LONGMAN PREPARATION COURSE FOR THE TOEFL iBT° TEST To register for MyEnglishLab @ Uncover the access code below, © oto wwweMtyEnglishLab.com/toeft © cic ERE « crooose your anpuge ey >) Access Code “This acess code can onl be used once. Do not buy this bock ifthe protective cover has been removed. Course ID you are using MyEngishLab as pat of your course, your techer wil gre you a Course ID, Wrie this inthe box below. ‘COURSE 10: Go to wwrw:pearsonelt.com/TOEFLIBT for your fee teicher: ‘rezouces and audio materialLONGMAN PREPARATION COURSE FOR THE TOEFL iBT TEST DEBORAH PHILLIPS rn PEARSON‘Longman Preparation Course for he TOEFL iBT* Tet Thtd Editon Copycight © 2015 by Parton Eases, Inc Alleights reserved [No par of his publication maybe reproduced, tore in a retsieval jtem,ox tans in ay form or by any means elecronic, mechanical photocopying, ecording, or otherwise, without he prior pemsion ofthe pabsher eats Education, 10 Bank Stet, White Phin, NY 10605 Staff credits The people who made up the Longman Preparation Cours forte TOEFL iBT® Tet 3e team, wepresening tor production, design, and manufacturing ae: Rhea Bnker, Tracey Cataldo, ‘Dave Dickey, Warten Fecbach Pam Fishman, Pate Fracio, Michael Kempet, Christopher Leosomic, Jule Mola Jne Tounsend, an Kenneth Volgak. ‘Contibuting authors: Teen Ambrosio, Ay Brambal, Diogo Canal, Tama Gtr, Citophor ‘Kilmer Biaabeth Marsal, Megan Maviarty Wiliam Tadesu Sarah Wale MeGaath Project development editor: Halon Ambrosio Development editor Tammy Gilbert “Text composition: leaGraphi, Ie Cover and text photography ereditsappear on pl Library of Congest Catloging-in- Publication Data Pili Debora, 1952 TLongman preparation course fr the TOEFL test] ‘Longman preparation course forthe TOEFL BT tet / Deborah Philip. —Thin Editon. pagescm ISBN 970123248029 without Answer Key) — ISBN 0-13-24802X without Answer Key) — [SBN 976413 245128 ith Ansver Key) — ISBN 0-15-3248127 (with Answer Ky) 1 English language—Texbooks for foreign speaker. 2. Test of English asa Fig Language— Stay guides. 3 English Inguage—Eaminations—Stady guides. I Tie ‘PENZKPsa6 2014, ee0meders 2amsoni7s ‘Painted in the United Stats of America ISBN 10 013.2482 (without Answer Key) ISBN 1: 975-0-1.324025 (without Answer Key) 129456769 10—vori—201918 17161514 ISBN 10-013 3248127 (with Answer Key) {SBN 13 979-0125248128 with Anwer Key) 12345678910-von—201918 17161514INTRODUCTION. xix NOTE TAKING sci ‘SECTION ONE: READING READING DIAGNOSTIC PRE-TEST 2 Aggrsion 8 READING OVERVIEW 6 Improving Reading Comprchension 8 Improving Veabalary Skis 9 READING SKILLS 10 VOCABULARY AND REFERENCE 10 SKILL 1 UNDERSTAND VOCABULARY FROM CONTEXT 10, The Got Re Spot on pier 12 Reading Eerie 115 ‘Ai Palin 18 ‘uti 17 Parse Plants 19 a eter 20 SKILL 2 RECOGNIZE REFERENTS 22 Taio Reading Eercise? 26 Calais Botan 26 The Smarplone Remon 27 [New Word Epidemics 29 Horatio Alger J 30 Reading Perce Skls 1-2) 92 ‘Con Cates 92 SENTENCES 34 SKILL3 RECOGNIZE PARAPHRASES 34 The Molo 34 Reading Exerse 337 Comoyfage 37 Past Notes 29 he Paliser Prise 1 Competition and Coperation SKILL4 INSERT SENTENCES INTO THE PASSAGE 45 ‘Reading Review Faerie (Skills 1-4) 57 Pals 7 SKILLS FIND FACTUAL INFORMATION. 59 ‘Ghost Words 60 Reading BeriseS 63 ae fat 6 The Patage Samp 6 CONTENTS — iThe Chee Culture 66 Brown Dans 6 SKILL 6 IDENTIFY NEGATIVE FACTS. 6» Moontows 70 Reading Erecise 6 73 Flash 73 Limestone Cres 75, Chewing Guo 76 Disoutice ety Diser 78 Reading Eerie (Sls 5-6) 60 Jo Mu Reading Review Bxecne Skil 1-6) 82 Carte Spec 62 ‘SKILL? MAKE INFERENCES FROM STATED FACTS. 4 The Hory of Money. 87 Reading Exercise? 90 Tiger Moths 50 ‘The Catia Elson 91 The Galen Age of Camis 9 Theiler 95 SKILL8 INFER RHETORICAL PURPOSE QUESTIONS 97 The Mapnetophre 97 Reading Brie 101 Xererty 100 Denogrphic Change 108, The Huble Telocope 108 Tertoriaity 106 Reading Exercise Sils7-8)_ 108 El Delra 308 Reading Review Esecve(Slle1-) 110 ly Autos 110 SKIL? SELECT SUMMARY INFORMATION 113 ‘The Great Conpromie 119 Reading Exercise 117 ‘sand Pet Life 117 Botan ery 18 The Bad gle 19 Modern Art 2 SKILL 10 COMPLETE ORGANIZATIONAL (SCHEMATIC) TABLES. 122 Presurs 123 Reading Bere 10.126 ‘Sond Dunes 126 Biya of Words 127 Carnivorous Plats 129 emiuy ed Felner 130 Reading Exerese (Skis 10) 131 spas 151 Reading Review Exerc Sills 1-10) 133 Decisions 133 READING POSETEST 136 (Apuatic Shots 127 iv CONTENTSSECTION TWO: LSTENING 181 LUSTENING DIAGNOSTIC PRETEST 182 “APrble witha Cis 168 Seay 148 USTENING OVERVIEW 145 USTENING SKILLS 167 [BASIC COMPREHENSION 147 SKILL 1 UNDERSTAND THE GIST. 197 ‘AComprensive Eom 147 ‘The Bet Generation 19 stoning Berse 1152 ‘An Enginring Cowse 152 ‘heGraie Rpt 152 lates 153 Metology 152 UNDERSTAND THE DETAILS 156 ‘The Gio Space Mision 154 Intertpe 336 Listening Exerse? 188 “A Parking Sticker 188 ‘ADrana Clos 160 Ely Tchers 161 Gold nd ion Pyrite 162 Listening Review Ener (kls 1-2) ‘An Antroplogy Paper 163 PRAGMATIC UNDERSTANDING 164 SKILLS UNDERSTAND THE FUNCTION 168 ‘An Asigrnet Quon 166 ‘Sil Media 167 Listening verse 3170 ‘Te Ltary 170 The Banh 171 ‘Ops Dene Mechanions 172 (lan tng Theory 173. UNDERSTAND THE SPEAKER'S STANCE (Chess Cd 175 Ty Tories att Yosemite 178 Ustening Beercice 4181 (Cour Load 181 AQuestionsve 181 Trans Houses 182 Hal 12 Listening Exercise Sils3-4) 153 “merci History and the Fi Cola Listening Reviw Berio (klls 1-4) “iteration 185 CONNECTING INFORMATION. 187, SKILLS UNDERSTAND THE ORGANIZATION. 181 ‘Rewws 187 Clare Dero 190, Listening Brerso5 188, Tepion 193 Fase 194, sx. sks a 16 vs 7 CONTENTSAina Empathy 198 Fradurs 198 SKILL6 UNDERSTAND RELATIONSHIPS: INFERENCES AND DRAWING CONCLUSIONS. 198 ‘in gineering Tutor 196 Iijeon ars 200 intoning Bserses 208 “Alcon Test 213 ‘AT Paper 208 Condioning 20 ‘An Exons Try Presention 208 LUsteing Eerie Skls 6) 205 The Caenzation of Carta 206 Listening Review Exercise (Sls 1-6) 208 Leaf Arangnents 208 LUSTENING POSETEST 210 The Muse Projct_ 241 ‘The Great ates 212 ‘SECTION THREE: SPEAKING. 215, SPEAKING DIAGNOSTIC PRE-TEST. 216 Pers Yu Adie 217 Vacation Prefoencs 217 Regn for Class 217 Nove Conant 218 ‘Are French Class 218 Election 219 ‘SPEAKING OVERVIEW 220 SPEAKING SKILLS. 225 SPEAKING QUESTIONS 1 AND 2: INDEPENDENT SPEAKING QUESTIONS 225, [SPEAKING QUESTION 1: FREE-CHOICE RESPONSE 226 SKILL1 USE YOUR NOTES TO PLAN THE FREE.CHOICE RESPONSE 227, Speaking Bxersse 1.230 st eyo Lar English 230 ‘Which Person Hep the Mast 250, Alas You Expy 231 ‘Av Acts You Do Not joy 234 Your Faorte Day 231 A Kind of Movie You Do Not joy 238 ‘Adc tout Your Cty 231 ‘An Inport Decision 232 ‘A Paras Yow Regret 232 Inport Quali Renting a Aprimet 232 SKILL2 USE YOUR PLAN TO MAKE THE FREE-CHOICERESPONSE 252 Speaking Exerse2 236 Speaking Review Exercise (Sil 1-2) 236 ‘An intresting ob 236 ‘Ageof Marge 236 ‘Bot Cay nesinets 236 (Clas You Do Net Enjoy 236 ‘Mor portent Thing You On 236 SPEAKING QUESTION 2: PAIRED CHOICE RESPONSE 237 vi CONTENTSSKILL 3 USE YOUR NOTES TO PLAN THE PAIRED.CHOICE RESPONSE 207 Speaking Esercze 3.240, inter Reienss 281 aig at Home or Eating Out 251 Driving Age Under or Coe 18.24 ‘More Money or Ls Hows. 24 uct or Pa for Young Chir 242 Bro ar Spe Krolele or Jb Market 242 ‘Shady Alone or with Friends 282 Lavy Wing or ving 282 ‘Na Case or New Comper 243 Qhickor Siw Dection Mating 248 SKILL USE YOUR PLAN TO MAKE THE PAIRED-CHOICE RESPONSE 242, Speaking Exercice 4247 [SPEAKING QUESTIONS 2 AND 4: INTEGRATED QUESTIONS (READING, LISTENING AND SPEAKING) 206, SPEAKING QUESTION 2: CAMPUS BASED INTEGRATED READING, LISTENING, AND SPEAKING 248 SKILLS NOTETHEMAINPOINTS AS YOU READ 248 Speaking Bercse 3.280 ‘Bijele Parking om Campus. 251 Basar Paley 251 Paley Lat Assignnents 252 SKLL6 NOTE THE MAIN POINTS AS YOU LISTEN 252 Speaking Exorsse 6.256 Biel Parking on Campus. 256 Boson Poy 256 Paley oat Assgnnents 257 SKILL? USE YOUR NOTES TO PLAN THE RESPONSE 257 Speaking Everse7 261 SKILL8 _USEYOUR PLAN TO MAKE THE RESPONSE 261 Speaking Barso 8.268 Speaking Review Exerc (Skis 5-8) 265 ‘Fins Roomt on Capes 256 SPEAKING QUESTION 4: ACADEMIC SETTING INTEGRATED READING, LISTENING, AND SPEAKING. 26 SKILL _NOTETHEMAIN POINTS AS YOUREAD 267 Speaking Exercise 9 269 ‘Hota 208 Election Polling 270 Langturm Memory 278 SKILL 10 NOTE THE MAIN POINTS AS YOU USTEN 271 Speaking xercso 10.274 Hsapots 276 leon Paling 278 Langer Mehory 273 CONTENTS vilSKILL11 USE YOUR NOTES TO PLAN THE RESPONSE 276 Speaking xersoe 1273 SKILL 12 USE YOUR PLAN TO MAKE THE RESPONSE. 279 Speoking Beers 12 283, Speoking Review Exercise (Skil 9-12) 253, Tramcendrtlon 283 SPEAKING QUESTIONS 5 AND é: INTEGRATED QUESTIONS (USTENING AND SPEAKING) 264 [SPEAKING QUESTION 5: CAMPUS-EASED INTEGRATED LISTENING AND SPEAKING 204, SKILL12 NOTETHE MAIN POINTS AS YOU LISTEN 215 Spesking Exercise 13-288 "AComputer Crash 239 etre Notes 289 Roomate Probie 289 SKILL14 USE YOUR NOTES TO PLAN THE RESPONSE 200 Speaking Bvercee 14-253, SKILLS USE YOUR PLAN TO MAKE THE RESPONSE 26 Speaking Bercse 15-298 Speaking Review Gers Skile 13-15) 298 Prparing for Ess 298 [SPEAKING QUESTION 6: ACADEMIC INTEGRATED LISTENING AND SPEAKING 299 SKIL 16. NOTETHE MAIN POINTS AS YOU LISTEN 250 Speaking Exercise 16.308 “Ta Slaton To Ree Paton 309. Crate Preble Sling 308 (Origin of oyesins 304, ‘SKILL17 USE YOUR NOTES TO PLAN THE RESPONSE 205 Speaking xerciee 17-308 SKILL 18 USE YOUR PLAN TO MAKE THE RESPONSE 319 Speaking Eserdee 18-313, Speaking Review Geers (Sil 16-18) 313 ‘Sinutureof Prins 313 SPEAKING POSTTEST 814 portant Charteris ofa Neighborhood 315, Ceting News. 315 A Cora Pritien 315 ‘ical Leming Eornernds 316 ‘A Cis Sct Paton 317 use the Hattale Zone 317 SECTION FOUR: WRITING 19, WRITING DIAGNOSTIC PRE-TEST. 320 Deforestation 321 Naw Story 322 WRITING OVERVIEW 323 WRITING SKILLS 326 WRITING QUESTION 1: INTEGRATED TASK 326 SKILL1 NOTE THE MAIN POINTS AS YOU READ 325 Weng Exerte 1328 Physical Edun 529 Newsprpers 329SKILL2 NOTE THE NAIN POINTS AS YOULUSTEN 390 Woating Esercse2 334 Homescnlng 38 Phys Eduon 338 Newsppes 35 SKILL3 PLAN A POINTBY-POINT RESPONSE USING YOUR NOTES. 35 ‘Witng Exercise 3. 340 SKILL 4 WRITE A POINESYPOINT RESPONSE USING YOUR PLAN. 340 Wining Eerie 363 SKILLS USE AN ALTERNATIVE METHOD TO WRITE YOUR RESPONSE 343 Wing Exercise 346 SKILL6 WRITE ATOPIC STATEMENT AND CONCLUSION 346 “ipl Statement 36 Cncetion 347 Weting Eaercbe 6 399 SKILL? REVIEW SENTENCE STRUCTURE 350 Welting Berke? 350 “Managnert Ses 350 Tale or Vain Soke 381 SKILLS REVIEW GRAMMAR 351 ‘Weling Bere 251 “eric Engl pling 251 ‘Aversie Cintitoning 352 ‘irking Review Exercise Skis 1-) 352 Stowhenge 352 WRITING QUESTION 2: INDEPENDENT TASK 353 SKILL DECODE THE ESSAY PROMPTS 353, ‘Wting Bere 9 355 -Retng Sis 355 ‘Ao Paco Vist 356 ‘Actionsor Words 356 Youre Today and Five Years Ago 356 ‘Ramo nda pets 386 Change Your Schou! 356 (Christof Good Ther 257 Pasonal Deepen and Tce! 357 Leaning New Language 357 The TOEFLIBT® Te 357 SKLL10 PLAN BEFORE YOU WRITE: OUTLINING 957 Wing Exerese 10-359 SKIL11 WRITE UNIFIED SUPPORTING PARAGRAPHS 360 Wing Eerse 11361 SKILL12 CONNECT THE SUPPORTING PARAGRAPHS "362 Wiking Eerse 12-366 SKILL 13 WRITE THE INTRODUCTION AND CONCLUSION 347 Introduction 267 Concuson 968 Wiating Eserise 13-968 SKILL 14 REVIEW SENTENCE STRUCTURE. 370 Waking Beioe 14374 Tham Spor 371 CONTENTS ixSKILLS REVIEW GRAMMAR 971 Wang Eerie 15372 Uniersiy et High Schl Sta 372 ‘Weting Review Bxecse (Sills 95). 372 wan post-rest a3 (MiN-TESTS a77 MINETEST 1 Ltening Speaking Reading Ustening Speaking MuNTEst3 Reading tring Speaking Witiog MIN-TEST + Speaking ‘CONTENTS co au Astlogy 374 SHorSomy 375 Theat Gell 378 Sele Lab 381 ‘The Lite Howse” Boo 382 eae 0f the Couniy 385 lsory Fins 385 Formation fairs 388 ro Aarons 568 Bick Ont 390 Confuse Assignment 394 Cros Dating 395 Fill igh Slap or Naps 387 Lesiersip Roles 397 Housing 398 Historical Eoent $00 Kady 2 Bilgy Css 406 Gon Cus 07 Hemel 410 Pine Wek 10 Grammar les 401 Scemfe Menagonent $13 Estuaries 05 ‘Aad Gnde 419 ‘Mountains 20 Diseering New Plas 423 iliftion 23 Iniernship 26 Working for Others 26 Schcophrenin $28 ‘Schlarsip $82 ‘Aol 33 ‘art orkor Lack 36 Ury Course Reioment 6 ‘ZeSum Games 187 ‘Prosand Cos ofHonechosing 89MINLTESTS aan Specking Weng MnrEsT 7 494 Reading Ustening Speaking MINLTEST S568 Reading Ustening ee Wiring ‘COMPLETE TESTS 4 ‘COMPLETE TEST 1 Reading 4 Recaing 2 Reading 3 Utening Speaking wiring Compuere test 2 Reading 2 Reading 3 rtning ‘ron Vales 62 Changing Presor's View 6 Bam Oe! Hering 47 Charcerisicsofe Goo Laer 650 Formtion of he Slr Ssiem 480, ‘A rote Gating I Clas “$51 Vistar Your Cory 883. Plate Tonics 458 Group Pr $59 Therampt 460 Shang English 463 Parking 46) NIMBY ot Economy and Shopping Cours 466 inners 68 ration Requirements 72 Carbon 73 Big Porty 176 Frou and Dreams «76 Malt Living 477 Veen Monts 478 Priori Astronomers 482 ‘Truman andthe Roads 485 Mathoatc ses 8 Student Newopeer 82 The Get Sal ake 458 Kener 496 sam Grade 495 Hews 496 Thre Mil sand 998 Mut portent Quay 500 iti or Nero 500 Spring Show 500 Creat Ape Comuretion 50 Drolet Scie Class 502 ‘Ment 503 Peformance Enkening Drage 56 Fara Traltins 307 09 Sento Centry Dutch Pining 510 ‘The Noses 513 ‘The SetEre_ 516 Grade Report 520 Weshingon, DC 52. Porcmert 522 The Gio Squid 525, Sutin Ces 526 The Compound Eye 526 CONTENTS xSpesking _Adocefor Poros 528 Buying Ecos 28 Business Intersips 328 Nolo Aion 529 Petsier 590 ‘Avinls x Grps S9. Wiring Maro Pale 533 Aes Stree 538 APPENDIX: GRAMMAR AND STRUCTURE 535 Cohetlon 598 Sentence Stactre 588 ror Correction (Grammat) 550 DIAGNOSIS, ASSESSMENT, AND SCORING. 569 Overall Scones 590 Reading Diagnosis and Scoring 591 stening Diagnosis and Scoring 595 Speaking Astosment nd Scoring 598 Wilting Assesment and Scoring 609 xi CONTENTSINTRODUCTION ABOUT THIS COURSE PURPOSE OF THE COURSE ‘This course is intended to prepare students for the TOEFL iBT® test (Internet-Based Tet) It is based on the most up-to-date information available on the TOEFL iBT® test. This third tition has been updated to feature test-length reading and listening passages, more a-level items, andthe latest question types found on the TOEFL iBT® test Longman Preparation Course for the TOEFL iBT” Test, 3E can be used in a variety of ways, depending on the needs of the reader + Tecan be used as the primary classroom text in a course emphasizing preparation for the TOEFL iBT® test + Ikcan be used as a supplementary text in a more general ESL/EFL course, * Along withthe free audio program on mp3 files it can be used as tool for individualized study by students preparing forthe TOEFL iBT® test outside ofthe ESL/EFL classroom. WHAT IS IN THE BOOK ‘The book contains a variety of materials that together provide a comprehensive TOEFL test preparation course: *+ Diagnostic Pre-Tests fr each section ofthe TOEFL. iBT® test (Reading, Listening, Speaking, Weting) measure studens’ level of performance and allow students 0 determine specific areas of weakness. + Language Skills for each section of the test provide students with a thorough understanding ofthe language skils that are regularly tested on the TOEFL iBT? test + Test-Taking Strategies foreach section ofthe test provide stadents with clearly defined steps to maximize their performance onthe test ‘+ Exercises provide practice of one or more skils ina non-TOEFL test format + TOEFL Exercises provide practice of one or more skill in a TOEFL test format. + TOEFL Review Exercises provide practice of all ofthe sills taught up to that point in a TOEFL test format. + TOEFL Post-Tests for each section ofthe test measure the progress that students ‘have made after working through the skis and strategies inthe text. + Eight Mini-Tests allow students to simulate the experience of aking actual tests ‘using shorter versions (approximately 5 hours each) ofthe test. + Toro Complete Tests allow students to simulate the experience of taking actual tests using full-length versions (approximately 35 hours each) ofthe test + Scoring Information allows students to determine thei approximate TOEFL test scores on the Diagnostic Pre-Tests, Post-Tests, Mini-Tests, ancl Complete Tests. INTRODUCTION xii+ Skill-Assessment Checklists and Diagnostic Charts allow students to monitor their progress in specifi language skills on the Pre-Tess, Post Tests, Mini-Tests, ‘and Complete Tests so that they can determine which sills have been mastered and which skills require further study * Grammar and Structure practice exercises provide students with the necessary foundation and a reference for key grammar points, WHAT IS ON THE WEBSITE ‘COMPLETE AUDIO RECORDINGS NOW INCLUDED ON WEBSITE NEW! The complete audio program to accompany this book is now included as mp3 files ‘on the text's website at www:pearsonelt.com/TOEFLIBT. The website contains all of the ‘recorded materials from the Listening, Waiting, and Speaking sections as well as the Mini ‘Tests and Complete Tests. AUDIO TRANSCRIPTS ‘All audio transripts are now available to download or print fom the website. ANSWER KEY The answer Keys are available on the website only for those who have purchased the text with acess to the ansuver keys. WHAT IS ON THE MyEnglishLab FOR THE TOEFL IBT® TEST [NEW! This text comes with access to the MyEnglishLab forthe TOEFL iBT® Test, an online ‘component designed to provide additional interactive practice fr the test. A range of activi- ties ate provided to master the skis necessary to succeed onthe TOEFL iBT® Test. Both skill- specific activities and authentic tes style questions are incorporated, providing maximum. ‘exposure to the specific question types students will encounter. Special features inelude tips for answering question types, correct and incorrect answer feedback, and video presenta- tions covering the material students will encounter onthe tes. Timed andl untimed practice tests and mini-tsts allow for teacher assessment and self-study assessment. OTHER AVAILABLE MATERIALS Pearson publishes a full suite of materials for TOEFL iBT® test preparation. Materials are available for the TOEFL iBT® tet at both intermediate and advanced levels. Please visit Pear- son's website at wwrw-pearson.com for a complete lst of availible TOEFL iBT® tet products. ABOUT THE TOEFL IBT® TEST (OVERVIEW OF THE TOEFL iBT® TEST ‘The TOEFL iBT testi an exam to measure the English profciency and academic skills of nonnative speakers of English. Its required primarily by English-language colleges and “universities Additionally institutions such as government agencies, Businesses, or scholar ship programs may require this test. DESCRIPTION OF THE TOEFL iBT TEST ‘The TOEFL. iBT® test currently has the following four sections. + The Reading section consists of three long passages and questions about the ‘passages. The passages are on academic topics; they ae the kind of material that might be found in an undergraduate university textbook. Students answer xiv INTRODUCTION{questions about stated and unstated details, inferences, sentence restatements, sentence insertion, vocabulary, pronoun reference function, fact and negative fact, and overall organization of eas + The Listening section consists of six long passages and questions about the pas- sages. The passages consist of two campus conversations and four academic lectures or discussions. The questions ask the students to determine main ides, details, Function, stance, inferences, andl overall organization + The Speaking section consists of six tasks, two independent tasks and four inte- {grated tasks. In the feo independent tasks, students must answrer opinion ques- tions about some aspect of academic lif. Inthe two integrated reading, listening, and speaking tasks, students must read a passage, listen to a passage, and speak about how the ideas in the two passages ate related, Inthe two integrated lsten- ing and speaking tasks, students must listen to long passages and then summa- tize and offer opinions on the information in the passages. *+ The Writing section consists of two tasks, one integrated task and one indepen- eat of hl epprt yen Seine fe “Ph einia > ag writ Soi mas sae Squraace. tan, ge tan, more than z ‘ton llr hon ee ba Ian sedis seod id wea geese’ vey NOTE TAKINGNOTE TAKING STRATEGIES 4. Be brief 2. Use symbols and abbreviations. Create your own abbreviation Ist or add tothe lit Below, 3. White key words and phrases. Content words ore those that hold mesning, Avoid writing function words. Function words are words that don't hold meaning, such ae articles, prepositions, forms of the verb be (am, is are, was, wer), and auslary verbs (be, have, de} 4. Draw arrows or connecting lines between related ides # they will remoin leer to you. '. After noting the main ideas, indent details, supporting ideas, or examples. 6, Leave space between topics of ideas in care you want to fil in Information later. 7. Write down important names and dates. 8. Write clear 9. Use a Tchart or another type of graphic organizer 10. Paraphrase. For example, this sentence “Even though the fist few Years of life are 2 ime when leaning s at ts highest and tremendous amounts of information are processed, people ‘em t0 remember basialy nothing from this period." can be ‘paraphrased, “Memories om infancy and the toddler years are ‘almost non-existent in seks, despite the fact that these were periods of intense learning.” geexe- angers se NOTE TAKING xvaS Cove: (le) Monit Wussow Fotos, (idl) Kanon Fool, ght michaclung/ Foal Page 1 alecsal images/Shuterstock;p 144 Bln Images/Alamyrp. 147 mingostck/ Shutterstock: p. 149 Bland Images/Alamy;p 152 eft) Alexander Rahs Shutterstock (ght) Goodu/Shtersockp. 19 (ft) Person Learning Group (ight Paylenimages/ Flip. 154 wavebrelmadia/Shttontockp. 156 auremae/Shuterstockp. 158 {Goodin/ Shutterstock p. 160 sens nage Shterstocks p16} payieesinages/ Foti; p 162 (top) Monkey Business Iimages/Shutersoc, (tom let) Sergiy Goruppe/Hemera/ Thinkstock, (ote ght) Zoonar RF/Thinkstock; p68 Pearson Leeming Group; p. 164 15, le Purestock Thisstock; p. 157,68 Hutchings Photography p17 ‘Navebrekmeda Shutterstock p. 171 Pearson Learing Group. 172 (top Photos Thinkstock (btiom lef) Gary ‘Unwin/ Shutterstock (btm it fean Kszmin/Shuttertock;p. 173 Hutchings Photography; p17, 176,17 Pearson Leaming Group. 178,19 Jack Hoingeworth/Photodise Thinkstock: p. 181 (lef ight Pearson Leaning Grup; p 19 (eft Goodshot/Thisksck ight) Andes Rodguer/Fotl;p 163 Huichings Photography; p 185 (op le) Jack “Holingsworth/Digitl Vision Thinkstock, (idle righ) BM]/Shterstock, otto ef) Masta Lekman /Shutterstock; > 167 Monkay Business Images/Shutterstock p. 190 Hutchings Photography; . 195 bikerderlondon/ Shutterstock, > 19¢Stollete/Shutterstck p95 bkerideloadon/Shuterstoc;p. 195 Hutings Photography; p-198 Diego Cervo! ‘Shusterstok p. 20 tchings Photography p. 218 (lt Pearson Leaing Greup, (ght) Hutchings Photography; p. 204 Hutchings Photography p- 205 Monkey Business Images /Shuterstoc; p. 206 Siobce/ Shutterstock p. 208 Hutchings Photography; p 211 Pearon Learning Group, 212 Robert Koeschk/Fotlisp. 27 Mike Good Dorling Kindersley, 218 op) Htchings Photography, botom) Anton Gvordkoy/Shatersock;p. 29 wavebreakmeda/Shuttertock, BT adic Ope ace bay Nay aac ecm Ch traverses Shutterstock p, 257 Riccardo Pina Shterstock; 266 Kaanon/Shuterseck;p. 271 Monkey Business Inages/Shattestck p 272 Ase Studi /Fatoli;p. 274 pops Fala p27 top) WavebreakmediMicro/ Fotolia, (tom) diego cervo/Fotolisp. 2 conrastwerkstat/Ftola p25 Monkey Busines Images/Shutersock, 287 Risso PiccnnShtertock,p 289 (op) Monkey Busines ages/ Shutterstock, (idl) Ricard Peinini/ Shutterstock (btm) Edyta Fawowska/ Fotolia p98 wavebreskmedia/Shuterstock:p 500 Datacrlt Co, Ltd/ Pearson. 20 Payesimages/Fotla p23 Jock Hllingrorth/ Photodisc Thinkstock p04 (top) Goodshoot! ‘Thinktor, (oto) paylesmnages Fotolia p31 bkesdeciondon/Shutersock p18 Zueta/Seuttorstockp. 315 ‘Karrmba Production/Shutterstock p. 317 (op Hstchings Photography, (otom) Hutchings Photography; p. 32 Jak “Holingswrth/ Photodisc / Thinkstock p- 350 Goedshoot/ Thinkstock. 32 Jick Hollingsworth Photodisc / Thinkstock _.34 (op paylessimages/ Fotolia, Qo) taka Fool, 35 Robert Koescke Foto p. 3 Wavebreak Media/ ‘Thinkstock p74 Top Photo Group/ Thinkstock p. 381 ONOKY/Photononstsp/ Amy 962 Mada Foto p. 35 ‘Mari Fotolia p 386 Jan Barlow Penson Education Lip, 38 wavebreaknedia/Shutersock; p94 Gooduz/ ‘Shutterstock. 395 Janer/ Fotos p. 97 contact Fai. 398 Monkey Busnes Images/Shutersock; ‘46 AlensndesRaths/Shultetslock;p. 407 Monkey Busines Imoges/Shatestock p10 Rican Pciini/ ‘Shutterstock p. 1 paylessimagee/ Fool p. 3 image Source/Alany; p41 Plus Lee/Fotoli;p 429 Diego Cervo/ ‘Shutterstock p,425 peylessimages Foto: p. 424 wavebreskmoda/Shuterstck p. 42 slewalo images /Shutestock, ‘p23 Crests imagee/Tankaockp. 436 Jupiter Images luldbrary Thinkstock p- «57 Alexander Rahs /Shuterstock: 439 Paylowsimage/ Foi pe Sergey Niven Shutestock:p- 7 top) ack Holingsworth/ Digital Vision/ ‘Thinkstock, (idl) Eric nla /Shuterstoc, (tom let) Stephen nga Shutertoc,(otom right) In Geen/ Shutterstock. 450 Blend Inages/ Alay; p- 451 Brocetive/Shutterstoc:p. $89 euson Leaming Group. 4) Jak Holingatvorth/ Photodisc Thinkstock p65 Diego Carvo/Shutterstock;p, 44 Aare Redrgucz/ etl; p66 Maria Poop. 472 mangostock/Shtteratckp. 473 Wavebreak Media/Thnksock; p76 Karamb Production ‘Shutterstock; p.477 Fase Thnhatodp. 492 Pus Lae/Fotol p. 4 Goodshoot Thinkstock; . 494 dua Images/ Shutterstock p25 Parvo Letening Croup; p 496 (top lo) Arca Stadio/Staterstock (apg) Betmann/Corbs, {middle Photoscom/ Thinkstock (bot) guyramedimee/Fotolis; p48 (up) tka/ Foto (bottom) TIM SHAFFER “Associated Pres/ Newco. 500 Monkey Busines Images/ Shutterstock: .50 cantastwerktat/ Foto p52 ‘Zaneta/Shuterstoc, p 503 ikerideriondon/Shatertock p. 506 wavebreaknedla/ Shutterstock p. 520 alesalo ‘enages Shutterstock’. 521 Andres Rodrguez/ Fotolia p. 522 taka/ Fotolia p53 Parestock/ Thinkstock. 54 (op ef) payessimage/ Fotos op righ) Doug Meck Shutterstock, idee} Tips tmages/ Tp alia Sel a soci unco/ ‘Alan idle igh) Dice Siva Shutterstock, (btm) Anton. fanov Shutterstock p. 26 bikerderiondon/ Shutterstock p. 529 Monkey Business lnnges/ Shutterstock. 50 (op) Wavebreak Meda Thinkstock, (boom) Zaajetn/Shutesocksp. S81 Kazramba Production Shuterstockp- £53 Brian Eight Foto, vow CREDITSREADINGREADING DIAGNOSTIC PRE-TEST “This secon mestures yoUr abil to understand academic passages in Engh Most question are wort one pin gach. Some questions are worth mere han ‘one port. Te crectons fr thesa questns Wl stale how many pols each Is ‘woth ‘You vil now start the Reading Osgeeatic PreTect. Thee i one pestage and twenty cusstone inthe agnoste pre-test. You wll have SO minutes o read the Dessage and anewrer the questors 2 READINGRead the passage and answer the questions that follow. Png ‘Aggression 1m Aggressive behaviors any behavior that is intend to cause insu, pain, suffering, damage, or destruction, While aggressive behavior is ften thought of a= purely phyla, verbal attacks such as screaming and shouting or Belting and hurling eommants| aimed at causing harm and suffering can algo be a typeof aggression, Whats key to the “efintion of aggression i that whenever physical cr verbal harm is inficted, ts itotond 2 Aggression was likely an early survival mechanism for mans, much inthe same ‘way it was for animals. Despite ts, itis generally thought that aggressive behavior Was ‘not named as such before the seventeenth century, whan the term was used to rfar to ‘an unprovoked physical attack, The term expanded beyond the description of purely ‘physical aggression to include a psychological dimension inthe eariy twentieth century, 28 peychitists put more emphasis on aggressive behavior and its potential motives. > Questions about the causes of aggression have long been of concern ta bath social and biological scientists. Theanes about the causes of aggression cover a broad spectrum, ranging from those with biological or instinctive emphases to those that portray ‘2ggression as a learned behavior > Numerous theories are based on the dea that aggression isan inherent anc ralural huran instinct Bl Aggression has been explained as an instinct that rected externally toward others in a process called displacement, and it has been noted that aggresive impulses that are not channeled toward a specific pereon or group may Be ‘expressed indrecty through socially acceptable activites such as sports anc competition in a process caled catharsis. El] Biological, or instinctive, theories of aggression have ‘also been put forth by ethologsts, who study the behavior of animals In thelr natural ‘environments. BA number of ethologiss have, based upon ther observations of animals, ‘Supported the view that aggressions an inate Instinct comman to humane, al |» Two iferent Schools of thought exist among those who view aggression a8 instinct, (One group hold the view that aggression can build up epontaneausy, with or without ‘outside provocation, and vilent behavior wil thus resi, perhaps as & resto litle or no provocation, Another suggests that aggression Is indeed an instinctive respon bul that, Father than occurring spontaneously and without provocation i sa rect response to provocation trom an outside soure, > In contrast olinstinct theories, social earring thooros view aggression as learned behavior This approach focuses onthe effect that role models and reinforcement of behavior have on the acauisiton of agoressive behavior. Research has shown that aggressive behavior can be learned trough @ combination of madeing and postive reinforcement ofthe aggressive behavior and that children ar inuanoad bythe combines {forces of observing aggressive behavior In parents, peers, o fetional ole models and of ‘noting ether paste reinforcement fr the aggressive behavior or, minimally, alack of ‘negative reinforcement forthe bshavior While research has provided evidence that the bbeevior of a ive mode is more Infurtial than thal of ictenal made, fictional models ‘such as those seen in movies and on television, do stil have an impact on behavior. ET (On-screen deaths or acts of violent Behavior in certain tlovsion programs or movies can be counted in the tens, or hundreds, or even thousands; whi some have argued that this sort of fictional violence does not in and Of itssif cause violence and may even have a beneficial cathartic" effect, studies have shown corslaions between viewing of olence {and incidences of agaessive behavior n bath chihood and adolescence, Ka Stucios hhave also shown that itis not just the modeling of aggressive behavior neither ta real ife ‘or fitional form that corlates with increased acts of violence in youths; a erial factor in increasing aggressive behaviors isthe reinforcoment ofthe behavior. If the aggressive ‘ole model is rewarded rather than punished for violent behavior, that behavior is more Tkely to be seen as postive and is thus mere likely to be imitated. KE) GLOSSARY 1 exharte—proveg eon ts; acetic READING DIAGNOSTIC PRE-TESTa 1. Which ofthe folowing ie NOT dofres as egnessve beta? @ inion pan accidentally (© making sulting remar, (© destroying propery ‘® tying unavecestty tne someone 2, The auher mentions “belting and huiting ‘commer n paragraph nore: to ® demonstrate how aanous he problem of ‘aggsions © clay ta dternce beeen ntontional and ‘nitaronsl aggression © provide example of verbal aggression (© musts te nature of pysical aggression ‘8 Th word Sito n paragraph is closetin meaning to. @ ésiberate D estiates Drerrden D ssternton. 4, coring to paragraph 2, which of the folowing ‘yuo about aggression? ‘© Aggression was not typical behavior or Thurane befor the sovertonty cent. (© There was probably no specie tom o describe ‘soreesive behavior nil he seveteenth cont. (© pesmals were much more ely to dsp aggreasive behavior than Puasa ast Unt rece. (© Ths peyonoiogicldotaion of 2puresson has ‘been sound a ong asthe pysicl one has. '5. Which of the sentncos bolow bast expresses the ‘ecco formation inthe highightad sentence 9 ‘eragrapi 3? ncarect choless change the masning [rimportant waye orlsve out essatal information {© Biologia theoes of aggression emohesls ts Instinctive ne (© Theorie that consider apgression bilogcal are nore scospted than toes that consider tesa (© Various teres about aggression atrbute ‘her neural oases causes. (© Vesous theories ry to compare thoi tat gression Doogia wih he dea that ke teamed. 6. According te parsraph 4, ISS s @ itoraycracted aggression @ armodeld typeof aggression {© sggresion that urintanonal © spgresion tats rected outward READING 7, Itean be hfored tom paragraph 4 that ts ‘Die apmitve process © involves channeling aggression intrnaly (Dis sued by ethologits {D shoutd be nogatver retort not would be mos ky to study ‘@ lear cataract spies of monkey @ the evoion a acorn type off ‘@ tha bone sncture ofa catan type of Brosaur (© how earn male tn Hgts other male ons ‘9. Leak at he four squares [ml hat inate whe the {olowingeertence could be adcea to paragraph 4 ‘one may, for example, release aggression by Joining a football eam ora debate eam or even ‘ooking competion. Were would he sentence bast? Cick ona ‘ure [ml oad the sertance tothe passage. 10. The phrase i BF AROURHE In paragraph 5 is seat v meaning to @ istisions higher earning ‘tessa to improve behavior ‘© matods of struction © sats of sare belts 11. tle NOT menonod in parograph tht ome blow tat instinctive agresion may occur | weheut bong provoked ‘@ incrder to cause provocation © in respon to miner provocation D irrespnee o clar provocation 12. The wor fin paragraph eer to ® aggretion © snirstnctve reponse ©prowcaion Daciectrcponse 418, Th autor bags paragraph 6 uth he exresion “Inconitea onetnet theres in oder © ® inreducs te stint tore that wil be pesertod In parsgraph 8 (@ indeate that paragraph 6 wi present vo cairasting theories (© contrast instinctive theories of saprecson wih ‘oogia theares of aggression (© provide a tanation tthe cea at wil be ‘sented in paragraph 6 14, Ite NOT menvoned in paragraph 6 that sggrsion ‘can board by bearing D otras of he same age © vin programs on TV ‘© ones mathe or father © prcteesional eotbal games48, The wordt n pragraph 6 roe to BD research Dovsdones Dthe eave Daiverace! 18, Wats stat in paragraph 6 abut the mesng of aggressive behavior? (© Fecttonal mada ae ly to case ‘sgrecivebehavor a ve meds ‘© tite oration has been found beswoon ‘ow of aggrassive beta: on tevsion and acing agressive (© Aggression works of etion may cause ‘aggresive Denav: (© Aggression a scity hasan etect on the type ‘Of olonce nmawes and on eeiion 17. The pha BEY paragraph 6 clostat mn mening to Dimernaty Dsngerancecry © gerne, D sem: privately 18. The word PE n paragraph 6 could best be repaced by Doesative @ conscerate _ Denes Detced 2 theories. ‘Answer Choies (choose to complet the chart Directions: An introductory sentence fora brief summary ofthe passage is provided below. Compe the summary by selecting the THREE answer cnoices that expras the most mportant ‘ideas in the passage, Some sentences do nt belong in tho summary Because they ‘express ideas that are not presented in the passage or are minor ideas in the ‘This question is worth 2 points (2 points for 3 correct answers, 1 pont for comect. answers, and 0 points for 1 or 0 corect answers). ‘Aggression, which causes harm to those affected by it, has been accounted for by numerous 18, Look at he four squares hat inciate wherethe ‘loving santence could be added to paragraph 6 ‘Thus te more common for @ youth to ite _29pressors who have boen rewarded than tose ‘who have been punished. Where woul the sentence best ft? Cick ona ‘use [a 1 988 the sontonce to the passage 20. The word “natac”n paragraph 6s closastn meaning to D posted © copied Downbies Dries 21. Which station would moat kay reat in inerosed aggresive boravorn hacen? © witnessing TV shows in which he aggressor ‘gets away wiheut bang punishes (wating to tiends compete ma wreting ‘nates ‘© viewing a vara argument between parents © viewing TV showsin whch the her Sfeatst ‘agessor (1) \astous teres indicate that learned agoresion occurs ea real of abseraton ofthis type of behavior and 2) \arous theres inaeateaggozson |e nether ntnctve nor eared. (8) Various theories inccae that ininctialy caused aggression i away cathartic. (@) Vaio theories inccate that instinctively caused aggression may occur th or winout provocation, (9) Vatous theoresinccate thet aggression maybe inne clare. (©) Various tories indicate that learned agoresion results fom daplacemento anger a ‘Tum to pages 591-595 to diagnose your errors and rocord your results READING DIAGNOSTIC PRE-TEST 5OTM eKeN AWS 6 “The first section on the TOEFL iBT® testis the Reading section. This section consists of three ‘passages’, and each passage is followed by 12-14 questions. Most ofthe questions accom= ‘panying a passage are worth one point each. However, the last question in each set has mal tiple answers, and is worth 2-4 points, depending on its length. Test takers are given a total cof 0 minste to complete the whole Reading section. Whileit is advisable to allow approx- mately 20 minutes to answer the questions for each passage, test takers are not given the passages in separately timed, 20-minute blocks. n other word, fora three-passage Reading ection, the text taker is given 60 minutes at the beginning ofthe section. Its the test taker's responsibilty to monitor the time and use it to answer the questions accordingly. ‘The passages are lengthy readings (approximately 700 words each) on academic topics. + The questions cover the following areas: fact and negative fact, vocabulary; pro- noun reference; sentence restatement; where sentencos can be inserted into the ‘passage; stated and unstated details; inferences; rhetorical purpose; and overall, ‘organization of ideas. Approximate eee ci hy 12-14 questions 700 worde 700 words “Some tests have four reading passages instead of three. 80 minutes is given for the test taker to complete a four-passage Reading section. 1214 questions 12-14 questions “The following strategies can help you inthe Reading section. STRATEGIES FOR READING 4. Be famifor with the directions. You can look st a sams test on the ETS website by {sng this lnk: htp/ Fal ets oxg/toel to see the diectons. The directions on every {est are the same, so tis not necessary to spend te reading them when you take the test. Dismis the directlons as soon as they come up. Clk on RRHBBA] 2s Son 2st ‘appears and use your tme on the patsageé and questions. . Do not worry if reading passage ison atopic thats not familiar to you Al ofthe information that you need fo answer the questions is ncladed inte passages, You do not need any specil background knowledge to answer the questions. Seal to the ond ofthe passage to see the questions. Use the scolbar on the right side ofthe box containing the passage. Once you ge: to the end of the passage, click tn INERT in the top right-hand comer ofthe screen. The fist question should appear ‘You can move back and forth among questions for eech reading passage by clicking on (Ba orc IB in the top righthand comer Ifyou stip » question, write the number ddowm so you remember to return to it lates Do not spend too much time reading the passager. “ou may not have time to read ‘ach patsage in depth, and its qute posnble to answer some of the questions Correctly without fst reading the pessoges in deta READING‘5. Skim each passage and its questions to determine the main idea and overall ‘organization of ideas in the passage. You do not need ta understand every detail in teach passage to answer the questons cocecty. Skimming the questions wil help you Understand what information you need to look for Most ofthe questions are asked in the order that information appears in the passage, except forthe final chart or table, question. in addition, many ef the questions indicate where you need to look for Information in the passage by using highlighted worde/phveses or ertows pointing to a ppatcular section. Using these location hints in the passage and questions can save you time when reading for information, 6. Look at each question to determine what type of question i is, The type of question ‘ells you how to proceed to answer the question. Refer to the chart at the end ofthis section for more information, ‘© Fox vocabulary questions, the targeted word wil be highlighted in the passage. Find the highlighted word, and read the contest around i. ' For referent questions the targeted word wil be highlighted in the passage, Fd the highighted target word, and reed the content preceding i ‘For paraphrasing questions, the targeted sentence wil be highlighted in the passage. Read the highlighted eantance carefull, It may also be helpful to read the context around the highighted sentence, 1 For sentence insertion questions, there all be darkened squares indicating ‘where the sentence might be inserted. Read the context around the darkened squares carefully, «© For factual information questions including detail and unstated detall Questions) and negative factual information questions the pareg’2ph ‘umber wil be included in the question. Skim the paregraph for key wards fiom the question and read the sentences around the key words in the paragraph, For negative factual information questions, the words NOT and EXCEPT will bo inelied in the questions ' For inference questions, choose 2 key word fom the question, nd skim forthe key word (ora related ide) in order inthe passage, Read the pert ‘of the passage around the key word (or related ides). ‘© For shetorcal purpose questions, the targeted word or phvaso will be highlighted in the passage. Read the highlighted ward r plvase and the contort around it 9 determina the thetorcal purpose '¢ For overall ess questions, such 25 summary information and ‘organizational (chematie table questions, facus onthe rain ideas rather than minor details of the pessages. The main ideas and important details re most likely explained In the inracuctory paragraph and at the beginning or end of each supporting paragraph. 7. Choose the best answer to each question. You may be certain of s particular answer, ‘or you may eliminate any deftly incorect answers and choose from emong the remaining answers 8, Do not spend too much time on & question you are completely unsure af. you do. ‘ot know the answer to @ question, simply guess and go on, You can return to this {question later (while you ae still workang on the same pessage) if you have time 9. Monitor the time carefully on the tile bar of the computer screen. The tile bar indieates the time remaining inthe section, the total number of questions in the section, end the numberof the question that you are working on 10. Guess to complete the section before time is up. It can only increase your score to {Quess the ansners to questions that you do not have time to complete. (Points are not subtracted for incorrect sewers) READING OVERVIEW 7111. Remember the information from previous questions. formation used to answer eatlior ‘Questions can help you anewor later questions, especially chert or table questions. Remember that the information in one question may have 8 connection to other Questions, and help to connect the ideas inthe passage. Understanding end using these connections wil help to inere8s@ your score. Improving Reading Comprehension “The following tips will asst you in improving your overall reading comprehension abilities. “Making use ofthese tips wil help to increase your score onthe Reacting section ofthe tet, «= Read in English every day. Choote academic materal that is typical of whats covered on the TOEFL iBT* tet history anthropology, scil and other sciences, Iiterature, musi, and the arts. Major newspapers and topic-spetific magazines Ihave articles in these areas that often use vocabulary andl some sentence struc- tures used on the TOEFL iBT? test «+ Read out loud sometimes, For some people, reading out loud forces them to pay tention othe words they ae reading. tis not practical to do this on the actual fest, but reeding out loud can help you improve overall comprehension, which ‘ill help you onthe test. + Look at any titles, subheadings oF questions given alongwith a reading, Titles ‘and subheadings provide information about the topic and how it is broken ‘down, Questions that are given withthe reading tll you what information you can expect tobe answered in the reading. «+ Ask yourself questions about the reading, Use the wf question words to make tp the questions (Le, Who is involved inthe action? What i the main point of this paragraph? When is the passage taking place?) «Pay attention to transition words and phrases. Words and phrases such asin {tion weer on te other hand, and son provide important information about the relationship between ideas. They provide especialy important information about the erganizaton of ideas (cause-effect comparson-contrast, chronological, fete). Understanding the relationships will help yor to understand the reading more effectively. Summarize the main points of the reading, When you finish reading the mate- Fal you heve chosen, pend a few minutes summarizing the main points ofthe ‘eding for yourselt Use the questions you make upto help you summarize. If You are hesitant about a main point, go back and reed that par ofthe passage. «Time yourself. A native speaker of English reads around 250 words per minute dn average, This meang that it would take him just nder three minutes to read {TOEFL TBT® test passage. Although the TOEFL iBT test does give more ime for you to read the passage, you should stil ty to increase your reading speed to meet this average. It will be very helpful for you in your future academic stud jes: Time yourself regularly on passages similar to the TOEFL iBT® testi length 8 READING(around 700 words). Practice the strategies above undl you are using them more ‘easily and have increased your speed, Improving Vocabulary Skills ‘As with reading comprehension, you must study and use new vocabulary regulary in order ‘to improve. + Set aside a certain amount of time each day to study. Pick a regular time when, You are free (at least 20 minutes) and commit yourself o studying during that time, Review words using flash cards, smartphone applications (apps), or other tools Practice voeabulary atthe level you need to do well on the TOEFL iBT” test. ‘A good place to start is with the Academic Word List, which can be found on ‘the Internet. The words on this ist and their synonyms appear often in all of the sections ofthe test. + Study the entire word family, Don’t just study a single part of speech (noun, adjective, verb, adverb) fora word. Many words in English, especialy atthe aca. demic level can be formed into different parts of speech by, fr example, adding sufiazs to the end ofthe word: communicate (verb); commiinication (notin); com> _municative (adjective). It is important for you to understand all of the different forms and how they are used in sentences. ‘+ Learn synonyms instead of definitions. The TOEFL iBT® test consistently uses ‘synonyms in its reading and listening passages. Therefore itis not enough to lear just a word and its definition; you need to understand what other words withthe same meaning can replace that word. For example the verb fo stress can be replace by fo emphasize ‘+ Study words inthe context of a sentence. It is nat enough to know the meaning ‘or synonym of a word; you must also understand how the word is wei to express ideas. Many words have different meanings depending on how they are used, For example, the noun house means a building to live in, while the verb hse ‘means to provide shelter ox provide a living space. In addition, many words that ‘may be synonym in one context are not synonyms in another context. Reading, and hearing words in the correct context help you to understand when and how to use them efectively, + Listen to and say the word. Since the TOEFL iBT® test recycles vocabulary {throughout the test, i is important that you can both recognize and use a word by knowing how it’s pronounced. * Don’t focus on technical words. Don't spend a lot of time studying words from specifi disciplines, such as biology or astronomy. Words that are specifi to 8 field are often explained in context on the test or they are defined for you in a pop-up glossary. Once you begin your area of study in college, then you can focus on the words specific to that area READING OVERVIEW 9Typeof [Frequency per | Point | How to Identify he Question ‘Question | Reading Passage | Value con the Test [Vocabulary |3-S questions [1 | The word or phrase ~ "closest in meaning to. [Referents —|0-2questions [1 | The word “...” inthe passage refers to [Paraphrasing | Usually 1 1 | Which ofthe sentences below best expresses the question essential informa:ion...? [Sentence | 1 question T | Where would the sentence best ft? Click on a square Insertion Ill] to add the sentence tothe passage. Factual __[S-Equestions 1 | According to paragraph X...? Information/ In paragraph X, (here, what, when, etc) ...? Negative Itis stated in paragraph X. . Factual Itis indicated in paragraph X. Information ‘What is implied paragraph X_..? In paragraph X itcan be inferred that. es implied in paragraph X. Its suggested in paragraph X is most likely that ‘What probably happened ...? According tothe passage, which ofthe following is NoT true... ___| torte folowing are mentioned EXCEPT ...? Rhetorical [0-Squestions [1 | Why does theauthor. ..? Purpose Whats the function of. .? The author mentons Xin order to Diquestion [0-2 | An intoductory sontence for a brief summary of the Chart passage is proviced below. Complete the summary by selecting THREE answer choices that express the _most important eas in the passage. [Schematic [O-Tquestion [0-3 _| Complete the table below to summarize information Table bout X in the passage. Match the appropriate | Statements tox. EINES “The following skills will help you to implement the strategias in the Reading section of the ‘TOEFL iBT* test. 10 VOCABULARY AND REFERENCE Reading Skill 1: UNDERSTAND VOCABULARY FROM CONTEXT ‘Vocabulary questions test your understanding of English, as well as your ability to use con- {ext clues to help you determine the meaning of a word or phrase. Vocabulary is one of the ‘most important skills to develop for the entire TOEFL iBT®tst,Voeabulary questions ae the ‘most common questions found on the Reading section. In addition, vocabulary used in the Reading section is also used inthe other sections of the test READING‘The vocabulary tested in the Reading section may be words that you haven't seen before, ‘or words that are familiar to you, but that have more than one meaning and are being used in the contoxt of the reading passage in ways that are not familiar to you. Therefore, it 5 Important to develop the skill of using context to help you guess succesfully at the meaning, ofa word, Strategies to Improve Context Skills + Read the entire sentence with the target vocabulary ward in it. See if you can determine a potential definition ofthe word by using the Words in the sentence around the target vocabulary item (context). + Determine what part of speech the word is. Try to understand its function in the sentence. (Ii the subject? the verb? modifying a noun?) Is the word singular or plural in form? If iti a verb, whats the tense (present, past, future)? Ist active or passive? + Determine i you have seen or heard the word before. If you have, what was the context? Does the meaning you are familiar with seem to fit into the context in the reading passage? + Determine if the word looks similar to another word you might know. What part of the word looks similar (the prefix, the oot, or the suffix)? Does a meaning similar fo the word you know seem to it into this context? Determine if there are any conjunctions of similarity or contrast, such as and or but that connect this word to other words in the sentence. Use your knowledge ‘of the other words and thei relationship to this word to make a guess about the ‘meaning. Is ita synonym (same meaning) for another word inthe sentence? I it anantonym (opposite meaning)? + Ifyou cannot get enough information from the sentence with the word in it, real one oF two sentences before and after the word. See if there are synonyms, antonyms, o conjunctions that willbelp you establish the relationship between the target vocabulary word and other words or phrases inthe previous or following sentence that can help you determine the meaning ofthe vocabulary word, ‘Look atthe underlined word in each sentence or pat of sentences below: se the Strategies to Improve Context Skills in this section to help you gues the best synonym to replace each underlined word, 1. interval—The researcher spent three-month intervals in Antarctica for each ofthe past four winters in order to complete his experiments @ teavels —@ periodsooftime © zesearch methods 2. persist The young man has practiced his guitar daily for the past two years. If he ‘persists with this schedule, he will definitely become a successful musician. ® practices — ® continues © observes 3, immense—The television program featured an immense whale, spotted in the Atlantic ‘Ocean. The nazrator said the whale's size broke all previous records that had been set, ® massive @ tiny © common 4 encompass—These bamboo trees now encampass the entire house. There is no area around the house where they don’t grow. © surround @ invade © tise READING SKILL 1 u12 5. hhue—The beautiful blue hue of Margaret's dress matchesher eyes © shape Dolor O size 6 diminish When someone feels anger at another person, the emotion can be strong in the beginning. However, it should diminish as time passes, s0 the person begins to calm down. @ getlarger — D enpress. © decrease 7. menge—If the two companies are merged with each othar, they can control the majority Of the market for this particular product @ combined — @ divided © sold 4 eplntrrHet Se Sty we moder action ot to separ et a A ee Naas eee os eo ee Cae oe Bee aoe ea ee a con Example “The Great Red Spot on Jupiter {> One ctv feature of he pane Jute the Great Red Spot, a massive oval of -snitng reddish boom cous. Alou # not krown exact how long the spt has been ih ‘Stslonce, twos fet observed ear 400 years ago, vin tescopelansas became eflctve hough t lk tou ofthe right sy. Since thal fest ecoveny the phenomencn hes bee cree and mesaured a varous ntl to gather rre hfomation bah abe the spot he the planet Jupt sp” The Great ad Spot the attention of clon, especialy etronamers, because -onaiered the most power star # te ez slr syst, sa ig pressur storm much Ikea huricane on ar, but tis ch larger and has persed fr forge than any storm ee plast The stom tus na counterclockwae section, and completes fulton Shaped anc cayn, Soartsts speculate tat one reason may have endure for 80 longi that [ee no pae ove" and ares, which would causa t- weaken and break spat. Tey eo {ggeat hat the storm cooled by Jupter' cnsisable amount of internal hen, which Seba to continue on deity, 9 The spots immense ses clea one ofits notte aspects. We th sizeof the spot "ns Hlosed over te cntunes, gto ard hiking in wih and length, an sti ash eepaas the ante Ear hin fs area. And, although the se remains impressive Seems (have seedy doctned in ecet dacades A conti apo, messuod aot 26,000 les (20.000 tomate) nsurace are: fi naw appeonietty hal that sie cones ats carrer pace of decreas, sles prs wl sherk so much tat ts shape wil change {fom an val to mor of ci by the mila ofthe ey fret cent. op wot the size but leo te cole ofthe spot al fascinates ameter and profesional ‘sronomearsalke. Th spots general Goscribed e alah-2rown, but in fact aries Pe Sroce he ene area, The reddest area isin the conarof he spo, which is alsa the warmest Bee ‘ae one moves away fom tne center, the cle danshes tighter sheds of rd, pale Simon, ane aly, white Te variation in eooe hase astronomers to etabish various {hsores of how te spol has basn fore. The elatoship of hea oeaer seem t back the moonce ct envronmenta factors onthe spots development Ancther wily accent {theory rested to he compastion ofthe spe, suggest that compased of compl organic rmologisea along vith varus sul compound. ao Nocem savonomars ee geting and fn wacig the development ofthe Great Re Spot ecuge etna stor thal began form mocefefy and hes been nieknamec By Many edGpot Junior” This ew spat et appeared F202, when tre smaller storms merged READINGInto single storm. The oficial name of his new stom i "Oval BA" buts almost exact replicon ofthe Great Fed Spots clo ld ots uot We, Rd Spat. dunor didnot sar ‘uta ared spo: Itbegan es awh set and than gradusty deepened suo fo acark ec ‘overs paiod o fe yar. This graalchanga in caler suggests hatte ere of he tom ‘nds pull up material from Jupters surface through the lugs, where th Suns radon reacts wth tha matel 1 roauce the red sage (@ Since Red Spe, Junior has care ino weston, It has nt lessened inert in te Gat Red Spo. For one thing, Red Spot Junlrs ony about 50 percent of these fs nash, ‘Though scents monte the now spot or changes nse, there ss been no ndeation ‘hat til gow to maten the san of the Great Red Spot In sin, the ew spats ony initsinfancy. No one krowe few poss fr a longer period han the Great Fea Spat. The While ar politi s not ently restricted to man-made substances, i the vast majorty of areas where tis a problem, human activity has been the primary cause. The Industrial Revolution, which took place fom the late ‘ightoenth tothe early nineteenth century, generated the fist notable increase of ar polution. As the use of coal ‘whe contoxt clues cn help you became widespread to fue factories and heat homes termine which answor choice during this pened, residents of lage cies began tonotice _H2caHct itis the only ‘ocala lil you shoul oly ‘a smoky haze that hung over ther heads. This haze was Yee ail you should oy termed “smog” in the early twentieth century by Dr. Henry frtona Des vosux who spoke ts putie hein meeting aus vesbl het ‘Sot ection of cota wnd tht et Oa | Pea ‘tect teeth of enc seo Sparco > flim modericrion epecly ct wansporaton, amet has led to smog being introduced into suburban and READING EXERCISE 115rural envronments. The extensive rail eystom that gtarted expanding inthe late 18005, {cross tne United States corveyed people and cargo to distant locations while the trains ‘Simuteneousl puted clouds of coal-produced smog along thet path. The introduction Gf automobiles wth ol as thee ful source compounded te issue by allowing incviduals {0 add fo the steady increasing amount of alr polation. Personal vehicles permitted ‘Couples and felis to travel ong cstances more easly, and promoted the settement of previously untouched arees. An eve-gring global network of rosa, and the proliferation Dt affordable vehicles have alowed ar polution to impact areas once considered safe rom tfc. a» Today, the endaton of exaust gases fom cars and Woche ono of he pinay sources of he worc's | Dontead he nance poten Ths fogy vapor posed over some ofthe workés _eenianng he get vecbuy ipa cen, wd gyowngt incu sree ones,lsmere warden forthe ward schiaioy caled"pctochemca smog Kreauts fom Tseng Payatanton he chemical reactions that take place in the air, using the See Srogyf suight The production ofsmog begre when _‘lingyeusbouthe ap (aus ar created inthe cyinders of vehicle engines. in Thacanelb yee ane these cyinders, oxygen and nitrogen gas combine asthe ful burns to form nivic oxide (NO}, a coloress gas, The ‘iti oxi I forced out nto the air through the vehicle tallpie along with other gases. a> en the ges teaches the l,i comes into contact with avalabie oxygen from the atmosphere and combines with the oxygen to produce nirogen dioxide (NO2), which is.a gao with a brownish hus, This nitrogen dioxide plays a role in te formation of aie rain n wetter ot more humid clmates and tends to decompose back into nite acid a8 Feloases an oxygen atom ffom each molecule; the released oxygen atoms quickly combine {wth oxygen (02) molecules to frm azane (03). The brownish colored nitrogen dioxide is [parally responsible for the brown eolr in smogay air; the ozone i the toxc substance that causes iation to eyes o> inactualty, smog [s far more Haza¥doUs in warm, sunny, dry weather then curing rainy weather Ths | because te arn the upper part ofthe amosphere can becom Warr ‘cnoush in these types of climatic condone to provent vertical circulation. Warm al tends {onee, so when the upper amosphere ie cooler than thelover, pushes the cool air down tnd the warm eit up, carrying whatever pollutants are trapped inthe lower level up and ‘away from peopl. Flowever, when the Upper layer of ars as warm es, or warmer than the lower lave, the ar does not cxculat vertically and te impurities remain in the lower level of ar that people breathe, The issue is made worse for cities that are inthe besine of waleys, surrounded by mountain ranges, because the mountains act as an additional Banter to ar movement. Thus, cies that sit in vales, and are in climates where itis ‘warm and dry for much of the year, such as Los Angeles, suerte harmful effects of ir poliution more than othe locals. cw As smog has become an international issue, especialy in connection with the potential of global warring.—stl a controversial and debated concept—attempts to limit Its production nave Infanafid. The Kyoto Protocol, named ater the Japanese city Where {twas inilly adopted e the most waknown of recent slots, The protocol called {or member rations ofthe United Nation to establish pales that would contain, and Uitimately reduce, emissions that lead to smog. However the pretoeal has had mixed reaults, White 191 nations signed and ratified the protocol, some did not ratify, or formally agree to, the policy 1. The word tabla npareraph 1 is cosest 2. Tha word MSY m propre closest in moaning rmesnig 6 Dwar Dcatuty Dsoniioat D aveceraly (© measured Dmedicary Dewsnary ‘D vegatvely 16 READING8. Te word Ypromated in paragraph 2 closest in 6. The word Maze” n paragraoh ie closetin smesnng to smeanog to D encourages Deas, Darnownees Out Qbiocked © sangerous Oiites Dvave 4 The word "lee in paragraph 2 closest in 7 Tho wor toned in paragranh 6 i cosectn meaning meaning to Dineractog © calmed Dats D boatnoned Ddlowing D segravates © poionrg D averathened ‘5. The word hs in poragraph 4s closest in mesring _@, The word acon paragraph Bis closet n te meaning to Dear manners Dowor Dagrooment © theness Obw Denote D precseness PASSAGE TWO (Questions 9-16) = Autism |" Autism is one ofa group of developmental dlsorders that are characterized by ‘severe behavioral abnormalites across the folowing primary areas of functioning: soc \development, communication, and behavior. While it a complex syndrome that isnot ‘urrenty well understood, autism seems to fect the processing of Information in the brain by somehow disrupting the organization ofthe nervous system and the connections within tin adel, there appears to be a genetic ‘Component to autism. However, itis not clar whether the Causes of eutsm re gre mutator ghy onsite or ah ber combrnstors or yc geno verane Wnt scirie._ssdslnthaepanmose Tacs setae sd naam sn Sg mend ways that arent host ofa pal moat of soe,” wath Undomcng ‘2% The uncertain origins of autism often lead to eens: entry roaring ts lagnoss. Pato te probe ‘ate ot eu ntering \roveagnosrg aims tata otis dang tate annebyuelnrt sre ‘conmony courin he general population. For example, TmWMLGHG Atte ocr age setae, tomato se” Scanner it Coheds ‘je contact and show over aity to exress tanec Neu Lt ae ental an ater young onsen ote sare age,” easel! ower voto eoyearitrarhavebesnrased yer eons ope be ‘ne moy ses enorme chen apy sa eran ‘symptoms, making it cificult to attribute the behavior to a specially, help you to sramer finite cause. In adtion, older children and young adults the vocabulary questons ‘demonstrate behaviors similar to responses connected wit other disorders, such as anxiety clsorders. Consequently, ‘medical experts look fora broad range of symptoms that typcalyoverap the tree ‘1885 of socal development, communication, and behavior. When ckagnosing autism, ‘medica! experts typically observe impaired social function, which manifests self by a {eficiency in social intuton. Autti tend to smile ees often, show decreased instances cf eye contact, and respond less often when their own names arecale. n alii, ‘they demonstrate lawer levels of social bonding, although they are kal to become very _ttached to ther primary caretaker. This lack of socal connection means they face READING EXERCISE 1 172, The word SESS in paragraph ti closest in challenges in terms of making and maintaining fendshipe which can result in higher levels of loneliness for them than their non-autistic poos. a> Aninabilty to develop sufiient natural speecn to communicate at lvel that ‘meets their needs is another common symptom of the disorder. This symptom can ‘often present itslf inte fst year ofan infant's life, and i characterized by lower levels. ‘of common infant sounds, known as babbling, as well a unusual body language and reduced response to spesch and movernentcrected atthe autistic Infant, The lack of ‘Communication skis may intensity as the child approaches the second and tid year Of fe, ciplaying sal in lower levels of consonant, and word formation, along with less Integration of words and corresponding movements At this stage, many suferers of ‘autism may simply repeat the words they Near, @ conlton called echolalia, rather than Seontaneously forming responses to speech directed ato around them. “a> Another hallmark ofthe conation Is that autstic todos tond to engage repetitive ‘behavior tht may be limited in scope, These behaviors ea become rualisc or ‘compulsive in nature, meening that the sufferer has to folow certain patterns of Behavior ina certain errangemert. inorder to maintaln @ sense of comfort and secur in is ‘environment. Tis tendancy 1 repeat behaviors is often liked to a resistance to change, ‘hath tf of schedules, Immediate surroundings, or ven objects within particular surroundings. In about 30 percent of autistic cases, cota behaviors can cause injury to the autistic or those around him, such as striking out or benging parts of his body against other objects. ‘> In some cases, autistic chidren appear to develop normally in thelr fest year, and then regreas, though this Is rot common. Regardless of how the intial stage start, once it bagine, autiem prograsses constant troughout chidhcod without remission. Obvious signe gradually show tnemesives in th fst year ofa chil’ Me and become rooted between the second and tid years; the dlorder persis throughout adulthood, though it ‘may present ina less obvious manne. 13, Tho word “Sie! parogreph 3isclosetin seseing to rmasningto ®etement Dimperart ®arangerent D aburcant Demanont Deogh D disease [Daesave 18. Mewor RSHGWY!npuegweh scone 1. he war STAI nea 3 cone meaning to Inmaanng | @ atscussion ‘Dinertonay D roscarch ‘Dratwaly © ageament © inegaaey Dawbate Dropetecy 11, The wors “HUE in paragraph 2 closest in meaning to 15, The pase “sgsGbI in paragraph 4 could best be replaced by Opa Doroist © atiach Dsae Othe Ouse ‘Deommend Desiomine 12. The word in paragrah 2 could best be 416, The wor ar in parooraph 5 closest n replaced by rmeanigto D clerentary Dieosane ©man D worsens ©inroaueory Qateps Dpemitve Deontrues 18 READINGPASSAGE THREE (Questions 17-24) Boner Parasitic Plants > Parasitic plants are plant that survive by using food from a host plant rather than producing their own food from the sun's energy. Because they do not need sunlight to survive, parestc plants are generally found in shaded areas a opposed i areas exposed to direct sunlight. The plants can be classified in various ways; one of the mast provalant ‘methods is by determining whether th plat dapends wholly on ts host (reloparasts) or has some degree of 8 at ich allows Do not wory about Photosynthesis’ abilly hemiparasite), which allows it . pa: eros sore os own aa en Fogardescf which ceatcatonapuecte paris he ORiy ton ene tae oa yon aot pt re pny ars of micah Sistenance a umes tray eae teem atough ne ESR awry pore nt wi arty coooy eos ety ‘an oun pone In adaltion to whether the parasites aholoparasite or far ors that ae spect» ‘2 hemiparaste, another important method of classiestion passage. ‘exists to ciferntat various pants. This cassfetion |s used to recognize how the plant attaches teat tots host. A stom parasite connects tothe host stem, often ‘wrapping itself around the stem, whereas a root parasite join with the root ofthe host. In both instances, the parasites atach themselves tothe host plant by means of hel on ‘modified rot system, a haustorium. The Paustorium penerates Ito the host plant and creates a vascular system that channels nutints trom the host plant tothe paras, In order forthe parasitic plant to have the opportunty to trve, thas to germinate, ‘or sprout seeds close tothe host plant whose nutients it wishes to craw fom, This can happen in multiple ways. Naw seeds may drop from existing plants adjacent to current host plants and ther seedings, creating an expanding area fr new parasitic plants to bloom. In some cases, nsecs, bis, oF small animals may Yanspor tiny seeds from the parasites to new regions, were they may end upin proximity to naw host plants that they can attach to for survival, (Once the seeds ar in the vicinity of a host plant, they also need a method to determin in which direction fo grow to reach the host. Root parasite plants generally Use chemical clues dispersed ito the sol bythe host plant to determine the cretion. For ‘most root pants, they can only grow three to four millmoters without nutrtional provision from the host pant, so itis imperative that reot seeds fli very ole proximity to the host. Stem parasites, onthe other hand, can grow several centimeters on ther Own, before requiring an attachment to the host plant. Thus, sem parasites do not need to sprout as ‘lose tothe host as a root parasite does. In adaition, while scientists have conclused that ‘oot parasites use chemical clues as @ guide, they belive that stem parasites rely on odor nc ight to turn them in the appropriate drction, ‘Seeds from the dodder, a stom parasite, can remain dormant for up to fie years before they look fora host plant. Once awakened, the seed germinate above ground and then rapidly sends out stems in search ofa host. dadder seed has enough autonomous resources within its seed to survive for about six days. During this time, ts stems can branch out uo to six centimeters to reach a host plant. After the host pant i located, the dodder stem wraps itslf around the host ster, moving In an upward direction and attaching its haustoria to several locations along the host plan's stem. In expecments Performed with dodders and a variety of compatible host plants, experts have suggested ‘Jodders have @ mens to seek out plans with higher levels of sugar in them, which ralses the parasite plans chances of survival ‘Theres an addtional way in which parastc plans can be categorized. Certain Parasitic plants are considered generalise, attaching themselves to a diversity of host Planta, while other parasites spocalze in just afew, or even a engl, type of host plants The dodderis a ganeralist, choosing among several kinds of hosts, The work's heaviest READING EXERCISE 1 1”flower, 2 species ofratlsia, Is a specialist parasite that forishes among, and ies of of ‘only the roots of jungle vines. Each of i's ponderous blooms can weigh up to 15 pounds (7 Kiograms) and can measure up to 8 feet (1 meter) across, GLOSSARY 4 photoaraness— process hn run lars coor wat acronis ood when exposed ose 17. The phrase 8 @pGEEAt" n parograph 1 is ‘outat in mesning To BD ncontc wih Dinstead of Deonthe ote id of Davay ton 18, The word “SUstEnGRES! n paragraph 1 is closest in moaning Dsunighe @ protection © matunty| Dood 19, Te word “hain paragraph 2s closest in meaning to Dears @ penetrates Derestes © prevents 20, The word “aed n paragraph is closet In 21. The wor! “aaSEGBAn paragraph 4 coud est be replacec by @conisnes Dis Ceres Dag £22, The phase “ranch in paragraph 5 could best boveplees by Dexcin Dealer ©mecty Denes 25, The wo! “impale n paragraph 5 could best be replaced by Duis Droaies © inasproprite saa 24, The wor eer" n paragraph 8 coud best be meaning replaced by ® connected Denlxmiy Dremote Qyerety away © acestaton Dear Dikowss PASSAGE FOUR (Questions 25-32) Pa Edna Ferber ‘> Esa Ferber (1887=1968) was a popuiar American novels in the frst half of the twenteth century Growing up asthe daughter ofan mmigrant father and US. born mother, her Jewish heritage caused hor to encounter numerous incidences ‘of discrimination, though none were severe enough to hinder her from pursuing {and achieving renawn as an author. Howeves, it was Ferbe's gander more than her DDackground that caused astonishment among the early readers of her stories. Many ‘2ssumad rom reading her first works thatthe author was @ man hiding behind a female ‘soudonym, a false name, and were genuinely surprised to find out that the author was Indeed female, This mistaken idently was a source of rie for Ferber, since she beloved that ft showed her work to be equal in quality to that of ewy man, and further reinforced her Populaty as she consistently produced stories of the seme high level ‘a> | Ferber inialy planned 10 be journalist and embarked on her career by working 3s _anewepaperreporar in Wisconsin. While she was recovering ftom a period of sickness hiring this point in her career, Ferber decide to try hor tand at writing fiction. Her fst ove, Dawn O'Hara, the Gir Who Laughed, was published in 1811, when she was ony 24 Years old. By the flioning year, the prolific author's shor stories were being collected and ‘marketed in book form, 20 READING> __Athough Ferber achieved rapid preliminary success with her ftional wring, it wes ‘ot enough to sustain a living, 0 she continued in ne career in jouralsn for a rumnber ‘of years after her early stores came out. Dung this tie she was able to expand her ‘Rewspaper wrting beyond the loca evel tothe national level. She covered major media ‘events such as both the Democratic and Fepubloan National Conventions of 1920, which ‘receded the presidential election of that same year. This work, in addition to her felon ‘wing, not only permitad hes to support hersef, but also bolstered her reputation as a flexible writer > Herbig broak came with the novel So Big (1928), which was awarded the Pulitzer Prize in Literature in the subsequent year and was quickly adapted into lent fi. The maln confct inthe novel is between a mother who places a high value on work and honor and a son who reps his mother's vas, instead preferring the easier path to fortune and selebriy,Lke many of Ferber's novels, this novel features a tenacious female Protagonist with strong character who struggles to deal with ethical dlemmmas about the Importance of status and money. Also ike many of Frber’s writings, it contains 2 male character of markedly lesser moral strength who plays a prime rle nthe stugale of the female heroin. ‘&> _ Probably the best known of Ferbor’s novels was Show Boat (1926), which tells the story ofa Souther woman martied to charismatic but mesponsibe han who leaves her wth a daughter she must tke great pains to suppor. n 1827, the novel was made Into @ musica that has endured to the present; yet ths was @ production that Ferber at first decined. Her tear was that the tone and rearing of her novel would be mae lght. tin the contemporary stye of musicals being produced. it was only when the producer, Jerome Kern, assured her that the production would Boney the orginal intent of her "ove, hat she agroed to collaborate onthe musical & __ Inadkiion to So ig, wel-known novels by Ferber that wore made ito fms include ‘Cimarron (1980), which won an Academy Award, and Giant (1952), Both So Big and ‘Cimarron have been remade, with the fst “aki version of So gin 1882 and a mace ‘Prominent version in 1953, and a remake of Gimarton in 1960. wm _One can speciiats on whether Ferber's tendency to write novels with weak rales was ‘8 raflocton of what she observed in he own ie or whether the strangth ofthe female loads ‘ecessitated an equlbrium found by erating male caunterparts fr thers that were lacking in their morals and work ethic. No definite ink has been drawn from Ferber’ personal Iie to that of her characters, since she never marred and had no chile, Nevertheless, ‘would certainly net be unreasonable to hypothesize that, wth the ramework of her \wrlng, Feber desire to present feral role models of strangth and independence to yung women of her ime, role modes that they could aspire to become like. ‘25, The wor neAES" n paragraph tisclosestin 27. Te phrase SBSH nperagraph 2 a clesest meaning to In meaning te ®ocsurences D took atin to Dieses D staid cut on © probleme ‘improves upon Detects Ded sn opinion aout £26, The word een" n paragraph tis closet in 28. The word "SOG" n paragraph is closest meaning meaning to Decessionay D changes |Dsubdomiy D aamagec © regusrty D stenatnenes Day Osunea READING EXERCISE 1 2129, The word Silla paragraph 4s cosest in smearing 2 D rousos to accept Dives upto © testo undestend (Drakes ta bet ot 20. The wor BURGE in paragraph Sis closest in ‘31. The wor NORE n paragraph Se closet in mmeaninato @ suppor D aitetiate Cransoor ‘D communicate 32, The wore "SHUNBAUR? In paragraph 7 coud best be meaning to replaced by Diostes Draerce Dreaet Duntomty wate ction Diimtes Deiniaty Reading Skill 2: RECOGNIZE REFERENTS ‘The TOEFL iBT® test tests your ability to make connections between ideas through the use ‘of pronouns and adjectives. The ideas you are asked to connect may be inthe same sentence for may be in two consecutive sentences. You may be asked to determine the referent for @ particular pronoun oF adjective (he noun or noun phrase to which a pronoun or adjective {efers isthe referent). The referent usually comes before the pronoun or adjective being used, ‘0 tis important to pay careful atention to the context around both the pronoun or the ‘adjective and the referent. Even though there aren't many referent questions inthe Reading, ‘ection —usually 1-2 per test—this is an important skil to develop to help you produce cleat responses tothe speaking and wiriting tasks on the test. Reference Word ‘Type of Word ‘Examples a satires parton Tee ey eee etree fis thon apa peeerine Wis fer lr third-person possessive pronoun. 2 his, hers, tneirs more hs ht ee se =a Rkiein WHA ehee Blase oT aed) [auanier erie aera el cata ebeatnaie naceariarel ‘These words may sometimes be followed in the question by a noun that is included inthe phrase (ie, this fect; many kinds) Strategies to Answer Referent Questions + Determine what kind of reference word is being used fe, thint-person pronoun, demonstrative pronoun, quantifier, etc); eliminate any referents in the answers that do not match the typeof pronoun or adjective inthe question. + Determine whether the reference word is singular or plural eliminate any refer ents in the answers that donot match in nuraber. For example, this = the theory is correct; these + the theory (incorrect). 22 READING+ Establish the context around both the referent and the reference word, ‘+ Replace your answer choice with the reference word inthe sentence where its lcated to double check your answer Example Tomadoes ‘> _Atomad requires pattens ofboth co and warm arin the samo rion in ordr to form. he mest ely tn forte to acre during warm or ht weather when a thunderstorm pproaenrg. The tornados created when war, moist arse tam the ground ara comes Into contac the mass cf coder ar st ha baton oe thundareous. The ang sr ashes ‘pana the clder an tho ration ofthe earth cauoee the alo epi much the sams way that walerin snk spins as it goes down a ran, 2 As menionad omadoes general, but nt aay, develop in conjunction with a tunderstorm, Thunderstorms tat rest in tornadoes ar eed to as supercal. Net thunderstorms create tornadoes, but they do increase the ek, especialy when other Conaon, suchas eat Wont or louelevel eorwering winds ae slo preset. Bera ‘Purcestoemsinalde the presence of inge, aften dere, clouds, these oud get cous up in ‘he tormacos sing vind, wien ovate the menssing urna at most people seeocst th danger end detrcton of propa {>The fomation ofa tornado occurs n an oyaized series of steps. The fst sage oocus ust bofere the onset ofa thunderstorm, when the wind changes Grecion and nereases| speed. As the wd moves fester and higher allude, Begs an ive horizontal spin. Once the thunderstorm sas, ang and o he storm cause the spinning win to become vertea of ashi tam sda to seo an up ana down postion. The thuncestoe ‘hen surounds this ere fretting ar which ean vary in natn. Couds that have formed In the lamer part ofthe thunderstorm conver toa wel of kod ha spin sound the cing Wind Shor fer the completion ofthe previous stp, the tomo develops. | Rtorna fd by warm, moist ain the amoephar. The more warm, moist a theres, "te longer the tornado san last. Tis phase ofthe taco i elored toss Ha" tage land can ast rom afew mutes to wel ver an Pou However tho ora Uses up the ‘warm, moist ai cola bagna to wrap sound the tomado. Once he cool ar completely “rounds ha ile stor prevent the fomado om aulig In mor warm a 2 ec, {he ornaco woakers nd eventusly break part {3 Themect porous sago of hs tornado st ature stago, Tho prosur tthe caer of 2 tomad is mtch lwo than that in hear sounding to toad, The low pressure creates {feral inthe mile of the tornado, whch causes destruction By acing muh ikea vacuum ‘leaner and uekng Up whatever is ine path uring tu hme hes the fore to tear sort ‘ulings and toss lage veils in hea though they were sheets of pape many cab, ‘People ae alerted to the fect hat atomado is coming, herby watching he way cloud in {he sy a forming, orb stein fora spec sound ofthe wind assoctted with tomadces, ‘hich sounds very smi t oud train wrt. Bing aware of hes warning signe slows _eople tine fo ind sho, hough in some cases, the siorm arves with any afew arutes of framing bert begins ts ath af destuction. >" Untorurstay, nat al emacs provide suc a cle ndestion of thek ral. The unr clouds crestd can be completely Haden by has anor dust that he we pick up rom ‘he ground. When tho funals are concealed by teas elmer, tmkes very afc, ‘ven for expats, to sae the impending danger Reavy weak tornacoes may evan appear {o be mii, th te ol sig of ter axstenes bong sing Sous of cit or debra at {he Batlom of the fre, norte ground. These tornadoes ar sker because there ess ‘oltre ah ewer claude nes yl they en tl eas conadmable damage fo te areas ‘hay ae. n asco, paopie ual donot raskze these tyes of weaker tornadoes hve rived unl the damage begins, mekng escape more afcut. 7m" Despite the obvious dangrs of hase power storms the fomation tenth, and ‘St aro of ea intret to mary poople. Some amatoure and export al are refered 1008 “stornchasers" because they erly chase tho storms inves as hey eter fo rood ‘hee power and devastation [aks mea eee is PG ee READING SKILL 2234 Look at an example of a referent question with a third-person subject pronoun. (See para sraph2) 1. The word hm paragraph 2 refs to Daupereate D tnncersioms ‘© tomadoes Deora “Te second answer choice coect. The sentence as Nota anderson eel toralos, but te do mre he rik Both thandesoms an armada plural nouns, but when you thnk about the logal mening it sakes more sense hat Thunderstorms increase the risk of tornadoes. The frst tid, tnd fourth arr choces are lncorec because although ey | Raunbet tat the TOE. treplural nouns bey donot logic arowerthe question. | SU jemaetans Prong races at Now look at an example ofa referent question witha rive rbot pronoun. (Gee paragraph) 2. The word Mtn paragraph 3 refers to fone Dower part © thunderstorm Dal of cous “The fourth answer choice is correct. The sentence reads clauds that have forma in the lower part of the thunderstarm convert into a wall of clouds tha spins around... Looking atthe context fof the sentence, you can see that functions as a relative pronoun, introducing an adjective clause. The verb that follows, spins, is singular, so you must replace that with a singular ‘noun, By looking at the context carefully, ou can see that the most logical replacement is to say that the wall (f clouds) spins around. Therefore, the correct choice is wl. The first, ‘second, and thied answer choices are incorrect because, while they are all singular nouns, they do not logically answer the question. Now look at an example of a referent question with a third-person possessive adjective, (See paragraph 4) READING‘The third answer choice is correct. It isthe tornados mature stage that is being referred to, ‘0 the correct choice is lomo. The second answer choice is incorrect because the sentence ‘reads this phase ofthe tornado is referred to as its “mature” stage... Both phase and stage are synonyms, so logially phase doesn’t it, The first and fourth answer chotees are incorrect because they do not logically answer the question. Look at another example of a referent question witha relative pronoun. (See paragraph 5) “4. The word hl in parapraph 5 refers Dowd Bay Detouss Dromado ‘The first answer choice is correc. The sentence reads ... whch sounds very similar to @ fou trai shit, By reading this part of the sentence, you can see that sounds isa singular verb ‘that refers to making a noise lke «loud train whistle. By reading the part ofthe sentence in front ofthis adjective cause... ther by watching the bay clouds i the sky are forming, or by listening for a speiic sound ofthe wind associated woth tornadoes... the logical context indi- cates that it isthe sound, being used in this part of the sentence as a noun, that makes the noise. Therefore, the correct choice is sound. The thind answer choice is incorrect because it fsa plural noun. The second and fourth answer choices are incorrect because, while they are both singular nouns, they do not logically answer the question, ‘The following chart outlines the key points that you should remember about Referent Questions. Peter hee fone FREQUENCY (0-2 questions par reeding section WHERE TO FIND |The word s highlighted in the passage, Most ofthe information forthe ‘THE ANSWER “answer is in the highlighted sentence. Occasionally, you may need to read ‘Sentence before or after the highlightecl word to help choose the best, HOW TO ANSWER | 1. Read the entre sentence with the word in it see ifthe referents eaiy THE QUESTION ‘0 understand Determine wnt kind of reference ward is being used. Determine whether the word is sngular or pra. Estoblah the context around both the referent and the reference werd, Plugin your answer choice in place of the reference word to double check your answer In the exam, you may be able to eliminate incorrect answer cholces by understanding what fs weong with them, For eerent questions, ncmec answer choees may: ‘rat match the pronoun of adjece in numba + rat match pronoun o adjective in ype (Le, relative pronoun efeing to an objects. referent eerting tea person, + hove the wong mesning based on the content ofthe sentence. READING SKILL 2 25READING EXERCISE 2: Study each ofthe passages ‘and choose the best answers tothe question that follow. PASSAGE ONE (Questions 1-8) Pang Collective Behavior {> _ Mary types of animals combine the advantages of {amily association with those conferred by membership ‘when you are reading, bays in tl larger groups. Bes congregate in hives; soma fish racic connecting pronouns ‘move in schools; ants gather in mounds; wolves live in _and achectives to their referents, pack derausocute morn Tha ype ocongegaion, Tah ree ‘rcolectve, behavior ves animals such as these tinct” Sorenson wee vith Scartegea over oer species at ry one sory A Sonniot Wile dere fhe ouple a ou boat {Gran at gern gue ant way coloctne cin pits vou taste leg te fo Congregation pecs have roped maths anging rom svalghowas we condoc sewing, Obi, ‘nd wagering raven tk the shone pot a» Toe ena wich a up of soa ana xia) tates copes he bear ot cera tered as sloraran ng ster cy one ‘mame ors ema gp, ofthe space Sacovr awl food sure. euth ‘ln aay ana ogo, ean tener source a comameato ‘Sa ager goupat he community Ts group lows hosignao the oo outa, an rete tum commontaen he esto yet oath oun. For exam, be {lone or sen cal groupe cf bes te scouts t-foves at cian {he comet rrr fay ee These tanto ha ean rough opined ans” conmarattheecaton of he to’ oars nieve an tae souseran bth om ood. Melman sa common ‘Steowed phenomenon n sues teat sich abs at ar a. a» "Sent ad oer exparhae lng oamied that onan coertve species ow stecrimen strost exci; a the acute, Tonge sept ened inte sdopton tat preter he group bao Atos hat twain {ha prametrnrasfrad te roton ta alamo whe predorinrt orging Bohavor ye hn, nacht he ase. Mor recat enh by soit note hat ‘Slums not aya ie peat for of botavar or eaeve pen ‘entree species, tne, oem a actos vn when worn tar he ommon purpoum of aeurng nites. Th orp brevers have now been re ‘Scutoy ehegorzd ov are known explores and sett seein «> he aerenton few satois win a partua raup sure to dopend nec aich atin walt ot asagato nish ood poy. mar wor, Sina spose dtca an monance haat, eter inne, or rough oer nats mecarometarorgig soy acts man step conponaata for fs itt Forsome menbe's ofa spose, tie pay fot rough moe sete ae ‘aching rood were ihe fess a mae pss aston o> "Gre apes that han bon sid some cata rgedng te peraann the sol exter When ood cuca ere adcquty bnta te spc flows tha por ot isnes: ech rember fo exp marta a coaster ot traig sev win ors na sae 008 coast hen te sore becomes Ioeunced speci prt ra wo Sainguondle cig rege ‘rn and soar he cbeanaion fhe phonon esnang nat Sowa beer contac owl might be atures Thema seve cae, he Ses a ake aporbiy for dg oo, pana ine conuming as an thr ao ace courpar, Tce dot extapivsmove more desta an to ‘cve ctarpar yo eytako more ood o>» Vint ay seo take more pase ctr tk acartago oh ative cater, ve at epee enya anv a net maaring 26 READING‘group cohesion. One study, at least, suggests that colones consiting of more activ, 3s opposed to passive, catepilars demonstrate loss nly thin the groups than when there are more passive than active anes. Apparent, because the active caterpilarstond to divide their resources among various plats to find nutrients, they loae focus on the ‘group as whole. On the other hand, the more sedentary caterlars usualy focus on one food source at atime, Therefore, the are abe to keep the groups within the colony intact. Consequently it seams a balanced proportion of active and passive caterpilars in & colony ensue that both the ruional and communal needs ofthe Golan are met. 1. The word Gt In paragraph 1 refers to 5, Tho phase SHIGE in paragraph 4 fers to Drypes | smbatance in tent Danae (© vatural mechanisms © acreage © toraging svateay @gows Daronpt 2, The wor i?! paragraph 2 ters to 6, The wor Si’ in paragraph 5 fas to Demat groups Drager rowers D ooservaion Sautrerts © prenomence Dee colonies Deeraver ‘3. Te word Yet h paragraph 2 refers to 7. Te word Yon i pargraph 6 rls to Deusios OD resources Dinsects Dcotonis Oboes Oesterpiare Ons Dao 4. Th word Min paregraph 3 ater to ‘8, The word Sain paragraph 6 refers to Deoiecive gous © seve caterpiars D species ‘resources D solrits Dgows Ddvicias D sedertary caterptars PASSAGE TWO (Questions 9-16) ar ‘The Smartphone Revolution ‘> __Smariphones have rapidly increased the dominance in the mobile phone market in recent yeers, accounting for more than haf of ll mobile phones sold globally. These ‘multifunctional devices have revolutionized the way in which users communicate, ‘corespond, and interact with the world, and others, around them. Since smartphones have combined the tasks of previously separate devices into one exceptional ecient ‘roduc, their appeal to consumers cannot be overestimated. Prior tothe modern {evelopment ofthe smartphone, people required a combination of machines, such 2s ‘computers, televisions, PDAs (Personal Digital Assistants), and cameras to accomplish all ‘ofthe functions that are curently handled wih a single poe of technology. 2 While smartphones have only been in existence since the 1990s, the orginal ‘concept was introduced in 1873 by Theodore Paraskevakos. In that year, the Innovative {entrepreneur obtained a patont fr his idea of uniting the functions of data processing activities, intsligent applications, and visual ispays wit thse ofa telephone. At that me, Paraskevakos made note of such tasks as banking and bil paying In his ‘uti; two commonplace activites many users today perform withthe smartphones Paraskavakos may have cama up with fiz concent of an advanced phone as a result of his earlier success with vanemittng electron data thraugh talaphone lines, a process that ‘became the foundation forthe “Cale ID (dentifeation)” function avalible on virtual all READING EXERCISE 227