You see the question: Match the period of music to the type of music that was featured during that period.. Renaissance Baroque Classical In the discussion, the students me
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In the discussion, the students state that first, the main engines and the boosters work together to lift the shuttle off the ground, that the boosters separate from the shuttle and parachute back to Earth, that the main engines power the shuttle until it 1s almost at orbital velocity, and that the smaller engines push the shuttle into orbit From this, it can be determined that first the main engines and boosters lift the shuttle, next the boosters separate and parachute to Earth, then the main engines put the shuttle almost into orbit, and finally the smaller engines push the shuttle into orbit
Now look at an example of a part of a lecture with both classification and chronological organization, followed by both a matching question and an ordering question
Example 3 from the Computer TOEFL® Test _ ,
On the computer, you hear:
(narrator) Listen to a part of a discussion by a group of students taking
a music class The discussion is on early periods of music
(woman 1) There are four periods of music that we need to be familiar
with The first period was the Medieval period, from 1100 to
1300 The Medieval period was the period when organized instrumental music began
(man) And after the Medieval period was the Renaissance period,
which was the age of polyphonic church music This period lasted for 300 years
(woman 2) So the Renaissance period lasted from 1300 to 1600 Then
which period was next?
(woman 1) After the Renaissance period there was the Baroque period
from 1600 to 1750, followed by the Classical period from
1750 to 1850
(man) And what type of music was featured in each of these
periods?
(woman 1) The Baroque period featured the beginnings of opera and
oratorio
(woman 2) And the Classical period was the age of symphonies and
concertos
You think:
This passage presents types or classifications of music in
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You see the question:
The students discuss a number of periods of music Put the periods of music into the order in which they occurred
Click on a phrase Then click on the space where it _
belongs Use each phrase one time only
Baroque period Renaissance period Classical period Medieval period
1
2
In the discussion, the students mention the Medieval period, from 1100 to 1300, the Renaissance
period, which lasted from 1300 to 1600, the Baroque period from 1600 to 1750, and the Classical
period from 1750 to 1850 From this, it can be determined that first there was the Medieval
period, then the Renaissance period, next the Baroque period, and finally the Classical
period
You see the question:
Match the period of music to the type of music that was featured during that period
Renaissance Baroque Classical
In the discussion, the students mention the Renaissance period, which was the age of polyphonic
church music, and state that the Baroque period featured the beginnings of opera and that the Clas-
sical period was the age of symphonies From this, it can be determined that the Renaissance
period featured church music, the Baroque period featured opera, and the Classical
period featured symphonies
Trang 3EXERCISE 29: Listen to each academic discussion, and try to determine how the informa-
tion in the passage is organized
1 a What type of organization is used in the first passage?
© classification
© ordering (process or chronology)
©) both classification and ordering
b What are the main points in the organization?
2 a What type of organization is used in the second passage?
C) classification
©) ordering (process or chronology)
© both classification and ordering
b What are the main points in the organization?
3 a What type of organization is used in the third passage?
© classification
©) ordering (process or chronology)
©) both classification and ordering
b What are the main points in the organization?
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TOEFL EXERCISE 29: Listen to each passage, and answer the questions that accompany it
Juestions 1-2
r
.isten to a discussion by a group of students taking a meteorology class The discussion is on
he formation of hail
‡
t
In the discussion, the students explain the initial stages in
the formation of a hailstone from a drop of water
Summarize the process by putting the steps in order
Click on a sentence Then click on th
it belongs Use each sentence one ti
It picks up water
It falls within the cloud
It rises within a cloud
It freezes for the first time
1
In the discussion, the students explain how a hailstone
hits the earth Summarize the process by putting the
steps in order
Click ona sentence Then
it belongs Use each sente
It becomes too heavy
It falls to the ground
It rises and falls repeatedly in the cloud
It adds new layers of ice
1
2
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Questions 3-5
Listen to a discussion in a physiology class ‘The discussion is on types of fractures
3 How many breaks in the bone are there in each of these fractures?
Click on a phrase Then click on the empty box in the correct column Use each phrase only once
fracture fracture fracture
One break Two breaks Numerous breaks
4 Howis each of these fractures described?
Click on a phrase Then click on the empty box in
the correct column Use each phrase only once —_
compound simple greenstick fracture fracture fracture
Complete fracture Partial Complete fracture with no broken skin fracture with broken skin
5 How serious is each of these fractures?
Click on a phrase Then click on the empty box in
the correct column Use each phrase only once
Less serious Serious More serious
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Questions 6—7
Listen to a discussion by a group of students taking a law class The students are discussing
Clarence Darrow
6 With what event was each of the defendants associated?
Click on a name Then click on the empty boxin
the correct column Use each expression only once :
John Scopes Loeb and Leopold Eugene Debs
Pullman strike Evolution in the
classroom Murder trial
7 Ahistorical series of events in the life of Clarence Darrow is presented in the discussion Put
the events in the correct chronological order
Click on a sentence Then click on th
it belongs Use each sentence one time
He arbitrated a coal strike
He defended the murderers of a teenager
He took part in the Monkey Trial
He defended the railway union president
1
2
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SKILL 30: LISTEN FOR DIRECT AND INDIRECT DETAILS
As you listen to each academic discussion in Part B of the computer TOEFL test, you should focus on the details from the passage and indirect information that can be inferred from these details because questions about direct and indirect details quite commonly accompany the academic discussions Multiple-choice questions are used to test direct and indirect details, and these multiple-choice questions may have one correct answer or two correct answers Look at an example of a part of an academic discussion, followed by a multiple-choice question about a direct detail This question has one correct answer
Example from the Computer TOEFL® Test_,
On the computer, you hear:
(narrator) Listen to a part of a discussion by a group of students taking
an astronomy class The discussion is on our galaxy
(man1) _ .And how large is our galaxy, do you know?
(woman) I believe the text said that our galaxy has a radius of 35,000
light years
(man 2) Then that would be a diameter of 70,000 light years
(man 1) And where is our sun positioned in the galaxy?
(woman) Our sun is orbiting at an average distance of 29,000 light
years from the center of the galaxy
You think:
This passage gives direct and indirect details about our sun and our galaxy
You see the question and the answers:
How wide is our galaxy?
©) 29,700 light years
©) 35,000 light years
© 54,400 light years
©) 70,000 light years
In the discussion, the speakers state that our galaxy has a radius of 35,000 light years, which is
a diameter of 70,000 light years This means that our galaxy is 70,000 light years wide, so the last answer is the best answer to this question
Now look at an example of a multiple-choice question about a direct detail This ques- tion has two correct answers
You see the question:
What is stated about our sun?
Click on 2 answers
[] It orbits around the center of the galaxy
L] Tt has a diameter of 35,000 light years
[J Itis just under 30,000 light years from the center of the galaxy
L] Ithas a radius of 29,000 light years
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In the discussion, the woman states that our sun is orbiting at an average distance of 29,000
light years from the center of the galaxy This means that our sun orbits around the center of the
galaxy and that it is just under 30,000 light years from the center The first and third answers are
therefore the best answers to this question
Now look at an example of a multiple-choice question about an indirect detail This
question has one correct answer
You see the question:
What can be inferred about our sun?
© It is close to the center of our galaxy
© It moves erratically throughout the galaxy
© Itis almost as large as our galaxy
© Itisin the outer portion of our galaxy
In the discussion, the speakers state that our galaxy has a radius of 35,000 light years and that
our sun is orbiting at an average distance of 29,000 light years from the center From this, it can be
inferred that our sun is in the outer portion of our galaxy The last answer is therefore the best
answer to this question
EXERCISE 30: Listen to each academic discussion, and try to focus on the direct and indi-
rect details in the passage
1 What are some of the direct details in the first passage?
a About when the performance is:
b About the characters they are playing:
c About the scene they are performing:
What are some of the indirect details that can be inferred from the passage?
d About how familiar they are with their lines:
e About what they will do next:
2 What are some of the direct details in the second passage?
a About how iron pyrite is like gold:
b About the composition of iron pyrite:
c About the reaction of iron pyrite to heat:
d About the derivation of the word pynite
What are some of the indirect details that can be inferred from the passage?
e About the people who mistook iron pyrite for gold:
f About the reaction of gold to heat:
g About the use of gold to create fires:
Trang 93 What are some of the direct details in the third passage?
a About who named California:
b About where the name California first appeared:
c About what the fictional California was like:
d About the inhabitants of the fictional California:
What are some of the indirect details that can be inferred from the passage?
e About when California was named:
f About the real land of California:
TOEFL EXERCISE 30: Listen to each passage, and answer the questions that accompany it
Questions 1-5
Listen to a discussion by some students who
are taking a drama class They are discussing
their class project on the play Our Town
1 When is the students’ performance?
© In three days
©) In ten days
©) Ina few weeks
C> In three months
Which of these is not a character in the
scene?
©) Emily
©) George
Cc) Thornton Wilder
© The Stage Manager
It is most likely that the students are how
familiar with their lines?
©) They haven’t even looked at their
lines
©) They have read over their lines
©) They have each memorized their
own lines
©) They have each memorized
everyone’s lines
4 What is stated about the scene?
L] It takes place before a wedding
L] It takes place during a wedding
L] George and Emily are getting
married
L] George and Emily are wedding guests
What are the students probably going to discuss next?
L] Other plays
[_] Costumes
[_] Characters
L] Props
Trang 10Questions 6—12
Listen to a discussion about a geology class
The students are discussing iron pyrite
6 In what way is iron pyrite similar to gold?
C Ð In color
©) In shape
©) In composition
C> In reaction to heat
7 Itis implied in the discussion that what
type of people thought iron pyrite was
gold?
©) Adventurous people
©) Foolish people
©) Wealthy people
©) Practical people
8 What is iron pyrite composed of?
Click on 2 answers
LÌ Gold
L] Sulfur
L] Pyrite
L] Iron
9 How does iron pyrite react to heat?
Click on 2 answers |
L] It creates smoke
L] It emits a bad smell
L] It becomes golden
L] It develops a shine
10 How does gold most likely react to heat?
©) It develops a cubical shape
© It smokes and smells
© It does not have a strong reaction
©) It turns into iron pyrite
11 Where did the word pynte come from?
©) From a Latin word meaning “gold.”
©) From a Latin word meaning “far.”
©) From a Greek word meaning “iron.”
©) From a Greek word meaning “fire.”
12 What can be inferred from the discussion
about gold in ancient cultures?
Cc) It was not mined
C > It was not used to start fires
©) It was valued less than iron pyrite
©) It was called fool’s gold
Questions 13-18
Listen to a discussion in a history class The discussion is on the history behind the name California
13 Who gave the area of North America
known as California its name?
©) An explorer C> An Amazon
©) A knight
©) The son of a knight
14 In which of these years was the area of North America known as California most likely given its name?
C> In 1435
C)> In 1535 C> In 1635
C> In 1735
15 How was the name California first used?
©) As the name of a fictional place Cc) As the name of an Amazon tribe
©) As the name of an explorer’s ship
©) As the name of a knight’s son
16 What was the fictional California like?
Click on 2 answers
[] It was in the Americas
[] It was an island
[] It was full of explorers
L] It had lots of gold