Tài liệu Delta''''s key to the toefl test part docx

We also needed to determine what teachers of TOEFL Test of English as a Foreign Language preparation courses really wanted.. It was essential to have a course that treated the new comput

DELTA’

Key to the

TOEFL

TEST

by

Nancy Gallagher

TOEFL materials are reprinted by permission of Educational Testing Service,

the copyright owner However, the test questions and any other testing

information are provided in their entirety by Delta Publishing Company

No endorsement by Educational Testing Service should be inferred

/X\Dpưna PUBLISHING COMPANY

Copyright © 1999 by DELTA PUBLISHING COMPANY

-_ Revised January, 2000

All rights reserved No part of this publication may be reproduced or transmitted in any form or by any

means, electronic or mechanical, including photocopying, recording, or any information storage and retrieval

system, without permission in writing from the publisher

Requests for permission to make copies of any part of the work should be sent to:

DELTA PUBLISHING COMPANY

A Divison of DeLta Systems Co., INC

1400 Miller Parkway

McHenry, IL 60050 USA

(800) 323-8270 or (815) 363-3582

www.delta-systems.com

Copy Editor: Patricia Brenner Page Layout & Design: Linda Bruell

Artwork Provided By: Kathy Combs and Damon Taylor

Printed in the United States of America

10987

1-887744-60-6 Textbook only

1-887744-52-5 Textbook with CD-ROM

Acknowledgments

I would like to thank the following people for their contributions:

Patricia Brenner, for her editorial expertise, understanding of the student perspective, and

generosity with yellow stickies

Jay Kenney, for his direction, narration, and editing of the audiotapes and for allowing the cameos

Linda Bruell, for her superhuman patience in managing the ten thousand details of page design

Bob Longman, for his uncanny ability to untangle any computer problem

Chris Hall, for her input on what TOEFL teachers really want

All of the teachers and program directors who responded to our surveys, for their practical

suggestions

Delight Willing, for her confidence in me

Kelly Stapleton, for her friendship at the times it mattered

DELTA’S KEY TO THE TOEFL® Test ill

INTKODUCTION QQQ Q0 Q 0Q ng ng nu 1

00840 8n ằeằeằằ7ằẮằeằ<a qaãaaa ằ 1

How to USE THIS BOOK cece cece nce een tenet n tense nee kg ng nu tà tk tt rau 2

0/2020 l4 Ntaaiiaaiaaaajj ent eenenntbntentenbes 4

Proarese Charte and Conversion TaP|@6 cQ Q Q Q HH ng n ng kg tt kg rào &

QUICK DIAGNOSTIC TEST 17

SECTION 1— LISTENING ccccccc 29

The faper-Öa6ed T@6E Q0 QQ QQ Q ng HQ eens nese ee eneentenneeneennennens 29

The Computer-Based Test 0 ccc cece cece teen e cent ees euneneeeneuntensentputens 29

Listening Skills on the Test ccc cece cent e nee e etn eeneenteeseuntenetnepas 30

Overview Of ThiS SECTION ieee c cence cence eee e nea seeeusrebnennenernenenss ới

Part A — Short Convereations TY Ho Ho ĐH g4 Ho Ho HH ko Ko Ko kh kh hà 32

Questions on the Paper Test occ ccc cece eee ence teen see ensvacnenntbtentntns 2

Questions on the Computer Testo cece cece etn e reer eusvecuseaeneeneetenentns 32

22712) 028408 8e na bBÖĐằ—— c 34

1 20/0505) A 2, ra 36

1.2 Liøtenina for lảiome "— ẶẮ- 4

(0,155 2n ẻ ẽnẽẽn<add (da 49

1.5 Lietening for Conditionale, Causativee, and Moảdals 51

1.4 Listening for Negative ExpresgionS 000s ccc ccc e cece tune ves eneeensuneas 56

15 Listening for Time, Quantity, and CompAri20n6 cu cu Ø

1.6 Understanding Intonation 0 ccc cece cence nett eee recevaeeeecennnees 66

Quiz 2-ASCHrOUGH AG oo ccc cece cen e ene nee e nent eben eeueesenentenennenes 70

1.7 Listening for Implications by the Speakers cece cece c cnet eevee ncnenas 72

1.8 Makina Inferences about Feople —— tk va 77

1.9 Making Inferences about CONt@XẨ, QQ Q Q LH ng HH nu vn hà va ĐI

Quiz ð — 1.7 throudh 1.Ö Q QQ Q ng HH ng HH TH n HC ĐK ĐK ko tt gà n nt cà 84

Quiz 4-11 DHrOUgH 1D oo ccc cence cence tent e seen ens enenenaenetntntenenss 86

Part Ö/C — Longer Conversatione and TalK6 ee seteneesenensenes 9ô

Question Types on the Paper Test ccc cece cence ence tee ve eesnaeesensntenenes 9ô

Question Types on the Computer Test cece cece ene n ete ee eens venenenensurnes 90

Strategies for Part B/C ¬¬ ĐĐ 97

110 Identifying the Topic and Main 1deaS oo ccc cece cee e sense nceuneuaeuas 98

1.1 Comprehending Detall6 LH HQ ng HH HH HH nu ky 101

Quiz 5—11O through 1.Ï1 ng ng ng ng ng ng HH n k n Đ n kg tk tk sa 107

1.12 Matching Worde and Ca@4OFi@6 ng ng HH HH nu v 109

113 Sequencing Events in a ProceSS 1 ek ect eccee eee et eevee euaeeensenas 112

Quiz G- 110 through 113 cece cece ence renee een eceeseeeeneetnentennes 15

1.14 Determining KeA60n6 cung nu TH g n Đ kg ng kh ĐH ta 117

1.15 Making Inferences and PredictionS 0 ccc cece ccc eee unc cenesvuneeuneeeuns 121

l6) an a2 án 2n ra _raraaaaaaaa4 125

Quiz — 11Ó throudh 1ÏÕ uc Q Q Q HQ ng ng H ng HH kg nu kg bà vào ¬= 127

Listening Comprehension Review Test 0 ccc cece cece nese ne eeneetveseuseeenseunnes 130

DELTA’S KEY TO THE TOEFL® Test

CONTENTS

SECTION 2— STRUCTURE cece ccc ce cence eens eee e eee eeenes 137

The Paper-Based Test ằẮẽ — 137

Queøtion Typee on the Ÿaper T@ØE nh nh hình hinh hinh nh hàn hinh kê hàn hở 137

H12 m 0 2“ 15ô

Question Types on the Computer Test» ss cece cee ence en aees " — 138

©trategles for the Structure Ô@0VỈ0H uc nh nh nh nh nh nhìn nh hi hôn 140

Grammar Categories On ThE TES ccc cece nee tence nee eee eee nent ten aneaas 141

Overview of THIS SECTION ccc ccc cee tee cent eee rene n nee e nent ee ennneeenes 142

21 Checking Subjects arid ObjecE6 nh nh nh nh nh nà 143

22 2210780122250 TT 149

2.5 27.2.8041.) “6 ẽäx 153

24 Checking Articles nh 6e e nae 160

20,562,202 hé 167

25 Checkina Verbs and AuxÌÌÏArl86 ác nh nh HH nh kinh kho 169

2.6 RECOGNIZING PASSIVES 6 ec ence eee nee een ee ree EEE EE EES 177

Quiz 2 — 2.5 throuah 2.Õ cece eee eee ee eee nh nh Bì in bàn hộ Hy hàn ti tin nở 184

2.7 Checking Infinitives anid Gerunds cece cece eee nen tenn e ene n ne ennaes 166

26 Recognizing Main and Subordinate CÌau986 HH nh nhe 194

Quiz 5 — 2.7 through 2.Ð HH HH n HH HH nee een BH in tin ni ki Kon thế 200

Quiz 4 — 2.1 throuah 2.Ö uc HH ho ¬ bene eee enna eee eenees 202

29 Recognizing Noun Clauss eee eee ee ene e enn n ena enns 205

210 Recognlizina Adjective Clauses and Phra686 HH nh hen 211

Quiz 5-29 through 210 cece HH HH nh HH HH nh HH nh bộ ern EEE EERE EES 219

2 Recognizing Adverb Clauses and Phra966 HH he he 221

212 Recognizina ConditionAl9 HH HH nh nh nh kh nnn nan 227

213 Recognizing Inverted Subjects and VerDø HH HH nh h th nở 255

Quiz ô — 2.11 through 2ÌÕ HH HH HH HH HH Hình nh nh Bi kì ko hi Hi Bộ ti Ki ti tên 238

214 Checkina Ôubject-Verb A@reðm@HV HH nh nh nh nh kh nh nh kế 240

215 Checking Pronoun Agreement 6 cece cece cee eee nn eee nee een n nen eeenas 248

Quiz 7— 244 through 215 6 hố ằ.ằ.ằằẮẮẮẮ ee 254

Quiz Ô — 2.1 throuah 2.ÏÖ HH HH nh HH nh kh hề in hi nàn in khi hộ kh tà 256

216 — Checkina Adjective Word Ôrder nh nh nhì Hinh nh Bà 259

217 — Checkina Farticipial AAj8GEW@6 Ặ HH HH nh HH nhìn nh hình 264

218 — Checkina Negative Modlfier6 co HH nh nh ninh nh tà 268

219 Checking Equatives, Comparatives, and Superlatives sees cece ences een e es 273

Quiz 9— 2.16 through 219 cece cee ee ee ene een eee E nee ES 279

2.20 Checking ConjunctionS ccc ence e eee ene n enn ene een nee sence nn ennaee 201

2.21 Checking Prepositions 287

Quiz 1O — 2.20 throuah 2.2I eee HH nh nh HH n nh Hi kh nh hi tàn hi KỊ 295

Quiz 1 — 2/257:3): 02270 7h Ẳẻ.ẻ 297

2.22 Checkina Word Form dc HH nh HH nh nh nh nh Bộ ki Km nh in hình tớ 300

223 Checkina Word Choice - Hình nh hình nh HH hinh hàn tà 306

2.24 Recognizing Redundancy 0 cee HH nh nhìn hn nìn ki Hinh kh tin 314

Quiz 12 — 2.22 through 2.24 HH HH HH HH HH nh hàn nh tà tin ti ti th 318

_ 2.25 Kecoanizina Parallel StructUre cu HH nh nh nh nh Hà kh hit 320

Quiz 13 — 2.22 through 2.25 ccc ccc teen tee enn nen ene E ES 326

Qulz 14 — 2.16 throuah 2./25 cu ng nh HH HH nh nh nh kh ni in Bộ ti hi hi tin ty 328

CONTENT2R

©ECTION ð — KEADING co ., 337

The Paper-Based Test ccc cece cece nent ences een eenensenentenenbenennenes 337

The Computer-Based Test 0 cece cece eee eee e ces e eee eeeeenenenternteterers 338

Question Types on the Computer Test 2 cece cect ees eee ueucucaeeeeeeueneaeenenes 338

Strategies for the Reading Comprehension Section cece cece ccc eccceeeccucucusucs 4i

Reading Skills on the Tet cece cece cece ence nsec ens entebneeneuntennenees 542

Overview of This SECtION 6 cece cece cence nent eens seen enenentbtbtetenbabanes 343

3A Identifying the Topic and Main lẢea6 uc cu ru, 44

<5.“ ằằ@@ at n eben eesebetbtbrenenenenbns 353

3.2 Comprehending Details and Supporting ldeà 356

Quiz 2 — 5.1 throudh Ư.2 cece cece cece eevee eve eeencenentetntneninenens 371

5.5 Locating Referents 0 cece ccc cence ence een enseusenneuneeueennens 374

Quiz 5 — 5.1 THOUGH B.S ccc cece cece cece eee eee eevee een eaenentetetnteners 386

5.4 Understanding Vocabulary | Ih CONDEXE In ẽ a 599

QUIZ A BAL 0Q QQ QQ H HQ TH HH HH n n ĐC ko ko bo nà k ko kg nà KT tt tà nà nà bà 407

Quiz Ð — BA through 3.4 oe ccc nent n eet n ence eben seeneutntunvebnes ,.409

3.5 Making InferencéS 6 ccc cece cece nce ete e beeen eeeeeuaerneententbnns 415

O00 AG ak oR 426

3.6 l4entifying Oraanization and Purpòe cuc 429

Quiz 7 — Õ.Ư throu4h Ư.Ơ ng ng HH HH ĐK k k kg Đ kg tk tt va 445

Quiz Ơ — 5.1 throuđh Õ.Ơ cece cece ee nee e eee e eee e nea enentvsntnenenens 445

3.7 Recognizing Coherence yia eben ett eneenene 449

Oy AS a OS a ha ẶRÃẠA 458

Quiz 10 — BA through 3.7 cence nee e een e nent en eaeeenenenentbenans 463

Reading Comprehension Review Test 0 cece cence cee c eee cnevstacenentenenees 1 467

SECTION 4 — WEITÌING 479

The Test of Written Engligh 0.0 cece cece cece cece teense enenseseteaenerentnenens 479

The Computer-Based Test 0 eee cc ccc ence tener eee e nent eneneentntentnnentnss 480

QUESTION TYPES << acc 481

Strategies for Writing the Essay keke cece ete ence esses eneeeaeunetetennenss 482

Overview of This Section 60 ccc cece cee cece ener even teeeseeeeenenentatntntens 483

41 Prewriting and Organizing lẢdea6 cuc LH HQ nu ra 484

4.2 Supporting the Main lẢeA LH ng HQ HH HH HH HH nu ra 489

43 Writing the Introduction 0 ccc cece ccc e eens ensue even eveenaeunennees 493

44 Writing the Body and Conclusion 0 ccc ccc c eee s ence eeetenceucennees 497

45 Checking Paragraph and Sentence Structure 0 cscs ees cccececeucnacaee 501

4.6 Checking Word Choice ¬ố 505

4.7 Analyzing and Scoring ESSayS ieee cece ccc cence ee eenetteuteuseneees 508

Writing TOPICS “me nẽe< U ẻỀằẻằẽ B14

DeELTA’s KEY TO THE TOEFL® Test vil

CONTENTS

PEACTICE TESTS - - {2 HH HH HH HH nh hở 517

TEST ccc ccc ee tenn A RENEE EEE EERO RENEE REECE REESE EERE ED EEE EEE 519

0s as Ặ ẶẶẶẶ ÔÔ 573

7 —Ặ éẽaaaaẶRAẠAAaăMmM 599

ANSWEE KEY 1a Đ 627

Quick Diagnostic Test oo icc nh he ằằằẽốằẶẮắẶắẮăẽăằăẮmM 627

Section 1—Listening 6 cee cere ee eee een nent eee ene eer E te TEED 628

Section 2—~ Structure cc ccc ccc ccc te eee ee tee EEE EERE EEE EEE EEE 637

2.27 8n hố 655

/ 5 Ắ EEE ERED Eo EES EELS 664

Ho xiắẳaẳẦiỎỔi ẽ ằ-TẶÑ aẠ 668

cao —— — 67

r/ —Ằ 675

H20 sk<tiii -Ô 679

Quick Diagnostic Test oo ằốốeốẮ 679

Section 1— Listening 6 cee eee eee eee Ene Ean ena EES 681

r5 HT Ặằaaăm.ắ 709

TEST Dic ccc cc eee EEE een EE OEE EEE EEE E EEE TERR EEE ERE EE EEE EEE EEE EES 715

TEST Bice ccc cree cee ee eee Rene RETR TED EEE TREE E DEED EEE REE ETE E EE EEE EEE EES 717

"INTRODUCTION

ONIN]

Our Purpose

When we set out to create this book, there were certain things we wanted to do and certain things we did

not want to do We also needed to determine what teachers of TOEFL (Test of English as a Foreign

Language) preparation courses really wanted We wanted to incorporate the latest research in language

acquisition and cognitive science; we wanted to create a “brain—friendly” environment for the students and

a “teacher—friendly” format for the instructor We wanted to continually demonstrate to the teachers and stu-

dents how far they had come and how far they had to go

TEACHER SURVEY

We learned from surveys that teachers required many practice tests and exercises with explanations—clear

ones They wanted to be able to track students’ progress They also wanted the book to be a good value

It was essential to have a course that treated the new computer-based test Since the paper—based test will

still be given abroad, and recognizing that the “Institutional” version will still be used for years, they also

wanted a course that would include the paper—based test

Teachers wanted the units to comprise the various categories of questions contained in the TOEFL We

have analyzed these questions, categorized them, clearly described each type, and noted in what proportion

each appears on the test We have suggested strategies for the test in general and for each type of question

in particular We have also included discussion of “trick” questions

Teachers indicated they wanted to teach the English skills and the test, so we built on the philosophy that

skill building and assessment are interrelated Our course addresses the specific language skills necessary

for success in university studies and on the TOEFL

Course DESIGN

Cognitive research, language acquisition research, and even quality control processes led us to design the

course following an effective framework:

Reveal and present the concept/question

Identify models and examples that connect new information to existing knowledge

Support the students as they select examples and link information

Move from directed tasks to independent activities applied to the real world

Evaluate progress and engage the students as analysts and critics

The study of language fascinates so many of us because it exposes the secrets of how the mind works For

the last twenty years, computer scientists and educators have been trying to program computers to learn

as well as to teach It is not surprising that artificial intelligence is a field that now relies on linguists and

instructional designers /nput, analysis, output, and feedback are common jargon in human learning,

computer systems, and even manufacturing standards

Researchers believe we learn in “chunks.” We learn when we can create these chunks easily, and we associate

them with other chunks as we build a structure of knowledge or skills All adult second-language learners

are familiar with the “plateau” learning experience: depressingly long plateaus of no apparent progress,

interspersed with the occasional inspiration of making an instant jump to a higher level of facility Here

the jargon of cognitive theorists begins to complement that of applied linguists: scaffolding learning,

comprehensible input, sequencing, facilitative language teaching

DELTA’S KEY TO THE TOEFL® Test 1

INTRODUCTION

What works seems like common sense: repetition is essential in language teaching “Tell them what you’re

going to teach them, teach them, tell them what you taught them.” The feeling of progress is essential to

language learning So, too, is testing

The objective of an effective learning environment is to minimize anxiety—the enemy of learning—

especially since we are preparing students for a test that is usually associated with fear and loathing

While our course can be used in a variety of ways, it is designed to establish a familiar routine However,

predictability does not mean this course must be boring—if the environment is challenging and filled with

varied examples

In a TOEFL prep book, we have the opportunity to maximize students’ strong motivation to pass the TOEFL

exam as well as their overall goal of learning the language A lot of practice and a feeling of making

progress contribute to this motivation

If the course accurately simulates the test environment, students will be motivated to study and less anxious

during the real test Teachers agree; they generally want the course focused on the TOEFL, with as many

questions and “TOEFL-tealistic” exercises as possible

Delta’s Key to the TOEFL Test is designed to be a course—not just a book It is flexible—adaptable to the

particular objectives and time constraints of the instructor, while also accommodating a variety of learning

styles It is a rich, robust course, guaranteed to provide the teacher and student with lots of material and

complementary activities that help illustrate and practice the points being covered

How to Use This Book

This book can be used in a number of ways: as the sole text in a TOEFL preparation course; as a

supplementary text in a listening/speaking, grammar, reading, or writing course; or as a general review

course in English for the independent—study student

The book’s units of study allow ample opportunities for review and practice of essential English skills We

encourage teachers and students to build their own program of study by choosing the most appropriate of

the many components of Delta’s Key to the TOEFL Test

“~« Progress Charts and Conversion Tables

Beginning on page 8 are five Progress Charts where students can keep a visual record of their performance

on all quizzes and tests in the book The TOEFL Score Conversion Tables allow students to determine

their approximate TOEFL score for each section of each test The charts and tables can help students set

individual goals and monitor their progress

*~« Quick Diagnostic Test

Our Quick Diagnostic Test is shorter than the actual TOEFL exam, designed to be administered in a

50-minute time slot Its purpose is to diagnose skill areas where students need to focus, especially if time

for test preparation is limited (For those who prefer a full-length diagnostic test, one of the four Practice

Tests can be used for this purpose.)