 #1 (permalink) Tue Jan 04, 2011 20:28 pm RichardS's TOEFL ibt guide |
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Hello everyone,
I'm an international student.(non-native speaker) I will take the TOEFL in 4 days. Currently, I wrote my own TOEFL guide. Honestly, I composed it from my past studies. I hope you enjoy it. I aim at 110+.
Overview of entire TOEFL ibt
General Breakdown
TOEFL ibt is made of 4 sections: Reading, Listening, Speaking, and Writing. The equating assignment, which has nothing to do with your scores, cannot be discerned in the real test; you can only find out which of the subjects have an equating section (i.e. 5 passages and 6 lectures or 3 passages and 9 lectures) but you cannot figure out specifically which passage or lecture is the experimental section. Therefore, do not even think about trying to figure out which portion of the test is an equating section. Doing so will seriously jeopardize your chances of earning a higher score.
Note: Either 2 passages or 3 lectures won’t be scored. Creators of the TOEFL ibt, ETS organization, set these experimental assignments for “future testing” and “research purposes”.
Timing:
Reading section:
Usually 60 minutes; 100 minutes if it’s an experimental one.
Passage 1 — 20 minutes
Passage 2 and 3—40 minutes
Passage 4 and 5(if experimental)—40 minutes
Listening section:
Usually 60 minutes; 100 minutes if it’s an experimental one.
Six lectures—60minute
Nine lectures—90 minutes
One lecture—10 minutes(lecture and questions altogether)
Speaking section
Always 20 minutes; consists of 6 parts. Basically, there’re two major branches: independent and integrated speaking.
Question 1: Simple question. 15 seconds to prepare and 45 seconds to answer the question.
Question 2: Dual question(or). 15 seconds to prepare and 45 to answer.
Question 3: Read a small text and then listen to lecture. 45 seconds to read the passage; lecture is about 1-2 minutes; then you have 20 seconds to prepare and 60 seconds to answer.
Question 4: Read a small text and then listen to lecture. 45 seconds to read the passage; lecture is about 1-2 minutes; then you have 20 seconds to prepare and 60 seconds to answer.
Question 5: Listen a 2-3 minute lecture and then answer the question. You have 20 seconds to prepare and 60 seconds to answer.
Writing section
Always 50 minutes; consists of 2 parts:
Integrated—20minutes—3 minutes to read the passage; then, you hear the lecture.
Independent—30minutes
Format and Structure: Get Acquainted with the TOEFL ibt
Reading: 3/3 or 5/5 passages --- 60 or 90minutes
Listening: 6/6 or 9/9 lectures --- 60 or 90 minutes
Speaking: 6/6 tasks--- 20 minutes
Writing: 2/2 tasks---50 minutes
Overall time: 90+60+20+50=220 minutes= 3 hours 20 minutes
Note: There is an exception.
Mostly, TOEFL ibt is 3 hours 20 minutes long BUT in some cases it could be 4hours 10 minutes. (i.e experimental section in both Reading and Listening)
Reading section in-depth analysis
There are 10 main question types in the Reading section of the TOEFL ibt.
1) Vocabulary in context
2) Main
3) Reference
4) Elimination
5) Paraphrase
6) Insert
7) Why?
8) Infer/Imply
9) and 10) Summary/Synopsis
Here I tell you how “to attack” each:
Vocabulary in Context:
This type of questions asks to find the closest meaning of a particular word in the passage. There’re two main methods of getting these questions correct:
1)Plug-In
2)The correct answer is NOT word’s exact meaning.
PLUG-IN
By this tactic you need to put each of four possible answers instead of word, meaning of which is asked. Once you did it, you’d notice that only one choice makes perfect sense. Other choices are probably irreverent; contradict main meaning; confusing; or not the best choice.
The correct answer is word’s exact meaning.
By this tactic you just need to know that in 95.87% cases (analysis of Barron’s TOEFL ibt preparation textbook) correct answer is what word does exactly mean, it means that you can confidently eliminate other choices.
General strategies for Word In-context questions
Remember REPP
Read the sentence carefully
Eliminate word’s direct meaning
Plug-In each of 4 possible answers
Pay attention to the whole sentence—maybe there would be supporting details (ex. …..damaging and [digressing]… In this combination we know that [digressing], being the asked word, synonymies with “damaging”, which is a negative word. Therefore, we can conclude that [digressing] is a negative word either in this particular context)
Main Questions
Main questions usually refer to the particular paragraph. When answering this type of questions you need to know the following:
For example:
Why does author discuss the brewing industry in paragraph 4?
A) To compare cave storage with mechanical refrigeration
B) To describe the unique problems that brewers faced
C) To praise the accomplishments of a prominent browser
D) To show how refrigerator changed a whole industry
(Adopted from Delta’s Key to the New Generation of the TOEFL Test p.505 question 8)
When you read the paragraph 4 you’d understand that structure of this question. If you don’t have a book with you I’d paraphrase what is stated there. In paragraph 4, the author appreciates German-born Adolphus Brusch for his innovations in refrigerator area. What would be the best answer then?
A) [not full answer]
B) [not full answer]
C) [paraphrased version] CORRECT
D) CONFUSING, NOT the main point [not full answer]
Remember! We are seeking for the BEST answer. Other choices may ADD EXTRA INFORMATION, CONTRADICT THE MAIN POINT, ANSWER PARTLY, CONFUSE WITH OTHER POSSIBLE QUESTIONS, BE OFF TOPIC, and finally NOT RELEVANT TO THE QUESTION THAT IS BEING ASKED.
This pattern is seen NOT ONLY in every reading question BUT ALSO in every listening question.
Remember!
*Don’t imply, infer, or make up information when answering MC questions.
*You should infer or imply information ONLY if question asks you to do so.
*Don’t digress.
*You should answer only what question asks
*Don’t answer the question basing on your outside knowledge of topic that is being discussed whether it’s a passage or a lecture.
Reference questions
Usually reference questions ask about specific pronoun’s reference.
Because this type of questions is associated with pronouns it’s crucial to learn 3 main groups of them.
The Pronoun: any word taking the place of a noun.
First-person pronouns refer in whole or part to the speaker or writer; I, me, myself, mine, my, we, us, ourselves, ours, and our are the first-person personal pronouns.
Second-person pronouns refer in whole or part to the reader or listener; you, yourself, yours, and your are the second-person personal pronouns. –
Third-person pronouns refer to neither the speaker or writer nor the reader or listener; he, him, himself, his, she, her, herself, hers, her, it, itself, its, one, one's, they, them, themselves, theirs, and their are the third-person personal pronouns.
Briefly, to get reference questions correct, you need to follow these steps:
1) Read not only the sentence that contains asked pronoun but also read the preceding sentence.
2) Plug-In each of 4 possible answers instead of asked pronoun—only one makes perfect sense.
Stay focused answering reference questions because sometimes there are very confusing choices.
“EXCEPT” containing questions(aka Elimination)
“Except” containing questions or as many people call them “Elimination questions” usually ask about something that is not related to a particular topic or claim. For example:
Author of the passage states that the new US voting system would be good for all voters EXCEPT:
A) erudite voters
B) computer-skilled voters
C) veterans
D) students
This question means that one of these four possible choices is NOT good for some kind of voters; and you need to find out which exactly one.
There are three main steps that you should follow when answering this particular type of questions:
1) Find the sentence. ( If question is like above one, you need to find where author discusses “the new US voting system”)
2) Follow the sequence of author’s claims
3) Read until topic is changed or it’s end of that paragraph.
Paraphrase questions
Paraphrase questions usually ask about selecting a correct paraphrase of the specific sentence in the passage. For example,
Which sentence below best expresses the essential information in the highlighted sentence in paragraph 2? Incorrect choices change the meaning in important ways or leave out essential information.
That’s it. All strategies we need are stated in the question directions. To get this type of questions correct all you have to do is eliminate wrong choices that “leave out essential information” or “change the meaning”. Basically, it’s the same pattern that I discussed in “Main questions”.
Insert questions
Insert questions asks to find an exact place of a new sentence in the particular paragraph. To answer this type of questions correct, you need to follow these steps:
1) Pay attention to the clues (Thus/Because/For that reason…) /pronouns
2) Check it if given new sentence isn’t an introductory one, which introduces a new topic discussed in the particular paragraph.
3) Read the paragraph carefully and follow a sequence of events.
Remember! All clues that are needed to find a correct answer have been given either in the paragraph or in the new sentence.
Remember! Once you selected one of four possible choices, read the paragraph as a whole and see if it makes a perfect sense.
“Why?” questions
“WHY?” questions usually ask about a particular example/instance/comparison
To get this type of questions correct you just need to read a paragraph or sentence where that example/instance/comparison is being discussed.
Infer/Imply questions
“Infer/Imply” questions usually ask to conclude something about a particular point that is given in the passage. Many students find inferring questions very difficult because the answer is not stated or paraphrased in the passage. The only way to get this type of questions correct is to comprehend all points that author makes in the passage.
Remember: BUD
Be more critical.
Use elimination tactic that you developed before.
Don’t forget that there is only one correct answer; other choices are either contradictory to the main point, irrelevant, off topic, or confusing.
Last questions of each passage
The last two questions in each passage ask to make a short summary of all MAIN points made in the passage. Just follow the same strategy when you answer “main questions” (above).
Read questions carefully. Try to redo every question. You should practice a lot to be able to finish the text in half time in order to make it again. Only then,
YOU WILL GET A 30.
Listening section in-depth analysis
Here is a list of common idioms from popular TV shows, movies, etc.
I am not going to make a detailed analysis of each type of question in the Listening section because most of them ask about general idea or supporting details. Once you can comprehend what speakers say you’ll answer those questions easily. For non-native speakers, besides vocabulary, the most difficult task is to understand speaking idioms or special phrases that are mainly used only in lectures. That’s why I made a list of common idioms that are used frequently in students’ or professors’ conversations.
COMMON 153 IDIOMS
1) To step back to the hallway - to go away for a while and then return back.
2) To imagine in head - to plan something
3) It's 411 - seeking for some kind of information
4) To pull out - to go away
5) To pull over - to shut down or to stop. Ex. pull over the car
6) To do something round the clock - to do something without interruptions; again and again.
7) 24/7 - anytime
8) As a rule - usually
9) To be about to do something - to be close to doing something.
10) To be on one's way- To start going somewhere
11) Something is Up to somebody - someone is in charge for something
12) to be together like traffic and weather
13) get long - be friends
14) out of mind - crazy
15) to plant - to make up. Ex. to plant evidence
16) set up - fake guilt
17) in fame - for someone
18) double-cross -
19) step down - to retard
20) turn in - give up
21) that's your game - someone's behavior in future/current actions
22) freeze - no move
23) something is up - something is happened/ing
24) 3 to 1 do the math - showing someone's advantage
25) 2 plus 2 do the math - obviously easy thing
26) to work out for everyone - to find a compromise
27) to blow clean off - to shot to pieces
28) to be locked up - to be in jail/prison
29) pulling strings - one controls/stands on top of someone's actions
30) folk tone - to shake someone
31) way out - solution
32) turn out - resulted
33) to clean slights - to correct past mistakes
34) save it - don't say something
35) hard look - to deal with reality
36) come down - in action
37) come forward - to sign that one emerged
38) somewhere down the road - in future
39) step up - come
40) settle up
41) pull off -solve
42) clean the air - to reach an agreement
43) hang around - to have fun
44) head down open eyes - to be careful
45) put down - finish
46) history in the room - people's relationships
47) sharp the video - enhance a quality
48) to step foot - come
49) to start over - start again
50) to make something with one hand on one's junk - no hard work
51) to put hands on something - to have something
52) to throw a bone - to help
53) shake a line - wipe out
54) don't let something leave one's side - to look all time
55) to get through - to call
56) to turn back on someone - to provide no help or no support
57) a big deal - a serious problem
58) to want/need badly - to have a strong desire to get something
59) tide time - quick turn of events
60) to recall - to remember
61) to bury the hatchet with somebody - to become friends after fight (not sure)
62) part ways - different ways
63) to sign - to order
64) cover the tracks - to make impossible someone to find you
65) put off - solve
66) my cut - my piece
67) to wait from the break ground - to wait too long (not sure)
68) to pull gravities on the table - to settle up
69) to move forward - to go further
70) to have a clout - to have a power
71) a pay day - a money
72) to get out morning - to start a new work without thoughts about last one.
73) all in house - by ourselves
74) to put hands on someone - to beat someone
75) to come up with - to find something
76) to pull off - to find
77) that's we all for now - that's all
78) to walk away from - to leave; to go
79) to be noisy - to be interested in other's business
80) to step in for someone
81) to come back - to return
82) to keep it down - to slow down; to relief; mitigate; to ease
83) a foundation - a thesis
84) a time line - estimated time
85) to go get someone - to find and brink here someone
86) to come down - to break
87) to leave a name behind - to sign
88) to go throw that glass - [scaring someone] Ex. go with me or go throw that glass
89) to take a little while - to take sometime
90) the best course of actions - a decision
91) to own a life - to live in a freedom
92) to stack around - to trap
93) to stay out - to avoid
94) to have [something] on someone
94) to move on - to go next
95) to slip up - to uncover a secret non-intentionally
96) to sweep the area - to scan the area
97) to step off - to go away
98) to carry on - to continue
99) to figure out - to understand
100) to put off - to refuse (depends on context)
101) to touch down - to land
102) to land - to arrive
103) to be able to live with myself - to have a clean conscience
104) to be in the same room - no change
105) to be in the same boat - to be in the same situation
106) to go away - to run
107) to do homework - to do a work
108) speaking of = by the way
109) slipping through our fingers - going away
110) time is on one's side - to have a time advantage
111) as we speak - now
112) to put in work - to do a work
113) here and out - last
114) to engineer - to create
115) I need a hand - I need a help
116) that's on you - something is on someone's responsibility
117) to be up for something - to be able to handle something
118) right away - now
119) right now - now
120) second after - after
121) it won't be too cool - it won't be the best course of actions
122) to hook me up - to help
123) to stand by - to wait
124) to be right back (brb) - to return
125) to value a bird in hand than two in the bush
126) one down one to go - one is dead another one is going to be
127) to talk alone - to talk in privacy
128) your rights are not my first concern - i don't care about your rights or rules
129) right - rule
130) to step outside - to go away
131) to close the door behind you - when you go close the door
132) your opinion means a little to me - i don't value or consider your opinion
133) I doubt - I don't think so
134) to lower it down for someone - to be more specifically
135) to keep it in family - not to tell other people
136) it's up to you - choose
137) keep your cap on - don't be stupid
138) a cooperation - a help
139) the same root - the same thing with no change
140) ahead - over
142) in saying - crazy
143) a paper work - documents
144) on stage - online
145) to take my word for - to trust me
146) the way things are done - a conventional way or as usually
147) to end this all - to finish
148) to bring evidence to light - to come up with evidence
149) to be save - good luck
150) to play boll - to do as someone wants things to go
151) if you want to take a ride you have got to buy a ticket
152) a situation comes to light - a situation requires immediate action
153) to step down from position
It’s preferable if you will memorize all of them. Be systematized when taking notes. Don’t write too small and don’t write too big. You need to write a general idea and supporting details. Don’t keep all information you hear in your head.
Speaking section In-depth analysis
Questions 1 and 2
In my view, (q) is … (a).for two reasons.
First… (b).for example…(c).
Second (d)…for instance (f)…
That’s why (q) is (a)…
Question 3
The reading passage states that <change on campus>.
The man’s opinion is that….
He provides two reasons…
First…
Second…
That’s why…
Question 4
The article is about <Title> which passage defines as a <definition>.
The professor provides an example of <ex> to illustrate this. He/She states that…
And so, this example clearly illustrates <topic>
Question 5
The man’s problem is that <his problem>.
The students discuss two solutions.
First…
Second…
If I were the man, I would choose the second solution.
The first isn’t good because even though +, -
The second is better because regardless -, +
That’s why I would choose the second solution.
Question 6
In this lecture, the professor talks about <<main point>>.
He/She describes two ways that <<clue>>.
First way is though <<subtopic1 >>. The professor gives an example to illustrate this about <<example 1>>.
The second kind of way that <<clue>> is <<subtopic 2>>. The professor gives an example to illustrate this about <<example 2>>.
Writing section in-depth analysis
Integrated task
Write notes about the main topic of the passage.
Write supporting ideas/evidence for each of the points made.
Write notes about the main topic of the lecturer.
Write supporting ideas/evidence for each of the points made.
DO NOT ADD HOOKS. DO NOT BE WORDY. DO NOT TRY TO ATTRACT THE READER’S ATTENTION. For the iBT TOEFL test, you only need to jump straight to the main point being made.
BE SYSTEMATIC! BE ORGANIZED. (See the organizer below. You are expected to put an abundance of transition words that may sound cheesy but otherwise correct when this technique is used in TOEFL.)
Add transition words/phrases to each of the opening of the paragraphs. Then, briefly restate (reword) the main point and the evidence. When you reword your sentences, use synonyms that you know!
FORMULA:
Someone casts doubt on someone. While someone says <A>, the other one asserts .
To begin with/First of all/Most importantly/First and foremost, someone argues <this>. The reading passages describes how <this and this> is the case; on the contrary, the professor emphasizes that <this> is true.
Second/On top of that/Additionally/In addition,/Moreover/Furthermore the reading passage describes how <this and this> … In opposition to this argument/In comparison/In contrast/In comparison/On the contrary, someone says that <this and this…>
Lastly, the professor/lecturer/speaker (declares/rebuts/suggests/emphasizes/accentuates/argues against) the passage’s point that <this and this…> by stating that <this and this>. The professor points out that <this>, in fact, is actually the case.
Example 1
The professor casts doubt on Alan Turing’s test. While the passage claims that the Turing test can be used to examine a particular computer’s ability to think, the professor asserts that any kind of a machine no matter failed or passed the Turing test can’t think as humans do.
First of all, the reading passage conveys the general process of the Turing Test. The reading passage also describes that this test was built in order to find the answer to the question can the computers think. On the contrary, the professor emphasizes that John Searle’s argument about accuracy of this test is true.
Furthermore, the reading passage describes how the Turing Test is based: people in one room are expected to ask any questions they want by typing them onto a computer screen; then, when the answers are received, people must select which of all received answers are computer given and which are human given; afterwards, if one marks a computer answer as a human given one—the machine passed the test. In opposition, the professor says that this whole procedure is wrong because people speak different languages; and moreover, the professor gives a John Searle’s example that monolingual English person won’t understand a Chinese person’s answers because of a natural reason.
Lastly, the professor argues against the passage’s point that this test can determine if a particular machine can think by stating that computers can be constructed to give a similar answer to the humans’ one but unlike human machines are not aware of what they are actually doing. The professor points out that Turing test’s disability to find out the answer to the main question can human made intelligence think, in fact, is actually the case.
Example 2
The professor casts doubt on the reading passage. While the passage claims several factors about Sydney Opera House’s design, the professor asserts her personal opinion which contradicts them.
First of all, the reading passage argues that Sydney Opera House was structured by organic architecture’s concepts. The reading passage also describes how Jorn Utzon’s, a designer’s of the Sydney Opera House, idealization of Organic architecture in his works and also fitting it to this work is the case; on the contrary, the professor emphasizes that Jorn’s collaboration with his supervisor, Frank Lloyd, is true.
Second the reading passage describes how the Sydney Opera House’s roof is structured to look like a sailing ship at full sail on the water. In opposition to this argument, the professor says that sails don’t serve a particular value except pleasing the eye.
Lastly, the professor argues against the passage’s point that the Sydney Opera House was suspended in its building several times and debated politically by stating that it’s an amalgam of engineering, architecture, and technology. The professor points out that the Sydney Opera House’s being a unique structure that people have ever build, in fact, is actually the case.
TOEFL listening lectures: A university lecture on Modern World History |
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Richardsalience
You can meet me at english-test.net
Joined: 04 Jan 2011
Posts: 55
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