TOEFL Test of English As A Foreign Language 1. TOEFL International (CBT) 2. TOEFL ITP (Institutional Testing Program) PBT 3. TOEFL Prediction

 

TOEFL PREPARATION 2

TOEFL = Test of English as a Foreign Language 1. TOEF OEFL Internat national (CB CBT T) 2. TO TOEF EFL L ITP ITP (I (Ins nsti titu tuti tion onal al Test Testin ingg Program) = PBT  3. TOEFL PPrrediction

 

TOEFL SCORE 380 - < 450: Elementary proficiency proficiency Able to satisfy basic survival requirements, requirements, maintain very simple face to face conversations on familiar topics; thinks in native language and translates into English.

 

TOEFL SCORE 450 – < 550: Intermediate Profi Proficiency ciency Can initiate and maintain predictable face-to-face conversations; range and control of language limited; demonstrates emerging, but not consistent, basic grammar, can read very simple English texts.

 

TOEFL SCORE 550 – < 630: Working Proficiency Able to satisfy routine social demands; facility with concrete subject matter and language; language; however however,, ne needs eds more practice in academic-level reading.

 

TOEFL SCORE 630 – 677: A Advanced dvanced Working Working Proficiency Approaching native proficiency in English; able to satisfy most universitylevel academic requirements with language usage thatand is often, but not always, acceptable effective; however, effective use of language may deteriorate under tension or pressure.

 

Plan for Preparation •   First , concentrate on Listening, Structure, and Reading, instead of on vocabulary. •   Second , spend time preparing everyday for at least an hour. •   Finally  , dofrom not try questions thistoormemorize any other book.

 

TOEFL PREPARATION 2 LISTENING COMPREHENSION

 

GENERAL STRATEGIES STRATEGIES   

Be familiar with the directions. directions.

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Listen carefully to the conversations and talks.. talks Know where the easier and more difficult questions are generally found. found. Never  leave any questions blank on your answer sheet. sheet. Use any remaining time to look ahead at

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the answers to the questions that follow. follow .

 

SHORT DIALOGUES 

As you listen to each short conversation, focus on the second line of the conversation. conversation.

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Keep in mind that the correct answer is probably a restatement of a key word or idea in the second line of the conversation. conversation.

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Keep in mind that certain structures and expressions are tested regularly in the short dialogues. dialogues.

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Keep in mind that these questions generally progress from easy to difficult.. difficult

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Read the answers and choose the best answer to each question. Remember to answer each question even if you are not sure of the correct response.  response. 

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Even if you do not understand the complete conversation, you can find the correct answer.

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Never choose an answer because it sounds like what you heard in

the conversation.  

STRATEGIES  SKILL 1: FOCUS ON THE LAST LINE Example On the recording, you hear: (man) Billy really made a big mistake this time. (woman) Yes, he forgot to turn in his research paper. (narrator) What does the woman say about Billy? In your test book, you read: (A) It was the first time he made a mistake. (B) He forgot to write his paper. (C) He turned in the paper in the wrong place. (D) He didn’t remember to submit his assignment assignment..

 

STRATEGIES  SKILL 1: FOCUS ON THE LAST LINE Example On the recording, you hear: (man) Billy really made a big mistake this time. (woman) Yes, he forgot to turn in his research paper. (narrator) What does the woman say about Billy? In your test book, you read: (A) It was the first time he made a mistake. (B) He forgot to write his paper. (C) He turned in the paper in the wrong place. (D) He didn’t remember to submit his assignme assignment. nt.

 

THE BEST STRATEGY:FOCUS ON THE LAST LINE   



The last line of the dialogue probably contains the answer to the question. Listen to the firstit,line of the dialogue. If you understand that’s good. If you don’t understand understan d it, don’t worry because it probably does not contain the answer. Be ready to focus on the last line of the dialogue because it probably contains the answer. Repeat the last line in your mind as you read through the answers in the text.

 

SKILL 2: CHOOSE ANSWERS Example WITH SYNONYMS

On the recording, you hear: (woman) Why is Barbara feeling so happy? 

(man) She just started just started working in working in a real estate agency. (narrator) What does the man say about Barbara?  In your test book, you read: (A) She always liked her work in real estate. (B) She began a new job. (C) She just bought some real estate. (D) She bought a real estate agency. 

 

SKILL 2: CHOOSE ANSWERS WITH SYNONYMS Example On the recording, you hear: (woman) Why is Barbara feeling so happy?   in a real (man) She justagency. started working  in estate (narrator) What does the man say about Barbara?  In your test book, you read: (A) She always liked her work in real estate. (B) She began began a  a new job. new job. (C) She just bought some real estate. (D) She bought a real estate agency.  agency.  

 

CHOOSE ANSWERS WITH SYNONYMS 

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As you listen to the last line of the dialogue, focus on key words in that line. If you see any synonyms for key words in a particular answer, then you have probably found the correct answer.

 

SKILL 3: AVOID AVOID SIMILAR SOUNDS  SOUNDS  Example On the recording, you hear: (man) Why couldn’t Mark come with us?  for a new apartment . (woman) He was searching  for (narrator) What does the woman say about Mark? In your test book, you read: (A) He was in the department department office.  office. (B) He was looking for a place to live. (C) He was working on his research research project.  project. (D) He had an appointment appointment at  at church church..

 

AVOID SIMILAR SIMILAR SOU SOUNDS NDS  Identify

key words in the last line of

the dialogue.  identify words in the answers that contain similar sounds, sounds, and do not choose these answers.

 

WHO, WHAT, WHERE  WHERE  SKILL 4: DRAW CONCLUSIONS ABOUT WHO, WHAT, WHERE  Example On the recording, you hear: (woman) Can you tell me what assignments I missed when I was absent from your class?  (man)

You missed one homework assignment and a quiz.

(narrator) Who is the man?  In your test book, you read: 

 A newspaper editor 



 A police officer 

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 A teacher   A student  

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SKILL 4: DRAW CONCLUSIONS ABOUT WHO, WHAT, WHERE  Example On the recording, you hear: (woman) Can you tell me what assignments I missed class?  ?  when I was absent from your class (man) You missed one homework  assignment  assignment and a quiz . (narrator) Who is the man?  In your test book, you read:   A

newspaper ne wspaper editor    A police officer  officer    A teacher  

 A student  student  

 

Man

What do you think I should be doing

to improve my finances? Woman You definitely need to put a higher percentage of your salary into a savings account and it would also be a good idea to invest more in a retirement fund. Who is the woman most likely to be? (A) A  A cashier  (A) (B) A  A receptionist (B) (C) (C) A  A financial advisor  (D) A (D)  A business professor 

 

Man Ma n Wh What at do yo you u tthi hink nk I s sho houl uld db be e doi doing ng to improve my finances? Woman You definitely need to put a higher   

percentage of your salary into a savings savings   account  account  andinitawould also befund a . good idea to invest more retirement fund.

Who is the woman most likely to be? (A) (A) A  A cashier  (B) A receptionist (B) A (C) A (C) A financial advisor  (D) A (D)  A business profe professor  ssor 

 

Woman I haven’t been able to do the supplementary supplementar y readings because the articles on reserve are always checked out. Man Thanks Thanks for letting letting me know. know. I’ll ask the librarian to pu putt some some more copies on reserve. That should help. Who is the man most likely to be? (A) A librarian (B) A professor  (C) A  A bookstore c clerk lerk (D) A  A student

 

Woman I haven’t been able to do the supplementary readings because the articles on reserve are always  always  checked out.. out Man Thanks Thanks for for letting letting me me know know.. I’ll ask  ask  the librarian putshould some more  more reserve.. to reserve That help.  copies on Who is the man most likely to be? (A) A librarian (B) A professor  (C) A  A bookstore c clerk lerk  A student (D) A

 

CONCLUSIONS ABOUT WHO, WHAT, WHERE   It is common for you to be asked to to draw one of the following conclusions in the short dialogues:  WHO is probably talking?   WHAT will s/he probably do next?   WHERE does the dialogue probably take place?  

 

SKILL 5: LISTEN FOR WHO AND WHAT WHAT IN PASSIVES 

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Example On the recording, you hear: (man) Did Sally go to the bank this morning? (woman) Yes, she did. She got a new checking  

account . (narrator) What does the woman imply? In your test book, you read:   

Sally wrote several checks. Sally wanted to check up on the bank.  A new checking checking account was was opened.



Sally checked on the balance in her account.

 

SKILL 5: LISTEN FOR WHO AND WHAT WHAT IN PASSIVES 

The passive –ing  –ing  form  form is being done etc. Example  Active

: I don’t like people telling  me  me

what to do.  what Passive : I don on’’t lilike being told  what to do.

 

SKILL 5: LISTEN FOR WHO AND WHAT WHAT IN PASSIVES 

Sometimes you can use get   instead of be be in  in passive: -There was a fight at the party but nobody got  hurt.  hurt. (= nobody was hurt) - Did  Ann  Ann get  offered  offered the job? (= was  Ann offered offered the job job?) ?)

 

SKILL 5: LISTEN FOR WHO AND WHAT WHAT IN PASSIVES  Passive: My bicycle has disappeared. It must have been stolen.  Active Somebody must Somebody  must have stolen my bicycle. bicycle.

 

SKILL 5: LISTEN FOR WHO AND WHAT WHAT IN PASSIVES  Present Continuous Active:: Somebody is cleaning the Active cleaning the room at the moment. Passive:: This room is being cleaned at Passive cleaned at the moment. Look at those houses! They are being knocked down. knocked  down.

 

SKILL 5: LISTEN FOR WHO AND WHAT WHAT IN PASSIVES  Present Perfect: have/has been + done Active: The room look nice. Somebody has Active: cleaned it. cleaned  it. Passive:: The room look nice. It has been Passive cleaned.

 

PASSIVE STATEMENTS STATEMENTS   

If the dialogue contains a passive a passive   statement, the answer to the question is often an active  active  statement.

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If the dialogue contains an active active   statement, the answer to the question is often a passive a passive   statement. 

 

SKILL 6: LISTEN FOR WHO  AND  AND WHAT   WITH MULTIPLE NOUNS          

Example On the recording, you hear: (man) Do you know who is in the band now? (woman) I heard that Mara replaced Robert in the band. (narrator) What does the woman say about the band? In your test book, you read: Robert became a new member of the band. Robert took Mara’s place in the band. Mara didn’t have a place in the band. Mara took Robert’s place in the band.

 

SKILL 6: LISTEN FOR WHO  AND  AND WHAT   WITH MULTIPLE NOUNS Some verbs can have two objects: offer ask tell give send show teach pay Example They didn’t offer Ann the job. (the two objects are Ann and the job) So it is possible to make two different passive sentences:   -Ann wasn’t offered the job.   -The job wasn’t offered to Ann.

 

SKILL 6: LISTEN FOR WHO  AND  AND WHAT   WITH MULTIPLE NOUNS

His colleagues gave him a present when he retired.

 

SKILL 6: LISTEN FOR WHO  AND  AND WHAT   WITH MULTIPLE NOUNS

He was given a present by his colleagues when he retired

 

FUNCTION LISTEN FOR EXPRESSION OF AGREEMENT   So

do I.  I.   I’ll say.  say.  

Isn’t Hasn’t he/ she/it itthough!) though! (Didn’t he/ Wasn’t she/  Me, too.  too.   You can say tthat hat again. again.     I couldn’t   You bet!   Who

agree with you more.

wouldn’t?   Neither do I.  I don’t either .

 

DISAGREEMENT 

I don’t think so  That’s not what I think I

can’t say I agree

I

couldn’t agree with you less  I’m afraid I don’t agree 

Probably not  Not necessarily  Not  I’m

really not so sure

 

LISTEN FOR EXPRESSION OF AGREEMENT  Woman

The university should make it easier for students to register for classes.

Man Narrator

I couldn’t agree with you more! How does th the m ma an feel a ab bout the woman’s idea?

(A) (B) (C) (D)

He completely disagrees with it. He doesn’t believe the university will accept it. He thinks it’s a good one. He wants more information about it.

 

Woman

The university should make it easier for students to register for classes.

Man

I couldn’t agree with you more!

Narrator

How does th the m ma an feel a ab bout the woman’s idea?

(A) He completely disagrees with it. (B) He doesn’t believe the university will accept it. (C) He thinks it’s a good one. (D) He wants more information about it.

 

Man Woman Narrator

I can’t understand why Arthur dropped his chemistry class. He was doing so well in it. Well, me neither, but he must have a good reason. What does the woman mean?

(A) She thinks Arthur Arthur wasn’t doing well in the class. (B) She’s not sure why Arthur dropped the class either. (C) She believes Arthur dropped the class for no reason. (D) She decided to drop the class too.

 

Man

I can’t understand why Arthur dropped his chemistry class. He was doing so

Woman

well it. neither , but he must have a W ell,inme good reason. What does the woman mean?

Narrator

(A) She thinks Arthur Arthur wasn’t doing well in the class. She’s s not sure why Arthur dropped the (B) She’ class either. (C) She believes Arthur dropped the class for no reason. (D) She decided to drop the class too.

 

Woman : I thought Cheryl’s photographs were tthe he best at the exhibit. Man

: I didn’t really see it that way

Narrator : What does the man mean?  A. He thought Cheryl’s Cheryl’s photos were the best. B. He didn’t look at Cheryl’s photos. C. He thought other photos were better than Cheryl’s. D. She didn’t go to the exhibit.

 

CONTRARY MEANINGS SKILL 14: LISTEN FOR WISHES

On the recording, you hear: (woman) It’s too bad that that you have to stay here and school break. I work reallyduring wish I the could go go with  with you and the others to Palm Springs. (narrator) What does the man mean?  (man)

In your test book, you read: (A) Maybe he will go with the t he others on the trip. (B) He is unable to go go on  on the trip. (C) He’s happy to be going on the trip. (D) He’s going on the trip, but not with the others.   others.

 

LISTEN FOR WISHES KEY INFORMATION ABOUT WISHES POINT

EXAMPLE

MEANING

An affirmative affirmative wish  wish implies a negative negative   reality.

I wish I had time to time to help.

= no time no help

A negative negative wish  wish implies an affirmative affirmative reality.  reality.

I wish I did not have = time to help  time to time  to help.

A past  tense  tense verb implies a present  a present   reality.

I wish he were were at  at home*

A past perfect  tense  tense verb implies a past  a past  

I wish he had been at been at

= is not at home = was not at home

home 

reality.   

(woman) : Did you enjoy the evening at the nightclub? (man) : I wish there had been a little more room on the dance floor. (narrator): What does the man mean? A. There was too much room on the dance floor. B. He enjoyed the room where they went dancing. C. The dance floor was too crowded. D. The club needed more rooms for dancing.

 

(woman) : Did you enjoy the evening at the nightclub? (man) : I wish there had been a been a little more room on the dance floor. (narrator): What does the man mean? A. There was too much room on the dance floor. B. He enjoyed the room where they went dancing. C. The dance floor was too crowded. D. The club needed more rooms for dancing.

 

SKILL 15: LISTEN FOR UNTRUE CONDITIONS   CONDITIONS Example On the recording, you hear: (man)  Do you think that you’ll you’ll be able to go to the

 party? (woman)    If I had time , I would go. (woman) (narrator)   What does the woman say about the party? (narrator) In your test book, you read:  Maybe she’ll go.  She has time, so she’ll go. 

She is going even if she doesn’t have time.



 

It s impossible to go.

LISTEN FOR UNTRUE CONDITIONS KEY INFORMATION ABOUT UNTRUE CONDITIONS  

Point

Example

Meaning

An affirmative affirmative wish  wish implies a negative negative reality.  reality.

If were home, sheshe could doatit.*

= not at home = at home

A negative negative wish  wish implies an If she weren’t at home, affirmative reality. affirmative  reality. she could do it.  A past  tense  tense verb implies a present  reality.  reality.

If I had money, I would buy it.

A past perfect  tense  tense verb

If I had had money, I would have bought

implies a past  a past  reality.  reality. 

it.

= do not have money = did not have money

Had can be used without if.

Had I had money, I would have bought

= did not have

 

(woman) : Did you sleep well last night? (man)

: If the alarm were not so loud, I would never have woken up.

(narrator) : What does the man mean? A. He did not sleep well. B. He never woke up this morning. C. The alarm failed to go off. D. He needed a loud alarm to wake up.

 

(woman) : Did you sleep well last night? (man)

: If the alarm were not so loud, I

would never have woken up. up. (narrator) : What does the man mean? A. He did not sleep well. B. He never woke up this morning. C. The alarm failed to go off. D. He needed a loud alarm to wake up.

 

(man)

: Do you take the bus to work everyday?

(wom (w oman an)) : If If I di didn dn’t ’t take take the the bus bus,, I don don’t ’t know how I would get there. (narrator): What does the woman mean? A. She never took the bus to work. B. She regularly takes the bus. C. She doesn’t know how to get to work. D. She gets lost on the bus.

 

(man)

: Do you take the bus to work every day?

(woman) : If I didn’t take the bus bus,, I don’t know how I would get there. (narrator): What does the woman mean? A. She never took the bus to work. B. She regularly takes the bus. C. She doesn’t know how to get to work.

D. She gets lost on the bus.  

IDIOMATIC IDIOMA TIC LANGUAG LANGUAGE E TWO-AND THREE-PART VERBS 

(man)

Did you have your history exam today? (wo (w oman) No, the pro roffessor put it off for another week. What does the woman say about the exam?  She would like to put it out  The professor canceled it.  It

of her mind.

was moved to another location.  It was delayed.

 

TWO-AND TWO-A ND TH THREE-P REE-PART ART VERBS

drop off   - decline gradually The hill dropped off  near  near the river . drop out - cease to participate After two laps, the runner dropped out.

 

TWO-AND TWO-A ND THREE-P THREE-PART ART VERBS Separable  Separable  The particles can be separated from the verb so that a noun and pronoun can be inserted add up (meaning: to add)  add)  up the  the total on her Correct: She Correct:  She added up calculator. up on  on her her calculator calculator.. Correct: She Correct:  She added it added it up

 

TWO-AND TWO-A ND THREE-P THREE-PART ART VERBS Inseparable The particles can't be separated from the verb.  get around (meaning: to evade) Correct: She always gets around the rules. Incorrect: She always gets the rules around  (This construction makes no sense in English.)

 

TWO-AND TWO-A ND THREE-P THREE-PART ART VERBS We have enough money to get by  for  for a few months; we won’t have a lot of extras, but we will survive.  A. decrease it B. manage C. advance D. throw away

 

TWO-AND TWO-A ND THREE-P THREE-PART ART VERBS She was sick for several weeks, but now she has started to get over it. A. recover from B. get revenge against C. stop it D. imply

 

TWO-AND TWO-A ND THREE-P THREE-PART ART VERBS He read the untrue stories about himself in the newspaper, but he tried not to react. He  just tried to brush it off .  A. investigate investigate B. not let it have an effect C. take care of  D. come and get

 

TWO-AND TWO-A ND THREE-P THREE-PART ART VERBS The brother always used to pick on his younger sister. sister. His favorite tricks were to pull her hair, tease her, or scare her. A. take care of  B. choose C. come and get D.  bother 

 

(man)

: The new neighbors have just moved in.

(wom (w oman an)) : May Maybe be we shou should ld call call on them them.. (narrator): According to the woman, what should they do? A. Phone their neighbors B. Call to their neighbors over the fence C. Help the neighbors move in

D. Visit their neighbors.  

(man)

: The new neighbors have just moved in.

(woman) : Maybe we should call on them. on them. (narrator): According to the woman, what should they do? A. Phone their neighbors B. Call to their neighbors over the fence C. Help the neighbors move in D. Visit their neighbors.

D. Visit their neighbors.  

IDIOMS (wo (w oman)

: Do you want to work on th the e biology experiment together?

(man)

: Two heads are better than one.

(nar (n arra rato tor) r) : W Wha hatt d doe oes s tthe he ma man n mea mean? n? A. The woman’s work is all in her head. B. The woman has to do two experiments rather than one. C. It’s a good idea to work together. D. The biology experiment concerns twoheaded animals.

 

IDIOMS (wo (w oman)

: Do you want to work on th the e biology experiment together?

(man)

one.. : Two heads are better than one

(nar (n arra rato tor) r) : W Wha hatt d doe oes s tthe he ma man n mea mean? n? A. The woman’s work is all in her head. woman has to do two experiments B. The rather than one. C. It’s a good idea to work together. D. The biology experiment concerns two-

headed animals.

LONG CONVERSATIONS

 

STRATEGIES STRA TEGIES FOR THE LONG CONVERSATIONS CONVERSATIONS

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If you have time, preview the answers to the questions. Listen carefully to the first line of the conversation . As you listen to the conversation, draw conclusions



about the situation of the conversation: who is talking, where the conversation takes place, or when it takes place. As you listen to the conversation, follow along with

 

 

the answers in your test book and try to determine the correct answers. You should guess even if you are a re not sure.   Use any remaining time to look ahead at the answers to the questions that follow. 

 

BEFORE LISTENING  SKILL SKIL L 18: ANTIC ANTICIP IPA ATE THE TOPICS

- Look briefly at the answers in the test book, before you actually hear the conversations on the recordi recording. ng.

- Try to determine the topics of the conversations that you will hear.

 

BEFORE LISTENING SKILL 19: ANTICIPATE THE QUESTIONS  Example

In your test book, you read:  (A) In the airport  (B) In the library  (C) In the dormitory  (D) In the travel agent’s office You try to anticipate the question: Where does the conversation probably take place?

 

WHILE LISTENING  SKILL 20: DETERMINE THE TOPIC Example: On the recording, you hear: (narrator)  Listen to the conversation conversation betw between een two studen students ts.. (man) You can’t believe what I just got! (woman)  I bet you got got that new ca carr you’ve always wanted. (man) Now (man)  Now,, how in the the world did you figure that that out? You think: The topic of conversation is the new car that the man just got.

 

WHILE LISTENING SKILL 21: DRAW DRAW CONCL CONCLUSI USIONS ONS ABOUT WHO, WHAT, WHEN, WHERE   Who

is talking?

 When

does the conversation probably take

 place?  Where

 place? 

does the conversation probably take

What is the source of information for the conversation?  

SKILL 21: DRAW CONCLUSIONS ABOUT WHO, WHAT, WHEN, WHERE  Example On the recording, you hear: (man) Why do you have so many books? (woman) I need them for my paper on George Washington. Do you know how I can check them out? (man) Yes, you should go downstairs to the circulation desk and fill out a card for each book.

You think:  Who is probably talking?  Where are they?

(two students) (in the library)

What co course ar are th they di discussing?

(Americ rican Hi History)

 

WHILE LISTENING SKILL 22: LISTEN FOR ANSWERS IN ORDER  You

can just listen to the conversation (and ignore the answers)

You

can follow along with the answers while you listen.

 

LONG TALKS  TALKS  STRATEGIES STRA TEGIES FOR T THE HE LON LONG GT TALKS ALKS   

 

If you have time, preview the answers to the questions. questions. Listen carefully to the first line of the talk. talk. As you listen to the talk, draw conclusions about the situation of the talk: who is talking, where or when the talk takes place, which course this lecture might be given in.  You  Y ou should guess even if you are not sure.  sure.  Use any remaining time to look ahead at the answers to the questions that follow. follow.

 

BEFORE LISTENING  SKILL 23: ANTICIPATE(A)THE TOPICS  Room assignments

biology laboratory  laboratory session (A) During a biology (B) In a biology study group

(B) Exam topics

(C) On the first the first day of class

(C) Reading assignments

(D) Just before the final exam

(D) The first lecture

(A) Once a week  (B) Two times a week  (C) Three times a week  (D) For fifteen hours (A) To do the first laboratory assignment (B) To take the first exam (C) To study the laboratory manual

(A) Exams and lab work  (B) Reading and writing assignments (C) Class participation and grades on examinations (D) Lecture and laboratory attendance

(D) To read one chapter of the text

 

  SKILL SKIL L 24: ANTICI ANTICIP PATE THE QUESTIONS 

Example

In your test book, you read: 

For three weeks



For three days

 

For three months For three hours

You try to anticipate the question:

 How long does (something) last?  

BEFORE LISTENING  SKILL 24: ANTICIPATE THE QUESTIONS

Question: ___________  (A)What What caused the Ring of Fire (A) (B)The volcanoes of the Ring of Fire (B)The (C)Hawaiian Hawaiian volcanoes (C) (D) (D)Different Different types of volcanoes

 

WHILE LISTENING SKILL 25: DETERMINE THE TOPIC  Example: On the recording, you hear:

(man) The major earthquake ear thquake that occurred east of Los Angeles in 1971 is still affecting the economy of the area today. today. You think: thin k: The topic of the talk is the effect of the 1971 earthquake on Los Angeles today.

 

WHILE LISTENING SKILL 26: DRAW CONCLUSIONS ABOUT WHO, WHAT WHAT, WHEN, WHEN, WHERE  WHERE    Who is

talking?

 When does

the talk probably take place?

 Where does

the talk probably take place?

 What  course  course  What  is  is

is the talk concerned with?

the source of information for the talk?  talk?  

 

(narr (na rrat ator or)) List Listen en tto o the the begin beginni ning ng o off Tal alk k 1, aand nd try to imagine the situation. (wom (w oman an)) Welco elcome me to Biol Biolog ogy y 101. 101. I’m Professor Martin, and this is your laboratory Peterfor Smith. This course meetsassistant, twice a week lecture and once a week for laboratory assignment. 1.

WHO IS PROBABLY TALKING?

2.

WHERE DOES THE TALK PROBABLY TAKE PLACE?

3.

WHEN DOES THE TALK PROBABLY TAKE PLACE?

4.

 

WHAT COURSE IS BEING DISCUSSED?

WHILE LISTENING SKILL 27: LISTEN FOR ANSWERS IN ORDER   There are two possible methods to use while

you listen to the talks.  You

can just listen to the talk (and ignore the answers).

 You

can follow along with the answers while  you listen.  listen. 

 

References Phillips, Deborah. 2001. Longman Complete Course for the TOEFL Test . New York:  Addison-Wesley  Addison-W esley Lon Longman, gman, Inc. Inc. and  Any sources sources from th the e internet and books