Tài liệu The complete guide to the toefl IBT reading part 1 pptx

The first section of the TOEFL® iBT tests your ability to read and answer questions about passages readings.. There is more information and practice about sentence addition questions in

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Q-= #10: LEARN TO FIGHT TEST ANXIETY

The TOEFL iBT and similar tests (such as SAT, ACT, GRE, and GMAT) are often called “high-stakes tests.” This means that a lot depends on these tests They can have a major influence on your plans for your education and career A little nervousness is normal If you were going to participate in a big athletic contest or give an important business presentation, you would feel the same way

There is an idiom in English that describes this nervous feeling quite well:

“butterflies in the stomach.” These “butterflies” will mostly fly away once the test starts And a little nervousness can actually help by making you more alert and focused However, too much nervousness can slow you down and cause you to make mistakes

If you begin to feel extremely anxious during the test, try taking a very short break—a “ten-second vacation.” Close your eyes or look away from the monitor, take your hand off the mouse, and lean back in your chair Take a few deep breaths, shake out your hands, roll your head on your neck, and relax Then get right back

to work (Don’t use this technique while you are listening to a lecture or giving a speaking response.)

A positive, confident attitude toward the exam can help you overcome anxiety Think of the TOEFL test not as a test of your knowledge or of you as a person but as

an intellectual challenge, a puzzle to be solved

SECTION

GUIDE TO READING

The first section of the TOEFL® iBT tests your ability to read and answer questions about passages (readings) It contains three passages, and each passage is followed

by twelve to fourteen questions for a total of thirty-nine questions The passages are generally from 600 to 700 words long You have sixty minutes in which to finish this section

Skills that are tested in this section include the abilities to scan for details

use context clues to understand the meaning of vocabulary draw inferences

recognize coherence understand how the author explains certain points understand why the author uses certain examples or mentions certain details recognize restatements (paraphrases) and sentence simplifications

distinguish between important ideas and minor ones analyze and categorize information in order to complete summaries and charts

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You can skip answers and come back to them later You can come back and change your answers at any time during the Reading testing period If you want, you can take notes about the passages while you are reading

THE PASSAGES

The passages are very similar to the type of material that you would find in an introductory undergraduate university textbook

The passages cover a wide range of topics, but in general can be classified as follows:

1, Science and technology, including astronomy, geology, chemistry, mathematics, physics, biology, medicine, and engineering

2 History, government, geography, and culture

3 Art, including literature, painting, sculpture, dance, drama, and architecture

4, Social science, including anthropology, economics, psychology, urban studies, and sociology

5 Biography and autobiography Some passages might be classified in more than one way For example, a biography might be about the life of a historical figure, an artist, or a scientist

Most of the context for the readings is North American (U.S or sometimes Canadian) However, you may also see some international contexts, especially from English-speaking countries such as the United Kingdom, Australia, and New Zealand

The passages are mainly expository In other words, they explain something

However, some passages may be narrative (telling the story of an event or a person)

or persuasive (arguing in favor of or against some point or issue) Passages may employ various patterns of organization and development: cause and effect, com- parison and contrast, definition, classification, and analysis

The vocabulary used in the Reading Section is sophisticated but not unrealisti- cally difficult Some specialized vocabulary is “glossed”—in other words, it is marked with a blue underline, and you can get a definition by clicking on the word

or phrase If there are words that you don’t know that are not glossed, sometimes you can guess the meaning from the context of the sentence And remember that it

is not necessary to understand every word in the passage in order to answer the questions correctly

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THE QUESTIONS

Multiple-Choice Questions

are eight main types as shown in the following chart The chart also shows you in which lesson in The Guide you will find more information and practice for this question type

Probable

why did

true, according to the author?

passage, or is not

mentioned in the passage

The author mentions all

of the following in the passage EXCEPT

continued

Probable number

passage

the author suggests that

person that is mentioned

?

omit important information or change the meaning of the original sentence in an important way.)

reference word refers to

Other Reading Questions

The last two questions in each set of questions have special directions

Sentence Addition Questions

The second-to-last question in each set of questions will generally be a sentence

addition question This type of question gives you a sentence that is not in the pas-

sage and asks you to put it into the passage Four black squares appear between

sentences of the paragraph You must click on one of these squares to put the new

sentence into the correct place in the paragraph

There is more information and practice about sentence addition questions in

Lesson 7

Complete-the-Summary and Complete-the-Chart Questions

The last question in each set of readings will be either a complete-the-summary or

a complete-the-chart question Complete-the-summary questions are worth two

points and complete-the-chart questions are worth three or four points (All the

other questions in the Reading Section are worth only one point.) You can get par-

tial credit if you answer some parts of these questions correctly

For complete-the-summary questions you are given six answer choices and

you must choose three of these to create a summary of the passage Incorrect

choices are only minor ideas or they are not mentioned in the passage

For complete-the-chart questions, you are given a number of answer choices

and you must put them in the proper category in a chart The answer choices will

be some important characteristic or example, and the categories will be major con-

cepts described in the passage You have to decide which of the answer choices is

related to which category and place it in the correct place in the chart Some of

these questions have six possible answers and five blanks in the chart These are

worth three points Some questions have nine possible answers and seven blanks

in the chart, and these are worth four points

There is more information and practice about complete-the-summary and

complete-the-chart questions in Lesson 8

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SPECIAL FEATURES

The Reading Section of the TOEFL iBT includes the following helpful features

Titles Passages in the Reading Section of the TOEFL iBT have titles The titles help you get

a quick, overall idea of what the passage is about

Illustrations, Maps, Charts, Drawings, and Pictures

On the TOEFL iBT, maps, charts, drawings, and photographs may be used to clarify points made in the passage and to make the passages seem more like authentic textbook material

Totem Poles

The Native Americans of Washington and

Oregon were not

totem pole makers,

but practically all the tribes from Vancouver Island northward practice their use The totem poles made by the Tlinglit tribe of southern Alaska are particularly large and expressive Huge and intriguing, these carv- ings of animal and human figures have

become the symbol of all Native American peoples of the north Pacific coast They serve

as family coats of arms depicting the history and legends of the household These carvings were found in front of almost every house in a Tlinglit village Undeniably the works of great

artisans, totem poles—made with only the sim- plest tools of stone, horn, and bone—were

only the more noticeable evidence of the woodcarvers’ skills Practically all possessions—

canoes, cooking boxes, house posts, masks,

and figures—could be considered a fine piece

of wood sculpture

Glossed Vocabulary

If the passage contains difficult idioms, topic-specific vocabulary (words that are usually used only to talk about the topic), or vocabulary that might be unfamiliar to a test-taker, this vocabulary will be glossed These words or phrase will be underlined

in blue If you click on the underlined vocabulary, you will get a short definition

There will probably not be more than two or three glossed expressions per passage

coat of arms: a special symbol of

a family, especially of the noble fami-

lies of Europe

Totem Poles The Native Americans of Washington and

Oregon were not

totem pole makers, but practically all the tribes from Vancouver Island northward practice their use The totem poles made by the Tlinglit tribe of southern Alaska are

particularly large and

expressive Huge and

intriguing, these carv- ings of animal and human figures have become the symbol of all Native American peoples of the north Pacific coast They serve

as family coats of arms depicting the history and legends of the household These carvings were found in front of almost every house in a Tlinglit village Undeniably the works of great artisans, totem poles—made with only the

simplest tools of stone, horn, and bone—were

only the more noticeable evidence of the woodcarvers’ skills Practically all possessions—

canoes, cooking boxes, house posts, masks,

and figures—could be considered fine pieces

of wood sculpture

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Highlights and Paragraph Markers

Arrows and

text will help you find parts of the passage and specific words or sentences that are asked about Most questions tell you the number of the paragraph where the information to answer a question comes from These para- graphs are not numbered in the TOEFL iBT (although they are numbered in this book) Instead, they are marked with an arrow (=>) that appears at the beginning of the paragraph when you are working on that question

According to the information in paragraph 1,

which of the following statements about

totem poles is NOT true?

© They were carved more carefully than

other Native American possessions

They were found in front of almost every

house in a Tlinglit village

They were used by more than one tribe

They consisted of carvings of both people

and animals

Paragraph 1 is marked with an

arrow ~>

Totem Poles

> The Native Americans of Washington and

Oregon were not totem pole makers, but practically all the tribes from Vancouver Island northward practice their use

The totem poles made by the Tlinglit tribe of southern Alaska are particularly large and expressive Huge and intriguing, these carvings of animal and human figures have become the symbol of all Native American peoples of the north Pacific coast

They serve as family coats of arms depicting the history and legends of the household

These carvings were found in front of almost every house in a Tlinglit village Undeniably the works of great artisans, totem poles—

made with only the simplest tools of stone, horn, and bone—were only the more notice- able evidence of the woodcarvers’ skills

Practically all possessions—canoes, cooking boxes, house posts, masks, and figures—could

be considered fine pieces of wood sculpture

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Words that you are asked about (especially in vocabulary and reference ques-

tions) are marked with

in meaning to

© shocking

© pleasing

@ fascinating

© puzzling

Totem Poles

The Native Americans of Washington and

Oregon were not

totem pole makers,

but practically all the tribes from Vancouver Island northward practice their use

The totem poles made by the Tlinglit tribe of southern Alaska are particularly large and expressive

Huge and intriguing these carvings of animal and human figures have become the symbol of all Native American peoples of the north Pacific coast

They serve as family coats of arms depicting the history and legends of the household

These carvings were found in front of almost every house in a Tlinglit village Undeniably the works of great artisans, totem poles—

made with only the simplest tools of stone, horn, and bone—were only the more notice- able evidence of the woodcarvers’ skills

Practically all possessions—canoes, cooking boxes, house posts, masks, and figures—could

be considered fine pieces of wood sculpture

Review Feature

This is one of the most useful features of the Internet-Based Test You operate the review feature by clicking on the button marked Review on the toolbar This allows you to see a list of all the questions (actually, the first line of each of the questions)

to see if you answered the question or skipped it You can use this feature at any time during the Reading Section It is especially important to use this when you have gone through the test and reached the final question You can then use the review feature to quickly locate the questions that you did not answer

Below is the list of questions in this section The status column shows if a question has been answered, not answered, or not yet seen The question you were looking at last is highlighted first when you enter Review

To review a specific question from the list, click on the question to highlight it, then click on Go

to Question at the top of the screen To sort the list by number or status, click on the column

heading When there are more questions than will fit on the screen, you can use the scroll bar to view the others

To leave review and return to where you were in the test, click on Return to Where I Was

it, and then click on the phrase Go to Question You may scroll down to see other questions

If you want to leave the review and return to the place where you were working

in the test, click on Return to Where I Was