TEST OF ENGLISH AS FOREIGN LANGUAGE (TOEFL)

ARRANGED BY: DETIRA PUTRI NPM: 1006010020

SIXTH SEMESTER ENGLISH EDUCATION DEPARTMENT FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF ALWASHLIYAH MEDAN 2013

CHAPTER I INTRODUCTION A B!"#$%&'() &* S+'), More the people dont know about TOEFL, what the objective of TOEFL, how about score of TOEFL. The T-.+ O* E($/0.1 !. ! F&%-0$( L!($'!$- (or TOEFL , pronounced toe!full " evaluates the potential success of an individual to use and understand standard #$erican En%lish at a colle%e level. &t is re'uired for non!native applicants at $an( )* and other En%lish!speakin% colle%es and universities. The TOEFL is the product of the Educational Testin% *ervice (ET*", which is contracted b( the private, non!profit fir$, the +olle%e ,oard to ad$inister the test in institutions in the )*- the( also produce the *#T. ,ased on the state$ent above & want to discuss about TOEFL, what is TOEFL.

B T1- P%&2/-3 &* S+'), /. 0hat is TOEFL. 1. 0hat are the for$at and content of TOEFL. 2. 3ow the score of TOEFL.

C T1- O24-"+05- &* S+'), #fter read this paper the reader can know about TOEFL, na$el(4 /. 5efinition of TOEFL. 1. For$at and content of TOEFL. 2. *core of TOEFL. 6. E7a$ple of TOEFL test.

CHAPTER II EXPLANATION A D-*0(0+0&( &* TOEFL The Test Of En%lish as a Forei%n Lan%ua%e (or TOEFL , pronounced toe!full " evaluates the potential success of an individual to use and understand standard #$erican En%lish at a colle%e level. &t is re'uired for non!native applicants at $an( )* and other En%lish!speakin% colle%es and universities. The TOEFL is the product of the Educational Testin% *ervice (ET*", which is contracted b( the private, non!profit fir$, the +olle%e ,oard to ad$inister the test in institutions in the )*- the( also produce the *#T. The TOEFL, for$all( known as Test Of En%lish as a Forei%n Lan%ua%e, is a test of an individuals abilit( to use and understand En%lish in an acade$ic settin%. The test is desi%ned and ad$inistered b( Educational Testin% *ervice (ET*", and TOEFL is a re%istered a trade$ark of ET*. &t was developed to address the proble$ of ensurin% En%lish lan%ua%e proficienc( for non!native speakers wishin% to stud( at ).*. universities. &t has beco$e an ad$ission re'uire$ent for non!native En%lish speakers at $an( En%lish!speakin% colle%es and universities. #dditionall(, institutions such as %overn$ent a%encies, licensin% bodies, businesses, or scholarship pro%ra$s $a( re'uire this test. TOEFL score are valid for two (ears, after the( are no lon%er reported. H0.+&%,

&n /891, a national council $ade up of representatives of thirt( %overn$ent and private or%ani:ations was for$ed to address the proble$ of ensurin% En%lish lan%ua%e proficienc( for non!native speakers wishin% to stud( at ).*. universities. This council reco$$ended the develop$ent and ad$inistration of the TOEFL e7a$ for the /892!/896 ti$e fra$e. The test was ori%inall( developed at the +enter for #pplied Lin%uistics under the direction of *tanford )niversit( applied lin%uistics professor 5r. +harles #. Fer%uson. The TOEFL test was first ad$inistered in /896 b( the Modern Lan%ua%e #ssociation financed b( %rants fro$ the Ford Foundation and 5anforth Foundation. &n /89;, The +olle%e ,oard and ET* jointl( assu$ed responsibilit( for the continuation of the TOEFL testin% pro%ra$. &n /8<2, a cooperative arran%e$ent was $ade between ET*, The +olle%e ,oard, and the =raduate >ecord E7a$ination board of advisers to oversee and run the pro%ra$. ET* was to ad$inister the e7a$ with the %uidance of the TOEFL board. B F&%3!+ !() C&(+-(+ &* TOEFL There are two kinds of TOEFL test for$, the( are &nternet!based Test and ?aper based Test. /. &nternet based Test *ince its introduction in late 1@@;, the TOEFL i,T for$at has pro%ressivel( replaced both the co$puter!based tests (+,T" and paper!based tests (?,T", althou%h paper!based testin% is still used in select areas. The TOEFL i,T test has been introduced in phases, with the )nited *tates, +anada, France, =er$an(, and &tal( in 1@@; and the rest of the world in 1@@9, with test centers added re%ularl(. The +,T was discontinued in *epte$ber 1@@9 and these scores are no lon%er valid. #lthou%h initiall(, the de$and for test seats was hi%her than availabilit(, and candidates had to wait for $onths, it is now possible to take the test within one to four weeks in $ost countries. The four!hour test consists of four sections, each $easurin% one of the basic lan%ua%e skills (while so$e tasks re'uire inte%ratin% $ultiple skills" and all tasks focus on lan%ua%e used in an acade$ic, hi%her!education environ$ent. Aote!takin% is allowed durin% the TOEFL i,T test. The test cannot be taken $ore than once a week.

a" >eadin% The >eadin% section consists of 2B; passa%es, each appro7i$atel( <@@ words in len%th and 'uestions about the passa%es. The passa%es are on acade$ic topics- the( are the kind of $aterial that $i%ht be found in an under%raduate universit( te7tbook. ?assa%es re'uire understandin% of rhetorical functions such as cause!effect, co$pare!contrast and ar%u$entation. *tudents answer 'uestions about $ain ideas, details, inferences, essential infor$ation, sentence insertion, vocabular(, rhetorical purpose and overall ideas. Aew t(pes of 'uestions in the TOEFL i,T test re'uire fillin% out tables or co$pletin% su$$aries. ?rior knowled%e of the subject under discussion is not necessar( to co$e to the correct answer. b" Listenin% The Listenin% section consists of si7 passa%es 2B; $inutes in len%th and 'uestions about the passa%es. These passa%es include two student conversations and four acade$ic lectures or discussions. # conversation involves two speakers, a student and either a professor or a ca$pus service provider. # lecture is a self!contained portion of an acade$ic lecture, which $a( involve student participation and does not assu$e speciali:ed back%round knowled%e in the subject area. Each conversation and lecture sti$ulus is heard onl( once. Test!takers $a( take notes while the( listen and the( $a( refer to their notes when the( answer the 'uestions. Each conversation is associated with five 'uestions and each lecture with si7. The 'uestions are $eant to $easure the abilit( to understand $ain ideas, i$portant details, i$plications, relationships between ideas, or%ani:ation of infor$ation, speaker purpose and speaker attitude. c" *peakin% The *peakin% section consists of si7 tasks4 two independent tasks and four inte%rated tasks. &n the two independent tasks, test!takers answer opinion 'uestions on fa$iliar topics. The( are evaluated on their abilit( to speak spontaneousl( and conve( their ideas clearl( and coherentl(. &n two of the inte%rated tasks, test!takers read a short passa%e, listen to an acade$ic course lecture or a conversation about ca$pus life and answer a 'uestion b( co$binin% appropriate infor$ation fro$ the te7t and the talk. &n the two re$ainin% inte%rated tasks, test!takers listen to an acade$ic course lecture or a conversation about ca$pus life and then respond to a 'uestion about what the( heard. &n the inte%rated tasks, test!takers are evaluated on their abilit( to appropriatel( s(nthesi:e and effectivel( conve( infor$ation fro$

the readin% and listenin% $aterial. Test!takers $a( take notes as the( read and listen and $a( use their notes to help prepare their responses. Test!takers are %iven a short preparation ti$e before the( have to be%in speakin%. The responses are di%itall( recorded, sent to ET*s Online *corin% Aetwork (O*A" and evaluated b( three to si7 raters. d" 0ritin% The 0ritin% section $easures a test takerCs abilit( to write in an acade$ic settin% and consists of two tasks4 one inte%rated task and one independent task. &n the inte%rated task, test!takers read a passa%e on an acade$ic topic and then listen to a speaker discuss the sa$e topic. The test!taker will then write a su$$ar( about the i$portant points in the listenin% passa%e and e7plain how these relate to the ke( points of the readin% passa%e. &n the independent task, the test!taker $ust write an essa( that states, e7plains, and supports their opinion on an issue, supportin% their opinions or choices, rather than si$pl( listin% personal preferences or choices. >esponses are sent to the ET* O*A and evaluated b( four raters. Task >eadin% Listenin% ,reak *peakin% 0ritin% 9 tasks 1 tasks 5escription 2B; passa%es, each containin% /1B/6 'uestions 9B8 passa%es, each containin% ;B9 'uestions #ppro7. ti$e 9@B/@@ $inutes 9@B8@ $inutes /@ $inutes 1@ $inutes ;@ $inutes

One of the sections of the test will include e7tra, uncounted $aterial. Educational Testin% *ervice (ET*" includes e7tra $aterial in order to pilot test 'uestions for future test for$s. 0hen test!takers are %iven a lon%er section, the( should %ive e'ual effort to all of the 'uestions because the( do not know which 'uestion will count and which will be considered e7tra. For e7a$ple, if there are four readin% passa%es instead of three, then three of those passa%es will count and one of the passa%es will not be counted. #n( of the four passa%es could be the uncounted one. 1. ?aper!based Test

The TOEFLD paper!based Test (?,T" is available in li$ited areas. *cores are valid for two (ears after the test date, and test takers can have their scores sent to institutions or a%encies durin% that ti$e. a" Listenin% (2@ B 6@ $inutes" The Listenin% section consists of 2 parts. The first one contains 2@ 'uestions about short conversations. The second part has E 'uestions about lon%er conversations. The last part asks /1 'uestions about lectures or talks. b" *tructure and 0ritten E7pression (1; $inutes" The *tructure and 0ritten E7pression section has /; e7ercises of co$pletin% sentences correctl( and 1; e7ercises of identif(in% errors. c" >eadin% +o$prehension (;; $inutes" The >eadin% +o$prehension section has ;@ 'uestions about readin% passa%es. d" 0ritin% (2@ $inutes" The 0ritin% section is one essa( with 1;@B2@@ words in avera%e. C S"&%- &* TOEFL There are so$e kinds of TOEFL test, the( are4 /. TOEFL i,T Test a. The TOEFL i,T test is scored on a scale of @ to /1@ points. b. Each of the four sections (>eadin%, Listenin%, *peakin%, and 0ritin%" receives a scaled score fro$ @ to 2@. The scaled scores fro$ the four sections are added to%ether to deter$ine the total score. c. Each speakin% 'uestion is initiall( %iven a score of @ to 6, and each writin% 'uestion is initiall( %iven a score of @ to ;. These scores are converted to scaled scores of @ to 2@. /" ?aper!based Test a" The final ?,T score ran%es between 2/@ and 9<< and is based on three subscores4 Listenin% (2/B9E", *tructure (2/B9E", and >eadin% (2/B9<". )nlike the +,T, the

score of the 0ritin% section (referred to as the Test of 0ritten En%lish, T0E" is not part of the final score- instead, it is reported separatel( on a scale of @B9. b" The score test takers receive on the Listenin%, *tructure and >eadin% parts of the TOEFL test is not the percenta%e of correct answers. The score is converted to take into account the fact that so$e tests are $ore difficult than others. The converted scores correct these differences. Therefore, the converted score is a $ore accurate reflection of the abilit( than the correct answer score is. A""-6+-) TOEFL S"&%-. Most colle%es use TOEFL scores as onl( one factor in their ad$ission process. Each colle%e or pro%ra$ within a colle%e often has a $ini$u$ TOEFL score re'uired. The $ini$u$ TOEFL i,T scores ran%e fro$ 9/ (,owlin% =reen *tate )niversit(" to /@@ (M&T, +olu$bia, 3arvard". # sa$plin% of re'uired TOEFL ad$issions scores shows that a total TOEFL i,T score of <6.1 for under%raduate ad$issions and E1.9 for %raduate ad$issions $a( be re'uired. ET* has released tables to convert between i,T, +,T and ?,T scores. 1" ?aper!based Test

a" The final ?,T score ran%es between 2/@ and 9<< and is based on three subscores4 Listenin% (2/B9E", *tructure (2/B9E", and >eadin% (2/B9<". )nlike the +,T, the score of the 0ritin% section (referred to as the Test of 0ritten En%lish, T0E" is not part of the final score- instead, it is reported separatel( on a scale of @B9. b" The score test takers receive on the Listenin%, *tructure and >eadin% parts of the TOEFL test is not the percenta%e of correct answers. The score is converted to take into account the fact that so$e tests are $ore difficult than others. The converted scores correct these differences. Therefore, the converted score is a $ore accurate reflection of the abilit( than the correct answer score is. A""-6+-) TOEFL S"&%-. Most colle%es use TOEFL scores as onl( one factor in their ad$ission process. Each colle%e or pro%ra$ within a colle%e often has a $ini$u$ TOEFL score re'uired. The $ini$u$ TOEFL i,T scores ran%e fro$ 9/ (,owlin% =reen *tate )niversit(" to /@@ (M&T, +olu$bia, 3arvard". # sa$plin% of re'uired TOEFL ad$issions scores shows that a total

TOEFL i,T score of <6.1 for under%raduate ad$issions and E1.9 for %raduate ad$issions $a( be re'uired. ET* has released tables to convert between i,T, +,T and ?,T scores. 1. TOEFL &T? Tests TOEFL &T? tests are paper!based and use acade$ic content to evaluate the En%lish! lan%ua%e proficienc( of nonnative En%lish speakers. The tests use new and previousl( ad$inistered TOEFL test 'uestions and are used for place$ent, pro%ress, evaluation, e7it testin% and other situations. )nlike the TOEFL i,T test, TOEFL &T? tests are ad$inistered b( the institution and should not replace the need for the TOEFL i,T test. There are two levels4 Level / (inter$ediate to advanced" and Level 1 (hi%h be%innin% to inter$ediate".TOEFL &T? scores are $apped to the +EF> and test takers are provided with a certificate of achieve$ent. 2. TOEFL Funior Tests ET* also offers the TOEFL Funior tests, a %eneral assess$ent of $iddle school!level En%lish!lan%ua%e proficienc(, and a distinct product within the TOEFL fa$il(. The TOEFL Funior is intended for students a%es //B/6. The tests are ad$inistered in two for$ats G TOEFL Funior *tandard (paper!based" and TOEFL Funior +o$prehensive (ad$inistered via co$puter". The TOEFL Funior *tandard test has three sections4 >eadin% +o$prehension, Listenin% +o$prehension and Lan%ua%e For$ and Meanin%. The TOEFL Funior +o$prehensive test has four sections4 >eadin% +o$prehension, Listenin% +o$prehension, *peakin% and 0ritin%. TOEFL Funior scores are $apped to the +EF> and test takers are provided with a certificate of achieve$ent. TOEFL Funior is a trade$ark of ET*. Linkin% TOEFL i,T *cores to &ELT* *cores &ELT* 8 E.; E <.; < TOEFL //E!/1@ //;!//< //@!//6 /@1!/@8 86!/@/

9.; 9 ;.; ; 6.; @!6

<8!82 9@!<E 69!;8 2;!6; 21!26 @!2/

D E7!36/- &* TOEFL T-.+ ! E7!36/- L0.+-(0($ S-"+0&( T-.+

Transcript for listenin% conversation /4 M 4 Hou $entioned at the start of last class that (ou are a fan of live $usic. & %uess & donCt have to tell (ou about the concert at the ca$pus pub on *aturda(. &tCs supposed to be the best show of the (ear. 0 4 & know. & wish & could be there but & alread( pro$ised professor Mathers that &Cd have all of the 'ui::es %raded b( Monda(. &C$ afraid &C$ %oin% to be stuck in $( dor$ all weekend because & look after three tutorial classes includin% (ours. M 4 0h( did (ou offer to do that. 5id (ou for%et about the concert, or do (ou reall( need the $one(. 0 4 #ctuall(, & reall( need to concentrate on acade$ics this (ear. &f & want to %et into the education pro%ra$ & have to prove that & a$ serious about bein% a tutorial leader. &tCs not about the $one(. 0e donCt %et paid $uch considerin% all of the hours we put in. M 4 3ave (ou applied at other schools besides this one. &Cve heard itCs reall( hard to %et into the Education pro%ra$ here, but $( cousin %ot accepted at one in a different state, and her %rades arenCt that %ood.

4 That was $( ori%inal plan, but ?rofessor Mathers asked $e to help her out this (ear and she also pro$ised to write $e a reference letter. & didnCt think & could %et into the pro%ra$ here, but now & do. M( $arks are hi%her than the( have ever been and once &C$ done $( $asters & hope to do $( ?35.

4 0ell, & can see that (ou are reall( dedicated. HouCre %oin% to $ake an e7cellent teacher.

0 M 0

4 ?rofessor (ou $ean. 4 >i%ht. 0ell, &C$ sorr( (ouCre %oin% to $iss the band. 4 Me too. & canCt help feelin% a bit jealous. *o$eti$es & wish & was still in $( first (ear of studies.

M 0

4 0ell, &Cll tell (ou all about it on Monda(. Oh, and thanks for the ho$ework tips. 4 *ure, an(ti$e.

Transcript for 'uestion 24 M 4 0ell, & can see that (ou are reall( dedicated. HouCre %oin% to $ake an e7cellent teacher. 0 M 0 4 ?rofessor (ou $ean. 4 >i%ht. 4 ?rofessor (ou $ean.

8UESTION Aow %et read( to answer the 'uestions.

/. 0hat are the speakers $ainl( discussin%.

#" Their plans for ne7t se$ester ," 0h( the wo$an canCt %o to the concert +" Their favorite band 5" Findin% a tutor E76/!(!+0&(:

+hoice A is incorrect because the( are discussin% the wo$anCs plans, not the $anCs. +hoice C is incorrect because the $an su%%ests it is supposed to be the best show, but does not sa( it is his favorite band.

+hoice D repeats the word tutor, which is related to tutorial leader, but neither of the speakers are lookin% for one. #%ain, it is not the $ain idea.

The correct answer is B. This is an '()-%.+!()0($ +1- $0.+ 'uestion. 1. 0hat will the wo$an do on *aturda(. #" Teach a class. ," Mark tests. +" Iisit her cousin. 5" =o to a concert. E76/!(!+0&(:

+hoice A is what the wo$an does, but not on the weekend. +hoice C repeats the word cousin but is not the correct answer. +hoice D is what she wants to do but canCt.

The correct answer is B. This is a )-+!0/ 'uestion. Listen a%ain to part of the conversation. Then answer the 'uestion. 2. 0hat does the wo$an $ean when she sa(s this. #" *he thinks he should treat her with $ore respect. ," *he plans to teach universit(.

+" *he thinks ?rofessor Mathers is not kind. 5" *he thinks sheCll be as %ood a teacher as ?rofessor Mathers. E76/!(!+0&(:

+hoice A is incorrect because the wo$an is onl( a tutorial leader ri%ht now. +hoice C confuses the ho$on($s $ean (unkind" and the verb to $ean (to indend to sa( or do".

+hoice D is incorrect because the( are not speakin% about ?rofessor Mathers in this part of the conversation.

The correct answer is B. *he plans to do her ?35 and beco$e a professor. This is an '()-%.+!()0($ *'("+0&( 'uestion. 6. 0hat can be inferred fro$ the conversation. #" The wo$an never works on weekends. ," The $an and wo$an take the sa$e courses. +" The speakers live in the sa$e dor$. 5" The $an sta(ed after class for help. E76/!(!+0&(:

+hoice A is incorrect because the wo$an has to work this weekend. +hoice B is incorrect because the $an thanks the wo$an for the stud( tips. +hoice C is not inferred. The wo$an $entions bein% in her dor$ all weekend, but there is nothin% to su%%est that the $an lives there too.

The correct answer is D. (The( are havin% a private conversation and the wo$an %ave hi$ stud( tips." This is a 3!#0($ "&((-"+0&(. 'uestion. ;. 3ow does the $ale student feel about the wo$anCs weekend plans. #" 3e feels sorr( for her. ," 3e is e7cited for her.

+" 3e is worried about her. 5" 3e is jealous of her. E76/!(!+0&(:

+hoice B is incorrect because the wo$an is %oin% to be at ho$e workin%. +hoice C is not $entioned. +hoice D is incorrect, because it is the wo$an who sa(s she is jealous of the $anCs plans.

The correct answer is A. This is an '()-%.+!()0($ !++0+')- 'uestion. 2 R-!)0($ S-"+0&( >ead the followin% passa%e. Then answer the 'uestions and check (our answers. Most people can re$e$ber a phone nu$ber for up to thirt( seconds. 0hen this short a$ount of ti$e elapses, however, the nu$bers are erased fro$ the $e$or(. 3ow did the infor$ation %et there in the first place. &nfor$ation that $akes its wa( to the short ter$ $e$or( (*TM" does so via the sensor( stora%e area. The brain has a filter which onl( allows sti$uli that is of i$$ediate interest to pass on to the *TM, also known as the workin% $e$or(. There is $uch debate about the capacit( and duration of the short ter$ $e$or(. The $ost accepted theor( co$es fro$ =eor%e #. Miller, a co%nitive ps(cholo%ist who su%%ested that hu$ans can re$e$ber appro7i$atel( seven chunks of infor$ation. # chunk is defined as a $eanin%ful unit of infor$ation, such as a word or na$e rather than just a letter or nu$ber. Modern theorists su%%est that one can increase the capacit( of the short ter$ $e$or( b( chunkin%, or classif(in% si$ilar infor$ation to%ether. ,( or%ani:in% infor$ation, one can opti$i:e the *TM, and i$prove the chances of a $e$or( bein% passed on to lon% ter$ stora%e. 0hen $akin% a conscious effort to $e$ori:e so$ethin%, such as infor$ation for an e7a$, $an( people en%a%e in rote rehearsal . ,( repeatin% so$ethin% over and over a%ain, one is able to keep a $e$or( alive. )nfortunatel(, this t(pe of $e$or( $aintenance onl( succeeds if there are no interruptions. #s soon as a person stops rehearsin% the infor$ation, it

has the tendenc( to disappear. 0hen a pen and paper are not hand(, people often atte$pt to re$e$ber a phone nu$ber b( repeatin% it aloud. &f the doorbell rin%s or the do% barks to co$e in before a person has the opportunit( to $ake a phone call, he will likel( for%et the nu$ber instantl(.J Therefore, rote rehearsal is not an efficient wa( to pass infor$ation fro$ the short ter$ to lon% ter$ $e$or(.J # better wa( is to practice elaborate rehearsal . JThis involves assi%nin% se$antic $eanin% to a piece of infor$ation so that it can be filed alon% with other pre!e7istin% lon% ter$ $e$ories. Encodin% infor$ation se$anticall( also $akes it $ore retrievable. >etrievin% infor$ation can be done b( reco%nition or recall. 3u$ans can easil( recall $e$ories that are stored in the lon% ter$ $e$or( and used often- however, if a $e$or( see$s to be for%otten, it $a( eventuall( be retrieved b( pro$ptin%. The $ore cues a person is %iven (such as pictures", the $ore likel( a $e$or( can be retrieved. This is wh( $ultiple choice tests are often used for subjects that re'uire a lot of $e$ori:ation. =lossar(4se$antic4 relatin% to the $eanin% of so$ethin% >eadin% +o$prehension 'uestions4 /. #ccordin% to the passa%e, how do $e$ories %et transferred to the *TM. #" The( revert fro$ the lon% ter$ $e$or(. ," The( are filtered fro$ the sensor( stora%e area. +" The( %et chunked when the( enter the brain. 5" The( enter via the nervous s(ste$. E7planation4 +hoice # is the opposite of what happens. +hoice + is what a person should tr( to do when $e$ori:in% so$ethin%. +hoice 5 is not $entioned. The correct answer is ,. This is a factual 'uestion. 1. The word elapses in para%raph / is closest in $eanin% to4 #" passes ," adds up +" appears 5" continues

The correct answer is #.This is a vocabular( 'uestion. 2. #ll of the followin% are $entioned as places in which $e$ories are stored EK+E?T the4 #" *TM ," lon% ter$ $e$or( +" sensor( stora%e area 5" $aintenance area E7planation4 +hoice # is $entioned in the first para%raph. +hoice , is $entioned in the second para%raph. +hoice + is $entioned in the first para%raph. The correct answer is 5. This is a ne%ative factual 'uestion. 6. 0h( does the author $ention a do%Cs bark. #" To %ive an e7a$ple of a t(pe of $e$or( ," To provide a t(pe of interruption +" To prove that do%s have better $e$ories than hu$ans 5" To co$pare another sound that is loud like a doorbell E7planation4 +hoice # is incorrect because it is not the reason the author $entions it. +hoice + is not $entioned. +hoice 5 distracts (ou because both are $entioned as e7a$ples. The correct answer is ,. This is an author purpose 'uestion. ;. Look at the four stars that indicate where this sentence can be added to the passa%e. 0here would the sentence fit best. For e7a$ple, a reader en%a%es in elaborate rehearsal when he brin%s prior knowled%e of a subject to a te7t. The correct answer is fourth J This is a insert te7t 'uestion. " S6-!#0($ S-"+0&(

&n Luestions / and 1 (ou will be asked to %ive an opinion or e7planation related to a fa$iliar topic.

/. >ead the 'uestion. Take notes on the $ain points of (our response. Then, respond to the 'uestion. 0hat do (ou think (our life will look like after retire$ent. )se reasons and details to support (our response. ?reparation ti$e4 /; seconds >esponse ti$e4 6; seconds Listen to the sa$ple response. & donCt see $(self as a person who will ever full( retire. & like to keep bus(, and & have trouble rela7in%. &f & want to spend a few hours readin% or listenin% to $usic & usuall( schedule it into $( date book. & find that if & donCt force $(self to rela7 fro$ ti$e to ti$e & alwa(s find so$e sort of project or work to do. Thou%h & $a( not want to hold a pa(in% job in the $edical field when & a$ older, & will probabl( volunteer in a third world countr( rather than retire. &C$ luck( that &Cve found work that & a$ interested in. &f & %row tired of $( job & $a( feel differentl( when the ti$e co$es. 1. Aarrator4 >ead the 'uestion. Take notes on the $ain points of (our response. Then, respond to the 'uestion. 0ould (ou prefer to stud( in a classroo$ or take an online course. )se reasons and details to support (our response. ?reparation ti$e4 /; seconds >esponse ti$e4 6; seconds Listen to the sa$ple response. &f & had the choice between an online course and a course at a colle%e or universit(, & would choose the classroo$ settin%. & believe it takes a lot of discipline to stud( at ho$e, and & a$ a person who is easil( distracted. 0hile $( roo$$ate has no proble$ turnin% off her phone while she is stud(in%, &C$ the t(pe of person who worries that & will $iss an i$portant call. Even when &C$ stud(in% for e7a$s or writin% essa(s, & have to do $( work in the librar( where & canCt be interrupted. &n addition & learn better when & hear so$ebod( presentin% the

infor$ation than & do just b( readin% it. 0hile the convenience of an online course is attractive to $e, & know $( %rade would suffer. ) W%0+0($ S-"+0&( >eadin%4 &n a vote that took place at the &nternational #strono$ical )nion +onference on #u%ust 16th, 1@@9, ?luto lost its status as a planet in our solar s(ste$. ?luto was ori%inall( discovered in /82@ when scientists were searchin% for so$ethin% that was interferin% with )ranusCs orbit. Thou%h ?luto was esti$ated to be si$ilar in si:e to Earth, it was later discovered that it was even s$aller than our own $oon, as well as $an( other $oons. &t is now known that there are thousands of planetar( objects si$ilar to ?luto, includin% Eris which is sli%htl( lar%er than ?luto. +hoosin% to reclassif( ?luto to a dwarf planet honors the fact that science is about $akin% new discoveries. 0hile it was a sad da( for ?luto lovers, people in %eneral have accepted the idea, and the ne7t %eneration of children will %row up knowin% onl( ei%ht planets and thinkin% nothin% of it. #s Mike ,rown, the astrono$er who discovered Eris, noted followin% the &)+Cs decision, science is self!correctin%. Ae7t (ou will listen to part of a lecture on the sa$e subject. - *u$$ari:e the points $ade in the lecture, e7plainin% how the( cast doubt on the points $ade in the readin% passa%e. - Transcript of lecture4 #s (ou all likel( know b( now, ?luto has been officiall( de$oted to a dwarf planet. 0hat this $eans is that we will no lon%er include it as part of our solar s(ste$. The debate about whether or not ?luto should hold its status as a planet created such a conflict within the co$$unit( of world astrono$ers that it has been called the =reat ?luto 0ar. The decision on whether or not to de$ote ?luto was put to a final vote b( astrono$ers fro$ around the world at the &nternational #strono$ical )nion +onference. 3owever, when & sa( fro$ around the world, & donCt $ean worldwide. &n fact, less than /@M of the worldCs astrono$ers voted, and $ost of those who were at the conference had alread( %one ho$e b( the last da( when the vote took place. Of $ore than /@ @@@ potential voters, less than ;@@ took part, $ainl( because there was no wa( for the$ to cast their vote without actuall( bein% at the conference. Man( astrono$ers believe that if electronic votin% had been an option, ?luto alon% with two other celestial objects, would now be considered planets. Further$ore, the definition that was decided upon for a planet ! that it $ust clear the

nei%hborhood around its orbit ! doesnCt technicall( hold up, since Earth, Mars, Aeptune, and Fupiter all have asteroids as nei%hbors. The &)+ decision disappointed $an( people outside the astrono$( co$$unit( too. Hou see, there are $ore than a few ?luto lovers out there. *o$e were so an%r( at the resolution that the( be%an puttin% petitions to%ether to have the rulin% overturned. &n Aew Me7ico, where ?lutoCs discoverer was a resident, state officials have declared March /2th, ?luto ?lanet 5a(. +hildren in particular have a thin% with ?luto and are perhaps the least willin% to part with it. The na$e for the now dwarf planet was put to a vote in /82@. #nd incidentall(, ?luto, which was chosen unani$ousl( b( a %roup at the observator( where it was discovered, had been sub$itted b( a (oun% school%irl.