being asked
to do.
The topic concerns specialization of the brain hemispheres. I need to:
® Introduce the topic
° Explain the relationship between ways of thinking and brain specialization
® Finish with a concluding statement
Part 2 Building Skills

Step 5 Look over your notes and plan your response.

Reading notes Listening notes

C onvergent th in k in g - neat, tends The brain hemispheres — specialized
to w a rd answer, scientists th in k in g L e ft side - systematic, convergent
D ive rg e n t th in k in g - several directions, R ig h t side - creative, divergent
unpredictable results
People fa v o r one side b u t can use b o th
in p ro b le m solving
Exercises to increase abilities

Step 6 Record your speech. Be fam iliar with the time lim it
You will have 60 seconds to give your speech. Study the following example
response. Note: The example below does not contain a full-length response^
and the natural speech features (hesitations/ corrections, etc.) have been taken out
for easier analysis.
The two kinds of thinking discussed axe convergent and divergent
thinking. These kinds of thinking are related to how the hemispheres of
the brain are specialized. One side of the brain - the lef t side - is more
systematic, and this is where convergent thinking occurs. The other side of
the brain is more creative, and this is wheie divergent thinking occurs. The
professor indicates that people probably use both sides of the brain when
thinking about a problem, but that if they aren't trying to solve a problem,
they think with their favorite side. People can do exercises that improve
their ability to use both sides of their brains well

Step 7 Learn to give a response within the time lim it

Follow steps 4-6 on pp. 333-334 to help you learn to give a good response within
the specified time frame.
The following analysis of the above example response can also help you set an
attainable goal for yourself while preparing for the integrated reading/listening/
speaking tasks.
Introductory statements The response begins with a restatement of the task - the
two kinds of thinking ~ and indicates that the speaker is going to talk about how
this relates to the specialization of the brain hemispheres.
Ideas and details in the body of the speech
© left hemisphere is used for systematic thinking or convergent thinking
® right hemisphere is used for creative thinking or divergent thinking
® people can use both sides of the brain for problem solving
® people favor one side
Conclusion The response is completed with the point that exercises improve a
person^ ability to use both kinds of thinking.

PRACTICE WITH THE CAMPUS SITUATION TASK

In the campus situation task; you will have 30 seconds to plan how you are going to
introduce the topic; present the ideas, and conclude the speech. Then you will have
60 seconds to give your speech.

342
 Speaking

First, a narrator will introduce the context or setting. This is followed by a reading
passage that discusses a problem or issue related to campus life. Then you will
listen to a conversation in which two people give opinions about that problem or
issue. After the conversation, the narrator will state the speaking task.

Exercises S27-S31 Use Exercises S27-S31 to practice the steps for responding to a
question that relates to a reading and a conversation. Note: The skill-building exercises
are not full length.

EX ER CISE S27 Q Identifying im portant points in a reading passage

Read the passage, and write the important points on the lines below.

STARTS
An announcement about a change in one of the University of the Rockies courses is
posted on the classroom door. You have 45 seconds to read the announcement. Begin
reading now.

STOP 國
Reading Time: 45 seconds
Due to a sudden emergency, Professor Blake^ Course 101 - Survey of American
Literature - class will not be held this semester. Registered students are encouraged
to join Course 104 - Literature of Minority Groups ~ held in Room 345 at the same
time. Arrangements for your attendance have already been made. If you do not want
to attend this course, go to the Registrar^ Office to complete the drop/add procedure.

EX E R C ISE S28 0 Identifying im portant points in a conversation

Listen to the conversation that relates to the reading in Exercise S27. Write down the
important points. Keep track of each speaker’s opinion.

STARTS
Now listen to two students as they discuss the announcement.
Man’s points: Woman's points:

STO P*

343
Part 2 Building Skills

EX ER CISE S29 〇 Analyzing the task that relates to the conversation

Listen to the task that relates to the reading in Exercise S27 and the conversation in
Exercise S28. Think about what you will need to do in your response. Although you
will not have time to write notes for your response on the day of the test, you may
want to practice writing them in this exercise.

START ^
The woman expresses her opinion about the course replacement. State her opinion and
explain the reasons she gives for that opinion.

STOP I
I need to:
1. state the topic________________________________________________________
2. state the woman's opinion______________________________________________
3. state her reasons for tlie opinion_________________________________________

EX ER CISE S30 Planning yo ur speech

Think through the following steps. Take as much time as you need to prepare in this
exercise. As you work through other exercises；
try to gradually shorten your
preparation time to 30 seconds.
1. Plan your introduction using the information from the reading in Exercise S27, the
speaker^ opinion in Exercise S28, and the task requirements in Exercise S29.
2. Use the notes you took in Exercises S27 and S28 to help you plan your response to
the task,
3. Plan a concluding statement to complete the task.

EX ER CISE S31 Recording yo ur speech

Give the speech you planned in Exercise S30. Record your speech so you can analyze
and evaluate it.

PRACTICE WITH THE ACADEMIC TASK

In the academic task, you will have 30 seconds to plan how you are going to
introduce the topic, present the ideas; and conclude the speech. Then you will have
60 seconds to give your speech.
A narrator will introduce the context of the reading passage. The reading passage
presents information on an academic topic. Then you will listen to part of a lecture
that relates to the reading topic. After the lecture, the narrator will state the
speaking task.

344
 Speaking

E x e iX is e S Use Exercises S32-S36 to practice the steps for responding to a

question that relates to a reading and a lecture: Note：The skill-building exercises are not
full length.

EX ER C ISE S32 〇 Identifying im portant points in a reading passage

Read the passage and write down the important points on the lines below.

STARTS
Now read a passage about an incident leading up to the American War of Independence.
You have 45 seconds to read the passage. Begin reading now.

STO PS
Reading Time: 45 seconds
The Boston Tea Party of 1773 was not a tea party at all, but the first major act of
defiance on the part of the American colonists against their British rulers. The British
Parliament under King George III had imposed taxes on the colonies. A party of
prominent citizens disguised themselves as Native Americans and secretly boarded
ships that were laden with tea. They then threw the entire cargo of tea overboard. This
incident was a prelude to the American War of Independence.

EX E R C ISE S33 〇 Identifying im portant points in a lecture

Listen to a lecture that relates to the reading in Exercise S32. Write down the
important points.

STARTS
Now listen to part of a lecture on the background to the American War of Independence.

STOP 國

345
Part 2 Building Skills

EX ER C ISE S3 4 〇 Analyzing the task that relates to the lecture

listen t。 the task. Think about what you will need to do in your response. Although
you won^ have time to write your analysis in the testyyou may want to practice
writing it in tliis exercise.

STARTS
The professor gives the background information about the incident that was the prelude
to the American War of Independence. Explain how the events were related to the
colonists’ behavior.

STOP 醒

I need to:
1. state the topic____
%. state the events____
3. state the relationship

EXERCISE S35 Planning yo u r speech

Think through the following steps. Take as much time as you need in this exercise.
As you work through other exercises, try to gradually shorten your preparation time
to 30 seconds.
1. Plan your introduction using the information in the reading in Exercise S32, the
lecture in Exercise S33yand the task requirements in Exercise S34,
2. Use the notes you took in Exercises S32 and S33 to help you plan your response to
the task.
3. Plan a concluding statement.

EXERCISE S36 Recording yo ur speech

Give the speech you planned in Exercise S35. Record your speech so you can analyze
and evaluate it.

PRACTICE WITH ANALYZING YOUR RESPONSES

Keep the following list of questions in mind as you analyze your responses to the
reading/listening/speaking tasks:
1. Is the pronunciation in the speech easy to understand?
2. Does the intonation in. the speech sound natural?
3. Does the speech show control of a variety of grammatical structures?
4. Has the word choice been effective?
5. Is the speech coherent?
6. Are the ideas from the reading and listening passages well organized?
7. Have the main ideas been presented?
8. Have the appropriate supporting details been used?
9. Does the response paraphrase the ideas and details accurately?
10. Has the speech been completed within the allotted time?

346
Exercise S37 Use Exercise S37 to develop your skills in analyzing your responses to the
reading/listening/speaking tasks. 1

EX ER C ISE S37 Analyzing and scoring yo ur responses

Listen to your taped responses from Exercise S31 and Exercise S36. Check the list in
Practice with Analyzing Your Responses, p. 346, to see whether you have met the
requirements of the reading/listening/speaking tasks. Give each response a score and
state why you decided on that score.
® A score of 4 is for a response that meets all the requirements.
® A score of 3 indicates that the speech was appropriate but was weak in some of the
areas mentioned in the list.
® A score of 2 shows some difficulties in clarity of spealdng. Inaccurate information
may have been presented, or essential information from the reading or listening may
be missing.
® A score of 1 is for a speech that meets only a few of the requirements.
® A score of 0 is given when no attempt has been made or the attempt does not address
the task.
1. Score____ ^Reasons____________________________________________________
2. Score____ Reasons____________________________________________________

PRACTICING THE INTEGRATED READING/LISTENING/

SPEAKING TASKS
Now that you have studied the approach for responding to the integrated reading/
listening/speaking tasks, review the six steps outlined in Preparing to Give a
Timed Response, pp. 339 - 342, and practice more speaking tasks. Respond to the
tasks in Exercise S38. Record your responses and score them.

旮 參 。 令 〇 旮 匀 窃 公 必 © 分 旮 o o a 令 旮 公 窃 發 功 旮 為 旮 旮 a ◎ & ◎ 吻 旮 旮 ® 公 分 s o 勿 3 穸 分 i s 幼 办

Exercise S38 Use Exercise S38 to develop your skills in responding to the reading/
listening/speaking tasks.

EXER CISE S38 〇 Responding to the integrated reading/listening/speaking tasks

Give yourself 45 seconds to read each passage. Then you will hear a conversation or
lecture. Try to prepare your response in 30 seconds and give your speech in
60 seconds. Record your speech and give it a score according to the checklist in
Practice with Analyzing Your Responses on p. 346 and the guidelines in Exercise
S37 above. The screens in the first: item appear as they will on the actual test
Pari 2 Building Skills

START >
1. The University oi: the Rockies is planning to tear down a building on campus.
Read the announcement about the demolition of the building. You have 45 seconds
to read the announcement. Begin reading now.

PAUSE 11 (for 45 seconds)

麵 輕 醒 :麵 塵
Reading Time: 45 seconds

j The University Board of Trustees has decided that the Old

I Main ciassroom building should be demolished to ma!<e room for
| a new fine arts center. The proposed building wou!d serve the
i university drama, music, and art majors. Besides classrooms,
j the building would contain several stages - a main stage for
I visiting groups and major productions and two smaller stages
j for experimental theater classes - a large concert hall and
j many practice rooms, and an exhibition hall with a permanent
| coilection of artwork and space for students1temporary shows as
j well as many workrooms. The heating and cooling system w川 be
! provided by green energy.

Now listen to two students as they discuss the announcement.

348
 Speaking

■
：
：
( j j I：
i'J i fl 111TI ■：1|i,i*

The man expresses his opinion of the plans being made by the
University Board of Trustees. State his opinion and explain the
reasons he gives for holding that opinion.

Preparation Time: 30 Seconds

Response Time: 60 Seconds

1'[Link] ?i'i^'.ir
00:00:24

2. The Medical Faculty has announced that a guest speaker will be giving a talk. Read i
the announcement about the talk. You have 45 seconds to read the announcement
Begin reading now. ；|

Reading Time: 45 seconds :丨

As part of the "Endeavor Toward Health" workshop sponsored by the Medical ：

；
Faculty, Dr. Jam es Filbert from the Monterey Health Organization wil! be presenting ;|
a lecture titled ''Living with Restless Leg Syndrome11at 2:00 p.m. in the campus ;|
auditorium. This illness is frequently misdiagnosed because of the difficulties its ；1
sufferers have describing their pain. The fact that it tends to be found within families ：j
indicates an underlying genetic cause. Dr. Filbert will be discussing the symptoms of ；]
Restless Leg Syndrome and ways to alleviate the pain. The public is invited to attend. ：
；

Now listen to two students as they discuss the announcement.

The woman explains her interest in listening to the guest lecturer State her interest
and explain the problems surrounding the syndrome.

349
The University of the Rockies is planning to make a change in the number of
required courses in physical education. Read the president’s quote, taken from
his interview with a reporter from the student newspaper. Begin reading now.

Reading Time: 45 seconds

"The reality is that physical education courses are not considered to be essentia!
by students themselves, who resent having so many required courses when they
want to concentrate on their major subject. This requirement almost seems like
a continuation of high school requirements. We believe that students should take
responsibility for their own physical condition. Money saved from reducing the
number of physical education courses offered will be useful in updating our science
and computer labs, as well as going toward more acquisitions for the library."

Now listen to two students as they discuss the quote.

The woman expresses her opinion of what the president was quoted to have said
to the reporter. State her opinion and explain the reasons she gives for holding
that opinion.
4. The Maintenance Department has announced that the main ciassroom building will
be undergoing some changes. Read the announcement about the renovation. You
have 45 seconds to read the announcement. Begin reading now.

Reading Time: 45 seconds

During the summer session, classes will be held in the geology complex while the
main classroom building is being renovated. When the renovation is completed,
each room will be equipped with state-of-the-art equipment, such as computers
that wiii allow teachers to project their lecture notes and supporting data onto a
screen. Some of the classrooms will be turned into multimedia tabs. Although the
building has already been made accessible for the disabled, further improvements
will be made to provide even better access to all classrooms. Motion sensors will
be installed that turn lights on and off to conserve energy.

Now listen to two students as they discuss the announcement.

The woman expresses her opinion of the announcement made by the University^
Maintenance Department. State her opinion, and explain the reasons she gives for
holding that opinion.
5. Now read the passage about marine organisms known as phytoplankton. You will
have 45 seconds to read the passage. Begin reading now.

Reading Time: 45 seconds

Inhabiting the photic zone, that upper layer of water where sunlight penetrates the
world's oceans, phytoplankton provide the basis of almost all marine life. Found in
greater abundance near land masses where there is a concentration of nutrients in
the water, these single-celled plants enrich the food chain. Sunlight provides them
with the energy needed for photosynthesis, turning the phosphates and nitrates in
the water and carbon dioxide from the atmosphere into the molecules that they live
on. The by-product of photosynthesis is oxygen. It is estimated that 75 percent of the
world's oxygen is produced by phytoplankton. Phytoplankton usually go unnoticed
unti! physical conditions cause some species to bSoom, a phenomenon known as
the red tide.
Now listen to part of a lecture on ocean plants in a marine biology class.

The professor describes an experiment done on phytoplankton. Explain how the

implications of this experiment reiate to phytoplankton.
: : 6. Now read the passage about road management. You wil! have 45 seconds to read
! the passage. Begin reading now. .1
:j
丨 _
Reading Time: 45 seconds ::

;; Road signs and markings are a ubiquitous feature of towns and cities around ；
：
| the world. The purpose of this system is to ensure the safety of both drivers and
;j pedestrians by separating them and by controlling traffic speed and flow. Drivers
are obligated to restrict their speed, follow directions, and park and stop only in ：j
|| designated areas. Pedestrians are further protected by raised sidewalks from which :丨
I： motor traffic is restricted. At road intersections motor vehicle movement is strictly
ft managed by traffic lights and road markings. The requirement of road users to obey
i] road markings, signs, and signals is backed up by legal sanctions 丨 eveled against
1 those who ignore the traffic rules. ■■
Now listen to part of a lecture in a civil engineering class.
Now read the passage about cultural perceptions of time. You wili have 45 seconds
to read the passage. Begin reading now.

Reading Time: 45 seconds

Time can be regarded as neither a biological nor a physical absolute but as a
cuitura! invention. Different cultures have differing perceptions about the passage
of time. At opposing ends of the spectrum are the "monochronic,11or linear, cultures
artdthe “polychrortic,” or simultaneous, cultures. In monochronic societies, schedules
and routines are primary. Monochronic societies tend to be more efficient and
impartial. However, they may be blind to the humanity of their mennbers. In polychronic
societies, people take precedence over schedules. People are rarely a!one, even at
home, and are usually dealing with several people at once. Time and schedules are
not priorities.
Now listen to part of a iecture in a cultural studies class.

The professor describes the behavior of monochronic and polychronic people.

Explain how their behavior is related to their suitability in the workplace.
 8. Now read the passage about weathering. You have 45 seconds to read the passage.
Begin reading now.

Reading Time: 45 seconds

The weathering of rocks refers to a breakdown due to the exposure to

atmospheric elements. Weathering is different from erosion in that in weathering,
there is no movement of material. Weathering processes are generally classified into
three groups: mechanical, chemical, and bioiogical. Mechanical processes such as
the freeze-thaw cycle of water can shatter rocks. A chemical process occurs when
rain causes a chemica! reaction with the minerals in the rock. Biological processes
refer to processes that are caused by organisms. An analysis of a rock and the way
it has weathered can provide the geologist with information about the processes that
were or are taking place in any given area.
Now listen to part of a lecture on weathering in a geology class.

The professor describes climatic conditions. Explain how these conditions relate to
different weathering processes.

STO P!

THE INTEGRATED L1STENSNG/SPEAK1NG TASKS

1. Read the question carefully and make sure you understand the requirements
o f thetask.
You w ill be asked to complete two integrated listening/speaking tasks ；one
about 公campus situation and the other 合 bout an academic subject. Hie
campus situation task presents a student-related problem and possible
solutions. You will be asked to show your understanding of the problem by
summarizing it and to give your opinion about how it should be solved.
Pari 2 Building Sldiis

The academic task presents a term or a concept within an academic lecture.

Examples and details within the lecture illustrate the topic. You will be asked
to show your understanding of the topic by summarizing the lecture and
describing how the examples relate to the topic discussed.
2. Listen carefully to the conversation or lecture and take notes.
The conversation or lecture passages are longer than those in the integrated
reading/listening/speaking task. The conversation is between two students,
between a student and an employee of the university, or between a student and
a faculty member. The lecture is about an academic topic. Take notes as you
listen so that you can remember the important points.
3. Read and listen carehilly to the question. Consider the task and what it is
asking you to do.
You will have 20 seconds to plan a response that addresses the task. A response
that is not connected to the task will get a low score.
Ask yourself these questions:
& What is the topic I need to address?
« What tun I being asked to do?
® How can I introduce my speech?
4. Look over your notes and plan your response.
You will have 20 seconds to plan your response. You will not have time to
write a response, and a written response would not show your natural speaking
abilities. However you will want to follow your notes in order to refer to the
points made In the listening passage.
5. Be familiar with the time limit.
Practice with a timer to get a sense of how much you can say in 60 seconds. On
test day；pay attention to the timer on the screen to see how much time is left
to make your points.
6. Get ready for the next item.
It is easy to get anxious if you have run out of time and not finished what you
intended to say, or if you have finished what you want to say and there is still
time left. Take a deep breath to help you relax and to get ready for the next part
〇 £ the test.

Preparing to g iv e a tim ed response

Study the steps and the example below. You can use these steps to preptue for die
listening/speaking tasks. Note: The example task in this section does not contain a
full-length listening passage.

Step 1 Listen carefully to the conversation or lecture and take notes.

On your screen you will see a photograph of the speaker or speakers with a timer
bar to indicate time elapsed. The photograph is to show the context only.

356
 Speaking

(man) When are you giving yompresentation^

|woman) Fm on for next week.
(man) Next weekl You must have been late signing up.
(woman) No, actually I signed up to give it early. I wanted to get it out of the way
so that I could sit hack and enjoy the other presentations without the
thought lurking in my mind that I still had to face giving one.
(man) That's a thought, but I would feel pressed for time. Fd like to get a feel for
how the presentations are going and wlmt kind of feedback the professor
gives. You know, get a feel for what he's looking for.
(woman) Yeah, but at the beginning of the term, you have more time to work on it.
You know what I meanl
(man) Not really. I mean, you have two weeks to prepare, and I have two
months.
(woman) That’s what you think, Yovi’U probably put off preparing imtd a week
before you have to give your presentation, so the amount of time we have
is the same. Besides, later in the semester, you have all the work in your
other courses, whereas at the beginning of the semester, the workload
tends to be lighter, I mean, the big papers and proiects are usually due
closer to the end of the semester.
Note: You will not see a transcript of the listening passage on the day of the test.

Listening notes
M an ：more time is better；feedback from professor
Woman：early presentation better；more time at beginning of term

357