Tài liệu Cracking the Toefl IBT 2009 edition part 57 ppt

But the main point I'm trying to make is, these laws were meant to get more money, more revenue, for the British government to pay for the French and Indian War, but the effect they had

W: Definitely That goes without saying Forty-five minutes a week isn't much time, but all three of my students have improved in the months we've worked together I's really inspiring,

M: Cool

W: So, anyway, sorry about dinner It sounds like fun, and if it were any other night—

M: Hey, | understand Have fun, and | guess I'll see you in class tomorrow morning

24 D_ This is the main idea of the conversation The other choices are not part of the conversation,

25 C This question asks you to listen again to the following part of the conversation and to determine what

the woman meant in part of it (highlighted below):

M: Tutoring? | can't imagine you needing help with a class

W: The tutoring I'm talking about is tutoring I'm doing for someone else—Though, now that you mention it, physics has been giving me more problems than usual this semester

‘The woman says “physics has been giving me more problems than usual this semester.” Here's why

the other choices are incorrect

+ And choice (A) isn’t correct because the only mention of physics is the general comment that the class is giving her problems; there's no specific mention about any particular

assignment

+ Choice (B) doesn’t make sense because she wouldn't have problems with physics ifshe

weren't taking it

+ She is not referring to the man, so eliminate choice (D)

26 A Here's the statement from the conversatis

he city’s trying to raise the standards for its math classes.” Here's why the other choices are incorrect

* Answer choice (B) is the opposite of what the woman states about the program; she says it doesn't have a lot of money

* Answer choice (C) doesn’t answer the question of “why” the program was started

* Answer choice (D) doesn’t work because there’s no mention that the university students initiated ot suggested the tutoring, just that they're doing it

27 D_ Here's the statement from the conversation: “ the city education department likes us We're good at

what we do, but we volunteer, so the program doesn't cost a lot ” Here's why the other choices are

incorrect

* Eliminate choices (A) and (C) because of the word most, which is an extreme word Re- member to avoid these

* Answer choice (B) is the opposite of what the woman says—she tutors at night

582 | Cracking the TOEFL i8T

28 B_ Here's the statement from the conversation: “ when I go co grad school, I'm going to have to start

teaching physics to students anyway I may as well get used to teaching ” Here's why the other

choices are incorrect

+ Answer choice (A) doesn’t make sense: ‘The woman is not being tutored; instead, she is

tutoring other students

+ The jobs mentioned in answers (C) and (D) are not mentioned by the woman She only

mentions her future teaching duties as a grad student

Listening 6

Here is a transcript of the lecture (Track 16 on the accompanying CD)

N: Listen to part of a lecture on events leading up to the American Revolution

P: Okay, while | think of it, on Tuesday, | was originally going to show you a documentary

film about a town in New England that was founded in the colonial period uh, but it

looks like we had a mix-up at the library, and they lent it out to someone, so | won't

be able to show it until Thursday's class So, instead of what | told you before, do the

readings over the weekend and be prepared to discuss them on Tuesday Hope that

doesn't inconvenience you

Okay, we're going to be talking about the American Revolution—what we often call the

Revolutionary War—and welll tak about two or three laws—the Sugar Act, the Currency Act, and the Stamp Act They were all enacted soon after the French and Indian War

ended in 1763 The British had won the war and, as a consequence, gained a lot of

territory, But there was a downside to their victory: The war had cost a lot of money So,

British Parliament looked for ways to make sure that trade money from the American

colonies came back to Britain, The increased money would help pay for the war The

way the British decided to get that money was to put taxes on certain purchases and to put limits on what kinds of goods the colonists could buy and sell, and that's where the

trouble started

The Sugar Act was passed in 1764 It was actually a revised version of an old tax on

sugar by-products like molasses, and it had two big effects One, Parliament lowered the tax on molasses but increased the tax on sugar and certain kinds of cloth, coffee, some wines, and fruits from the tropics Second, it made sure the taxes were collected—the

old tax on molasses hadn't been enforced very well Now, what this did was, mostly, it

made it more difficult for rich people—they were the ones buying the wines and tropical fruits and refined sugar, as you might imagine—to get things they wanted

Now, that same year, Parliament passed the Currency Act The colonists had to buy

most of their goods from home, from England; that took up most of their British currency

So, what happened, of course, was that when they wanted to trade with each other

within the colonies, they didn't have any money left over to use That gave them an

incentive to come up with their own paper currency Some was backed by—meaning, its value was based on—people's property It was useless for buying things from England, but it was very useful for workers with a little farmland who wanted to pay off their debts quickly They could use the paper notes and then try to earn back the real value in

produce from their farms What did the Currency Act do? It invalidated all these colonial

Answers and Explanations | 583

forms of paper currency The colonists were told they couldn't use them anymore So now you have the rich merchants, the traders, angered by the Sugar Act, and you have the laborers in debt who need to rely on paper money, and they'te angered by the

Curreney Act

Okay, so now the third law: the Stamp Act The Sugar Act put a tax on sugar, so you might think the Stamp Act put a tax on stamps, but that wasn't the idea, The idea was that there would now be a tax on all sorts of official documents the colonists used to get for free: marriage licenses, newspapers, even playing cards Well, these were the kinds

of things people needed for everyday life, so everyone—merchants and laborers alike—

was outraged

Now, I'm leaving out some things in the sequence of events—such as that the

British government adjusted some of the provisions of these laws when the colonists complained But the main point I'm trying to make is, these laws were meant to get more money, more revenue, for the British government to pay for the French and Indian War, but the effect they had on the colonists was to make them feel as if they were being pushed around by a bunch of people in Parliament on the other side of the ocean, Up until this point, the taxes in the colonies had been administered by local governments

in the colonies themselves For the first time, Britain not only imposed taxes on the colonists but showed that it would use force to collect them And this was the origin

of the famous slogan "Taxation Without Representation," and it stoked the movement among the colonists to be free of British rule

29 D_ Here's why the other choices are incorrect

* Answer choice (A) is not related to the main idea

* Choice (B) is far too broad

* No mention is made of choice (C)

30 D ‘This question asks you to listen again to the following part of the lecture:

P: Okay, while | think of it, on Tuesday, | was originally going to show you a documentary film about a town in New England that was founded in the colonial period uh, but it

looks like we had a mix-up at the library, and they lent it out to someone, so | won't

be able to show it until Thursday's class So instead of what | told you before, do the readings over the weekend and be prepared to discuss them on Tuesday Hope that

doesn't inconvenience you

“The other choices are not correct because they are not mentioned at all There's no further discussion

of the film excepe to say that it’s not available

31 A ‘This information is given in the professor's introduction: “They [the tax acts described in the rest of

the lecture] were all enacted soon after the French and Indian War ended in 1763 the war had cost a

lot of money.” Here’s why the other choices are incorrect

+ Answers (B) and (C) are related to the actual taxes, but they do not answer the question of

“why” the British needed money

* — Choice (D) is incorrect because there’s no mention of taxes in Britain, only in the Ameri- can colonies

584 | Cracking te TOEFLIBT

32 A&B

Here's why the other choices are incorrect

33 B Here's the statement in the lecture:

Choice (C) is a lite tricky because the lecture does say that the Sugar Act was “a revised version of an old tax on sugar by-products,” [emphasis added] and it does mention taxes on coffee and wines, but not that they were replaced; instead, it says the Sugar Act “increased the tax on sugar and coffee, some wines ” fagain, emphasis added.)

Of the choices, answer choice (D) is the best candidate for POE because it contradicts the main idea of the lecture, which is that there were too many taxes on the colonists,

1¢ colonists had to buy most of their goods from home, from

England; that took up most of their British currency.” Here's why the other choices are incorrect

Eliminate choice (A) because although the colonists did need more money to pay the higher Sugar Tax, this is not the reason they developed their own paper currency; instead, the reason is that “they wanted to trade with each other within the colonies, fand] they didn't have any money [ie., British curtency] left over to use, ‘That gave them an incentive

to come up with their own paper currency.”

Eliminate choice (C) because it is extreme

‘There is no mention of answer choice (D) in the lecture

34 C Here's why the other choices are incorrect

“Answer choice (A) is wrong because newspapers are mentioned, but only because the Stamp Act taxed them and other “official documents’; reading them isn't mentioned at all

Also, eliminate answer choice (B) because the war was mentioned in a different part of the

lecture

Answer choice (D) refers to the wrong act, so eliminate it

‘Answers and Explanations

THE SPEAKING SECTION: SAMPLE RESPONSES

Compare your responses with the samples below All the samples are of high-scoring responses Try to copy the style and structure of the sample responses

Speaking 1

Describe an academic subject that interests you, and explain why you find the subject interesting, Include details and examples to support your explanation

Here's one way you could have answered this question

One of my favorite subjects is biology | find It interesting for

State personal preference many reasons

Reason #1 The first reason | find biology interesting is that | enjoy working

with living things

Specific detail for reason #1 | 9tudyina bioloay gives me the opportunity to work with plant,

insects, and different kinds of animals

Reason #2 ‘Another reason | find biology interesting is the strange facts |

have discovered,

Specific detail for reason #2” Í For example, there are some animals that have no mouths and

some that live for only one day

Finally, | find biology interesting because | will need it for my

Reston'fs, future career

Specific detail for reason #3 | hope one day to be a doctor, and biology will be very useful to

mẹ

Speaking 2

Narrator: Some universities have large, lecture-based classes while others have smaller,

discussion-based classes Which do think is better and why? Include details and reasons to support your position

Here's one way you could have answered this question,

586 | Cracking the TOEFL iBT

State option | believe that emall classes are better than larger ones

— | think it ie important for students to be able to talk about

ideas

gsdea IF you are in a large class, you will not be heard and will not be

Specific detallforreaton #1 | atta to interact with the teacher

‘Aico, a small clase is better because the student will get to

; The etudent will have a better experience if he or she knows the

Specific decall fe reason: #2 professor well The student will get more out of the class

Reason #3 Finally, | prefer mall classes because they are more interesting,

]— It is easy to become distracted or lost during a lecture But

Specific detail foressoa#3, | ving a talk; you are more inWved

Speaking 3

Here is a transcript of the passage (Track 17 on the accompanying CD)

Narrator Now read the passage about birds of prey You have 45 seconds to read the

passage Begin reading now

Birds of Prey Many people assume that raptor is the word properly used to designate all birds of prey In

fact, raptors are a group with three basic traits that many flesh-eating birds do not share

First, a raptor has strong feet and claws that it uses to capture prey Second, a raptor has

well-developed eyesight This facilitates hunting from the air Finally, a raptor has a hooked or curved beak for tearing flesh

NN: Now listen to part of a lecture on this topic given in a biology class

P There are two bird species found in our local area that | think do a good job of

exemplifying the range of ways birds of prey can adapt One is the bald eagle, and the other is the great blue heron They both feed largely on fish, and they're both

large But the more closely you observe them, the more the differences show

The bald eagle is always on the lookout for dead fish at the side of a river or lake or for fish that it can grab from close to the surface of the water That's because it has very sharp eyesight and strong talons It can swoop down, grab a fish in its claws,

and start eating it midair Its beak curves; it has sort of a hook at the end so it can

start pulling food into its mouth

The great blue heron might eat those same fish, but it would have to go about it

differently The heron does have good eyesight—it'd be hard to see prey otherwise, right? But its claws aren't as strong as the eagle's, so it usually attacks by diving into

Answers and Explanations | 587

the water headfirst The heron has a long, straight beak that it can use either like a spear to impale a fish or like tongs to grab it

'N: The professor discussed the characteristics of two kinds of birds of prey On the basis of these characteristics, explain whether either bird would be categorized as

a raptor

Here’s one way you could have answered this question

According to the reading, a raptor has several characteristics The Main response eagle is a raptor but the heron isn't

Characteristic #1 from First, a raptor hae claws on ite feet It uses ite claws to capture

The eagle mentioned in the lecture has these types of claws How-

ever, the heron uses its beak to capture food

Detail #1 from lecture

Characteristic #2 from | Another quality of the raptor is strong eyesight Its eyesight helps

Detail #2 from lecture | T# Professor said that the eagle has strong eyesight The heron

does as well

Characteristic #3 from

lang The last thing about a raptor is a hooked beak

Detail #3 from lecture The eagle has this, but the heron doesn't

Speaking 4

Here isa transcript of the discussion (Track 18 on the accompanying CD)

N: The College of Arts and Sciences at Eastern University has decided to add a senior project to its existing graduation requirements The campus newspaper printed the following report about the announcement of the new requirement You have 45 seconds

to read the report Begin reading now

The College of Arts and Sciences has announced that it will require students to write a senior thesis to qualify for graduation, beginning with students who enter the university this coming fall The senior thesis is currently an option in all departments Specific criteria have not yet been released by the dean, but they are expected to define the thesis as a year-long research project, undertaken with the guidance of a faculty advisor, that results in a paper of at least 50 pages or the equivalent

N: Now listen to two students as they discuss the report

W: Wow, look at this The dean seems to be serious about tightening graduation

fequirements—they'll be forcing students to write a senior thesis in order to graduate

588 | Cracking the TOEFL i8T

M: Yeah, you know, | read that at breakfast It seems a little weird

W: Weird? Haven't you seen all those reports about how graduates with poor writing skills

are having trouble finding jobs? Companies don't want to hire them

M: Uh-huh,

W: And the ones that want to apply to graduate school—if they can't write, they can’t

present their research ideas effectively in their essays

M: \ guess I'm more thinking about the science people—biology, physics | mean, it seems

strange to give them this big paper to do

W: Maybe On the other hand, the paper—see here?—it says you have to write a paper “or equivalent.” So presumably, you can do a project that ends up as a lot of data and stuff maybe make it a presentation instead of a paper But even so, | mean, don't biologists

have to learn how to write up their research in order to get it published? It seems to me

that having a writing requirement is long overdue

NN: The woman explains her opinion of the announcement made by the College of Arts and Sciences State her opinion, and explain the reasons she gives for holding that opinion

Here's how you could have answered this question,

State opinion The woman states that the senior thesis is a good idea

‘She thinks this ie a good idea because students should know how

to write

Reason #1

The woman says that companies don't want to hire people who are

Detail eee for reason #1 bad writers

The woman also agrees with the idea because of graduate

‘According to the woman, students need to write well in order to

il fe #

Decal forsensga $2 succeed in graduate school

Speaking 5

Here isa transcript of the conversa

n (Track 19 on the accompanying CD)

NN: Now listen to a conversation between two students

W: The walls of my dorm room are so thin, | can hear everything my neighbors do

M: Oh yeah, you live in one of the newer dorms, huh?

‘Answers and Explanations | 588

Yup Their voices and music come right through, even when they're trying to be quiet | really can't study there anymore

Well, it's the middle of the semester, and the housing office has some odd rooms no one’s in, They'll let you move if you ask

| guess It'd be a big project

Yeah, but if it's affecting your ability to study There must be somewhere quieter than

your room now

W Right

N:

Or what about studying at a quiet place in the library?

| know a lot of people do that I've just always studied in my room because it’s more

convenient than dragging all my textbooks and notes and things across campus

Sure, but you also don't have your TV and stereo with you | find it much less easy to get

distracted when | use the library

| can see that

Right? | find my work gets done much faster—and | remember what I've read better—

when | study in the library And the lighting’s probably better for your eyes than the lamp

in your room

The speakers discuss two possible solutions for the woman's problem Describe the

problem Then state which of the two solutions you prefer, and explain why

Here's how you may have answered this question,

State the problem ‘The problem is that it is too loud in the student's room to study State the solutions The friend offers two solutions One is to move, and the other is to

study in the library

State your preference | think the best option would be to study in the library

Reason #1 The library is a good place to study because it is quiet

Detail for reason #1 The student will not have to worry about music or loud conversa- tions at the library

Reason #2 | also think the library is better because the student won't be die

tracted there

Detail for reason #2 It is very easy to focus on work when at the library

590 | Cracking the TOEFLBT

Speaking 6

Here is the transcript of the lecture (Track 20 on the accompanying CD)

NN: Now listen to part of a lecture in a history class

P: The discovery of copper was a great advance for civilization, but no one is quite sure

how it happened Of course, in nature, metal like copper is usually buried in rock Early humans must have accidentally discovered that heating the rock melted the metal and

released it There are two interesting ways that might have happened

One relates to the use of primitive campfires Once humans figured out how to control

fire for light and heat, they knew that they needed to keep their fires confined One of the ways they did this was to take stones and cover the fire with them partially That kept the fire enclosed, and it also made sure it didn't burn too fast and use up the fuel Now, what

do you think might have happened? Some of those stones contained copper, and before the fire died down, it was hot enough to melt the copper out of the stones When people went back to the fire after it had burned out, they discovered small pieces of shiny metal that had melted out and cooled

There's a second possibility that relates to pottery Early humans discovered how to

make pottery before they learned how to use copper Of course, to make pottery, you

have to bake it in an oven, right? Well, some societies got into the habit of decorating

their containers with colored stones before baking them One of those stones is

a mineral called malachite, and malachite contains that's right: copper The hot

temperature inside the oven released the copper metal from the other ingredients When the people took their pottery out of the oven, they found pieces of copper at the bottom

NN: Using points and examples from the talk, explain the two possible ways early humans

discovered how to use fire to release copper from solid rock

Here's how you may have answered this question,

The professor states that it was an accident that humans discovered copper

State main idea

Reason #1 Humans may have discovered copper by using campfires

Copper is stuck inside rocks, and people used rocks to contain their

Detail for reason #1 fires

Link between reason | If the fire was hot enough, the people would have noticed pieces of cop-|

#1 and main idea per in their fires,

Reason #2 ‘Another way people could have discovered copper was through pottery

Detail for reason #2 | Sometimes the people put stones in the oven with the pottery

Link between reason | The heat caused the copper to melt and come out, and the people could

‘Answers and Explanations 591