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Essential Words for the TOEFL, 7th Edition

By Wiki Study in TOEFL Books September 25, 2017 0 Comment

Essential Words for the TOEFL, 7th Edition by Steven J. Matthiesen

Clear, compact and concise,”Essential Words for TOEFl” will give you instant understanding as well as review to score highest. Look no further.This small handbook is what you are looking for if you are preparing for the TOEFL.

Essential Words for the TOEFL, 7th Edition

This revised book is specifically designed for ESL students preparing to take the TOEFL and features updated vocabulary that is seen most often on the exam. It includes:

Phrases and “purpose” words (for example, define, discuss, claim, etc.) that are used in the speaking and writing sections of the test
New words and phrases, since you are often asked to explain the meaning of a phrase
Lists of vocabulary words with definitions, sample sentences, and practice exercises for 500 need-to-know words
Detailed advice to help students expand their English language vocabulary, and more

Students can test their mastery of TOEFL vocabulary by taking the included practice test with answer key, which is designed to help students evaluate their progress, and increase confidence in their vocabulary skills.

Download Essential Words for the TOEFL, 7th Edition by Steven J. Matthiesen Ebook

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Barron’s TOEFL iBT with CD-ROM and MP3 audio CDs, 15th Edition	Writing for the TOEFL iBT	Practice Exercises for the TOEFL with MP3 CD, 8th Edition	TOEFL Strategies and Tips with MP3 CDs, 2nd Edition
The most up-to-date TOEFL test prep manual on the market	Get the guidance you need to succeed on the TOEFL Writing Tasks	Preparation for the ITP and the iBT Tests	Detailed, step-by-step coaching designed to help students succeed on the Test of English as a Foreign Language
The manual presents: a general overview of the TOEFL Ibt; Seven model TOEFL iBT tests with answer explanations and sample writing and speaking responses; a review of required academic skills, including note taking, paraphrasing, summarizing, and synthesizing; and a review of language skills, including listening, speaking, reading, and writing in English. The CD-ROM presents iBT versions of the book’s 7 TOEFL practice tests plus a bonus TOEFL iBT. The tests on the CD-ROM simulate actual test-taking conditions. The MP3 CDs present audio prompts for the Listening, Speaking, and Writing sections of all TOEFL practice exams and exercises in the manual.	This manual prepares students to succeed on the TOEFL’s Independent Task, the all-important essay question, and on the Integrated Task, which combines reading, listening, and writing skills. The author presents a three-step program designed to help students write like native speakers of English. His coaching entails gathering ideas, organizing details, and developing the chosen topic into clear, grammatical written English. He also provides exercises in proofreading and editing. Model essays and model integrated tasks are included for students to read and analyze. Lectures typical of those presented on actual tests are contained on the MP3 CD enclosed with the manual.	This package is designed to prepare students to succeed on both the ITP (Institutional TOEFL Program) and the iBT (Internet Based TOEFL). Updated to reflect the latest TOEFL formats, this book and MP3 CD package presents more than 1,000 practice questions with explanatory answers, as well as example essays and speaking responses. A full-length ITP practice test and a full-length iBT practice test are also included, and are supplemented with instructions for evaluating answers to test questions and determining a test score. The enclosed MP3 CD offers extra practice for the Listening, Speaking, and Integrated Writing sections. This edition includes a bonus chapter with a dictionary of the top 100 academic vocabulary words on the TOEFL, along with ten exercises to test proficiency.	An opening Orientation chapter discusses the TOEFL’s five test areas, explains how they are scored, and offers a general test preparation plan. Subsequent chapters set forth detailed strategies and exercises for success in all five test sections of both the iBT and the ITP TOEFL: Reading, Listening, Speaking, Structure, and Writing. Accompanying MP3 CDs complement all of the book’s test strategies. All audio material contained on the compact discs is also presented in printed form in the book’s Audioscripts section. Answer Keys for all questions appear at the back of the book. This book helps students prepare for the TOEFL before they take the test, and it helps them outsmart the TOEFL while they are actually taking the test. The book and MP3 CD program offer valuable TOEFL test preparation when used alone, and it is even more effective when used with Barron’s TOEFL iBT with CD-ROM and MP3 audio CDs, 15th Edition.

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12 TOEFL Speaking Topics for Realistic Practice

By Wiki Study in Exam tips, Speaking September 24, 2017 1 Comment

The TOEFL Speaking section can be intimidating: You have to record yourself talking for an exam? What kinds of TOEFL Speaking questions will you be asked? How many questions are there? What will you need to talk about? How long will you need to speak?

In this guide, we answer all those questions and more so you’ll know exactly what to expect from this challenging section and how to do well on it. We explain every type of question you’ll see on TOEFL Speaking and how you should answer it, plus offer 12 TOEFL Speaking topics for you to practice with as you study for the exam.

12 TOEFL Speaking Topics

An Introduction to TOEFL Speaking Topics

The TOEFL Speaking section lasts 20 minutes and includes six tasks. You’ll be able to take notes during this entire section. In TOEFL Speaking, there are two independent speaking tasks and four integrated tasks. For integrated tasks, test-takers will need to use more than one skill when responding. The individual tasks will be described in more detail in the next sections.

Also, it’s important to know that you won’t be speaking to a real person during this section. Instead, you’ll hear recorded conversations and respond by speaking into a microphone. After your exam, TOEFL graders will then listen to your responses. This section tests your ability to speak effectively in academic settings. You’ll be graded on how completely you answer each question, your ability to speak clearly and coherently, and your vocabulary and grammar.

The following three sections explain the three format types you’ll see on the Speaking section. There are two tasks for each format type, and for each format type I’ll give an official sample question, explain the format of the tasks, and end with tips on how to approach the tasks.

TOEFL Independent Speaking Tasks

The first two TOEFL iBT Speaking topics are independent speaking tasks that draw on the student’s own ideas, opinions, and experiences when responding.

Preparation Time: 15 seconds
Speaking Time: 45 seconds

OFFICIAL SAMPLE QUESTION

46. If friends from another country were going to spend time in your country, what city or place would you suggest they visit? Using details and examples, explain why?

PREPARATION TIME: 15 SEC

RESPONSE TIME: 45 SEC

THE TASKS

There are two main types of independent speaking tasks you’ll see on the TOEFL.

Task 1: Choose From One Option

For the first task, you’ll be given a situation where there are many possible answers, and you’ll need to choose one option. The above question is an example of this type of task. After making your decision (which you’ll need to do quickly since you only have 15 seconds to prepare!), you’ll then need to support that choice.

Task 2: Choose From Two Options

For the second task, you’ll be presented with two options and need to make a choice between the two of them. You may be choosing which one you prefer, which you think is a better idea, or something similar. Like the first task, after making your choice you’ll need to support that decision with specific examples.

HOW TO APPROACH THE TASKS

The two independent speaking questions will ask a question on a familiar topic you can speak about without the help of outside materials. You’ll be giving your opinion or describing information you know. Many students find these two to be the least challenging of the Speaking tasks, but that doesn’t mean they’re guaranteed to be easy or that you can just talk about whatever you want.

The most important part of these questions is the “why”. You’ll always be asked to support your answer, whether by explaining why you feel a certain way or by giving examples that justify your answer. The key to answering these questions well is to give specific examples and details to support your main idea. Don’t be vague or wishy-washy with your answers; make a strong argument for your opinion and let the grader know exactly why you feel the way you do.

TOEFL Integrated Speaking Tasks With Reading and Listening

Tasks 3 and 4, the first two integrated TOEFL iBT Speaking topics, require students to read a short passage, listen to an audio recording, then answer a question based on material from both the written passage and the audio recording.

Reading Time: 45 seconds
Listening Time: Varies, but about 60 seconds
Preparation Time: 30 seconds
Speaking Time: 60 seconds

OFFICIAL SAMPLE QUESTION

THE TASKS

Task 3: Explain an Opinion on a Campus Issue

The third Speaking task will be based on a topic similar to one you’d likely encounter in class or on campus. It could be related to campus dining, transportation, extracurriculars, sports, or course requirements, among other topics.

First, you’ll have a short passage to read, which will likely be an announcement or clip from a newspaper. You’ll then hear an audio clip of two people discussing the written passage. They will usually disagree with each other. In general, the question will ask you to summarize and explain the opinion of one of the speakers. For this task, you’ll be explaining someone else’s opinion, not giving your own opinion on the issue.

Task 4: Explain a Lecture Topic

Task 4 follows the same format as Task 3, but it focuses on a lecture rather than a campus issue. The written passage typically comes from a textbook and explains a term or concept. The audio recording is usually of a professor giving a lecture on that topic, along with students in the class asking and/or answering questions. The question will then ask you to explain a concept discussed in the lecture.

HOW TO APPROACH THE TASKS

These tasks can be challenging because there’s a lot going on–listening, reading, and speaking–in a short amount of time. For both tasks, the spoken conversation is more important than the written passage. The passage is generally only used to give background information while the spoken conversation contains information key for answering the question well. The questions will often ask about something specific from the audio recording.

Also, in your response, you should back up any statements you make with evidence from the audio clip or written passage in order to show you were able to understand the information they included and can create a strong argument.

TOEFL Integrated Speaking Tasks With Listening Only

Tasks 5 and 6 are the final two integrated tasks. For these TOEFL iBT Speaking topics, students will listen to an audio recording then answer a question on it.

Listening Time: Varies, but about 60-120 seconds
Preparation Time: 20 seconds
Speaking Time: 60 seconds

OFFICIAL SAMPLE QUESTION

THE TASKS

Task 5: Explain a Campus Life Problem

For this task, you’ll hear a conversation between two people about a problem relating to campus life, similar to the topics discussed in Task 3. The two speakers, who are usually students, will discuss possible ways to solving the problem. The question will ask you to summarize what the problem is and the solutions each of the speakers recommended. You’ll then need to state which solution you think is best and explain why.

Task 6: Explain a Lecture

For the final Speaking task, you will hear a short portion of an academic lecture. This is similar to the audio clip you hear in Task 4, except for this task only the professor will be talking, no students. The lecture will be at about the difficulty level of a first-year university class. The question will ask you to summarize a particular part of the lecture, and you’ll often need to include specific examples the speaker mentioned.

HOW TO APPROACH THE TASKS

The final two tasks are often seen as easier than Tasks 3 and 4 since there are only audio recordings and no reading to do. However, the audio recordings for Tasks 5 and 6 are often the longest you’ll hear in the Speaking section and will contain numerous details.

To answer the questions well, you’ll usually need to refer to specific points mentioned in the recording, so listening well and taking good notes is very important. Task 5 is also the only integrated speaking task where you’ll be asked to give your own opinion on a topic.

Sample TOEFL Speaking Questions

Practicing with sample TOEFL Speaking topics is an important part of preparing for the exam. There are some official practice questions available, but you’ll likely want more to practice with. Fortunately, we’ve come up with 12 practice TOEFL speaking questions (10 independent and 2 integrated) to help with your studying.

Remember that on the real exam, the conversations for the Task 3 and Task 6 sample questions would be audio recording clips; you won’t be reading them.

Task 1

Who is the best teacher you’ve had? What qualities make him/her such a good teacher?

What is your favorite holiday? Describe what you normally do on this holiday and why it is your favorite.

Where would you like to travel for your next vacation? Describe what the place is like and why you want to visit it.

What is your ideal career? Describe what it would be like and why it appeals to you.

What is an activity you like to do with your friends? Describe it and explain why you find it enjoyable.

Task 2

Some people believe students should attend gym classes in school to improve their health and fitness, while others believe school should only focus on academic subjects. Do you think students should have gym classes in school? Why or why not?

Some people prefer to travel with other people, while others like to travel on their own. Which method of traveling do you prefer and why?

Do you prefer living in an urban or rural area? State your preference and give reasons as to why you feel that way.

Is it better to save the money you earn for future expenses or spend it now on things you enjoy? Give reasons to support your choice.

Some people believe that students should spend more time in math and science classes rather than humanities and social science classes. Do you agree or disagree? Give reasons to support your choice.

Task 3

Read the following text and the conversation that follows it. Then answer the question.

The following text is an excerpt from the Great Plains University student newspaper.

The student dean announced yesterday afternoon that, due to professor preferences and changing academic schedules, starting next semester, more classes will now be held on Fridays. Classes that were previously held for 90 minutes on Mondays and Wednesdays will now be held Mondays, Wednesdays, and Fridays for 60 minutes each. Tuesday and Thursday classes will keep their original schedule.

(Female student): Did you see the announcement in the student newspaper that we’re going to have more Friday classes?

(Male student): I did, and I think it’s great news.

(Female student): Why do you feel that way? I was really disappointed to read that.

(Male student): I think it will be helpful to see your professor more often during the week. For some of my classes, if I have a question on a Thursday, I need to wait all the way until Monday to see the professor again.

(Female student): Don’t your professors have office hours when you can stop by and ask them a question?

(Male student): Some of them do, but they’re not always at a good time for me. With Friday classes, I’m guaranteed to see them. Also, I think shorter classes will make it easier to learn new information without feeling overwhelmed like I sometimes did with longer classes.

(Female student): I suppose that’s true. I’m still disappointed about it though because I usually spend my Fridays at my job.

(Male student): You can’t work with Friday classes?

(Female student): No, even one class in the afternoon would mean I couldn’t work a full shift, so it really messes up my work schedule, and I’m using that money to help pay for tuition.

(Male student): Yeah, Friday classes may make it harder for me to go home on the weekends since I can’t leave on Thursday, but I still think it’s a good decision overall.

Question: The man expresses his opinion on the announcement in the student newspaper. State his opinion and explain the reasons he gives for holding that opinion.

Task 6

Read part of a lecture in an art history course and then answer the question.

(Male Professor): Beginning in the 1400s, Western Europe began to undergo numerous changes. People were coming out of a time filled with disease, warfare, and turmoil in the Catholic church. As their fortunes began to improve, people began to focus more on cultural movements, eventually leading to a cultural rebirth known as the Renaissance. The Renaissance lasted approximately two hundred years and resulted in many changes. Today we’re going to be focusing on artwork created during the Renaissance period.

Renaissance art began in Italy, and, even though it eventually spread to other areas, Italy remained the epicenter of this art style. One of the biggest innovations of Renaissance art was that human emotions were depicted much more in art. Most of the art produced in the Middle Ages, the time period before the Renaissance, was commissioned by the Catholic church and was used mainly for religious purposes. The point of the art was to further religious devotion, not to contemplate emotions of human still on Earth. That changed drastically with Renaissance art. During this time, there was a much larger emphasis on how humans lived life on Earth and how they felt. While most figures in art produced during the Middle Ages had flat, expressionless faces, the emotions of figures were often very clear in Renaissance art. If someone in a painting was sad, there might be tears falling from their eyes. If they were angry, their face might be contorted in a grimace, if they were happy, they might be smiling.

One example of this is Michelangelo’s Pietà, a sculpture completed in 1499 that depicts the body of Jesus on the lap of his mother, Mary. In the sculpture, Mary is looking downcast while Jesus’ outstretched body suggests pain and suffering. Another is da Vinci’s Mona Lisa with her famous, mysterious smile. Generations of people have wondered what she was thinking while her portrait was painted.

Another defining feature of Renaissance art was how realistic the art appeared. Previous works of art often appeared flat and stylized and didn’t depict people or the world very realistically. During the Renaissance, there were many new patrons willing to pay for art, and since they had different tastes, artists had more flexibility to study new techniques and create more realistic art. Perspective, vanishing points, shadows, and light began to be used frequently to create more lifelike figures and landscapes. A famous painting that shows the rules of perspective is Leonardo da Vinci’s The Last Supper, painted in 1498. Even though it was painted on a flat surface, you get the sense that Jesus and the twelve apostles are actually in a three-dimensional room.

Question: Using points and examples from the lecture, describe two ways Renaissance art differs from art in the Middle Ages.

Conclusion

Knowing what to expect from TOEFL Speaking questions will go a long way to helping you do well on this section of the exam.

There are six TOEFL Speaking topics:

Task 1: Choose From One Option
Task 2: Choose From Two Options
Task 3: Explain an Opinion on a Campus Issue
Task 4: Explain a Lecture Topic
Task 5: Explain a Campus Life Problem
Task 6: Explain a Lecture

The first two tasks are referred to as independent speaking tasks. You’ll read the question then answer it. The final four tasks are integrated speaking tasks. For tasks 3 and 4, you’ll read a short text, hear an audio recording, then answer a question based on that information. For tasks 5 and 6 you’ll hear an audio recording then answer a question. For some questions, you’ll be asked to give your opinion, while for others you’ll instead be summarizing what you heard and read.

Pay careful attention to what the question asks for and complete practice TOEFL Speaking topics in order to be well prepared for this section.

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155 TOEFL Independent Writing Topics

By Wiki Study in Writing September 12, 2017 0 Comment

You need to practice for the writing sections? Try this list of past TOEFL independent writing questions, published by ETS (the people who make the TOEFL test).

These are also good for practicing independent speaking questions, too — just give yourself 45 seconds to talk on these subjects.

1. People attend college or university for many different reasons (for example, new experiences, career preparation, increased knowledge). Why do you think people attend college or university? Use specific reasons and examples to support your answer.

2. Do you agree or disagree with the following statement? Parents are the best teachers. Use specific reasons and examples to support your answer.

3. Nowadays, food has become easier to prepare. Has this change improved the way people live? Use specific reasons and examples to support your answer.

155 TOEFL Independent Writing Topics

4. It has been said, “Not everything that is learned is contained in books.” Compare and contrast knowledge gained from experience with knowledge gained from books. In your opinion, which source is more important? Why?

5. A company has announced that it wishes to build a large factory near your community. Discuss the advantages and disadvantages of this new influence on your community. Do you support or oppose the factory? Explain your position.

6. If you could change one important thing about your hometown, what would you change? Use reasons and specific examples to support your answer.

7. How do movies or television influence people’s behavior? Use reasons and specific examples to support your answer.

8. Do you agree or disagree with the following statement? Television has destroyed communication among friends and family. Use specific reasons and examples to support your opinion.

9. Some people prefer to live in a small town. Others prefer to live in a big city. Which place would you prefer to live in? Use specific reasons and details to support your answer.

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10. “When people succeed, it is because of hard work. Luck has nothing to do with success.” Do you agree or disagree with the quotation above? Use specific reasons and examples to explain your position.

11. Do you agree or disagree with the following statement? Universities should give the same amount of money to their students’ sports activities as they give to their university libraries. Use specific reasons and examples to support your opinion.

12. Many people visit museums when they travel to new places. Why do you think people visit museums? Use specific reasons and examples to support your answer.

13. Some people prefer to eat at food stands or restaurants. Other people prefer to prepare and eat food at home. Which do you prefer? Use specific reasons and examples to support your answer.

14. Some people believe that university students should be required to attend classes. Others believe that going to classes should be optional for students. Which point of view do you agree with? Use specific reasons and details to explain your answer.

15. Neighbors are the people who live near us. In your opinion, what are the qualities of a good neighbor? Use specific details and examples in your answer.

16. It has recently been announced that a new restaurant may be built in your neighborhood. Do you support or oppose this plan? Why? Use specific reasons and details to support your answer.

17. Some people think that they can learn better by themselves than with a teacher. Others think that it is always better to have a teacher. Which do you prefer? Use specific reasons to develop your essay.

18. What are some important qualities of a good supervisor (boss)? Use specific details and examples to explain why these qualities are important.

What are some important qualities of a good supervisor (boss)?

19. Should governments spend more money on improving roads and highways, or should governments spend more money on improving public transportation (buses, trains, subways)? Why? Use specific reasons and details to develop your essay.

20. It is better for children to grow up in the countryside than in a big city. Do you agree or disagree? Use specific reasons and examples to develop your essay.

21. In general, people are living longer now. Discuss the causes of this phenomenon. Use specific reasons and details to develop your essay.

22. We all work or will work in our jobs with many different kinds of people. In your opinion, what are some important characteristics of a co-worker (someone you work closely with)? Use reasons and specific examples to explain why these characteristics are important.

23. Do you agree or disagree with the following statement? Sometimes it is better not to tell the truth. Use specific reasons and details to support your answer.

24. In some countries, teenagers have jobs while they are still students. Do you think this is a good idea? Support your opinion by using specific reasons and details.

25. A person you know is planning to move to your town or city. What do you think this person would like and dislike about living in your town or city? Why? Use specific reasons and details to develop your essay.

26. It has recently been announced that a large shopping center may be built in your neighborhood. Do you support or oppose this plan? Why? Use specific reasons and details to support your answer.

27. It has recently been announced that a new movie theater may be built in your neighborhood. Do you support or oppose this plan? Why? Use specific reasons and details to support your answer.

28. Do you agree or disagree with the following statement? People should sometimes do things that they do not enjoy doing. Use specific reasons and examples to support your answer.

29. Do you agree or disagree with the following statement? Television, newspapers, magazines, and other media pay too much attention to the personal lives of famous people such as public figures and celebrities. Use specific reasons and details to explain your opinion.

30. Some people believe that the Earth is being harmed (damaged) by human activity. Others feel that human activity makes the Earth a better place to live. What is your opinion? Use specific reasons and examples to support your answer.

31. It has recently been announced that a new high school may be built in your community. Do you support or oppose this plan? Why? Use specific reasons and details in your answer.

32. Some people spend their entire lives in one place. Others move a number of times throughout their lives, looking for a better job, house, community, or even climate. Which do you prefer: staying in one place or moving in search of another place? Use reasons and specific examples to support your opinion.

33. Is it better to enjoy your money when you earn it or is it better to save your money for some time in the future? Use specific reasons and examples to support your opinion.

34. You have received a gift of money. The money is enough to buy either a piece of jewelry you like or tickets to a concert you want to attend. Which would you buy? Use specific reasons and details to support your answer.

35. You must select a person to teach others to do a job. Which one of the following is the most important for you to consider in making your selection?

the person’s education
the person’s work experience
the quality of the person’s previous work

Use specific reasons and examples to support your answer.

36. Businesses should hire employees for their entire lives. Do you agree or disagree? Use specific reasons and examples to support your answer.

37. Countries, businesses, and schools are three areas that need good leaders. Choose one of these three areas and describe the most important qualities of a leader in that area. Explain why these qualities are important, using specific examples and details.

38. Choose one of the following transportation vehicles and explain why you think it has changed people’s lives.

Automobiles
Bicycles
Airplanes

Use specific reasons and examples to support your answer.

Do you agree or disagree that progress is always good

39. Do you agree or disagree that progress is always good? Use specific reasons and examples to support your answer.

40. Learning about the past has no value for those of us living in the present. Do you agree or disagree? Use specific reasons and examples to support your answer.

41. The expression “Never, never give up” means to keep trying and never stop working for your goals. Do you agree or disagree with this statement? Use specific reasons and examples to support your answer.

42. Do you agree or disagree with the following statement? With the help of technology, students nowadays can learn more information and learn it more quickly. Use specific reasons and examples to support your answer.

43. Do you agree or disagree with the following statement? Games are as important for adults as they are for children. Use specific reasons and examples to support your answer.

44. Awards and prizes are given for excellence in various fields. Do these awards and prizes serve a useful purpose? Use specific reasons and examples to support your opinion.

45. Some people think that human needs for farmland, housing, and industry are more important than saving land for endangered animals. Do you agree or disagree with this point of view? Why or why not? Use specific reasons and examples to support your answer.

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46. What is a very important skill a person should learn in order to be successful in the world today? Choose one skill and use specific reasons and examples to support your choice.

47. Resolving problems between individuals or groups is important. What should be considered or kept in mind in resolving problems between individuals or groups? Use specific reasons and examples to support your answer.

48. Do you agree or disagree with the following statement? Self-confidence is the most important factor for success in school or at work. Use specific reasons and examples to support your opinion.

49. Why do you think some people are attracted to dangerous sports or other dangerous activities? Use specific reasons and examples to support your answer.

50. Which is more important for success: the natural ability you are born with or hard work? Explain your opinion, using specific reasons and examples.

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The Official Guide to the New TOEFL iBT

By Wiki Study in TOEFL Books September 9, 2017 0 Comment

The Official Guide to the New TOEFL iBT with CD-ROM (McGraw-Hill’s Official Guide to the TOEFL Ibt (W/CD)) 2nd Edition by Educational Testing Service

The bestselling official guide to the new-format Test of English as a Foreign Language™ (TOEFL) now includes a CDROM providing total preparation for the actual on-screen test!

A proven bestseller, this popular guide to the new TOEFL iBT (internet-based test) now includes a CD-ROM that gives you experience with onscreen testing in the format of the new exam. This unique interactive program provides on-screen reading passages, audio listening practice, audio speaking prompts, and on-screen writing practice-with authentic TOEFL questions from the test-maker. No other TOEFL guide sold in bookstores brings you this close to the actual test!

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Get the only guide to the new TOEFL iBTthat comes straight from the test-makers!

The Official Guide to the New TOEFL iBT

If you’re looking for the best, most trustworthy guide to the new TOEFL® iBT, you’ve found it! The Official Guide to the New TOEFL iBT is the one and only TOEFL guide specially created by ETS–the people who actually make the test. That’s means it’s your most reliable source for everything you need to know about new test. Only ETS can show you exactly what to expect on the new internet-based TOEFL test, tell you precisely how the test is scored–and give you hundreds of authentic test questions to study for practice! That’s why this guide is your best choice for preparing for the new TOEFL test. It’s packed with everything you need to succeed on the test–and help you get into the college or university of your choice!

No other TOEFL guide gives you:

Everything you need to know about the new TOEFL® iBT, straight from the test-makers!
Hundreds of authentic TOEFL iBT questions and essay topics – so you can study with the real thing
Companion CD-ROM with a full-length TOEFL practice test
In-depth descriptions of the multiple-choice Listening and Reading questions–with valuable tips for answering them
Detailed information about the Speaking and Writing sections, with scoring information, real student responses – and actual raters’ comments
PLUS: Writer’s Handbook for English Language Learners–to help you learn how to write essays in English

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TOEFL IBT Reading Practice Test 14 Solution & Explanation

By Wiki Study in Solution for Reading September 7, 2017 0 Comment

SOLUTION & EXPLANATION FOR TOEFL IBT READING PRACTICE TEST 14 ( FROM BARRON’S TOEFL IBT)

Reading 1 “Beowulf”

1. C “…Beowulfwas written by an anonymous [author unknown] Englishman in Old English.”

Choice A is not correct because it is one of four surviving manuscripts. Choice B is not correct because it was written in old English about Germanic characters. Choice D is not correct because scholars do not know if it is the sole surviving epic from about a.d. 1000.

2. B “Although Beowulf was written by an anonymous Englishman in Old English, the tale takes place in that part of Scandinavia from which [that part of Scandinavia] Germanic tribes emigrated to England.”

3. A “Iron was accessible everywhere in Scandinavia, usually in the form of ‘bog iron’ found in the layers of peat in peat bogs.” Choice B is not correct because the author had already stated that the best swords had iron or iron-edged blades. Choice C is not correct because the Celts taught the Northmen how to use the materials, but they did not provide the bog iron. Choice D is not correct because the bog iron does not relate to the date, although 500 b.c. is mentioned as the time when the Northmen learned how to forge iron.

4. A Society in Anglo-Saxon England paraphrases “Anglo-Saxon society.” … both advanced para phrases “neither primitive,” and cultured paraphrases “nor uncultured.” Two negatives [nor and -un] produce an affirmative meaning.

5. B In this passage, rare is a synonym for “unique.” Context comes from the reference to the “sole surviving epic” in the beginning of the same sentence.

6. B “… the original manuscript was probably lost during the ninth century…. in which the Danes destroyed the Anglo-Saxon monasteries and their great libraries.” Choice A is true but it is not the reason that scholars believe the original manuscript was lost. Choice C is not correct because the Danes were invaders, not poets. Choice D is not correct because the location of the discovery is not mentioned, although the author may have been a monk.

7. D “Although the Beowulf manuscript was written in about a.d. 1000, it was not discovered until the seventeenth century.” Choice A is not correct because the first century was the date the manuscript was written, not discovered. Choice B is not correct because the ninth century was the date when the original manuscript may have been lost. Choice C is not correct because some scholars think that the manuscript was written in the eleventh century.

8. A Because the word “apparently” means “appearing to be so,” the author is expressing doubt about the information that follows, “… [the Beowulf poet] was a Christian.” Choice B is not correct because the word “obviously” would be used. Choice C is not correct because the phrases “for example” or “for instance” would signal an example. Choice D is not correct because evidence would not be presented as “appearing to be so.”

9. A “.. . Beowulf is a very appealing hero … Like Hercules.” Choice B is not correct because a fight with a dragon is mentioned in reference to Beowulf but not to Hercules. Choice C is not correct because the Danish hero’s welcome is the only reference to a speech, and it was jealous, not inspiring. Choice D is not correct because the time period for the life of Hercules is not mentioned.

10. B In this passage, demonstrates is a synonym for “exhibits.”

11. C In this passage, refuse is a synonym for “reject.” Context comes from the contrast with “accept” in the previous sentence.

12. C Addition is a transitional device that connects the insert sentence with the previous sentence.

Moreover signals that additional, related information will follow. “. . . they [scholars] disagree” refers to “Scholars do not know” in the previous sentence.

13. E, D, F summarize the passage. Choice A is true, but it is a minor point that establishes the time period for the poem and refers to major point D. Choice B is true, but it is a detail that refers to major point E and explains why there may be only one manuscript. Choice C is not clear from the information in the passage.

Reading 2 “Thermoregulation”

14. A “The most basic mechanism [for maintenance of warm body temperature] is the high meta bolic rate.” Choices B, C, and D are all ways to maintain body temperature, but they are not the most fundamental adaptation.

15. D “In some mammals, certain hormones can cause mitochondria to increase their metabolic activity and produce heat instead of ATP. This non shivering thermogenesis (NST). . . .” Choice A is not correct because thermogenesis is the activity that generates heat, not the heat loss. Choice B is not correct because brown fat is one example of a more generalized process. Choice C is not correct because thermogenesis is a response to the environment to maintain the health of the animal, not a process that maintains the environment.

16. B A passive grammatical structure in the passage is paraphrased by an active grammatical structure in the answer choice.

17. D In this passage, smallest is a synonym for “minimal.”

18. B “For example, heat loss from a human is reduced when arms and legs cool.” Choice A is not correct because goose bumps, not heat loss in the extremities, is a vestige of our evolution. Choice C is not correct because no direct comparisons of -these processes are made in the paragraph. Choice D is not correct because the types of insulation are mentioned before the concept of vasodilatation and vasoconstriction are introduced.

19. D In this passage, control is a synonym for “regulate.” Context comes from the reference to “tem perature differences” at the end of the same sentence.

20. B “The loss of heat to water occurs 50 to 100 times more rapidly than heat loss to air.” Choice A is not correct because hair loses insulating power when wet, but the evolution of marine animals is not mentioned. Choice C is not correct because dry hair insulates better than wet hair. Choice D is not correct because there are land animals that are of similar size.

21. D “… marine mammals maintain body core temperatures of about 36-38°C with metabolic rates about the same as those [metabolic rates] of land mammals of similar size.”

22. A “. . . capable of astonishing feats of thermoregulation. For example, small birds called chickadees … hold body temperature nearly constant.” Choice B te not correct because the food supply supports thermoregulation, which is the main point of the example. Choice C is not correct because chickadees are capable of astonishing feats of thermoregulation. Choice D is not correct because the reason for heat production in animals is explained before the example of the chickadee.

23. D Choice A is mentioned in paragraph 6, sentence 7. Choice B is mentioned in paragraph 6, sentence 8. Choice C is mentioned in paragraph 6, sentences 3 and 4.

24. B In this passage, improve is a synonym for “enhance.” Context comes from the reference to “promote” in the previous sentence.

25. A Reference is a transitional device that connects the insert sentence with the previous sentence. “… a layer of fur or feathers” and “how much still air the layer [of fur or feathers] traps” in the insert sentence refers to “… fur or feathers” and “a thicker layer of air” in the previous sentence.

26. E, C, F summarize the passage. Choice A is a minor point that supports major point C. Choice B is true but it is not mentioned in the passage. Choice D is a minor point that supports major point F.

Reading 3 “Social Readjustment Scales”

27. D “Overall, these studies have shown that people with higher scores on the SRRS tend to be more vulnerable to many kinds of physical illness ” Choice A is not correct because a person with a higher score will experience more, not less, stress. Choice B is not correct because the numerical values for major problems are not identified, and a score of 30 does not have meaning unless it is compared with a higher or lower score. Choice C is not correct because the effects of positive or negative change are not mentioned in the first two paragraphs.

28. C “… the desirability qf events affects adaptational outcomes more than the amount of change that they [events] require.”

29. D In this passage, different is a synonym for “diverse.”

30. C “. .. divorce may deserve a stress value of 73 for most people, a particular person’s divorce might generate much less stress and merit a value of only 25.” Choice A is not correct because a particular person is compared with most people. Choice B is not correct because the serious nature of divorce is not mentioned. Choice D is not correct because the numerical value of 73 for most people is questioned.

31. A “… what qualifies as trouble with the boss’? Should you check that because you’re sick and tired of your supervisor? What constitutes a ‘change in living conditions’? Does your purchase of a great new sound system qualify?” Choice B is not correct because the author does not offer examples of responses to the questions posed. Choice C is not correct because options for scores are not provided in paragraph 5. Choice D is not correct because the author suggests that people do not respond consistently but whether they respond carefully is not mentioned.

32. B . subjects’ neuroticism affects both their responses to stress scales and their self-reports of health problems.” Choice A is not correct because they recall more symptoms, but they are not ill more often. Choice C is not correct because they recall more stress, but they do not necessarily suffer more actual stress. Choice D is not correct because the effects of neuroticism obscures the meaning of the scores that are recorded.

33. C In this passage, arranged is a synonym for “assembled.”

34. C In this passage, related is a synonym for “relevant.”

35. B “… dropping the normative weights and replacing them with personally assigned weightings.”

Choice A is not correct because long-term consequences are not included in positive, negative, and total change scores. Choice C is not correct because the differences in people reflect their appraisal of stress, not how they handle stress. Choice D is not correct because normative weighting is replaced by personally assigned weightings.

36. C In paragraph 1, the authors state that the SRRS “… assigns numerical values.” Choices A and B are not correct because they are mentioned in paragraph 10 in reference to the LES, not the SRRS. Choice D is not correct because recalling events from one year ago is a problem on the SRRS.

37. A “The LES deals with the failure of the SRRS to sample the full domain of stressful events.”

Choice B is not correct because the author explains several ways that the LES deals with the failure of the SRRS. Choice C is not correct because it has been used in thousands of studies by researchers all over the world. Choice D is not correct because the LES, not the SRRS, has a special section for students.

38. B Reference is a transitional device that connects the insert sentence with the previous sentence. “This sum” in the insert sentence refers to the phrase “adds up the numbers” in the previous sentence.

39. SRRS: A, H, I LES: B, D, E, G Not used: C, F

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TOEFL IBT Reading Practice Test 13 Solution & Explanation

By Wiki Study in Solution for Reading September 6, 2017 0 Comment

SOLUTION & EXPLANATION FOR TOEFL IBT READING PRACTICE TEST 13 ( FROM TOEFL IBT IVY’S READING 15 ACTUAL TESTS)

KEY FOR READING PASSAGE 1

1. (B) 2. (A) 3. (0) 4. (B) 5. (A) 6. (B) 7. (D) 8. (B) 9. (B) 10. (B) 11. (D) 12. H 13. (B), (D), (E)

1. Sentence Simplification I (B)

Q. Which of the sentences below best expresses the essential information in the highlighted sentence in the passage? Incorrect choices change the meaning in important ways or leave out essential information.

Why? Two European branches of Indo-European are particularly important // to consider when looking at the history of how English developed: Germanic languages and the Romance languages, such as French, Italian, and Spanish, which have their roots in Latin.

Why Not? (A) Minor

(D) Not mentioned

2. Factual Information I (A)

Q. According to paragraph 1 and paragraph 2, which of the following is true about the English language?

Why? -See Clue 2(A)[lines 1-6]

Why Not? (B) Incorrect —See lines 13-14 /(C) Incorrect —See lines 10-11, 13-14, 18-211 (D) Incorrect — See lines 1-6

3. Factual Information I (D)

Q. According to paragraph 3, which of the following is true about Old English?

Why? -See Clue 3{D)[lines 25-28]

► They spoke two dialects of West Germanic that were similar to one another, and these dialects merged into what we today call Old English …

Why Not? <A) The passage says that the Celtic and Viking languages influenced Old English in lines 32-34, but it does not say that they mostly influenced it / (B) Incorrect –See lines 23-29/(C) Not mentioned

4. Reference I (B)

Q. The word This in the passage refers to

Why? The Normans spoke a dialect of Old French known as Anglo-Norman, which had both French and Germanic influences. This became the chosen language of the upper class of England … “-See Clue 4<B)[lines 39-431

5. Vocabulary I (A)

Q. The word sever in the passage is closest in meaning to

Why? break can replace sever in this context. Clue 5<A)[lines 46-49]

• sever v. to put an end to or break up (a relationship)

• break. to discontinue a relationship, an association, or an agreement

6. Factual Information I (B)

Q. In paragraph 4, the author states that

Why? ~See Clue 6(B)[lines 42-46]

► This became the chosen language of the upper class of England, the Normans, for more than one hundred years, while the majority of people continued to speak Old English.

Why Not? (A) Incorrect **See lines 42-46/ (C) Incorrect See lines 46-49/(D) Incorrect **See lines 53-56

7. Rhetorical Purpose I (D)

Q. Why does the author discuss current English speakers in paragraph 4?

Why? Current English speakers are discussed in order to explain that Middle English can be read by them unlike Old English. The author emphasizes the difference between Middle English and Old English by mentioning them. -‘See Clue 7(D)[lines 53-56]

8. Vocabulary I (B)

Q. The word proliferation in the passage is closest in meaning to

Why? rapid creation can replace proliferation in this context **See Clue 8(B)[lines 85-87]

• proliferation n. increase in the amount of something

• rapid creation sudden formation of something

9. Rhetorical Purpose I (B)

Q. In paragraph 6, the author describes the “Great Vowel Shift” by

Why? The “Great Vowel Shift” is described by giving an example of a difference between Modem English and Middle English in the pronunciation of “e” at the end of the words, See Clue 9(B)[lines 86-84]

10. Inference I (B)

Q. Based on the information in paragraph 5 and paragraph 6, what can be inferred about how Middle English changed into Modem English?

Why? (B) can be inferred from combining the information in lines 61-62 and lines 84-86. –See Clue 10(B)

Why Not? (A) Incorrect –See lines 77-80/ (C) Incorrect **See lines 81-84/ (D) Not supported

11. Rhetorical Purpose I (D)

Q. In paragraph 7, why does the author mention computer?

m: Why? Computers are mentioned as an example of an area that requires new terminology due to constant technological advances. -‘See Clue 11(D)[lines 96-100]

12. Insert Text [A]

Q. Look at the four squares [■] that indicate where the following sentence could be added to the passage.

Why? When the Normans, residents of what is now a region of France, invaded and conquered England, the English language was forever changed. [A] What emerged was in many ways a new language with few ties to the old. The Normans spoke a dialect of Old French known as Anglo-Norman, which had both French and Germanic influences. [B]

13. Prose Summary

Q. Directions: An introductory sentence for a brief summary of the passage is provided below. Complete the summary by selecting the THREE answer choices that express the most important ideas in the passage. Some sentences do not belong in the summary because they express ideas that are not presented in the passage or are minor ideas in the passage. This question is worth 2 points

Why? The history of English, from the origins of the Germanic tongues to the language we speak today, has been marked by many changes.

Correct Answer Choices	Clues in the passage
(B) Anglo-Saxon invaders of Britain in the fifth and sixth centuries combined two versions of West Germanic to create Old English.	Clue 13(B)[lines 23-28] In the fifth and sixth centuries AD, West Germanic invaders called the Angles and the Saxons came to the British Isles. They spoke two dialects of West Germanic that were similar to one another, and these dialects merged into what we today call Old English
(D) Old English mixed with a dialect called Anglo-Norman to produce Middle English, which eventually became the official language of Britain.	Clue 13(D)[lines 51-53] This new language, which was a combination of Anglo-Norman and Old English, is now known as Middle English. [lines 57-58] English had become the official language of England
(E) Modern English emerged as a result of various phonological, technological, and social changes and has continued to absorb new vocabulary.	Clue 13(E)[lines 61-64] During the Renaissance, English changed again … many Latin and Greek words were introduced into English [lines 67-68] many other completely original words were introduced into English [lines 74-75] the “Great Vowel Shift” [lines 85-87] the invention of the printing press and the subsequent proliferation of books [lines 96-98] Technological advances have made necessary the creation of words to describe new objects, processes, … [lines 102-105] Another reason for the evolving vocabularies has been the increasing communication between and migration of people all over the world.

► The whole passage focuses on the origin and development of the English language. And it follows that ((B) Creation of Old English —► (D) Progression into Middle English —* (E) Evolution to Modern English and continuing changes) **See

Why Not? (A) Incorrect -■See lines 17-191 (C) Not mentioned / (F) Information that technological advances influenced the introduction of the foreign languages is not mentioned.

KEY FOR READING PASSAGE 2

14. (C) 15. (D) 16.(C) 17. (A) 18. (D) 19. (B) 20.(C) 21. (B) 22. (A) 23. (A) 24. (C) 25. (A) 26. (D) 27. (A). (C). (E)

14. Vocabulary I (C)

Q. The word configuration in the passage is closest in meaning to

Why? arrangement can replace configuration in this context. —See Clue 14(C)[lines 3-4]

• configuration n. arrangement of something

• arrangement n. state of something being put in a particular position

15. Vocabulary I (D)

Q. The word dismissed in the passage is closest in meaning to

Why? rejected can replace dismissed in this context. —See Clue 15(D)[lines 10-12]

• dismiss v. to refuse to consider or brush aside someone’s idea or opinion

• reject v. to refuse to accept or agree with something

16. Factual Information I (C)

Q. According to paragraph 2, maps played a role in the development of the plate tectonics theory by

Why? -See Clue 16<C)[lines 13-16]

► With the creation of accurate global maps, many people began to wonder about the remarkable relationship between the coastlines …

Why Not? (A), (B), (D) Not mentioned

17. Rhetorical Purpose I (A)

Q. Why does the author mention fossils of tropical plants found in the Arctic in paragraph 3?

Why? -See Clue 17(A)[lines 42-46]

18. Factual Information I (D)

Q. According to the information in paragraph 3 and paragraph 4, how did Wegener’s theory explain the existence of similar fossils on different continents?

Why? —See Clue 18(D)[lines 44-46. 49-51]

► It stated that the continents had at one time been joined together in a huge supercontinent…

Why Not? (A)-(C) Not mentioned

19. Vocabulary I (B)

Q. The phrase account for in the passage is closest in meaning to

Why? resolve can replace account for in this context. —See Clue 19(B)[lines 61-64]

• account for to offer a satisfactory explanation

• resolve v. to provide a solution

20. Sentence Simplification I (C)

Why? His theory proposed that the landmasses moved independently of the rest of Earth’s crust, simply smashing through the solid rock of the seafloor, // and no one, including Wegener, could come up with a force // that would be great enough to drive this type of movement.

Why Not? (A) Incorrect

(B) Not mentioned

(D) Information that scientists could not come up with a force that drives continental movement is left out.

21. Inference I (B)

Q. According to paragraph 5, it can be inferred that the scientific stuffy of Earth’s crust before 1950

Why? (B) can be inferred from the information in lines 65-67. —See Clue 21(B) m. Why Not? (A), (D) Not supported / (C) Incorrect —See lines 65-67

22. Reference I (A)

Q. The word Their in the passage refers to

v Why? … all of Earth’s crust is divided into several different plates.Some are entirely underwater, while others comprise both oceans and continents. Their movement is caused by the Earth’s dynamic mantle … -See Clue 22(A)[lines 77-78,81-84]

23. Vocabulary I (A)

Q. The word dynamic in the passage is closest in meaning to

Why? active can replace dynamic in this context.

• dynamic adj. full of energy and constant movement

• active adj. always busy doing things

24. Factual Information I (C)

Q. According to paragraph 6, scientists determined that the forces responsible for plate movement originate

Why? —See Clue 24(C) lines 82-84]

Why Not? (A), (B), (D) Not mentioned

25. Inference I (A)

Q. Which of the following statements most accurately reflects the author’s opinion about science as expressed in paragraph 7?

Why? (A) can be inferred from the information in lines 97-100. —See Clue 25(A) mm Why Not? (B)-(D) Not supported

26. Insert Text I [D]

Q. Look at the four squares [■] that indicate where the following sentence could be added to the passage.

Why? [C] Some scientists were intrigued by the close similarities in fossil remains found on separate continents—for example, in the northeastern United States and Scotland. [D] It was hard to believe that the exact same animal and plant species would have existed simultaneously on such distant lands. In the nineteenth and early twentieth centuries, the mainstream scientific community explained these findings by arguing that changing ocean levels sometimes exposed land bridges that connected the continents, allowing the overland migration of species.

► ‘such distant lands* in the given sentence refers to *the northeastern United States and Scotland.*

27. Prose Summary

Why? Though widely accepted today, it took many years for the basic concepts of the theory of plate tectonics to be established as fact.

Correct Answer Choices	Clues in the passage
(A) First inspired by the shapes of the continents as seen on maps, some scientists began to consider the idea of continental movement.	Clue 27(A)[lines 13-16] With the creation of accurate global maps, many people began to wonder about the remarkable relationship between the coastlines [lines 19-21] This was essentially the birth of what would eventually become the theory of plate tectonics.
(C) Wegener’s theory of continental drift was an important step towards discovering plate tectonics, but it misunderstood the exact nature of the crust’s movement.	Clue 27(C)[!ines 48-49] his theory of “continental drift,* the primary forerunner of plate tectonics [lines 55-58] Critics emphasized the failure of Wegener’s theory to sufficiently account for the means and causes of continental movement.
(E) After observing the seafloor and discovering the importance of the mantle, scientists finally proved the existence of continental drift with the plate tectonics theory.	Clue 27(E)[lines 65-68] It was not until the 1950s and ’60s, when new technologies enabled scientists to study the ocean floor, that the main concept of Wegener’s theory was proven correct. [lines 73-76] three American scientists used this discovery, along with other significant findings, to develop the theory of plate tectonics [lines 82-84] Their movement is caused by the Earth’s dynamic mantle

► The whole passage focuses on the establishment of the theory of plate tectonics. And it follows that {(A) Beginning of the idea of continental movement — (C) Significance and limitations of Wegener’s continental drift theory — (E) Verification of continental drift theory and establishment of plate tectonics theory) See

Why Not? (B) Not mentioned / (D) Mentioned in lines 65-67, but minor / (F) Mentioned in lines 90-96, but minor

KEY FOR READING PASSAGE 3

28. (A) 29. (C) 30. (B) 31.(C) 32.(C) 33.(C) 34. (A) 35.(C) 36.(C) 37. (B) 38 (D) 39. [B] 40. Major Ampullate Silk: (A), (C), IF) / Minor Ampullate Silk: (E), (G) / Both: (D), (I)

28. Vocabulary I (A)

Q. The word dtoraebar in the passage is closest in meaning to

Why? thickness can replace diameter in this context. -‘See Clue 28(A)[lines 16-21]

• diameter n. width of a circular shape

• thickness n. width of something

29. Factual Information I (C)

Q. According to paragraph 1, what is the function of the spinneret?

Why? -‘See Clue 29(C)[lines 16-20]

► The liquid silk is excreted from the silk glands in liquid form, but as it passes through the round spigots on a special organ—the spinneret—at the rear of the abdomen, it becomes solid.

Why Not? (A) Incorrect -‘See lines 16-201 (B), (D) Not mentioned

30. Vocabulary I (B)

Q. The word anchored in the passage is closest in meaning to

Why? attached can replace anchored in this context. -‘See Clue 30(B)[lines 36-38]

• anchor v. to fasten something firmly so it is unmovable

• attach v. to connect an object to another

31. Rhetorical Purpose I (C)

Q. Why does the author mention the elasticity of minor ampullate silk in paragraph 2?

Why? The elasticity of minor ampullate silk is mentioned in order to explain that minor ampullate silk and major ampullate silk are different in terms of elasticity. -‘See Clue 31(C)[lines 41-46]

32. Reference I (C)

Q. The word it in the passage refers to

Why? … completely binds a victim by encapsulating it in a cocoon. -‘See Clue 32(C)[lines 53-54]

33. Inference I (C)

Q. What can be inferred from paragraph 3 about female spiders?

Why? (C) can be inferred from the information in lines 55-56. –See Clue 33(C) m. Why Not? (A), (B), (D) Not supported

34. Sentence Simplification I (A)

Why? Because it is extremely lightweight and very resilient, // and because it offers significant potential for diverse applications in fields like medicine and defense, // spiders’ silk has, not surprisingly, been the subject of intense curiosity among members of the scientific community.

Why Not? (B) Information about the properties of the silk spiders produce is left out.

(D) Not mentioned

35. Vocabulary I (C)

Q. The word versatile in the passage is closest in meaning to

Why? adaptable can replace versatile in this context.

• versatile adj. applicable in many different ways

• adaptable adj. able to adjust to different conditions

36. Inference I (C)

Q. What can be inferred from paragraph 4 about people’s interest in the properties of spiders’ silk?

Why? (C) can be inferred from the information in lines 61-63. «*See Clue 36(C)

Why Not? (A), (B), (D) Not supported

37. Negative Fact I (B)

Q. All of the following are mentioned in the passage as characteristics of spiders’ silk EXCEPT

Why Not?

Incorrect Answer Choices	Mentioned in the passage
(A) the capability to resist tears	[lines 32-36]… is the strongest silk a spider produces; its tensile strength—the maximum force a material can resist without tearing—is similar to …
(C) different degrees of elasticity	[lines 45-46] does not have the same elastic characteristics
(D) strength and lightness	[line 66-67] it is extremely lightweight and very resilient

38. Rhetorical Purpose I (D)

Q. Why does the author mention crosshair sights in paragraph 4?

Why? Crosshair sights are mentioned as an example of the past uses of spiders’ silk. ^See Clue 38(D)[lines 59-60]

39. Insert Text [B]

Q. Look at the four squares [■] that indicate where the following sentence could be added to the passage.

Why? [A] Spiders possess the extraordinary ability to produce silk, which they use in a variety of ways to create egg sacs, to catch and hold insects, and to construct homes. [B] This creature, which may be smaller than a millimeter, is capable of producing a strong, flexible material that humans have not been able to replicate. An assortment of specialized glands, each responsible for forming a distinct kind of silk, is located within the spider’s abdomen and enables the spider to produce the different types of silk that it uses for those diverse purposes. [C]

► “This creature* in the given sentence refers to “Spiders.*

40. Schematic Table

Q. Directions: Complete the table by matching the phrases below.

Select the appropriate phrases from the answer choices and match them to the type of silk to which they relate. TWO of the answer choices will NOT be used. This question is worth 4 points.

Why?

	Correct Answers	Clues in the passage
Major Ampullate Silk	(A) Retains its shape when stretched out	Clue 40(A)[lines 29-32] These foundation threads,… are composed of major ampullate silk, a sturdy, non-sticky, elastic material.
	(C) Is stronger than all the other silks produced by a spider	Clue 40(C)[lines 32-34] major ampullate silk is the strongest silk a spider produces
	(F) Forms safety lines that help spiders escape from predators	Clue 40(F)[lines 36-40] Draglines serve … as safetylines with which a spider can make a speedy exit from an unexpected predator.
Minor Ampullate	(E) Does not spring back into its original form when expanded	Clue 40(E)[lines 46-47] When minor ampullate silk is stretched, it remains permanently misshapen.
Minor Ampullate		Clue 40(G)[lines 41-43] minor ampullate (G) Performs a reinforcing rather than silk is also used in web construction, but foundational function as supporting threads rather than main draglines
Both	(D) is also used in web construction	Clue 40(D)[lines 40-42] Similar to major (D) Is used in web construction ampullate silk, minor ampullate silk
Both	(I) Is a non-sticky form of silk	Clue 40( I )lines 43-45] Like major ampullate silk, this silk is strong and non-sticky

Why Not? (B) Incorrect ■■‘See lines 43-45/[H) Incorrect **See lines 55-57

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TOEFL IBT Reading Practice Test 12 Solution & Explanation

By Wiki Study in Solution for Reading September 4, 2017 0 Comment

KEY FOR READING PASSAGE 2

15. (B) 16.(0) 17.(0 18. (0 19.(0) 20.(0) 21. (A) 22. (A) 23. (O 24. (B) 25. (A) 26. (B) 27. Q 28. Igneous Rocks: (E), (H) / Sedimentary Rocks: (A), (D), (G) / Metamorphic Rocks: (B), (F)

15. Vocabulary I (B)

Q. The word composites in the passage is closest in meaning to

Why? blends can replace composites in this context. See Clue 15(B)[lines 9-11]

• composite n. something created from different parts or materials

• blend n. a combination of different things

16. Factual Information I (0)

Q. According to paragraph 1, which relationship is true?

Why? the Earth 3 Rocks 3 Minerals 3 Elements —See Clue 16(D)[lines 9-13]

► These solid rocks are composites of different minerals, at times with some organic materials mixed in. Minerals are crystallized structures made up of either a single pure element or a mixture of elements.

17. Reference I (C)

Q. The word its in the passage refers to

Why? Every rock on the planet can be put into one of three distinct groups based on the processes that were responsible for its creation. See Clue 17(C)[lines 23-26]

18. Rhetorical Purpose I (C)

Q. Why does the author repeat the term ‘volcanic * in paragraph 37

mi Why? The term “volcanic” is repeated in order to explain that volcanic rocks are easily found near volcanoes. —See Clue 18(C)[lines 39-41]

19. Vocabulary I (D)

Q. The word discern in the passage is closest in meaning to

Why? determine can replace discern in this context- —See Clue 19(D)[lines 40-41]

• discern v. to notice or understand something by paying careful attention

• determine v. to discover the facts about something

20. Factual Information I (D)

Q. According to paragraph 3, how are igneous rocks separated into two categories?

Why? -See Clue 20<D)[lines 29-31, 35-38]

Why Not? (A), (B) Not mentioned / (C) The passage says that an igneous rock’s physical features are related to its mineral composition in lines 45-48, but not the criteria determining the category of the igneous rocks.

21. Sentence Simplification I (A)

Why? As more and more debris accumulates on top of these layers, the underlying materials are buried subjected to increasing degrees of pressure, // and this force eventually cements the once loose sediments into a thin, solid layer of rock, a physical change referred to as lithification.

Why Not? (B), (C) Information that the pressure forms rock is left out.

(D) Information about the alteration of the physical properties of the rock is not mentioned.

22. Vocabulary I (A)

Q. The word coalesce in the passage is closest in meaning to

» Why? join can replace coalesce in this context **-See Clue 22(A)[lines 72-73]

• coalesce v. to join and form a single group

• join v. to connect things together

23. Inference I (C)

Q. According to the passage, it can be inferred that plant and animal fossils are most commonly observed in

Why? (C) can be inferred from combining the information in lines 52-53 and lines 58-61. –See Clue 23(C)

24. Inference I (B)

Q. What can be inferred about metamorphic rocks from paragraph 5?

Why? (B) can be inferred from the information in lines 74-75. See Clue 24(B) m Why Not? (A), (C) Not supported / (D) Incorrect ~See lines 76-85

25. Factual Information I (A)

Q. According to paragraph 5, what plays the biggest role in determining the characteristics of metamorphic rocks?

. Why? ~See Clue 25(A)[lines 90-93]

► The specific strengths of these forces are the primary factors dictating what physical properties a

26. Vocabulary I (B)

Q. The word radical in the passage is closest in meaning to

Why? extreme can replace radical in this context ^See Clue 26(B)[lines 100-107]

• radical adj. departing markedly from the usual or customary; extreme

• extreme adj. great in degree or intense

27. Insert Text I [A]

Q. Look at the four squares [■] that indicate where the following sentence could be added to the passage.

Why? It is not difficult to see that all three types of rock are interconnected. [A] Indeed, the materials involved in rock formation are part of a gradual yet continuous cycle that is constantly redistributing the matter of the Earth. Igneous rocks at the surface are slowly weathered away, creating the building blocks for sedimentary rocks. [B]

► *a gradual yet continuous cycle” in the given sentence and the information that all three types of rock are interconnected in the preceding sentence are closely connected to each other in context.

28. Schematic Table

Q. Directions: Complete the table by matching the phrases below.

Select the appropriate phrases from the answer choices and match them to the type of rock to which they relate. TWO of the answer choices will NOT be used. This question is worth 4 points

Why?

	Correct Answer Choices	Clues in the passage
Igneous Rocks	(E) Are the most common rocks in the crust	Clue 28(E)[lines 28-29] Igneous rocks make up the majority of the Earth’s crust
Igneous Rocks	(H) Occur anywhere that hot magma becomes solid	Clue 28(H)[lines 29-30] They form when magma is able to cool and solidify.
Sedimentary Rocks	(A) Can contain particles of organic matter	Clue 28(A)[lines 58-61] Pieces of organic material… can be included in the mixture as well.
	(D) Form from accumulations of Sedimentary Rocks weathered debris	Clue 28(D)[lines 54-57] Most of these sediments come from other rocks … slowly broken apart by the weathering forces
	(G) Retain the physical features of their constituent parts	Clue 28<G)[lines 70-721 The characteristics of rocks of this type are influenced mostly by the size, shape, and mineral makeup of the sediments
Metamorphic Rocks	(B) Form when solid rocks are chemically altered	Clue 28(B)[lines 83-85] Certain chemical changes result, producing new rocks that now fall into the metamorphic category.
Metamorphic Rocks	(F) Occur after materials are deeply submerged	Clue 28(F)[lines 74-75] Metamorphic rocks can only develop deep underground [lines 79-81] Subducted rocks, which can belong to any of the three types, sometimes reach depths

Why Not? (C), (I) Not mentioned

KEY FOR READING PASSAGE 1

1. (A) 2. (D) 3. (A) 4. (D) 5. (B) 6. (C) 7. (A) 8. (A) 9. (C) 10. (A) 11. (A) 12.(C) 13. B 14. (C), (E), (F)

3. Reference I (A)

Q. The word they in the passage refers to

Why? … children remain in the sensorimotor stage, progressing through substages until they have developed the ability to accomplish objectives by planning steps toward a goal. —See Clue 3(A)[lines 18-22]

4. Inference I (D)

Q. According to paragraph 2, what can be inferred about a child’s method of problem solving before the concrete operational stage?

Why? (D) can be inferred from the information in lines 26-27. —See Clue 4(D)

Why Not? (A), (B) Not supported / (C) Incorrect —See lines 26-29

5. Vocabulary I (B)

Q. The word abstract in the passage is closest in meaning to

Why? conceptual can replace abstract in this context. —See Clue 5(B)[lines 43-44]

abstract adj. based on vague ideas c

onceptual adj. dealing with ideas

6. Factual Information I (C)

Q. According to paragraph 2, the formal operational stage

Why? -See Clue 6(C)[lines 38-40w 44-46]

According to Piaget’s theory, this stage represents a person’s way of thinking at its most sophisticated.

Why Not? (A) Incorrect —See lines 36-41 / (B) Not mentioned / (D) Incorrect —See lines 26-29

7. Factual Information I (A)

Q. According to paragraph 2, the developmental stage when a child’s reflexes are most important is

Why? -See Clue 7(A)[lines 14-15]

8. Vocabulary I (A)

Q. The word absorbed In the passage Is closest in meaning to

Why? accepted can replace absorbed in this context. ^See Clue 8(A)[lines 67-71]

• absorb v. to understand something new

• accept v. to take something in and agree to it

9. Rhetorical Purpose I (C)

Q. Why does the author mention cats in paragraph 3?

» Why? Cats are mentioned as an example in order to explain the process of assimilation and accommodation. *See Clue 9(C)[lines 77-82]

10. Rhetorical Purpose I (A)

Q. Why does the author mention the1920s in paragraph 4?

Why? The 1920s is mentioned in order to emphasize how long Piaget’s theory has remained influential. ~See Clue 10(A)[lines 83-87]

11. Factual Information I (A)

Q. According to paragraph 4, some psychologists have criticized Piaget’s theory

Why? *rSee Clue 11 (A)[lines 89-91]

► … some psychologists have questioned whether children actually go through stages as Piaget conceptualized them … mm Why Not? (B)-(D) Not mentioned

12. Sentence Simplification I (C)

Why? Although there has been some criticism of his work — // some psychologists have questioned whether children actually go through stages as Piaget conceptualized them, and others have added that some people never attain the final stage, the formal operational stage —II Piaget’s theories still remain relevant and persuasive in modern developmental psychology. hi Why Not? (A), (B) Incorrect

(D) Information that some psychologists have questions about his theory is left out.

13. Insert Text ! [A]

Q. Look at the four squares [I] that indicate where the following sentence could be added to the passage.

Why? A child’s progress through these stages is determined by a process of learning that Piaget (two basic steps of a child’s learning) described in two basic steps: assimilation, the incorporation of new information into existing thought patterns—notions about how the world operates; and accommodation, the alteration of the present cognitive structure to accommodate the new information. Q These two steps allow children to develop working theories about their surroundings that help them to property adapt. Piaget reasoned that a biological drive motivates children to make sense of their environments and then develop ideas about how the world operates. El

► “These two steps” in the given sentence refers to the “two basic steps: assimilation and accommodation.” “Their surroundings” in the given sentence is changed to “their environments” in the following sentence.

14. Prose Summary

Why? Piaget’s cognitive development theory suggests that childhood development progresses through distinct stages.

Correct Answer Choices	Clues in the passage
(C) The characteristic behaviors of the four stages begin with babies’ reflexes in the sensorimotor stage and develop into sophisticated interactions in the formal operational stage.	Clue 14(C)[lines 9-15] Piaget conceived four stages of childhood development… At birth, children are in the first stage of development—the sensorimotor stage—exercising their reflexes (lines 38-40] children progress to the final stage of development, the formal operational stage [lines 45-46] this stage (the formal operational stage) represents a person’s way of thinking at its most sophisticated
(E) Children learn new things through a learning process that involves assimilating and accommodating information about the world around them.	Clue 14(E)[lines 47-52] A child’s progress through these stages is determined by a process of learning that Piaget described in two basic steps: assimilation,… accommodation
(F) Although some people have doubted that children develop in stages like Piaget proposed, his cognitive development theory continues to be a central idea in psychology.	Clue 14(F)[lines 87-91] Although there has been some criticism of his work—some psychologists have questioned whether children actually go through stages as Piaget conceptualized them [lines 93-95] Piaget’s theories still remain relevant and persuasive in modern developmental psychology.

► The whole passage focuses on the four stages of childhood development of Piaget’s cognitive development theory. And it follows that <(C) The four stages of childhood development — (E) Two basic steps of a child’s learning: assimilation and accommodation —► (F) Continual influence of Piaget’s theory on psychology) –See on p.435 tm. Why Not? (A) Not mentioned / (B) Mentioned in lines 35-36, but minor / (D) Mentioned in lines 91-93, but minor

KEY FOR READING PASSAGE 3

29. (C) 30. (A) 31. (C) 32. (B) 33. (C) 34. (C) 35. (A) 36. (B) 37. (A) 38. (A) 39. (A) 40. (A) 41. [B] 42. (A). (B), (F)

29. Sentence Simplification I (C)

Why? At one time, wild bee populations—with the help of other natural pollinators like birds, butterflies, — Wild bees were once able to move enough pollen and bats—were sufficient to pollinate food crops, //transferring pollen from what is referred to as the male part of the flower (the anther) to the female part (the stigma), // in a crucial part of plant reproduction that enables crops to produce fruits and vegetables.

Why Not? (A) Not mentioned

(B), (D) Information that wild bees were once sufficient to pollinate food crops is left out.

30. Vocabulary I (A)

Q. The word solely in the passage is closest in meaning to

Why? only can replace solely in this context

• solely adv. not involving anything else or alone

• only adv. just one of something

31. Rhetorical Purpose I (C)

Q. Why does the author mention the change in the number of wild bee species in paragraph 2?

Why? The change in the number of wild bee species is mentioned as an example of the effect of habitat degradation in Costa Rica on them. «*See Clue 31(C)[lines 28-301

32. Inference I (B)

Q. It can be inferred from paragraph 2 that hardwood blossoms and hollow trees

Why? (B) can be inferred from the information in lines 23-27. **See Clue 32(B) am Why Not? (A), (C), (D) Not supported

33. Inference I (C)

Q. What can be inferred from paragraph 3 about commercial bees?

Why? (C) can be inferred from the information in lines 38-41. ^See Clue 33(C)

Why Not? (A), (B), (D) Not supported

34. Rhetorical Purpose I (C)

Q. Why does the author mention the Canadian blueberry crops in paragraph 3?

Why? The Canadian blueberry crops are mentioned in order to explain how the pesticides in Canada have an effect on wild bees and the blueberry crop yields. <*See Clue 34(C)[lines 47-50]

35. Vocabulary I (A)

Q. The word defense in the passage is closest in meaning to

a Why? protection can replace defense in this context.

• defense n. resistance to attack

• protection n. attempt at safeguarding

36. Factual Information I (B)

Q. According to paragraph 4, why is international trade problematic for wild bees?

Why? ~See Clue 36(B)[lines 52-55]

Why Not? (A), (C), (D) Not mentioned

37. Reference I (A)

Q. The word their in the passage refers to

Why? … adult female Varroa mites fasten themselves to the bee between its abdominal segments, an ideal site that makes their detection very difficult… «-See Clue 37<A)[lines 69-72]

38. Vocabulary I (A)

Q. The word assault in the passage is closest in meaning to

Why? attack can replace assault in this context. –See Clue 38(A)[lines 73-74]

• assault v. to attack

• attack v. to set upon using deliberate force

39. Factual Information I (A)

Q. According to paragraph 5, Varroa mites affect bees by

Why? ~See Clue 39{A)[lines 75-80]

► Female mites lay their eggs with bee larvae so that the young bees will become hosts for the mites. Consequences for the hosts include deformed abdomen, abnormal wings, and misshapen legs.

Why Not? (B)-(D) Not mentioned

40. Vocabulary I (A)

Q. The word dwindle in the passage is closest in meaning to

Why? shrink can replace dwindle in this context. See Clue 40(A)[lines 87-91]

• dwindle v. to gradually become less

• shrink v. to become reduced in size

41. Insert Text I [B]

Q. Look at the four squares [|] that indicate where the following sentence could be added to the passage.

Why? [A] The effect of pesticides has been an environmental issue for decades, and many species have been harmed by agricultural chemical spraying. [B] Wild bees are particularly susceptible to the damages caused by pesticides because of their constant exposure to agricultural chemicals. Although both commercial and wild bees play a role in crop pollination, commercial bees remain in pesticide-sprayed fields only long enough to pollinate them, but wild bees inhabit those fields and spend all their time there. [C]

► ‘the damages caused by pesticides’ in the given sentence refers to the harm by agricultural chemical spraying, particularly indicates that wild bees are one of the many species harmed by pesticides.

42. Prose Summary

Why? Wild bee populations are declining because they are facing several serious threats.

Correct Answer Choices	Clues in the passage
(A) By depriving them of food and shelter, loss of habitat has severely reduced the number of wild bee species in some areas.	Clue 42(A)[lines 25-30] the loss of hardwood blossoms and hollow trees results in a loss of wild bees. Over the course of a fourteen-year period, habitat degradation in Costa Rica caused the number of wild bee species to drop from seventy to thirty-seven.
(B) Pesticides endanger wild bees because they are constantly exposed to the chemicals that are applied to crop fields.	Clue 42{B)[lines 34-36] many species have been harmed by agricultural chemical spraying [lines 40-41] wild bees inhabit those fields and spend all their time there
(F) Parasites and diseases are a very severe problem for wild bee populations, which have nearly been destroyed by this menace.	Clue 42(F)[lines 51-52] Parasites and diseases have become more of a threat [lines 82-84] In the United States, Varroa infestations have nearly eradicated wild honeybee colonies.

► The whole passage focuses on the seriousness of the decrease in wild bee populations and its reasons. And it follows that <(A) Harm of habitat degradation on wild bees — (B) Harm of pesticides on wild bees —► (F) Harm of parasites and diseases on wild bees) See on p.447

Why Not? (C) Mentioned in lines 42-46, but minor / (D) Not mentioned / (E) Mentioned in lines 55-59, but minor

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TOEFL Primary Step 1: Book 3

By Wiki Study in TOEFL Books September 3, 2017 0 Comment

TOEFL Primary Step 1: Book 3 by Eduplanet

The purpose of this book is to prepare young learners for successful results on the TOEFL Primary tests created by ETS. TOEFL Primary, the first level of TOEFL assessment, is designed to measure young learners’ English ability, especially their skills in reading, listening and speaking.

TOEFL Primary Step 1: Book 3

Each units of this book introduces new words that are related to a given topic in order to stimulate young learners to learn new words or review one that they already know. One of the many advantages of this book is that all of the reading, listening, and speaking sections of each unit are centered on a particular topic. This allows students to see how the target words, phrases, and expressions are used differently in each section. The contexts for each topic have been carefully selected to correspond with the real test standards, so learners will find expressions, phrases, and directions that are similar to those appearing on the actual test. This book will give young learners a chance to become familiar with TOEFL Primary tests by looking at questions in a variety of situations.

Key Features:

Word Study
Grammar Study
Reading Practice
Listening Practice with Dictation
Speaking Practice
Practice Test
Answer Key

Free Download TOEFL Primary Step 1: Book 3 by Eduplanet

Download PDF Book [Google Drive] . Download Ebook – Mirror 1 [OneDrive Link]

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TOEFL Primary Step 1: Book 1

By Wiki Study in TOEFL Books September 3, 2017 0 Comment

The purpose of this book is to prepare young learners for successful results on the TOEFL Primary tests created by ETS. TOEFL Primary, the first level of TOEFL assessment, is designed to measure young learners’ English ability, especially their skills in reading, listening and speaking.

TOEFL Primary Step 1: Book 1

Each units of this book introduces new words that are related to a given topic in order to stimulate young learners to learn new words or review one that they already know. One of the many advantages of this book is that all of the reading, listening, and speaking sections of each unit are centered on a particular topic. This allows students to see how the target words, phrases, and expressions are used differently in each section. The contexts for each topic have been carefully selected to correspond with the real test standards, so learners will find expressions, phrases, and directions that are similar to those appearing on the actual test. This book will give young learners a chance to become familiar with TOEFL Primary tests by looking at questions in a variety of situations.

Key Features:

Word Study
Grammar Study
Reading Practice
Listening Practice with Dictation
Speaking Practice
Practice Test
Answer Key

Free Download TOEFL Primary Step 1: Book 1 PDF Book

Download PDF Book [Google Drive Link] PDF Book Mirror 1 [OneDrive Link]

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TOEFL IBT Reading Practice Test 11 Solution & Explanation

By Wiki Study in Solution for Reading September 3, 2017 0 Comment

SOLUTION & EXPLANATION FOR TOEFL IBT READING PRACTICE TEST 11 ( FROM TOEFL IBT IVY’S READING 15 ACTUAL TESTS)

KEY FOR READING PASSAGE 1

1. (B) 2.(C) 3.(C) 4. (A) 5. (A) 6. (A) 7. (B) 8. (D) 9.(C) 10 (D) 11. (C) 12. Black-figure Style: (B), (H), (I) / Red-figure Style: (A), (C), (E), (F)

1. Factual Information I (B)

Q. According to paragraph 1, which of the following best explains why Greek pottery is valuable to historians?

Why? -See Clue 1(B)[lines 7-10]

► … the Greeks’ pottery is an essential source of historical information because so much of it survives today.

Why Not? (A), (C) Not mentioned / (D) Incorrect —See Clue line 10

2. Reference I (C)

Q. The word it in the passage refers to

Why? Analysis of ancient Greek pottery paintings shows several distinct periods, each capitalizing on and advancing the style that preceded it. —See Clue 2(C)[lines 18-21]

3. Sentence Simplification I (C)

Why? This gradual progression parallels developments in other areas of Greek society // —how their cultural interest shifted from a mythology of gods and heroes to the events of their own lives, // as they replaced the mythological figures in their pottery paintings with images of everyday Greeks.

Why Not? (A), (D) Incorrect

(B) Information about the relationship between the change of the pottery paintings and that of Greek society is left out.

4. Rhetorical Purpose I (A)

Q. Why does the author mention abstract shapes in paragraph 2?

Why? Abstract shapes are mentioned as a commencement of the development of Greek pottery painting styles. —See Clue 4(A)[lines 27-34]

5. Vocabulary I (A)

Q. The word imposed in the passage is closest in meaning to

Why? established can replace imposed in this context —See Clue 5(A)[lines 65-66]

• impose v. to apply as compulsory m

establish v. to bring about permanently or concretely

6. Factual Information I (A)

Q. According to paragraph 4, what is the main weakness of the black-figure style?

Why? —See Clue 6{A)[lines 64-67]

► The primary drawback of the black-figure style was the constraints imposed by the tools used to etch designs in the black slip …

7. Vocabulary I (B)

Q. The word visualize in the passage is closest in meaning to

Why? imagine can replace visualize in this context [vis- = see] ~See Clue 7(B)[lines 72-75]

• visualize v. to form a picture of something in one’s mind

• imagine v. to form a mental image of something

8. Factual Information I (D)

Q. According to paragraph 6, what was the most significant achievement of the red-figure style?

Why? «-See Clue 8(D)[lines 94-101]

► By then painting details directly on the red clay instead of etching lines to remove slip, artists were able to make finer, more precise accents that increased the realism of figures’ hair, muscles, and skin. This style’s potential for naturalism led to a focus on facial expressions and motion that enriched the narrative …

Why Not? (A) Incorrect **See lines 94-96/(B) Mentioned in lines 91-94, but not the most significant achievement / (C) Not mentioned

9. Factual Information I (C)

Q. According to the passage, a sense of depth in pottery paintings

Why? -See Clue 9<C) lines 87-89]

Why Not? (A), (B) Incorrect —See lines 87-89/(D) Not mentioned

10. Vocabulary I (D)

Q. The word apex in the passage is closest in meaning to

Why? summit can replace apex in this context. —See Clue 10)D)[lines 101-102]

• apex n. top or highest peak

• summit n. highest state or degree

11. Insert Text | (C)

Q. Look at the four squares [|] that indicate where the following sentence could be added to the passage.

Why? [A] Early pottery decorations were composed of abstract shapes and lines that did not represent human activities. [B]Then,… the Greeks began to decorate their pottery using more realistically painted human and animal figures. [C] This shift from abstract decoration to the first human figure drawing was important in the evolution toward the more sophisticated styles of pottery painting that appeared later. It was not until Greek artists began producing black-figure-style paintings, however, that Greek pottery gained maturity as a fine art. [D]

► “This shift” in the given sentence refers to the preceding information that pottery decorations changed from abstract shapes to realistic shapes.

12. Schematic Table

Q. Directions: Complete the table by matching the phrases below. Select the appropriate phrases from the answer choices and match them to the style of pottery painting to which they relate. TWO of the answer choices will NOT be used. This question is worth 4 points.

Why?

Why Not? (D) Mentioned in lines 30-34, but true of before the black-figure style, so belongs to neither of the two styles / (G) Mentioned in lines 27-30, but true of before the black-figure style, so belongs to neither of the two styles

	Correct answer choices	Clues in the passage
Black-figure Style	(B) Featured solid black silhouettes rather than outlined figures	Clue 12(B)[lines 42-44] Abandoning the practice of drawing outlined images, artists working in the black-figure style created silhouettes, figures that were completely black [lines 47-49] By creating solid figures … artists working in the black-figure style created human forms
	(H) Created details by carving into slip to expose a clay surface	Clue 12(H)[lines 60-61] by etching details into the silhouettes painted in slip, artists exposed the clay beneath
	(1) Required etching tools for drawing images on the pottery	Clue 12(1 Klines 64-67] The primary drawback of the black-figure style was the constraints imposed by the tools used to etch designs in the black slip
Red-figure Style	(A) Was practically the reverse of the style that preceded it	Clue 12(A)[lines 90-91] In essentially the reverse of the black-figure-style process, red-figure-style artists
	(C) Employed a technique that created a sense of depth on a flat surface	Clue 12(C)[lines 75-77] Artists began to create an illusion of depth on a two-dimensional surface
	(E) Produced images by painting the background but not the figures	Clue 12(E)[lines 91-94] red-figure-style artists painted the backgrounds of their pictures black and let the red clay show through as shapes in the foreground
	(F) Is considered the finest development in Greek pottery painting	Clue 12(F)[lines 98-102] This style(red-figure styleKs potential for naturalism led to a focus on facial expressions and motion that enriched the narrative, advancing Greek pottery design to its apex.

KEY FOR READING PASSAGE 2

13. (B) 14. (A) 15. (D) 16 (D) 17. (B) 18. (B) 19. (A) 20.(C) 21. (D) 22.(D) 23. (B) 24(A) 25. (B), (C), (F)

13. Sentence Simplification 1 (B)

Why? Specific evidence was discovered during the excavation of ancient Babylon (modern-day Iraq), when ancient soapy matter was found in clay containers bearing inscriptions that indicated the contents were made by boiling fats with ashes—a method of soap making.

Why Not? (A) Information about the soapy matter is left out. (C) Information that the soapy matter was discovered and a method of soap making was inscribed on the clay containers is left out. (D) Not mentioned.

14. Vocabulary I (A)

Q. The word administered in the passage is closest in meaning to »

Why? given can replace administered in this context. »See due 14(A)[lines 19-21]

• administer v. to give or apply a remedy

• give v. to present something in assistance or as a treatment

15. Vocabulary I (D)

Q. The word authenticity in the passage is closest in meaning to

Why? truth can replace authenticity in this context. It is also a clue that the story in line 39 is paraphrased to legend in line 37, and myth in line 40. ^See Clue 15(D)[lines 37-40]

• authenticity n. quality of being real

• truth n. undisputable fact

16. Rhetorical Purpose I (D)

Q. Why does the author mention the legend in paragraph 2?

Why? Legend is mentioned in order to support that the origin of soap is not clear in paragraph 1. **See Clue 16(D)[lines 38-39]

17. Inference I (B)

Q. What can be inferred from paragraph 4 about epidemics in the Middle Ages?

Why? (B) can be inferred from the information in lines 53-56. See Clue 17(B)

Why Not? (A)# (C), (D) Not supported

18. Reference I (B)

Q. The word its in the passage refers to

Why? … one kind of olive-oil soap—castile soap, believed to be named for the region in Spain where it originated—was widely exported throughout Europe, becoming famous for its quality. ‘■’See Clue 18(B)[lines 66-70]

Why Not? (A) its refers to olive-oil soap—castile soap, not olive oil.

19. Inference I (A)

Q. What can be inferred from paragraph 5 about Castile?

Why? (A) can be inferred from the information in lines 66-69. ~See Clue 19(A)

Why Not? (BHD) Not supported

20. Vocabulary I (C)

Q. The word Regulations in the passage is closest in meaning to

Why? Rules can replace Regulations in this context. **See Clue 20(C)[lines 77-79]

• regulation n. principle, rule, or law designed to control or govern conduct

• rule n. principle governing action

21. Factual Information I (D)

Q. According to paragraph 6, soap in England was not initially available to the masses because

_ Why? See Clue 21(D)]lines 80-82]

► Regulations and taxation made soap an expensive luxury that was not accessible to most people.

Why Not? (A), (B) Incorrect / (C) Not mentioned

22. Inference I (D)

Q. What can be inferred from paragraph 7 about colonists’ attitudes toward soap before the Civil War?

Why? (D) can be inferred from the information in lines 90-93. **See Clue 22(D)

Why Not? (A)-(C) Not supported

23. Vocabulary I (B)

Q. The word concern in the passage is closest in meaning to

Why? affairs can replace concerns in this context. **See Clue 23(B)[lines 92-93]

• concern n. matter that relates to or affects you

• affair n. matter of personal concern

24. Insert Text I [A]

Q. Look at the four squares [■] that indicate where the following sentence could be added to the passage.

Why? Virtually any vegetable oil could be used to make soap—palm, coconut, and almond oil were some of the more popular choices. [A] Soaps made with oils such as these were gentler on the skin than soaps made with animal fats, so vegetable-oil soaps quickly became desirable products. In particular, soap made from olive oil came to be regarded as a superior product. [B]

► “these” in the given sentence refers to “palm, coconut, and almond oil.” In particular was used to highlight olive oil soaps from among the various oil soaps.

25. Prose Summary

Why? Believed to date back thousands of years, the origin of soap is not entirely known, but it is clear that throughout its history, soap has varied in both composition and application depending on the cultures who used it.

Correct Answer Choices	Clues in the passage
(B) The first soaps were made from ash and animal fat, but later soaps used different types of vegetable oils.	Clue 25<B)[lines 9-12] ancient soapy matter was found in clay containers bearing inscriptions that indicated the contents were made by boiling fats with ashes [lines 57-60] Overtime, cultures experimented with soap-making recipes and eventually discovered that the animal fat they used could be replaced by vegetable oils.
(C) Some historians believe that the earliest soaps were used mainly for medicinal and cosmetic purposes.	Clue 25(C)[lines 16-21] Early soaps were not commonly used for bathing … among other uses, soap was administered as a wound medicament and applied as a hair dye.
(F) Gradually, soap became the product it is today, a cleanser used for bathing and for personal hygiene.	Clue 25(F)[lines 98-101] This resulted in a change in the way society viewed sanitation issues, leading to the installation of indoor bathrooms and sinks and introducing a demand for soap.

► The whole passage focuses on the change in components and the uses of soap throughout the history. And it follows that <(B) Change in the components of soap — (C) Uses of early soaps — (F) Change in the uses of soap) «~See on p. 423 mm Why Not? (A), (D), (E) Not mentioned

KEY FOR READING PASSAGE 3

26. (D) 27. (D) 28. (B) 29. (A) 30. (C) 31. (C) 32.(D) 33. (C) 34. (B) 35. (A) 36.(C) 37.(B) 38. (A), (B), (F)

26. Vocabulary I (D)

Q. The word ojoctod in the passage is closest in meaning to

Why? thrown can replace ejected in this context [eject = e(x)(out) + ejct(throw)] —See Clue 26(D)[lines 11-13]

• eject v. to suddenly send something out 9

throw v,: to put something somewhere quickly and carelessly

27. Inference I (D)

Q. What can be inferred from paragraph 1 about Earth’s core temperature?

Why? (D) can be inferred from combining the information in lines 1-3 and lines 5-11. —See Clue 27(D) m

Why Not? (A), (C) Not supported / (B) Incorrect —See lines 6-11

28. Sentence Simplification I (B)

Why? Scientists had anticipated that lo’s surface, // like those of most other rock-based bodies that inhabit our solar system, would display the typical craters and impact marks from countless collisions over time with meteors and other objects adrift in space.

Why Not? (A) Incorrect

(D) Not mentioned

29. Rhetorical Purpose I (A)

Q. Why does the author mention Probes in paragraph 3?

Why? Probes are mentioned in order to explain how scientists could gather definitive information about lo. -See Clue 29{A)[lines 28-31]

30. Factual Information I (C)

Q. According to paragraph 3, how do scientists determine the ages of rock-based moons?

Why? —See Clue 30(C)[lines 44-48]

► They planned to use those marks to estimate the age of the moon’s surface by recording the amount of craters—the more craters, the older the surface, impact marks ms Why Not? (A), (B), (D) Not mentioned

31. Vocabulary I (C)

Q. The word trace in the passage is closest in meaning to

wm Why? evidences can replace traces in this context. –See Clue 31(C)[lines 60-63]

• trace n. small sign showing that something was present

• evidence n. facts or signs that show clearly that something exists or is true

32. Rhetorical Purpose I (D)

Q. Why does the author mention lava flows and volcanic geyser in paragraph 5?

Why? Lava flows and volcanic geysers are mentioned as evidences that other celestial bodies exist with hot cores like Earth’s. The author lists observations that allowed scientists to confirm the nature of the cores of other celestial bodies. **See Clue 32(D)[lines 70-76]

33. Vocabulary I (C)

Q. The word speculated in the passage is closest in meaning to

Why? imagined can replace speculated in this context It can be inferred that speculate is opposite in meaning to confirm in line 73. <*-See Clue 33(C)[lines 72-74]

• speculate v. to make a guess about something

• imagine v. to form a mental picture

34. Reference I (B)

Q. The word them in the passage refers to

Why? … the cores of other moons and planets: like Earth’s, some of them are hot See Clue 34(B)[lines 74-761

35. Factual Information I (A)

Why? –See Clue 35(A)]lines 86-89]

Why Not? (B) Not mentioned / (C) The passage talks about the gravitational forces of Jupiter and other moons, not lo’s own. **See lines 82-85! (D) Volcanoes are the result from lo’s hot interior, not the cause.

See lines 88-90

36. Inference I (C)

Q. What can be inferred from paragraph 6 about lo?

Why? (C) can be inferred from the information in lines 82-85. See Clue 36(C)

Why Not? (A), (B), (D) Not supported

37. Insert Text | [B]

Q. Look at the four squares [■] that indicate where the following sentence could be added to the passage.

Why? [A] However, these processes are not unique to our world. [B] Most of the rocky planets and moons in our solar system experience similar events. In fact, lo, one of the largest moons orbiting the planet Jupiter, is the most volcanically active celestial body known to exist. [C]

► “similar events” in the given sentence refers to “these processes(tectonic shifts, earthquakes, and volcanoes}.” continued ^

38. Prose Summary

Why? Since the discovery that lo is the most volcanically active location in our solar system, scientists have been using it to learn about conditions on the early Earth.

Correct Answer Choices	Gues in the passage
(A) Instead of observing craters on lo’s surface, NASA’s probes revealed the presence of volcanic activity on the moon.	Clue 38(A)[lines 48-50] When scientists saw the probes’ images, however, they were shocked to see an absence of impact craters. [line 55] lo’s surface is covered with volcanoes.
(B) The volcanic activity on lo is so intense that the moon’s surface is constantly being recycled and renewed, similar to theories about what happened on Earth.	Clue 38(B)[lines 55-60] It is constantly changing as new volcanoes emerge, others become extinct, and magma deposits accumulate or disappear. Just like on Earth, these processes continually renew the moon’s surface
(F) Because of the peculiarities in the orbiting patterns of Jupiter’s moons, lo experiences intense gravitational forces that heat its core.	Clue 38{F)[lines 77-79] Part of the reason for its fiery interior, and hence also for its volcanic activity, has to do with lo’s somewhat unique orbital position.

► The whole passage focuses on the volcanic activities on lo and their importance in learning about ancient Earth. And it follows that «A) Observations of lo’s volcanic activities — (B) Characteristics of volcanic activities on lo — <F) The reason why lo’s core is hot) –See

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TOEFL IBT Reading Practice Test 10 Solution & Explanation

By Wiki Study in Solution for Reading September 2, 2017 0 Comment

Solution for TOEFL iBT Reading Practice Test 10

KEY FOR READING PASSAGE 2

15. (D) 16. (A) 17. (B) 18. (B) 19. (C) 20. (B) 21. (D) 22. (A) 23. (C) 24. (B) 25. (A) 26. (D) 27. (B), (C), (F)

15. Rhetorical Purpose I (D)

Q. In paragraph 1, why does the author mention Iran?

Why? Iron is mentioned in order to explain how steel was made. The author mentions the historical importance of iron and how the steel-making process used iron. “-See 15{D)[lines 8-9]

16. Inference I (A)

Q. According to paragraph 1, what can be inferred about the availability of iron?

Why? (A) can be inferred from the information in lines 5-6. –See Clue 16(A)[lines –

Why Not? (B) Incorrect –See lines 5-6/(C), (D) Not supported

17. Factual Information I (B)

Q. According to paragraph 1, iron is changed into steel by

Why? -See Clue 17{B)[lines 8-11]

► … iron can be made into an even stronger material by removing the impurities and controlling its carbon content. The resulting material is known as steel.

18. Factual Information I (B)

Q. According to paragraph 2, the Bessemer converter was important because it

Why? —See Clue 18(B)[lines 18-21]

► The Bessemer process required only a half an hour to accomplish what had previously taken weeks, and the cost involved was greatly reduced.

Why Not? (A) Incorrect ~See lines 12-13/ (C) Not mentioned / (D) Incorrect «-See lines 24-25

19. Factual Information I (C)

Q. According to paragraph 3, vertical integration means

Why? -See Clue 19(C)[lines 37-40]

► … “vertical integration,” meaning that he attempted to control every stage of the steel production process.

Why Not? (A), (B) Not mentioned / (D) Incorrect —See lines 45-46

20. Rhetorical Purpose I (B)

Q. In paragraph 3, why does the author mention

Why? Andrew Carnegie is mentioned in order to explain that his introduction of vertical integration brought about innovation to the American steel industry. —See Clue 20(B)[lines 36-38,47-50]

21. Reference I (D)

Q. The word those in the passage refers to

Why? … sell steel supplies for prices cheaper than those of his competitors. ■•■See Clue 2HD)[lines 49-50]

22. Vocabulary I (A)

Q. The word primary in the passage is closest in meaning to

Why? main can replace primary in this context

• primary adj. of ultimate importance

• main adj. bigger or more important than other things

23. Vocabulary I (C)

Q. The word transformation in the passage is closest in meaning to

Why? change can replace transformation in this context

• transformation. complete change in something

• change n. process or result of something becoming different

24. Inference I (B)

Q. What can be inferred from paragraph 6 about Carnegie’s decision to hire Frick?

Why? (B) can be inferred from the information in lines 81-83. «-See Clue 24(B) mm

Why Not? (A). <C), (D) Incorrect -See lines 81-S3

25. Sentence Simplification I (A)

Why? While the early U.S. steel industry helped the economy expand and enabled some businesspeople, such as Andrew Carnegie, to acquire great wealth, // it also highlighted the uneasy relationship that was growing between American laborers and the corporations they worked under.

Why Not? (B)-(D) Not mentioned

26. Insert Text I [D]

Q. Look at the four squares [|] that indicate where the following sentence could be added to the passage.

Why? [C] When Frick hired three hundred security guards to stop the strike, ten people were killed, and the National Guard of Pennsylvania was called in to control the situation. [D] This tragedy demonstrated a serious difference of interests between factory owners and employees—a discrepancy that was becoming a national trend.

► “This tragedy” in the-given sentence refers to “ten people were killed.

27. Prose Summary

Why? In American society, there were important changes that resulted when steel replaced iron as a construction material.

Correct Answer Choices	Clues in the passage
(B) In America, the steel industry created jobs and boosted the economy, and by 1910 the country had become the worldwide leader in steel production.	Clue 27(B)[lines 51-54] These low steel prices contributed to American economic growth, and the development of the industry provided many new jobs. [lines 60-63] America became the largest steel producer,… by 1910
(C) The poor working conditions that resulted from the American steel industry’s motivation to increase production and profits created a need for labor unions and safety regulations.	Clue 27(C)[lines 67-70] The early steel industry’s focus on maximizing production and minimizing costs often came at the expense of the workers, [lines 74-77] In response to these dangerous working conditions, labor unions were formed to help establish safety regulations that would protect steel workers.
(F) The United States steel industry gave factory owners the chance to make tremendous profits, while demonstrating the value of labor unions to workers.	Clue 27(F)[lines 104-106] As the steel industry inspired some people with dreams of becoming rich, it alerted others to the need for unions

► The whole passage focuses on the development of the early American steel industry and its influence.

And it follows that <(B) Development of American steel industry — (C) The poor working conditions of steel industry workers and the need for safety regulations —* (F) Significance of the development of American steel industry) *See minor

KEY FOR READING PASSAGE 1

1. (C) 2. (B) 3. (C) 4. (A) 5. (D) 6. (A) 7. (B) 8. (B) 9. (C) 10. (A) 11. (A) 12.(C) 13.0 14. (B), (D), (F)

3. Sentence Simplification I (C)

Why? The stated goal of the WPA was to provide people with jobs // that would not only serve the public good but would allow those workers involved to utilize their specific talents and skills and receive a sense of fulfillment as well.

Why Not? (A), (D) Information that the WPA contributed to the public good is left out.

(B) Not mentioned

4. Vocabulary I (A)

Q. The word inception in the passage is closest in meaning to

Why? launch can replace inception in this context. —See Clue 4(A)[lines 32-34]

• inception n. beginning of an organization or institution

launch n. promotion of something new

5. Inference i (D)

Q. It can be inferred from paragraph 4 that the largest proportion of workers in the Federal Art Project

Why? (D) can be inferred from the information in lines 39-41. —See Clue 5(D)

Why Not? (A), (B) Not supported / (C) Incorrect —See lines 44-45

6. Reference I (A)

Q. The word it in the passage refers to

Why? This program divided its resources between education and performance, and thousands of local concerts were held all over the country. Like the Federal Art Project, it carried out the documentation of older, sometimes obscure sources of American music, including regional folk songs. —See Clue 6(A)[lines 55-62]

7. Inference I (B)

Q. What can be inferred from paragraph 6 about the Federal Writers Project?

Why? (B) can be inferred from the information in lines 82-85. —See Clue 7(B)

Why Not? (A), (C), (D) Not supported

8. Negative Fact I (B)

Q. According to the passage, all of the Federal One projects addressed some form of American history EXCEPT

Why Not? (A) Mentioned in 76-78 / (C) Mentioned in 49-51 / (D) Mentioned in 59-62

9. Factual Information I (C)

Q. According to the passage, which Federal One program employed the most people at a single time?

Why? -See Clue 9(C)[lines 53-55, 62-63, 70-72, 79-82]

10. Vocabulary I (A)

Q. The word outright in the passage is closest in meaning to

Why? entirely can replace outright in this context. —See Clue 10(A)[lines 93-94]

• outright adv. totally and completely

entirely adv. completely and wholly

11. Rhetorical Purpose I (A)

Q. Why does the author mention wartime industries in paragraph 7?

Why? Wartime industries is mentioned as a reason why the WPA was dissolved. The author explains that large numbers of the unemployed found work in the wartime industries, and as a result, the WPA was not needed any longer. —See Clue 11(A)[lines 100-103]

12. Vocabulary I (C)

Q. The word procure in the passage is closest in meaning to

Why? obtain can replace procure in this context. —See Clue 12(C)[lines 94-98]

• procure v. to obtain something not commonly found

• obtain v. to get something that you desire

13. Insert Text | [A]

Q. Look at the four squares [] that indicate where the following sentence could be added to the passage.

Q. Why? Even larger was the Federal Music Project, which had more than 15,000 registered employees in the same year. [A] The high number probably reflected the fact that two-thirds of musicians were unemployed during the Great Depression. This program divided its resources between education and performance, and thousands of local concerts were held all over the country. [B]

“The high number” in the given sentence refers to “more than 15,000 registered employees.

14. Prose Summary

Why? During the Great Depression, the American government created cultural jobs for unemployed professional workers through the Federal One agency of the WPA.

Correct Answer Choices	Clues in the passage
(B) Federal One addressed the needs of people not accustomed to construction jobs, employing 40,000 such workers in various programs in its first year.	Clue 14(B)[lines 20-26] Previous New Deal programs had focused almost solely on construction projects, for which some of the more specialized segments of the population were unsuited. Artists, teachers, office workers, writers, performers, and musicians … also needed work. [lines 31-34] Consisting of five different programs, it had employed 40,000 various cultural workers within one year of its inception.
(D) Most Federal One programs focused not only on the creation of cultural products but also on the preservation of historical American culture.	Clue 14(D)[lines 38-41] the Federal Art Project, which concentrated roughly half its resources on the production of art [lines 50-51] documenting the history of American art [lines 59-62] it (the Federal Music Project) carried out the documentation of older, sometimes obscure sources of American music, including regional folk songs [lines 76-77] they (publications by the Federal Writers Project) also included large amounts of information on the history
(F) Four of the five Federal One programs continued for a few years even after Congress cut their budgets, and they left a lasting influence on the country.	Clue 14(F)[lines 89-91] succeeded in persuading Congress to reorganize the WPA. Its emphasis was shifted even further toward construction projects [lines 93-94] the Federal Theatre Project was eliminated outright [lines 98-100] the remaining projects continued to hire workers and carry out their various functions [lines 103-105] Its legacy, including that of the Federal One programs, is still present throughout the U.S.

► The whole passage focuses on the creation of cultural jobs through the Federal One agency of the WPA during the Great Depression. And it follows that <(B) Employment in the area of culture through the Federal One agency —* (D) The contents of the Federal One programs — (F) End of Federal One and its influence) » See 24. (B)

KEY FOR READING PASSAGE 3

28.(B) 29. (A) 30. (A) 31. (B) 32. (A) 33. (D) 34. (A) 35. (A) 36. (B) 37. (B) 38. (C) 39. (C) 40. Oil: (F). (H) / Coal: (A), (B), (D) / Natural Gas: (C), (E)

28. Sentence Simplification I (B)

Why? It has been profitably extracted from many sites across the globe, // and its liquid form makes it relatively easy to transport; // these two characteristics of oil have contributed to the development of an enormous international industry based on the production and distribution of this fuel.

Why Not? (A) Information about the ease of transporting oil is left out.

(D) Not mentioned

29. Factual Information I (A)

Q. According to paragraph 1, which of the following is true about extracting oil from the ground?

Why? ~ See Clue 29(A)[lines 4-7]

► Found in natural underground reservoirs, oil is a thick, dark liquid that is recovered from the ground through pumping and drilling processes.

Why Not? (B), (D) Not mentioned / (C) Incorrect ~See lines 5-7

30. Inference I (A)

Q. What can be inferred from paragraph 2 about coal?

Why? (A) can be inferred from combining the information in lines 20-21 and lines 32-37. **See Clue 30(A)

Why Not? (B) Incorrect See lines 21-23/ (C), (D) Not supported

31. Reference I (B)

Q. The word it in the passage refers to

Why? Although the applications of coal have changed since the introduction of the internal combustion engine decreased the need for coal to power steam engines, it is still a heavily exploited energy source.

– See Clue 31(B)[lines 32-37]

32. Vocabulary I (A)

Q. The word Comprising in the passage is closest in meaning to

Why? constituting can replace comprising in this context. **-See Clue 32(A)[lines 43-45]

• comprise v. to form a portion of a larger group

• constitute v. to officially form a group

33. Rhetorical Purpose I (D)

Q. In paragraph 3, the author explains that natural gas is cleaner than other fossil fuels by

Why? The author explains that natural gas is cleaner than other fossil fuels by comparing their carbon dioxide emission figures. –See Clue 33(D)[lines 65-68]

34. Inference I (A)

Q.What can be inferred from paragraph 3 about natural gas?

Why? (A) can be inferred from combining the information in lines 49-51 and lines 53-55. See Clue 34(A)

Why Not? (B) Incorrect **-See lines 65-681 (C) Not supported / (D) Incorrect See lines 53-54

35. Vocabulary I (A)

Q. The word diverse in the passage is closest in meaning to

Why? various can replace diverse in this context. «”See Clue 35{A)[lines 61-64]

• diverse adj. of various kinds or forms

• various adj. of many different types

36. Vocabulary I (B)

Q. The word finite in the passage is closest in meaning to

Why? limited can replace finite in this context. ^See Clue 36(B)[lines 72-74]

• finite adj. having an end or limit

• limited adj. restricted in amount or number

37. Rhetorical Purpose I (B)

Q. In paragraph 4, why does the author mention ODd dud?

Why? Coal dust is mentioned as an example of health risks miners face. The author points out the drawbacks of using fossil fuel in terms of health. <*See Clue 37(B)[lines 89-92]

38. Vocabulary I (C)

Q. The word intrinsic in the passage is closest in meaning to

Why? fundamental can replace intrinsic in this context. ••See Clue 38{C)[lines 85-92] 9

intrinsic adj. being inherent in one’s nature or character 9

fundamental adj. relating to the most basic and important part of something

39. Insert Text (C)

Look at the four squares [|] that indicate where the following sentence could be added to the passage.

Why? (B) It helps produce electricity, fuels vehicles, and meets household energy needs—for example in cooking and heating. (C) in addition to these uses of natural gas, there are many potential applications that have not been fully realized yet. In terms of pollution, natural gas is a cleaner fossil fuel; when burned it releases 30 percent less carbon dioxide than oil and 45 percent less carbon dioxide than coal. (D)

► ‘these uses* in the given sentence refers to the various uses of natural gas exemplified in previous sentence. In addition to is used to add further information to the preceding sentence.

40. Schematic Table

Q. Directions: Complete the table by matching the phrases below.

Select the appropriate phrases from the answer choices and match them to the type of fossil fuel to which they relate. TWO of the answer choices will NOT be used. This question is worth 4 points.

	Correct Answer Choices	Clues in the passage
Oil	(F) Is the predominant transportation fuel	Clue 40(F)[lines 14-17] Oil is … 90 percent of the fuel that powers vehicles.
Oil	(H) Is the most widely used energy source	Clue 40(H)[lines 1-2] the most commonly consumed source of energy is oil
Coal	(A) Is no longer the world’s dominant fuel source	Clue 40(A)[lines 21-23] it currently accounts for a smaller percentage of global energy consumption than oil
	(B) Is the most plentiful kind of fossil fuel	Clue 40(B)[lines 28-29] More abundant than any other fossil fuel
	(D) Emits more carbon dioxide than other fossil fuels	Clue 40(D)[lines 66-68] when burned it (natural gas) releases 30 percent less carbon dioxide than oil and 45 percent less carbon dioxide than coal
Natural Gas	(C) Was once considered a mere byproduct	Clue 40(C)[lines 51-53] for some time it was considered to be nothing more than a byproduct of oil
Natural Gas	(E) Can be transported in either liquid or gaseous form	Clue 40(E)[lines 53-55] transporting natural gas was expensive and required complex pipeline systems [lines 58-60] As a liquid, natural gas can be distributed using systems similar to those used for oil.

Why Not? (G) Not mentioned / (I) Incorrect See line 81

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TOEFL IBT Reading Practice Test 09 Solution & Explanation

By Wiki Study in Solution for Reading August 7, 2017 1 Comment

Solution for TOEFL iBT Reading Practice Test 09

KEY for reading passage 2

15. (B) 16. (B) 17. (A) 18. (C) 19. (C) 20. (A) 21. (B) 22. (A) 23. (C) 24 (B) 25. (B) 26. Impact Theory: (A), (C), (H) / Volcano-Greenhouse Theory: (B), (E), IB, (G)

15. Vocabulary I (B)

Q. The word enticing in the passage is closest in meaning to

Why? inviting can replace enticing in this context. **See Clue 15(B)[lines 1-4]

# enticing ad j. tempting or alluring

• inviting adj. so attractive you want to experience it

16. Inference I (B)

Q. In paragraph 2, what can be inferred about the iridium in the Earth’s crust?

Why? (B) can be inferred from the information in lines 21-24. **See Clue 16(B)

Why Not? (A), (C), (D) Not supported

17. Vocabulary I (A)

Q. The word Speculation in the passage is closest in meaning to

Why? conjecture can replace speculation in this context. **See Clue 17(A)[lines 24-28]

• conjecture n. formation of ideas or opinions without much basis

• speculation n. guess about something

18. Factual Information I (C)

Q. According to paragraph 3, some scientists initially doubted the validity of the impact theory because

Why? ^See Clue 18(C)[lines 50-57]

► … when it was initially presented, some scientists were skeptical about the idea of an enormous asteroid. Due to the fact that objects of that size make impressive craters, they argued that the impact mark from the Alvarez asteroid should still be observable. However, for years no one was able to identify a crater of the appropriate size and age. mi

Why Not? (A), (B), (D) Not mentioned

19. Sentence Simplification I (C)

Why? The widely accepted impact theory, proposed by Luis Alvarez in 1980, // explains that the high levels of iridium at the K-T boundary may have been caused by a huge asteroid—probably miles in diameter—that slammed into the Earth 65 million years ago, // and the result of that impact was a colossal explosion that created sky-darkening dust clouds around the entire planet.

Why Not? (A), (D) Incorrect

(B) Information about the effect of an asteroid hit on Earth is left out.

20. Reference I (A)

Q. The word they in the passage refers to

Why? … when it was initially presented, and some scientists were skeptical about the idea of an enormous asteroid. Because objects of that size make impressive craters, they argued that the impact mark from the Alvarez asteroid should still be observable. —See Clue 20(A)[lines 51-55]

21. Vocabulary I (B)

Q. The phrase ushering in in the passage is closest in meaning to

Why? introducing can replace ushering in in this context. See Clue 21(B)[lines 65-68]

• introduce v. to bring about for the first time

• usher in to bring or attend at the beginning

22. Inference I (A)

Q. According to the passage, what does the author imply about the volcano-greenhouse theory?

Why? (A) can be inferred from the information in lines 69-70. ~See Clue 22(A)

Why Not? (B), (D) Incorrect —See lines 99-100/(C) Not supported

23. Vocabulary I (C)

Q. The word fatally in the passage is closest in meaning to

Why? lethally can replace fatally in this context. —See Clue 23(C)[lines 88-90]

• fatally adv. in a way that results in death

• lethally adv: in a way that causes death

24. Factual Information I (B)

Q. According to paragraph 4, the volcano-greenhouse theory claims that species became extinct because

Why? -See Clue 24(B)[lines 92-95]

Why Not? (A), (D) Each mentioned in lines 91,81-84, but they are not the direct causes for the species’ extinction / (C) Not mentioned

25. Insert Text [B]

Q. Look at the four squares [■] that indicate where the following sentence could be added to the passage.

Why? [A] What caused the mass extinctions about 65 million years ago at the end of the Cretaceous Period has long been an enticing scientific riddle, and the reasons for the resulting extermination of the dinosaurs have been the topic of fierce dispute for some time. [B] Since the 1970s, scientists have extensively researched the matter, attempting to ascertain why dinosaurs, which had been the dominant land animals for approximately 160 million years, suddenly vanished at the end of the Cretaceous Period. By studying the layers of the Earth’s crust that correspond to the time period of the mass extinctions, scientists have uncovered clues that, over the past few decades of debate, have evolved into two major theories about the cause of the mysterious mass extinctions. [C]

► “the matter” in the given sentence refers to “What caused the mass extinctions.

26. Schematic Table

Q. Directions: Complete the table by matching the phrases below.

Select the appropriate phrases from the answer choices and match them to the theory to which they relate. TWO of the answer choices will NOT be used. This question is worth 4 points.

Why?

Correct Answer Choices	, Clues in the passage
	(A) Involves a destructive effect caused by dust from a major explosion	Clue 26(A)[lines 34-37] the result of that impact was a colossal explosion that created sky-darkening dust clouds around the entire planet
Impact Theory	(C) Describes the catastrophes caused by blockage of sunlight	Clue 26(C)[lines 44-49] The absence of sunlight and the sudden temperature drop would have quickly destroyed plant species, gradually starved larger herbivores … and eventually killed the carnivores …
	(H) Has a major source of evidence just off the Yucatan Peninsula in Mexico	Clue 26(H)[lines 59-62] researchers stumbled upon a probable impact site— a huge crater partially submerged in the ocean off the coast of Mexico’s Yucatan Peninsula
	(B) Theorizes that the iridium at the K-T boundary is native to the Earth	Clue 26(B)[lines 75-76] the iridium in the K-T boundary originated in the center of the Earth
Volcano- Greenhouse	(E) Suggests that there were disastrous results of a change in the gas composition of the Earth’s atmosphere	Clue 26(E)[lines 84-90] would have thrown massive amounts of carbon dioxide into the atmosphere, creating a greenhouse effect… The volcano-greenhouse theory asserts that the planet’s temperature would have risen and fatally disrupted the biosphere.
Theory	(F) Hypothesizes that the Earth’s temperature rose during the extinction period	Clue 26<F)[lines 88-90] The volcano-greenhouse theory asserts that the planet’s temperature would have risen and fatally disrupted the biosphere.
	(G) Refers to geologic phenomena located on the Indian subcontinent	Clue 26(G)[lines 78-81] the Deccan Traps—a volcanic region on the Indian subcontinent—exhibited some of the most severe volcanism in the entire history of the planet

Why Not? (D) Incorrect “See lines 1-2/ (I) Not mentioned

KEY for reading passage 3

27. (B) 28. (A) 29. [A] 30.(D) 31. (B) 32.(C) 33. (B) 34. (D) 35. (C) 36. (A) 37.(D) 38. (B), (E). (F)

27. Vocabulary | (B)

Q. The word curtailed in the passage is closest in meaning to

Why? reduced can replace curtailed in this context. –See Clue 27(B)[lines 16-18]

• curtail v. to reduce or limit something

• reduce v. to bring down to a smaller extent size, amount or price

28. Reference I (A)

Q. The word it in the passage refers to

Why? When a PCB chemical enters the human body, it is transported throughout the body by the bloodstream and is eventually stored in fatty tissue, where it typically lingers for a long time. ~See Clue 28{A)[lines 31-36]

29. Vocabulary I (A)

Q. The word expelled in the passage is closest in meaning to

Why? eliminated can replace expelled in this context. **See Clue 29(A)]lines 38-39]

• expel v. to discharge or eject something; to force or drive out

• eliminate v. to completely get rid of something

30. Negative Fact I (D)

Q. In paragraph 3, the author states that PCBs are responsible for all of the following health problems EXCEPT

Why Not?

Incorrect Answer Choices	Mentioned in the passage
(A) issues with reproductive abnormalities	[lines 42-43] reproductive irregularities
(B) conditions related to the immune system	[line 44] conditions affecting the immune system
(C) different kinds of cancer	[line 43] various types of cancer

31. Vocabulary I (B)

Q. The word negligence in the passage is closest in meaning to

Why? disregard can replace negligence in this context. **See Clue 31(B)[lines 63-66]

• negligence n. failure to take care of something that you are responsible for

• disregard n. lack of attention; neglect

32. Sentence Simplification I (C)

Why? Soon after, rising fears regarding the poisonous aspects of PCBs, and their constant exposure to the environment, // resulted in congressional intervention in 1976, // when the Toxic Substances Control Act (TSCA) was passed, prohibiting the commercial production and distribution of PCBs. of the chemicals

Why Not? (A), (B), (D) Incorrect

33. Inference I (B)

Q. According to paragraph 4, which of the following sentences most accurately reflects the author’s opinion about General Electric’s use of PCBs?

Why? (B) can be inferred from combining the information in lines 63-66 and lines 69-71. ‘See Clue 33(B)

Why Not? (A), (C), (D) Incorrect •’See lines 63-66,69-71

34. Rhetorical Purpose I (D)

Q. In paragraph 4, why does the author mention activist groups?

Why? Activist groups are mentioned as an example of organizations that tried to stop the further use of PCBs. ‘See Clue 34{D)[lines 58-62]

35. Factual Information I (C)

Q. According to paragraph 5, how are some researchers attempting to reduce PCB pollution?

Why? ‘See Clue 35(C)[lines 89-94]

► … researchers conducted studies on ways to eliminate PCBs from the environment using bacteria that exist naturally. The researchers focused their work on the badly contaminated Hudson River, using an inexpensive system involving anaerobic and aerobic bacteria.

Why Not? (A), (B), (D) Not mentioned

36. Vocabulary I (A)

Q. The word conversion in the passage is closest in meaning to

Why? transformation can replace conversion in this context «”See Clue 36{A)[lines 97-99]

• conversion n. switching something from one form to another one

• transformation n. total change

37. Insert Text [D]

Q. Look at the four squares [■] that indicate where the following sentence could be added to the passage.

Why? [C] However, due to these qualities, PCBs remain in the environment and are difficult to remove. [D] If discarded in water or soil, for instance, the chemicals can cause major ecological problems.

► “the chemicals’ in the given sentence refers to ‘PCBs.’

38. Prose Summary

Q. Directions: An introductory sentence for a brief summary of the passage is provided below. Complete the summary by selecting the THREE answer choices that express the most important ideas in the passage. Some sentences do not belong in the summary because they express ideas that are not presented in the passage or are minor ideas in the passage. This question is worth 2 points.

Why? The presence of harmful PCBs in the environment remains a current and global pollution issue.

Correct Answer Choices	Clues in the passage
(B) PCBs have a stable nature that allows them to remain in the environment for a long time, causing serious health problems to humans and animals.	Clue 38(B)[lines 11-12] They are also known to be very stable [lines 14-15] due to these qualities, PCBs remain in the environment [lines 41-45] they may reach the dangerous levels to which reproductive irregularities, various types of cancer, conditions affecting the immune system, and other illnesses have been attributed
(E) Before the 1970s corporations dumped millions of pounds of PCBs into the environment, but as people became aware of the dangers, the government restricted the chemicals’ use.	Clue 38(E)[lines 69-71] It had dumped approximately 1.3 million pounds of PCBs into the Hudson River, [lines 75-78] rising fears regarding the poisonous aspects of PCBs, and their constant exposure to the environment, resulted in congressional intervention in 1976
(F) Researchers are working on ways to clean up the PCB waste that, though discarded before the 1970s, continues to pollute the environment.	Clue 38(F)[lines 16-21] Before PCB use was curtailed by legislation in the 1970s, their widespread use created environmental problems that remain current global issues. PCBs persist in the environment and pollute the ecosystem by contaminating water, soil, and air. [lines 89-90] researchers conducted studies on ways to eliminate PCBs from the environment

► The whole passage focuses on the serious effect of PCBs in the environment and the response to it. And it follows that <(B) Qualities of PCBs and their effect on the environment —*• (E) Discard of PCBs by corporations and the restriction of the government — (F) Attempt to clean the PCB chemicals) ~See

Why Not? (A) Mentioned in lines 6-9, but minor / (C) Mentioned in lines 19-21, 30-31, but minor / (D) Mentioned in lines 34-36, but minor

KEY FOR READING PASSAGE 1

1. (A) 2. (B) 3. (B) 4. (D) 5. (D) 6. (A) 7. (B) 8. (A) 9. (A) 10. (D) 11. (B) 12. (C) 13. (D) 14. (B). (D), (F)

5. Vocabulary I (D)

Q. The word repercussions in the passage is closest in meaning to

Why? impacts can replace repercussions in this context «-See Clue 5(D)[lines 44-45, 46, 50]

• repercussion n. effect, influence, or result of an action or event

• impact n. effect or influence of one thing on another

6. Inference I (A)

Q. According to paragraph 4, it can be inferred that, after it was created, the Erie Canal rapidly became

Why? (A) can be inferred from the information in lines 51-58. **See Clue 6(A)

Why Not? (B), (D) Not supported / (C) Incorrect See lines 51-58

7. Reference I (B)

Q. The word it in the passage refers to

Why? … the volume of shipping traffic quickly escalated. Even the widespread growth of the railroad as a viable form of land transportation in the mid-1800s did nothing to lessen it ~See Clue 7(B)[lines 54-58]

8. Rhetorical Purpose I (A)

Q. In paragraph 5, the author mentions Ohio, Indian and Illinois to

Why? Ohio, Indiana, and Illinois are mentioned in order to show that inhabitants in those regions could deliver their goods to the eastern markets thanks to the Erie Canal, and that the canal ultimately contributed to the westward expansion of the nation. ■*- See Clue 8(A)[lines 62-66,69-71]

9. Vocabulary I (A)

Q. The word facilitating in the passage is closest in meaning to

Why? aiding can replace facilitating in this context. —See Clue 9(A)[lines 68-71]

• facilitate v. to make it easier for something to happen

• aid v. to help or offer assistance

10. Sentence Simplification I (D)

Why? Within fifteen years of the canal’s construction, // the amount of goods flowing into New York City and the resultant blossoming of commercial activities had transformed the city into the country’s busiest port, // and ultimately helped it become the prosperous metropolis it is today.

Why Not? (A) Information that the Erie Canal helped New York become the prosperous city it is today is left out.

(B) Not mentioned

11. Factual Information I (B)

Q. According to paragraph 6, how was the canal modified in both the nineteenth and twentieth centuries?

Why? ■■’See Clue 1 lines 82-83, 86-88]

► Between 1836 and 1862, it was enlarged … The enlargement process was carried out again in the early 1900s…

Why Not? (A), (C) Mentioned in lines 90-94, but only true of the 20th century / (D) Not mentioned

12. Factual Information I (C)

Q. In paragraph 7, the author states that the Erie Canal currently

Why? -See Clue 12(C) lines 99-101]

► … in 1994, all commercial traffic on the waterway was stopped.

Why Not? (A), (D) Not mentioned / (B) Incorrect **See lines 99-103

13. Insert Text [D]

Q. Look at the four squares [■] that indicate where the following sentence could be added to the passage.

Why? [B]The substantial changes in elevation along the route required the installation of eighty-three locks that would lift or lower cargo to the level of the next section of canal. [C] it included eighteen raised aqueducts that allowed the waterway to cross ravines and rivers. [D] Also, bridges were built so that preexisting roads cut by the canal could remain in use. Cargo barges were usually pulled by a team of pack animals from a towpath that ran alongside the canal.

14. Prose Summary

Why? In the early nineteenth century, the Erie Canal was created as a way to move goods across New York to points farther west.

Correct Answer Choices	Clues in the passage
(B) A truly monumental project involving numerous construction tasks, the canal was finished in 1825 after about eight years of work.	Clue 14(B)[line 25] construction began in 1817 [lines 26-29] the arduous undertaking was carried out by hundreds of hardworking local and immigrant laborers [lines 30-31] In 1825, the Erie Canal was completed
(D) The Erie Canal provided a cheap means of shipping products between distant regions, significantly boosting the economies of both the Midwest and New York City.	Clue 14(D)[lines 51-54] transporting a ton of cargo by road from Buffalo to New York City cost around $100. By 1835, the canal had cut the figure to only four dollars per ton [lines 69-72] the Erie Canal greatly contributed to the westward expansion of the American nation. However, the eastern endpoint of the route was affected as well.
(F) Over the years, the canal was updated to address increases in traffic and remained in use until it was finally sidelined by the highway system.	Clue 14(F)[lines 80-82] As shipping traffic increased and new engineering technologies became available, the canal received many upgrades. [lines 95-99] It was not until the second half of the twentieth century, when highways began to replace railways as the dominant form of land transport, that use of the Erie Canal began to decrease rapidly.

► The whole passage focuses on the construction of the Erie Canal and its effects on the economy of the U.S. And it follows that ((B) The construction of the Erie Canal —* (D) The effects of the Erie Canal on the economies of the Midwest and New York City —* (F) Updates to the Erie Canal and end of its commercial use) **See

Why Not? (A) Mentioned in lines 12-15, but minor / (C) Not supported / (E) Incorrect ~See lines 95-99

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