Longman Introductory Course for the TOEFL Test - The Paper Test.pdf

LoNcMAN
INTRODT]CTORY COTJRSE
FORTHE TOEFTTEST
THE
PAPER
TEST
DEBORAH PHILLIPS
TOEFL@ is the registered trademark of Educational Testing Service.
This publication is not endorsed or approved by ETS.

CCNTENTS
IIITRODUCTION
SECTION ONE: LISTENING COMPREHENSION
DIAGNOSTIC PRE-TEST
LISTENING COMPREHENSION
The Listening Part A Questions
SKILL 1: Restatements
EXERCISE 1
IOEFL EXERCISE 1
SKILL 2: Negatives
!5FFft%',"crsE2
TOEFL REVIEW EXERCISE (Skills I-2)
SKILL 3: Suggestions
ISEFftT,i.crsE 3
|OE,FL REVIEW EXERCISE (Skills 1-3)
SKILL 4: Passives
EXERCISE 4
TOEFL EXERCISE, 4
TOEFL REVIEW EXERCISE (Skills I-4)
SKILL 5: Who and where
.T EXERCISE 5
TOEFL EXERCISE 5
TOEFL REVIEW EXERCISE (Skills 1-5)
SKILL 6: Agreement
E.XE,RCISE 6
TOEFL EXERCISE 6
The Listening Part B Questions
SKILL 7: The questions
EXERCISE 7
SKILL 8: The topic
EXE,RCISE B
SKILL 9: The order of the answers
EXERCISE 9
TOEFL EXERCISE (Skills 7-9)
1X
3
9
10
11
t2
13
t4
l4
15
t6
l6
t7
iB
18
t9
20
2l
22
23
24
24
25
26
27
27
28
30
32
32
34
34
35
36
37
ill

IV CONTENTS
The Listening Part C Questions
SKILL 10: The questions
E,XE,RCISE, T O
SKILL 1 1: The topic
E,XERCISE, 11
SKILL 12: The order of the answers
E.XE,RCISE, 12
TOE,FL EXERCISE (Skills 10- 12)
TOEFL POST-TEST
SE,CTION TWO: STRUCTURE AND WRITTEN
EXPRESSION
DIAGNOSTIC PRE.TE,ST
STRUCTURE, AND WRTTTEN EXPRESSION
The Structure Questions
SKILL 1: Subjects and verbs
EXE,RCISE, 1
SKILL 2: Objects of prepositions
E,XE.RCISE 2
EXERCISE, (Skills 1-2)
TOE,FL EXERCISE, (Skills l-2)
SKILL 3: Present participles
E.XERCISE, 3
SKILL 4: Past participles
E,XERCISE, 4
EXERCISE, (Skills 3-4)
TOEFL REVIE,W EXE,RCISE (Skills 1-4)
SKILL 5: Coordinate connectors
E,XERCISE, 5
SKILL 6: Adverb clause connectors
EXERCISE, 6
EXERCISE (Skills 5-6)
TOEFL REVIEW EXE,RCISE (Skills 1-6)
SKILL 7: Noun clause connectors
E,XERCISE 7
SKILL B: Noun clause connector/subjects
EXE,RCISE, 8
E,XERCISE (Skills 7-8)
TOE,FL E,XERCISE (Skills 7-8)
TOEFL REVIEW EXERCISE (Skills 1-B)
38
40
10
42
12
43
14
15
46
55
62
63
61
65
66
67
67
68
69
70
70
72
72
73
71
75
76
76
77
7B
79
BO
B1
82
B2
B4
81
B5
86

SKILL 9: Adjective clause connectors
E,XE,RCISE 9
SKILL 10: Adjective clause connector/subjects
EXERCISE 10
The Written Expression Questions
SKILL 1 1: Agreement after prepositional phrases
EXERCISE 11
SKILL 12: Agreement after expressions of quantity
EXERCISE, 12
SKILL 13: Agreement after certain words
EXERCISE 13
EXERCISE (Skills 1 1-1 3)
SKILL 11: Parallel stmcture with coordinate conjunctions
EXERCISE, 14
SKILL 1 5: Parallel structure with paired conjunctions
EXERCISE, 15
EXE,RCISE (Skills I4-1 5)
TOEFL EXERCISE (Skills I1-1 s)
TOE,FL REVIEW EXERCISE (Skills 1-15)
SKILL 16: Past participles after have
EXERCISE 16
SKILL 17: Present participles or past participles after be
EXERCISE 17
SKILL 18: Base form verbs after modals
EXERCISE 18
EXERCISE (Skills 16-1 8)
TOEFL EXERCISE (Skills 16-1 B)
SKILL 19: Singular and plural nouns
EXERCISE 19
SKILL 20: Countable and uncountable nouns
EXERCISE, 20
TOEFL REVIEW EXERCISE (Skills r-20)
SKILL 2I: Subject and object pronouns
EXERCISE 21
CONTENTS
B7
88
89
90
9I
9I
92
94
95
96
96
97
98
9B
99
100
101
r02
103
t04
105
105
106
r07
108
108
109
109
110
110
111
111
tt2
rt4
t14
115
rt6
t16
l17
118
rt9
r20

Vi CONTENTS
SKILL 22: Possessives
EXERCISE 22
SKILL 23: Pronoun reference
EXERCISE 23
EXERCISE (Skills 2l-23)
TOEFL EXERCISE (Skills 2l-23)
SKILL 24: Adjectives and adverbs
EXERCISE 24
SKILL 25: Adjectives after linking verbs
EXERCISE 25
TOEFL POST.TEST
SECTION THREE: READING COMPREHENSION
DIAGNOSTIC PRE.TEST
READING COMPREHENSION
The Reading Comprehension Questions
SKILL l: Main idea questions
TOEFL EXERCISE 1
SKILL 2: Stated detail questions
TOEFL EXERCISE 2
TOEFL REVIEW EXERCISE (Skills 1*2)
SKILL 3: Unstated detail questions
TOEFL EXERCISE 3
SKILL 4: Implied detail questions
TOEFL EXERCISE 4
SKILL 5: Vocabulary in context questions
TOEFL EXERCISE 5
SKILL 6: "f,Vhere" questions
TOEFL EXERCISE 6
TOEFL POST-TEST
120
t2r
t22
t22
123
124
125
126
t27
r28
129
130
130
131
133
t43
r54
155
156
158
160
162
165
168
170
172
175
t76
179
r82
183
186
189
190
t93
198
,-----r-- r I

CONTENTS
21r
212
212
2rB
2rB
221
224
224
226
229
23r
231
23r
233
235
238
238
239
240
241
243
245
269
293
319
321
328
330
334
338
351
353
354
357
365
381
407
vll
TEST OF WRITTEN ENGLISH (TWE)
The Writing Score
Sample E ssays
Before Writing
SKILL 1: The writing topic
SKILL 2: The supporting ideas
While Writing
SKILL 3: The introductory paragraph
SKILL 4: The supporting paragraphs
SKILL 5: The concluding paragraph
After
Hi:: Edit sentence structure
6,{: Simple sentence structure
68: Compound sentence structure
6C: Complex sentence structure
SKILL 7: Edit written expression
7 A: Agreement and parallel structure
7B: Verbs and nouns
practice Tests
7C: Pronouns and ad'iectives
COMPLETE TESTS
COMPLE,TE, TEST ONE-INTRODUCTORY LEVEL
COMPLETE TEST TWO-INTRODUCTORY LEVE,L
COMPLETE TEST THREE-TOEFL LEVE,L
APPENDIXES
APPENDIX A:
APPE,NDIX B:
APPENDIX C:
APPENDIX D:
APPENDIX E:
Similar sounds
Prepositions
Word endings
Irregular verb forms
Word parts
SCORES AND CHARTS
Progress Chart
Scoring Complete Test Three
Diagnostic Charts
ANSWER SHEETS
RECORDING SCRIPT
ANSWER KEY

INTRODUCTION
ABOUT THIS COURSE
PURPOSE OF THE COURSE
This course is intended to prepare students for the paper version of the TOEFL' (Test of Eng-
lish as ;r Foreign Language) test. It is based on the most up-to-date information available on
the format and content of the paper TOEFL test.
Longman Introductor,'Course fbr the TOEFL Test: The Paper Test carr be used in a variety
of rvar.s, depending on the needs of the reader:
L It can be used as the primary te'xt in a course emphasizing TOEFL test preparation.
2. It car-r be usecl as a supplementiuJ text in a more general ESL course.
3. Along lr,ith its comparnion audio program, it can be used as a tool for indirridualized study
bv students preparing for the TOEFL test outside of the ESL classroom.
LEVEL OF THE BOOK
Longnun Introductor Course lbr the TOEFL Test: The Paper Test is intended for students
rvhose TOEFL scores are in the 380-.180 range on the paper TOEFL test. This text starts belon'
the leve-l of the TOEFL test and continues up to the level of Ihe easier questiorts on the TOEFL
test. It presents and practices those language skills that appear regularly on the paper TOEFL
test and are appropriate to this ler,,el.
This book is intended to be used by students rvho are interested in preparing for the paper
TOEFL test but rvho are not yet readv for all of the materials found on this test. It can be used
most effectively to introduce lorver-level TOEFL skills and strategies prior to the studv of the
more ndvanced Longmart Preparation Course for tlrc TOEFL Test: Tlrc Paper Test.
WHAT IS IN THE BOOK
This book contains a var-ietv of materials rvhich together provide a comprehensive prepara-
tion program:
. Diagnostic Pre-Tests for each section of the test measure students' level of performance
and allor,v students to determine specific areas of 'uveakness.
. Language Skills for each section of the test, inch-rding the Test of Written English (TWE),
provide students r,r'ith a thorough Llnde'rstanding of the language skills that are regularly
tested on the TOEFL test.
. Test-Taking Strategies for each section of the test provide students with clearly defined
steps to maxinrize the'ir performance on the test.
o Exercises provide practice of one or more skills in a non-TOEFL format.
. TOEFL Exercises pror,'ide practice of one or more skills in a TOEFL format.
. TOEFL Review Exercises pror,ide practice of all of the skills taught up to that point in a
TOEFL format.
IX

X INTRODUCTION
. TOEFL Post-Tests tor each section of the test measure the progress that students hz.ne
made after rvorking through the skills and stratc'gies in the text.
r Introductory-Level Complete Practice Tests allorv students to revieu, all of the ls11,E-1--ls1,gl
skills taught throughor"rt the te.xt in TOEFL-folmat tests.
. A TOEFL-LeveI Complete Practice Test provides students rvith the opportunitv to see hor,r'
the skills they have learned in this tert r,r'ill be incorporated into an actual TOEFL test. This
test also provides students rvith the opportunity to determine their approximate TOEFL
SCOTCS.
. Scoring Information allor.l,s students to deterrnine their approximate TOEFL scores on the
TOIIFL-Level Con-rplete Practice Test.
. Diagnostic Charts allos' students to monitor their progress in specific language skills on the
Pre-Tests, Post-Tests, ancl Complete Tests so that thev can easilv determine which skills have
been mastered and rvhich skills require turther studv.
. Progress Charts allort students to monitor their score inrpror.ement from the Pre-Tests to
the Post-Tests and Complete Tests.
. Recording Scripts allorv students to see thc' text of all the listening exercises and tests
included on the audiocassettes/audio CDs.
. Answer Sheets allorv students to practice using appropriate test forms.
WHAT IS ON THE CD-ROM
Longntan Introductoty CD-ROA.I for the TOEFL Test: The Paper lesl, rvith over 900 questions
in the torrnat of the paper TOEFL test and 120 additional u'riting-practice questions, includes
a varietv of materials that contribute lo an effective preparation program for the paper version
of the TOEFL test:
. An Overview describes the features of the CD-ROM.
. Skills Practice Sections for each of the sections on the paper version of the TOEFL test,
including the Test of Written English (TWE), prol,ide students rvith the opportunity ro
revien, and master each of the language skills on the test.
. Test Sections for each section of the paper version of the TOEFL test allor,r, stndents to take
authentic test sections and to measure their progress. Writing tests can be printed for feed-
back and review..
. Answers and Explanations for all practice and test items allou' students to understand
their errors and learn from their mistakes.
. Skill Reports relate the test items on the CD-ROM to the laneuage skills presented in the
book.
. Scoring and Record-Keeping enable students to record and print out charts that keep track
of their progress on all practice and test items.
The follor.r'ing charl describes the contenls of the CD-ROM:

INTRODUCTION XI
SKILLS PRACTICE SECTION TESTS
LISTENING
COMPREHENSION
Short Dialogues
Skill 1 10 questions
Skill3 10 questions
Skill4 10 questions
Listening
Tests
Test I
Test 2
Test 3
Comprehension
50 questions
50 questions
50 questions
Conversations
Conversation 1 4 questions
Talks
Talk 1 4 questions
Tolk 2 4 questions
Talk 3 4 questions
STRUCTURE
AND WRITTEN
EXPRESSION
Structure
Skills l-2 20 questions
Skills 3-4 20 questions
Skills 7-B 20 questions
Structure and Written
Expression Tests
Test 1 40 questions
Test 2 40 questions
Test 3 40 questions
Test 4 40 questions
Test 5 40 questions
Written Expression
Skills | 1-13 20 questions
Skills l6-lB 20 questions
Skills 2l-23 20 questions
READING
COMPREHENSION
Main ldea Questions
Skill l 3 questions
Skill 1 4 questions
Skill I 4 questions
Stated Detail Questions
Skill 2 5 questions
Skill2 7 questions
Skills l-2 B questions
Reading Comprehension
Tests
Test 1 50 questions
Test 2 50 questions
Test 3 50 questions

Xii INTRODUCTION
This CD-ROM ha.s been devcloped spe-cificallv to provicle practice opporttrnities for the
paper TOEFL test. To the ertent possible, all qtrestion formats simulate those on the actual
paper TOEFL test :ind the Test of Written English (TWE).
WHAT 15 ON THE AUDIO PROGRAM
The audio program, u'hich can be pr-rrchased to accompan-v this book, includes all the
recorded material flom the I-istening Comprehension section. This program is available on
eitherar"rdio CDs clraudiocassettes. Trackine infclrmation is inclucled u'ith the ar-rdio CDs.
SKILLS PRACTICE SECTION TESTS
READING
COMPREHENSION
(continued)
Unstated Detail Questions
Skill 3 6 questions
Skill 3 6 questions
lmplied Detail Questions
Skill 4 5 questions
Skill 4 5 questions
Vocabulary in Context
Questions
Skill 5 B questions
Skill 5 7 questions
Skills l-5 9 questions
,,Where,,
eUeStiOnS
Skill6 6 questions
Skill 6 7 questions
Skillsl-6 il questions
TEST OF WRITTEN
ENGLISH (TWE)
Before and While Writing
TWE Tests
Test 1 1 question
Test 2 1 question
Test 3 1 question
Test 4 1 question
Test 5 1 question
Test 6 1 question
Test 7 1 question
Test 8 1 question
Test 9 1 question
Test 10 1 question
After Writing
Skill6 20 questions
SkillTA 20 questions
SkillTC 20 questions

INTRODUCTION xill
OTH ER AVAILABLE MATERIALS
Longman publishes a full suite of materials for TOEFL preparation, lor both the paper and
computer-based tests ernd for both intermediate and advanced stuclents. Preparation materials
are available for both course-based instn-rction and self-str-rdr.. Ple:rse contact Lonsman's
rvebsite-ll'rvrv. longman. com-for a cornpletc- I i st of t hese prodtrc t s.
ABOUT THE PAPER VERSION OF THE TOEFL TEST
OVERVIEW OF THE TEST
The TOEFL test is a test to measure the English proficiencv of nonnative speakers of English.
It is required prinrzrrilv bv English-langr-rage' colleges and universities. Additionalh., institu-
tions such as governntent agencies, businesses, or scholarship programs mav require this test.
The TOEFL test ctlrl'entlv erists in paper and conrpr.rter formats. (The pulpose of this book is
to prepart- stttdents for the Daper version of the TOEFL test. Thc-r'e are other Longman prod-
ucts to prepare students for the conlputer .er-sion of the TOEFL test.)
DESCRIPTION OF THE TEST
The paper version of the TOEFL test cLrrrentlv has the lbllou'ing sectir-rns:
' Listening Comprehension: To demonstrate their abilitv to understa.nd spoken English,
examinees must listen to r,arious tvpes of passa-qes on a recording and respond to multiple-
choice questions about the passages.
' Structure and Written Expression: To de'monstrate their abilitr, to recognize gramnati-
callv correct English, eraminees must either- choose the correct rvav to complete sentences
or find errors in sentences.
' Reading Comprehension: To demonstrate their abilitv to unclersland rvritten English,
eraminees must answer multiple-choice questions about the ideas and the meanings of
r.vords in reading passages.
o Test of Written English (TWE): To demonstrate their abilitv to produce correct, organized, and
meaningful English, eraminees must u"rite an essav on a given topic in 30 minuters. The TWE is
not given rvith everl' administration of the paper TOEFL test, and its score is not included in
the overall TOEFI- score. It is possible for-r.r.ru to determine rr,'hether or not the TWE rvill be
given at a patlicttlar administration of the TOEFL test u,hen vou re_eister for the test.
The probable format of a paper TOEFL test is outlined belon'. (It should be noted that on cer-
tain unannounced occasions a longer version of the paper TOEFL test is given.)
SECTION QUESTIONS TIME
Listening Comprehension 50 multiple-choice questions 35 minutes
Structure and Written Expression 40 multiple-choice questions 25 minutes
Reading Comprehension 50 multiple-choice questions 55 minutes
Test of Written English (TWE) 1 essay question 30 minutes

XIV INTRODUCTION
REGISTRATION FOR THE TEST
It is important to understand the follorving information about registration for the TOEFL test:
. The first step in the registration process is to obtain a copv of the TOEFL Inf'ormation Bul-
letin. This bulletin can be obtained bv ordering it or dorvnloading it fiom the TOEFL rvebsite
u,ww.toefl.org, by calling l-609-'t'71-7100, or by mailing a request to this address;
TOEFL Serr ices
Educational Testing Sen'ice
P.O. Box 6151
Princeton, NJ 08541-6151 USA
. From the bulletin, it is possible to determine rvhen and rvhere the paper version of the
TOEFL test is being given.
It is important to pay attention to registration deadlines. Registration deadlines are listed in
the TOEFL Infonnation Bulletin; they are gene-rally four u,eeks before test dates for test cen-
ters in the United States and Canada and six u'eeks before test dates for test centers over-
seas. The registration deadlines listed in the TOEFL Infonnation Bulletin are dates by rvhich
registration requests must be received by ETS; they are not dates by which registration
requests must be mailed.
Procedures for completing the registration form and subrnitting it are listed in the TOEFL
Inforntation Bulletin. These procedures must be follorved exactly. Contact information for
submitting registration forms foom different pafts of the lr,orld is listed in the TOEFL Infor-
mation Bulletin.
HOW THE TEST IS SCORED
Students should keep the following inforrnation in mind about the scoring of the paper TOEFL
test:
. The paper version of the TOEFL test is scored on a scale of 217 ro 677 points.
. There is no passing score on the TOEFL test, but various institutions and organizations
have their orvn TOEFL requirements. It is imporlant for str"rdents to find out from each insti-
tution or organization what TOEFL score is required by that institution or organization.
. The Test of Written English (TWE) mav or may not be given at a particular administration
of the TOEFL test. If the TWE is given, it is scored on a scale of I to 6, and this score is not
included in the overall TOEFL score.
r The dates rvhen scores will be mailed out are listed in the TOEFL InfbrnrcLtion Bulletin.
Scores are generallv mailed out approximatelv five rveeks after the test date for test centers
in the United States and Canada and approximately six s,eeks after the test date for overseas
centers.

INTRODUCTION xv
TO THE STUDENT
HOW TO PREPARE FOR THE PAPER VERSION OF THE TOEFL TEST
The paper version of the TOEFL test is a standardized test of English. To do well on this test,
you should therefore rvork in these areas to improve voltr score:
r You must ,ork to improve vour knor,r,4edge of the English language skills that are covered on
the paper version of the TOEFL test.
r You must understand the test-laking stra.tegies that are appropriate for the paper version of
the TOEFL test.
o Yorr must take practice /esls with a focus on applf ing your knowledge of the appropriate
language skills and test-taking strategies.
This book can familiarize vou rvith the English language skills and test-taking strategies nec-
essara/ for the paper version of the TOEFL test, and it can also provide 1.'ou with a considerable
amount of test practice. Additional practice of the English language skills, test-taking strate-
gies, and tests for the paper version of the TOEFL test are found on the CD-ROM.
HOW TO USE THIS BOOK
This book provides a '"'ariety of materials to help you prepare for the paper version of the
TOEFL test. Follorving these steps can help vou to get the most out of this book:
. Take the Diagnostic Pre-Test at the beginning of each section. When vou take the Pre-Test,
try to reprodr-rce the conditions and time pressure of a real TOEFL test.
(A) Take each section of the test ."r,ithout interruption.
(B) Work on one section at a time.
(C) Use the answer sheets fi-om the back of the book.
(D) Use a pencil to fill in the ansrver oval completely.
(E) Erase any changes that vou make carefulh'. If ansrvers are not completely erased on the
actual TOEFL answer sheet, they rnill be marked wrong.
(F) Time vourself for each test section. Yotr need to experience the time pressure that exists
on the actual TOEFL test.
(G) Play the recording one time onlv during the test. (You mav play it more times u'hen vou
are reviewing the test.)
(H) Mark onlv your ansrver sheet. You cannot r.vrite in a TOEFL test booklet.
. After you complete the Pre-Test, you should check your answers, diagnose vour incorect
answers, and record your results.
(A) Check volrr ans{ers using the Answer Kev at the back of the book (if it is included) or
according to the teacher'.s instmctions.
(B) Complete the appropriate part of the Diagnostic Charts on pages 357 -363 to determine
which langtrage skills you have already mastered and r.r'hich need further study.
(C) Record vour results on the Progress Chaft on page 353.

XVi INTRODUCTION
Wbrk tl'rrough tlre presentation and exercises for each section, payrin-u parlicular attcntion to
the skills that cattsed volt prrrblems in the Pre-Test. Each tinre lhat vou complete a TOEFL-
format erercise, trv to simulate the conditions and time pressure of a real TOEFL test.
(A) For listening questions, plav the recording one tinre only. Do not stop the lecgrding
betrveen questions.
(B) For strLlcture qltestions, allorv vourselt one n-rinute for trvo qurestions. (For exanrple, votr
should take fir'e minutes for an exerci-se u'ith ten questions.)
(C) For reading comprehension cluestions, allorv vourself one minute for one cluestion. (For
erample, if a reading passage has ten questions, vou should allor.v yotrrself ten minlrtes
to t'ead the passage ancl ansrver the ten questions.)
When fttrther practice on a spccific point is included in an Appendir, a note in the text
directs vou to this practice. Complete the Appendix exercises on a specific point u,hen the
text directs vou to those exercises and it is an area that vou need to inrprove.
When I'ott have completed all the skilis exercises for a section, take the Post-Test for that
section. Follorv the directions above to repr-oduce the conditions and tirne pressure of a real
TOEFL test. After vou complete- the Posl-Test, follorv the directions above to check 1'our
answers, diagnose votrr incorrecI al)s'ers, and record votrr results.
When -vou have corr"rpleted approximatelv half of the course n-raterial, take the first of the
Introcluctory-Ler,el Complete Tests. Be sure to reproducc' tlre conditions and time pressure of
a real test. After the test, check vour ans{'ers, diagnose votrr incon-ect ans,,ers, ancl record
volrr results.
When you bave completed the rt'st of tl-re coul'se material, take the second of the Introduc-
torv-Level Complete Tests. Be sure to t'eproduce the conditions and time pressure of a real
test. After the test, check vour answers, diagnose vour incclrrect ans,ers, and record your
results.
When you have con-rpleted both [ntroclucton--Level Complete Tests, take the TOEFL-Ler,el
Complete Test. Be sure to reprodtrce the conditions and time pressure o[ a real test. After the
test, check vour ans'ers, diagnose vour incorrect ansvers, determine ,ollr approximate
TOEFL score, and record vour results.
HOW TO USE THE CD-ROM
The CD-ROM provide's additional pt'actice of the English language skills ancl papel version
tests to suppiement the language skills and te.sts in the book. The material on the CD-ROM is
completely different from the material in the book in order to provide the marimum arrount
of practice. Foliowing these steps can help you to get the nlost out of the CD-ROM.
Skills Practice
. Aft"rr'..r huu" .o-pleted the language skills in the book. vou should complete the r-elated
skills practice exelcises on the CD-ROM (see charl on next page).
. Work slorvlv and carefullv through the skills practice exercises. The skills practice exercises
are not timed but instead are designed to be clorre in a methodical and thor-rghtful r,r,ay.
(A) Ansu,er a question on the CD-ROM using the skills ancl strategies that 1'ou have learned
in the book.
(B) Use the CJrcck Artstt,er button to deternrinL',hether the ansu'er to that oLlestion is cor-
rect or incorect.

INTRODUCTION XVii
AFTER THIS IN THE BOOK: COMPLETE THIS ON THE CD-ROM:
LISTENING
COMPREHENSION
Short Dialogues: Skill 1
Conversation s: SkiI I s 7 -9 Co nve rsa tio n s : Co nve r satio n I
Co nve rs ati o n s: Co nver sati o n 2
Conversations: Conversation 3
Talks: Skills I0-12 Talks:Talk 1
Talks:lalk 2
Talks:Talk 3
STRUCTURE
AND WRITTEN
EXPRESSION
Structure: Skills 1-2
Structure: Skills 7-B
Structure: Skills 3^4
Structure: Skills 7-B
Written Expression: Skills | 1-l3
Written Expression: Skills 14-l 5
Written Expression: Skills | 6-18
Written Expression: Skills l9-20
Written Expression: Skills 2l -23
Written Expression: Skills 24-25
Written Expression: Skills 1 1-l3
Written Expression: Skills 14-l 5
Written Expression: Skills I6-18
Written ExDression: Skills 21-23
READING
COMPREHENSION
Reading Comprehension: Skill 1
Reading Comprehension: Skill I
TEST OF WRITTEN
ENGLISH (TWE)
TWE: Skills l-5
TWE: Skill 6
TWE: Skill 7A
TWE: SkillTB
TWE: Skill 7C
TWE: Skills 1-5 (Passage 1)
TWE: Skill 6
TWE: Skill 7A
TWE: Skill 7B
TWE: Skill 7C

XViii INTRODUCTION
(C) If /ollr ans'er is incorrect, r'econsider the question and choose a different answer.
(D) Use Lhe Clteck Artstt'er button to check vour ner response. (In the Listening Compre-
hension section, 'oll n-rav listen to a passage again bv r-rsing the Listen button.)
(E) When vou are satisfied that vou l'rave figured oLrt as much as you can on your ovn, use
the Explairt Art.sv'er buttor.r to see an explanation. (ln the Listening Comprehension sec-
tion, l'ou may see the recording script as voll listen to a passage again by using the Vier.rr
Script button.)
(F) Then move on to the nert qr-restion ancl repeat this process.
. As ),'ou n'olk r,ottr u'av through the skills practice erercises, monitor vour progress on the
chart.s incltrded in thc program.
(A) Ihe Score Repor"l-s include a list ol' eerch of the exercises that yon have completed and
horv u'ell vou have done on each of the exercises. (If vou do an exercise more than once,
the resulls of each attempt u,'ill be listed.)
(B) The SkiLl Reporl.s include a list of each of the language skills in the book, how many
questions relatec{ to that language skill 1,ou have anstn'ered, and rvhat percentage of the
cluestions vclu have ansrvered correctlr,: In this wa', vou can see clearlv which language
skills vou hnr.e master-ed and u'hich language skills require ftlrlher study'.
Sectior-r Tests
; tG-tlr" r".tion tests on the CD-ROM periodically throughout the course to determine hor.v
u,ell vou hal'e learnccl to applv the langr"rage skills and test-taking strategies presented in the
collrse. The CD-ROM includes three Listening Comprehension section tests, five Structure
and Written Erpression section tests, three Reading Comprehension section tests, and ten
Tesl of Written English (TWE) section tests.
. T:rke the tests in a manner that is as close ars possible to the actual testing environment.
Choose a time u,hen vou can u'ork on a section rvithout inter-mption.
. Work straight thror-rgh each tir-ned test section . The Check Ansv,er, Explain Answer, and tls-
/err buttons zrre eivailable onlv in the skills practice activities. The test section is designed to
be as clr-.se as possible to an actual test.
. After 1'or-r complete a test section, fbllorv the directions to go to the Score Reporr for the test
that vou just completed. The number correct is given in the upper right corner of the Score
Report for the lest that 1-ou jr"rst completed.
r In the Score Repctl'I, see u,hich questions vou ans.vered corectly and incorrectly and see
rr,hich language skills rvere tested in each question. Print this Score Report if you would like
to keep vorrr Scorz Reports together in a notebook.
o Irr the Score Relott fbr the test that -vou just completed, revieu, each question by double-
clicking on a particular question. When vou double-click on a question in the Score Report,
vou can see the question, the ansr.ver that you chose, the correct answer, and the Explain
Artsw,er button. You mav click on the Explain Ansv,er button to see an explanation.
r Return to the Score Reporr for a paflicular test rvhener,er yoll would like by entering through
the Scorcs button on the Main Menr,r. You do not need to review a test section immediatelv
but mav instead u,ait to revieu,the test section.

INTRODUCTION XIX
TO THE TEACHER
HOW TO GET THE MOST OUT OF THE EXERCISES
The exercises ar-e a vital part ol'the TOEFL preparation process presentecl in this book. Mari-
mum benefit can be obtained from the exelcises if str-rdents are properiv preparecl firr thc cxc-r.
cises and if the erercises are carefr-rllv revieu,ecl after comple'tion.
. Be sure that students have a clear idea of the appropriate skills and strale'gies inrolved ir-r
each erercise. BeIore beginning each exercise, rer-ien'the skills ancl strategics that arc usecl
in that exercise. Then, rvhen you rer,ieu, the erercjses, reinlorce the skiils and stralegics thzrt
can be used to determine the correct arsiers.
r As vou review the exercises, be sure tcl discuss each ansr,r,er, the incorrect arns'els as t'cll as
the con'ect answers. Discttss hor,l students can determine that each corrcct ans'er' is cor-r ce t
and each incorect ans'er is incorrect.
. Two diff'erent methods are possibie to revierv the listening exercises. One good ,a.to revicu
these exercises is to plav back the recording, stoppin-e al'ter each questior-r to discuss the
skills and strategies involved in determining rvhich ans{c'r is correct and u'hich ()nes al-c.
incorrect. Another method is to have students rerfer to the recording script at the back ol'
the book to discuss each question.
. The strlrcture exercises in the correct/incorrect format present a challenge lbr the teacher'. h-r
exercises in rvhich students are asked to indicate ri'hich sentences erre correct and u,hich ale
incorrecl, it is extremelv helpful fbr students to correct the incorrcct scntences. An indic:r-
tion of the type of error and/or one possible correction for each incorrect sentencc is
included in the Ansu'er Key. It should be noted, hou'er,er, thzrt manv of'the incorlect sen-
tences can be corrected in several rvavs. Thc role of the te:rcher is to assist students ir-r find-
ing r.arious r.rravs that the sentences can be corrected.
. The exercises are designed to be completed in class rather than assignecl as homeu,'ork. The
exercises are short and take verv little time to complete, par-ticularlv sincc it is irnportant tcr
keep students under time pressure ivhile thev are lvorking on the exercises. Considerablr'
more time should be spent in revieu,ing the exercises than in acttrallv doing them.
HOW TO GET THE MOST OUT OF THE TESTS
There are four different t1-pes of tests in this book: Pre-Tests, Post-Tests, Introductcrr-n'-Level
Complete Practice Tests, and a TOEFL-Level Complete Practice Test. When the lests rrL'piL'n,
it is important that the test condilions be as sinrilar to actual TOEFL test conditions as possi-
ble; each section of the test should be given r.r,ithout intermption zrnd under the lime pressru'e
of the actual test. Revieu, of the tests should emphasize the function sen'ed br" each ol' thcse
dilferent tr'-pes of tests;
. While revielving the Pre-Tests, voll should encorlrage str-rdents to de'tern'rine the aleas u'herc-
they require further practice.
. While revier,r,'ing the Post-Tests, vou should emphasize the langtrage skills arnd strategit:s
involved in determinine the correct ansver to each question.

INTRODUCTION
Whilc revieriing thc Introcluctorr-Lere-l Cornplete Tests, r.'ou shor-rld err-rphasize or,ererll strate-
gies lbr the Complete l'ests allcl rcvie the rarietv ol'irrdivicltral language skills and strategies
taught throtrghottt. lhe cottt'se.
While rerieu'ing the TOEFI--Ler,cl Complete Tcst, vou shoulcl again emphasize or.erall strate-
gies ancl tl'rolotrghll revierv those questions lhat test the langr-rage skills taught in this book.
HOW TO GET THE MOST OUT OF THE CD-ROM
TItc CD-ROM is clcsignc-cl to sr-rpplcmcnt thc plactice lhat is contained ir-r the book and to pro-
viclc zrn ulternatc nroclarlitr lirl plepar-ation Ior tl-rc paper version of the TOE,FL test. It has a
nr-rmbel of fcature's that rlake il casv to incolporatc 1l-rc CD-ROM into a pr-epairation program
l'ol the paper r,elsion ol t}'rc'IOEFL tc-st. l-{clc eu-c some iclcas 1o c<lnsider as voll decide hor.r'to
incorporate the CD-ROM it-ttcl r'ot-rt' coLll'se;
r Thc CD-ROM is clt-,selr coorclinatccl irith the book ancl is inter-rded to provide fr-rlthel prac-
tice for the skills arrci strategies that are presented in the book. This means that the overzrll
rtr-ganization of tl-re CD-ROM pzilalleis thc or'-silnization of the book but that the erercise-
n-iaterial and tcst items on the CD-ROM are cliffcrenl flon those fottnd in the book. It can
tl'rus be quite el-lective to tc'ach and practice lhe languagc skills and strategies in the book
itncl then usc the C'D-RO,1 fol f Lrr-tircr-prncticc artd assignrnents.
. The CD-ROM can be usecl in a conlplllel lab duling class time (if 1'or,r are lttckr.enough to
lurr.c access to a conrplrtt:r-lnb cluring class tirnc), irr-rt it clocs not nccd to be used in this
u'ar'. [t cnn also bc qr-rite eflc'ctire t() Llsc tltc book durir-rq class tir-r-re and to make assign-
ntents li'orl the CD-RO1V1 lor the students to conrplcte ontside ol'class, either in the school
compuier lab rtr otr their personnl computers. L,ithel r.t'tc-tlrocl u'orks qr-rite u'ell.
. The CD-ROM coniains both a Skills Plarcticc scction and a Test seclion u,ith completcly dif-
fer-cnt qrresticlns in e.iich of tht'sc sectior-rs. In the Skills Practice section, students can practice
ancl assess their mnstelv c,f specific skills. In the
-Iest
scction, str-rdents can see hor^,, u,ell thev
are able to apph their knou'led,ee ol thc languzigc skills ancl test-taking strategies to realistic
test sections.
. The CD-ROM scol'es the Skills Practice cxercises arnd Test sections bv shou'ing the number
c()t-l'cct for caclt ,sc-ction. (Ecluivalcnt TOEFL sc()l-cs al'r r-]ot given l-or the scction tests on
the CD-ROM bccnr-rsc all of thc st-ctir.rn tests on the CD-ROM are lntroductorv-Ler,'el tests.
o Tlre CD-ROM contains plintable Sliill l?eytrt ilnd Sc'r.,rr Raport f orrns so thal 'ou can easilv
ancl etf'ficic-ntlr kccp track of votrr students'plc)gl'ess. Yoi-t t-naiv uatrt to ask vour stuclents to
print theil Sc'ctre Rc1tor"1-s after tl-rc-r' conrplcte cach crer-cisc atnd compile the Scorc Reporls
in a notebook; I'or-r can then ask strrclcnts lo turn in the ir notcbooks periodicallv so that vott
can eiisilr check thut lhc- assignmcnts hare been complcted ancl monitor the progress that
str-rdents arc makins.
. TheCD-ROMlillorisoutori'orliriiththe'Tcstol'WrittenE,nglish(TWE)tcstsinanttmber
o1'u'arr.s. In the Test section oi the CD-ROM, thc' TWE task is to t'r-ite ln essa,v v,,ithin 30
n'rintrte.s. Thc cssar,s can be printeci ril'ren thcr,are nritlen so thart thcv citt-t be revieuted and
iinalvzc-d. The essavs are also autonratic;rllv savccl ancl can be accesscci tirrotrgh the Scores
Mcntr. It is also possibic fol the stuclents to cc)pv thcit' essatvs il-lto n u'orcl pt'ocessing pro-
gl'ant so that thcr cain nrakc changes, cor-reclions, ar-rcl in-iplovements to their essavs.

SECTION ONE
LISTENING
COMPREHENSION

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1
DIAGNCSTIC PRE-TEST
SECTION 1
Time-approximately 35 minutes
(including the reading of the directions for each part)
In this section of the test, you will have an opportunity to demonstrate your ability to understand
conversations and taiks in English. There are three parts to this section, with special directions for each
part. Ansr,r'er all the questions on the basis of what is stated or implied by the speakers vou hear. Do
not take notes or write in your test book at any time. Do not turn the pages untii you are told to do so.
Part A
Directions: In Part A you will hear short conversations between tu'o people. After each conversation,
you will hear a question about the conversation. The conversations and questions will not be repeated.
After you hear a question, read the four possible ans rers in your test book and choose the best answer.
Then, on your ansrer sheet, find the number of the question and fill in the space that corresponds to
the letter of the answer vou have chosen.
Here is an example.
On the recording, you vn'iil hear:
(man) TlTat exam V,as just awful.
(woman) Oh, it could have been tvorse.
(narrator) What does the tvoman mean?
In your test book, you r,r''ill read: (A) The exam was really arvful.
(B) It was the u,orst exam she had ever seen.
(C) It couidn't have been more difficult.
(D) It wasn't that hard.
Sample Answer
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@
o
You learn from the conversation that the man thought the exam was very difficult and that the
woman disagreed u'ith the man. The best answer to the question, "What does the woman mean?" is
(D), "It wasn't that hard." Therefore, the correct choice is (D).
TOEFL lc.r Jrr,.tion.and l('rnral alr reptinreJbr l( nrrr"n
of ETS, the copvri.eirt ou ner l{o'evet all eramples and test
questions are providc'cl bv Pearson Education, Inc. LISTENING COMPREHENSION PRE-TEST

1
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2.
3.
5.
7.
(A) Her concerns r'r,ere expressed.
(B) She r.vonders if the concert u'as good.
(C) The music r'r'as fantastic.
(D) She wandered about during the night.
(A) In a bus station.
(B) In a post office.
(C) In an airport.
(D) In a travel agenc'.
(A) He spends half his time with his
daughter.
(B) His daughter's under a vear old.
(C) His daughter r'r,ill start school in a vear
and a half.
(D) His daughter's eighteen months old.
(A) Hes on the basketball team.
(B) He doesn't even like to play basketball.
(C) Hes too short to make the team.
(D) He thinks he's tall enough.
(A) She's thinking about her grade in the
seminar'.
(B) The seminar is quite realistic.
(C) The seminar will take a great deal of
trme.
(D) She agrees r,r'ith the man about the
seminar
(A) The location of the meeting.
(B) The purpose of the meeting.
(C) Who rvill attend the meeting.
(D) The time the meeting starts.
(A) Preparing dinner later.
(B) Going to a restaurant.
(C) Cooking a full dinner.
(D) Eating dinner outside in the garden'
8. (A) She is fond of Joe.
(B) Joe is not lost anymore.
(C) She visits Joe regularly.
(D) The call rvas already made.
LISTENING COMPREHENSION PRE-TEST
(A) He u,as quite fortunate.
(B) He lacked the opportunit-v- to pla-"- the
game.
(C) He didn't actr-rall1, rvin the game.
(D) He came sometime after Luke.
(A) It's quite clean.
(B) It doesn't morre.
(C) It's clearly better.
(D) It's rather dirtl''.
(A) A bus driver.
(B) An art teacher.
(C) A flight attendant.
(D) A travel agent.
(A) His desk is made of metal.
(B) He never meddles rvith his office
r,vorkers.
(C) His desk is on the right side of the
office.
(D) He u'orks in the center of the office.
(A) Learning something about golf.
(B) Taking ferver lessons than he has in the
past.
(C) Letting her pla-'.' golf instead of hin'r.
(D) Going to play golf together.
(A) He does not iive nearby'.
(B) Thev u,'ill go later.
(C) lt is not time lo delirer the paper:
(D) He does not have time to read.
(A) She rvill assign the homeu'ork
tomorro r.
(B) The man can do the homeu'ork nert
r.veek.
(C) She rvill return the homeu,ork next
r,r'eek.
(D) The assignment must be turned in
tomorrou'.
10.
1l
12.
4.
I .).
15.
14

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16. (A)
(B)
(c)
(D)
The u'oman is reallv beautiful. 24.
The u'oman should repeat u,hat she
said.
He shares the rroman's opinion.
He has time this r"ear to travel.
(A) There seems to be a problem r,vith the
motor'.
(B) He doesn't uant to be an engineer.
(C) The music on the car stereo is good.
(Dt Hc likcs the sound of the engine.
(A) An artist.
(B) A tour guide.
(C) A teacher.
(D) A pilot.
(A) Buving some cream for coffee.
(B) Cleanlng out the garage.
(C) Painting the apartment rvalls green.
(D) Putting the apartment in order.
(A) He n'as happy to u'rite the check.
(B) He received a large sum of mone'.
(C) He uas ivorking in a huge factor-v.
(D) He found some hidden bones.
(A) She doesn't need to store anything.
(B) She prefers shopping nearb'n'.
(C) The stores are all too far ar.'u'av.
tD) She dessn't vant lo go shopping.
(A) The door rvas closed reaily hard.
(B) Alice left because she u,as hungry
(C) The door u'as smoothll, sanded.
(D) Alice $'ent out through the door on the
left side.
(A) Take a bike ride.
(B) Take the high road.
(C) Go for a rvalk in the forest.
(D) Look for fireuood.
26.
17.
18.
(A) In a shoe store.
(B) In a motel.
(C) In a clothing store.
(D) ln a storaqe facilitl'.
(A ) She s going to the supcrmarket.
(B) She ri'orks in a grocery store.
(C) She's not going out.
(D) She doesn't have enough monev for
groceries.
(A) He didn't realll- get the highest grade.
(B) He'.s rather intelligent.
(C) He'.s not donc rvith the exam.
(D) Hels not even in the class.
(A) Resting for a f'er.r' t-ninutes.
(B) Str,rd-v-ing a bit longer.
(C) Taking a fir,e-hour break.
(D) Str-rdf ing for shorter periods o[ time.
(A) She necds a nerr suitcase.
(B) She's putting on a srril.
(C) She's preparing lor ar trip.
(D) She just received a package.
(A) It u,as the last game.
(B) The dream rvas really bad.
(C) The man never lets her talk.
(D) She feels the same iav as the man.
(A) He's a bit too strong.
(B) Hes bitter about the accident.
(C) Hes still rveak.
(D) He feels the accident was not his fault
25.
27.
19.
2A
2l
28
29.
30.
22.
23.
LISTENING COMPREHENSION PRE.TEST

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Part B
Directions: In this part of the test, you will hear longer conversations. After each conversation, you
r,r'ill hear several questions. The conversations and questions rvill not be repeated.
After vou hear a question, read the four possible answers in your test book and choose the best answer.
Then, on your ans{er sheet, find the number of the question and fill in the space that corresponds to
the letter of the ansrver vou have chosen.
Remembet you are not allowed to take notes or write in your test book.
35.
JI (A) A nerv bicycle.
(B) An inexpensive bicycle.
(C) A fast bicy'cle.
(D) A stationary bicycle.
(A) A half mile.
(B) A mile.
(C) TWo miles.
(D) Four miles.
(A) He doesn't like it.
(B) It doesn't u''ork very rvell.
(C) Its broken.
(D) He got a neul one.
(A) Go see his friend's bicycle
(B) See her neu' apartment.
(C) Walk to school.
(D) Buv a nerl'bicvcle.
LISTENING COMPREHENSION PRE.TEST
(A) Planning a trip.
(B) Camping in the woods.
(C) Putting up a tent.
(D) Looking at photos.
(A) It looks comfortable.
(B) It doesn't seem very big.
(C) It looks funny.
(D) Its tull of fish.
(A) Standing in a river.
(B) Putting up a tent.
(C) Sitting in front of the tent.
(D) Suimming in the river.
(A) Lots.
(B) A few.
(C) One.
(D) None.
TOEFL test directions and format.u'e reprinted bv permission
of ETS, the coplright owner Holever, all examples and test
questions are provided bJ Pearson Education, lnc.
36
37.
JZ.
-l-).
38.
34

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Part C
Directions: In Part C of this section, you u'i1l hear several talks. After each talk, you r.i,ill hear some
+t"rti.t-ttfhe talks and questions urill not be repeated.
After vou hear a question, vou rvill read the four possible answers in vour test book and choose the
best ansu,er. Then, on vour ansver sheet, find the number of the question and fill in the space that
corresponds to the letter of the ansr.r'er vou have chosen.
Here is an example.
On the recording, I'ou u'ill hear:
(narrator) Listen to tLn iltstt uctor talk to llis class aboul painting.
(man) Artist Grant Viood t,tLs a guiding lbrce in lhe school of painting kno*,n as Antertcan
regiortalisr, a stt'le rellecting the distinctive charocteristics of'art fi.om rural areas of tlrc
Unitetl States. Vrood begtut drawing aninnls on the lanilh farm at the age of three, and
vlten he n,ns thirtt'-eight one of his paintings received a rernarkable anloutlt of- pubtic
notice and acclaim. Tltis painting, called Anrerican Gothic, is a starkl, sintple depiction
of a seriotrs cc,tuple stcu'it'tg directly out at the viewer.
(C) Art from various urban areas in the
United States.
(D) Art lr-om rural sections of America.
The best ansrer to the question, "What st.vle of painting is known as American regionalist?" is (D),
"Art from rural sections of America." Therefore, the correct choice is (D).
Nou'listen to a sample question.
(narrator) |'lnt st1,le of'painting is known as Anterican regionalist?
In vour test book, r'ou u,ill read: (A) Art from America's inner cities.
(B) Art from the central region of the
United States.
Norv listen to another sample question.
(narrator) WhcLt i.s the nante of ,l/ood's ntost sLtccesslil painting?
In vour lest bool<, vou u,ill read: (A) Anterican Regionalist.
(B) The Fanilly Farnt in lox,a.
(C) Anterican Gothic.
(D) A Serious CotLple.
Sample Answer
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Sample Answer
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The best ans.vel' to the question, "What is the name of Wood's most successful painting?" is (C),
Atnerican Cothic. Therefore, the correct choice is (C).
Remember, vou are not allowed to take notes or u'rite in vour test book.
TOEFL test ciir.'ctions and follDat a|r'il:p.iiltccl br permission
ol ETS, tlic coprright orrner: Honercr all crerrples rncl tcst
qLrestions;u-e p!^idecl br Pe'arson F-clLrcation, lnc. LISTENING COMPREHENSION PRE-TEST

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39.
46.
40.
47.
41.
48.
42.
49.
43.
50.
44.
(A) Only three chapters.
(B) Three chemistry books.
(C) Lecture notes and part of the book.
(D) Onlv class notes from the lectures.
(A) Onlv multiple choice.
(B) Shorl and long essaYs.
(C) Thlee short essays.
(D) Essays and multiple choice.
(A) Haif an hour.
(B) Fifty minutes.
(C) An hour.
(D) Ninety minutes.
(A) Listen to a lecture.
(B) Study for the exam.
(C) Read three chapters.
(D) Take an exam.
(A) In a zoo.
(B) On a boat.
(C) In a prison.
(D) In a lecture hall.
(A) A type of rock.
(B) A Spanish explorer.
(C) A prison in San Francisco.
(D) A kind of bird.
(A) Five.
(B) Ten.
(C) Twenty-four.
(D) Thirtv-nine.
(A) It is open to visitors.
(B) It is still in use as a prison.
(C) It is closed to the public.
(D) It contains lerv prisoners.
(A) Artificial plants.
(B) Plants in piastic containers.
(C) Plants that resemble plastic.
(D) Plants that produce a usable substance.
(A) It lasts longer.
(B) It is more artificial.
(C) It is easy to make in a laboratory.
(D) It is good for the environment.
(A) It biodegrades slowly.
(B) It kills plants.
(C) People never throw it awav.
(D) It is not very strong.
(A) Engineering.
(B) Art.
(C) Botany.
(D) Geology.
This is the end of the Listening Comprehension Diagnostic Pre-Test.
Turn offthe recording.
@@@@@@@
When you finish the test, you may do the following:
o Turn to the Diagnostic Chart on pages 357-363,
and circle the numbers of the questions that you
missed.
o Turn to the Progress Chart on page 353, and add
your score to the chart.
LISTENING COMPREHENSION PRE-TEST

LISTENING
COMPREHENSION
The first section of the TOEFL test is the Liste'ning Conrprehension section. Tl-ris
sectior-t consists of fiftv questions (sonre tests mL1: be longer'). bu il'ill Iisten to
recordecl materials and respond to questions about the material. You must listen
careftllhl because vor-r u'ill hear the recording one time onlll and the nrateriai on
the recordin-s is not urritten in vour test book.
Thele are three pill-ts in the Listerrins Comprehcnsion section of thc-
TOEFL test:
1. Part A consists ot' thirtv short conversations, earch foilou'ecl bv a question.
You must choose thc best i.rns'er to cerch cuesticrr-t fi'orn the fcltrr choices in
vour test book.
2. Part B consists of tu'o longer conversations, each follori,ed bv a number of
questions. You must choose the best ansrer to each question from the Four
choices in vour test book.
3. Part C consisls of threc- tarlks, each l.ollor.r'ecl bv a number ol questions. Yotr
must choose thc be-st ans'er to each ouestion frorn the l'oul choices in vour'
test book.
GENERAL STRATEGIES
1. Be familiar with the directions. The directions on every TOEFL test are the same, so
it is not necessary to listen carefully to them each time.You should be completely
familiar with the directions before the day of the test.
2. Listen carefully to the conversations and talks. You should concentrate fully on
what the speakers are saying on the recording because you will hear the recording
one time only.
3. Know where the easier and more difficult questions are generally found. Within
each part of the Listening Comprehension section, the questions generally progress
from easy to difficult.
4. Never leave any questions blank on your answer sheet. Even if you are unsure of
the correct response, you should answer the question.There is no penalty for
guessing.
5. Use any remaining time to look ahead at the answers to the questions that
follow. When you finish with one question, you may have time to look ahead at the
answers to the next ouestion.

10 LISTENING COMPREHENSION
THE LISTENING PART A QUESTIONS
For cach of the thirtl,-questions in Parrt A of the Listening Comprehension section
of the TOEFI- test, vou will hear a short conversation betr,rreen trvo speakers fol-
lou,ed bv a question. f'he conversations and questions are not written in vour test
book. After r.'otr listen to the conr,c-rsation and question, vou must choose the best
ans/cr to the qucstion f'rom vottr test book.
Example
On the lecording, vou hear:
(man) I neecl a car to drive to Arizortn, and I don't have one.
(rrrrmirrr ) Uyot t;r;yl oye?
(nzrrrartor) What cloes tJte v,ontan suggest?
hr vour test bclok, votr read:
(A) Getting a red car.
(B) Renting an apartment in Arizona.
(C) Not driving to Arizona.
(D) Renting a car tor the trip.
Ansu,er (D) is the
thal he rent z.r car
best ansrver to the question.
lor his trip to Arizona.
Wlu not rent one? is a suggestion
STRATEGIES FOR THE LISTENING PART A QUESTIONS
As you listen to each short conversation, focus on the second line of the
conversation. The answer to the question is generally found in the second line of
the conversation.
Keep in mind that the correct answer is probably a restatement of a key word or
idea in the second line of the conversation. Think of possible restatements of the
second line of the conversation.
Keep in mind that certain structures and expressions are tested regularly in
Listening Part A. Listen for these structures and expressions:
. restatements
. negatives
' suggestions
. oassives
conclusions about who and where
expressions of agreement
4. Keep in mind that these questions generally progress from easy to difficult. This
means that questions 1 through 5 will be the easiest questions and questions 26
throuqh 30 will be the hardest questions.
2.
3.

LISTENING PART A
Read the answers and choose the best answer to each question. Remember to
answer each question even if you are not sure of the correct response. Never
leave any answers blank.
Even if you do not understand the complete conversation, you can find the
correct answer.
' lf you only understood a few words or ideas in the seconcl line,choose the
answer that contains a restatement of those words or ideas.
' if you did not understand anything at all in the second line of the conversation,
choose the answer that sounds the most different from what you heard.
. Never choose an answer because it sounds /lke what vou heard in the
conversation.
11
5.
6.
The following skills r"vill help vou to
Listening Comprehension section of
implement these strategies in Palt A of the
the TOEFL test.
Sxrl 1: RESTATEMENTS
Often the correct answer in Listening Part
ment of the ideas in the second line of the
A is an answer that contains a restate-
conversation.
Example
On the recording, vou hear:
(v,'oman) Steve, is sorrtetling t/te rnatter? You don't look ven,
good.
(man) Oh, I'ttt t'beling q!!lk_@toclat.
(narrator) Wlnt does tlte nmn nrcan?
In vour test book, vou read:
(A) Hes not very good-looking.
(B) He'.s 411lll
(C) He looks u,orse than he feels.
(D) His feet are a little thick.
In this conversation, sick means ill, and a little means a bit. The best answer ro
this question is therefore ansver (B) because answer (B) restates the idea in the
second line of the dialogue. Please note that answer (D) is definitelv rtot a correct
answer because it contains feet instead of lbel and thick instead of sick. These
rvords are similar in sound btrt not in meaning to the rvords that vou hear on the
recording.

The follou,ing chat't oullines the nyrst inrportant strategv in Listening Part A.
;' Gr, r.' o*".0,*,n"* .* *i;;;..'.*o.|,,il-l I
j sirnilar sounds. You rnay want to complete these practice drills I
before trying the following exercises.
EXERCISE l: h-r this erercisc, underline the kev idea(s) in the second line of eacl'r
short conversation.'fhen unclerline restatements of these key r.r'ords in the
Ar-ls,vers, ancl cht-,r,sc thc best zrnsu,er to each question. Rernember that the best
ans'el'is prol-rablv lhc'ansvel'th:.r1 contains a restatement of the kev idea(s) in
the second linc o{'l}tc' conrret'sation.
L (u'ciman) I,ltlutt dc-, trttr likt qbott/ yottr
ttev' ltottst, /
(rnan) /1 ls lcrl t'lct.se to u 1tatk.
(nan'ator') II/luit tl,x's tlrt' nttLtt tttt:urt?
2. (man) Marl; sairl sonte reullv rri<:e
tltitt,q: l() tttc.
(rvonran) He-s trrl grctlelul l<;t wlrcLt
^,'oLt tlil.
(narlatol') l,I'ltul tloe.s tlre u'ttrrtrLtr sar'
abotrl lurk?
3. (rvcrnran) Srttit, t'rrti'r',: bt'cn n'rttkirtg rtl
t/tt' t:ctrrt 1tt t ter I or I to t t rs.
(nran) Ye.s, rtrttl I neecl to talct' n
break.
(nerrratrrr') l,liltut rlc,t's tlte rttrLtt tttttLtt?
(A) The house is closed Llp nor.
(B) He parks l'ris car close to his housc..
(C) His hon-re is near a park.
(D) I{e doesn't reallv like his neu,house.
(A) He dicl a great job.
(R) t{e bought a crate full of fruit.
(C) He made a gfeat fbol of himself.
(D) He's thankful.
(A) The computer's brokc'n.
(B) FIe necds to relar for a u,hile.
(C) He shoulcl keep u'orking.
(D) He's broke.
THE BEST STRATEGY: CHOOSE ANSWERS WITH RESTAIEMENTS
1. As you listen to the second line of the conversation, you should focus on the key
idea(s) in that line.
2. lf you see a restatement of the key idea(s) in a particular answer, then you have
probably found the correct answer.
3. Do not choose answers with words that sound similar to the words on the recordinq.

LISTENING PART A
TOEFL EXERCISE 1: In this exercise, listen carefully'to the short conversatiorr
and question on the recording, and then choose the best ansrver to the question.
You should look for restatements of kev ideas in the second line.
t5
l.
I J Now BEGIN rHE RECoRDTNG nr TOEFL Exrncrsr 1.
(A) The dancc-'u'as fun.
(B) It vas a good time to dance.
(C) She thinks the man is such a
good dancer.
(D) Tonight is the lzrst time to dance.
(A) She's quite thir-st1,.
(B) She'll be readv in a half hour.
(C) She needs to leave norv.
(D) She rvas ready thirtv minutes
ago.
(A) The voman shouid teach the
class herself.
(B) The voman should sce a
psvchiatrist.
(C) It's a good idea to speak u,ith the
instruclor.
(D) He rvould like to discuss
psvchologv rvith the woman.
(A) She has a starring role.
(B) She has not found a job vet.
(C) She found the lost dog.
(D) Sire just began u,orking.
(A) He shares everl'thing he has.
(B) Hc' has to find his lost shirt.
(C) He is clin-rbing the stairs to the
apartment.
(D) He has to get a roommate.
6. (A) His r,acation is ftrll of activities.
(B) In autumn he'll have a rracation.
(C) He can't har,'e a vacation because
he suff'ered a fall.
(D) He's foolish to take a vacation
now.
7. (A) The book was ver-v enjovable.
(B) It was unpleasant to get rid of the
bugs.
(C) She only reads u'hen it is quiet.
(D) It is pleasant to ride a bike.
(A) He hasnt traveled much latelv.
(B) There were a lot of car-s on the
road.
(C) He needs to lose rveight.
(D) The trav was thick zrnd hear,r.
(A) He doesn't knor,r,horv to pla_v the
game.
(B) He has to u,rite a story for class.
(C) He needs to complete an
assignment.
(D) He has zrlready finished the
report.
(A) He always minds his ou'n
business.
(B) He manages to avoid working.
(C) He is the manager of the
deparlment.
(D) He is tbe boss of his ou'n
companv.
-).
B.
9.
4.
5.
10.

Srcu 2: NEGATIVES
Negative erpressions are verv common in Listening Part A. The most common
kind of correct response to a negative statement is a positive statement containing
a r.r,ord with an opposite meaning.
Example
(rvoman) Did you get a lot of-w,or* done at the libram todav?
(man) I couldtt't. lt r.vasn't ven'quiet there.
(narrator) IMhat doe-s the ntan utean?
In vour test book-, vou re-ad:
(A) The liblar-r'rvas noisv.
(B) He got a lot donc'.
(C) He couldn't quite get to the library todav.
(D) The librarv's a good place to rl,,ork because it's quiet.
The correct answer is answer (A). If it rvas not quiet in the library this means that
it rvas nois1,. Notice that the correct answel'uses rzoi.s"rr, the opposite of qtdet.
The fbllorving chart shows horv negatives can be tested on the TOEFL test.
EXERCISE 2: In this exercise, underline the negative expression in the second
line of each short conversation. Then read the question, and choose the best
ans,er to that question. Remember that the best answer is one that uses an oppo-
site meaning.
l. (rvoman) bu nnde so ntanv tttistakes
in t/is ltorrrcttorlc.
(man) [ tvasn't ven' careful.
(narrator) What does the nnn ttean?
(A) He was rather careless.
(B) He cloes not care about mistakes.
(C) He took care of the work at home.
(D) He did not can-v the u'ork home.
NEGATIVE SENTENCES
EXAMPLE CORRECT ANSWER NEGATIVE EXPRESSION
Tom is not sad about the
results.
Tom is happy about the results. not sad = hoppy
The door isn't open. The door is closed. not open = closed
Steve drd not pass the class. Steve failed the class. did not pass = failed

) (man)
(.vontan)
(narrator)
(r,rrclman)
(man)
( nalrator )
Is there a ktt of- sottp? I'rn
kirtd of'lttmgrr.
Sor-rr.; there's not o lot.
I'l'ltat does the w,ottturt
ItIean?
Hoty w'as the u,eather nrt
tottr trip?
Tlrcre wasrt't a cloud in tlrc
skr'.
I4/Jmt cloes the rnatt nleltt?
LISTENING PART A 15
(A) Theres not verl much soap.
(B) She doesn't like soup.
(C) Therc's onlv a little soup.
(D) The man should not be hungn.
(A) It rvas cloud-v.
(B) He couldn't see the skv.
(C) It ll,asn't vern'crou'ded.
(D) There was Lr lot of sunshine.
6. (A) He closed the rvindou,s.
(B) It didn't rain.
(C) The r,vindows were open during
the storm.
(D) He sau,the rain through the
rvindou,s.
7. (A) Shc.is certain the plantis alive.
(B) Sheis not snre n'hat happe.ned to
the plant.
(C) She planned to throw it out.
(D) Shes sure the plant should be
throu,n out.
(A) The apple is good because it'.s
su'eet.
(B) Thele is an apple in each suite.
(C) The apple doesn't look good.
(D) The apple is sour.
(A) Its cheap.
(B) It costs a Iot.
(C) It has a Ien,problems.
(D) I1's hard to finil.
(A) She must leave the rock there.
(B) She needs a big rock.
(C) She should take the rock u'ith her.
(D) She should take a bigger rock.
TOEFL EXERCISE 2: In this exercise, listen carefullv to the shoft conversation
and question on the recording, and then choose the best answer to the question.
You shor,rld pay particular attention to negative expressions.
I J Now BEGIN rHE RECoRDTNG Ar TOEFL Exrncrse 2.
(A) He rvas on time.
(B) Hes sonr, he was late.
(C) He doesn't knor,r, rvhv he rvas late.
(D) He hasn't come there latelv.
(A) She's sorn she brought the book.
(B) She remembered to say she rvas
sorl-,
(C) She fbt'got the book.
(D) She didn't remember the ring.
(A) The babvs nodding off.
(B) The babvs asleep.
(C) The babv'.s on the wav home.
(D) The babv's just t'aiking up.
(A) He u,ants to -eo
by himself.
(B) Hc' isn't going on the trip.
(C) He has a large number of friends.
(D) He isn't traveling alone.
(A) She does not have time to park
the car.
(B) She hlrs some {l'ec'tirne.
(C) She has not been to the par-k in a
rvhile.
(D) The park is too rvild.
L.
.r.
,1
T.
).
9.
10.

TOEFL REVIEW EXERCISE (Skilts
short coltvet'sation and qnestion on
ans'er to the question.
l-2): In this erercise, listen carefullv to the
the r-ecording, and then choose the best
6. (A) It u'as diffictrlt to plar-r,,Lrecause of
the u'ind.
(B) Hes unhappv because thev lost.
(C) He doesn't like plaving football in
tlre u,inter.
(D) He's not ven'happl about the
u'av thev tvon.
7. (A) He paid the r-cnt tr,r,,o davs ago.
(B) The rent ,asn't due the dav
bclore r esterclar.
(C) One dav earlier he'd rented an
lll)i.t |l r))cll l.
(D) Yesterdav he spent the lr,hole day
ranting.
B. (A) Barrv's too old to er-rjov camping.
(B) Not enough people are going
camping.
(C) This u,eekend is not a -eood time
tor camping.
(D) Barry's too -voung to go camping.
9. (A) He has to 'ater the lau,n.
(B) I{es sorrv about havir-r_s to mo,e.
(C) Hes r,r'ashing his clothes.
(D) He can't move right nou,.
10. (A) He thinks the u,eather there is
gl-eat.
(B) He' prefers dn' weather.
(C) The n'eather there is good fbr
humans.
(D) He'likes rt,et rveather.
I J Now BEG'N rHE REcoRDrNc nr ToEFL Revrrw Exe ncrse (s.LLs 1-2).
1. (A) She coulcln't think of :r single
ans1L.t:
(B) Thc test u,as eas-r.
(C) It u,ars impossible to think clur.ing
the- erarrr.
(D) tt 'as [o() qr-rie t.
2. (A) He rvill finish qr-ricklv.
(B) He r,r'orks slou,lv.
(C) He isn't uon'ied.
(D) FIc doesn't likc to u,ork.
3. (A) Her nrr-itlrer ancl father ,er-c
hungrr,.
(B) She vas angl-v at her parents.
(C) Her nrother arrd lirther got home
too late.
(D) Fier parents rvere mad.
4. (A) He didn't get a car'.
(B) The czrr he got 'irsn't reerl; it u,as
a to.i
(C) He reallv u,anted a car but
cor,rldn't get one.
(D) The car thar he jr-rsr bought is old.
5. (A) Thke some seeds.
(B) Sit dorvn.
(C) Makr' urr appoinrrrrent.
(D) Take sorne tirrre.
Sxnl 3: SUGGESTIONS
Suggestions al'e commr)n in Listening Part A, so you should bccome familiar with
them. The follorr,'ing example shorvs an expression of a snggestion.

LISTENING PART A 17
Example
Or-r the recording, vou hear:
(m:rn) I ltaven't talked with nn,parents
(r.r,oman) I'|ry tlort't t'otr caLl tltent nov,?
(narrator) 1l'lnt does the y'orttnrt suggest?
(A) Calling off his r isit.
(B) Talking about his parents.
(C) Calling his parents in :r r",hile.
(D) Phoning his familv.
in a w,hile.
In this erample, the erpression n,/el clon't is an expression of suggestion, so the
woman's suggestion is to call them. This means that the rvoman suggests phoning
his familr,: The best answer is therefore answer (D).
The follorving chart lists common expressions that show suggestion.
EXPRESSIONS OF SUGGESTION
Why ... not ... ? Why not ...? Let's . ..
EXERCISE 3: In this erercise, underline the expression of suggestion in each
sl-rort conversation. Then read the question, and choose the best ansri'er to that
question. Remember that the best ansuer is one that .qirres a suggestion.
(man)
(u'onran)
(narr-ator)
2. (u'oman)
(rnzrn)
(narratot')
3. (man)
(wc)man)
(narrator)
Tlrc y,eatlter's so beautilhl
todat.
Let's ::ralk to scltool instead
ctl dririrtg.
Wltat dctes tlte wotttart
st tgge st ?
I neyer lrcn'e enough
spentlittg ntone'.
Itr/hy rtot get 0 part-time job?
Wlnt does tlrc ntart stLggest?
I4'e don't ltat.'e tun' plarts
toright, do v'e?
,V,r, 5e v'lt.t Jt,tt'l tt't' ittt'ile
sonte fi'ierttls cn,er to
dinrter?
Il4nt dctes l/te rt't:,rttctrt
stLEE7st ?
(A) Taking thc'car to school.
(B) Taking a u,alk instead of going to
school.
(C) Goin,e for a drive in the beautifi-rl
r,l,eather'.
(D) Walking to class.
(A) Spending less mone)'.
(B) Doing a better job at rvork.
(C) Earning some mone'.
(D) Spendins less time at her job.
(A) Having a dinner partv.
(B) Stopping the fight rvith their friends.
(C) Planning:i trip.
(D) Making some nerv friends.

18 LISTENINGCOMPREHENSION
TOEFL EXERCISE 3: In this exercise, listen carefullv to the short conversation
You should puy particular attention to expressions of suggestion.
8.
z.
1
J.
4.
5.
6.
I j Now BEGIN rHE REcoRDtNG nr TOEFL Exenctsr 3.
l. (A) Going to nork.
(B) Getting sorxe exercise.
(C) Relaxing for a rvhile.
(D) Visiting her friend Jim.
(A) Completing the rvork later.
(B) Finishing more of the u'ork nou''.
(C) Trving to do the r,vork todar,'.
(D) Resting tomorrow.
(A) Cooling off the house.
(B) Turning dorvn the heat.
(C) Raising the temperature.
(D) Finding something to eat.
(A) Fixing the car.
(B) Breaking the news to the others.
(C) Buying another automobile.
(D) Going dor,r'n the hill in the car.
(A) Putting up shelves.
(B) Selling the books.
(C) Looking for the lost books.
(D) Rearranging the books.
(A) Visiting her sister.
(B) Getting a babv-sitter.
(C) Letting her sister see the clothes.
(D) Giving the clothes aray.
l. (A) He prefers to stay home.
(B) He has to take many trips.
(C) He has a lot of tasks to do.
(D) He r,r,orks rvell at home.
7.
(D)
e. (A)
(B)
(A) Postponing the trip.
(B) Leaving immediately
(C) Putting on a play tomorrorv.
(D) Going later tonight.
(A) Working on the term paper the
r,r,,hole dar,'.
Spending a little money on paper.
Doing a better job of planning
her term paper.
Spending the whole term on the
paper.
Getting a ne television.
Checking r,vhich programs are
(B)
(c)
comrng on.
(C) Checking their r.vatches.
(D) Seeing a comedy on television.
10. (A) Making some extra mone'.
(B) Depositing the monev in his
account.
(C) Buying something with the
mone'.
(D) Checking ottt several banks.
TOEFL REVIEW EXERCISE (Skills l-3): In this exercise, listen carefullv to the
short conversation and question on the recording, and then choose the best
answer to the question.
I j Now BEGIN rHE REcoRDtNG nTTOEFL Rrvtrw Exrnctsr (SrtiLs 1-3).
2. (A) There's nothing in the car.
(B) He has enough time nou,.
(C) He doesn't want a car now.
(D) He prefers to do it later.

Making less noise.
Spending more time au,av from
the apartment.
Moving the furniture around the
apartment.
Changing apartments.
He overstepped his authoritv.
He n'orked too much in the
morning.
(C) He stayed in bed too lon_q.
(D) Ue was late getting home in the
moming.
5. (A) Shei rathcr qr-ricr.
(B) He doesn't reallv knor,v her.
(C) She'.s had manv difficuities.
(D) Hes never taiked to her.
6. (A) Fixing something to drink.
(B) Adding lemon to rhe cake.
(C) Paying thirty dollars.
(D) Picking lemons from the tree.
LISTENING PART A
(A) Write a letter.
(B) Complete the assignment for
him.
(C) Tell him the time.
(D) Phone him in a while.
(A) Getting up in the afternoon.
(B) Having his hair cut.
(C) Cutting the flowers in the garden.
(D) Groining his hair long.
19
3. (A)
(B)
(c)
(D)
4. (A)
(B)
Srcll 4: PASSIVES
It is sometimes difficult
sentence. This problem
7.
8.
She's sure she sarv him.
She doubts what he said.
She isn't sure she told him her
name.
She shares his beliefs.
The break regularly lasts an hour
No dishes were broken.
The break comes at its usual
time.
(D) It regularly takes an hour to rake
the lawn.
to understand v,ho or vlltat is doing the action in a passive
is often tested in Listenins Part A.
e. (A)
(B)
(c)
10. (A)
(B)
(c)
(D)
Example
On the recording, you hear:
(rnan) Is that e nert clnir?
(woman) Yes, te iust b_91gh1it last week.
(narrator) What does the woman mean?
(A) She brought the chair with her.
(B) The chair was lost for a week.
(C) fh"
"hui.
u,ot p"r.hord r-ecently.
(D) She bought tl-re iast chair ft'om the store.
In this conversation, the woman uses an active idea, we . . . bought it [the chair].
The correct answer uses the passive idea the chair u,as purchased. Therefore, the
best ansr,r,er to the question above is answer (C).

You should note the following about passive sentences in Listening Part A.
EXERCISE 4: In this exercise, each of the correct ansvers is either a passive
restatement of an active sentence or an active restatement of a passive sentence.
Read the short conversation, and underline the key active or passive statement.
Then read the question, and choose the best ansrver to the question. Make sure
you understand who or what is doing the action in these passive sentences.
1. (man) What happened to vour
notebook?
(woman) I leli it in the cafbteria.
(nar-rator) What does the woman
intpl,,-?
2. (man) When are t)e goirtg to talk
abottt the problent witlt
the copv machine?
(rvoman) It v,ill be discttssed at the
t t t ee t i r tg t ot norrorv.
(narrator) Wlnt does tJrc tvontan
ntean?
3. (woman) Did you correct lhe paper?
(man) I clrccked everyt single line
again and again.
(narrator) What does tl'te ntart ntean?
(A) The cafeteria is to the left.
(B) She left a note on the cafeteria door.
(C) She took some notes in the cafeteria.
(D) The notebook u'as left in the
cafeteria.
(A) She needs to make copies before the
meeting.
(B) They rvill talk about the problem
tomorTow.
(C) It is a problem to have a meeting.
(D) They must discuss u,hether or not to
have a meeting.
(A) The paper has been thoroughly
corrected.
(B) He wrote many of the lines over and
over.
(C) The checkmarks were on every line of
the paper.
(D) He wrote a check for the paper.
an active statement.
2. lf the conversation contains an octive statement, the answer to the question is often
a passive statement.
NOTE:Check carefully who or what is doing the action in these questions.

LISTENING PART A 21
TOEFL EXERCISE 4: In this exercise, listen carefullv to the shorl conversation
You should pay particular attention to passives.
6. (A) Nothing is reallv the matter:
(B) She stole some monev.
(C) She left her purse in the store.
(D) Someone took her purse.
7. (A)
(B)
(c)
(D)
8. (A)
(B)
9.
10.
i J Now BEGIN rHE REcoRDtNG nr TOEFL Exrncrsr 4.
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)
Her family just arrived.
She must pack to go visit her
family.
She opened the door to greet her
f'amilv.
The box from her familv rtas
opened.
He completed the report.
He'.s coming to work on the
repor-t.
The report is due tomorrol
morning.
The reporl still needs an infinite
amount of rvork.
The parents are in bed norv.
The children were allor,r'ed to stay
up.
The parents staved away from
the children.
The children have gone to bed.
He got lost.
The door was not in tront of the
house.
He did not need a key to the
door.
The kev was lost.
He picked out some flowered
wailpaper for the dining room.
The dining room table has
florvers painted on it.
The flowers were placed on the
table.
The flowers were grown in the
dining room.
He's quite scared.
He likes her pets.
He would like to pick up a little
snake.
He frightens the snakes.
She wrote directions in a letter.
Instructions were follort'ed
exactll'.
(C) A nerv director has been
appointed.
(D) She would follorv the man to the
housing project.
(A) They can cook supper in no time.
(B) He doesnt know how to play
tennis.
(C) Hes a super cook.
(D) Dinner needs to be prepared.
(A) The exam reallv is tomorror,r'.
(B) There was a change in the
content of the exam.
(C) The professor moved the exam to
another day.
(D) They have to change their plans
for tomorror,r'.

TOEFL REVIEW EXERCISE (Skills
short conversation ancl question on
answer to the question.
1-4): In this exercise, listen carefullv to the
the recording, and then choose the best
7. (A) Registering in algebra
immediately.
(B) Finding another school.
(C) Enrolling in the course later.
(D) Repeating the course next
senlester.
(A) Its red.
(B) It's not dry.
(C) It needs to be watched.
(D) Hes going to wash it.
(A) Evervone feels relaxed at the
party.
(B) There are enough people to have
a pany.
The amount of food is adequate.
Part of the food is on the table.
The meeting was at four o'clock.
Ever./one came to the meeting in
uniforms.
The information was si.ren at the
meeting.
(D) No one vas uninformed about
the meeting.
I J Now BEGTN rHE REcoRDTNG Ar TOEFL Rrvlrw ExrRcrsr (sr<lLLs 'l-4).
1
l. (A) It's the middle of the r,r,inter.
(B) The weather is not very calm.
(C) The boat needs u,ind to go.
(D) Thev need to unr.r,ind the sails.
(A) Taking tr,r,o hats with him.
(B) Aspiring to greater achievements.
(C) Taking some medication.
(D) Moving his head.
(A) He €lets Lrp every day at sunrise.
(B) The door is open to let the
sunshine in.
(C) He parks his car out of the
sunlight.
(D) The park is open all dar.long.
(A) She ate part of Steve's meal.
(B) Steve didn't pay for his rneal.
(C) Steve had five courses for dinner.
(D) She was given some money.
(A) He did the problem completelv.
(B) He corrected the homera,ork.
(C) He u'as totallv wrong.
(D) He did r.r,'ell on the math exam.
(A) The u,ashing machine'"r'as
repaired.
(B) He washed some clothes this
morning.
(C) He broke some dishes rvhile he
rvas r.vashing them.
(D) The rvashing machine needs to
be fixed.
2.
3.
(c)
5.
6.
8.
9.
(c)
(D)
10. (A)
(B)
4.

LISTENING PART A 23
Srcrr 5: WHO AND WHERE
It is common in Listening Part A to ask you to draw some kind of conclusion. In
this type of qr-restion the answer is not clearly stated; instead you must drar,v a
conclusion based on clues given in the conversation. One kind of conclusion that
is common in this part of the test is to ask you to determine v,ho the speaker is,
based on clues siven in the conversation.
Example
(man) What do v-ou do during t,our petforntances?
(u'oman) I plqt the piano and sing.
(narrator) Vl:9it the wonnn ntost likely to be?
In your test book, vou read:
(A) An athlete.
(B) A member o{'the audience.
(C) A clerk in a music store.
(D) A musician.
The clues perJ'omnnces, piano, and sing in the conversation tell 1'ou that the
woman is probably a nutsician. Answer (D) is therefore the correct answer.
Another tvpe of conclusion that is common in Listening Parl A is to determine
where the conversation probablrt takes place, based on clues given in the conver-
sation.
Example
(man) I'd like to open an eccoLult, please.
(r.r,'oman) What type ofaccount u,ould you like,
" "ltnslry:g
ot
savings account?
(narrator) Vhere does this conversation probab'^ tctke place?
(A) In an accounting class.
(B) In a bank.
(C) At a sen,ice station.
(D) In a market.
Thc clue checking or savings account in the
versation probably takes place in a bank.
answer.
conversation tells you that this con-
Ansr,ver (B) is therefore the correct

The follou,ing chart outlines the key point that vou should remember about
this type of question.
CONCLUSIONS ABOUT WHO AND I,YHERE
It is common for you to be asked to draw the following conclusions in Listening Part A:
1. Who is probably talking?
2. Where does the conversation probably take place?
EXERCISE 5: In this exercise, read the shor-t conrrersation and question, under-
line the clues that help vou answer the question, and then choose the best anslr,er.
You rvill have to drau' conclusions about n,ho and where.
l. (man)
(u,oman)
(narrator)
2. (u'oman)
(man)
(narrator)
3. (man)
(rr'toman)
(narrator)
I'd like to rnail this package,
please.
First or second class?
Who is the y,orttatt ntost
likely to be ?
Hot, ttutch are tlrc flou,ers?
Tbn dollars a botrquet.
lVl te re does t J t i s c'ot tversa ! ior t
probabh, take place?
I rteetl to get tltis presct'iption
filled.
If rou'll take a seat, I'll have
lour ntedicirte ready fbr
yot.t it't a ntontent.
Who is the v,ontan rnosl
likelt' to be?
(A) A school administrator.
(B) A postal rrorker.
(C) A banker.
(D) A teacher.
(A) In a baker-v.
(B) In a grocern store.
(C) In a florist shop.
(D) In a garden.
(A) A pharmacist.
(B) A baby-sitter.
(C) A flight attendant.
(D) A doctor.
2. (A) A manager.
'(B) A teacher.
(C) A lau,ver.
(D) A librarian.
TOEFL EXERCISE 5: In this exercise, listen carefully to the short conversation
You will have to drau, conclusions about who and y,here.
I J Now BEGIN rHE RECoRDTNG nr TOEFL ExrRcrsr 5.
1. (A) In a hotel room.
(B) At a restaurant.
(C) At the beach.
(D) In a desert.

3., (A) In a library.
(B) ln a doctor-'s office.
(C) In a bookstore.
(D) In a glocen.stol"e.
4. (A) A beautician.
(B) A secretatn'.
,(C) A clentist.
(D) A sas station attenclant.
5. (A) In a plane.
(B) In a car.
(C) On a bus.
(D) On a boar.
6. (A) A u,cather. forecaster.
(B) A minister.
(C) A rnarriarge counselor..
' (D) A bridc.
shol't con/ers.ttion and question on
ansIer to the question.
3. (A) In a clothing store.
'(B) At a pool.
(C) At a racetrack.
(D) In a restaurant.
4.'(A) He'-s rrnhapp.l' rvith tlrc sola.
(B) He likes the nevs.
(C) Heis hearcl the unpleasant ne..s
(D) He alu'avs tries to pleasc
evervone.
LISTENING PART A
7. (A) In an airporr.
-(B) At a gas sration.
(C) At a supermarket.
(D) In a bike shop.
8. (A) A musician.
(B) An office rvor-ker.
(C) A professor.
. (D) An arhletc..
9. (A) In a clothing store.
(B) At a car.u'ash.
(C) In a laundrr,.
(D) At a grocery store.
10. (A) A bank teller.
'(B) A trar.el agent.
(C) A police officer:
(D) A bus dr-ir.er.
1-5): In this exercise, listen car.efullv to the
the recording, and tl.ren choose ti,re best
25
I J Now BEG'N rHE RE..RDTNG nr ToEFL Rrvrrw ExrRcrsr (srrLLs 1-5).
1.'(A) Shutting the r.r,indou,.
(B) Moling closer to the windor,ri
(C) Closing dorvn the building.
(D) Cooling the r-oom off.
2. (A) 'fhe plane came in at nieht.
(B) The flight u'as schedtrled to last
tuto h<)urs.
(C) 'Ihe fight star.tecl at tu,o o'clock.
'(D) The plane landed on time.
5. (A) He missed tlre bus he rvanted to
take.
(B) He's sorn'he bought the rellou,
shirt.
. (C) He rnade a huge error.
(D) What happened ,as a mvstenl
6.- (A) Tuition is due soon.
(B) She has a free dav tomor.rou,.
(C) The school is fr"ee.
(D) The room u,ill be painted
tomorro$/.
7. (A) He plays football regularlr,.
(B) He heard some people pla-ving
football.
,(C) He u,as injur-ed during a game.
(D) He hurt someone during a game.
(continued on ne.rt page)

8. (A) Some of the seats were empti
' (B) All the chairs rvere full.
(C) Thc' le'cturer-u'as standing the
rvhole tirne.
(D) He rvas seated at the back of the
lecture hall.
9. (A) Putting on a new suit.
(B) Tasting the soup again.
(C) Putting some soup in the bou,ls.
(D) Adding flavorings to the soup.
10. (A) A student.
'(B) A receptionist.
(C) A salesclerk.
(D) A dean.
Srrr 6: AGREEMENT
Expressions of agreement are common in Listening Par^t A, so vou should become
familiar u'ith them. The follou'ing example shou,s agl'eement u,ith a positive state-
ment.
Example
On the recording, -vou hear:
(rniin) I tltottght tltat the nrcal n,as overpriced.
(u'on-ian) trIe, to<t.
(na.r'ratcrr) Whrtt does tlte trorrtart tnean?
(A) There 'ere too manv spices in the meat.
(B) She has the same opinion ol'the meal as the man.
(C) She 'ants to share'the mani meal.
(D) The price of the meal ,as grear.
The expression me, too shor.r,s agreement u'ith a positive statement, so the vontan
means that she has the sanle ottiuiort as the man. The best ansver is therefore
ans,ef (B).
Tlie follorving chart lists common expressjons that shour agreement. You
should become familiar n'ith these erpressions.
EXPRESSIONS OF AGREEMENT
So da l. l'll say. Me, too. You can soy thot again.

LISTENING PART A 27
EXERCISE 6: In this exercise, undetLine the expression of agreement in each
short conversation. Then read the question, and choose the bqst answer to that
question. Remember that the best ans,er is one that shou,s asreement.
2. (u,oman)
(n-ran)
(narrator)
1. (rvonran) Tlis homen.ork is going to
take foret,t'r.
(man) I'll say!
(narrator) Wlnt tloes tlrc rrtan rrtectn?
(A) its going to take for"ever to get home.
(B) It takes a long time to ger from home
to rvork.
(C) He and the vornan have the same
opinion about the homework.
(D) He needs to take the homeu'ork tci
cla.ss.
(A) The roman should repeat r.r,hat she
said.
(B) trt'.s nice in the park at nighr.
(C) 'fhe ronran should tell him about
palr of rhe rrip.
(D) He agrees about the rrip to the park.
(A) Thev don't have time to do it.
(B) She also thinks it's a good idea to
leave.
(C) She thinks thev are at home.
(D) Thev are unsure about the time.
(A) The woman has a nice pet"
(B) He agree.s u,ith the voman.
(C) A bir of ltrck rvould be nice.
(D) He should put the drinks on ice.
(A) The-r- moved just after the babv
u,as born.
(B) He szrw that tlre r,r,oman u,as
moving.
(C) The movie r,r,as realh'good.
(D) He shares the u,oman's opinion.
(corttinued on next page)
A rrip to the park ntight lte
tt ice.
Ytu can say that agairL!
W/tat doe.s the rttan tneatt?
TOEFL EXERCISE 6: In this exercise, listen carefullv to the shofi conversation
and question on the recording, and then choose the best ansrver to the question.
You should pay particular attention to expressions of agreement.
h J Now BEGTN rHE REcoRDtNG nr TOEFL Exencrsr 6.
3. (man) I think it's tirne to go honte.
(r.voman) So do I.
(n:rrrator) Vrhat does tlte n,orttcut
ntean?
1. (A) She needs to check into the
hospital.
(B) She thinks the man should visit
her.
She doesn't vztnt to go to the
hospital.
She shares the n-ran's opinion.
(A) The man should repear himself.
(B) The plize uas quite nen.
(C) She rl,as also surlqrisecl.
(D) The neu' surface vas oraised.
(c)
(D)
a
-).
4.
2.

(A) She has over three classes.
(B) She's glad to talk about the
classes.
(C) She'd like him to tell her about
the classes.
(D) Shes also happl'that the classes
are finished.
(A) His ideas about sports are similar
to the rl'oman's.
(B) Thev should watch a game on
teler.'ision together.
(C) He thinks het better at sports
than the woman.
(D) He doesn't like sports at all.
(A) She needs a straw for the coffee.
(B) She agrees u'ith the man.
(C) She has been coughing strongh'.
(D) She is feeling strong todal'
short conversation and question on
ansver to the question.
2.
l. (A) Baking some pies.
(B) Climbing some trees.
(C) Having some desserl.
(D) Picking some apples.
(A) There are thirtv questions on the
test.
(B) About a half hour remains.
(C) The test will begin soon.
(D) Thirtv students are taking the
test.
3. (A) She agrees rvith the man.
(B) They should visit their friend Bill.
(C) It would be a good idea to plav
billiards.
(D) The bills have alreadv been paid.
(A) It rvas possible to take a math
class.
(B) The matter could not possiblv be
discussed.
(C) It rvas impossible to attend the
math exam.
(D) He has the same opinion as the
woman.
(A) They'alu'avs go out for dinner.
(B) Thev should cook dinner outside.
(C) She thinks thev should go out,
too.
(D) She r,r'ould like the man to
prepare dinner tonight.
(A) He is in agreement about the
teacher.
(B) Her story was quite interesting.
(C) He r,vould like the woman to
respect rvhat he said.
(D) The history teacher will give the
same lectule again.
1-6): In this exercise, listen carefully to tlre
the recording, and then choose the best
(A) A florist.
(B) A barber.
(C) A chef.
(D) A gardener.
(A) She failed the test.
(B) She s not exactlv sure about the
exam.
(C) Her statistics r,r,ere quite exact.
(D) She received a passing grade.
(A) In a fast-food restaurant.
(B) In a grocery store.
(C) In an airport.
(D) In a ser-vice station.
5.
6.
9.
10.
7.
I j Now BEGIN rHE REcoRDTNG ATTOEFL Revrew Exrnctsr (Srtls 1-6).
n
T.
6.

7. (A) Going down to the bottom of the
lake.
(B) Swimming in the lake.
(C) Riding a boat across the lake.
(D) Taking a picture of the beautifrrl
lake.
8. (A) He asked a number of questions. 10.
(B) He erpressed his doubts about
the situation.
(C) He is an honorable man.
(D) He said u'hat he reallv felt.
LISTENING PART A
(A) He rvould like a cold drink. too.
(B) The woman should repeat what
she said.
(C) He doesn't like the taste of the
drink.
(D) It s too cold to stop for a drink.
(A) He'"vants to have some vater.
(B) The grass is quite dn:
(C) Hes w'aiting for the loan to be
approved.
(D) He's going to mow the larvn this
u,eek.
29
9.

THE LISTENING PART B QUESTIONS
Parl B of the Listening Comprehension section of the TOEFL test consists of tu,o
long conversations, each followed by a number of questions. You will hear the
conversations and the questions on a recording; they are not written in vour test
book. You must choose the best answer to each question from the four choices
that are written in your test book.
The conversations are often about some aspect of school (how difficult a class
is, how to write a research paper, hor.r,'to register for a course) or about general liv-
ing (renting an aparlment, playing sports, going to the bank). The conversations
can also be about topics currently in the news in the United States (desalination of
the water supply, recycling of used products, damage from a storm or some other
type of natural phenomenon).
Example
On the recording, you hear:
(narrator) Questions 1 through 4. Listen to a conversation
behveen tyt,o people y,ho are decorating an
apartnrent.
(rvoman) He,-, Wah. Do you think yott could help me
hang these pic:tures on the yttall? There are only
t:r:o of therrt.
(man)
-Sure,
Mortica. Where do vou want thent to gct?
(woman) I'd like the picture of the mottntains over the
fireplace, and I'd like the picture of my famill'
over the sofa. Wlnt do you think?
(man) 7 thirrt< ttrer'tt look fine there. How, about if wu hold
the pictures while I hammer the nails into the wall?
(woman) Okat. Let's start ,,vith tlrc picture of-nty fantil,,-.
Questions:
1. On the recording, you hear:
(narrator) What are the man and v,ornan discussine?
In your test book, you read:
(A) Taking some pictures.
(B) Hanging some plants.
(C) Taking a trip to the mountains.
(D) Putting some pictures on the wall.
2. On the recording, vou hear:
(narrator) Hov ntartv pictures are there?
(A) One.
(B) Trvo.
(C) Three.
(D) Four.

LISTENING PART B JI
(narrator) IVlrcre is the pictttre of'the r)otnan's lanilr goirtg?
ln voul test book, vou rc-ad:
(A) In the fireplace.
(B) AbrNe'the sota.
(C) Aonre wirh Valr.
(D) To the top of the mountain.
4. On the recordins, vou hear:
(narrator) lUitat is tValt prahabh goirtg to do nert?
In our tcsl book, l'ou reaci:
(A) Sit onthc so{a.
(B) Photograph Monica'.s familr:
(C) 9a14ry{e nails illo tt .'lg]l
(D) Climb the r,r'alls.
The first qllestion asks u,hat the nr:in nnd 'oman are discussing. Since the ri,oman
asks the man to help hang the.se pictttres on the y,all, the best answer to this ques-
tion is ansrer (D),pfititlg sonrc pictures ort the v,all. Thc second question asks
hou' manv pictures there are, and the rvoman clearly savs that there are rlr:o, so
the best answer is ansu'er (B). The third question asks u,here the familv picture is
going. The r,l,oman savs that she lr'ould like the family picture over the -solh, so the
best ansrver to this question is ans'uver (B), ubot,e the sofa. The last question asks
u,hat Walt is probablv going to do. Walt has suggested that he should hanmter tlte
nails into the vall, so thc- best ansrver is ansrver (C).
STRATEGIES FOR THE LISTENING PART B QUESTIONS
1. lf you have the time, preview the answers to the Listening Part B questions.
While you are looking at the answers, you should try to anticipate the questions for
each of the groups of answers.
2. Listen carefully to the first line of the conversation. The first line of the
conversation often contains the main idea, subject, or topic of the conversation, and
you will often be asked to answer such questions.
3. As you listen to the conversation, follow along with the answers in your test
book, and try to determine the correct answers. Detail questions are generally
answered in order in the conversation, and the answers often sound the same as
what is said on the recording.
4. You should guess even if you are not sure. Never leave any answers blank.
5. Use any remaining time to look ahead at the answers to the questions
that follow.

The follorving skills r,'ill help you
Listening Comprehension section
to implement these strategies in Part B of the
of the TOEFL test.
Sru 7: THE QUESTIONS
It is very helpful to vour ability to ansrver individual questions in Listenir-rg Part B
if vou can anticipate u'hat the questions will be and listen specificallv for the
answers to those ouestions.
Example
ln vour test book, vou read:
(n) Qa tvtgn{Av.
(e) ryg!"89k.
(C) Tomorros'.
(D) After class.
Yotr tr-r to anticipate the question:
Wlrcn x,ill sontetlting happen?
In this example, vou can be quite certain that one of the questions will be about
when something r,vill happen. Since vou are sure that this is one of the questions,
vou can listen carefullv for clues that rvill give vou the answer. This erample shows
that a helpful strategl' therefore is to look brieflv at the answers in the test book,
before vou actuallv hear the conversations on the recordin-q, and try to determine
the questions that you will be asked to answer.
EXERCISE 7: Study the following answers and trv to determine what the ques-
tions will be. (You should note that perhaps vou u,ill only be able to predict par:t of
a question, rather than the complete question.) If vou cannot predict the question
in a short period of time, then move on to the next group of ansrvers. Question 1
has been ansr,vered for vou.
l. Question: What,...?
(A) What the assignment is.
(B) How good the professor is.
(C) The information in Chapter Six.
(D) What questions they should ask the professor.
2. Question:
(A) Six pages.
(B) Six chapters.
(C) Sixtv pa-ses.
(D) The sixth charpter.

LISTENING PART B 33
3. Question:
(A) Whether or not thev shor-rld read the chapters.
(B) Whcther or not ther.'should ansver the questions.
(C) Which chapters thev should read.
(D) When the prof'essor gave the assignment.
,{. Question:
(A) Turn in the assignmenl.
(B) See the professor'.
(C) Go to cl:rss.
(D) Talk to a classmate.
5. Qr,restion:
(A) A bee stung him.
(B) He sav somt: bees and hornets.
(C) Hc u,as stung bv a hornet.
(D) He took some eggs trom a nest.
6. Qrrestion:
(A) To liberate bees.
(B) To proteet their nests.
(C) To hatch their eggs.
(D) To def'end the park.
7. Question:
(A) A hornet's nest.
(B) Sorne bee's eggs.
(C) A parked car.
(D) A svarn-l of bees.
B. Question:
(A) To stav indoors.
(B) To see u,here the hclrnet'.s nest is
(C) Not to u'alk in the sante location
(D) To keep au'arv from Greg.
located.
as Greg.
9. Question:
(A) The size of the campus.
(B) The citv bus svstem.
(C) The length of time for each class.
(D) The universitv bus sr,'stem.
10. Qr-restion:
(A) The entire camplls.
(B) Part of the campus.
(C) The campus and thc citr.
(D) Onlv the off-campus all-eas.
(corttirttrcd on rrcxt poge)

ll. Question:
(A) Nothing.
(B) Three cloliars.
(C) A fer,r'cents.
(D) Fiftv cents"
12. Question:
(A) Red.
(B) Green.
(C) Yellou,.
(D) Blue.
Srcll 8: THE TOPIC
As -v-or-r listen to each conrrer-sation in Listening Part B, vou should be thinking
about the topic (subiect) ot'main idea for each conversation. Since the first one or
two sentences generallv give the topic, vou shoulcl be asking vourself r,vhat the
topic is nrhile vou are listening carefullv to the first part of the conversation.
Example
On the rec--olding, r,on hear:
(narrator) Li.sten to the cont.,ersotion bettt,een tv,o studettts.
(man) Wlrut did you tltirtk of that listory^ exant?
(rvcrman) Tlrut yvas tlrc harde.st exant I't,e eyer seen.
(marr) Artd it t'e.n't i,,tt l,r*l : h-r.os 1,,rt1,., r,to.
Yor-r think:
Tlte topic of-conver.satiort is e veri lorry and diff'icult histor.v
c.r1n t.
EXERCISE 8: l.isten to the first
the tonic ,-rlt each conr.,ers:rtior-r.
part of each of the conr,ersations, and decide on
I j Now BEGrN rHE REcoRDTNG Rr Exrncrsr 8.
L What is the tor,ic ol Cclnversation 12
2. What is the topic of Conversation 2?
3. What is the topic of Conversation 3?

Srru 9: THE ORDER OF THE ANSWERS
The answers in Listening Part B are generall-'- found in
This means that as vou listen to the conversation, vou
the answers to the questions in the order that thev are
LISTENING PART B 35
order in the conversation.
should be thinking about
listed in the test book.
Example
On the recording, you hear: In vour test book, vou read (same
(narrator) Questions 1 and 2. Listen tinre):
to t$,o students on a 1. (A) He's sick.
universitt' canlpus. (B) He's lost.
(man) Cart.vtttt lrelp rrte? I'rn !p;t. tCl I-tcl. f ired.
(woman) Sure.lVlrcre are yolt trying (D) Hes brohe.
to go?
(man) I lmve a clttss irt Stanfield 2. (A) Directlv in lront of them.
Hall at 3:00. I tlrcught I (B) To the left.
knert, u,here I yvas goittg, (C) Quite nearbl'.
but I guess I v,as wrong. (D) On the other side of carnpus.
(rvoman) You certainly are lost.
Stanfield Hall is on the other
side ol'tlrc ,*irercitr'. t ,t
heoding in that direction.
Conrc on with rne and I'll
shou,tou the w,a,y.
(man) Thtutks. You're a lifbsaver.
(nar-rator) l. What problent does tlrc
ntan have?
2. Where is Stanfield Hall?
When you read the ansu'ers to the first question, you can anticipate that the first
question is about a man and some type of problem he has. As vou listen, vou hear
the man say that he is lost. Therefore, you can anticipate that the best ansr,ver to
the first question will be answer (B).
When you read the ansrvers to the second question, vou can anticipate that
the second question is going to ask where something is. In the conversation, the
woman explains that Stanfield Hall is on the other side ol the universitt'. Therefore,
as you are listening you can anticipate that the correct ansu'er to the second ques-
tion is answer (D).

EXERCISE 9: Listen to each complete conversation, and ansver the questions
that follor,v.
f) to* BEG,N rHE RECoRDTNG nr Exrncrsr 9.
1. (A) What the assignment is.
(B) Hou, goocl the prof'essor is.
(C) The information in Chapter Six.
(D) What qtrestions thev should ask
the professor.
(A) Sir pages.
(B) Six chapters.
(C) Sirtv pages.
(D) The sirth chapter.
(A) Whether or not they should read
the chapters.
(B) Whether or not thev should
ansrey the qtrestions.
(C) Which chapters thev should read.
(D) When the professor gar,'e the
assignment.
(A) Turn in tl-re assignment.
(B) See the profcssor.
(C) Go to class.
(D) Talk to a clarssmate.
(A) A bee stung him.
(B) He sar sorrle bees and hornels.
(C) He $,as stun-q bv a hornert.
(D) He took some eggs from a nest.
(A) To liberate bees.
(B) To protect their nests.
(C) To hatch eggs.
(D) To deiend the park.
8.
(A) A hornet's nest.
(B) Some bee's eggs.
(C) A parked car.
(D) A swarm of bees.
(A) To stay indoors.
(B) To see rvhere the hornett nest is
located.
Not to walk in the same location
as Greg.
To keep 3q'ay ft'om Greg.
(A) The size of the campus.
(B) The city bus system.
(C) The length of time for each class.
(D) The universitv bus system.
(A) The entire campus.
(B) Part of the campus.
(C) The campus and the city
(D) Onlv the off-campus areas.
(A) Nothing.
(B) Three dollars.
(C) A few cents.
(D) Fifty cents.
(A) Red.
(B) Green.
(C) Yellow.
(D) Blue.
a
J.
4.
).
6.
(c)
(D)
9.
10.
tl
I l.
ta
lz.

TOEFL EXERCISE (Skills 7-9: In this exercise,
tion that vou learned in Skills 7 throueh 9.
LISTENING PART B
will use all of the informa-
(A) 50 tons.
(B) 50 million rons.
(C) 85 million tons.
(D) 850 million tons.
(A) Cut dor,vn m()re trees.
(B) Use less paper.
(C) Produce more paper.
(D) Read more about the problem.
(A) The difficultv in findin,u some.
books.
(B) Hor,',, far it is to the librarv.
(C) The amount of reading thev must
do.
(D) Hou'much thev clc.rn't like the
books.
(A) A speed-reading class.
(B) An American novels class.
(C) A librar-r skills class.
(D) A class in literarv criticisrn.
(A) Some novels.
(B) Some short stories.
(C) A tertbook.
(D) Solr-re joulnal articles.
(A) Go to the librar.'r.
(B) Head for class.
(C) Return to the dorms.
(D) Start reading.
37
you
f) *o* BEGIN rHE REcoRDTNG Ar TOEFL Exrncrsr (SrrLr-s 7-9).
l. (A) Where the r,voman hves.
(B) Where the man can find out the
time.
(C) Where the school is located.
(D) Where the man can mail
sonrc't ll i11s..
2. (A) Sever-al streets awav.
(B) Just over one block awar.
(C) Four miles awav.
(D) A great distance.
3. (A) For one hour.
(B) For tu'o hours.
(C) For four hours.
(D) For fir,e hours.
4. (A) Go buv a package.
(B) Go pick up his mail.
(C) Go mail a package.
(D) Get into his car.
5. (A) From a textbook.
(B) From the television.
(C) From a magazine.
(D) From a lecture.
6. (A) Hour trees are gro,n in America.
(B) How paper is made from trees.
(C) Whv paper is used so much.
(D) The amount of paper that
Americans use.
7.
B.
9.
10.
t1.
t2.

THE LISTENING PART C QUESTIONS
Part C of the Listening Comprehension section of the TOEFL test consists of three
talks, each followed by a number of questions. You 'uvill hear the talks and the
questions on a r-ccording; they are not written in your test book. You must choose
the best ansjer to each question from the four choices that are r,r'ritten in your
test book. Like the conversations in Listening Part B, the talks are often about
some aspect of school life or topics currently in the news. It is also very common
for the talks to be shortened rtersions of lectures from courses taueht in Ameri-
can colleges and universities.
Example
(narrator) Questions 1 through 4. Listen to a lecture in a
liston class.
(r,voman) Salt, which todal seents so plentilul to us, in the
past used to be a valuable connnodity. In tJrc
cutcient pasl irt China, salt was used to make
coirrs, tttttl irt pnrt .s ol Alrica it v'a.s trarled in
plnrv ,-t1'rrtone.t. Irt the Rorttart Etnpire, soldiers
tere not paid in tnone)i bttt were instead paid in
salt. In fact, the English word "salar"v," which
nteans the amount of-monelt that one earns,
c2mes lront the Latin r ."
Questions:
(narrator) What is the topic of the talk?
ln -vour test book, vou read:
(A) Valuable cornmodities.
(B) Salt.
(C) Ancient China.
(D) Monev.
(narrator) What v,as salt used fbr in China?
(A) To spice food.
(B) To build houses.
(C) To make coins.
(D) To locate Africa.

Longman Introductory Course for the TOEFL Test - The Paper Test.pdf

Longman Introductory Course for the TOEFL Test - The Paper Test.pdf

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