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TAKING THE TOEFL : A SUCCESSFUL

OVERALL APPROACH

Every second counts when you are taking a standardized test such as the TOEFL. Avoid

wasting that time. One way that you can save time is by not reading the directions for each

section. If you know the directions for each section, and the format looks similar to the format

of that section in this guide and the TOEFL handbook, it is suggested that you begin work

immediately. While the other examinees are reading the directions, you can answer questions.

Of course, if the section looks at all unfamiliar, check the directions to be sure there has not

been a change.

Many who take the TOEFL dont get the score that they are entitled to because they

spend too much time dwelling on hard question, leaving insufficient time to answer the easy

questions they can get right. Dont let this happen to you.

1. Answer easy questions immediately2. Place a + next to any problem that seems solvable but is too time-consuming3. Place a - next to any problem that seems imposible. Act quickly. Dont waste time

deciding whether a problem is a + or -.

After working all the problems you can do immediately, go back and work your +

problems. If you finish them, try your - problems (sometimes when you come back to a

problem that seemed imposible you will suddenly realize how to solve it ).

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Your answer sheet should look something like this after you finish working your easy

questions :

1. (A) (B) (C) (D)2. (A) (B) (C) (D)3. (A) (B) (C) (D)4. (A) (B) (C) (D)5. (A) (B) (C) (D)

MAKE SURE TO ERASE YOUR+ AND -MARKS BEFORE YOUR TIME IS UP. The scoring

machine may count extraneous marks as wrong answers. THE TOEFL BULLETIN STATES THAT

YOU MAY NOT MARK IN YOUR TEST BOOK.By using this overall approach, you are bound to

achieve your best possible score.

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TEACHING TIPS

These ideas work for me. I invite you to try some of them in your classes.

1. Begin with a positive message.

It can be very simple. For instance.the highest tower is built one brick at a time.

If you put a new message in the same place every time-on an overhead or on the board

students will learn to took for when they come into the room. Music serves the same

purpose. It sets a positive mood for session.

2.write three important goals for the class so that students can

see them

Three goals are manageable for one class section. When they are visible, they keep

us all on track. At the end of the class, referring to the goals gives everyone a sense of

progress and closure for the day.

3. Arrange for model tests to be taken in a lab or at home on the

honor system

Your time with students is too valuable for you to spend four hours proctoring

each model test. That would add up to twenty-eight hours of class time for all of. The

model tests in this book.

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4. Allow students to grade the Reading and Listening sections oftheir model tests

If students take responsibility for grading the objective section of their model

tests, and for referring to the explanatory answer, you will save hours that you would

have had to use doing routine clerical tasks. If the students take the model tests on the

computer, the scoring for these section will be done automatically. This will afford you

the time you need to concentrate on answering questions.

5. Ask students to write their questions on note cards and bring

them to classWhen students refer to the explanatory answers , many questions are resolved for

them with out asking the teacher. If students write down their question, section

sometimes the answer becomes apperent to them at this stage. The questions that

they bring to class are really worth discussion. If you have them on cards, you can

prepare your answers for the question-and-answer senssion at the beginning of the next

class. You always have the answer !

6. When several students have the same question, prepare a short

presentation

When the question is repeated, it gives us an indication of what our students need

to know. By using their questions for class preparation, we show that we are teaching

people, not subjects.

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7.make overheads of test questions and show the students howyou choose an answer

Let the studentslaisten in on your thought processes as you decide why

answers are incorrect and which answer choice is correct. Use the explanatory answers

in the book to help you. For example, you might say, I know that A is not correct

because the professor did not include this research in this lecture. Choice B looks

possible, but it is not complete. The choice leaves out the second part of the answer.

That means it must be either choice C or D. I know that D is not correct because the

professor said that there were three types, not two. It must be Choice C. modeling how

to think helps students learn to think when they see similar test items.

8. Use class time to each and practice academic skills

Make overheads of material and go over it in class. Take the quizzes in class,

using think, answer, compare, Discuss. Students have time to think and respond to

each answer independently, and then they compare their answers to the correct answer

and discuss why that choice is a good one.

9. Focus on speaking and writing in class

Provide many good models of responses to speaking and writing questions in

class. Show students how to use the checklists to evaluate speaking and writing.

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10. Assign speaking tasts and writing tasts as homeworkHave students turn in tapes and essays. If you have voice mail and choose

to use it for homework assignments, students can phone you and leave a one-

minute response to a speaking tast. Spend grading time on these important

section. Bring samples of good work to class good organization, good openings,

good support statemants, good closings. Catch your students doing something

good and use it as an example.

11.Dont worry about covering all the material in the book

This book has more material that mose teachers need for a course,but

allof it was written for self-study as well as fpr classroom instruction.That means

that students can work on their own for extra credit,and allof the pages dont

have to be feferred to in class.in my experience,when we teachers try to cover to

much,we are the only ones who can keep up.the material gets covered,but the

students dont understand it.i trust that teachers know which pages to select for

the students in their classes.

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12.Provide counseling and encouragement as part of the class

routine

Ideally,one minute at the end of the class can be used for a pep talk,or a

success story about a former student.this is one of my favorite cheers;T-O-E-F-

L.Were making progress.Were doing well.T-O-E-F-L.I also like to stand by a

poster at the door when students are leaving my class.The last thing they see is

the affirmation on the poster;I know more today than I did yesterday .I am

preparing.I will succeed.some students want a handshake,a high five,or a

hug.others just smile and say good-bye.some hang by the door,and I know that

they need to talk.Every excellent TOEFL prep teacher I know is also a very good

counselor.you probably are,too

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SECTION 1 :LISTENING COMPREHENSION

DIRECTION :

In this passage, you will hear longer conversations. After each conversations, you will

be asked some questions. The conversations and questions will be spoken just one time. They

will not be written out for you, so you will have to listen carefully in order to understand and

remember what the speker says.

When you hear question, read the four possible answers in your test book and decide

which one would be the best answer two the question you have heard. Then, on your answer

sheet, find the number of the problem and fill in the space that corresponds to the letter of the

answer you have chosen.

You will always hear three different voices in this section , generally, but not always,

alternating between male and female. The third voice will ask you several questions after each

conversation.

EXAMPLE :

Woman : this is my first semester in orange lake. What is there to do for

recreation in the summer ?

Man : it seems thats Im always studying at the university. But when I

do get some time, my friends and I play tennis, go swimming and

boating at the lake, or picnic at the park in the Ocala national

forest.

Woman : Is the park very far from hear?

Man : its about a half an hour away and easy to find.its right on the

state highway.

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Woman : is there a restaurant in the park?

Man : theres a snack bar, but we usually take a cooler of

sandwiches,fruit,and soft drinks, and eat in the picnic area.

Woman : what else is there to do in the park?

Man : you can swim in the enclosed area, or go tubing in the river that

runs thought the park, or you can take a tour through the

underground caves locate at the end of the park.

Woman : whats tubing?

Man : oh. Sorry. Everybody around here knows what it is. Remember

how old car and truck tires had rubberinner tubes inside? Well

you sit in one of those and just float downstream. Theres a tram

at the bottom to take you back up. The water is quite cold, but

you get used to it.

Woman : what does it cost?

Man : its only about $4 to get into the park, and everything else is free,

except if you dont have a tube, you need tu rent one. Theyre

only a couple of dollars.

Woman : that really sounds great to me.

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QUESTIONS

which of the following activities is NOT mentioned as being available in the national

park?

(a) tubing (c) volleyball

(b) swimming (d) picnickinG

ANWERS

(c) was not mentioned in the conversation as being an activity available in the national park.

Therefore, you should choose answer (c). more questions will follow.

QUESTIONS

which of the following is true about tubing at the park?

(a) It is done in a plugged up old tire(b)The water is chilly(c) The water flows upstream(d)You must be prepared to walk back up the river with your inner tube.

From the conversation you learn that an inner tebe is used for tubing, not a plugged up old tire

(a), you know water does not flow upstream (c),and you learn that a tram can take you back

upstream so you dont have to walk (d). the answer is (b), the water is chilly, but the man says

you get used to it.

Again, it is best to glance at the possible answer choices before you hear the reading in order to

get an indication of the topic of the reading. Before the conversation, the speaker will twll you

which question number will refer to that particular selection.

Remember not to take notes or write in your tesk booklet in any way during the listening

comprehension section.

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SECTION 2: STRUCTURE AND WRITTEN EXSPRESSION

The structure and written expression section includes two question types. This section

typically lasts 25 minutes and contains approximately 40 questions.

DIRECTION

In this questions, each sentence has four underlined words or prases. The four

underlined park of the sentence are market (a),(b),(c),and (d). identify the one underlined word

or phrase that must be changed in order for the sentence to be correct. Then, on your answer

sheet. Find the number of the question and fill in the space that corresponds to the letter of the

answer you have chosen.

EXAMPLE:

1. In the (A) united states, there (B) are much (C) holidays throughout the (D) year.You should immediately notice that much modifies non-count nouns and that

holidays is a caunt noun. Therefore, much is incorrect, and manywould be

correct. Therefore, (C) is the correct answer

2. Tomates (A) grows (B) all( C) year long in (D) FloridaIf you made a hasty decision before reading the entire sentence.you could

chooseanswer(A) assuming that it must be singular because the verb grow

singular. But you see by the context of the entire sentence that the sentence is

not speaking of a single tomate. And therefore (A) is not the correct answer. (B),

then is incorrect because it is a singular verb; it should be grow

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SECTION 3: READING COMPREHENSION

This section contains reading passage followed by questions based on the reading. The

section contains approximately50 questions, and you will have 55 minutes to complete it:

EXAMPLE

Finnish-born botanist William nylander taught at the universityof Helsinki for a

number of year and latter moved to paris, where he lived until his death at the end of the

nineteenth century. During the second half of the last century, he became a prominent

figure in the field of lichenology.

Botanists from all over the world sent samples to his laboratory to be analyzed and

classified. It can be said without exaggeration that four out of five lichens bear his name.

Ha has the first to realize the importance of using chemical reagents used by the

chemists of his time. Lichenologists all over the world still use these reagents, including

tincture of iodine and hypochlorite, in their laboratories. During the first half of the

twentieth century, a Japanese named Arahine added only one chemical product-p_phenol

diamines.

Nylander was also responsible for discovering that the atmosphere of big cities

hindered the lichens development and caused them to disappear. Now they are used to

detect atmospheric pollution.

Nevertheless, he considered lichens to be simple plants and vehemently opposed the

widely accepted modern theories that lichens are a compound species former by two

discordant elements :algae and fungi.

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1. Internationally renowned scientists sent lichen sample to Nylander becauseA. He considered them to be simple plantsB. He used reagents to determine their useC. He analyzed and classified themD. He collected and preserved them

ANSWER

(C )choice (B) is an incorrect statement because Nylander used reagents to

identifylichens, not to determine their use. Choices(A) , (B), and (C )are correct.

Yet, only answer(C ) answer the question whyother scientists sent lichen

samples to Nylander. This is explained in sentence 3. (C ) is the correct answer.

2.

Which of the following is NOT true ?A. Nylander accepted his colleagues theories on the composition of lichens.B. Eighty percent of lichens bear Nylanders nameC. Today lichens are used to detect atmospheric pollutionD. Most botanist consider lichens to be a compound species.

ANSWER

(A) choice (C ) and (D) are true, and mentioned specifically in the reading.(B) is true because the reading says four out of five (80 % ) of lichens bear Nylanders

name. however, (A) is not true, and is therefore the correct answer. The last

paragraph states that he vehemently opposed the theories that linhens are a

compound species.

3. All of the following are true about Nylander EXCEPTA. He was the first to use chemical reagents in the taxonomy of linchensB. He believed that linchens were simple plantsC. He was an esteemed lichenologistD. He taught botany at the University of Paris

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ANSWER

(D ) choices (A), (B), and (C) are specifically stated in the reading. Sentence 1

says he Taught at the University of Helsinki and then moved to Paris, but it does

not say that he ever taught in Paris. Therefore , (D) is nottrue is the correct.4. According to accepted nineteenth-century theories, which two elements form the

composition of linchens ?

A. Iodine and chemical reagentsB. Algae and fungiC. Hypochlorite and iodineD. Chemical reagents and atmospheric chemicals.

ANSWER

( B) the last sentence of the reading verifies (B) as the correct answer

5. How could William Nylander best be described ?A. DegenerateB. DomineeringC. IngeniousD. Anxious

ANSWER

C this is the correct answer because ingenious means clever or showing

great practical knowledge or intelligence. Nylander was first to realize the

importance of using chemical reagents and he discovered that atmospheric

polluctions hindered the development of linhens. A, B, and D do not describe

him As this reading does.

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REFERENCE

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