What does the student imply when she says this: A She does not think the professor can take criticism well.. - Arrive at the section well prepared Take time to listen to what th
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02 History
Listen to a discussion in a history class
*
Key Vocabulary lerrain: landscape
; rlgatlon: the system or process’ of moving water from 8
@ source to a remote area ; hospitable: harsh or difficult to live in
'eservoir: a plaoe tò fold water for fulure use
«6 Howis the discussion organized?
(A) He gives the students a list of topics
to discuss
(B) He asks the students to give examples of agricultural techniques
(C) He allows the students to ask questions
(D) He invites the students to talk about
differences between two agricultural
techniques
7 : Why does the professor discuss
tomatoes?
(A) To show how Mesoamerican agriculture
influenced modern food production : (B) To give an example of crops
7 _ » produced by early Egyptian societies
: (C)-To correct the student's claim that
they did not exist in Europe before (D) To describe how Mesoamericans first began to cultivate food
8 What can be inferred about corn in
Mesoamerica?
(A) It was able to thrive before irrigation
systems were invented
(B) It was part of religious ceremonies for Mesoamericans
(C) It was not produced as much as the
cocoa plant was
(D) It was an important crop to Mesoamerican cultures
«fertile: rich; filled with tife- -sustaining materials
* “staple: a basic ingredient of a diet:
"9 What does the professor imply about the
« terrace: a flat place carved out of.a steep cine, ike the:
side of a mountain :
domestication: the process of putting, under ‘the 00nÿrol of
influence of domesticated animals on
agriculture?
(A) A culture cannot cultivate crops without domesticated animals
(B) Domesticated animals.make
- Cultivation of food easier
(C) The introduction of domesticated animals distracts from food production
(D) People are forced to grow more
food in order to feed domesticated animals
10, Based on information from the discussion, indicate whether the statements below describe Egyptian culture or
Mesoamerican culture Place a
checkmark in the correct box
Egyptian Mesoamerican
Built in the middle
of takes
Took longer to
cultivate food Manipulated a
major river to provide water
Grew millet, wheat, and barley
Mini Test 3 351 _——
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13
can
11
12
03 Office Hours
Listen to a conversation between a student and a professor
Key Vocabulary ? put on the spot: to place someone-in an awkward situation nerve-racking: causing extreme nervousness
mandatory: required
drag down: to pull dlown; to lower
What does the professor imply about the
student's academic ability?
(A) She is the smartest in the class
(B) She is extremely intelligent
(C) She is usually unoriginal
(D) She is too disorganized
What can be inferred about the student's
participation in class?
(A) She does not participate because she.does not feel confident
(B) She will participate mainly to get a
higher grade in the class
(C) She does not participate because she has nothing to say
(D) She will participate after the other
students speak
What does the student imply when she
says this: (
(A) She does not think the professor can take criticism well
(B) She thinks the professor does not facilitate the section properly
(C) She is disappointed in the quality of
the other student's responses
(D) She is afraid the professor will be
offended by her suggestion
ipa 352 Mini Test 3
facittr: @ person vho guides or leads a group : discussion
1 rattle oft: to speak quickly without mụch h lan or rpier r+ thought
14, Based on information from the conversation, indicate which of the
suggestions below were given by the professor Place a checkmark in the
correct box -
Arrive at the section well
prepared Take time to listen to what
the other.students are saying Create a list of topics or
questions to bring up during the section
Be confident in her academic
15 What will the student probably do next?
(A) Skip the rest of the discussion sections in the semester (B) Provide her own list of questions _~ forthe section -
(C) Ask the professor to excuse her from the discussion
(D) Try to listen and contribute more during the section
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ills for the
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Table of Contents
“Preview :
359
Part 1 Thinking and Speaking -
Chapter 1 Independent Speaking: ‘Organizing Speech ~ —
371 Chapter 2 Integrated Speaking: Synthesizing Information -— — 385
Chapter 3 "Integrated Speaking: Stating Opinions and’ Summarizing — 405 Vocabulary Review 1 ¬ — : — 418 Vocabulary Review 2 - 420 Part2 Making Speech Coherent "42Azttig2thitortMZtkoBkJdidngin2/8Đơnehganatrbndfssgppzon xông không Chapter 4° independent Speaking: Test Questions 1 and 2 - 425
Chapter 5 _ Integrated Speaking: Test Questions 3 and 4 — A47 Chapter 6 Integrated Speaking: Test Questions 5 and 6 461
Vocabulary Review 3 ~ mm 470 Vocabulary Review 4 S
Part 3 Speaking Naturally Bie TEREAWORE gests Chapter 7 Pronuncation —- 482
Chapter 8 Stress and Intonation - 484
Chapter 9 Pausing ¬—
— 487
SIERO Answer Key Speaking ` "` as nhmentdreeeoeeeceseeeeee NÓI
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“Nể——— 356 The TOEFL° iBT Speaking Section
Ñ The TOEFL° iBT KT Section
The prompts for speaking questions on the TOEFL? iBT can be categorized into six types:
Question : : Reading Listening Preparation Speaking
Independent Q1 ]
Independent Q2
Integrated Q4
Integrated - @5
Integrated Q6
The purpose of the speaking section is to evaluate your ability to speak coherently both on your opinions
and experiences as well as on information that you have read or heard The speaking questions fall into |
two categories: independent and integrated For the two independent speaking questions, you should
_ draw upon your own experience and knowledge For the remaining four speaking questions, you wil
speak about what you reac and/or hear Your ideas need to be well organized, and the vocabulary and
grammar you use must be accurate enough to be easily understood `
In particular, each question type will require test takers to organize their ideas and speak toward different
goals:
1 Independent | none Describe your experience
2 Independent | none Give your opinion and explain why you think this
3 Integrated Reading 100 words Restate the opinion of the speaker and the
Conversation | 200 words examples used,
60-90 seconds ˆ
4 Integrated Reading 100 words Explain how the.example from the lecture
Lecture 200 words supports or refutes the passage
60-90 seconds
5 Conversation-| Conversation | 300 words Restate suggestions and tell which you think is based 90-120 seconds | better
6 Lecture- Lecture 300 words Summarize what you heard
based 90-120 seconds
cil
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Study Tips for Speaking
® Master the North American English phonetic system as best as you can Pay special attention to
difficult distinctions such as: b/v, f/p, r/l, s⁄th, \/z, si/shi, the vowel sounds in bat/bet, it/eat, and shirt/
Short Also, practice pronouncing the diphthongs (combined vowels) as one short, continuous sound
rather than two separate ones These include the sounds in the following: ail, bye, boy, and house
Practice speaking with a North American inflection This involves moving the lips and opening the
mouth wider, and speaking more from the mouth and nose than from the back of the throat
Practice using the pauses and intonations you learn when studying for the listening section of the
Practice speaking at home Use one of the independent writing topics as a speaking topic Give yourself 15 seconds of preparation time Use this time to think of your main idea and ‘details or examples to support it Speak for approximately 45 seconds on the topic Also practice with 30 seconds of preparation time and one minute of speaking time, as this will be the-case for the integrated
exercises ,
Test Management
° "You will speak into a microphone attached to a headset
® Independent Speaking questions come first,
e You can take notes and then use them when preparing your response
® Check the time with the clock shown in the title bar on the computer screen
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