Guide TEOFL iBT P01

TheCompleteGuide
to the TOEFL'Test
iBT Eornoru
BnucnRocnns
TOEFL@ iBT is a registeredtrademark of the EducationalTestingService(ETS),Princeton,New Iersey,USA.

The test questionsand all other testing information in this text are provided in their entirety by Thomson ELL
No endorsementof this oublicationbv ETSshouldbe inferred.
--oT=o*.-
. Canada. Mexico. Singapore

Australia . Spain. UnitedKingdom. UnitedStates
For more detail and Audio MP3 contact at mengkaizh@yahoo.com

-rHorvrsoN
=+-.-
The Complete Guide to the TOEFL@Test,iBT Edition
BnucpRocens
PublisherAcademic ESI:IamesW. Brornrr DeuelopmentEditor: Charlotte Sturdy
ExecutiueEditor,Dictionaries & Adult ESI; SherriseRoehr Production Editor: Chrystie Hopkins
Director of Product Deuelopment:Anita Raducanu Project Manager Merrill Peterson
AssociateDeuelopmentEditor JenniferMeldrum ProductionSeruices: Matrix Productions
Director of Product Marketing: Amy Mabley Compositor:ParkwoodComposition Service
SeniorField Marketing ManagenDonna Lee Kennedy CouerDesignerjStudio Montage
International Marketing Manager: lan Martin Printer:EdwardsBrothers
AssistantMarketing Manager HeatherSoberg
SeniorPrint Buyer:Mary Beth Hennebury
Copyright @2007,by Thomson Heinle, a part of For permissionto use materialfrom this
The ThomsonCorporation.Thomson,the Starlogo, text or product, submit a requestonline at
and Heinle are trademarksused herein under license http: / /u''lr,\,v.thomsonrights.
com
All rights reserved.No part of this work coveredby Any additional questionsabout permis-
the copyright hereon may be reproducedor used in sions can be submitted by email to
any form or by any means-graphic, electronic,or thomsonrights@thomson.com
rnechanical,including photocopying,recording,tap-
ing, Web distribution or information storageand
retrievalsystems-without the written permission of
ISBN:l-4130-2303-7
the publisher.
I S E :l - 4 1 3 0 - 2 3 0 6 - I
Printed in the United Statesof America.
I 2 3 4 5 6 7 B 9 t0 -t0 09 0B 07 06
Library of CongressControl Number:
2005936075
For more information contactThomson Heinle,
25 ThomsonPlace,Boston,Massachusetts 02210USA,
or you can visit our Internet site at elt.thomson.com
Creditsappearon pageBlB,which constitutesa con-

tinuation ofthe copyrightpage.

/"oNrENrs
Preface V
About the Author ix
Acknowledgments X
Gnruxc Srenrno XI
Questionsand Answersabout the TOEFL@iBT xll

Ten Keysto Better Scoreson the TOEFL@iBT xvii
Guron ro READTNG I
About Reading a
ReadingPreviewTest I7
LnssoN1 Factualand NegativeFactualQuestions 27
LEssoN2 VocabularyQuestions 4B
LpssoN3 InferenceQuestions 63
LlssoN4 Purpose,Method, and Opinion Questions B1
LsssoN5 SentenceRestatementQuestions r02
Lessou6 ReferenceQuestions 115
Lsssorv
7 SentenceAddition Questions l3l
Lsssott8 CompletingSummariesand Charts t47
ReadingReviewTest 175
ReadingTutorial:VocabularyBuilding IBB
CommunicativeActivities for Reading 229
2 Gurnnro LrsrENrNG 233

About Listening 234
Listening PreviewTest 246
LrssoN9 Main-Topicand Main-PurposeQuestions 258
LassoNl0 Factual,NegativeFactual,and InferenceQuestions 275
LnssoNI I Purpose,Method, and Attitude Questions 304
Lnssowl2 ReplayQuestions 3tB
Lsssorul3 Ordering and Matching Questions 339
LsssoN14 CompletingCharts 357
Listening ReviewTest 370
ListeningTutorial: Note Taking 381
CommunicativeActivities for Listening 394
3 Gurnn ro SPEAKTNG 399

About Speaking 400
TheIndependentSpeaking Thsks 403
About the Independent SpeakingTasks 404
Independent SpeakingPreviewTest 4t2
For more detail and Audio MP3 contact at mengkaizh@yahoo.com ilt

iv Contents
413
LnssoNl5 PersonalPreferenceTask
421
LEssoN16 PairedChoiceTask
432
The Integrated SPeakingTasks
4.J.1
About the IntegratedSpeakingTasks
443
Integrated SpeakingPreviewTest
Task
Announcement/Discussion 448
Llssox l7
Task 469
LessoN1B General/SPecific
487
LsssoN19 Problem/SolutionTask
SummarYTask 503
Lussoru20
5lB
SpeakingReviewTest
524
SpeakingTutorial: Building Pronunciation Skills
552
CommunicativeActivities for Speaking
4 GulnE ro WRITING 559

AboutWriting
s60
TheIntegrated Writing Task

564
About the IntegratedWriting Task

s65
IntegratedWriting PreviewTest
579
LEssox21 TakingNotesand Planningthe IntegratedResponse

582
LEssoN22 summarizing, Paraphrasing,citing, and synthesizingfor the
IntegratedWriting ResPonse 605
23 Writing the IntegratedResponse 626
LlssoN
635
LEssox24 Checkingand Editingthe IntegratedResponse
646
TheIndependent Writin g Task
647
About the IndependentWriting Task
657
IndependentWriting PreviewTest
25 Pre-Writingthe IndependentResponse 658
LEssoN
Giving opinions and connecting Ideasin the IndependentResponse 673
LsssoN26
27 Writing the IndependentResponse 682
LRssoN
28 Checkingand Editingthe Independent Response 695
LpssoN
702
Writing ReviewTest
706
Writing Tutorial: Grammar
730
CommunicativeActivities for Writing
733
734
About Takingthe PracticeTests
741
PracticeTest I
781
PracticeTest2

PnEEncE
To rHE SrunnNr
If you are preparing for the TOEpto (Testof English as a ForeignLanguage)iBT,

you are not alone.About a million people all over the world take the test everyyear.
A high scoreon this test is an essentialstep in being admittedto undergraduateor
graduateprogramsin the United Statesand Canada.But preparingfor this test can
be a difficult, frustrating experience.Perhapsyou haven'ttaken many standardized
tests such as the TOEFLtest. Perhapsyou're not familiar with the format, or you're
not sure how to focus your studies.Maybe you've taken the test before but were not
satisfiedwith your scores.
And now the TOEFLiBT (iBT = Internet-Based Test)is a much more commu-
nicative test.\44ratnew skills are required?\Atrat tactics are neededfor top scores?
How can you best practicefor this versionof the test?
You need a guide.That'swhy this book was written-to guide people preparing
for this important test so that they can earn the highestscorespossible.
The CompleteGuide tu rhe TOEFL@Test,iBT Edition is the most complete,
accurate,and up-to-datepreparationbook available.It is basedon yearsof experi-
enceteachingpreparationclassesin the United Statesand abroad.It is simply
written and clearly organizedand is suitable for any intermediate to advanced
Englishlanguagestudent.
This book offersa step-by-stepprogramdesignedto makeyou feel confident
and well preparedwhen you sit down in front of the compllter on the day of the
test.It teachesyou the test-takingtechniquesand helpsyou polish the language
skillsyou need to do well on all four sectionsof the test,inch-rdingthe Speaking
Section,which, for many students,is the greatestchallengeof the TOEFLiBT.And
Tlrc Guideis an efficient way to preparefor the TOEFLiBT.By concentratingonly
on the points that are actuallytestedon the TOEFLtest,it letsyou make the most
of your preparationtime and neverwastesyour time.
Aeour Tnrs ErrrroN:Wuer'sNnw?
This edition of TheCompleteGuideto the TOEFL@ Test,iBT Edition,like the TOEFL

iBT itself,has been completelyupdated.It reflectsthe changesmade in the format,
the items,and the basicphilosophyof the revisedexam.
On the TOEFLiBT,the first sectionof the test,Reading,featureslongerreadings
and new questiontypes.In the first sectionof this book, Guideto Reading,you'll
work with extendedreadingssimilar to thoseon the test and learn about new item
types.One new type of question,for example,asksyou to completean outline or
summary of the reading.Thesequestionsrequireyou to havea "global"(general)
understandingof readingsratherthan an understandingof individualfactsin the
reading.Thereare questionsthat askyou why an author wrote somepart of the
passageor lrcw the ar,rthorcommunicatesideas.Thereare questionsthat askyou
to recognizeparaphrasesof complexsentences.In the first sectionof the book,you
will find explanationsand exercises that help you developthe skillsyou need to
a n s w e rl h e s en e w q u e s l i o n
tVpes.

vi Preface
In the ListeningSectionof the test,the lecturesand conversationshavegotten

longerand more involvedaswell. However,note taking is now permitted.Thereare
alsosomenew questiontypesin Listening.The secondsectionof the book, Guide
to Listening,offers tips and help with note taking as well as experiencewith
answeringall tlpes of questionsabout the lectures.Another new featureof the test
is the "authenticlanguage"usedby the speakers.On past forms of the test,the
speakerssoundedlike actorsreadingfrom a book. On the TOEFLiBT,the speakers
sound more natural,like realprofessorsgivingclassroomIecturesor real students
discussingcampussituations.The newAudio Programfor this Guidereflectsthese
changes,and the lecturesand conversationshave the samefeel as thoseusedon
the actualtest.
The SpeakingSectionof the TOEFLiBT is all new,and so is the Guideto
Speakingin this book. There are two types of SpeakingTaskson the exam.
IndependentSpeakingTasksaskthe test-takerto usehis or her own knolvledgeand
backgroundas the topic of two short responses. The four IntegratedSpeakingTasks
requirethe test-takerto listen to information from a lectureor conversationand
(for two of the tasks)from a reading.Many test-takersfind the SpeakingSection-
especiallythe IntegratedTasks-the most challengingsectionof the test.One
reasonis simply that test-takershavelittle experiencewith this tvpe of task.The
new Guideto Speakingin this book providesextensivepracticeand hints for scor-
ing well on this section.
TheWriting Section,Iike the SpeakingSection,has an "independent"and an
"integrated"component.The IndependentTaskis similar to the essaysectionon
previousversionsof the test.It drawsupon the test-taker'sorvnexperiencesand
backgroundknowledge.The new IntegratedTaskis basedon a lectureand a read-
ing with contrastingideas.The Guideto Writing in this book has been expanded
and a new sectionon the IntegratedTaskhas been addedto prepareyou for this
part of the test.
Another new feature of this text is the CommunicativeActivities provided at the
end of eachsectionto giveyou and your classmatesmore speakingand writing
practice.
OncaNrzATroNoF THrs Boor
Getting Started Two sectionsintroduce you to the book and the test:
basicinformation about the designof the Internet-basedtest and helpsyou

understandthe revisedscoringsystem.
"secrets"of being a good test-taker:arranging)'our preparationtime, using the

processof eliminationto make the best guesson multiple-choiceitems,coping
with test anxiety,pacingyourselfduring the test,and other important
techniques.
Main SectionsThe main part of this textbookis dividedinto four sectionsreflect-

ing the four parts of the exam:Reading,Listening,Speaking,and Writing.Eachof
thesefour parts consistsof the following:

Preface vii
An introduction to each test sectionwith basic strategies.

Apreviewtest to giveyou a feel for eachpart ofthe test and to providea basis
for understandingthe lessons.
Lessonsthat break down the knowledgeand skills that you need into compre-
hensible"bites" of information.Eachof the twenty-eightlessonsin this book
contains sample items from the preview teststhat illustrate exactlyhow the
point brought up in that lessonis testedon the TOEFLiBT.Furthertnore,each
lessoncontainsone or more exercises that practicethe relevantpoints.
Reviewtests that go over the points discussedin the lessons.Thesetestsput
togetherthe points practicedin isolationin the lessons.
Tutorials (found near the end of each section)covering important testing
points that requiremore time to masterthan points brought up in the lessons.
Communicative activities (found near the end of each section)that are
designedto encourageclassroomcommunication.
Guide to Reading Each of the eight lessonsin this section coversone of the main
qpes of questionsthat appearin the ReadingSectionof the TOEFLiBT and is
designedto give you extensivepractice reading passagesand answering
these questions.The tutorial for this sectionhelps you build your vocabulary.
Guideto Listening Eachof the six lessonsin this sectionconcentrateson one of

the main tlpes of questionsaskedabout the conversationsand lectures.There is
extensivepracticefor listening,taking notes,and answeringquestions.The tutorial
for this section is about note taking.
Guide to Speaking This section is divided into two parts, one coveringthe
IndependentTasksand one coveringthe IntegratedTasks.Eachofthe six lessons
focuseson one of the six types of SpeakingTasksand providesexercisesto help you
plan and deliverthe responses. The tutorial for this sectionhelpsyou improveyour
pronunciation.
Guide to Writing This section is divided into two parts as well: IntegratedWriting
and IndependentWriting.The eight lessonsin this part of the book guideyou
through the processof planning,writing, and editingthe two writing responses.
The tutorial for this section helps you improve your written grammar.
TWoComplete Practice Tests Takingpractice testsis one of the best wavs to get
test.You can take thesetestsin the book or on the accom-
readyfor the TOEFL@
panyingCD-ROM.
Audio Program The audio component providesall the material neededfor the
(The audio
exercisesand tests.It is availableon either audio CD or audio cassettes.
programis sold separately.)
Answer Key and Audioscript Answersand explanationsfor questionsand a script

for the Audio Program are provided.This resourceis also availableonline at
elt.thomson.com/ toefl.

viii Preface
To rnn TpecHBn
The TOEFLiBT puts a lot of emphasison communicative skills,and as much as you

can,you should put the sameemphasison interactionin the classroom.In the
past, a lot of TOEFLtest preparation involved coachingstudentsfor the Structure
Sectionof the test, but the TOEFLiBT does not directly test grammar.No matter
which of the four parts of the test you are preparing for, be sure to have students
work in pairs or small groupsand encouragelively give-and-takediscussion.
Studentswho feel perfectly comfortable taking long multiple-choice testsmay
feel more challengedby some of the communicative tasksthey are given on this
test. It is recommendedthat in every classyou do some practice for the Speaking
Tasks.You might, for example,begin with two or three studentsgiving one-minute
timed, impromptu talks.Thesecan be "integrated"tasksbasedon summaries
of newspaperarticlesor news storiesfront television or radio, or they can be
"independent"tasksbasedon students'own experience.Make sureeveryonegetsa
chanceto talk, and get the rest of the classinvolved in askingthe speakerquestions
about the presentations.
At least once a week it is useful to work on one or more of the Communicative
Activities.Theseare designedto get students involved in talking and working
together by playing games,having discussions,or working on projects.There are
ten or more activitiesfor each of the four sectionsof the test.
A good way to begin the courseis by taking one of the two practice tests.This
familiarizesstudentswith the test and showsthem what to expectwhen they take
the actual exam.
You can work through the lessonsstarting at the first lesson,or you can begin
with the section in which your students seemedto have the most problems on the
first practicetest.
It is certainly important to give your students exposureto computers,espe-
cially for the Writing Section.However,the computer skills required to take the test
are relativelybasic and the focus should be on applying languageskills and using
test-takingstrategies,not developingcomputer proficiency.
Following are the amounts of time suggestedto cover each section of The
Guide.Thesetimes are approximateand will vary from classto class.
Getting Started I to 2 hours

Guide to Reading 20 to 24 hours
Guide to Listening 14to 18 hours
Guide to Speaking 12 to 16 hours
Guide to Writing 12 to 16 hours
PracticeTests 8 to 10 hours
\.44ratif you don't have time to cover every'thingin The Gttide?Don'Iworuy!The

CompleteGuide to the TOEFL@Test,iBT Editionwas designedso that you can skip
parts of the exercises and lessonsand still improveyour students'scores.
I welcomeyour thoughts,comments,questions,and suggestions. Pleasefeel
free to contact me via e-mail: Bruce-Rogers-CGT@mail.com

/*ourrHEAurHon
Bruce Rogershas taught test preparation and English as a Second/Foreign
Languagecoursessince 1979.He has taught in the United States,Indonesia,
Vietnam, Korea,and the CzechRepublic.He is also the author of Thomson'sThe
Complete Guirle to the TOEIC@Testand The Introductory Guide to the TOEIC@Iesr.
He lives in Boulder,Colorado,USA.
For more detail and Audio MP3 contact at mengkaizh@yahoo.com tx

7*I(N'*LEDGMENT'
I would like to thank all of the English-languageprofessionalswho provided their
comments and suggestionsduring the development of The CompleteGuide n the
TOEFL@ Test,iBT Edition as well as earlier editions.
Thanks to the students of Front RangeCommunity Collegeand Carnbridge
Center for Adult Education who allowed me to use their writing and speakingsam-
ples and to the professorsat the University of Coloradowho allowed me to sit in on
their lectures.Thanks to Kevin Keating,University of Arizona, for suggestingsome
of the CommunicationActivities.
Specialthanks to Iody Stern,Charlotte Sturdy,Linda Grant, ChrystieHopkins,
Merrill Peterson,Iennifer Meldrum, and Anita Raducanufor their expert help and
advice.
Thomson EIT would like to thank the following reviewersfor their contributions.
JoshuaAtherton Dr. Karen Russikoff

University of Texas California StatePol),technicUniversity
Arlington, TX Pomona,CA
Consuelo FernandesBarbosa lvo Joan Sears

CentroCulturalBrasilEstadosUnidos TexasTech University
Campinas,Brazil Lubbock,TX
Val6ria Ben6volo Franga Barbara Smith-Palinkas

Cultura InglesaRio Brasilia Universityof SouthFlorida
Botafogo,Brazil Tampa,FL
Dorina Garzaleonard Kwang-Ia Son
InstitutoTecnol6gicode Monterrey Moonjin Media
Monterrey,Mexico Seoul,Korea
Claudia Hernandez Robert Richmond Stroupe

ColegioPatriade Juarez SokaUniversity
Mexico City, Mexico Tokyo,Iapan
Eduardo Ipac GracielaTamez
CentroCulturalBrasilEstadosUnidos Instituto Tecnol6gicode Monterrey
Campinas,Brazil Monterrey,Mexico
Ruo-chiang Iao GrantTrew

Merica l-anguageInstitute Nova Group
YeonghceCity,Taiwan Osaka,Iapan
Rangho Iung Gabriela Ulloa
EG LanguageSchool InstitutoTecnol6gicode Monterrey
Seoul,Korea Monterrey,Mexico
Maria Aurora Patifro Leal Hilda Zacour

Instituto Tecnol6gicode Monterrey Instituto Tecnol6gicode Monterrey
Monterrey,Mexico Monterrey,Mexico
Dr. Carolyn Prager
SpanishAmericanInstitute
NewYork,NY

GnruNGSrnnrEI)
For more detail and Audio MP3 contact at mengkaizh@yahoo.com xt

xii Preface
TOEFL@iBT
QUESTIONSAND ANSWERSABOUT THE
Q: What is the TOEFLTest?

designedto
A: TOEFLstands for Testof English as a ForeignLanguage.lt is a test
ability of peoplewho do not speak English as their
measurethe English-language
in North America'
first languag" ur-tawho plan to study at collegesand universities
EducationalTestingservice(ETS)of Princeton,New Jersey, preparesand admin-
tests'
istersthe TOEFLtest.This organizationproducesmany other standardized
(TOEIC), the Graduate
such as the Testof Englishfor InternationalCommunication
(GRE)'
ManagementAdmissionsTest(GMAI), and the GraduateRecordExam
is by far
Although there are other standardizedtests of English,the TOEFLtest
has offeredthis exam since 1965' Each
the most important in North America;ETS
year,almosta million peopletake the TOEFLtest at testing centers all over the
States
world. About 5,000coieges,universities,and other institutionsin the United
and Canadaeitherrequiie studentsfrom non-English-speaking countriesto supply
TOEFLtest scoresas part of their application process or accept TOEFL test scores
as evidenceof a person'sproficiency in English'
Q: And what is the TOEFLiBT?

mul-
A: For more than thirty years,the TOEFLtestwas givenas a paper-and-pencil,
in
tiple-choicetest.In 1998,a computer-basedversionof the test becameavailable
many parts of the world. The newestgenerationof the test,the ToEFL iBT
(Internet-based test),was introducedduring the 2005-2006academicYear.
As the name implies,the test is deliveredoverthe Internet'Test-takerswork on
is
the testsat individual computer stationsat officialtestingcenters'The test
offered only on scheduledtesting dates.
The TOEFLiBT is significantlydifferentfrom the computer-basedversionof
the test.
Q: Different? How is the TOEFL iBT different?

A: For one thing, the basicway in which the TOEFLiBT tests English is different.
The new test emphasizesa test-taker'sability Io cotnmunicatein an academic
Section
setting.For that reason,a SpeakingSectionhas been addedand the Writing
has been expanded.
Specificilly,the TOEFLiBT differs from the previousversion in the
following ways:
You recordresponsesthat are scoredby ratersat ETS'
writing skillswith your reading and listening skills'
Sections.Thereis no separategrammarsection'
are "authenticEnglish."In other words,the languagethat you hear is more nat-

ural, more like the languageused in the "realworld." It containsthe pauses'
repetitions,self-corrections,and "umms" and "uhs" that -Vouwould expectto
hear in a real lectureor conversation.
GettingStarted xiii
The test is nof "computeradaptive"(unlikethe previouscomputer-based

version).In other words, if you answera question correctly,the next item is
not more difficult, and if you answer a question incorrectly,the next question
is not easier.AII test-takersseethe samequestionduring eachadministration
of the test.
Thereis a new scoringsystem.
i::l::::::,1'l:?::1f,::.--::lr':::i:rl,li:''."-'...,:,,..-:' -;*i:,:li:'l:1::'f:1li;ii1'ii'*!
:l:ir:,1r::'r'r'.i:,: :::1r..-.,.:.'"i[l'.:.i]"irlrri::l::::,llt:ry1::ill:};;j:G::il:j:AT'f'j
" " " " " t " '"''"' ' ' ' " ' ' ' ' ' ' "il:!".''r''''' u
Q: Why did the test change?

A: One reasonis that, over the last thirty years,most languageteachershave
changedthe way they teach.The emphasisis no longer on analyzingand learning
individual grammar points or memorizing vocabulary.The emphasisis on commu-
nicating in the target languagein a meaningful way.That'swhy the new version of
the TOEFLtest measuresyour ability to communicate orally and in writing.
Another reasonfor the changesis that university admissionsofficerswanted
more information about incoming students.Can they read and understandmateri-
als in textbooks?Understand and take notes on lectures?Hold conversationswith
teachers,administrators,and other students?Write papers involving a number of
sources?The new test indicateswhether candidateshave theseskills.
Q: Is the TOEFLiBT more difficult than previous versions?

A: The Readingand Listening Sectionsand the IndependentWriting Taskhave
changedonly a little, and you will probably not find them more difficult than
similar sectionsin earlier versionsof the test. However,the IntegratedWriting Task
and the SpeakingSectionmay seemchallengingbecauseyou do not havemuch
experiencewith this kind of task.With the practice that you gerin The Complete
Guide to the TOEFL,iBT Edition, you should feel much more comfortable
and confident when you actually take the test.
Q: What format does TOEFL iBT follow? How long does it take to complete?
A: The Internet-basedtest is dividedinto four sections:Reading,Listening,
Speaking,and Writing, eachwith its own time limit. The four sectionsare always
given in the same order.The first two sections,Readingand Listening,are mostly
multiple-choicequestions,while the SpeakingSectionrequiresyou to giveshort
oral presentationsand the Writing Sectionrequiresyou to write short essays.
The entiretest takesfrom three and a half to four hours.

xiv Preface
ToEFI@ IBT Format
1. Reading
3 readings(about600 to 200 wordsper reading)
39 questions(12 to 14 per reading;mainlymultiple-choice)
6O minutes
2. Listening
2 conversations
4 lectures/discussions
34 questions(5 per conversation,
6 per lecture;mainlymultiple-choice)
About 5O minutes
Mandatorybreak:1O minutes
3. Speaking
2 Independent Tasks(basedon your own knowledgeand experience)
4 IntegratedTasks(basedon short readingsand/or lectures)
About 2O minutes
4. Writing
1 lndependentTask(basedon your own knowledgeand experience)
Task(basedon a shortreadingand a lecture)
1 Integrated
3O minutes
Totaf time:3-1/2 to 4 hours
The actual numbers in the chart abovemay vary from test to test. In the
ReadingSection,there may be four or five readingsand from 36-70 questions.The
ReadingSectionmay vary in length from 60 to 100minutes. In the Listening
Section,there may be additional conversationsor lecturesand from 34*50 ques-
tions.The ListeningSectionmay last from about 50 minutes to about g0 minutes.
Q: How does the scoring system for the TOEFLiBT work?

A: You will receivea SectionScorefor each of the four skill areasand a Total Score.
Reading 0 to 30
Listening 0 to 30
Speaking 0 to 30
Writing 0 to 30
TotalScore 0 to 120
In addition to the numericalscore,ETSwill senda score"descriptor,"a short

written description of what English-languageskills a typical person at your score
levelhas or doesnot have.
In the following chart, you can compare total scoreson the TOEFLiBT with
scoresthat are approximatelyequivalentto scoreson the computer-basedtest
(TOEFLCBT)and the paper-basedtest (TOEFLPBT).

Getting Started xv
Total Score
iBT
TOEFL@ TOEFL@
CBT TOEFL@
PBT
120 300 677

115 280 650
110 270 637
105 260 620
100 2s0 600
95 240 587
90 230 570
85 223 563
80 213 550
75 203 537
70 193 s23
65 183 513
60 170 497
55 157 480
50 143 463
45 133 450
40 120 433
35 107 417
30 93 397
25 80 377
20 63 350
'15
50 327
10 37 317
5 20 310
0 0 310
Q: What is a passing score on the TOEFLtest?

A: There isn't any.Each university-and in some cases,each school or depart-
ment-has its own standardsfor admission,so you should check the requirements
for the universitiesthat you are interestedin. (Theseare generallyavailableonline.)
Most undergraduateprogramsrequire scoresbetween 65 and 80, and most gradu-
ate programsaskfor scoresbetween70 and 100.In recentyears,there has been a
tendency for universitiesto raisetheir minimum TOEFLtest requirements.Of
course,the higheryour score,the betteryour chancesof admission.
Q: How and when will I receive my test scores?

A: You can obtain your scoresonline about fifteen businessdays after you take the
test.You will also receivea written notification of your scoresby mail shortly after
that. The admissionsofficesof universitiesthat you designatecan also receiveyour
scoresonline or by mail.
Q: How do I register for the TOEFLiBT?

You may also registerby phone
A: You can registeronline at http://wr,vw.toefl.org.
or by mail.

xvi Preface
Q:What computer skills do I need to take the TOEFLiBT?

A: The computer skills required are very basic ones.You really only need to know
how to point to items on the screenand click on your choicewith a mouse,as well
as how to scrollup and down through a document.For writing, you alsoneed basic
word-processingskills.
Q:What do I do if I need help?

A: Thereis a Help button on the taskbar for eachsection,but this button will only
give you the directions for that part of the test. It will not give you any hints to help
you answerquestionsor solveany technicalproblems.Clickingon Help is basically
a wasteof your time.
If you havea problem with your computer or need someother kind of help,
raiseyour hand and a test administratorwill come to you.
Q:Where is the TOEFLiBT given?

A: It is administeredat a network of testingcentersthat include universities,bi-
national institutes,and ETSfield officesall over the world. When you registerfor
the test,you will be assignedthe closesttest center.Most test centerswill offer the
TOEFLiBT thirty to forty times a year,depending on the sizeof the center.
On a given day, ETSwill give a different version of eachTOEFLtest in each
of the twenty-four time zonesof the world. This preventsa person who takesthe
test in one time zone from givinginformation about the test to peoplein other
time zones.
Q: Can I choosewhether to take the TOEFLiBT or earlier versions of the test?

A: No. Oncethe Internet-basedtest has been phasedin, you will no longerhave
the option of taking the computer-basedor the paper-basedtest.
Q: How much will the Internet-based test cost?

A: The TOEFLiBT will initially cost US$140.00.
Q:What should I bringwith me to the exam site?

A: You shouldbring your passportor other ID with you. Youwill have to checkall
other personalmaterialsbefbreyou enter the testingroom.
Don't bring any referencebooks,such as dictionariesor textbooks,or any
electronicdevices,such as translators,cellularphones,or calculators. You are not
permitted to smoke,eat,or drink in the test center.You do not haveto bring pen-
cils or paper.(Youwill get a pen and a bookletof blank paper for note taking.)
Q: How can I get more information about the TOEFLtest?

A: You can contactETSvia e-mail or get updatedinformation about the test from
the ETSTOEFLiBT home page:http://wr,'"r,v.toefl.org.

TnruKEvsro BnrrERSconnsoNrHETOEFL@int
#r: INcnEASEyouR GENERAL

KNowLEDGEoF ENcrrsH.
Thereare two typesof knowledgethat will lead to better scoreson the TOEFLiBT:
Followinga step-by-steppreparationprogramfor the TOEFLiBT such as the one in

The Guidewill familiarize you with the test itself and with the tactics you need to
raiseyour scores.The practiceteststhat are part of this programwill help yo11
polish your test-takingtechniques.
But no matter how many test-takingtips you learn,you won't do well without a
solid foundationof English-language study.The bestway to increaseyour general
knowledgeof Englishis to use Englishas much as possible.
If you have the opportunity, taking English-languageclassesis an invaluable
way to preparefor the test.In the past,studentswould sometimessay,"l can'tgo to
Englishclasstoday;I haveto preparefor the TOEFLtest!" This is no longera good
excuse.The IOEFL iBT testsa greaterrangeof English-language skills,and anv
Englishclass you take will help you prepare for the test.General English classesare
now a form of TOEFLtest preparation,and TOEFLtest preparationclasseswill now
teachmore generalEnglish.
Conversationclassesand presentation-skills classeswill help you preparefor
the SpeakingSectionof the test.Of course,readingclassescan help you preparefor
the ReadingSection,listeningclassesfor the ListeningSection,and writing (com-
position)classesfor the Writing Section.Although thereis no specialgrammar
sectionon the TOEFLiBT,structure(grammar)classeswill be usefulfor both
Writing and Speaking.Academicskillsclassescan help you with note taking,
readingand writing tips, and test-takingskills.
Non-languageclassestaught in English(businessor biology,for example)are
alsoa usefulway to improveall of your skills.The TOEFLiBT was designed,after
all, to measureyour ability to do well in this type of class.
Youcan alsoimproveyour Englishoutsideof the classroom.ReadingEnglish-
Ianguagebooks,magazines,and newspaperscan improve your readingskillsand
build your vocabulary.So can visitsto English-language Web sites.Goingto
lecturesand movies,watching TV and listening to news on the radio are ways to
improveyour listeningskills. If you areliving in an English-speaking country,take
advantageof this fact and talk to the people around you as much and as often as
you can. If possible,join a "conversationpartners"program.If you are living in a
non-English-speaking country,try to find people-native or non-nativespeakers-
that you can have conversations with.
One important job is to systematicallybuild your vocabulary.An improved
vocabularywill help vou on everysectionof the test.You shouldkeep a personal
vocabularylist in a notebook,on index cards,or on a computer.\Vhenyou come
acrossan unfamiliarword. look it uo and recordthe word and its definition.
For more detail and Audio MP3 contact at mengkaizh@yahoo.com xvtl

xviii Preface
#Z: LBENN AS MUCH ABOUT THE TEST AS POSSIBLE.
It'simportant to haveup-to-dateinformation about the test.ETShas said there

may be minor changesin the format of the Internet-basedtest in the future.
you can get a loi of information about the test frorn the TOEFL@Information
Bulletinfor the current testingyear.You can downloadit from the TOEFLWebsite
Paperversionsof the bulletin are availableat many language
(wr,r"w.ets.org/toefl).
schoolsor internationalstudentoffices'
Thereis a lot of other information and practiceavailableon the TOEFL@ Web
site.you can ioin the "TOEFL@ PracticeOnline CommunitY"(for free)to get the
latest information about the test and to take an official practice test and get daily
study tips.Thereis alsoa discussionboard on which you can read messages from
other peoplewho are preparingfor the test and Vou can post your own questions
and tins.
;i #3: MerE THE Mosr oF YouR PREPARATIoNTIME'
you need to train for the TOEFLtestjust asVourvouldtrain for any important
competitiveevent.Naturally,the sooneryou begin training,the better'but no mat-
ter when you begin,you need to get the most out of your preparationtime'
One goodway to organizeyour preparationtime is to make a time manage-
ment chart.Draw up an hour-by-hourscheduleof your activities.Blockout those
times when you are busy with classes,work, or other responsibilities. Then pencil
in times for TOEFLtest preparation.You'll remember more if yott schedule a few
hours every day or severaltimes weekly than if you schedule all your study time for
Iong blockson weekends.
One good merhod of studyingfor the TOEFLtest (or almostan1'thing!)is the
"30-5-5"Method:
previewingwhat you will study next'
i, #+:Bn IN GOOD PHYSICAL CONDITION WI{EN YOU TAKE THE TEST.
Of course,you should eat healthfulfoods and get someexerciseduring the time

you are preparingfor the test.The most important concern,however,is that you
not becomeexhaustedduring your preparationtime. lf you aren'tgettingenough
sleep,you need to reduceyour study time or cut back on someother activity'This
is especiallyimportant during the last few daysbefore the exam'

Ten Keysto Better Scoreson the TOEFLiBT xix
#5: Gnr soME coMPUTER PRACTICE.
If possible,take at leastone of the practicetestson the enclosedCD-ROM.These

testscloselysimulate the actual test.Also, try to take the test that is availableon the
ETSWeb site.
The computer skills that you need for the Readingand the Listening Sections
arevery basic:scrolling,pointing, and clicking.
The most difficult skill is the ability to word-process(type)your two essaysfor
the Writing Section.If you are not accustomedto working on an English-language
keyboard,you should get as much typing practice as possibleto improve your
speedand accuracy.
You alsowill have to record your responsesfor the six SpeakingTasksby talking
into a microphone.Talkinginto a computermicrophonemay be a new experience
for you. Get as much practicedoing this as possible.(In the About Speakingsection
of this book, on pages401-402,thereis information about how you can use a
computerto recordyour voice and play it back if you havea microphone.)
#6: BBCOME FAMILIARWITH THE FORMATAND DIRECTIONS.
You should have a clear "map" of the TOEFLiBT in your mind and know what is
coming next.You can familiarize yourselfwith the basic design of the test by look-
ing over the chart in the Questionsand Answerssection (p. xiv) and by taking prac-
tice tests.
The directions for each part of the test will ah,tays be the same,and so will the
examples.If you are familiar with the directions from using this book, you can
immediatelyclick on the DismissDirectionsbutton and saveyourselfa little time
during the test.
)' #7: OnceNIZE THE LAST FEW DAys BEFoRE THE EXAM cAREFULLY.
Don't try to "cram" (study intensively)during the last few days beforeyou take the
test.Last-minutestudyingprobablywon't help your scoreand will leaveyou tired.
You need to be alert for the test.The night before the test, don't study at all. Find
your passportand other documentsyou will need.Then go to a movie,take a long
walk, or do somethingelseto takeyour mind off the test.Go to sleepwhen you
usually do.
On the day of the test, wear comfortable clothing becauseyou will be sitting in
the sameposition for a long time. If you are testing in the morning, have breakfast
beforethe test.If other peoplefrom your classor study group are taking the test on
the same day,you can have breakfasttogether and give one another some last-
minute encouragement. Give yourself plenty of time to get to the testing center.If
you have to rush, that will only add to your stress.

xx Preface
#B: USE TIME WISELY DURING THE TEST.
limit on individual items'

In the Readingand Listening Sections,there is no time
However,there are time limits for the sections
(60 to 100minutes for Readingand
are fairly generous,but you
about 50 to g0 minutes for Listening).Thesetime limits
all the questions'You
still need to be careful to give yourself a chanceto answer
steadily'Never let your-
need to tind a balancebetween speedand accuracy'Work
answer'guessand go
self get stuck on an item. If you aie unable to decide on an
on.
for each of the tasks'
In the Speakingand writing sections,there are time limits
your responsesin the
You need to practlce thesetasksso that you can complete
arnountof time Youaregiven'
Forallfourpartsofthetest,themostimportanttimingtoolsyouhavearethe
on.Screenclocks.Glanceatthesenowandthentoseehowmuchtimeyouhave
lelt.However,don'tbecomeobsessedwithcheckingtheclock'
OF
#g: Fon MULTIPLE-CHOTCE ITEMS, USE THE PROCESS
ELIMINATION TO MAKE YOUR BEST GUESS.
have a penalty for

Unlike some stand ardizedexams,the ToEFL iBT doesn't
(Reading and Listening). In other words,
guessingon the multiple-choicesections
if you have no idea
incorrect answersaren'tsubtractedfrom your scores.Even
one-in-four chance
which answeris correct,you should guessbecauseyou have a
guessingblindly' It's
of guessingcorrectly.However,whenever possible,try to avoid
use the process of elimination'
beiter to make an educatedguess.To do this,
TheprocessofeliminationisasimpleConcept.Foreachmultiple-choice
items)'Thereare
question,thereis one correctanswer(or two on someListening
are called distracters
also a number of incorrect answers,called distracters.They
the correct answer'You
becausetheir purpose is to distract your attention from
your chancesof
need to try to eliminate distracters. If you can eliminate one,
guessingcorrectlyareoneinthree,andifyoucaneliminatetwo'yourchances
you've got the correct
i-pro,r" to one in two. (And if you can eliminate three,
answer!)Often, one or even two distractersare fairly easy to eliminate'
which of the remain-
\Artratif you eliminate one or two choicesbut can't decide
choiceis betterthan
ing choicesis correct?If you have a hunch (a feeling)that one
choice and go on'
the others,chooseit. If not, pick any remaining
you should neuerleaveany
Remember,in the Readingand Listening sections,
ReviewFeaturethat
items unanswered.Alwaysg,,",,. (The ReadingSectionhas a
You should use this
lets you checkvery quickly what items you left unanswered.
featurejust before the end of the ReadingSection'

Ten Keysto BetterScoreson the TOEFLiBT xxi
jr
#ro: LEnRN To FrcHT TESTANXTETY.
The TOEFLiBT and similar tests (such as SAT,ACT,GRE,and GMAT) are often
called"high-stakestests."This meansthat a lot dependson thesetests.They
can have a major influence on your plans for your education and career.A little
nervousnessis normal. If you were goingto participatein a big athleticcontestor
give an important businesspresentation,you would feel the sameway.
There is an idiom in English that describesthis nervous feeling quite well:
"butterflies in the stomach." These"butterflies" will mostly fly away once the test
starts.And a little nervousnesscan actually help by making you more alert and
focused.However,too much nervousnesscan slow you down and causeyou to
make mistakes.
If you begin to feel extremelyanxious during the test, try taking a very short
break-a "ten-secondvacation."Closeyour eyesor look awayfrom the monitor,
take your hand off the mouse, and lean back in your chair.Takea few deep breaths,
shakeout your hands, roll your head on your neck, and relax.Then get right back
to work. (Don't use this technique while you are listening to a lecture or giving a
speakingresponse.)
A positive,confident attitude toward the exam can help you overcomeanxiety.
Think of the TOEFLtest not as a test of your knowledgeor of you as a personbut as
an intellectualchallenge,apuzzle to be solved.

Sncrrox
GumETo Rneolr{c

Anour Rnenruc
The first sectionof the TOEFL@ igt testsyour ability to read and answerquestions
about passages(readings).It containsthree passages, and eachpassageis followed
by twelveto fourteen questions for a total of thirty-nine questions.The passages
are generallvfrom 600 to 700 words long. You have sixtv minutes in which to finish
t h i ss e c t i o n .
Skillsthat are testedin this sectioninclude the abilitiesto
You can skip answersand come back to them later.Youcan come back and change
your answersat any time during the Readingtestingperiod. If you want, Vou can
take notesabout the passageswhile you are reading.
TsE Pessecss
The passagesare very similar to the type of material that Vou would find in an
introductory undergraduateuniversity textbook.
covera wide rangeof topics,but in generalcan be classifiedas
The passages
follows:
l. Scienceand technology,including astrononly,geology,chemistry,mathematics,

physics,biology,medicine,and engineering
2. History, government,geography,and culture
3. Art, includingliterature,painting,sculpture,dance,drama,and architecture
4. Socialscience,including anthropology,economics,psychology,urban studies,
and sociology
5. Biographyand autobiography
Somepassages might be classifiedin more than one way.For example,a biography

might be about the life of a historicalfigure,an artist,or a scientist.
Most of the contextfor the readingsis North American(U.S.or sometimes
Canadian).However,you may alsoseesomeinternationalcontexts,especiallyfrom
English-speaking countriessuch as the United Kingdom,Australia,and New
Zealand.
For
2 more detail and Audio MP3 contact at mengkaizh@yahoo.com
About Readins 3
The passagesare mainly expository.lnother words, they explain something.

However,some passagesmay be narratiue (telling the story of an event or a person)
or persuasiue (arguingin favor of or againstsomepoint or issue).Passages may
employvariouspatternsof organizationand development:causeand effect,com-
parisonand contrast,definition,classification, and analysis.
The vocabularyusedin the ReadingSectionis sophisticatedbut not unrealisti-
cally difficult. Somespecializedvocabulary is "glossed"-in other words, it is
marked with a blue underline, and you can get a definition by clicking on the word
or phrase.If there are words that you don't know that are not glossed,sometimes
you can guessthe meaning from the context of the sentence.And remember that it
is not necessaryto understandeveryr,r,ord in the passagein order to answerthe
questionscorrectly.
TrrnQuusrroNs
Multiple-Choice Questions
Most of the questionsin the ReadingSectionare multiple-choicequestions.There
are eight main types as shown in the following chart. The chart also showsyou in
which lessonin The Guidevou will find more information and Dracticefor this
question type.
Standard Multlple-CholceReadlng Questionr

Probable
numDer
Typeof question Explanation Example per test Lesson
Factualquestions Theseaskyou to locate Accordingto the Z to 10 1

(detailquestions) and identifyspecific informationin paragraph
informationin the wheredid...
passage.
Accordingto the passage,
whydid...
Whichof the followingis
true,accordingto the
author?
Negativefactual Theseaskwhich of the Accordingto the 1to4

questions answerchoicesis not informationin paragraph
true,accordingto which of the
informationin the f o l l o w i n gi s N O T . . .
passage,or is nof
T h ea u t h o rm e n t i o n a
s ll
mentionedin the
of the followingin the
passage.
p a s s a gE
e X C E P T. ..
continued

4 Section I Guide to Reading
Probable
number
Typeof question Explanation Example per test Lesson
Vocabulary Theseaskyou to identify The word - in the 6to10

questions the meaningof a word or passageis in
closest
phraseusedin the meaningto....
passage.
ouestions Theseaskyou to draw

lnference Fromthe informationin 3to6
basedon
conclusions paragraph-, it
informationin the can be inferredthat . . .
passage.
In paragraph
the authorsuggests
that...
Questionsabout Theseaskyou why the Why doesthe author 2to3

the author's authorusesa certain mention- in
')
purpose word, detail,or example paragrapn
in a passage.
Why doesthe a u t h o rg r v e
detailsabout )
Questionsabout Theseaskyou to describe How doesthe author 2to3

the author's how the authorexplains explainthe conceptof
methods or accomplishes in paragraph
somethingin the passage. ,
Questionsabout Theseaskyou how the What is the author's 1to2

1
the author's authorfeelsabouta opinionof
attitude certainissue,idea,or
Whichof the following
personthat is mentioned
most accuratelyreflects
in the passage.
the author'sopinionof
1
Sentence Theseaskwhich choice Whichof the following 2to3

restatement/ best restatesand sentencesbestexpresses
simplification summarizes the information
the essential
questions informationin a sentence in the sentencebelow?
from the passage. (lncorrectanswerchoices
omit important
informationor change
the meaningof the
originalsentencein an
importantway.)
Reference Theseaskwhat word a The word - in the 3 to 4

questions pronounor other passagerefersto . . .
referenceword refersto
t-
About Reading 5
Other Reading Questions

in eachsetof questions
Thelasttwo questions havespecialdirections.
Sente nceAdditio n Questio ns

The second-to-lastquestionin eachset of questionswill generallybe a sentence
addition question.This type of questiongivesyou a sentencethat is nor in the pas-
sageand asksyou to put it into the passage.
Four black squaresappearbetween
sentencesof the paragraph.You must click on one of thesesquaresto put the new
sentenceinto the correctplacein the paragraph.
Thereis more information and oracticeabout sentenceaddition questionsin
Lesson7.
Complete-the-Summary and Complete-the-Chart Questions
The last questionin eachset of readingswill be either a complete-the-summary or

a complete-the-chartquestion.Complete-the-summary questionsareworth two
points and complete-the-chartquestionsareworth three or four points. (All the
other questionsin the ReadingSectionareworth only one point.)You can get par-
tial credit if you answersomeparts of thesequestionscorrectly.
For complete-the-summary questionsyou are given six answerchoicesand
you must choosethreeof theseto createa summary of the passage. Incorrect
choicesare only minor ideasor they are not mentionedin the passage.
For complete-the-chartquestions,you are givena number of answerchoices
and you must put them in the proper categoryin a chart.The answerchoiceswill
be some important characteristicor example,and the categorieswill be major con-
ceptsdescribedin the passage. You haveto decidewhich of the answerchoicesis
relatedto which categoryand placeit in the correctplacein the chart. Someof
thesequestionshavesix possibleanswersand five blanksin the chart.Theseare
worth threepoints.Somequestionshavenine possibleanswersand sevenblanks
in the chart,and theseareworth four points.
Thereis more information and practiceabout complete-the-summary and
complete-the-chartquestionsin Lesson8.

6 SectionI Guideto Reading
SpncrerFnerunns
The ReadingSectionof the TOEFLiBT includes the following helpful features.
Titles
Passages in the ReadingSectionof the TOEFLiBT have titles.The titles help you get
a quick, overall idea of what the passageis about.
Illustrations, Maps, Charts, Drawings, and Pictures
On the TOEFLiBT,maps, charts,drawings,and photographsmay be used to clarify

points made in the passageand to make the passages
seemmore like authentic
textbookmaterial.
2otl oo.oo.ooG;I
It'
Beginnlng
Totem Poles
TheNativeAmericans
of Washinqton
and
Oregonwere not
totem pole makers,
but practically all the
tribesfrom Vancouver
lslandnorthward
practicetheir use.The
totem polesmadeby
the Tlinglittribe of
southernAlaskaare
particularly largeand
expressive. Hugeand
intriguing,thesecarv-
ingsof animaland humanfigureshave
becomethe symbolof all NativeAmerican
peoplesof the north Pacificcoast.They serve
asfamilycoatsof armsdepictingthe history
and legendsof the household. Thesecarvings
werefound in front of almosteveryhousein a
Tlinglitvillage.Undeniably the worksof great
artisans,totem poles-made with only the sim-
plesttoolsof stone,horn,and bone-were
only the more noticeable evidenceof the
woodcarvers' all possessions-
skills.Practically
canoes,cookingboxes,houseposts,masks,
and figures-couldbe considered a fine piece
of wood sculoture.

About Reading 7
GlossedVocabulary
If the passagecontainsdifficult idioms, topic-specificvocabulary(wordsthat are

usuallyused only to talk about the topic), or vocabularythat might be unfamiliar to a
test-taker,this vocabularywill be glossed. Thesewords or phrasewill be underlined
in blue. If you click on the underlined vocabulary you will get a short definition.
Therewill probably not be more than tlvo or three glossedexpressionsper passage.
Beginnlng
Totem Poles
The NativeAmericansoI Washington and
Oregonwere not
totem pole makers,
lslandnorthward
practicetheir use.The
totem polesmade by
the Tlinglittribeof
southernAlaskaare
particularly largeand
expressive. Hugeand
intriguing, thesecarv-
ingsof animaland humanfigureshave
becomethe symbolof all NativeAmerican
peoplesof the north Pacificcoast.Theyserve
asfamilycoatsof arms_depicting the history
and legendsof the hotilehold.ihese caruings
werefound in front of almosteveryhousein a
Tlinglitvillage.Undeniably the worksof great
artisans,totem poles-made with only the
simplesttoolsof stone,horn,and bone-were
only the more noticeableevidenceof the
woodcarvers' all possessions-
skills.Practically
canoes,cookingboxes,houseposts,masks,
and figures-could be considered fine pieces
of wood sculoture.

Highlights and Paragraph Markers
Arrows and highlighted text will help you find parts of the passageand specific
words or sentencesthat are askedabout.Most questionstell you the number of the
paragraphwhere the information to answera question comes from. Thesepara-
graphsare not numbered in the TOEFLiBT (although they aiz numbered in this
book).Instead,they are markedwith an arrow (+) that appearsat the beginningof
the paragraphwhen you are working on that question.
Readlng il 1 oft9 O O :O O :O O I e l
-
Beginning
Accordingto the informationin paragraph1, Totem Poles

which of the followingstatementsabout
+ TheNativeAmericans
of Washinqton
and
totem polesis NOT true?
Oregonwere not
O They were carved more carefullythan totem pole makers,
o t h e rN a t i v eA m e r i c a np o s s e s s i o n s . but practicallyall the n
O They were found in front of almost every tribesfrom Vancouver
house in a Tlinglit village. lslandnorthward
C They were used by more than one tribe. practicetheir use.
C They consistedofcarvingsofboth people The totem poles
and animals. madeby the Tlinglit
ParagraphI is marked with an tribe of southern
arrow -) Alaskaare particularly
largeand expressive.
Hugeand intriguing,
thesecarvings of animaland humanfigures
havebecomethe symbolof all Native
Americanpeoplesof the north Pacificcoast.
Theyserveasfamilycoatsof armsdepicting
the historyand legendsof the household.
Thesecarvingswerefound in front of almost
everyhousein a Tlinglitvillage.Undeniably
the worksof greatartisans, totem poles-
madewith only the simplesttoolsof stone,
horn,and bone-were only the more notice-
ableevidenceof the woodcarvers' skills.
all possessions-canoes,
Practically cooking
boxes,houseposts,masks,and figures-could
be considered fine piecesof wood sculpture.

About Reading 9
Words that you are askedabout (especiallyin vocabulary and referenceques-

tions) are marked with a highlight.
neadlEg I 2oflg
t e;-ltT";-lEE Beginning
The word intriguing in the passageis closest Totem Poles

in meaningto
TheNativeAmericans
of Washinqton
and
O shocking Oregonwere not
C pleasing totem pole makers,
O fascinating but practicallyall the
O puzzling
lslandnorthward
practicetheir use.
The totem poles
madeby the Tlinglit
tribe of southern
Alaskaare particularly
Hugeand intriguing,
thesecarvings of animaland humanfigures
Americanpeoplesof the north Pacificcoast.
Theyserveasfamilycoatsof armsdepicting
Thesecarvingswerefound in front of almost
horn, and bone-were only the more notice-
Practically cooking
boxes,houseposts,masks,and figures-could

1O Section I Guide to Reading
Reuiew Feature
Test'You operatethe
This is one of the most usefulfeaturesof the Internet-Based
on the toolbar' This allows
review featureby clicking on the button marked Review
of each of the questions)
you to seea list of all theluestions (actually,the first line
can use this feature at any
to seeif you answeredthaquestion or skipped it. You
important to use this when you
time duiing the ReadingSection.It is especially
question. You can then use the
have gone t"frroughthe lest and reachedthe final
not answer'
review feature to quickly locate the questionsthat yott did
--
GN I netum to $[ Go to g
leadlng 2ot3 L,ry.i|.s:gLg
been
Belowis the listof questions in thissection'The statuscolumnshowsif a questionhas
you were looking at lastis highlighted
answered, not answered, or not yet seen.The question
firstwhen You enter Review.
questionto highlightit' then clickon Go
To reviewa specificquestionfrom the list,clickon the
numberor status'clickon the column
to Question at the top of the screen.To sortthe listby
heading.when thereare morequestions than will fit on the screen,you can usethe scrollbar to
view the others.
on Return to where I was'
To leavereviewand returnto wnereyou were in the test, click
Status
Number DescriPtion Not answered
Accordingto the informationin paragraph 1' which of the
1
in meaning to Answered
2 The word intriguingin the passageis closest
Answered
3 lt can be inferiedfrom the informationin paragraph2 that
in Not answered
4 Why doesthe author mentionTlinglitceremonies .
characteristic Answered
5 Whichof the followingis mentionedas a
Answered
6 How doesthe author explainthe conceptof a potlotch.in
the totem poles made by the Haida Answered
7 Accordingto the passage,
people Answered
B Accordingto paragraph5, contactwith European
that totem poles that are Not answered
9 ln paragraph6, the authorsuggests
Answered
l0Whichottl.'ufo||owingsentencesbestexpressesthe Answered
11 The word perplexing in paragraph6 is closestin meaningto
following Not answered
12 Lookat the four sqtur"r that indicatewhere the
'l from the answerchoices.a.nd Answered
3 Directions:Selectphrases
phrase thlsproblernrefersto which of Answered
14 ln paragraph 1, the
question to highlight
If you rvant to review a question from the test, click on the
it,andthenclickonthephraseGotoQuestion.Youmayscrolldowntoseeother
questions.
you were working
lf you want to leavethe review and return to the place where
in the test, click on Return to Where I Was'
l-
About Reading 11
How ro AppRoACHTHE PASSAGES

AND Qunsrrorus
You do not read a newspaperand a textbook in the sameway.How you read depends
on what you are readingand why you are readingit. \.Vhentaking the Reading
Sectionof the test,your purposeis simple.It is not to enjoy or evenunderstandthe
readingperfectly.You don't need to comprehendeveryword or everydetail.Yourgoal
is simply to correctlyansweras many questionsasyou possiblycan.
Here are the stepsyou should follow to get as many correct answersas possible:
l First,look at the title and quickly scrollthrough the passageto get an idea of
what the passageis generallyabout.Then quickly click through the questions.
You don't haveto readthe answerchoicesat this time; iust look at the questions
and try to fix them in you mind.
2. Now read the passageat a comfortable speed.After you have read the first
screen,scrollthrough the passageat a steadypace.Word-by-wordreadingslows
you down and interfereswith your comprehension.Try to read in units of
thought,phraseby phraseratherthan word by word.
3. During your first reading,don't worry about understandingor remembering
details.You can come back and look for that kind of information later if needed.
4. Next,answereachquestionone by one. If you believeyou know the answer,
answerthat question right away.If you find the question difficult, skip the ques-
tion for now.You can later use the reviewfeatureto easilvlocatethe questions
that you skipped.
Important: It'sbetter to ieavedifficult questionsblank than to answerthem imme-

diately becausethe review feature only tells you if you answeredthe question or
not. It doesn'ttell you that you had trouble with a question.
\.A/henansrveringany multiple-choicequestionon the test (in the Readingand
Listeningsections),you should use the processof eliminationto ensurethat you
make the best guess.(Seepagexx for more information about using the processof
elimination.t
FrruuNc INponN,rATroNrN THE PASSAGES
The highlighted words and paragraphmarkers make it easierfor you to find the
information you need for many questions.
It will alsohelp if you rememberthat most of the questionsin eachset fbllow
the order of the passage. The information neededto answerthe first questionwill
come somewherenear the beginningof the passage. The answerfor the next ques-
tion will be found belowthat point in the passage. For example,if questionI is a
vocabularyquestionabout a word in paragraphl, the answerfor question2 will be
found lower down in paragraph I or in the next paragraphor two. In general,you
will be scrollingdownttard as you look for information to answerquestions.
Vocabularyand referencequestions,especially, can help you pinpoint informa-
tion for other typesof questions.Let'ssaythat question2 is a vocabularyquestion.

'l2
SectionI Guideto Reading
The computer will highlight the word that is askedabout. Then let's say that
question 5 is a referencequestion.Again the computer will highlight a word' This
tells us that the information you need to answerquestions3 and 4 will be found
somewherebetween the two words that are highlighted'
Question 2 is about this highlighted

word.
l
Answersfor Questions3 and 4 are

somewherebetween the highlighted
Il words.
Question5 is about this highlighted

word.
To answersomequestions-especiallycomplete-the-summary and complete-the-

chart questions-you will have to searchthrough the entire passageto find the
information that vou need.
TrwtINc
There are usually only three passageson the TOEFLiBT.Each passageis from 600
to 700 words long. If you read and work at an averagespeed,you should have no
trouble finishing within the sixty-minute time limit. (If there are more than three
passages, you will havemore time to work on them.)
There is a countdown clock on the screenthat tells you how much time
remains in which to finish this section.There is also an indicator that tells you
which questionyou areworking on (17of 39, for example).You can use these
featuresto seeif your timing is on target.
Note: Thereis alsoan indicatorat the top of the screenthat tellsyou that you ore working
on the ReadingSection-but you shouldalreodyknow that!
The last questionsin eachset of questions-complete-the-summaryand

complete-the-chartquestions-will take an extra amount of time. You need to
budgetmore time for thesequestions.

About Reading 13
Sincethere are three passages,you need to read each passageand answerthe

questionsabout them in a little lessthan twenty minutes. (Youneed to leaveyour-
self a little time at the end of this section to use the review featureto go back and
answer questionsthat you skipped). \A4renyou take the PreviewTest,seeif you can
comfortably finish the two passagesin forty minutes. If not, you need to work on
increasingyour speed.
Thereis no penaltyfor incorrectguesses. If you are takingthe actualtest and
find that you are not able to complete this section in time, you need to make sure
that you have answeredevery question even if you have to guess.However,when
possible,you should not guessblindly.If you haveonly a short time remaining(less
than five minutes), 1'oushould first answerany remaining vocabularyor reference
questionsbecausethose go quickly.Then you should quickly skim any part of the
passagesthat you have not read and answerany other questions.If you can't find
the informationthat you need to answerthe questions,choosethe answerchoice
that seemsmost reasonableto you. Only in the last minute or so shouldyou guess
blindlv.
T TINC THE TEST oN THE CoMPUTER
Only the simplestcomputer skillsare neededfor this part of the test:clickingand

scrolling.
MarkingAnswers
\.\4renyou first begin the ReadingSection,you will seedirections.Sinceyou will
alreadybe familiar with the directions,you should immediately click on the
DismissDirectionsbutton and begin the test.
fmportant Note: Youmust scrollthroughthe entirepassageand then click Nextbeforeyou seethe

questionsand can beginansweringthem.

14 Sectioni Guideto Reading
This sectiontestsyour ability to comprehend

academicreadingpassages. It consistsof
three reading passagesand a set of questions
about eachof them. All of the questionsare
lVhen you have finished reading the worth one point exceptfor the last questionin
directions, click on the button below eachset.Specialdirectionsfor the last ques-
tion will tell you how many points it is rvorth.
You have60 minutesto completethis section
of the test.
In the passages,somewords or phrasesare
underlined.Definitionsor explanationsfor
thesewords are providedat the end of the
passage.On the actualtest,thesewords will
be underlinedin blue and you can click on
them to get the definition or explanation.
As soon asyou havefinishedone question,
you may move on to the next one. (On the
actual test,you click on Next to move to the
next question.)You may skip questionsand
Dismiss Directions.
come back to them later,and you can change
your answersif you wish. (On the actualtest,
y o u c l i c ko n B a c kt o r e t u r nt o a p r e v i o u s
question.)
To answera multiple-choicequestion,simplv click on the oval of the choice

that you want and the oval will turn black. If you want to changeyour answer,click
on the oval of another choice.Or, if you want to leavethat question blank for now
click on that question again and the oval will appear unmarked.
Helpful tip:You don't even need to click on an oval-vou can click anyrvhereon
the answerchoice.This is fasterbecausethe answerchoice is a bigger target.
To answera sentenceaddition question,simply click on the black squarewhere
you think the sentenceshouldbe placed.Clickingon the squareagainmakesthe
sentencedisappear;clickinganothersquaremovesit to that position.
To answera complete-the-summary or a complete-the-chartquestion,you
click on the answerchoiceand then on the blank in the summaryor chart where
you want to put it. Clickinga secondtime makesthe choicedisappearfrom the
blank, and clicking another blank moves it there.
Navigating through the Passage

The passagesare too long to fit on the screenat one time. To move up and down
through the passage, use the standardscrollbar that separatesthe passageon the
left from the current question on the right.
L
About Readins 15
rflrrl@F-J1?'!|I
Beadins o orc ,09t ooi go.E$l I..l€--r-
ItE-;lffiE
Totem Poles
TheNativeAmericans
of Washinqton
and
Oregonwere not
totem pole makers,
lslandnorthward
practicetheiruse.
The totem poles
madeby the Tlinglit
tribe of southern
Alaskaare particularly
H u g ea n d i n t r i g u i n g ,
thesecarvingsof animaland humanfigures
Americanpeoplesof the north Paclfic coast.
Theyserveasfamilycoatsof arnl! depicting
Thesecarvings werefound in front of almost
horn,and bone-were only the more notice-
Practically cooking
boxes,house posts, masks,and figures-could
Thereare a number of waysto move through the passage.

First,look at the
scrollbar. It is labeledA.
If you click once on the up or down arrows (labeledB and C), the text will move
up or down one line on the screen.This may be the most convenientway to
scroll when you are looking for specificinformation in a paragraph.
You can also click on an up or down arrow and hold it down. As long as you
hold down the arrow the text will move quickly up or down.
Usingyour mouse,you can positionyour cursor (G) on the slider (D) and move
through the passageas quickly or as slowlv as you like by "pushing" the slider
up or down with the cursor.
You can also click on the empty space(E) below the slider to move to a lower
part of the passage,or on the spaceabovethe slider (F) to move upward
through the passage.

of the passage,you will seethe word

the scroll bar. when you are at the bottom
Finished.Ifyouu,"u'1*t,"reelseinthepassage,tlrephraseMoreAuailablew|||
appear.
Navigating through the Section

onthetoolbar,therearetwoarrowsmarkedBackandNext.Whenyoufinish
answeringaquestion,simplyclickNexttomovetothefollowingquestion.Ifyou
wanttoreturntothequestionyoujustfinished,clickBack.Youcanusethesebut-
tonstomoveaSfaruactaSyouwant'fromquestiontoquestionandfrompassage
to passage.
ofcourse,youCanalsousethereviewfeaturetolocateandgotoaspecific
question.
Tactlcs for Reading
Aswithallsectionsofthetest,befamiliarwiththedirections'Whenthe
appear,clickon the DismissDirections button right away'
directions
quickly,then look overthe questions aboutthe
Firstlookoverthe passage
(notthe ,nr*u'1hoices,iustthe questions)' Tryto hold theseques-
passage
asyou lookthem over'
tionsin your mind or takesomequicknotes
at a comfortablerate'lookingespecially for information
Readthe passage
as you reao'
that the questions askabout' lf it is helpful'takenotes
a Answerthe questions, referringbackto the passageas necessary'
meansof the
a Skipquestions that you find difficult'Co backto theseby
on the test'
r..ui.* featureafteransweringthe lastquestion
that you thinkyou can answer.correctly, but you
lf therearesomequestions
of the numbersof these
stillhavesomedoubtsaboutthem, keeptrack
go backto these
questions on your notepaper'lf you haveenoughtime'
you skipped'
questionsafteryou've answeredthe questionsthat
r Don't spendtoo much time on any one questionor passage'
.Leaveyourse|ftimetousethereviewfeatureattheendofthissection.
quickly
o lf you haven'tfinishedwhen only a few minutesremain'skim
that you haven'tread'Thenanswerany
though any part of the passages
vocabularyorreferencequestionsthatyouhaven'tcompletedyet'After
that,readtheremainingqUestionS.|fyoucan,tfindtheanswerinthepas-
most logicalto you'
sagequickly,pickthe unt*"t choicethat seems
.Whenthereison|yaboutaminuteleft,makesurethatyouhaveanswered
evenif you haveto guess'
all the questions
oEvenifyoufinishaIlthequestionsandcheckedtheonesyoufounddifficu|t,
time runsout. Keepchecking
don,t stopworkingon this sectionbeforethe
your work until the sixtyminutesare up'

ReadingPreviewTest 17
REeumcPnEvtEw
TEsr
This sectiontestsyour abilitl'to comprehendacademicreadingpassages. It con-

sistsof two readingpassages and a set of questionsabout both of them. (On the
actualtest,therewill be threepassages.) All of the questionsareworth one point
exceptfor the last questionin both sets.Specialdirectionsfor the last questionwill
tell you how many points it is worth.
You haveforty minutesto completethis sectionof the test. (On the actualtest
you will havesixtyminutes.)
In the passages, somewords or phrasesare underlined.Definitionsor explana-
tions for thesewords are providedat the end of the passage. On the actualtest,
thesewords will be underlinedin blue and you can click on them to get the defini-
tion or explanation.
As soon asyou havefinishedone question,you may move on to the next one.
(On the actual test, you will click on Next to move to the next question.)You may
skip questionsand come back to them later,and you can changevour answersif
you wish. (On the actual test, you will click on Back to return to a previous
question.)
As soon asyou haveread thesedirections,go on to the first passage.

'18
SectionI Guideto Reading
Biological Barriers and Pathways
Virtuallyall livingthingshavesomeway of gettingfrom hereto there.Animals

may walk,swim,or fly. Plantsand theirseedsdrift on wind or wateror are
carriedby animals. Therefore, it is reasonable to expectthat, in time, all species
might spreadto everyplaceon Earthwherefavorableconditionsoccur.Indeed,
there oresomecosmopolitanspecies.A good exampleis the housefly,found
almosteverywhereon Earth.However,such broad distributionis the rare
exception.Justas barbedwire fencespreventcattlefrom leavingtheir pasture,
biologicalbarrierspreventthe dispersal of manyspecies.
What constitutes barriersdependson the species and its methodof disper-
sal.Someare physicalbarriers. For landanimals,bodiesof water,chainsof
mountains,or desertsareeffective. Forexample,the Americanbisonspread
throughoutthe open grasslands of North America,but in the southernpart of
the continentthereare deserts, so the bisoncould not spreadthere. Foraquatic
creatures, strongcurrents,differences in salinity,or land areasmay serveas
barriers.
Somebarriersinvolvecompetitionwith otherspecies. A dandelionseedmay
be carriedby the wind to bareground, and, if environmentalfactorsare right, it
may germinate. Thereis not much chance,however,that any individual
seedlingwill survive.Most placesthat are suitablefor the growth of dandelions
are alreadyoccupiedby other typesof plantsthat are well adaptedto the area.
The dandelionseedlingmustcompetewith theseplantsfor space,water,light,
and nutrients.Facingsuchstiffcompetition,the chancesof survivalare slim.
Foranimals,somebarriersare behavioral. The blue spottedsalamander lives
only on mountainslopesin the southernAppalachian Highlands. Althoughthese
creatures couldsurvivein the rivervalleys, they neverventurethere.Birdsthat
fly long distances often remainin very limitedareas.Kirkland's warblersare
found only in a few placesin Michiganin the summerand fly to the Bahamas in
winter. No physicalbarriersrestrictthe warblersto thesetwo locations,yet they
neverspreadbeyondtheseboundaries. Brazil's
AmazonRiverservesas a north-
ern or southernboundaryfor manyspecies of birds.Theycouldfreelyfly over
the river,but they seldomdo.
Therearethreetypesof naturalpathwaysthroughwhich organisms can
overcomebarriers.One type is calleda corridor. A corridorconsistsof a single
type of habitatthat passesthrough variousother typesof habitat.North
America's RockyMountains, which stretchfrom Alaskato northernMexico,
is an example.Varioustypesof trees,suchas the Engelmann spruce,can be
found not only at the northernend of the corridorin Alaskabut alsoat higher
elevations alongthe entirelengthof thiscorridor.
A secondtype of naturalpathwayis known as a filterroute.A filter route
consists of a seriesof habitatsthat aredifferentfrom one anotherbut aresimilar
enoughto permitorganisms to graduallyadaptto new conditionsasthey
spreadfrom habitatto habitat.The greatestdifferencebetweena corridorand a
filterrouteis that a corridorconsists of one type of habitat,whilea filterconsists
of several similartypes.
The third type of naturalpathwayis calleda sweepstakes route.This is dis-
persalcausedby the chancecombinationof favorableconditions.Birdwatchers

arefamiliarwith "accidentals," which are birdsthat appearin placesfar from

their nativeareas. Sometimes they may find a habitatwith favorableconditions
and "colonize"it. Cardeners arefamiliarwith "volunteers," cultivatedplants
that grow in theirgardensalthoughthey neverplantedthe seedsfor these
plants.Besides birdsand plants,insects, fish,and mammalsalsocolonizenew
areas.Sweepstakes routesare unlikeeither corridorsor filterroutesin that
organisms that traveltheserouteswould not be ableto spendtheirentirelives
in the habitatsthat they passthrough.
Someorganisms crossbarrierswith the intentional or unintentional help of
humans,a process calledinvasion.An example is the New Zealand mud snail,
which was accidentally broughtto North Americawhen trout from New
Zealandwere importedto a fish hatcheryin the UnitedStates.lt hascaused
extensive environmental damagein streamsand rivers.In the invasive species'
nativeenvironments, predators,
thereare typically parasites,and competitors
that keeptheir numbersdown, but in their new habitat,naturalchecksare left
behind,givingthe invaders an advantageovernativespecies. Invasivespecies
may spreadso quicklythat they threatencommercial, agricultural,
or recre-
ationalactivities.
Glossary
safamander. a type of amphibiananimal resemblinga lizard
sweepstakes: o game of chance;a lottery
I of26 The word cosmopolitanin the passageis closestin meaningto

O worldwide
C useful
C well-known
C ancient
2 of26 How doesthe author explainthe conceptof biologicalbarriersin paragraph1 ?
C By providingseveralexamplesof biologicalbarriers
C By describingthe processby which barriersare formed
C By comparingbiologicalbarrierswith a familiar man-madebarrier
O By explaininghow houseflieshave been affectedby biological barriers
3 of26 \Mhatdoesthe author suggestabout Americanbison in paragraph2?
C They spreadto North America from SouthAmerica.
C A body of water stoppedthem from spreadingsouth.
C They require open grasslandsto survive.
C They originally lived in deserts.
4 of26 very few dandelionseedlingssurvivebecauseof
O the danger of strong rn'inds
O competitionfrom other dandelions
C the lack of a suitable habitat
C competitionfrom other species

5 of 26 In this passage,the author doesNoT providea specificexampleof

O a bird that is affectedby behavioralbarriers
O an aquatic animal that is blocked by physical barriers
O a land animal that is affectedby behavioralbarriers
C a tree that has spreadby means of a corridor
6 of 26 The word slim in this passageis closestin meaningto
C unknown
O impossible
O remarkable
C unlikelY
7 of 26 The phrasethesetwo locations in paragraph4 refersto
O Michigan and the Appalachian Highlands
C Brazil and the Bahamas
C the Appalachian Highlands and Brazil
O the Bahamasand a few placesin Michigan
B of 26 \A4rydoes the author mention the Amazon River in paragraph4?
O To give an exampleof an important physicalbarrier
O To point out that many migrating birds fly acrossit
O To provide an example of a behavioralbarrier
O To describea barrier that affectsaquatic animals
9 of 26 According to paragraph6, how does the author distinguish a filter route from a
corridor?
C A corridor consistsof one habitat for its entire length,but a filter route con-
sistsof more than one.
C Organismscannot live all of their lives in some parts of a filter route, but
they can in a corridor.
C The distancefrom one end of a filter route to the other end is longer than
the distancefrom one end of a corridor to the other.
C Plantsspreadthrough a corridor, while animals spreadthrough a filter
route.
l0 of 26 In paragraph8, the author givesNew Zealandmud snailsas an example of
C an invasivespeciesthat was unintentionally transported to another habitat
O a nativespeciesthat has been damagedby an invasivespecies
C an invasivespeciesthat was intentionally brought to a new environment
O an animal that spreadby meansof a sweepstakes route
11 of 26 \&4iichof the followingsentencesbest expressesthe essentialinformation in

the sentencebelow?(Incorrectanswerchoicesomit important information or
changethe meaning of the original sentencein an important way.)
In the invasive species'native environments, there are tlpically predators,
parasites,and competitors that keep their numbers down, but in their new
habitat, natural checks are left behind, giving the invaders an advantage over
native species.

C Invasivespeciesare organismsthat leavetheir native environmentsbehind

and moveto a new environmenl-.
C Nativespeciesare at a disadvantagecomparedto invasivespeciesbecause
they face environmental dangersthat invasivespecieshave left behind.
O The greatestdangerfrom invasivespeciesis that they may spreadparasites
among nativespecies.
C In a new environment,predators,parasites,and competitorspreventinva-
sivespeciesfrom spreadingfasterthan nativespecies.
1 2o f 2 6 Look at the four squares[l] that indicate where the following sentencecould
be addedto the passage.
They may be blown otTcourseby storms or may be escapingpopulation
pressuresin their home areas.
The third type of natural pathway is called a sLueepstakes route.This is dispersal
causedby the chancecombinationof favorableconditions.I Bird watchersare
familiar with "accidentals,"which are birds that appear in placesfar from their
native areas.I Sometimesthey may find a habitat with favorableconditions
and "colonize" it.l Gardenersare familiar with "volunteers,"cultivated plants
that grow in their gardensalthough they never planted the seedsfor these
plants.I Besidesbirds and plants,insects,fish, and mammalsalsocolonize
new areas.Sweepstakes routes are unlike either corridors or filter routes in that
organismsthat traveltheserouteswould not be able to spendtheir entirelives
in the habitats that they passthrough.
Circle the squarelSl that indicatesthe bestplace to add the sentence.
1 3o f 2 6 DtnrcrtoNs:Belowis an introductorysentencefor a brief summaryof the pas-

sage.Complete the summary by writing the letters of three of the answer
choicesthat expressthe most important ideasof the passage.Someof the
answerchoicesare incorrectbecausethey expressideasthat are not givenin
the passageor becausethey expressonly detailsfrom the passage.
Biological barriers prevent organisms from spreading to all habitats where
conditions are suitable.
AnswerChoices
A. Organismsthat spreadby meansof D. Behavioralbarriersdo not
sweepstakes routesinclude speciesof preventthespreadof species
birds calledaccidentalsthat appearin from placeto placeas effectively
placesfar from their homes. as physicalbarriers.
B. Biologicalbarrierscan be the result E . Humans may accidentallyor
of physical features,climate, compe- bringsomespecies
intentionally
tition, and behavior. acrossnatural barriers,and
C. Organismscan crossbarriersby thesespeciesmay have certain
means of three types of natural advantages overnativespecies.
pathways:corridors,filter routes, Americanbison spread
and sweepstakes routes. throughout the grasslandsof
North America.
Mysteries of Easter lsland
ril'lrffiir
1 or 2 oo ' oo , oo lEil
€it+E
-
Readinq - Backl
-r
I N€xtF
Beginning
South
Pacific Ocean
a Easterlsland
Easterlslandis an isolatedislandin the PacificbetweenChileand Tahiti.The

islandis roughlytriangularand coversonly64 squaremiles(165 squarekilome-
ters).Because of its immensestatues,Easterlslandhaslong beenthe subjectof
curiosity.
Thereare 887 carvedstonestatues, calledMoai,on Easterlsland(not all
complete).lt is not knownexactlywhat significance the Moai had to the Easter
lslanders,but they were obsessedwith buildingthese statues.Somestatuesare
astall as 33 feet (11 meters)and weigh as much as 165 tons (.167metrictons).
All portraya humanheadand sometimes an upperbody.Theyareall carved
from stonetakenfrom a volcanoon the island.Somearetoppedwith a red
"hat" calleda pukao,madefrom a differenttype of stone,and a few havewhite
coraleyes.The statueswere moved on a networkof roadson rollersmade of
palm logsand werethen placedon stonebasescalledohu.Mostwere built
between800 and 1500 n.o.

By the eighteenthcenturythe populationhad grown too largefor the small

island.At its peak,it wasaround12,000.The only crop-sweet potatoes-could
no longerfeedthe population.The palmforestshad beencut down to provide
rollersfor the statuesand to makeway for roads.ln 1722,when the firstwest-
erner,AdmiralJacobRoggeveen, visitedthe island,he wrote that therewere
hundredsof statuesstanding.When CaptainCookvisitedin 1774,he reported
that only ninestatueswerestillstanding.Obviously, somethingdramatichad
occurredduringthoseyears.
Any commentaryabout Easterlslandwould be incompletewithout men-
tioningthe theoriesof the Norwegianexplorerand scientist Thor Heyerdahl,
who cameto the islandin the 1950's.Heyerdahl learnedthat therehad been
two groupsof islanders: the HanauMomokoand HanauEepe-namesonce
mistranslated as "ShortEars"and "Long Ears."The HanauMomokowere dark-
haired,the Hanau Eepemostlyred-haired. The HanauEepeusedheavyearrings
to extendthe lengthof theirears.Heyerdahl theorizedthat the HanauMomoko
were Polynesians from other Pacificislands,but that the HanauEepecamelater
in raftsfrom SouthAmerica.He believedthat the HanauMomokobecamethe
servants of the HanauEepe,who forcedthem to buildthe statues.Because the
HanauEepewerethe masters, the statuesresembled them. Heyerdahl saidthat
the red "hats"of the statuesactuallyrepresented the red hairof the Hanau
Eepe.He alsopointedout that the earsof the statuesresembled thoseof the
HanauEepe.Accordingto Heyerdahl's theory,the Hanau Momoko eventually
roseup in revolt,overturningmostof the statuesand killingoff all but a few
H a n a uE e o e .
Heyerdahl gaveotherevidencefor the SouthAmericanoriginof the Hanau
Eepe.The stoneworkof the stoneplatformscalledahu wasincrediblyintricate,
unlikeany madeby other Pacificlslanders. However, the Incapeopleof South
Americawerefamousfor intricatestonework. Anotheroieceof evidence
Heyerdahl presented wasthe fact that the staplefood of the Easterlslanders, the
sweetpotato,is not found in Polynesia. He believedthat it camewith the Hanau
Eepefrom SouthAmerica.
DNA testinghasproventhat all Easterlslanders were in fact descended from
The
Polynesians. currenttheory is that the Hanau Momoko and Hanau Eepe
weretwo of perhapstwelveclansof islanders, all of whom built statues. The
"statuetopplingwars" brokeout amongthe clansas the islandbecameover-
populated.When one group won a victoryoveranother,they toppledtheir
enemies'statues. Archaeologistssaythat the resemblance betweenthe
stoneworkof the Easterlslanders and that of the Incais coincidental. As for
the sweetpotato, most scientistsnow believethat sweetpotato seedscame
to the islandin the stomachsof seabirds.
Mysteries aboutthe Moai of Easterlslandcertainlyremain,but current
archaeological researchhasmadeone lessonclear:overpopulation and overuse
of resources suchas occurredon Easterlslandcan leadto the downfallof
thrivingsocieties.
Glossory
cfans:sociolunitslargerthanfamilies
but smallerthantribes
toppfing: knocking over;overturning

14 of 26 The word immensein paragraph1 is closestin meaningto

O large
C strange
C ancient
C ruined
15 of 26 According to the information in paragraph2, which of the following type of
Moai is the LEASTcommon?
C Thosethat are carvedfrom volcanic stone
O Thosewith red stone"hats"
O Thosewith white coral eyes
O Thosethat portray a human head
16 of 26 \.Vtrichof the following best explainsthe term ahu in paragraph2?
C Platformsmade of stone
C Redstone"hats"
C Rollersmade from palm logs
O Speciallyconstructedroads
17 of 26 \.\Ihatdoes the author refer to with the phrasesomething dramatic in
paragraph3?
C The arrival of westerners
C The toppling of the statues
C The destructionof the forests
O The building of the statues
18 of 26 \.{trich of these statementsbest reflectsthe author'sopinion of the theories of
Thor Heyerdahl?
O They are important but incorrect.
O Theyare strangebut true.
O They are valid but incomplete.
C They are outdated but useful.
19 of 26 In paragraph4, the author saysthat the terms Hanau Momoko and Hanau Eepe
O mean "Dark-Haired"and "Red-Haired"in the languageof the Easter
Islanders
C originally come from the languageof the Inca
C have never been accuratelytranslatedinto English
O do not reallymean "ShortEars"and "Long Ears"in the languageof the
EasterIslanders
20 of 26 \A,Ihatcan be inferred from the information in paragraph4 about the earsof the
EasterIslandstatues?
O They werebroken off in the statue-topplingwars.
O They were not made of the samekind of stoneas the other parts of the
statues.
C They were long like those of the Hanau Eepe.
O They were not made of stonebut of wood from palm trees.

2l of 26 The word intricatein paragraph5 is closestin meaningto

C heary
O complex
O colorful
O breakable
22 of 26 Accordingto modern theory,how did sweetpotato seedscome to Easter
Island?
C They were brought from SouthAmerica.
C Theywerewashedup by the waves.
O They were brought by westernersin 1722.
O They were transportedby seabirds.
23 of 26 The main point of paragraph7 is to
C arguethat more researchis needed
C point out certaindangersthat can destroysocieties
C summarizerecentresearch
C explain why some mysterieswill never be solved
24 of 26 The word thriving in paragraph7 is closestin meaning to
C isolated
C divided
C successful
O remarkable
25 of 26 Look at the four squares[l] that indicate where the following sentencecould
be addedto the passage.
After all, they say,the statues themselves show that the islanders were
skilled stone workers.
DNA testing has proven that all EasterIslanderswere in fact descendedfrom

Polynesians. I The currenttheory is that the Hanau Momoko and Hanau Eepe
were two of perhaps twelve clans of islanders,all of whom built statues.I The
"statuetopplingwars"broke out among the clansas the islandbecameover-
populated.\\4ren one group won a victory over another,they toppled their
enemies'statues.I Archaeologists saythat the resemblancebetweenthe
expertstoneworkof the EasterIslandersand that of the Inca is coincidental.I
As for the sweetpotato,most scientistsbelievethat sweetpotato seedscameto
the islandin the stomachsof seabirds.
Circle the square[A] that indicatesthe bestplace to add the sentence.

26 of 26 DlnncttoNs:Selectphrasesfrom the answerchoicesand match them to the

group of peopleto which they relate,accordingto the theoriesof Thor
Heyerdahl.TWO answerchoiceswill not be used. This question is worth 4
points.
Answer Choices Hanau Momoko

A. Extendedthe length of their earsby wearing a
hear.yearrings a
B. Werethe first to arrive on EasterIsland a
C . Wereone of twelve groups on the island that

died out becauseof overpopulation
D. Did the actualwork of building the statues Hanau Eepe
E . Broughtsweetpotatoesto EasterIsland a
F. Providedthe physical models for the statues a
on EasterIsland. a
Learnedhow to build the statuesfrom other a
PacificIslanders
H . Werealmost all killed during a revolution
I . Knockedover most of the statues
This is the end of the Reading Preuiew Test.

-
7 I
Lessoru
' FACTUAL
ANDNecerrveFacruar-Qunsrroxs
(A) Factual Questions

Factual questions ask about explicit facts and details given in the passage.They
often contain one of the wh- words or phrases:who, what, when, where,why,
and so on.
Factualquestionsoften begin with the phraseAccordingto:
Accordingto the passage,. . .

According to the author, . . . .
According to the theories of
According to the information in paragraph3, . . .
Factualquestionssometimesbeginwith this phrase:
\Mhatdoes the author say about . . . ?
\A4renyou seethesephrases,you know that the information neededfor an answer

is directly stated somewherein the passage(unlike answersfor inference
questions).
Scanning
To scan is to read quickly to find certain information. To answerfactual questions,

you must scan the passageor paragraphto locate and identify information that the
question asksabout. (The question often givesthe number of the paragraphwhere
the information is found and marks it with an arroq which makesyour job easier!)
If you are not sure from your first readingwhere in the passageor paragraphto
look for speciticanswers,use the following techniques:
names,or other nouns-something that will be easyto find as you scan.Lock

thesewords in your mind.
Look only for thesewords. Do not try to read everyword of the passage.
you will usually scroll down from the last question that you answered,not up.
they occur.You may have to read the sentencesprecedingor following that

sentenceas well.
For more detail and Audio MP3 contact at mengkaizh@yahoo.com 27

Correct answersfor factual questionsseldom use exactlythe samewords that

the passage uses.They often contain synonymsand have different grammatical
structures.
There will generallybe two or three factual questionsabout each of the three
passages.
Here is part of a passagefrom the PreviewReadingTestand a factual question
about it.
Sample
Heyerdahl gaveotherevidencefor the SouthAmericanoriginof the Hanau

Eepe.The stoneworkof the stoneplatformscalledahu was incrediblyintricate,
unllkeany madeby other Pacificlslanders. However,the Incapeopleof South
Americawerefamousfor intricatestonework. Anotherpieceof evidence
Heyerdahlpresentedwas the fact that the staplefood of the Easterlslanders, the
sweetpotato,is not found in Polynesia.He believedthat it camewith the Hanau
Eeoefrom SouthAmerica.
DNA testinghasproventhat all Easterlslanders were in fact descended from
Polynesians.The currenttheoryis that the HanauMomokoand HanauEepe
weretwo of perhapstwelveclansof islanders, all of whom built statues.The
"statuetopplingwars" brokeout amongthe clansasthe islandbecameover-
populated.Whenone group won a victoryoveranother,they toppledtheir
enemies'statues. Archaeologists
saythat the resemblance betweenthe
stoneworkof the Easterlslanders and that of the Incais coincidental.As for
the sweetpotato,rnostscientists now believethat sweetpotato seedscame
to the islandin the stomachsof seabirds.
Accordingto modern theory,how did sweetpotato seedscome to Easter

Island?
O They were brought from South America.
C They were washed up by the waves.
C They were brought by westernersin 1722.
C They were transportedby seabirds.
The key words that you would probably focus on in this question aresweetpotato
seeds.The answerfor the questioncomesin the last sentenceof paragraph6, which
says "most scientistsnow believethat srveetpotato seedswere brought to the
islandin the stomachsof seabirds."
Note that sweetpotatoesare also mentioned in paragraph5, which saysthat
Heyerdahlthought that the sweetpotatoescame from SouthAmerica, but most
modern scientistsdo not believethis. Notice alsothat the correctanswerchoiceis
not written using exactlythe samewords as the information in paragraph6.

Lesson1: Factualand NegativeFactualQuestions 29
(B) NegativeFactual Questions

Negativefactual questions askyou to determine which of the four answer choices
is not given in the passage.Thesequestionscontain the words not, except,or least,
and thesewords alwaysappear in uppercase(capital)letters.
According to the passage,all of the following are true EXCEPT. . .

\\hich of the following is NOT mentioned in the passage?
\Vhich of the following is LEASTlikely?
To answerthis kind of question,you need to scan the passageto find answers

thal are correct or that are mentioned in the passage.The correct answer,of course,
is the one that doesnot appearor is mentionedin anothercontext.Sometimes,the
three incorrectchoicesare clusteredin one or two sentences. Sometimesthey are
scatteredthroughout the passageand will take you more time to find.
Negativefactual questionstake more time to answerthan most of the other
typesof questions.You may want to skip thesequestionsand come back to them
later by using the Reviewfeature.
Here'sa part of one of the passagesfrom the ReadingPreviewTestand a nega-
tive factualquestionabout it.
Sample
What constitutesbarriersdependson the species and its methodof disper-

sal.Someare physicalbarriers. Forland animals,bodiesof water,chainsof
mountains, or desertsare effective.
Forexample,the Americanbisonspread
throughoutthe open grasslands of North America,but in the southernpart
of the continenttherearedeserts, so the bisoncould not spreadthere.For
aquaticcreatures, strongcurrents,differences in salinity,
or land areasmay
serveas barriers.
Somebarriersinvolvecompetitionwith otherspecies. A dandelionseedmay
be carriedby the wind to bareground,and,if environmental factorsare right,it
may germinate. Thereis not much chance,however,that any individual
seedlingwill survive.Most placesthat aresuitablefor the growth of dandelions
arealreadyoccupiedby otherplantsthat arewell adaptedto the area.The dan-
delionseedlingmustcompetewith theseplantsfor space,water,light,and
nutrients.Facingsuchstiffcompetition,the chancesof survivalare slim.
Foranimals,somebarriers are behavioral.The bluespottedsalamander lives
only on mountainslopesin the southernAppalachian Highlands. Althoughthese
I
l
creatures couldsurvivein the rivervalleys,
fly long distances
they neverventurethere.Birdsthat
i often remainin very limitedareas.Kirkland's warblersare
found only in a few placesin Michiganin the summerand fly to the B'ahamas in
winter.No physicalbarriersrestrictthe warblersto thesetwo locations,yet they
neverspreadbeyondtheseboundaries. Brazil's
AmazonRiverservesas a north-
ern or southernboundaryfor manyspecies of birds.Theycouldfreelyfly over
the river,but they seldomdo.

3O Section1 Guideto Reading
Thereare threetypesof naturalpathwaysby which organismscan over-

A corridorconsistsof a singletype of
come barriers.One type is calleda corridor.
habitatthat passes throughvariousothertypesof habitat.North America's
RockyMountains, which stretchfrom Alaskato northernMexico,is an example.
Varioustypes of trees,suchasthe Engelmann spruce,can be found not only at
the northernend of the corridor in but
Alaska alsoat higherelevations alongthe
entirelengthof thiscorridor.
In this passage,the author does NOT provide a specificexampleof

C a bird that is affectedby behavioralbarriers
O an aquatic animal that is blocked by physicalbarriers
O a land animal that is affectedby behavioralbarriers
C a tree that has spreadby meansof a corridor
The author doesprovide an exampleof a bird that is affectedby behavioral

barriers in paragraph4 (the Kirkland warbler) and, in the same paragraph,of a land
animal that is affectedby behavioralbarriers (the blue spotted salamander).In
paragraph5, the author givesan example of a tree that has spreadby means of a
corridor (the Engelmannspruce).The author mentionsthat aquaticanimalsare
blockedby physicalbarriers,but doesnot give a specificexampleof any of these
animals.
Exnnclsnl.l
Focus:Scanningshort passagesto find and identify answersfor factual questions
and negativefactual questions.
DrRECtloNs: First,readthe questionsabout eachof the passages. Then locatethe
sentence in the passage that providesthe information needed to answerthe ques-
tion. For the negativefactualquestions,find the sentence that probably contains
the three incorrectchoices.Underlinethe sentenceand write the number of the
question that it answersnext to the sentence.Don't worry about answering
the questionsthemselves;concentrateon finding the information in the
passage. The first one is done as an example.
'l
Passage
Thefirstknowndentistto practicein the North AmericancolonieswasWilliam

Dinly,who cameto PlymouthColonyfrom Englandin 1630.4ggrd'"919
he becamelost in a snowstorq-v{hlleridinq to seea patien
l9ygl-5e€qagar!, In-mostcolonialsettlements,however,dentistrywas a rare
and unusualpractice.In emergencies, barbers,jewelers,
and blacksmithsall
probablyextractedteeth.
One of the firstnative-borndentistswas PaulRevere, the famoussilversmith
and patriot.Revere,who beganpracticing in Boston in 1768, madefalseteeth
from Africanivory.One of his patientswasthe RevolutionaryWar generalJoseph

Lessonl: Factualand NegativeFactualQuestions 31
Warren.Whenthe generaldied at the battleof BreedsHill,Revereidentifiedhim

by examininghisteeth.Thiswasthe firstknowncaseof identification by means
of dentalrecords. Today,of course,dentalrecordsare commonlyusedas a
meansof identification.
By the earlynineteenthcentury,mostcommunitiesin the UnitedStateshad
one or moredentists,althoughnot all of them had much training.In 1840,
dentistrybecamea true profession. That'swhen the firstdentalschoolwas
openedin Baltimore, Maryland.The courselastedsixteenweeks.Therewere
only fivestudentsin the firstclass,and only two of thesegraduated. Thisschool
has recentlybeen restoredas a museumof dental history.
The mostcommoncurefor toothaches wassimplyto pull out the offending
tooth. Many dentistsadvertised "painless"extractionmethodsin the newspa-
persof the times."NegativeSpray"and "Vitalized Air" were two methodsof
reducingpain.lt is not knowntoday how thesemysterious processes worked,
but it is unlikelythat they workedverywell. ln 1844,dentistHoraceWillshad
patientsinhalethe gas nitrousoxidejust beforehavinga tooth pulled.The
tooth couldthen be painlessly removed.Nitrousoxidemixedwith oxygenis still
usedtoday to reducepain during dental procedures. Two yearslater,in 1846,
the dentistWilliamMortongavea publicdemonstration of the effectsof ether,
which couldbe usedas anesthesia not only duringdentaloperations but for sur-
geriesof all kinds.
Anotherimportantdevelopment in dentistrywasthe discovery of X raysin
1895. X raysallow dentiststo look insideteeth to discoverdefects.Earlydecay,
impactedteeth,abscesses, and bone lossare all thingsthat dentalX raysreveal.
Thefirstdentaldrillsappearedin the 1870's.Theywere poweredby foot
pedalslikethe sewingmachinesof the time. Drillswere givenelectricpowerin
the late I890's.Thesepowerdrills,which wereat firstcalled"dentalengines,"
could be usedfor more than drillingcavities. Theycouldalsobe usedto shape
and polishteeth.Quieter,fasterdrillingequipmentaimedat reducingthe dis-
comfortof drillingwas developedby JohnV. Bordenin the 1950's.Thesedrills
work at high speedsto reducethe pressure and vibrationcausedby olderdrills,
and arecooledby air or waterto reducethe pain causedby the heatthat
d r i l l i n gp r o d u c e s .
1. \\4rat story is told about the first dentistin the North Americancolonies?
2. Peoplein which of the followingoccupationsprobablydid NOT practiceemer-
gency dentistry?
3. \.Vhatmaterial did Paul Revereuse to make artificial teeth?
4. How many students graduatedin the first classto study dentistry in the United
States?
5. How is the building that housedthe first dental schoolin the United States
used at present?
6. According to the passage,what were "NegativeSpray" and "Vitalized Air"?
7. In what year didWilliam Morton demonstrateether?
B. \.\4richof the following is NOT one of the problems that X rays can indicate?

9. What were "dental engines"'.2

10. Hor,rrdid the dental drills that rvere developed in the 1950'sreduce heat and pain?
Passage 2
A deer'santlersgrow from knob-like

boneson the deer'sskull.Antlersare
madeof bone,not horn,and are live,
growingtissue.They havea constant
bloodand nervesupply.Deerusetheir
antlersto fight for matesduringthe
breedingseasonor to gain leadership
of a herd.Among mostspecies, only
the bucks (male deer)haveantlers,but
b o t h m a l ea n d f e m a l ec a r i b o ua n d
reindeer(whicharedomesticated
caribou)haveantlers.Muskdeer
and Chinesewaterdeerdo not have
a n t l e r sa t a l l .
U n l i k ea n i m a l ws i t h h o r n s s, u c ha s
cattleand bison,deerlosetheirantlers
everyyear.Thosethat livein mild or
cold climateslosetheirantlersin the
winter,afterthe breedingseason.New
onesbeginto grow out in the early
spring.Deerthat livein tropicalcli-
matesmay losetheirantlersand grow
new onesat any time of year.
New antlersaresoftand tender.Thin skingrowsoverthe antlersas they
develop.The short,fine hairon the skinlookslikevelvet.When the antlersstop
growing,in earlyfall,thisvelvetyskindriesup. Deerscrapetheirantlersagainst
treesand shrubsto rub the skinoff, an activitycalleda buck rub.Thefull-grown
antlersare hardand strong.The antlersfall off severalmonthslater.
Youngmaledeer-calledbutton bucks-developonly smallbumpsfor
antlersduringtheirfirstwinterof life.Forthe next few years,the deer'santlers
aresmalland straight.As deermature,theirantlersgrow largerand form
intricatebranches. However,contraryto popularbelief,it is not possibleto
accurately determineagesof deer by countingtheir "points"(the branchesof
theirantlers). The sizeand shapeof a buck'santlersdependon diet and general
healthas well as on geneticfactors.
Deerantlerscan grow up to one inch (2.5 centimeters) in a singleday.That
is the fastestgrowth ratein the animalkingdom.Scientists doing cancer
research arestudyingdeerantlersto try to learnhow they can grow so rapidly.
Theyhope that if they can answerthat question,they may learnhow cancer
cellsgrow so quickly.

LessonI: Factualand NegativeFactualQuestions 33
11. Accordingto the passage, what are a deer'santlersmade ofl

12. The author saysthat the main purposeof a deer'santlersis to . . .
13. How are reindeer and caribou different from other tlpes of deer?
14. \A4rendo deerthat live in temperateclimateslosetheir antlers?
15. What doesthe skin on a deer'santler resemble?
16. \.Vhatis meant by the rerm buck rub?
17. What do a two-year-olddeer'santlerslook like?
18. The appearanceof a deer'santlersdoesNOT dependon . . .
19. How much can a deer'santlersgrow in one day?
20. \&4ryare some scientistsstudying the antlers of deer?
Passage 3
HenrySchoolcraft was a pioneerin the studyof NativeAmericancultures.He

studiedchemistry and geologyat MiddleburyCollegein Vermont.As a young
man, he managedhisfamily'sglassmaking business, and hisfirstbook wasa
treatiseon glassmaking. However, when the familybusiness failedhe decidedto
headwestto exploreunknownterritoryand write about it in hopesof makinga
orofit.
In 1803, the UnitedStatespurchased the Louisiana Territoryfrom France.
President ThomasJefferson immediately authorized the exploration of the vast
territory.MeriwetherLewisand WilliamClarkwere chosento find a pathwayto
the PacificOcean.StevenLongwassentto explorethe RockyMountainregion.
ZebulonPikewent to the Southwest. HenrySchoolcraft waschosento leadan
expeditionto the OzarkMountainregionof Missouri.In his bookJournal,
Schoolcraft wrote aboutthe minerals, the plants,the animals,and the people,
both NativeAmericans and white frontiersmen, of the Ozarks.
Later,Schoolcraftbecamethe chiefnaturalist for an explorationpartythat
went to the upperMississippi RiverValleyand the CreatLakesdistrict.He
becamea negotiatorwith the NativeAmericans of the areaand was appointed
IndianAgentto the Ojibwatribe.He marriedthe daughterof an Oiibwaman
and a white woman.He learnedto speakthe Oiibwalanguage. With the help of
hiswife, he collecteda greatdealof authenticfolkloreof the Ojibwaand other
tribes.He wrote many bookson NativeAmericans and their historyand culture.
ThefamousAmericanpoet HenryLongfellowbasedhisepic poem Hiowathain
part on the writingsof Schoolcraft.
Schoolcraft hashiscritics,who point out that Schoolcraft's research was
incompleteand sometimes inaccurate.He livedin a romantic age. There is no
doubt that he changedhis materials to makethem moreappealingto his read-
ers.He inventedsomeof hisstoriescompletely, and he mixedthe traditionsof
the Oiibwawith thoseof othertribes.Despitehisfailings,he did succeedin
bringingthe cultureof NativeAmericans to the attentionof the public.

34 Section1 Guideto Reading
work contrastedsharplywith that of the ethnographers

Schoolcraft's who
workedin the lastdecadeof the nineteenthcenturyand the firstdecadeof the
twentieth.Theiraim wasto achievecompleteaccuracyin the creatinga record
of NativeAmericanlife,which at that time appearedto be in dangerof com-
pletelyvanishingwithin a few decades. UnlikeSchoolcraft,they tendedto take
notesin the originallanguage. With the development of the phonograph,it
becamepossible to preservenot justwordsbut alsothe tone and emphasis of
oral delivery.
GIossory
naturaf ist: a scientistthat studiesnature
epic poem: a long poem that tellsa story
ethnographers: scientiststhat studygroupsof people
2 1. \A/hatwas the subject of Schoolcraft'sfirst book?

22. \Nhat event made Schoolcraftdecide to become an explorer?
23. \Ahich of theseexplorerswas sent by Ieffersonto the Southwest?
24. V/hich of the following did Schoolcraftprobably NOT write about in his
]ournal?
25. \.\hat was Schoolcraft'srole in the expedition to the Upper MississippiValley?
26. \tVhoassistedSchoolcrafiin collecting information about NativeAmericans?
27. How did Schoolcraftinfluence Henry Longfellow?
28. Accordingto the passage,
Schoolcraftchangedsome of his materialsin
orderto...
29. What was the main goal of the ethnographersmentionedin the passage?
30. What toolwas availableto the ethnographersbut not to Schoolcraft?
ExEncrsE
1.2
Focus:Answering factual and negativefactual questionsabout reading passages.
DrnecroNs:Readthe followingpassages and the questionsabout them. Decide
which of the choicesbest answersthe question,and mark the answer.

Lessonl: Factualand NegativeFactualQuestions 35
Passage1
MESA VERDENATIONAT PARK
MesaVerde
o
UT co
AZ NM
MesaVerdeis the centerof the prehistoric Anasaziculture.lt is locatedin the

high plateaulandsnearFourCornersin the U.S.Southwest, whereColorado,
Utah,New Mexico,and Arizonacome together.The climatein this regionis dry,
but at the bottom of deeplycut canyons,seeps,springs,and tiny streamscan
be found. Theseprovidedthe water for the Anasazicropsof corn, beans,
squash,tobacco,and cotton.Farmingwas the main business of thesepeople,
but the Anasazi domesticated the wild turkey,hunteddeer,rabbits,and moun-
tain sheep,and gatheredwild plants.
Fora thousandyearsthe Anasazilivedat MesaVerde.TheseNative
Americans were not relatedto the Navajos, who cameto the arealong afterthe
Anasazi. However,becauseno one knowswhat the Anasazi actuallycalledthem-
selves,they arecommonlycalledby their Navajoname,which means"the
ancientones"in the Navajolanguage.
ThefirstAnasazipeople,who are calledthe BasketMakersby archaeologists,
cameto the areaaround550.Thisformerlynomadicgroup beganto livea
moresettledlife.Theybuilt undergrounddwellingscalledpit houses. These
wereclustered into smallvillages,mostlyon top of mesasbut occasionally on
ledgeson the wallsof the cliffsthat formedthe Mesa.
ln the next 300 years,the Anasazimaderapidtechnological progress,
includingthe refinement of basketmaking,potterymaking,jewelrymaking,
leatherworking,and weaving.A StoneAge people,the Anasazi did not use
shapedstone,bone,and wood into a varietyof tools
metal,but they skillfully
for grinding,cutting,scraping,and polishing. About 250,they beganbuilding

housesaboveground.At firstthesehouseswere madeof polesand mud, but

laterthey were madeof sandstone. Thisperiodof developmentis knownas the
EarlyPuebloPeriod.
The CreatPuebloPeriod('l100-1300)was MesaVerde'sclassic age.The
populationgrew to about5,000.The Anasazis' levelof technologycontinuedto
rise.Around1200,therewas anothermajorpopulationshift.The Anasazimoved
from the mesatops to the ledgeson the steepsidesof cliffswhere someof their
ancestors had livedcenturies earlier.
On theseledges,the Anasazi
built two- and three-story
dwellingsmadeof sandstone
blocksheldtogetherwith mortar
madeof mud. Therewere no
doorson the firstfloors,and
peoplehad to useladdersto
get into the buildings.Rooms
averagedaboutsixfeet by nine
feet (two metersby three
meters).They were plasteredon
the insideand decoratedwith
paintedsymbols.Smallelisolated
roomswere usedfor crop stor-
age.The largestvillage(Cliff
Palace) had 217 rooms.All the
villageshad undergroundcham-
berscalledkivas.Men heldtribal
councilsthereand alsousedthem
for secretreligious ceremonies
and clan meetings. Winding
paths,ladders, and stepscut in
the stoneled from the villagesto
the valleybelow.One might sur-
misethat thesesettlementswere
built on the cliffsfor protection,but the Anasazihad no knownenemies,and
there is no sign of warfare.
A biggermysteryis why the Anasazi occupiedtheirvillages for sucha short
time. By 1300 MesaVerdewasdeserted. lt is generally
thoughtthat the Anasazi
abandonedtheirsettlements because of a prolongeddrought,overpopulation,
cropfailure,or somecombinationof these.Theyprobablymovedsouthwardand
were incorporated into the pueblovillages that the Spanish explorers encoun-
teredtwo hundredyearslater.Theirdescendants may still live in the Southwest.
GIossary
Mesa Verde: Spanishphrasemeoninggreen table (ln English,o mesais o
flat-topped,table-shaped
mountain.)

Lesson1: Factualand NegatirreFactualQuestions 77
1. The passagedoesNOT mention that the Anasazihunted

C sheep
C turkeys
C deer
C rabbit
2. The most important activity for the Anasaziwas
C growing crops
C hunting wild animals
C raising domestic animals
O gatheringwild plants
3. The name that the Anasaziusedfor themselves
C means "BasketMaker" in the languageof the Navajo
O was given to them by archaeologists
C is unknown today
C means'AncientOnes"in the Anasazis'own language
4. How long did the EarlyPuebloPeriodlast?
C 200years
C 300years
C 550vears
C 1,000years
5. During the EarlyPuebloperiod,the Anasazidid NOT make
C pots
C leathergoods
C metal tools
C jewelrlz
6. \\hen did the Anasazifirst begin to build housesfrom stone?
C Beforethey cameto MesaVerde
C During the EarlvPuebloPeriod
C Between850and 1100
C During the GreatPuebloPeriod
7. \\4-reredid the Anasazimove during the GreatPueblo Period?
C To pueblo villagesin the south
C Onto the tops of the mesa
O Onto the floors of the canyon
C To settlementson the ledgesof cliff walls

During the GreatPuebloPeriod,Anasazihousesr,r,,ere

mainlv made of
C wood
O mud
C stone
C plaster
o Accordingto the passage,
the Anasazienteredtheir buildings
C by rneansof ladders
C from undergroundchambers
C b-vmeans of stone stairways
C thror-rghdoors on the first floor
t 0 . Accordingto the passage,kluaswere usedfor all of the followingpurposes
EXCEPT
O clan meetings
C food storage
C religiouscerenronies
C tribalcouncils
I 1 Accordingto the passage,
the LEASTlikelv reasonthat the Anasaziabandoned
MesaVerdelt'as
O drought
C overpopulation
C war
C crop failure
Passage 2
The dulcimeris a musicalinstrumentthat basically consists of a woodenbox

with stringsstretchedacrossit. The name dulcimeris derivedfrom the Latin
word dulcis(sweet)and the Creekword melos(song).In one form or another,
dulcimershavebeenaroundsinceancienttimes.Theirearliest ancestorwas a
Persian instrumentcalledthe santir.Dr.rlcimer-like instruments were played
throughoutthe MiddleEastand North Africaand were broughtby Arab musi-
ciansto Spain.FromSpain,the instrumentspreadthroughoutEuropeand even-
tuallyto NorthAmerica.
Todaytherearetwo main typesof dulcimersplayedin the UnitedStates:
t h e h a m m e r e d u l c i m ear n d t h e A p p a l a c h i a on r, m o u n t a i nd, u l c i m e rT. h e h a m -
mereddulcimeris shapedlikea trapezoidand is playedby strikingthe strings
with smallwoodenhammerscalledmallets.On the hammereddulcimer,there
are setsof two, three,or four strings,calledcourses, which arestruckat one
time to soundeach note. Thereare from twelveto twenty-twocourseson a
standardhammereddulcimer.The hammereddulcimeris usuallycategorized
as belongingto the zitherfamilyof stringinstruments, althoughsome
musicoloqists challenqe this classification.

The Appalachian dulcimer's immediateancestors includethe Cermanschei-

tholt, the Frenchepinette,and perhapsthe Swedishhummel.lt is classified
as a memberof the lutefamilyof instruments. Appalachian dulcimersare
painstakingly craftedby artisans, mainlyin the mountainareasof WestVirginia,
Kentucky, Tennessee, and Virginia.Theyhavethreestrings-the melody,middle,
and bassstring.Sometimes a secondmelodystringis added.Thisinstrumentis
playedby pluckingthe stringswith the fingersor with quills.Theyare shaped
liketeardropsor hourglasses. Heart-shaped holesin the soundingboardsaretra-
ditional.Most performers playthe instrumentwhileseatedwith the instruments
in their laps,but otherswearthem aroundtheir neckslikeguitarsor placethem
on tablesin front of them. Beforethe 1960's,the Appalachian dulcimerhad a
limitedappeal.lt was usuailyassociated with dancemusicand with "hillbilly"
music.However, the instrumentwas popularized by musicians suchasJean
Richieand RichardFariiaduringthe folk musicrevivalof the 1960'sand is
today featuredin many typesof music.
GIossory
hillbilly: a personfromtheruralmountainous
regions
of thesoutheastern
12. The author saysthat the word dulcimer

O means"woodenbox"
C was not useduntil the 1960's
C means"sweetsong"in Persian
C comes from two languages
13. What is the greatestnumber of notesthat could be playedon a standard
hammereddulcimer?
C Three
C Four
O TWelve
O TWenty-two
expertsdo NOT all agreethat the
C Appalachiandulcimer is a member of the lute family
C hammereddulcimer should be classifiedas a string instrument
C hammereddulcimer is a member of the zither family
C Appalachiandulcimer had a limited appealbefore1960
t
I For more detail and Audio MP3 contact at mengkaizh@yahoo.com
4O SectionI Guideto Reading
15. \tVhichof theseinstrumentscould NOT be consideredan ancestorof the

Appalachiandulcimer?
O The zither
O The epinette
C The santir
O T h es c h e i t h o l t
how many stringsdoesthe Appalachian
dulcimer have?
O One or two
O Threeor four
C Four or five
C Six or more
most musiciansplay the Appalachiandulcimer
O while sitting down
O with the instrument around their necks
C while standingnext to tables
O with wooden hammers
18. According to the passage,Iean Richie and Richard Farifla are known for
O playing dance music and "hillbilly" music
C designingand building Appalachiandulcimers
C helpingto bring more attentionto dulcimers
C beginning the folk music revival of the 1960's
Passage 3
Humanitarian DorotheaDix was born in the tiny villageof Hampden,Maine,in

1802.An avid readerand fastlearner,
shewas takenin by her grandmother,
who livedin Boston,and was educatedthere.When only nineteenyearsold,
sheestablishedthe Dix MansionSchoolfor girlsin Boston.Therewas no lackof
students,
and the schoolprovideda good sourceof incomefor her and her two

brothers,whom shehad broughtto Bostonto livewith her.Shealsowrote

and publishedthe firstof many booksfor childrenin 1824.In I836, however,
her healthfailed.Shesufferedmost of her lifefrom "lung trouble"(probably
tuberculosis) and depression. Shewasforcedto stop teachingand had to close
her school.
Laterthat sameyear,havingpartiallyrecovered,Dix set off for ltalyto rest
and recoverher healthin the warm ltaliansunshine. Shenevermadeit to ltaly,
however.By the time her shiparrivedin England,shewas too ill to continue.
Shewastakencareof by a kind Britishfriend,WilliamRathbone. Duringher
time in England,she becamefriendswith SamuelTuke,who directedthe York
Retreat for the MentallyDisordered. FromTuke,she learnednew more humane
methodsfor takingcareof the mentallyill.
Returning to the UnitedStates,Dix volunteered to teachclasses at a prison
for women in Cambridge,Massachusetts. Overthe objections of the jailer,she
went to the lowerlevelof the jailwherethe mentallyill were housed.Shewas
shockedto seethat they weretreatedfar worseeventhan ordinarycriminals
and wereforcedto livein filthy,miserable, brutalconditions. Shevowedto
spendthe restof her lifeimprovingconditionsfor the mentallyi...
Forthe next eighteenmonths,Dix touredMassachusetts prisons,poor-
houses, and localjailswhereother mentalpatientswereconfined.Shereported
on the terribleconditionsthat shefound to the Massachusetts legislature,which
soonpassedlawsto improveconditions. Afterthat, sheturnedher attentionto
neighboringNew Englandstatesand then to the Westand South.Shetraveled
thousands of milesby train,coach,carriage, and riverboat, systematically gath-
eringfactsin orderto convincethosein power.
Whenthe CivilWar brokeout in 1861,Dix was nearlysixtyyearsold.
Howevelshevolunteered to form the Army NursingCorps.At first,military
authorities, who were not accustomed to femalenurses, wereskeptical, but she
convincedthem that women could performthiswork acceptably. Sherecruited
over 3,000women and raisedmoneyfor medicalsupplies for the troops.Under
her leadership, army nursingcaregreatlyimproved.
After the war, Dix returnedto her life'swork and resumedher travels.She
sawspecialhospitals for the mentalill built in fifteenstates.5he askedthe fed-
eralgovernmentto usethe incomefrom publiclandsto help poor mental
patients,and althoughboth housesof Congress approvedthis bill, President
Piercevetoedit. Eventhough this planfailed,Dix was ableto arouseconcernfor
the problemof mentalillnessall overthe UnitedStatesaswell as in Canadaand
Europe.Dix'ssuccess wasdue to her independent and thoroughresearch, her
gentlebut persistent manner,and her abilityto convincepowerfuland wealthy
patronsto help her.
GIossory
tubercufosisza communicable of thelunas
disease

19. The Dix Mansion schoolclosedbecauseDix

O was in poor health
C could not attract enough students
C decidedto travelto EuroPe
C had to take careofher brothers
20.\A4rotaughtDixnewideasaboutcaringforthementallyill?
O Her grandmother
C William Rathbone
O SamuelTuke
O A iailer at a Prisonin Cambridge
21. !\4ry did DorotheaDix first go to the women,Sprison in Cambridge,
Massachusetts?
C Shewas sent there by the Massachusettslegislature'
O Shewanted to do researchon prison conditions'
O Shewas hired to be the iailer.
C Sher'vasteaching a classthere.
of
22. \Nherewas Dorothea Dix first able to bring about reforms in the treatment
the mentallYill?
C England
C Massachusetts
O The southernPart of the U.S.
C Maine
5?
23. 'r,\hatdoes the author say about the military authorities in paragraph
C They were not usedto women nurses'
C They askedDix to becomesuperintendent'
O They improved army nursing care during the war'
C They did not allow Dix to recruit nursesherself'
24. Dixwas NOT successfulin her attempt to
C publish booksfor children
C arouseconcern for the mentally ill
C obtain income from Public lands
C becomesuPerintendentof nurses
25. \Atratwas Dix's "life work" as mentioned in paragraph6?
C HelpingPrisoners
O Writing about her travels
O Improving conditions for the mentally ill
C Redefiningthe professionof nursing
26. \Atrich of the following is NOT given as one of the reasonsfor Dix's success?
C Her researchwas independentand methodical'
C Sheattractedrich, influentialsponsorsto her cause'
O Although she had a gentle manner, she didn't give up'
c Her personalwealth allowed her to finance projects herself.

Passage 4
Ambientdiversdo not go
underwaterin submersible
vehicles, suchas a divingbell,
a bathysphere, or in a
pressure-resistant suit.They
are diverswho are exposedto
the pressure and temperature
of the surrounding(ambient)
water.Of all typesof diving,
the oldestand simplestis free
diving.Somefreediversmay
u s en o e q u i p m e nat t a l l ,b u t
many usea facemask,foot
fins,and a snorkel.Underthe
surface,free diversmust hold
theirbreath.Mostfreedivers
c a no n l yd e s c e n d3 0 f e e t( 1 0
meters)beneaththe surface,
but someexpertdiverscan
go as deepas 100 feet (33
meters).
SCUBAdivingprovides
greaterrangethan freediv-
ing. The word SCUBAstands
for Self-Contained
UnderwaterBreathing Apparatus. SCUBAdiverswear metaltankswith com-
pressed air or other breathinggases.When usingopen-circuit equipment,a
SCUBAdiversimplybreathes air from the tank througha hoseand releases the
exhaledair into the water.A closed-circuit breathingdevice,calleda rebreather,
filtersout carbondioxideand other harmfulgasesand automatically addsoxy-
gen.Thisenablesthe diverto breathethe sameair overand over.SCUBAdivers
usuallyusefoot finsto help them swim underwater. Theymay wearonly swim-
suits(skindiving),or they may wear rubberwetsuitsto help protectthem from
cold water.
SCUBAdivinghasbeenpracticedsincethe nineteenthcentury,but it was
not until 1942 that SCUBAdivingbecamesimpleand safe.That wasthe year
that jacques-Yves Cousteau, a Frenchnavalofficer,and EmileCagnan,an
engineerfor a naturalgascompany,redesigned the regulatorfrom an
automobileengineso that it could be usedto automatically regulatethe flow
of air to a diver.Cousteau and Cagnanattachedthe new regulatorto hoses,a
mouthpiece, and a pairof compressed air tanksand calledthisequipmentthe
Aqualung.Aqualungs weresoonbeingsoldin diveshopsaroundthe world,and
SCUBAdivingbecamea popularsport.
I
In surface-supplieddiving,diverswear helmetsand waterproofcanvassuits.

Today,sophisticated plastichelmetshavereplacedthe heavycopperonesused
in the past.Surface-supplied diversget theirair from a hoseconnectedto air
compressors on a pier or on a boat.Surface-supplied diverscan go deeperand
staysubmergedlongerthan any othertype of ambientdiver.Unlikescuba
divers,manyof whom are sportsdivers,almostall surface-supplied diverswork
on taskssuchas underwaterconstruction and salvageoperations.
Glossary
snorkel: a long breathingtube that a diverholdsin hisor her mouth
2 7 . Ambient diversare oneswho

C can descendto greatdepths
C wear pressure-resistantsuits
O use no equipment
C are exposedto the surrounding lr,'ater
28. According to the passage,a free diver mav Llseany of the follor,vingEXCEPT
C a rebreather
C a snorkel
O foot fins
C a mask
the marimum depth for expertfreediversis
C 10 feet (3.3meters)
C 30 feet (10meters)
C 100feet (33.3meters)
C 300feet (100meters)
In paragraph2, r'r'hatdistinctiondoesthe author make betnreenopen-circuit
SCUBAdiversand closed-circuitSCUBAdivers?
C) Closed-circuitdiversuse air from a tank, but op-ren-circuit
diversdo not.
C CIosed-circuitdiversbreathethe sameair againand again,but open-circuit
diversdo not.
C CIosed-circuitcliversrvearrvetsuits,but open-circuitdiverswear only
srtimsuits.
C Closed-circuitdiversuse compressedair, but open-circuitdiversuse other
breathinggases.
Jt. In paragraph3, the author discusses
hor'r''
Cousteauand Ciagnan
C developedsaferand simpler SCUBAequipment
C designeda new regulatorfor automobileengines
C adaptedequipmentfrom the natural gasindustrvfor use b1,divers
C inventednervtacticsfbr militarv divers

32. Today,surface-supplied
divers'helmetsare made from
C copper
C canvas
C plastic
O glass
33. \\hich of the following statementsabout surface-supplieddivers is NOT true?
C They can dive deepestof all ambient divers.
C They can dive only from boats.
C They can stay underwater the longest of all ambient divers.
C They generallydive for work, not for recreation.
Passage 5
ln 1862,in the midstof the CivilWar,President Lincolnsignedthe MorrillAct.

The measurewas namedfor Congressman (laterSenator)JustinS. Morrillof
Verrnont.Popularly calledthe LandCrantAct, it providedeachstatewith
thousands of acresof federallyowned land.Eachstatereceived30,000acres
(10,033hectares) for eachsenator(allstateshavetwo senators) and 30,000
acresfor each representative in Congress(the number of representatives
dependson the populationof the state).The bill requiredthat the land be sold,
the proceedsinvested, and the incomeusedto createand maintaincolleges
aroundthe nationto teachagriculture and engineering.
The MorrillAct introducedtwo radicalideasto education:that higheredu-
cationshouldbe practical, and that it shouldbe available to the workingclasses,
not justto the wealthy.Beforeland-grantuniversities, collegewas basically for a
selectfew, and the curriculumstressed "classical"
subjectssuchas Latin,rheto-
ric,and mathematics. The MorrillAct promotedthe ideathat working-class
studentscouldattenda qualitycollegeto learnto grow corn or build bridges.
Althoughnot all statesusedthe moneyas the MorrillAct specified, some
thirtystatesdid establish new universities. Universities
that tracetheirrootsto
the MorrillAct includePurdue,Rutgers, the University
of lllinois,TexasA & M,
the University of California,Ohio State,and Cornell.Eighteenstatesgavetheir
money to existingstateuniversities. A few statesgavetheir money to private
colleges. Forexample,Massachusetts usedmuch of itsfundsto endow the
Massachusetts Instituteof Technology. One statechangedits mind.Yale
University, a privateschool,was chosento be fundedin Connecticut, but
farmersprotested,and the legislaturemovedthe assetsto the Universityof
Connecticut.
It is not surprisingthat the MorrillAct emphasized agriculture. At the time it
,l887,
went into effect,over80o/o of U.S.citizenslivedin ruralareas.In the
HatchAct established agriculturalresearch centersat land-grantschools. Thisled
to improvements in fertilizers,
seeds,pesticides, livestockbreeding,and disease
control.Anotherbill,the Smith-Lever Act of 1914,providedfor agricultural
extensionagents.Theseagents,who are basedat land-grantschools, work
directlywith farmersto advisethem aboutthe latestfarmingtechniques.

Cradually, most land-grantuniversities movedawayfrom the narrowfunc-

tionsthat werefirstassigned to them. Eventuallythey cameto offera full range
'105
of academicofferings, from anthropology to zoology. Therearetoday land-
in all fifty statesand in the Districtof Columbia,Cuam, Puerto
grant institutions
Rico,and the Virginlslands. About one in five collegestudentsin the United
Statesattendsland-grantschools.
when the Morrill Act was signed,its sponsorr,vas

C a general
C a senator
O a congressman
O an engineer
35. \.\hat did the Morrill Act say about the land that was given to the states?
C It had to be used by farmers.
C Universitieshad to be built on it.
C It had to be sold.
O Eachstatecould decidewhat to do with it.
.1t). the amount of land that eachstatereceived
dependedon
C the physicalsizeof the state
C the number of senatorsand representatives
C the number of collegestudentswho lived there
C) the condition of existingcolleges
21
One of the "radical ideas about education" introduced by the Morrill Act
was that
C Latin and other classicalsubjectsshould be taught in college
C) studentsshould learn subjectssuch as farming by actuallyworking on
farms
O collegesshould be more selectivein their choiceof students
C useful subjectssuch as agriculture and engineeringshould be taught
in colleges
3 8 . Accordingto the passage,the greatestnumber of statesspentthe money that
they receivedfrom the Morrill Act on
C giving money to private universities
C establishingnew departmentsat existinguniversities
O creatingnew universities
C rebuildingschoolsthat had been damagedin the CivilWar
3 9 . \.A/hichof thesestatesfunded a private college?
O Connecticut
C Massachusetts
O Illinois
C California

Lesson l: Factual and Negative Factual Questions 47
40. \Aho objectedto the way that the Connecticutlegislatureinitially decidedto

spendits funds?
O Farmers
C Students
O Senators
C Teachers
41. Accordingto the passage,one effectof the HatchAct was to
C createmore land-grantschools
O provide advisorsfor farmers
O strengthenengineeringprograms
O establishagriculturalresearchstations
42. Today,most land-grantcolleges
C no longer offer coursesin agriculture and engineering
O offer a wider variety of courses
C now emphasizeresearchmore than teaching
C no longerhave an important role in U.S.education
43. Horvmany land-grantschoolsare in operationat present?
L-,3
420
L-, 5r.,,
c r0 5

Lnsson2
VocenurARY
QuEsnoxs
Vocabulary questions ask about the meaning of words or phrasesin the passage.
You have to decidewhich of four words or phrasesis closestin meaning to the
word from the passage. Most vocabularyquestionsaskabout singlewords (usually
nouns,verbs,or adjectives).Someaskabout phrasesinvolvingseveralwords.There
will generallybe two to four vocabulary questionsabout each of the three passages
(sixto ten per ReadingSection).
You can often use other words in the samesentenceor in nearbysentencesas
cluesto get an idea of the meaningof the expressionyou are being askedabout.
Thesesurrounding words are called the context.
Synonyms
The first stateto institutecompulsoryeducationwas Massachusetts,
which made it
mandatoryfor studentsto attend schooltwelveweeksa year.
The word mandatory is a synonym for the word contptrlsory.Ifir is mandatory
to attend school twelve weeksa year, Ihen compulsoryeducation must mean
"mandatory,""required," "necessary."
Examples
Many gardeners usesomekind of mulch,suchas choppedleaves, peat moss,grass
clippings,pine needles,
or wood chips,in orderto stop the growth of weedsand to
hold in water.
From all the examplesgiven, it is clear that mulch means "material from plants."
Contrast
In the 1820's,the Southernstatessupportedimprovements
in the nationaltrans-
portationsystem,but the Northernstatesbalked.
Becausethe Southernstatessupportedimprovements,and becausea word is used
that indicatescontrastbetweenthe first part of the sentenceand the secondpart
(but), rhen the word balkeclmust have a meaning that is basicallythe opposite of
supported.Inother words,the Northern statesmust have"refusedto support"
improvements,or "been against"improvements.
Word Analysis
A tigerstandingin tall grassis almostinvisiblebecause
of its stripedmarkings.
The prefix in- often means "not." The root -yls- means "see."The suffix -ible means
"ableto be." Evenif you are not familiarwith the word inuisible,youcould probably
guessthat it means"not able to be seen."
48 For more detail and Audio MP3 contact at mengkaizh@yahoo.com

Lesson2: VocabularyQuestions 49
General Context
In a desert,vegetationis so scantythat it is incapable
of supportingany large
h u m a np o p u l a t i o n .
As is generallyknorvn, desertscontain little vegetation,so clearlv the word scanty
must mean "scarce"or "barelysufficient."
You can use any of thesetechniquesto help you answervocabularyquestions

about the passages.
Theseare the stepsthat vou should follow when you answervocabulary
questions:
l. Look at the highlightedword or phraseand the four answerchoices.If you are

familiar r,t'iththe word, guesswhich answeris correct,but don't click on the
answeryet.
2. Readthe sentencein which the word appears.(The word will be highlightedso
it will be easyto find.) Seeif contextcluesin the sentenceor in the sentences
beforeor afterhelp you guessthe correctmeaning.
3. If contextcluesdo not help you guessthe meaningof the word, useword
analysis.In other words, seeif the prefix, root, or suffix can help you
understandthe word.
4. If you still are not surewhich answeris correct,read the sentenceto yourself
with eachof the four answerchoicesin place.Doesone seemmore logical,
giventhe contextofthe sentence,than the other three?Ifnot, do any seem
illogical?If so,you can eliminatethose.
5. If you are still not sure,make the best guessthat you can and go on. If you have
time, come back to this questionlater.
Here is part of a passagefrom the ReadingPreviewTestand a vocabulary

questionabout it.
Sample
Virtuallyall livingthingshavesomeway of gettingfrom hereto there.Animals

may walk,swim,or fly. Plantsand theirseedsdrift on wind or wateror are
carriedby animals. Therefore,it is reasonableto expectthat, in time, all species
might spreadto everyplaceon Earthwherefavorableconditionsoccur.Indeed,
thereoresomecosmopolitan species. A good exampleis the housefly, found
almosteverywhere on Earth.However,suchbroaddistributionis the rare
exception. Justas barbedwire fencespreventcattlefrom leavingtheir pasture,
biologicalbarrierspreventthe dispersal of manyspecies.

5O Section I Gr,rideto Reading
The word cosmopolitan in the passageis closest in meaning to

C worldwide
C usefirl
C r,r'ell-knor'vn
C ancient
There are tn'o cllles to help vou find the meaning of the highlighted r,r,ord.The
first is in the preceding sentence, where the author says "all species might spread ro
eueryplace on Eartlturhere favorable conditions occur." The author then says that
there really are some of these cosmopolitan species-species that spread every-
where in the norld. Then, in the following sentence, the author gives the example
of the housefly which is fbund "almost everyrvhereon Earth," again indicating that
a cosmopolitan species must be one that iives all over the world. This information
shor-rldhelp vou choose worldu,ide as being closest in meaning Lo cosntopolitart.
Notice that if vor.rput the three incorrect answer choices-rrseJitl, well-knotutt, and
ancient-into the passagein place of cosmopolitan, the sentence does not make
sense in the passage.
At the end of the Reading Section of this book, there is a special tutorial called
"Vocabulary Building." This section contair.rslists of lvords that ma1' appear in
vocabulary cluestionsand that are useful to learn to develop vour academic vocab-
ulary. The exercisesrt ill help you practice using context to guess the meaning of
words.
Exnncrsn
2.1
For:us:Usingcontextto guessthe meaningof -"vords
in short passages.
Drnnr-rrnrs:Readthe passages and then guessthe meaningof the highlighted
expressions in the passage.
Write one or two synonyns or a definition on the lines
next to the expressions.The first item is done for you.
Passage 1
Everyday lifein the BritishColoniesof NorthAmericamay seemglamorous,

especially as reflectedin antiqueshops.But judgedby today'sstandards, it was
quite a drab and harshexistence. Formost people,the laborwas hard and
constantfrom morningto dusk.
Rudimentary comfortsnow takenfor grantedwere lacking.Publicbuildings
were often not heatedat all. Draftyhomeswere heatedonly by inefficient fire-
p l a c e sT. h e r ew a sn o r u n n i n gw a t e ro r i n d o o rp l u m b i n gT. h ef a i n tl i g h to f
c a n d l e as n d w h a l eo i l l a m p sp r o v i d e di n a d e q u a tiel l u m i n a t i o n
T .h e r ew a s n o
sanitation serviceto disposeof refuse;instead,it wasconsumedby long-snouted
hoqs that were allowedto roam the streetsfreelv.

Lesson2: Vocabulary
Questions51
t . d r a b u n l n t e r e s t i n gd.u [ [
2 . c o n s ta n I
q
dusk
4 . rudimentary
6 faint
6 . refuse
7 . roam
Passage 2
When Charles W. Eliottook overas presidentof Harvardin 1869,he brokewith

the traditionalcurriculum. The usualcourseof studiesat U.S.universitiesat the
time emphasized classical languages, mathematics, rhetoric,and ethics.Eliot
pioneereda systemunderwhich most requiredcourses were droppedin favor
of electivecourses.The universityincreasedits offeringsand stressedphysical
and socialsciences, the fine arts,and modernlanguages. Soonotheruniversities
all overthe UnitedStateswerefollowinqHarvard's lead.
B . took over
9 . curriculum
1 0 . elective
t l . stressed

Passage 3
The Pleiades, named afterthe SevenSistersof Creekmythology,is a cluster

of starsin the constellation Taurus.lt is amongthe nearestto Earthof all star
clusters,probablythe bestknown,and certainlythe most beautiful'The cluster
hasbeenknownto humanssinceantiquity,and is mentionedin Homer's
Odyssey.lt appearsas a dipper-shaped group of starshigh overheadon autumn
evenings. lt is so young (only a few million yearsold) that manyof its stars
appearto be surroundedby a bluemist.Thisluminoushazeis actuallystarlight
from the hot bluestarsthat dominatethe clusterreflecting off the interstellar
dust and debris that was left over after the stars were formed. Our own sun's
stellarneighborhood probably looked much like this lust afterits formation'
Despiteits name,the clusteris actuallycomposed of about 250 stars,only
a handfulof which arevisiblewith the nakedeye.The sevenbrightestare
namedfor the sevensistersof creek mythology:Asterope, Electra, Maia,
Taygete,Celaeno, Alcyone,and Merope. Six of these are considerably brighter
than the seventhone, Merope.Accordingto one myth, Merope is dimmer than
her sisters because sheis mourninga lostlover'
12. cluster
13. mist
14. Iuminous
15. debris
1 6 . a handful
1 7 . mourning

Passage 4
Interiordesignersmay claimthat a solitarygoldfishdisplayed in a glassbowl

makesa strikingminimalist fashionstatement,but accordingto a team of British
researchers,goldfishlearnfrom eachotherand are betteroff in groupsthan
alone.In one experiment, two groupsof goldfishwere released into a large
aquariumseparated by a transparentpanel.On one side,fishfood was hidden
in variouslocations.
Thefishon that sideforagedfor the food whilethe fishon
the othersideof the clearpanelwatched.When released into the feedingarea,
theseobservant fish huntedfor the food exactlyin the properlocations. Other
experiments showedthat fish raisedin a group are lessfearfulthan fish raised
alone.And not only arethey lessskittish,but they are alsobetterat eluding
enemiesin the eventof actualattack.
1 8 . solitary
1 9 . striking
20. transparent
2 r . foraged
2 2 . skirtish-
LJ. eluding
Passage 5
Althoughbusiness partnershipsenjoycertainadvantages oversoleproprietor-

ships,therearedrawbacks aswell.One problemthat partnerships faceis the
fact that eachgeneralpartneris liablefor the debtsof any otherpartner.
Moreover,he or sheis responsible for lawsuitsresultingfrom any partner'smal-
practice.lnterpersonalconflictsmay alsoplaguepartnerships. All partnerships,
from law firmsto rockbands,facethe problemof personaldisagreements.
Anotherproblemis the difficultyof dissolving partnerships.lt is usuallymuch
easierto dissolvea soleproprietorshipthan it is to terminatea partnership.
Cenerally, a partnerwho wantsto leavea partnership mustfind someone-
eitheran existingpartneror an outsiderthat is acceptable to the remaining
partners-to buy hisor her interestin the firm.
24. drawbacks
25. liable
2 6 . conflicts
2 7 . plague
28. termrnate

Passage 6
Some2,400yearsago,the Creekphilosophers Democritus and Leucippus

first proposedthe ideaof the atom. They suggestedthat if you slicean item,
suchas a loafof bread,in half,and then in halfagainand againuntilyou could
cut it no longer,then you would reachthe ultimatebuildingblock.Theycalled
it an atom.
Todaywe know that an atom is even more infinitesimal than that. To grasp
the scaleof the atom, look at the dot overthe letter i. Magnifythis dot a million
timesthroughan electronmicroscope and you will seean arrayof a millionink
molecules. lf you couldsomehowblow up this imagea milliontimes,you would
seethe fuzry imageof the largestatoms.And as tiny as atomsare,they are
comoosedof stilltiniersubatomicparticles.
29. slice
30. ultimate
31. infinitesimal
32. grasp
33. blow up
34. fuzzy
2.2
ExEncrsE
Focus:Answeringmultiple-choicevocabularyquestionsin short passages.
DrnncrroNs:Readthe passages and then answerthe questionsabout the vocabulary
in the passagesby marking the oval next to the correct answer.
Passage 1
The CivilWar createdfeverishmanufacturingactivityto supplycritical

material,especially in the Northernstates.When the fightingwas over,
the stage was set for dramaticeconomicgrowth.Wartimetaxeson production
had vanished, and the few taxesthat remainedleanedheavilyon realestate,not
on business. The populationflow from farm to city increased,and the labor
forcethat it providedwas buttressedby millionsof recentimmigrants.These
newcomers werewillingto work for low wagesin the millsof the North and on
the railroadsof the Midwestand West.

The federalgovernment's positiontowardseconomicexpansion was noth-

ing if not accommodating. The governmentestablished provided
tariffbarriers,
loansand grantsto builda transcontinental railroad,and assumeda studied
positionof nonintervention in privateenterprise. The SocialDarwinismof British
philosopher HerbertSpencerand AmericaneconomistWilliamGrahamSummer
prevailed.The theorywas that business, if left to its own devices,would elimi-
natethe weakand nurturethe strong.As business expanded,the rivalryheated
up. In the 1880's,five railroads operatingbetweenNew Yorkand Chicago
viedfor passengers and freighttraffic,and two morewere underconstruction.
As a resultof the rivalry,the fare betweenthe citiesdecreasedat one point to
one dollar.Petroleum companieslikewise competedsavagely with eachother,
and manyof them failed.
Glossary
Sociaf Darwinism: Thebeliefthat the stronqestindividuolor businesswill survive
and rule weakerpeopleor businesses.
I
The word feverishin the passageis closestin meaningto
C sickly and slow
C extremelyrapid
C very dangerous
C unexpected
2 . \.\hich of the following is closestin meaning to the word critical in the passage?
C industrial
C serious
C crucial
C impressive
3 . The phrasethe stagewas set in the passageis closestin meaningto which of
the following?
C The gamewas over.
O The progresscontinued.
C The foundationwas laid.
C The directionwas clear.
4 . The phrasereal estatein the passageis closestin meaningto
C tools and machines
C personalincome
C new enterprises
C land and buildings
\,\hich of the following is closestin meaning to the word buttressedin
the passage?
C supplemented
O concerned
C restructured
C enlightened

6. The word closestin meaningto accommodatingin the passageis

C persistent
C indifferent
C balanced
O helpful
7. The word prevailedin the passageis closestin meaningto
C influenced
C succeeded
C premiered
O evolved
B. The phraseleft to its ornmdevicesin the passageis closestin meaningto
C forcedto do additionalwork
C allowedto do as it pleased
C) made to changeits plans
C encouragedto producemore
9. \\4rich of the following is closestin meaning to the word nurture in
the passage?
C take careof
C pa"vattentionto
C feel sorry fbr
C watch out fbr
10. The phrasevied for in the passageis closestin meaningto
C competedfor
C gained
C searchedfbr
C restricted
11. Which of the followingcould best be substitutedfor the rvordsavagelyin the
passage?
C fiercely
C suddenlv
C surprisingll,
C genuinely
Passage 2
All birdshavefeathers, and feathersare peculiarto birds.No other maiorgroup

of animalsis so easyto categorize. All birdshavewings,too, but thereare other
wingedcreatures, suchas batsand certaininsects.
Manyadaptations arefound in both feathersand wings.Feathers form the
softdown of gooseand ducks,the showyplumesof ostriches and egrets, and
the strongflightfeathersof eaglesand condors.Wingsvaryfrom the short,
broadonesof chickens, which seldomfly,to the long,slimonesof albatrosses,
. p e n g u i n sw, i n g s
t l l t h e i rl i v e ss o a r i n go n a i r c u r r e n t sl n
w h i c hs p e n da l m o s a

havebeenmodifiedinto flippersand feathersinto a waterproofcovering.In

kiwis,the wingsare almostimpossible to detect.
Yetdiversityamong birdsis not as strikingas it is among mammals.The
differencebetweena hummingbirdand an emu is great,but hardlyas dramatic
as that betweena bat and a whale.lt is variationsin detailsratherthan in
fundamentalpatternsthat havebeenimportantin the adaptationof birdsto
many kindsof ecosystems.
H1
Glossary
down: soft, short feathersfound underthe outerfeathersof waterbirdsthat keep
thesebirds warm
12. In the passage,

the phrasepeculiario is closestin meaningto
C necessaryfor
C important to
C symbolicof
C unique to
13. The word categorizein the passageis closestin meaningto
O appreciate
C comprehend
C classiff
C visualize
14. The word showyin the passageis closestin meaningto
C ornamental
C powerful
O pale
C graceful
15. Which of the followingis closestin meaningto the word detectin the passage?
C utilize
C observe
C extend
C describe
16. In the passage,
the word diversityis closestin meaningto
C function
C hereditv
C specialty
C variety
17. The word hardly in the passageis closestin meaningto
C definitely
O not nearly
C possibly
C not softlv

lB. \Ahich of the following could best be substitutedfbr the word fundamental in
the passage?
C basic
C shifting
C predictable
C complicated
Passage 3
Manufactured in the tranquilNew Englandtown of Concord,New Hampshire,

the famousConcordCoachcameto symbolizethe Old West.lts rugged body
and a suspension systemmadeof leatherstrapscould handlethe hardjoltsfrom
rough roads.A journalistdescribing a railroadshipmentof thirty coachesbound
for Wells,Fargoand Companywrote, "Theyaresuperblydecorated... the
bodiesred and the runningpartsyellow.Eachdoor is painted,mostlywith
landscapes,and no two coachesareexactlyalike."
Wells,Fargoand Companywasfoundedin 1852 to providemail and bank-
ing services
for the gold campsof California and laterwon a monopolyon
express serviceswest of the Mississippi.
A Wells,FargoConcordCoachcarried
nineto fourteenpassengers aswell as baggageand mail.The accommodations
were by no meansplush.However,whileconditionsmay havebeenprimitive
and servicenot alwaysprompt, the stagecoach was stillthe fastestmethod of
travelthroughmuch of the FarWest.
19. The word tranquil in the passageis closestin meaningto

C busy
C industrial
C peaceftrl
C tiny

2 0 . The word symbolizein the passageis closestin meaningto

C fulfill
C represent
O deny
C transform
2 t . \.A/hichof the following is closestin meaning to the word rugged in the passage?
O streamlined
C roomy
C sturdy
O primitive
the word jolts is closestin meaningto
22. In the passage,
C shocks
C injuries
C signs
C accidents
ZJ. The phrasebound for in the passagein closestin meaningto
C belongedto
O headedfor
C built by
O owned by
t4
In the passage,
the word superblyis closestin meaningto
C occasionally
O surprisingly
C professionally
C wonderfully
25. In the passage,
the word plush is closestin meaningto
C inexpensive
O clean
C convenient
C luxurious
The word or phraseclosestin meaningto prompt in the passageis
C polite
C on time
C available
C atrisk

Passage 4
To the Hopi peopleof Arizona,the institutions of familyand religionareof

paramountimportance. The Hopi believein a harmonious existencethat
makesthe self-sacrificing individualthe ideal.The Hopi individualis trainedfrom
birth to feelthat hisor her highestresponsibilityis to and for the Peaceful
People-theHopi'sown term for themselves. Fighting,bullying,and attempting
to surpass othersbring an automaticrebukefrom the community.
lmplicitin the Hopiview is an originaland integratedtheoryof the universe.
With thisthey organizetheirsocietyin sucha way asto obtaina measureof
securityfrom a hazardous environmentmadeup of foes,famines,and plagues.
Theyconceiveof the universe-humans, animals,plants,and supernatural spir-
its-as an orderlysystemfunctioningunderrulesknownonly to them. These
rulesgoverntheir behavior, emotions,and thoughtsin a prescribed way.
2 7 . The word paramountin the passageis closestin meaningto

C greatest
C differing
O equal
C decreasing
2 8 . \[4rich of the following is closestin meaning to the word harmonious in the
passage?
O cooperative
O hostile
C philosophical
C exclusive
29, The word bullying in the passageis closestin meaning to
C lying
O organizing
C entertaining
C tormenting
30. In the passage,the word rebuke is closestin meaning to
O prestige
C reaction
C criticism
C compliment
.)1. Which of the following could best be substitutedfor the word hazardousin the
passage?
C dangerous
C random
C familiar
C changing

3 2 . The word foesin the passageis closestin meaningto

C fears
C needs
C failures
C enemies
3 3 . The word prescribedin the passageis closestin meaningto
C illogical
O set
C unbearable
C harsh
Passage 5
Canadianresearchers havediscovered a set of genesthat determinethe

lifespanof the common nematode.Thisfindingshedsnew light on the aging
processthat may allowscienceto eventually delaythe inexorableprocessof
aging.
By manipulating the newlydiscovered genes,the team at McCillUniversity
in Montrealwas ableto increase the lifespanof the nematodefivefold.Altering
the genesapparently causedthe metabolism of the wormsto operateat a more
pace.Thiscausedthe DNA effectsthoughtto bring aboutagingto
leisurely
accumulate at a reducedrate.Of coursethe causes of agingin humansare
more involvedthan thosein nematodes.However,researchers are confidentthat
thesediscoveries will provideinvaluable cluesaboutthis hithertomysterious
oroceSs.
34. The word determinein the passageis closestin meaningto

C control
C maintain
C shorten
C explain
35. Which of the followingis closestin meaningto the phraseshedsnew light on
in the passage?
C contradictswhat is know about
C emphasizesthe importanceof
C providesmore infbrmation about
C callsmore attentionto
36. The word inexorablein the passageis closestin meaningto
C cruel
C essential
O unstoppable
C incomprehensible

3 7 . \\hat is meant by the word manipulating in the passage?

C discovering
O understanding
C rnodifying
C destroying
3 8 . The phrasemore leisurelyin the passageis closestin meaningto
O slower
O more predictable
C more efTicient
O harder
3 9 . The word involvedin the passageis closestin meaningto
C serious
C well known
C easilyobserved
C complicated
40. \\4rich of the following is closestin meaning to the rvord clues in the passage?
C plans
C hints
C secrets
O discoveries
4t. The word hitherto in the passageis closestin meaningto
C universally
C almost
C previously
C somerthat

'TrESSo\J
INFERENC
QEu e s l o N s
Some of the questions about the Reading passagesrequire you to make inferences.
The answers to these questions are not directly provided in the passage-you have
to "read between the lines" to answer them.
Inference questions can be written in a number of ways. Many times the
questions contain some form of the words infer or imply.
Here is a section of one of the passagesin the Reading Preview Test and an
inference question about it.
Sample
what constitutesbarriersdependson the species and its methodof dispersal.

Someare physicalbarriers. Forland animals,bodiesof water,chainsof
mountains, or desertsareeffective.Forexample,the Americanbisonspread
throughoutthe open grasslands of North America,but in the southernpart of
the continenttherearedeserts, so the bisoncould not spreadthere.Foraquatic
creatures,strongcurrents,differencesin salinity,or land areasmay serveas
barriers.
What doesthe author suggestaboutAmericanbison?

C They spreadto North Americafrom SouthAmerica.
C A body of water stoppedthem from spreadingsouth.
C They requireopen grasslands to survive.
C They originally lived in deserts.
In this paragraph,the author givesthe American bison as an example of land

animals that are blocked by physical barriers.The passagetells us that the
Americanbison spreadthrough the open grasslandsof North America,but could
not spreadto the south becauseof a desert.Therefore,bison must need open
grasslandsto survive.This idea is not directly stated anlurhere in the passage,but it
can be inferred.
For more detail and Audio MP3 contact at mengkaizh@yahoo.com 63

64 SectionI Guideto Readins
ExnRctss
3.1
Focus:Identifyingvalid inferencesbasedon sentencesor short passages.
DrRrclroNs: Readeachsentenceor short passageand mark the answerchoicethat
is a valid inferencebased on the information that you read.
1. If a metalworkerfrom 3,000Vearsago could somehowtravelforward in time,

he would recognizevirtually evervstep of the lost-wtx processthat today is
usedto casttitanium for jet engines.
- A. Titanium has been forged for thousandsof years.
- B. The lost-waxmethod of castingmetal is very old.
- C. Metalworkinghas changedvery little in 3,000years.
2. \A4renapple growerstalk about new varietiesof apples,they don't mean some-
thing developedlast month, lastyear,or evenin the last decade.
- A. Apple growershavenot developedany new varietiesin recentdecades.
- B. Somevarietiesof applescan be developedin a short time, but otherstake a
long time.
- C. New varietiesof applestake a long time to develop.
3. High levelsof serum cholesterolusedto be thought of as a problem only for
adults.
- A. High levelsof serum cholesterolare no longera problem for adults.
- B. Only childrenhavea problem with high levelsof serum cholesterol.
- C. High serum cholesterolaffectsboth adultsand children.
4. Alpha Centauri,one of the closeststarsto Earth,is just 4.3light yearsaway.It
can be seenonly from the SouthernHemisphere.However,the closeststar
(otherthan our orvnSun,of course)is a tiny red star,ProximaCentauri,which
is not visiblewithout a telescope.
- A. ProximaCentauriis the closeststar to Earth.
- B. Alpha Centauriis invisiblefrom Earthwithout a telescope.
- C. ProximaCentauriis closerthan 4.3 light yearsfrom the Earth.
5. Comparedwith the rest of its brain, the visual areaof a turtle's brain is quite
small,sinceturtles,like all other reptiles,dependmainly on sensesother than
sight.
- A. No reptileusessight as its primary sense.
- B. Animals that depend on sight all have larger visual areasin their brain than
turtlesdo.
- C. The visualareaof other reptiles'brainsis smallerthan that of turtles.
6. An old but still useful proverb says,"Bewareof oak, it draws the stroke."ln gen-
eral,treeswith deep roots that tap into groundwaterattractmore lightning
than do treeswith shallow,drv roots. Oaksare fifty times more likely to be
struckthan beeches.Pinesare not as safeas beechesbut are still much safer
than oaks.
- A. The roots of oaksare fifty times deeperthan thoseof beeches.
- B. Pines'roots are deeperthan beeches', but not as deep as thoseof oaks.
- C. The deeperthe root, the saferthe tree.

Lesson3: InferenceQuestions 65
7. lllegible handwriting does not indicate weaknessof character,as even a quick

glanceat the penmanship of Franklin D. Rooseveltor John E Kennedyreveals.
- A. Rooseveltand Kennedyboth had handwriting that was difficult to read.
- B. Roosevelt'shandwriting was more illegible than that of Kennedy.
- C. The author believesboth Rooseveltand Kennedyhad weak characters.
8. JackLondon spent only a year prospectingfor gold in Alaska.However,nearly
half of his forty books are set there.
- A. London was successfulin his searchfor gold in Alaska.
- B. Although London worked in Alaskafor only a short time, he wrote almost
twenty books while he lived there.
- C. London'sexperiencesin Alaskahad a strong influence on his writing.
9. Most fish take on the coloration of their natural surroundingsto a certain
degree.It's not surprising,therefore,that fish inhabiting the warm, shallow
waters around tropical reefsare colored all the brilliant hues of the rainbow.
- A. Tropical fish are unlike other fish becausethey take on the coloration of
their environment.
- B. Tropical reefsare brightly colored environments.
- C. Tropicalfish are brightly coloredbecausethey inhabit warm waters.
10. Although sheepherdingis an older and more belovedoccupation,shepherds
never caught the attention of filmmakers the way cowboysdid.
- A. There have been more films about cowboysthan about shepherds.
- B. Films about shenherdsare older and more belovedthan films about
cowboys.
- C. Cowboysare generallyyounger than shepherds.
1l. The OkefenokeeSwampis a fascinatingrealm that both confirmsand contra-
dicts popular notions of a swamp.Along with huge cypresses,
dangerous
quagmires,and dim waterways,the Okefenokeehas sandvpine islands,sunlit
prairies,and clearlakes.
- A. Although most swampsare not very interesting,the Okefenokeeis an
exception.
- B. The Okefenokeehas featuresthat are not commonlv associatedwith
swamps.
- C. Unlike most swamps,the Okefenokeedoes not have huge clpresses,dan-
gerousquagmires,or dim waterways.
12. Thomas Jeffersonpreferredthe Roman st1,leof architecture,as seenin the
buildings at the University ofVirginia, to the English style favoredby Charles
Bullfinch.
- A. The architectureof the University of Virginia was influenced by the Roman
style.
- B. Bullfinchwas an Englisharchitect.
- C. Jeffersonpreferredto build in the English st-vleof architecture.

1 3 .In all cultures,gesturesare used as a form of communication, but the same

gesturesmay have very different meanings in different cultures.
A. No two cultures use the same gestures.
B. One gesturealmost neverhas the samemeaningin two cultures.
C. A personfrom one culturemay misunderstandthe gesturesusedby a per-
son from another.
t 4 . Evenspidersthat do not build webs from silk use it for a variety of purposes,
such as constructingeggsacsand nurserytents.
A. All spidersbuild webs.
B. Spidersthat build webs don't build eggsacsor nurserytents.
C. Silkis usedby all spiders.
1 5 .In theory, a good screwdrivershould last a lifetime, but it seldom does,usually
becauseit is usedas a substitutefor other tools.
A. Using a screwdriverfor purposesother than those for which it was
intendedcan shortenits life.
B. All screwdrivers,if they are really good, Iast a lifetime.
C. If you want a screwdriverto last a lifetime, use other tools to substitutefbr it.
Exnncrsn
3.2
Focus:Answeringinferencequestionsbasedon passages.
DrnEcrroNs:Readthe followingpassagesand the inferencequestionsabout them.
Mark the choicethat best answerseachquestion.
'l
Passage
Pigeonshavebeentaughtto recognizehumanfacialexpressions, upsetting

long-heldbeliefsthat only humanshaveevolvedthe sophisticated nervous
systemsneededto performsucha feat. In recentexperimentsat the University
of lowa,eighttrainedpigeonswereshownphotographs of peopledisplaying
emotionsof happiness, and
anger,surprise, disgust.
The birds learnedto
distinguishbetweentheseexpressions. Not only that, but they were ableto
correctlyidentifythe sameexpressions on photographs of unfamiliarfaces.Their
achievement doesnot suggest,of course,that the pigeonshad any ideawhat
the humanexoressions meant.
Somepsychologists had theorizedthat, becausefacialexpression is vitalto
humancommunication, humanshavedevelopedspecialnervoussystemscapa-
ble of recognizing betweenexpressions.
subtledifferences Now the pigeons
havecastdoubt on that idea.

In fact,the abilityto recognize of emotionis not necessar-

facialexpressions
ily innateevenin humanbabies,but may haveto be learnedin much the same
way that pigeonslearn.In experiments conductedseveralyearsago at the
University of lowa,it wasfound that pigeonsorganizeimagesof thingsinto
manyof the samelogicalcategories that humansdo.
None of theseresultswould come as any surprise to CharlesDarwin,who
long ago wrote aboutthe continuityof mentaldevelopment from animalsto
numanS.
t . From the information in paragraph1, it can be inferredthat pigeons

C showmore emotionsthan peoplethought they could
C can understandthe human emotionsof happiness,anger,surprise,and
disgust
C can identifir only the expressionsof people that they are familiar r'r,ith
O havemore sophisticatednervoussystemsthan was once thought
The author probablybelievesthat the psychologists
mentionedin paragraph2
O will need to revisetheir theory
C no longerbelievethat expressionsare important in human communication
C haveconductedtheir own experimentswith pigeons
C no longerthink that the pigeonshave castdoubt on their theories
In paragraph3, the author suggeststhat, at birth, human babies
C havenervoussystemscapableof recognizingsubtleexpressions
C can learn from pigeons
O are not able to recognizefamiliar faces
O may not be able to identify basicemotionsthrough facialexpressions
4 . \.Vhatcan be inferred about the experimentsthat were conducted severalyears
ago at the University of Iowa?
C They were completelycontradictedby more recentexperiments.
C They supportedthe idea that pigeonsand humans sharecertainmental
abilities.
C Theywere conductedby scientistson human babies.
C They provedthat animalsother than pigeonscould recognizehuman
expressions.
5 . If CharlesDarwin could have seenthe resultsof this experiment,his most
probablereactionwould havebeen one of
C rejection
O surprise
C agreement
C amusement

Passage 2
The Titus-Bode Law predictedthat therewould be a fifth planetbetweenMars

and Jupiter.ln 1800,a group of astronomers nicknamedthe "celestial police"
wasorganizedto searchfor the missingplanet.Beforethe plancould be put in
effect,anotherastronomer, C. Piazzi,
discovered 1 Ceres,the largestasteroid,in
this positionin spaceon New Year'sDay,1801. Whiletryingto locateCeres
again,the astronomerH. Olbersdiscovered 2 Pallasin 1802.J. Hardingdiscov-
ered 3 Junoin 1804.H. Olbersalsodiscovered 4 Vesta,the brightestasteroid,in
1807.lt was not until 1836 that a fifth asteroid,5 Astrea,was addedto the list.
At first,manynineteenth-century astronomers did not find asteroids of much
interest.One evencalledthem "the verminof the sky."In 1891,Max Wolf
pioneeredthe useof astrophotography to detectasteroids. ThenWolf went on
to discover248 asteroids, beginningwith 323 Bruscia. At present,around
150,000asteroids havebeendiscovered. Most are spottedtodayby automated
systemsthat pairtelescopes with computers.
Asteroids vary in sizefrom Ceres,with a diameterof 570 miles,to tiny
bodiesthat are only the sizeof pebbles.Only the four largest-Ceres, Palas,
Vesta,and Juno-are spherical. Most are elongatedor irregular. Asteroids are
not uniformlydistributed throughspace.Manyoccurin clusters calledgroups,
or in eventighterclusters calledfamilies.Families of asteroids with similar
characteristics,indicatinga commonorigin,are calledHiruzamaasteroids.
H. Olbersadvancedthe theorythat asteroids are the remnantsof a large
planetthat exploded.Otherastronomers suggested that the asteroidswere
originallymoonsof Jupiterthat brokeawayand then disintegrated. The most
commonlyacceptedtheoryamong astronomers todayis that they occupya
placein the solarsystemwherea sizeable planetcould haveformed but was
prevented from doing so by the disruptive gravityfieldof nearbyJupiter.
Originally,perhaps,therewere only a few dozenasteroids. Thesewere eventu-
allyfragmentedby mutual to
collisions produce the present populationof
asteroids.
When new asteroids are discovered, they are given a temporarysix-character
name.Thefirstfour numberscorrespond to the yearof discovery. Thefirstof the
two letterscorresoonds to the half-month oeriod in which the asteroid wasdis-
covered,and the secondto the sequence in which the asteroidwasdiscovered in
that half-month.Forexample,the asteroid2006 AC wasthe third asteroid(C) to
be discoveredin the first half of January(A) in 2006. Afterthe orbit of an asteroid
hasbeencalculated, asteroids receivea numberthat corresponds to the orderof
discovery(currentlyfrom 1 Ceresto 95959 Covadonga).The first severalhun-
dred asteroids were namedfor femalecharacters from mythology.(Ceres,for
example,is the Romangoddessof the harvest.) Evenafterthesenameswere
usedup, the conventionof givingasteroids femalenamescontinuedup until 334
Chicago.A personwho discovers an asteroidmay submita nameto the
International Astronomical Union.Someare namedfor placesor for things.Some
are named to honor famous painters,writers,or evenpop stars,such
scientists,
as musicians and actors.Someare namedaftercolleagues, familymembers,and
evenpets.Discoverers may not, however,nameasteroidsafterthemselves. Of
.l
the 150,000knownasteroids, only about 0olohavenames.

Most asteroids arefound in the Main AsteroidBeltbetweenMarsand

Jupiter.Some havehighlyeccentricorbits,suchas 3200 Phaeton,which swings
closeto the Sun.Someasteroids, calledNearEarthAsteroids (NEAs),passclose
to Earth.lt is fearedthat one day an asteroidmay hit Earthand causea great
dealof damage.In fact,mostscientists believethat a collisionbetweenan aster-
oid and the earthmadedinosaurs extinct.
ln Juneof 2002,withoutwarning,a medium-sized asteroidcalled2002 MN
passedrelativelycloseto Earth.lt was not observeduntil three daysafter it had
passed. Thiswasthe closestan asteroidhad cometo EarthsinceI994 XM. That
asteroidmissedthe Earthby only 64,000 miles.However,the one in 2002 was
much largerthan 1994 XN and potentiallymuch moredestructive. Other near
missesinvolved1989 FC and 433 Erosin 1975.Whilethereare programsto
watch for Near EarthAsteroids,2OO2MN provedthat theseprogramsare not
completelyeffective. Somepeoplebelievethat thereshouldbe a much larger
worldwideprogramto detectand possiblydestroyasteroids that are heading
towardsour olanet.
GIossary
vermin: small,unwanted,destructive
animals,usuallyinsectsor mammols
suchas rats
6. It can be inferred from the information in paragraph I that the Titus-BodeLaw

dealsrvith which of the following?
C The sizeof planets
C The position of planetsaround the Sun
C The speedofbodiesin space
C The existenceof asteroids
7 . \\4rat doesthe author imply about G.Piazziin paragraphl?
C He \A/asnot trained as an astronomer.
C He worked closelyrvith H. Olbers.
C He was not a member of the "celestialpolice."
C He discoveredthe four largestasteroids.
B . It can be inferred from the information in paragraph 1 that H. Olbers
C was not looking for 2 Pallaswhen he found it
O discoveredthe iargestasteroid
O discoveredmany asteroidsa few yearsafter finding 4 Vesta
C worked closelywith J. Harding
The author implies that the nineteenth-centuryastronomersmentionedin
paragraphI believedthat
C astronomersshouldwork on projectsother than asteroids
C astrophotographywas a valuabletool
C more time shouldbe spentsearchingfor asteroids
C asteroidswere dangerousbecausethey might strikeEarth

Guide TEOFL iBT P01

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Guide TEOFL iBT P01

Uploaded by

Copyright:

Available Formats

TheCompleteGuide

TOEFL@ iBT is a registeredtrademark of the EducationalTestingService(ETS),Princeton,New Iersey,USA.

. Canada. Mexico. Singapore

For more detail and Audio MP3 contact at mengkaizh@yahoo.com

Creditsappearon pageBlB,which constitutesa con-

For more detail and Audio MP3 contact at mengkaizh@yahoo.com

Questionsand Answersabout the TOEFL@iBT xll

2 Gurnnro LrsrENrNG 233

3 Gurnn ro SPEAKTNG 399

For more detail and Audio MP3 contact at mengkaizh@yahoo.com ilt

4 GulnE ro WRITING 559

TheIntegrated Writing Task

About the IntegratedWriting Task

LEssox21 TakingNotesand Planningthe IntegratedResponse

For more detail and Audio MP3 contact at mengkaizh@yahoo.com

If you are preparing for the TOEpto (Testof English as a ForeignLanguage)iBT,

Aeour Tnrs ErrrroN:Wuer'sNnw?

This edition of TheCompleteGuideto the TOEFL@ Test,iBT Edition,like the TOEFL

For more detail and Audio MP3 contact at mengkaizh@yahoo.com

In the ListeningSectionof the test,the lecturesand conversationshavegotten

OncaNrzATroNoF THrs Boor

basicinformation about the designof the Internet-basedtest and helpsyou

"secrets"of being a good test-taker:arranging)'our preparationtime, using the

Main SectionsThe main part of this textbookis dividedinto four sectionsreflect-

For more detail and Audio MP3 contact at mengkaizh@yahoo.com

An introduction to each test sectionwith basic strategies.

Guideto Listening Eachof the six lessonsin this sectionconcentrateson one of

Answer Key and Audioscript Answersand explanationsfor questionsand a script

For more detail and Audio MP3 contact at mengkaizh@yahoo.com

The TOEFLiBT puts a lot of emphasison communicative skills,and as much as you

Getting Started I to 2 hours

\.44ratif you don't have time to cover every'thingin The Gttide?Don'Iworuy!The

For more detail and Audio MP3 contact at mengkaizh@yahoo.com

For more detail and Audio MP3 contact at mengkaizh@yahoo.com tx

JoshuaAtherton Dr. Karen Russikoff

Consuelo FernandesBarbosa lvo Joan Sears

Val6ria Ben6volo Franga Barbara Smith-Palinkas

Claudia Hernandez Robert Richmond Stroupe

Ruo-chiang Iao GrantTrew

Maria Aurora Patifro Leal Hilda Zacour

For more detail and Audio MP3 contact at mengkaizh@yahoo.com

For more detail and Audio MP3 contact at mengkaizh@yahoo.com xt

Q: What is the TOEFLTest?

Q: And what is the TOEFLiBT?

Q: Different? How is the TOEFL iBT different?

You recordresponsesthat are scoredby ratersat ETS'

writing skillswith your reading and listening skills'

are "authenticEnglish."In other words,the languagethat you hear is more nat-

The test is nof "computeradaptive"(unlikethe previouscomputer-based

Q: Why did the test change?

Q: Is the TOEFLiBT more difficult than previous versions?

For more detail and Audio MP3 contact at mengkaizh@yahoo.com

ToEFI@ IBT Format

Totaf time:3-1/2 to 4 hours

Q: How does the scoring system for the TOEFLiBT work?

In addition to the numericalscore,ETSwill senda score"descriptor,"a short

For more detail and Audio MP3 contact at mengkaizh@yahoo.com

120 300 677

Q: What is a passing score on the TOEFLtest?

Q: How and when will I receive my test scores?

Q: How do I register for the TOEFLiBT?

For more detail and Audio MP3 contact at mengkaizh@yahoo.com