Biology

[ri

[
.''
I'"'
._,.

~~V:~~/G,ftl!;1"m.Y.'<;U'il'.."3!U..Y.l'.<~"\V:<il1oli-''-">"N''i,y:,;;~h_--,_~--

Listen to a lecture in a biology class. Fill in the diagram with the information that you hear.

''II"'
Key Vocabulary
marine: relating to the ocean ..
respiration: the act of breathing
extract: to draw out of something

[
[

swap: to trade or exchange

vertebrate: an organism with a backbone

--'~-.

'. .. . .,- .
~

!'

Respiration Wncierwaforvs:
Respir<.1tion
on Land
-'"''
,,.,,

' ,,

Underwater:

_,

--

-;

Both:

Land:

.I

1.. What does the professor imply about

, oxygen content underwater?
. (A)
' (B)
(C)
(0)

It is more abundant in cooler water.

It is not as plentiful as on land.
It is virtually non-existent.
It is less difficult to process.

2. What does the professor imply when he

says this:
(A) The exchange of gases occurs in
various aquatic animals.
(B) The environment of land animals is
rich in oxygen compared to aquatic
environments.

(C) Many aquatic animals can live without

oxygen for long periods of time.
(0) The students will certainly be tested on
this information on the next exam.
3. What will the professor likely talk about
next?
(A) The way gills extract oxygen from'
water
(B) The advantages of underwater
respiration
(C) The reasons why lungs work better
than gills
(D) The development of gills in fish

Fill in the blanks to complete the summary.

----------------------------------- ..----"--.. ----------------

._,~-----------

.. -----------------------------

The professor discusses two types of respiration: underwater and on land. He explains
the need for different respiration
for animals that live underwater.
_ _ _ _ _ are adapted to extract oxygen from water. For animals that live
_ _ _ _ _ _ _ , there are different ways of breathing. Some animals can breathe just
by having their _ _ _ _ _ exposed to the air. Some animals require special organs to
breathe, like _ _ _ __
______________________________________ ,,,,_ ...... -------------------- .. ---------------- ..----------------------------------Inference Questions

'--'-,----,----,-'

----'-----------'-

-,.- --

'------o---"--~----

279 _ _

Office Hours
.

Listen to a conversation between a student and a professor. Fill in the

information that you hear. +Mi''''

'

diagr~m

with the

l<ey Vo~abulary
':coord.lnate: to match an,d manage:,
roster: a. list of people's names.

mind: to be offended or irritated

confidential: done in secret
appreciate: to be grateful for

Problem:

Solution:

1. .What does the professor initially assume

about his teaching assistant?

. (A)
(8)
(C)
(D)

She
She
She
She

is not doing a good job.

is not completing her work.
is satisfying the students' needs.
does not understand the class.

2. What does the professor imply when he

says this:
(A) He does not want to meet with the
student
(8) He is sad that he cannot stay longer.
(C) He does not have much time.
(D) He has another class to teach.

3. What does the student imply when she

says this:
(A) Her professor's talks are difficult to
understand.
(8) Her professor does not end class
on time.
{C) The scheduling is not a part of her
problem.
(D) Her professor does not know when the
class ends.

...

Fill in the blanks to complete the summary.

The conversation takes place between a professor and a _ _ _ _ _ . She is
approaching the professor to change thetime of her
. The professor
asks her why, and she explains that it is a problem with her schedule caused by
_ _ _ _ _ _ _ . She has trouble _ _ _ _ _ to her group on time. The professor
_ _ _ _ _ to change her to a different group.

I I - - - 280 Chapter 7

\---.

"'
~z

Service Encounter

Cl

Listen to a conversation between a student and a university employee. Fill in the diagram
with the information that you hear. ltlffllotl

Key Vocabulary
coordinator: someone whose job is to manage or
supervise
complaint: an expression of irritation or disapproval

shame: an unfortunate situation

assume: to accept something to be true without proof
straightforward: simple; easy .

Problem:

I
I
I
I

::;;

Solution:

"'3z
Cl

1. What does the woman imply when she

says this:
,(A) Few students come to the housing
..
office.
(B) Most students come to the office to
complain.
(C) The rooms in the dorms are widely
disliked.
(D) She does not know why students make
so many changes.

(C) He does not want to change dorms.

(D) He thinks the housing situation is
unfair.

I;
'

I
,.

I
\

I
I
I

I
I

I
I

-~,

3. What does the student imply when he says

this:
(A) He never received a social security
card.
(B) He does not understand the form.
(C) He is surprised by the requirement.
(D) He thinks the employee made.a
mistake.

2. Listen again to part of the conversation. Then

answer the question.
What does the student imply when he says
this:
(A) He would have liked to live in the dorm.
(B) He finds the other dorms unacceptable.

Fill in the blanks to complete the summary.

---n------ -----'-"'"'---

,.,,.----.o~-------.,----------n-----------------------------MMMMMMMMMMMMMMMMMMM

The conversation takes place between a

employee and a student. The
student has accidentally been assigned to a dorm that houses
, and
he needs to change dorms. He says the room is
, but he obviously cannot
stay there. The employee provides him with a form that will allow him t o - - - - - - a different dorm. She also tells him that he can leave part of the form------~
---------------- .. ---- .. -------------------- .. ------------------------------------------------------------ .. -----Inference Questions

I
__

, -

..

',

LC

281 _

_;,:

Business
Listen to a discussion in a business class. Fill in the diagram with the information that you

hear. @i
Key Vocabulary
Incorporate: to use or include something
feasible: able to be done
following: a group of admirers

logistical: related to managing the details involved in

achieving something
percetved:based on assumptions; inferred

The Bricks and Clicks Business Model ... I

Definition:

I""'"" ,
I"''"' ,,

1. What does the professor imply when he

says this:

(A) He finds the name of the business

model confusing.
(B) He thinks the students might not take
the model seriously.
(C) He does not understand why that name
was chosen.
(D) He thinks the name clearly defines the
model.

2. What does the professor imply when he

says this:

(A) Customers do not like to do business

with new retailers.
(B) New businesses are more likely to use
this business model.

(C) Retail businesses need a supply

network to use this model.
(D) Established businesses are more
likely to make this model succeed.

3. What will the professor likely discuss next?

(A) The extremely high costs associated
with the model.
(B) A popular business model for smaller
businesses
(C) Another set of advantages of bricks
and clicks
(D) Another business model option for
retailers

Fill in the blanks to complete the summary.

The discussion is about the _ _ _ _ _ _ _ business model. It is a model that
includes both offline and
elements. The professor explains a couple of
_ _ _ _ _ _ _ for this business model. First, he says that it allows _ _ _ _ _ __
more freedom in how they operate. He also says the system is stable because established
businesses already have ______ and distribution chains set up.

--------------------------------------------------------------------------------------------------------------
I
'

~-------'----~----~---------'---"-

'

'

~-"--

'-/','
I

-~<~'.r-

1:

I
I
I
I
I

Anatomy
"'~.JK'<l~'?ll!l'..1Cl,",H,G;'l'.D'.-"(,;;o.<'!;1~i1-'>'1oVY.'.Jk~:.<%:-,_,o.,<-:''''-'->1"'.

Listen to a lecture in an anatomy class. Fill in the diagram with the information that you

hear. +ffiNiM
Key Vocabulary

comprise: to include or be composed of

regulate: to control something
Insulator: something that stops heat from escaping or entering

abrupt: unexpected or sudden .

receptor: a kind of cell that responds to sensory
stimuli

The lntegumentary System

'I

---------=]

Definition:

I
I

I
I
I

l
I
I
I
I

Gl

J
J

Function 2:

"'3z

Function 1-:

I
I
I
I,

:e

1, What does the professor imply when he

(D) Skin is important to the integumentary

system.

' says this:

(A) He has discussed the topic before.
(B) The topic is very advanced.
(C) He is going t.o offer new information.
(D) His students know the topic well.

3. What does the professor imply when he

says this:
(A) Perspiration is the most effective way
of regulating body temperature..
(B) The professor expects the students to
read about perspiration on their own.
(C) The body controls its temperature by
many methods other than sweating.
(D) The mechanisms for controlling body
temperature belong to a different system.

2. What does the professor imply when he

says this:
(A) Humans would be in danger without
an integumentary system.
(B) The class should be happy to learn
about the skin's protection.
(C) The skin protects human beings from
injury.

Fill in the blanks to complete the summary.

The professor discusses the integumentary system, which
the
body's external coverings, such as
, hair, and nails. First, the integumentary
system provides
for our internal organs. Second, it helps us to
- - - - - - - our body temperature. Last, it acts as a ~------for pain
and temperature changes.
.. ---- "---------- ---- --- ------ -------------- .... - __ .. ________ -------- .. --- ----------

----~--------

Inference Question~

,c.,~;"_

'-

__, 0

283 - - .

Listen to a conversation between a student and a professor. Fill in the diagram with the

information that you hear.

@ifi

Key Vocabulary

..

)-

fascinating: very interesting

tangible: solid and able to be experienced
aim for: to hope to accomplish; to try

Problem:

motivate: to cause someone to behave in a certain.

- ./
man.ner-- ,. <:.-.,; ,~:-:::._-::--;, _ ;!/:;;'./!
submit: to give somethingto be iuciged.

>:- _

Solution:

---------------
1. Listen again to part of the conversation. Then
answer the question.
What does the student imply when she
says this:
(A) She did not understand the
professor's topics.
(B) She was interested in the professor's
topics.
(C) Her problem is unrelated to the given
topics.
(D) She is upset about having to choose a
new topic.

2. What does the student imply when he says

this:
(A) She is well acquainted with the
professor.

:1 I

11

11

(B) She does not remember a key point

from the class.
(C) She will take more classes with the
professor later.
(D) She thinks the professor knows what
she has come to discuss.
3. What does the professor imply when he
says this:
(A) He believes the other studerits will
benefit more than the woman.
(B) He worries that the student's
assignment will be too hard.
(C) He thinks the student will not work
hard enough on the paper.
(D) He thinks other students will be upset
if he agrees.

II
Fill in the blanks to complete the summary.

-- .. --"---------- .. -..... -----------------------------;-------,,-------------------------------------------A student approaches her professor to discuss the

he assigned.

The student wants to

a previous paper that she wrote rather than
choose from the
the professor presented. The professor
_ _ _ _ _ to let her do this because the student plans to submit the paper to

-------------------- ---------------- ------------------------------------------------------------------ ----..,y,;--

284

Chapter 7

Service Encounter

l
I

I
I
I

Listen to conversation between a student and a university employee. Fill in the diagram
with the information that you hear. +@M"I
Key Vocabulary
policy: a plan or course of action
burur: a person at a university whose job is t~ ~antral
money
comprehensive: large iri scope and including much

:e
Covered by Insurance:

Not Covered by Insurance

J,I
.,

3"'2
Gl

I
I

i.

routine: regular; normal

out-of-pocket: paid out or owed in cash

1. What does the woman imply when she

says this:
~. (A) The insurance policy is difficult to
understand.
(B) The student does not need an
explanation .
(C) She needs more information about the
student's problem.
(0) She thinks the student is confused by
her explanation.

2. What does the student imply when he says

this:
(A) He was unaware that there was a
health insurance fee.
(B) He is not willing to pay a fee for health
insurance.

(C) He believes that the health insurance

charge is unfair.
(0) He had planned to dispute the charge
with the university.
3. What does the student imply when he says
this:
(A) He will find more information about the
policy on his own.
(B) He now fully understands his
insurance policy.
(C) He finds the secretary's explanation
confusing.
(0) He plans to cancel his health
insurance policy.

Fill in the blanks to complete the summary.

The conversation takes place between a student and an employee at -----~
The student approaches the employee with questions about the university - - - - - - The employee explains the cost as well as some of the _ _ _ _ _ that are covered and
_______ in the plan. The student also finds out that _ _ _ _ _ insurance is
not covered by the university plan at all.

-----.------------------------------------------------------------- .. -----------------------------------.--------------Inference Questions

285 _

History
_=t;,Wi;aJ,;t~'!8\\l!,~eo<~t";.)'~1i''l-"~n-;>H"O.~:;<;.p;_,-,~-,--:, ..

,__,.<,<,,,.,_ );_>;(.'i.<Y,Y-:,,;;_,._<-:' ;~t-. _, . . l

Listen to a lecture in a history class. Fill in the diagram with the information that you hear.

'MDI''
Key Vocabulary
Indigenous: occurring naturally in an area
segue: to move smoothly onto another topic
reconstruct: to rebuild

metallurgy: the study of metals .

advanced: ahead of others in technology

LThe s.ucGess oUhe Purepecha

Poict

'_:-~--------~I-----

l~Poin-t--~
2:

-
,.\<I

i"1L .
1,i

".

1. What does the professor imply when she

says this:
(A) There is little information available
about the Purepecha.
(B) More is known about other tribes
than the Purepecha.
(C) The history of the Purepecha has been
hidden or covered up.
(D) Other tribes have longer histories for
scholars to study.

,.
,!

'

2. What does the professor imply when she

says this:
(A) The Aztecs went to war with many
peoples.
(B) The Aztecs survived longer than the
Purepecha.

.__Ex_a_m_p-le_:_________

---L""'' " -~

I!

(C) The Purepecha were a very peaceful

tribe.
(D) The Aztecs had a very advanced
military.
3. What does the professor imply when she
says this:
(A) Other indigenous. groups attacked the
Purepecha.
(B) Other cultures did not have highly
organized militaries.
(C) The Purepecha's military was the
largest in Central America.
(D) Little is known about other indigenous
groups.

Fill in the blanks to complete the summary.

--~----------------- .. -------~---------------- .. -.............. ---------------------.. ------.. ----'"---.. ----The Purepecha are a tribe living today in
. The professor presents
two theories about why the Purepecha peoples were able to effectively _ _ _ __
Aztec and Spanish forces. First, she argues that the advanced Purepecha knowledge of
_ _ _ _ _ _ _ helped them produce
. She also proposes that
the Purepecha army was relatively

and well-organized.

. .':.
!>
;)'

'~'.'.

,,

Ecology
""""-~~.Wf>\'-'i!l'J}J)';Ql:~~-"'xt.>E~mu;.:;;-;:m;,,f

...;o;;wxe"' '" "''- ._.,, . '

Listen to a discussion in an ecology class. Fill in the diagram with the information that you

hear. 'iffiiE'
Key Vocabulary
direct: having nothing to prevent contact
organism: a living thing
benefit: to help; to improve

predator: an animal that hunts am;! eats other animals

sustenance: food

I >Par~sitism vs. Mlitualism:

~,

J:

Parasitism:

Both:

Mutualism:

. 1. What does the student imply when he says

,. this:

(A) Parasites are not really predators

because they are smaller than their
hosts.
(B) He is confused about the difference
between parasites and predators.
(C) Something that kills an animal could
be larger or smaller than the victim.
(D) Conventional predators in nature kill
their prey quickly.

2. What does the professor imply when she

:. j

says this:
(A) The role of parasites is often
misunderstood.
(B) Parasites do more harm than good.

(C) Parasites are more common than

generally known.
(0) Animals would be better off without
parasites.

3. Listen again to part of the discussion. Then

answer the question.

What does the professor imply when she

says this:
(A) The student has provided information
that is off-topic.
(B) The student's answer is not detailed
enough.
(C) There are certain steps in the process
suggested by the student.
(D) The two relationships are not
opposites at all.

Fill in the blanks to complete the summary.

The discussion begins with a definition and example of
and ends
with a definition and example of
. In the first type of relationship, one
animal
of another animal, and by doing so,
the
other animal. By contrast, in the second relationship, two species are able to
_ _ _ _ _ each other by either providing
or nutrition.
--------------~----~--------- ----- .. ------ ----- .... -- . - -- - --------------- --------------------------------lnfe(ence Questions

287 _ _:

Instructions: Choose the best word or

phrase to complete each sentence.

1. The book explains an easy way for a

person to
the number of
calories he or she needs to consume
each day.
(A)
(B)
(C)
(D)

alienate
anticipate
appreciate
approximate

6. The woodpecker's bright red crest gives

it a(n)
appearance.

2. A molecule that interacts with other

molecules and finally bonds with them is
called a(n) _ _ _ __
(A)
(B)
(C)
(D)

coordinator
insulator
predator
receptor

(A)
(B)
(C)
(D)

discouraging
following
striking
undemanding

7. We doubted that such a(n) _ _ __

candidate would pass the personal

interview of the hiring process.

3. The current exhibit at the Children's

Museum is sure to
the
imagination of visitors, both young and
old.
(A) segue
(B) spark .
(C) spring
(D) swap
4. In our physics lab today, we dropped
various substances into water in order to
measure their _ _ _ __
(A)
(B)
(C)
(0)

5. The speaker wanted to make the point

that, although we have come a long way,
the battle against
is far
from over.
(A) aversion
(B) collision
(C) distinction
(D) oppression

densities
harmonies
intensities
policies

(A)
(B)
(C)
(D)

confidential
conventional
egotistical
logistical

8. The university plans to _ _ _ __

its events on campus with the city's

Spring Festival events so that students
will be able to participate in both.
(A)
(B)
(C)
(D)

coordinate
dominate
motivate
reiterate

Instructions: Choose the word or phrase

closest in meaning to the underlined part.
9.. The findings of the two experiments did
not agree with one another.
(A)
(B)
(C)
(D)

.. '-

-;._,

.~

makeup
results
signals
trends

'

:~

1O. The professor spent the entire week

before finals giving the class a complete
review of everything covered during the
semester.
(A)
(B)
(C)
(0)

authoritative
comprehensive
excessive
exclusive

11. The presentation will be very informal, so

if you have questions or comments, feel
free to interrupt at any time.
(A)
(B)
(C)
(O)

aim for
come across
jump in
take place

12. This is a rather complicated problem, so

,. we have to take things one step at a time
to solve it.

~'.

(A)
(B)
(C)
(0)

advanced
affiliated
enclosed
regulated

13. The professor said goodbye \o the

students before they Jfill for spring break.
(A) circulated
(B) commuted
(C) departed
(O) diverged

14. The translation of the story is basically

correct, except for a few problems at the
end.
(A)
. (B)
(C)
(0)

essentially
frantically
mutually
rebelliously

15. Very few students are able to really

understand the differences between the
two philosophies the first time that they
study them.
(A) acknowledge
(B) grasp
(C) mind
(0) ponder
Instructions: Write the missing words. Use
the words below to fill in the blanks.
complaint

comprises

enrich

deduce

feasible

Studying vocabulary 16. _ _ _ _ __

a major part of preparation for college
entrance exams. An often heard
17.
among students is
that it is not 18.
to
memorize 5,000 vocabulary words for such
tests. However, there is an easier way for
students to 19.
their
understanding of college level vocabulary. By
studying Latin and Greek prefixes and suffixes,
students can learn to 20. _ _ _ _ _ __
the meanings of many unfamiliar vocabulary
words presented in lists or within sentences.

Instructions: Write the letter choice of the

opposite word in the blank.

21. _
22. _
23. _
24.
25. _

abstract
dissipate
mandatory
feasible
vertebrate

(A)
(B)
(C)
(0)
(E)

absorb
concrete
invertebrate
optional
impossible

Vocabulary Review 3

289 _

..

11;
"

J'

li:i

J,;1U'
,d.

;f;

01 Computer Science
Listen to a lecture in a computer science class.

'i'P'

Key Vocabulary
delve Into: to go into; to dig into
scheme: a plan; a design
device: a machine; a thing that does work .
accessible: capable of being reached .

::,::

1. How does the professor organize the

information about computer networks that
he presents to the class?
(A) He describes why LANs are more
popular than WANs.
(B) He demonstrates how each network
relates to the Internet.
(C) He explains the scale and basic
setup of each type of network.
(D) He talks about the advantages and .
disadvantages of LANs.

4. The professor describes various ways in

which LAN and WAN networks are used.
For each example, indicate what type of
network is utilized. Place a checkmark in
the correct box.
.

.Local area , Widearea

network ' :.. network

2. Why does the professor mention the

campus library?
(A) To show how WANs are used by
private institutions
(B) To give an example of the uses of
LANs
(C) To describe why WANs cannot be
used in small spaces
(D) To explain why LANs only use a
single server
3. What can be inferred about the speed of
WANs?
(A) They are slow unless a leased line is
utilized.
(B) They are typically slower than a LAN.
(C) They are faster when more computers
are connected.
(D) They are not affected by interference
withLANs.

Private
organization
Home office

r-

Ii

configuration: arrangement ol parts or settings; setup

leased: reserved for exclusive use
relay: lo pass along from one place to another

---

Internet service
provider

--

>-

Small office
~--

__.. _____

-- ---------

Dormitory
..____,

~-----

'---------

5. What does the professor imply about

leased lines?
(A) They are not worth the extra cost.
(B) There are cheaper ways of building a
WAN.
(C) They are the reason why WANs are
not secure.
(D) They do not have any advantages
over other methods.

"'~

z"G\

02 literature
Listen to a discussion in a literature class. M!!SH'
Key Vocabulary
plot: storyline; main story
obsession: an idea or desire that is always in the mind
demise: death
gruesome: scary and disgusting

6. How does the professor organize the

information about The Sandman that she
presents to the class?

(A) She allows the students to discuss

the themes and motifs.
(8) She talks briefly about the author's
background.
(C) She explains why the author uses the
eyes as a motif.
(D) She shows how the story is a good
example of the horror genre.
7. Why does the professor mention the
Italian word coppo?
(A) To connect the use of names to the
motif of eyes
(8) To give an example of a motif in the
short story
{C) To describe how the main character
was traumatized
(D) To describe the source of the author's
ideas for the story

8. What does the male student imply about

the class's understanding of the term "motif?"
(A) The other students are familiar with
the term.
(B) The other students have never heard
the term.
(C) The other students have studied
motifs before.
(D) The other students are unsure what
the term means.

metaphor: an image or idea used to represent

somelhing else
; eyuocket: a hole in the skull in which the eye sits
",-vacant: blank; empty .

::e

"'::;

Zi

9. Based on information from the lecture,

indicate which of the statements below
are included in the class's discussion of
The Sandman. Place a checkmark in the
correct box.

G\

The names of some characters in

The Sandman refer to the eyes.
The main character, Nathanial,
became blind as a young boy.
One of the story's themes is
obsession.

-------+--r-_,

The sandman traditionally

has a very different meaning
from that in the story.

The professor discusses vision

and optical illusions.
-~----------'---'----'

10. What does the student imply when he

says this:
(A) The students have many questions
about the motif.
(8) He does not understand the meaning
of the eye motif.
(C) The eye motif is very prominent in the
story.
(D) The student is not sure if the eyes are
a motif.

Mini Test 3

291 - -

f!.

'<v3 Service Encounter

Listen to a conversation between a student and a university employee. i@lfil
Key Vocabulary
syllabus: an outline of a course of study
on par with: equal to
legwork: walking

(''

....

11. Why does the man mention department

heads?
(A) To explain a confusing part of the
forms
(B) To tell the student that the deadline is
coming soon
(C) To recommend that the student study
abroad
(0) To explain an important step in
transferring credit
12. Why does the man mention a syllabus?

(A) To give an example of what the

student needs for her classes
(B) To give information about what
materials the department heads
require
(C) To illustrate why most students are
not granted credit for their courses
(0) To explain why the process of
receiving credit is complicated

make the time: to find enough time to do something

on the spot: right away; at that moment

13. Based on information from the conversation,

indicate which of the following statements
reflect an action the student must take in
order to receive study abroad credit
Place a checkmark in the correct box.

..
'

"

...

..

Yes . No

Receive course approval from

the head of the department

it

Submit the credit request form

by the deadline
Contact her professors about
_the cours~s she plans to take

,__._,.

Send her professors copies of

her final exam

14. What does the man imply about dealing

with the department heads?
(A) It helps to know what documents they
specifically ask for.
(B) They are hard to contact at the end of
the year.
(C) It is difficult to gain approval without
meeting with them first
(D) They are accommodating to the
schedules of students.
15. What can be inferred about the student?

(A) She studied abroad for two semesters.

(B) She is supposed to graduate in May.
(C) She is worried that her forms will be
rejected.
(0) She is upset that she will graduate
soon.

.f'

The TOEFL iBT Speaking Section-------------------------------- 296

Preview ----------------------------------------------------------------------- 299

Part 1

Thinking and Speaking

Chapter 1 Independent Speaking: Organizing Speech---------- 311

Chapter 2 Integrated Speaking: Synthesizing Information ------------- 325
Chapter 3 Integrated Speaking: Stating Opinions and Summarizing --- 345
Vocabulary Review 1 -------- ----------------------------------------- ------ 358
Vocabulary Review 2 -- ----------------- ---- --- ---------------------------------- 360

Making Speech Coherent

Chapter 4 Independent Speaking: Test Questions 1 and 2 ------------- 365
Chapter 5 Integrated Speaking: Test Questions 3 and 4 ---------------- 387
Chapter 6 Integrated Speaking: Test Questions 5 and 6 - Vocabulary Review 3

- -----

Vornbulary Revi<lVll 4 -----

----------- 401

----- - ------- -- ------------- 41 O

--- --------- .. ______ --- - ----- -------------------- 414

Chapter 7 Pronunciation -- - Chapter 8 Stress and Intonation -

Chapter 9

Pausing -

Answer Key Speaking -

765

The prompts for speaking questions on the TOEFL iBT can be categorized into six types:
Time

Question
Reading

Preparation

Speaking

15 seconds

45 seconds

1-2 minutes

30 seconds

60 seconds

1-2 minutes

30 seconds

60 seconds

Listening .

Independent 01
Independent 02
Integrated

03

Integrated

04

Integrated

05

Integrated

06

45 seconds

I'

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 will
speak about what you read 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:

'

'
Question

Task

Independent

none

Describe your experience.

Independent

none

Give your opinion and explain why you think tt1is.

Integrated

Reading
Conversation

100 words
200 words
60-90 seconds

Restate the opinion of the speaker and the

examples used.

Integrated

Reading
Lecture

100 words
200 words
60-90 seconds

Explain how the example from the lecture

supports or refutes the passage.

Conversation- Conversation 300 words

Restate suggestions and tell which you think is
bai1,-ed
90-120 seconds better.

Materials

Length

Tasks
I

'

'

'

I
'

. Lecturebased

Lecture

Summarize what you heard.

300 words
90-120 seconds

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!.

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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
TOEFL iBT.
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.

T~ist

Management

'1You

will speak into a microphone attached to a headset.

Independent Speaking questions come first.
: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.

The TOEFL iBT Speaking Section

-'-'-Co';"-_'c;.-Co'--'-c:c~---~-c:-,_

------

---~---

---c--::::-

----==-----=-:..::==-==-=-

------------------

297 - - : .

,1

How Speaking Will Be Scored

ETS graders will score test takers' responses according to the following scale:
Score

General Description

Key Points

The response answers the question or prompt

well. The speaker is easy to understand and
there are only minor mistakes with grammar
or pronunciation.

Fluent speech that is easy to understand and follow,

appropriate use of grammar and vocabulary, ideas
are explained clearly

The response answers the question or prompt,

but not all of the ideas are fully developed. The
speaker can be understood, but there are
some clearly noticeable mistakes in speaking.

At least two of these problems are present:

poor pronunciation, poor pace of speech, wrong
word choice, limited use of grammar structures,
or incorrect grammar

The response gives only a basic or minimal

answer to the question or prompt Most
sentences can be understood, but some effort
is required by the listener because speech is
not fluent and pronunciation is not accurate.
Some ideas are not clearly explained.

At least two of these problems are present: poor

pronunciation, choppy speech (not fluent), incorrect
word choices, basic grammar, poor use of grammar,
only basic ideas are presented, explanation is absent
or limited

The response is very short, does not show

full understanding of the question or prompt,
and is hard for the listener to understand.

At least two of these problems are present: poor

pronunciation, choppy speech (not fluent), tong or
frequent pauses, poor grammar, use of obviously
practiced or formulaic expressions, lots of repetition
of expressions in the question or prompt

There is no response or the response is not

related to the question or prompt.

No response to grade, or response is not related

to the question or prompt

lL~-.

, ,,,,-- 298 The TOEFL' iBT Speaking Section

1:1 .1
'.,;

The following is a sample Question 1 similar to the one you will see when you take the test. You will first
see a prompt on your screen describing the task similar to the one below.

Describe a study strategy that you use. Why do you feel that this strategy is effective? Include
specific reasons and examples to support your answer.
You will then have 30 seconds to prepare a response and 60 seconds to speak your response into the
microphone. A sample outline of a response can be found below.

Sample Outline
Introduction:
Thesis statement
Body:
Reason 1
'' Topic sentence
Reasons, examples, and details
.'.Reason 2
Topic sentence
Reasons, examples, and details
Thesis statement

When I am studying a difficult subject, I find it very helpful to play slow music at a low volume in the
background.
Tcpic sentence
;J

For one, this helps me relax. I tend to get very stressed when I study, and playing music keeps me calm
so I can focus on my task. ---..,

Reasons, examples, ancl details

Topic se; :anc''

Furthermore, I think it helps me remember the material more easily. When I try to recall information that
I learned while studying, sometimes I can remember it by thinking of what song I was listening to when
I learned it.

</

:=ieasons, exarnples, o.r1c details

Preview

299 - -

"'

'

"

The following is a sample Question 2 similar to the one you will see when you take the test. You will first
see a prompt on your screen describing the task.
Do you agree or disagree with the following statement? Reading books about real events is
more valuable than reading fiction stories. Include specific reasons and examples to support
your answer.
You will then have 30 seconds to prepare a response and 60 seconds to speak your response into the
microphone. A sample outline of a response can be found below.

Sample Outline
Introduction:
Thesis statement
Body:
Reason 1
Topic sentence
Reasons, examples, and details
Reason 2
Topic sentence
Reasons, examples, and details
Thesis statement

Sample Response

Though I often enjoy reading fiction, I do agree that it is more valuable to read books about real people
and events.
Topic sentence
/

/1

Firstly, I think reading about real people and events teaches practical skills. For example, reading
about a businessman and his strategies could teach you more about business that a fiction story
would not.
Topic sentence

~
Reasons, examples, and details. -

Furthermore, I think reading is more interesting if you read about real things. Just last week I read a story
about a real person who traveled across the world in a hot air balloon. Because the story was real, it
was more interesting to me.

.,/
Reasons, examples, and details

~--

c:

"'

The following is a sample Question 3 similar to the one you will see when you take the test. You will first
see a short reading passage about a campus-related topic. You will have 45 seconds to read the
announcement.

--------

~
3z

University Athletics Department Announcement

We regret to inform students that the university will no longer offer intramural sports programs
effective next term. Despite the university's best efforts to support the program, interest in all
individual sports is currently very low. Thus, it is no longer able to sustain the program. Furthermore,
many of the faculty sponsors responsible for intramural sports have recently relinquished their
positions. Without sponsors, it is impossible to continue to offer these programs.

"'

After 45 seconds, you will be asked to listen to a conversation about the passage you just read. Read
the conversation below. Keep in mind that this conversation will only be heard on the real test and will
not appear on your screen.
W: Wow, I'm really glad that they finally decided to stop supporting those terrible intramural
programs.
M: Really? I'm surprised you would say that. I mean, weren't you a team leader for the intramural
volleyball team?
W: Yes, and that's exactly why I'm glad that they're stopping all of the teams. Since I was on a
team, I got to see first hand how bad the program had become. It was time to end it.
M: So, then, you agree with why they're stopping the program? I remember that the announcement
said that student interest in the sports was really low.
W: Yeah, and that's a main reason why the teams had become so bad. I mean, I had been really
interested in keeping the volleyball program going, but no one else seemed to want to. In fact,
I tried to recruit a lot of people to join teams, but they were all happy just playing for fun on the
sand volleyball court by the dorms. Now that they've officially ended the intramural program,
I'm thinking that I can convince more people to just play for fun by the dorms.
M: That actually sounds like fun. I'd be up for doing that. Don't you feel bad for the faculty sponsors,
though? The announcement said that a lot of them had given up on the program, but I know
a few that still really liked it.
W: I actually think it is better off this way. I mean, most of the faculty sponsors were professors,
and they're busy enough as it is. Even the sponsor for my old team complained that he didn't
'
have enough time for the team when he had to grade papers. So, really, it's better for the

LM!~;,"~;=""'-

-- -----

--- . __j
Preview

301 - -

After the conversation concludes, you will see a prompt on your screen similar to the one below.

The woman gives her opinion of the announcement made by the Athletics Department.
State her opinion and explain the reasons she gives for holding that opinion.
You will have 30 seconds to prepare a response and 60 seconds to speak your response into the
microphone. A sample outline of a response can be found below.

Sample Outline
Introduction:
Speaker's opinion
Body:
Reason 1
Topic sentence
Reasons, examples, and details
Reason 2
Topic sentence
Reasons, examples, and details
. Speaker's opinion

Sample Response

"'

The woman says that she agrees with the announcement from the Athletics Department stating that
intramural sports are being discontinued.
Topic sentence

She begins by stating that she agrees that interest in the program has been dropping lately. She points
out that she used to lead an intramural volleyball team, and she had trouble finding other people to
participate. She now believes it is best to stop the program so people can organize volleyball games for
fun.---+ Reasons, examples, and details
Topic sentence

Furthermore, she agrees with the fact that faculty sponsors have begun to quit their positions on
intramural teams. She says that this is better for the professors because they had often been unable to
spend much time on the team when they had other work, like grading papers.

/
l~easons,

examples, and details

The following is a sample Question 4 similar to the one you will see when you take the test. You will first
see a short reading passage about an academic topic. You will have 45 seconds to read the passage.
Dormancy
When faced with the many threats of the natural world, many animals enter a state of
dormancy to avoid danger. When animals become dormant, they enter a state of inactivity that
allows them to conserve energy. Many factors can lead an animal to enter a state of dormancy.
Some animals must become dormant due to an environmental strain-if the environment becomes
harsh, dormancy can allow an animal to survive. In addition, some animals may become dormant
when the risks of predation are higher. For example, some slow or defenseless animals must rely
upon the cover of night to avoid predators.

;j
3
z

Cl

After 45 seconds, you will be asked to listen to a lecture about the passage you just read. Read the
lecture below. Keep in mind that this lecture will only be heard on the real test and will not appear on
your screen.
W: While we've spoken at length before about animal defenses, we have yet to cover how animals
with limited defenses manage to protect themselves against harsh conditions and predators.
One strategy employed by many animals is called dormancy. I'd like to show you today how
one animal-the snail-uses dormancy to stay protected.
Especially in very warm climates; the snail must enter a state of dormancy during the daytime
to avoid the harsh conditions of the environment. One concern for the snail is temperature.
See-as I'm sure you're all aware, the snail is very slow. Now, for many other animals, it's easy
to move around during the day because they can quickly move to shade if they get too hot.
For the snail, this isn't the case. The snail solves this by remaining in the shade-and inside its
shell-all day in a dormant state. Then, when night falls, the snail has enough energy to find

food without the threat of overheating.

Furthermore, the daytime is considerably more dangerous for the snail, so it must remain
dormant during the day to avoid predators. The snail's movement speed-or lack thereofmakes it an easy target for predators. Rather than risk exploring the ground during the day,
it remains dormant until the sun goes down. The night affords the snail enough protection to
remain hidden from many predators. Thus, it can search for food in relative safety.

Preview

__ ,,.

-~---

_-

_________ ,___ . ----------.----

----

--'-'----~-----~----------- - - - - - - - - - - - - - - - - -

303 -

After the lecture concludes, you will see a prompt on your screen similar to the one below.
Using points and examples from the lecture, explain how the snail exemplifies the use of animal
dormancy.
You will then have 30 seconds to prepare a response and 60 seconds to speak your response into the
microphone. A sample outline of a response can be found below.

Sample Outline
Introduction:
Summary of the lecture's main point
Body:
Reason 1
Topic sentence
Details from the lecture
Reason 2
Topic sentence
Details from the lecture

Sample Response

Summary of lecture's main point

~

The lecturer uses the snail as an example to demonstrate the reading passage's claim that animals use
dormancy to avoid harsh environmental conditions and predators.
/ ' Topic sentence
The lecturer first states that the snail must remain in the shade and inside its shell during the daytime
because the environment is too harsh. More specifically, she states that the snail is unable to easily
move to shade to avoid getting too hot, so it instead remains dormant during the day and waits until
night to come out.

-----.-

Details from lecture

Topic sentence
~

The professor then discusses the fact that the snail must remain dormant during the day to avoid
predators. She explains that, because of the snail's slow movement, it is safer to explore the environment
I

late at night when the darkness can hide it. Thus, it remains in hiding during the day.

Deta!ls fr:Jrr: lecture

~1
l
I
i

The following is a sample Question 5 similar to the one you will see when you take the test. You will
listen to a conversation between two students about a campus-related problem. Read the conversation
below. Keep in mind that this conversation will only be heard on the real test and will not appear on your
screen.

I
I

'
.

W: Nathan! Hold on ... I wanted to congratulate you on making it to the championship game. You
must be so excited!
M: Well, I wish I were still excited. See ... I have a really serious problem that just came up today.
Hey, maybe you could help me out.
W: Sure, I'd be glad to. What happened?
M: Well, as you know, my football team's championship game is this weekend. And, of course,
the team is really counting on me to attend. But I got contacted by my top choice for university
yesterday, and they want me to come out for an interview this weekend. They seem really
interested in me, and I don't want this to affect my chances of getting in.
W: Wow, you certainly do have quite the predicament. Well, hey, why don't you just talk to the
university and let them know that you have a championship game this weekend? I'm sure they
would understand.
M: That was definitely the first thing I thought of, but I worry that ... well, if I try to get out of it, that
they'll think I'm not serious about going to their school. And that's the last thing I want to do.
W: True. I guess your other option then is to tell the team that you can't play on Saturday. That
way, you'll get to go to the interview.
M: Right. But ... no! to sound conceited ... but I know my team really needs me, and I don't
want to be the reason that we lose the championship game. I mean, I could end up letting the
whole school down!
W: That's true. Wow ... I wish I could be of more help, but I really don't know what you should
do!
M: Yeah, neither do I ...

'.

---------------'

I
I

I
I

After the conversation concludes, you will see a prompt on your screen similar to the one below.

The students discuss two possible solutions to the man's problem. Describe the problem.
Then state which of the two solutions you prefer and explain why.
You will have 30 seconds to prepare a response and 60 seconds to speak your response into the
microphone. A sample outline of a response can be found on the next page.

Preview

L - - - - - - - -----~~--~---'-~- - -

--------------- -----------

-- - ------ -

---- -

305 ----:

----

-~-

-- -

'

-~

Sample Outline
Introduction:
Summary of the problem
Suggestions
Your preferred solution
Body:
Reason 1
Topic sentence
Reasons, examples, and details
Reason 2
Topic sentence
Reasons, examples, and details

Sample Response

Summary of problem

The man states that he has been invited to his preferred university for an interview on the same weekend
that he is supposed to play in a championship football game. He can either ask the university to
change the date of the interview, or he can skip his football game. I believe that he should skip the
football game.
\.

\.
Suggestions

Your preferred solution

Topic sentence

For one, I believe that his interview is more important than the football game. It is true that this decision
would likely disappoint his team members and perhaps even the entire school, but this will still pale in
comparison to the personal disappointment he will experience if he does not get into his top-choice
university. He should do everything he can to make sure he gets in.

Reasons, examples, and details

Topic sentence

'
,~

I also think that this is the best solution because the university is unlikely to change his interview date.
Most university officials are very busy, and they do not have time to reschedule interviews. In fact, the
man is right that the universit'j;;,ight think he was not serious about attending if he tried to change the
date of the meeting.

Reasons, examples, and details

I''(;';(.

:!ii;t]'----

j .

~.ip-~

306

Preview

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c:

zGl
The following is a sample Question 6 similar to the one that you will see when you take the test. You will
listen to a lecture about an academic topic. Read the lecture below. Keep in mind that this lecture will
only be heard on the real test and will not appear on your screen.
M: Among the many different aspects of a stage production, one of the most important
considerations is often ignored: stage lighting. When you watch a play, you probably don't
consciously notice it, though it has a profound effect upon the way you interpret a scene ..
Experts use theories of color and lighting position to gain these effects, which typically go
unnoticed by the audience.

1'

I~;

The color of the lighting can complement the actor's portrayal of emotions and actions,
and can even provide a certain context that the actors themselves cannot convey. Let me give
you an example that exemplifies both of those qualities. In one of my favorite scenes from the
theater, the tension in the scene has slowly been building as the characters begin to learn
about a crime that has happened. But, see, .in the scene, the colors of the lights slowly get
redder. So, even though the characters aren't standing there stating that the scene is getting
.more tense, the audience can tell this from the intensity of the lights.

1:'.

In addition, the position of the lighting can affect how the audience sees a scene. This is
especially apparent in the use of lights to make certain parts of the stage bright while others
remain dark. Now, in that same scene I've just described, the lighting technician used a type
of lighting known as down lighting-light that points straight down. This type of lighting is used
to create the illusion of depth~in this case, it was used to make two characters seem farther
away from each other than they were. This helped the tension that led into the climax, where
one of the characters was attacked while the other wasn't looking.

After the lecture concludes, you will see a prompt on your screen similar to the one below.
Using points and examples from the lecture, explain how stage lighting can be used to control
the audience's understanding of a scene.
You will have 30 seconds to prepare a response and 60 seconds to speak your response into the

microphone. A sample outline of a response can be found on the next page.

l
Preview 307 - -

:1. '
'

Sample Outline
Introduction:
Main topic
Body:
Key point 1
Topic sentence
Reasons, details, and examples
Key point 2
Topic sentence
Reasons, details, and examples

Sample Respon!SC

Main topic

The professor states that stage lighting can be used to cqntrol the audience's understanding of a scene.
This can be achieved through the use of color and the direction of the lighting.

//1

Tooic sentence
'

The speaker first says that color can be used to change how the audience interprets a particular scene.
He uses an example of a scene from one of his favorite plays. The scene was very tense, and the director
used red lights that got progressively brighter. This added to the feeling of tension in the scene.

~
Tc;pic

serilnnct~

Fleasons. exampl2s, ancl cleta1ls

;"-_

The direction of the lighting can also be used to control how the audience interprets a scene. The
speaker discusses down lighting, which is lighting from directly above. This type of lighting creates the
illusion of depth, and in his example, the professor says that it was used to make two people seem far
away from each other. _
',)

308

Preview

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Organizing Speech
Integrated Speaking:
Synthesizing Information

'chapter 3

Integrated Speaking:
Stating Opinions and Summarizing

Vocabulary Review 1
Vocabulary Review 2

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Necessary Skills
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Describing a personal experience or expressing a personal preference

Organizing ideas
Expressing a clear topic statement and supporting points
Speaking clearly and accurately with knowledge of grammar, vocabulary,
and pronunciation

Strategies
Though preparation time is limited in the speaking portion of the test, it is nevertheless
important to use this time to plan the organization of your response. This way, your
response will be more relevant and coherent. An organizational process for preparing your
speech is detailed below. Jn each step, there are certain things to keep in mind.
Process , .,.,;.

IJ~ -

Read the prompt and

understand the task.

_S_t_ra_te_g_y_-~--"''-""~'_<_ii~''.'~;2:~;;j

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..._._.._ . _._<___

Be sure that you understand the question and what it

requires you to do.

ecide on the main id~a or choose a position. Use the .

~ - ' ----
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dentify the main idea

and create a topic
[ statement.

elevant parts of the prompt in making your topic

tatement.

----------~----

. t
d
Brains orm an s
. 'd
suppo rt 1ng 1 eas.

-----

Quickly think of supporting ideas from your own

.
.
experiences. Choose ideas that most clearly support
.
your topic statement.

-----------------

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---------~-----

important to least important.

--------------------

--~

Independent Speaking: Organizing Speech

~~~~

-----------

311 - -

Practice 1 - Personal Experience .

~Step

'

Read the prompt below. Write down your answer and related key points in the blanks.
!- ~;;~~~;;b~~-~~;~~~~h~--h~~1,~;~;d-~;~b~~~~~--~h~~;~~;~;~ci~;.1~~1~ci~'";;~~~i~-

reasons and examples to support your answer.

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One person who has helped me become who I am today is_ _ _ _ _ _ _ _ _ _ _ __

Reason 1:

------------------------------~

Reason2: ______________________________

Read the related ideas and expressions below. Add at least two of your own.

hard work:
effort, dedication, enthusiasm, ____________

good at something:
talented, gifted, skilled, _ _ _ _ _ _ _ _ _ __

dedication:
the hard work and effort
spent Off something
talented:
very good at doing
something
encourage:
to give hope or support
generous:
giving often to other people
volunteer:
to do work without getting
paid

encourage:
suggest, persuade, convince, ____________

giving:
generous, kind, charitable, ______ , ______

- - - - - - - - - - - -- - - - - - - - - - -

------ -

---- -

- - - - - - - - - - - - - - - - - - - -- - - - -

(I Listen to a sample response. Write down any useful expressions.

"'"**'

Gl

---

------------------------------

-!(!!'

Now create your own response using words and expressions from Steps 1 and 2. Use the
prompts below to help you.
One person who has helped me become who I am i s - - - - - - - - - - First of all,
- - - - - - - - - - - - - - - - - - - I used to ___________
________________ . But _______________
and I - - - - - - - - - - - - - - - - - - Second, _ _ _ _ _ _ _ __
- - - - - - - - - - - - - - - - - - - B e c a u s e of __________ ,

- ~Step 4
Read the response you wrote above out loud. Try to read slowly and clearly. Practice saying
the whole response several times. Then close your book and say the response without looking
at the words.
independent Speaking: Organizing Speech

---~--

- - - - - ---

313

~.

---------------------- - - - - - -

------ - ---- - --- - - - - - - -

--------

--

-------- -

Practice 2 - Personal Preference

;~-I

~Step

Read the prompt below. Write down your answer and related key points in the blanks.

--Des~rib~;;~;~~~~ kno:i-~h~do~a j;~~~~ir;,Why d;yo~~dmir~~h;-J

person's job? Include specific reasons and examples to support your answer.

. . . . . -----..

---------->->-~

--~---H----~-='"'"""

-,

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ has a job that I admire.

Reason1: ______________________________

Reason2: - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Read the related ideas and expressions below. Add at least two of your own.
Related Ideas and Expressions

have a good opinion of someone:

respect, admire, think highly of, ____________

brave:
courageous, fearless, daring, ____________

help:
aid, assist, lend a hand, ____________

work:
compensation, paycheck, salary, ____________

314 Chapter 1

_-,_,.,

admire:
to have a feeling of respect
for someone
courageaus:
very brave and willing to do
dangerous things
aid:
to help someone
compensation:
payment given to you for
work you've done

.-;~

~Step

n Listen to a sample response. Write down any useful expressions.

i@IM

------------------11~mmm111m11_

--------------------------.

-------------------------------

--------------------~-------------

---------

~S$ep 3
Now create your own response using words and expressions from Steps 1 and 2. Use the
prompts below to help you.
- - - - - - - - - - - - - - - - - - - - - - h a s a job that I admire. I
admire this job for two reasons. F i r s t , - - - - - - - - - - - - - - - - - - - - _________________ for the work t h a t - - - - - - - - - ________________ .Second, ______________
_______________ wanted t o - - - - - - - - - - - - - - -
Being a ______________ is how ______________

Plus,-------------------

~Step

Read the response you wrote above out loud. Try to read slowly and clearly. Practice saying
the whole response several times. Then close your book and say the response without looking
at the words.
Independent Speaking: Organizing Speech

--

... ,

----------~----

315 - -

'(

Practice 3 - Personal Experience

~.
f

~Step

Read the prompt below. Write down your answer and related key points in the blanks.

--W~~-;;meone you feel comfortabl;talki~~ to-;bout ;;;ble~s?~:;~j""-1

comfortable with this person? Include specific reasons and examples to support your
answer.

I
J

..,___,.,...,......,.,._,.,_."""""'-=-=.._ ......,..,,..,. ...........,..,,..,,,,.,....,,.. _ _ _ _ _ _~--,..,.......--=--~~-.""'""'"" .......,...............'""""'~"""'""'"'''~=~-~,,~._,,/

I feel comfortable talking with _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ about my problems.

Reason 1:

-------------------------------

Reason2: ______________________________

Read the related ideas and expressions below, Add at least two of your own.
Related Ideas and Expressions

comfort:
comfortable, relaxed, at ease, ____________

problem and solution:

I.

j.;

issue, concern, resolution, ____________

types of knowledge:
I

experience, fact, information,

!'.

related:
similar, alike, connected, ____________

comfortable:
relaxed or at ease
patient:
able to deal with difficult
situations without becoming
upset
solution:
a way to fix a problem or
bad situation
experience:
knowledge gained through
participation or work
similar:
have some of the same
parts or qualities

~Step

n Listen to a sample response. Write down any useful expressions.

i@ibl

1114

j;;)

I'." .
.:;,

I"
[' ,

:; ..;
I:.-,,.

I,

IL,.,
I

.;,

~Step
.;.

Now create your own response using words and expressions from Steps 1 and 2. Use the
prompts below to help you.
I feel comfortable talking with _____________ about my problems. First,
,
--~---------is _____- ' - - - - - - - - - - - - - - -

__________ is __________ and ___________

when I tell _ _ _ _ _ _ _ _ _ _ _ _ _ _ my problems. That way, _ _ _ _ _ __
_____________ . Second, _________________

so _____________ knows what to do.

~Step

I,

Read the response you wrote above out loud. Try to read slowly and clearly. Practice saying
the whole response several times. Then close your book and say the response without looking
at the words.
Independent Speaking: Organizing Speech 317

:__,. -

-_.__::.....:..___.

_:..::..:-.:.::~,::~~----.---_

__
.

_ _ ,,

___

_,_:

________ ---

-----

...,..

----- -------

-----------------------

--j

Practice 1 - Personal Preference

Step 1
Read the prompt below. Write down your answer and related key points in the blanks.

Sh~"~ld;t-u-de_n_t;h-a-ve_t_o_~ay to attend

university, or should

~~rnments provide free

education for students? Include specific reasons and examples to support your answer.

----~----

..-------------

-------

I feel that _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
Reason 1: One reason I think this i s - - - - - - - - - - - - - - - - - - - - -

Reason 2: Another reason I feel this way i s - - - - - - - - - - - - - - - - - - -

Read the related ideas and expressions below. Add at least two of your own.
Related Ideas and Expressions
money:
funds, finances, currency, ____________

worry:
fret, be anxious, be concerned, ____________

paying attention:
focus, concentrate, think about, ____________

education:
school, university, teach, ____________

318 Chapter 1

funds:
money
responsibility:
.being required to meet the
'expectations of others
available:
able to be used
fret:
to worry about something

concentrate:
to focus your attention on
one thing