TEST 3, READING

Electricity from Wind

Since 1980, the use of wind to produce electricity has been growing rapidly. In 1994 there were nearly 20,000 wind turbines worldwide, most grouped in clusters called wind farms that collectively produced 3,000 megawatts of electricity. Most were in Denmark (which got 3 percent of its electricity from wind turbines) and California (where 17,000 machines produced 1 percent of the state’s electricity, enough to meet the residential needs of a city as large as San Francisco). In principle, all the power needs of the United States could be provided by exploiting the wind potential of just three states—North Dakota, South Dakota, and Texas.
Large wind farms can be built in six months to a year and then easily expanded as needed. With a moderate to fairly high net energy yield, these systems emit no heat-trapping carbon dioxide or other air pollutants and need no water for cooling; manufacturing them produces little water pollution. The land under wind turbines can be used for grazing cattle and other purposes, and leasing land for wind turbines can provide extra income for farmers and ranchers.

Wind power has a significant cost advantage over nuclear power and has become competitive with coal-fired power plants in many places. With new technological advances and mass production, projected cost declines should make wind power one of the world’s cheapest ways to produce electricity. In the long run, electricity from large wind farms in remote areas might be used to make hydrogen gas from water during periods when there is less than peak demand for electricity. The hydrogen gas could then be fed into a storage system and used to generate electricity when additional or backup power is needed.

Wind power is most economical in areas with steady winds. In areas where the wind dies down, backup electricity from a utility company or from an energy storage system becomes necessary. Backup power could also be provided by linking wind farms with a solar cell, with conventional or pumped-storage hydropower, or with efficient natural-gas-burning turbines. Some drawbacks to wind farms include visual pollution and noise, although these can be overcome by improving their design and locating them in isolated areas.

Large wind farms might also interfere with the flight patterns of migratory birds in certain areas, and they have killed large birds of prey (especially hawks, falcons, and eagles) that prefer to hunt along the same ridge lines that are ideal for wind turbines. The killing of birds of prey by wind turbines has pitted environmentalists who champion wildlife protection against environmentalists who promote renewable wind energy. Researchers are evaluating how serious this problem is and hope to find ways to eliminate or sharply reduce this problem. Some analysts also contend that the number of birds killed by wind turbines is dwarfed by birds killed by other human-related sources and by the potential loss of entire bird species from possible global warming. Recorded deaths of birds of prey and other birds in wind farms in the United States currently amount to no more than 300 per year. By contrast, in the United States an estimated 97 million birds are killed each year when they collide with buildings made of plate glass, 57 million are killed on highways each year; at least 3.8 million die annually from pollution and poisoning; and millions of birds are electrocuted each year by transmission and distribution lines carrying power produced by nuclear and coal power plants.

The technology is in place for a major expansion of wind power worldwide. Wind power is a virtually unlimited source of energy at favorable sites, and even excluding environmentally sensitive areas, the global potential of wind power is much higher than the current world electricity use. In theory, Argentina, Canada, Chile, China, Russia, and the United Kingdom could use wind to meet all of their energy needs. Wind power experts project that by the middle of the twenty-first century wind power could supply more than 10 percent of the world’s electricity and 10-25 percent of the electricity used in the United States.


26. Based on the information in paragraph 1, which of the following best explains the term wind farms?
Farms using windmills to pump water
Research centers exploring the uses of wind
Types of power plant common in North Dakota
Collections of wind turbines producing electric power

Paragraph 1 is marked with an arrow .


27. The word emit in the passage is closest in meaning to
use
require
release
destroy


28. Based on the information in paragraph 3 and paragraph 4, what can be inferred about the states of North Dakota, South Dakota, and Texas mentioned at the end of paragraph 1 ?
They rely largely on coal-fired power plants.
They contain remote areas where the winds rarely die down.
Over 1 percent of the electricity in these states is produced by wind farms.
Wind farms in these states are being expanded to meet the power needs of the United States.

Paragraph 3 and paragraph 4 are marked with arrows .


29. According to paragraph 3, which of the following is true about periods when the demand for electricity is relatively low?
These periods are times when wind turbines are powered by hydrogen gas.
These periods provide the opportunity to produce and store energy for future use.
These periods create storage problems for all forms of power generation.
These periods occur as often as periods when the demand for electricity is high.

Paragraph 3 is marked with an arrow .


30. In paragraph 4, the author states that in areas where winds are not steady
power does not reach all customers
wind farms cannot be used
solar power is more appropriate
backup systems are needed

Paragraph 4 is marked with an arrow .


31. According to paragraph 4, what can be inferred about the problems of visual pollution and noise associated with wind farms?
Both problems affect the efficiency of wind farms.
Possible solutions are known for both problems.
Wind power creates more noise than visual pollution.
People are more concerned about visual pollution than noise.

Paragraph 4 is marked with an arrow .


32. The phrase this problem in the passage refers to
interference with the flight patterns of migrating birds in certain areas
building ridge lines that are ideal for wind turbines
the killing of birds of prey by wind turbines
meeting the demands of environmentalists who promote renewable wind energy


33. Which of the sentences below best expresses the essential information in the highlighted sentence in the passage? Incorrect choices change the meaning in important ways or leave out essential information.
Hawks, falcons, and eagles prefer to hunt along ridge lines, where wind turbines can kill large numbers of migratory birds.
Wind turbines occasionally cause migratory birds to change their flight patterns and therefore may interfere with the areas where birds of prey prefer to hunt.
Some of the best locations for large wind farms are places that may cause problems for migrating birds and birds of prey.
Large wind farms in certain areas kill hawks, falcons, and eagles and thus might create a more ideal path for the flight of migratory birds.


34. In paragraph 5, why does the author give details about the estimated numbers of birds killed each year?
To argue that wind farms should not be built along ridge lines
To point out that the deaths of migratory birds exceed the deaths of birds of prey
To explain why some environmentalists oppose wind energy
To suggest that wind turbines result in relatively few bird deaths

Paragraph 5 is marked with an arrow .


35. The phrase amount to in the passage is closest in meaning to
can identify
change
are reduced by
total


36. The word project in the passage is closest in meaning to
estimate
respond
argue
plan


37. Which of the following statements most accurately reflects the author’s opinion about wind energy?
Wind energy production should be limited to large wind farms.
The advantages of wind energy outweigh the disadvantages.
The technology to make wind energy safe and efficient will not be ready until the middle of the twenty-first century.
Wind energy will eventually supply many countries with most of their electricity.


38. Look at the four squares that indicate where the following sentence could be added to the passage.
Some companies in the power industry are aware of this wider possibility and are planning sizable wind-farm projects in states other than California.
Where would the sentence best fit?
Click on a square to add the sentence to the passage.


39. Directions: An introductory sentence for a brief summary of the passage is provided below. Complete the summary by selecting the THREE answer choices that express the most important ideas in the passage. Some sentences do not belong in the summarybecause they express ideas that are not presented in the passage or are minor ideas in the passage. This question is worth 2 points.
In the future, wind power is likely to become a major source of the world’s energy supply.
Answer Choices
Wind farms have already produced sufficient amounts of electricity to suggest that wind power could become an important source of electric power.
The wind energy produced by just a small number of states could supply all of the power needs of the United States.
Wind power has several advantages, such as low pollution and projected cost declines, compared to other energy sources.
Although wind power is not economical in areas with steady winds, alternative wind sources can be used to simulate wind power.
Responding to environmentalists concerned about birds killed by wind turbines, analysts point to other human developments that are even more dangerous to birds.
Smaller countries, which use less electricity than large countries, are especially suited to use wind power to meet all their energy needs.

ANSWER

Reading 3 - Electricity from Wind

26. D - Collections of wind turbines producing electric power
27. C - release
28. B - They contain remote areas where the winds rarely die down.
29. B - These periods provide the opportunity to produce and store energy for future use.
30. D - backup systems are needed
31. B - Possible solutions are known for both problems.
32. C - the killing of birds of prey by wind turbines
33. C - Some of the best locations for large wind farms are places that may cause problems for migrating birds and birds of prey.
34. D - To suggest that wind turbines result in relatively few bird deaths
35. D - total
36. A - estimate
37. B - The advantages of wind energy outweigh the disadvantages.
38. Insert text at square number 4 (D)
39.
o Wind farms have already produced sufficient amounts of electricity to suggest that wind power could become an important source of electric power.
o Wind power has several advantages, such as low pollution and projected cost declines, compared to other energy sources.
o Responding to environmentalists concerned about birds killed by wind turbines, analysts point to other human developments that are even more dangerous to birds.

TEST 2, READING

Lascaux Cave Paintings

In Southwest France in the 1940’s, playing children discovered Lascaux Grotto, a series of narrow cave chambers that contain huge prehistoric paintings of animals. Many of these beasts are as large as 16 feet (almost 5 meters). Some follow each other in solemn parades, but others swirl about, sideways and upside down. The animals are bulls, wild horses, reindeer, bison, and mammoths outlined with charcoal and painted mostly in reds, yellow, and browns. Scientific analysis reveals that the colors were derived from ocher and other iron oxides ground into a fine powder. Methods of applying color varied: some colors were brushed or smeared on rock surfaces and others were blown or sprayed. It is possible that tubes made from animal bones were used for spraying because hollow bones, some stained with pigment, have been found nearby.

One of the most puzzling aspects of the paintings is their location. Other rock paintings—for example, those of Bushmen in South Africa—are either located near cave entrances or completely in the open. Cave paintings in France and Spain, however, are in recesses and caverns far removed from original cave entrances. This means that artists were forced to work in cramped spaces and without sources of natural light. It also implies that whoever made them did not want them to be easily found. Since cave dwellers normally lived close to entrances, there must have been some reason why so many generations of Lascaux cave dwellers hid their art.
Scholars offer three related but different opinions about the mysterious origin and significance of these paintings. One opinion is that the paintings were a record of seasonal migrations made by herds. Because some paintings were made directly over others, obliterating them, it is probable that a painting’s value ended with the migration it pictured. Unfortunately, this explanation fails to explain the hidden locations, unless the migrations were celebrated with secret ceremonies.
Another opinion is that the paintings were directly related to hunting and were an essential part of a special preparation ceremony. This opinion holds that the pictures and whatever ceremony they accompanied were an ancient method of psychologically motivating hunters. It is conceivable that before going hunting the hunters would draw or study pictures of animals and imagine a successful hunt. Considerable support exists for this opinion because several animals in the pictures are wounded by arrows and spears. This opinion also attempts to solve the overpainting by explaining that an animal’s picture had no further use after the hunt.

A third opinion takes psychological motivation much further into the realm of tribal ceremonies and mystery: the belief that certain animals assumed mythical significance as ancient ancestors or protectors of a given tribe or clan. Two types of images substantiate this theory: the strange, indecipherable geometric shapes that appear near some animals, and the few drawings of men. Wherever men appear they are crudely drawn and their bodies are elongated and rigid. Some men are in a prone position and some have bird or animal heads. Advocates for this opinion point to reports from people who have experienced a trance state, a highly suggestive state of low consciousness between waking and sleeping. Uniformly, these people experienced weightlessness and the sensation that their bodies were being stretched lengthwise. Advocates also point to people who believe that the forces of nature are inhabited by spirits, particularly shamans* who believe that an animal’s spirit and energy is transferred to them while in a trance. One Lascaux narrative picture, which shows a man with a birdlike head and a wounded animal, would seem to lend credence to this third opinion, but there is still much that remains unexplained. For example, where is the proof that the man in the picture is a shaman? He could as easily be a hunter wearing a headmask. Many tribal hunters, including some Native Americans, camouflaged themselves by wearing animal heads and hides.

Perhaps so much time has passed that there will never be satisfactory answers to the cave images, but their mystique only adds to their importance. Certainly a great art exists, and by its existence reveals that ancient human beings were not without intelligence, skill, and sensitivity.
*shamans: holy people who act as healers and diviners

13. The word others in the passage refers to
chambers
paintings
beasts
parades

14. The word Methods in the passage is closest in meaning to
Ways
Shades
Stages
Rules

15. What are the bones found in the Lascaux caves believed to indicate?
Wild animals sometimes lived in the cave chambers.
Artists painted pictures on both walls and bones.
Artists ground them into a fine powder to make paint.
Artists developed special techniques for painting the walls.

16. Why does the author mention Bushmen in South Africa in paragraph 2?
To suggest that ancient artists from all over the world painted animals on rocks
To contrast the location of their rock paintings to those found at Lascaux
To support the claim that early artists worked in cramped spaces
To give an example of other artists who painted in hidden locations

Paragraph 2 is marked with an arrow .

17. What can be inferred from paragraph 2 about cave painters in France and Spain?
They also painted rocks outside caves.
They did not live close to the cave entrances.
They developed their own sources of light to use while painting.
Their painting practices did not last for many years.

Paragraph 2 is marked with an arrow .

18. Why does the author mention secret ceremonies?
To present a common opinion held by many scholars
To suggest a similarity between two opinions held by scholars
To suggest a possible explanation for a weakness in an opinion expressed in the passage
To give evidence that contradicts a major opinion expressed in the passage

19. The word accompanied in the passage is closest in meaning to
represented
developed into
were associated with
came after

20. According to paragraph 4, why do some scholars believe that the paintings were related to hunting?
Because some tools used for painting were also used for hunting
Because cave inhabitants were known to prefer animal food rather than plant food
Because some of the animals are shown wounded by weapons
Because many hunters were also typically painters

Paragraph 4 is marked with an arrow .

21. According to paragraph 5, why do some scholars refer to a trance state to help understand the cave paintings?
To explain the state of consciousness the artists were in when they painted their pictures
To demonstrate the mythical significance of the strange geometric shapes
To indicate that trance states were often associated with activities that took place inside caves
To give a possible reason for the strange appearance of the men painted on the cave walls

Paragraph 5 is marked with an arrow .

22. According to paragraph 5, if the man pictured with the birdlike head is not a shaman, he may have worn the headmask
to look like an animal while a hunt took place
to frighten off other hunters competing for food
to prove that he is not a shaman
to resist forces of nature thought to be present in animals

Paragraph 5 is marked with an arrow .

23. According to paragraph 6, why might the puzzling questions about the paintings never be answered?
Keeping the paintings a mystery will increase their importance.
The artists hid their tools with great intelligence and skill.
Too many years have gone by since the images were painted.
Answering the questions is not very important to scholars.

Paragraph 6 is marked with an arrow .

24. Look at the four squares that indicate where the following sentence could be added to the passage.
This made it easy for the artists to paint and display them for the rest of the cave dwellers.
Where would the sentence best fit?
Click on a square to add the sentence to the passage.

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

Scholars have wondered about the meaning of the subjects, location, and overpainting of Lascaux cave images.
Answer Choices
The paintings may have recorded information about animal migrations, and may only have been useful for one migration at a time.
Unlike painters of the recently discovered paintings, other Lascaux cave painters usually painted on rocks near cave entrances or in open spaces outside the caves.
The human figures represented in the paintings appear to be less carefully shaped than those of animals.
Some scholars believe that the paintings motivated hunters by allowing them to picture a successful hunt.
It is possible that the animals in the paintings were of mythical significance to the tribe, and the paintings reflected an important spiritual practice.
Scientific analysis suggests that paintings were sprayed onto the rock walls with tubes made from animal bones.

Drag your answer choices to the spaces where they belong. To remove an answer choice, click on it. To review the passage, click on View Text.

ANSWER

Reading 2 - Lascaux Cave Painting

13. C - beasts
14. A - Ways
15. D - Artists developed special techniques for painting the walls.
16. B - To contrast the location of their rock paintings to those found at Lascaux
17. C - They developed their own sources of light to use while painting.
18. C - To suggest a possible explanation for a weakness in an opinion expressed in the passage
19. C - were associated with
20. C - Because some of the animals are shown wounded by weapons
21. D - To give a possible reason for the strange appearance of the men painted on the cave walls
22. A - to look like an animal while a hunt took place
23. C - Too many years have gone by since the images were painted.
24. Insert text at square number 1 (A)
25.
o The paintings may have recorded information about animal migrations, and may only have been useful for one migration at a time.
o Some scholars believe that the paintings motivated hunters by allowing them to picture a successful hunt.
o It is possible that the animals in the paintings were of mythical significance to the tribe, and the paintings reflected an important spiritual practice.

TEST

In this section you can find a lot of free test to preparate the TOEFL

READING

Test 1

Test 2

Test 3

TOEFL IBT TEST CONTENT

The TOEFL iBT measures skills in reading, listening, speaking and writing, and requires you to combine 2 or more of these skills to respond to a question. For example, you might read a passage or listen to a lecture in English, and then write or speak your answers in English.

1. Toefl ibt tips

2. Introduction

3. Overview

4. Format

5. Question types

6. Academic reading skills

7. Academic listening skills

8. Academic speaking skills

9. Academic writing skills

10. Structure of toelf ibt

11. Test scores

12. Reading tips

13. Listening tips

14. Speaking tips

15. Writing tips

TEST 1, READING

Opportunists and Competitors

Growth, reproduction, and daily metabolism all require an organism to expend energy. The expenditure of energy is essentially a process of budgeting, just as finances are budgeted. If all of one’s money is spent on clothes, there may be none left to buy food or go to the movies. Similarly, a plant or animal cannot squander all its energy on growing a big body if none would be left over for reproduction, for this is the surest way to extinction.
All organisms, therefore, allocate energy to growth, reproduction, maintenance, and storage. No choice is involved; this allocation comes as part of the genetic package from the parents. Maintenance for a given body design of an organism is relatively constant. Storage is important, but ultimately that energy will be used for maintenance, reproduction, or growth. Therefore the principal differences in energy allocation are likely to be between growth and reproduction.
Almost all of an organism’s energy can be diverted to reproduction, with very little allocated to building the body. Organisms at this extreme are “opportunists.” At the other extreme are “competitors,” almost all of whose resources are invested in building a huge body, with a bare minimum allocated to reproduction.
Dandelions are good examples of opportunists. Their seedheads raised just high enough above the ground to catch the wind, the plants are no bigger than they need be, their stems are hollow, and all the rigidity comes from their water content. Thus, a minimum investment has been made in the body that becomes a platform for seed dispersal. These very short-lived plants reproduce prolifically; that is to say they provide a constant rain of seed in the neighborhood of parent plants. A new plant will spring up wherever a seed falls on a suitable soil surface, but because they do not build big bodies, they cannot compete with other plants for space, water, or sunlight. These plants are termed opportunists because they rely on their seeds’ falling into settings where competing plants have been removed by natural processes, such as along an eroding riverbank, on landslips, or where a tree falls and creates a gap in the forest canopy.
Opportunists must constantly invade new areas to compensate for being displaced by more competitive species. Human landscapes of lawns, fields, or flowerbeds provide settings with bare soil and a lack of competitors that are perfect habitats for colonization by opportunists. Hence, many of the strongly opportunistic plants are the common weeds of fields and gardens.
Because each individual is short-lived, the population of an opportunist species is likely to be adversely affected by drought, bad winters, or floods. If their population is tracked through time, it will be seen to be particularly unstable—soaring and plummeting in irregular cycles.

The opposite of an opportunist is a competitor. These organisms tend to have big bodies, are long-lived, and spend relatively little effort each year on reproduction. An oak tree is a good example of a competitor. A massive oak claims its ground for 200 years or more, outcompeting all other would-be canopy trees by casting a dense shade and drawing up any free water in the soil. The leaves of an oak tree taste foul because they are rich in tannins, a chemical that renders them distasteful or indigestible to many organisms. The tannins are part of the defense mechanism that is essential to longevity. Although oaks produce thousands of acorns, the investment in a crop of acorns is small compared with the energy spent on building leaves, trunk, and roots. Once an oak tree becomes established, it is likely to survive minor cycles of drought and even fire. A population of oaks is likely to be relatively stable through time, and its survival is likely to depend more on its ability to withstand the pressures of competition or predation than on its ability to take advantage of chance events. It should be noted, however, that the pure opportunist or pure competitor is rare in nature, as most species fall between the extremes of a continuum, exhibiting a blend of some opportunistic and some competitive characteristics.

1. The word squander in the passage is closest in meaning to
extend
transform
activate
waste


2. The word none in the passage refers to
food
plant or animal
energy
big body


3. In paragraph 1, the author explains the concept of energy expenditure by

identifying types of organisms that became extinct
comparing the scientific concept to a familiar human experience
arguing that most organisms conserve rather than expend energy
describing the processes of growth, reproduction, and metabolism
Paragraph 1 is marked with an arrow .


4. According to the passage, the classification of organisms as “opportunists” or “competitors” is determined by
how the genetic information of an organism is stored and maintained
the way in which the organism invests its energy resources
whether the climate in which the organism lives is mild or extreme
the variety of natural resources the organism consumes in its environment


5. The word dispersal in the passage is closest in meaning to
development
growth
distribution
protection


6. Which of the sentences below best expresses the essential information in the highlighted sentence in the passage? Incorrect choices change the meaning in important ways or leave out essential information.
Because their seeds grow in places where competing plants are no longer present, dandelions are classified as opportunists.
Dandelions are called opportunists because they contribute to the natural processes of erosion and the creation of gaps in the forest canopy.
The term opportunists applies to plants whose seeds fall in places where they can compete with the seeds of other plants.
The term opportunists applies to plants whose falling seeds are removed by natural processes.


7. The word massive in the passage is closest in meaning to
huge
ancient
common
successful


8. All of the following are mentioned in paragraph 7 as contributing to the longevity of an oak tree EXCEPT
the capacity to create shade
leaves containing tannin
the ability to withstand mild droughts and fire
the large number of acorns the tree produces

Paragraph 7 is marked with an arrow .


9. According to the passage, oak trees are considered competitors because
they grow in areas free of opportunists
they spend more energy on their leaves, trunks and roots than on their acorns
their population tends to increase or decrease in irregular cycles
unlike other organisms, they do not need much water or sunlight


10. In paragraph 7, the author suggests that most species of organisms
are primarily opportunists
are primarily competitors
begin as opportunists and evolve into competitors
have some characteristics of opportunists and some of competitors

Paragraph 7 is marked with an arrow .

11.
Look at the four squares that indicate where the following sentence could be added to the passage.
Such episodic events will cause a population of dandelions, for example, to vary widely.
Where would the sentence best fit?
Click on a square to add the sentence to the passage.

12. Directions: Complete the table by matching the phrases below
Directions: Select the appropriate phrases from the answer choices and match them to the type of organism to which they relate. TWO of the answer choices will NOT be used. This question is worth 4 points.
Drag your answer choices to the spaces where they belong. To remove an answer choice, click on it. To review the passage, click on View Text.
Answer Choices

Opportunists
Vary frequently the amount of energy they spend in body maintenance

Have mechanisms for protecting themselves from predation

Succeed in locations where other organisms have been removed

Have relatively short life spans

Invest energy in the growth of large, strong structures

Have populations that are unstable in response to climate conditions
Competitors
Can rarely find suitable soil for reproduction

Produce individuals that can withstand changes in the environmental conditions

Reproduce in large numbers

Answers

Reading 1 - Opportunists and Competitors

1. D - waste
2. C - energy
3. B - comparing the scientific concept to a familiar human experience
4. B - the way in which the organism invests its energy resources
5. C - distribution
6. A - Because their seeds grow in places where competing plants are no longer present, dandelions are classified as opportunists.
7. A - huge
8. D - the large number of acorns the tree produces
9. B - they spend more energy on their leaves, trunks and roots than on their acorns
10. D - have some characteristics of opportunists and some of competitors
11. Insert text at square number 3 (C)
12.
Table Answer Key
1
Vary frequently the amount of energy they spend in body maintenanceNot used
2
Have mechanisms for protecting themselves from predationAnswer: Competitors
3
Succeed in locations where other organisms have been removedAnswer: Opportunist
4
Have relatively short life spansAnswer: Opportunist
5
Invest energy in the growth of large, strong structuresAnswer: Competitors
6
Have populations that are unstable in response to climate conditionsAnswer: Opportunist
7
Can rarely find suitable soil for reproductionNot used
8
Produce individuals that can withstand changes in the environmental conditionsAnswer: Competitors
9
Reproduce in large numbersAnswer: Opportunist

Bubbly Colbie Caillat

Will you count me in?

V1: I've been awake for a while now
you've got me feelin like a child now
cause every time I see your bubbly face
I get the tinglies in a silly place

C: It starts in my toes
and I crinkle my nose
where ever it goes I always know
that you make me smile
please stay for a while now
just take your time
where ever you go

V2: The rain is fallin on my window pane
but we are hidin in a safer place
under covers stayin dry *(safe) and warm
you give me feelins that I adore

C: It starts in my toes
make me crinkle my nose
where ever it goes
i always know
that you make me smile
please stay for a while now
just take your time
where ever you go

B: What am I gonna say
when you make me feel this way
I just........mmmmmm

C: It starts in my toes
make me crinkle my nose
where ever it goes
i always know
that you make me smile
please stay for a while now
just take your time
where ever you go

V3: I've been asleep for a while now
You tucked me in just like a child now
Cause every time you hold me in your arms
I'm comfortable enough to feel your warmth

C: It starts in my soul
And I lose all control
When you kiss my nose
The feelin shows
Cause you make me smile
Baby just take your time now
Holdin me tight

Where ever, where ever, where ever you go
Where ever, where ever, where ever you go
Where ever you go, I'll always know
Cause you make me smile here, just for a while

Say It Right Nelly Furtado

In the day
In the night
Say it right
Say it all
You either got it
Or you don´t
You either stand or you fall
When your will is broken
When it slips from your hand
When there´s no time for joking
There´s a hole in the plan

Oh you don´t mean not nothing at all to me
No you don´t mean not nothing at all to me
Do you got what it takes to set me free
Oh you could mean everything to me

I can´t say that I´m not lost and at fault
I can´t say that I don´t love the light and the dark
I can´t say that I don´t know that I am alive
And all of what I feel I could show
You tonite you tonite

Oh you don´t mean not nothing at all to me
No you don´t mean not nothing at all to me
Do you got what it takes to set me free
Oh you could mean everything to me

From my hands I could give you
Something that I made
From my mouth I could sing you another brick that I laid
From my body (from my body) I could show you (I could show you) a place (a place) God knows
You should know the space is holy
Do you really want to go?

Bleeding Love Leona Lewis

Closed off from love
I didn’t need the pain
Once or twice was enough
And it was all in vain
Time starts to pass
Before you know it you’re frozen

But something happened
For the very first time with you
My heart melts into the ground
Found something true
And everyone’s looking round
Thinking I’m going crazy

But I don’t care what they say
I’m in love with you
They try to pull me away
But they don’t know the truth
My heart’s crippled by the vein
That I keep on closing
You cut me open and I

Keep bleeding (CHORUS)
Keep, keep bleeding love
I keep bleeding
I keep, keep bleeding love
Keep bleeding
Keep, keep bleeding love
You cut me open

Trying hard not to hear
But they talk so loud
Their piercing sounds fill my ears
Try to fill me with doubt
Yet I know that the goal
Is to keep me from falling

But nothing’s greater
Than the rush that comes with your embrace
And in this world of loneliness
I see your face
Yet everyone around me
Thinks that I’m going crazy, maybe, maybe

But I don’t care what they say

I’m in love with you
They try to pull me away
But they don’t know the truth
My heart’s crippled by the vein
That I keep on closing
You cut me open and I

Keep bleeding (chorus)

And it’s draining all of me
Oh they find it hard to believe
I’ll be wearing these scars
For everyone to see

I don’t care what they say
I’m in love with you
They try to pull me away
But they don’t know the truth
My heart’s crippled by the vein
That I keep on closing
You cut me open and I
Keep bleeding (chorus)

Hey There Delilah Plain White T's

hey there Delilah
what’s it like in new York city
I’m a thousand miles away
but girl tonight you look so pretty
yes you do
time square cant shine as bright as you
i swear its true
hey there Delilah
don’t you worry about the distance
I’m right there if you get lonely
give this song another listen
close your eyes
listen to my voice its my disguise
I’m by your side
oh its what you do to me[x4]

what you do to me
hey there Delilah
i know times are gettin hard
but just believe me girl
someday ill pay the bills with this guitar
we’ll have it good
we’ll have the life we knew we would
my word is good
hey there Delilah
I’ve got so much left to say
if every simple song i wrote to you
would take your breath away
id write it all
even more in love with me you’d fall
we’d have it all
oh its what you do to me[x4]

a thousand miles seems pretty far
but they’ve got planes and trains and cars
id walk to you if i had no other way
our friends would all make fun of us
and we’ll just laugh along because we know
that none of them have felt this way

Delilah i can promise you
that by the time that we get through
the world will never ever be the same
and you’re to blame
hey there Delilah
you be good and don’t you miss me
two more years and you’ll be done with school
and ill be makin history like i do
you know its all because of you
we can do whatever we want to
hey there Delilah here’s to you
this ones for you
oh its what you do to me [x4]
what you do to me

What Goes Around...Comes Around Justin Timberlake

Hey girl, is he everything you wanted in a man?
You know I gave you the world
You had me in the palm of your hand
So why your love went away
I just can´t seem to understand
Thought it was me and you babe
Me and you until the end
But I guess I was wrong

Don´t want to think about it
Don´t want to talk about it
I´m just so sick about it
Can´t believe it´s ending this way
Just so confused about it
Feeling the blues about it
I just can´t do without ya
Tell me is this fair?

Is this the way it´s really going down?
Is this how we say goodbye?
Should´ve known better when you came around
That you were gonna make me cry
It´s breaking my heart to watch you run around
´Cause I know that you´re living a lie
That´s okay baby ´cause in time you will find...

What goes around, goes around, goes around
Comes all the way back around
What goes around, goes around, goes around
Comes all the way back around
What goes around, goes around, goes around
Comes all the way back around
What goes around, goes around, goes around
Comes all the way back around

Now girl, I remember everything that you claimed
You said that you were moving on now
And maybe I should do the same
Funny thing about that is
I was ready to give you my name
Thought it was me and you, babe
And now, it´s all just a shame
And I guess I was wrong

Don´t want to think about it
Don´t want to talk about it
I´m just so sick about it
Can´t believe it´s ending this way
Just so confused about it
Feeling the blues about it
I just can´t do without ya
Can you tell me is this fair?

Is this the way things are going down?
Is this how we say goodbye?
Should´ve known better when you came around (should´ve known better that you were gonna make me cry)
That you were going to make me cry
Now it´s breaking my heart to watch you run around
´Cause I know that you´re living a lie
That´s okay baby ´cause in time you will find

What goes around, goes around, goes around Comes all the way back around
What goes around, goes around, goes around Comes all the way back around
What goes around, goes around, goes around Comes all the way back around
What goes around, goes around, goes around Comes all the way back around

What goes around comes around
Yeah
What goes around comes around
You should know that
What goes around comes around
Yeah
What goes around comes around
You should know that

Don´t want to think about it (no)
Don´t want to talk about it
I´m just so sick about it
Can´t believe it´s ending this way
Just so confused about it
Feeling the blues about it (yeah)
I just can´t do without ya
Tell me is this fair?

Is this the way things are going down?
Is this how we say goodbye?
Should´ve known better when you came around (should´ve known better that you were gonna make me cry)
That you were going to make me cry
Now it´s breaking my heart to watch you run around
´Cause I know that you´re living a lie
But that´s okay baby ´cause in time you will find

What goes around, goes around, goes around Comes all the way back around
What goes around, goes around, goes around Comes all the way back around
What goes around, goes around, goes around Comes all the way back around
What goes around, goes around, goes around Comes all the way back around

[Comes Around interlude:]

Let me paint this picture for you, baby

You spend your nights alone
And he never comes home
And every time you call him
All you get´s a busy tone
I heard you found out
That he´s doing to you
What you did to me
Ain´t that the way it goes

You cheated girl
My heart bleeds girl
So it goes without saying that you left me feeling hurt
Just a classic case
A scenario
Tale as old as time
Girl you got what you deserved

And now you want somebody
To cure the lonely nights
You wish you had somebody
That could come and make it right

But girl I ain´t somebody with a lot of sympathy
You´ll see

(What goes around comes back around)
I thought I told ya, hey
(What goes around comes back around)
I thought I told ya, hey
(What goes around comes back around)
I thought I told ya, hey
(What goes around comes back around)
I thought I told ya, hey

[laughs]
See?
You should´ve listened to me, baby
Yeah, yeah, yeah, yeah
Because
(What goes around comes back around)
[laughs]

See You Again Miley Cyrus

I got my sights set on you and I’m ready to aim
I have a heart that will never be tamed
I knew you were something special
When you spoke my name
Now I can’t wait to see you again

I’ve got a way of knowing when something is right
I feel like I must have known you in another life
Cause I felt a deep connection when you looked into my eyes
Now I can’t wait to see you again

The last time I freaked out
I just kept looking down
I st-st-stuttered when you asked me what I’m thinking about
Felt like I couldn’t breath
You asked what’s wrong with me
My best friend Lesley said “Oh she’s just being Miley”
The next time we hang out
I will redeem myself
My heart it just can’t rest till then
I can’t wait to see you again

I got this crazy feeling, deep inside
When you called and asked to see me tomorrow night
I’m not a mind reader but I’m reading the signs
That you can’t wait to see me again

Apologize OneRepublic & Timbaland

Im holding on a rope got me ten feet off the ground
and i'm hearing what you say,
but i just cant make a sound

you tell me that you need me
then you go and cut me down, but wait...
tell me that you're sorry, didn't think I`d turn around and say that:

Is too late to apologize (is too late)
I said is too late to apologize (is too late)

I take another chance, took a fall, took a shot for you
I need you like a heart needs a beat,but that's nothing new
I love you with the fire, and red now it's turning blue to say:
sorry like the angel, heaven let me think was you, but I'm afraid

Is too late to apologize (is too late)
I said is too late to apologize (is too late)

wOo Oh Oh...

Is too late to apologize (is too late)
I said is too late to apologize (is too late)
I said is too late to apologize ..yeeah
I said is too late to apologize...yeeah

Im holding on a rope got me ten feet off the ground

Hate That I Love You (w/ Ne-Yo)

That’s how much I love you
That’s how much I need you
And I can’t stand ya
Must everything you do make me wanna smile
Can I not like it for awhile
No.. but you won’t let me
You upset me girl, then you kiss my lips
All of a sudden I forget that I was upset
Can’t remember what you did

Well I hate it
You know exactly what to do
So that I can’t stay mad at you
For too long, that’s wrong
Girl, I hate it
You know exactly how to touch
So that I don’t wanna fuss and fight no more
So I despise that I adore
And I hate how much I love you boy
I can’t stand how much I need you
And I hate how much I love you boy
But I just can’t let you go
And I hate that I love you so..

And you completely know the power that you have
The only one that makes me laugh
Sad and it’s not fair how you take advantage of the fact that I
Love you beyond the reason why
And it just ain’t right

And I hate how much I love you girl
I can’t stand how much I need you
And I hate how much I love you girl
But I just can’t let you go
And I hate that I love you so

One of these days maybe your magic won’t affect me
And your kiss won’t make me weak
But no one in this world knows me the way you know me
So you’ll probably always have a spell on me

That’s how much I love you
How much I need you
That’s how much I need you
That’s how much I love you
That’s how much I need you

And I hate that I love you so--
And I hate how much I love you boy
I can’t stand how much I need you
And I hate how much I love you boy
But I just can’t let you go
And I hate that I love you so
And I hate that I love you so.. so..

meli ...!!!

WRITING TIPS

Integrated Writing Tasks

Find a textbook that includes questions about the material at the end of chapters and
practice writing answers to the questions.
Read an article that is about 300–400 words long. Make an outline that includes the
major points and important details of the article. Use the outline to write a summary of
the information and ideas. Summaries should be brief and clearly communicate only
the major points and important details. Be sure to paraphrase using different words
and grammatical structures.
Find listening and reading material on a single topic on the Internet or in the library.
The material can provide similar or different views. Take notes on the written and
spoken portions, and do the following:
– Summarize the information and ideas in both the written and spoken portions.
– Synthesize the information and discuss how the reading and listening materials
relate. Explain how the ideas expressed are similar, how one idea expands upon
another, or how the ideas are different or contradict each other.


Paraphrasing

Paraphrasing involves restating something from the source material in one’s own words. On
the TOEFL iBT, test takers receive a score of zero if all they do is copy words from the
reading passage. Practice paraphrasing words, phrases, sentences, and entire paragraphs
frequently using the following tips:
Learn to fi nd synonyms with ease. Pick 10 to 15 words or phrases in a reading passage
and quickly think of synonyms without looking them up in a dictionary or thesaurus.
Write a paraphrase of a reading passage using only your notes. If you haven’t taken
notes, write the paraphrase without looking at the original text. Then check the
paraphrase with the original passage to make sure that it is factually accurate and that
you have used different words and grammatical structures.


Independent Writing Tasks

Make a list of familiar topics and practice writing about them.
For each topic state an opinion or a preference and then support it with evidence.
Practice planning and writing at least one essay for each topic. Be sure to take 30
minutes to plan, write, and revise each essay.
Think about and list all ideas related to a topic or task before writing. This is also called
“prewriting.”

Identify one main idea and some major points to support that idea, and
plan how to communicate them (by creating, for example, an outline to
organize ideas).
Create a focused thesis statement and use it to develop the ideas
presented in the essay.
Develop the essay by using appropriate explanation and detail.


All Writing Tasks

Increase vocabulary and knowledge of idiomatic speech so you can use
it appropriately.
Learn grammatical structures so well that you can use them naturally
when writing.
Learn the conventions of spelling, punctuation, and layout (e.g.,
paragraph creation).
Express information in an organized manner, displaying unity of
thought and coherence.
Use signal words and phrases, such as “on the one hand” or “in
conclusion,” to create a clear structure for your response.
As you practice ask yourself these questions:
– Did I complete the task?
– Did I write clearly?
– Did I make grammatical errors?
– Did I use words correctly?
– Did I organize my ideas clearly and coherently?
– Did I use the time effectively?
Monitor your own progress and ask an English teacher or tutor to
evaluate the writing by using the appropriate TOEFL iBT Writing
Rubrics. (See pages 46–47 for the Rubrics.)

SPEAKING TIPS

The best way to practice speaking is with native speakers of English. If you do not live in an
English-speaking country, fi nding native speakers of English might be quite challenging. In
some countries, there are English-speaking tutors or assistants who help students with
conversation skills and overall communication skills. It is critical to fi nd them and speak
with them as often as possible. Another way to practice speaking is by joining an English
club whose members converse in English about movies, music, and travel. If a club does not
exist in your area, start one and invite native speakers to help you get started.

Independent Speaking Tasks

Make a list of topics that are familiar, and practice speaking about them.
Describe a familiar place or recount a personal experience.
Later, state an opinion or a preference and present clear, detailed reasons for it.
Make a recommendation and explain why it is the best way to proceed.
Practice giving one-minute responses to topics.

Integrated Speaking Tasks

Find a textbook that includes questions about the material at the end of chapters, and
practice answering the questions orally.
Read a short article (100–200 words). Make an outline that includes only the major
points of the article. Use the outline to orally summarize the information.
Find listening and reading material on the same topic covered by the article. The material
can contain similar or different views. (The Internet and the library are good places to
fi nd information.) Take notes or create outlines on the listening and reading material:13
– Orally summarize the information in both the written and spoken materials. Be
sure to paraphrase using different words and grammatical structures.
– Orally synthesize the material by combining the information from the reading and
listening materials and explain how they relate.
– State an opinion about the ideas and information presented in the reading and
listening material and explain how they relate.
– If the reading and/or listening material describes a problem, suggest and explain a
solution to the problem.
Recognize the attitude of the speaker or the writer of the original material through
intonation, stress, and word choice. This helps to understand their point of view and
plan an appropriate response.


All Speaking Tasks

Increase vocabulary and learn to use idiomatic speech appropriately.
Learn grammatical structures and use them naturally when speaking.
Work on pronunciation, including word stress, intonation patterns, and pauses. (There
are a number of products and websites that can help you develop pronunciation skills.)
When practicing for the TOEFL iBT using the tips above, take 15 seconds to think
about what you’re going to say before you speak. Write down a few key words and
ideas, but do not attempt to write down exactly what you are going to say. (Raters will
be able to detect responses that are read and give them a lower rating.)
Use signal words and expressions to introduce new information or ideas, to connect
ideas, and to mark important words or ideas. This will help the listener easily follow
what you are saying. (For example, “on the one hand…,” “but on the other hand…,”
“what that means is…,” “The fi rst reason is…,” “another difference is…”)
Make recordings of the above activities and evaluate your effort by asking yourself
these questions:
– Did I complete the task?
– Did I speak clearly?
– Did I make grammatical errors?
– Did I use words correctly?
– Did I organize my ideas clearly and appropriately?
– Did I use the time effectively?
– Did I speak too fast or too slowly?
– Did I pause too often?

LISTENING TIPS

Listening to the English language frequently and reading a wide variety of
academic materials is the best way to improve listening skills.
Watching movies and television, and listening to the radio provide excellent
opportunities to build listening skills. Audiotapes and CDs of lectures and
presentations are equally valuable and are available at libraries and bookstores.
Those with transcripts are particularly helpful.
Listening for Basic Comprehension
Increase vocabulary.

Focus on the content and fl ow of spoken material. Do not be distracted
by the speaker’s style and delivery.
Anticipate what a person is going to say as a way to stay focused.
Stay active by asking yourself questions (e.g., What main idea is the
professor communicating?).

Copy the words, “main idea, major points, and important details” on
different lines of paper. Listen carefully, and write these down while
listening. Continue listening until all important points and details are
written down and then review them.

Listen to a portion of a lecture or talk and create an outline of important
points. Use the outline to write a brief summary. Gradually increase the
amount of the presentation you use to write the summary.

Listening for Pragmatic Understanding10
Think about what each speaker hopes to accomplish: What is the purpose of the speech
or conversation? Is the speaker apologizing, complaining, or making suggestions?
Notice each speaker’s style. Is the language formal or casual? How certain does each
speaker sound? Is the speaker’s voice calm or emotional? What does the speaker’s tone
of voice tell you?
Notice the speaker’s degree of certainty. How sure is the speaker about the information?
Does the speaker’s tone of voice indicate something about his/her degree of certainty?
Listen for changes in topic or digressions11.
Watch a recorded TV or movie comedy. Pay careful attention to the way stress and
intonation patterns are used to convey meaning.

Listening to Connect and Synthesize12 Ideas
Think about how the lecture you’re hearing is organized. Listen for the signal words
that indicate the introduction, major steps or ideas, examples, and the conclusion or
summary.

Identify the relationships between ideas. Possible relationships include: cause/effect,
compare/contrast, and steps in a process.
Listen for words that show connections and relationships between ideas.
Listen to recorded material and stop the recording at various points. Predict what
information or idea will be expressed next.
Create an outline of the information discussed while listening or after listening.

READING TIPS

English-language learners can improve their reading skills by reading regularly,
especially university textbooks or other materials that cover a variety of subject
areas (e.g., sciences, social sciences, arts, business, etc.) and are written in an
academic style. A wide variety of academic texts are available on the Internet
as well as in magazines and journals.
Reading to Find Information
Scan passages to fi nd and highlight key facts (dates, numbers, terms)
and information.
Practice frequently to increase reading rate and fl uency.
Reading for Basic Comprehension
Increase vocabulary. Flashcards can help.
Practice skimming a passage quickly to get a general impression of the
main idea, instead of carefully reading each word and each sentence.
Develop the ability to skim quickly and identify major points.
After skimming a passage, read it again more carefully and write down
the main idea, major points, and important facts.
Choose some unfamiliar words in the passage and guess the meaning
from the context (surrounding sentences). Then, look them up to
determine their meaning.
Underline all pronouns (e.g., he, him, they, them, etc.) and identify the
nouns to which they refer in the passage.
Practice making inferences and drawing conclusions based on what is
implied in the passage as a whole.


Reading to Learn
Identify the passage type (e.g., classifi cation, cause/effect, compare/
contrast, problem/solution, description, narration, etc.) and its
organization.
Organize the information in the passage:
– Create an outline of the passage to distinguish between major and
minor points.
– If the passage categorizes information, create a chart and place the
information in appropriate categories.


Create an oral or written summary of the passage using the charts and
outlines.
Paraphrase individual sentences in a passage. Then, paraphrase entire
paragraphs.

TEST SCORES

A. Score Scales

Because TOEFL iBT is signifi cantly different from the previous version of the test, the score
scale is also different. The TOEFL iBT provides scores in four skill areas:
Listening 0–30
Reading 0–30
Speaking 0–30
Writing 0–30
Total Score 0–120
The total score is the sum of the four skill scores.


B. Rating of Speaking and Writing Responses

Speaking

Responses to all six Speaking tasks are digitally recorded and sent to ETS’s Online Scoring
Network. The responses from each test taker are scored by 3 to 6 different certifi ed raters.
The response for each task is rated on a scale of 0 to 4 according to the Rubrics on pages 44
and 45. The average of all six ratings is converted to a scaled score of 0 to 30.
Raters listen for the following features in test taker responses:
Delivery: How clear was the speech? Good responses are fl uid and clear, with good
pronunciation, natural pacing, and natural-sounding intonation patterns.

Language use: How effectively does the test taker use grammar and vocabulary to
convey their ideas? Raters determine the test taker’s ability to control both basic and
more complex language structures, and use appropriate vocabulary.

Topic development: How fully do test takers answer the question and how coherently
do they present their ideas? How well did the test taker synthesize and summarize the
information in the integrated tasks? Good responses generally use all or most of the
time allotted, and the relationship between ideas and the progression from one idea to
the next is clear and easy to follow.

It is important to note that raters do not expect test takers’ responses to be perfect. Even
high-scoring responses may contain occasional errors and minor problems in any of the
three areas described above.

Writing

Responses to all writing tasks also are sent to ETS’s Online Scoring Network. The responses
are rated by 2 to 4 certifi ed raters on a score scale of 0 to 5 according to the Rubrics on pages
46 and 47. The average of the scores on the two writing tasks is converted to a scaled score of
0 to 30.

The response to the integrated writing task is scored on the quality of writing
(organization, appropriate and precise use of grammar and vocabulary) and the
completeness and accuracy of the content.
The independent writing essay is scored on the overall quality of the writing: development,
organization, and appropriate and precise use of grammar and vocabulary.

It is important to note that the raters recognize the responses are fi rst drafts. They do not
expect test takers to produce a well-researched, comprehensive essay. For that reason, test
takers can earn a high score with a response that contains some errors.

STRUCTURE OF TOELF IBT

ACADEMIC WRITING SKILLS

In all academic situations where writing in English is required, students must be able to
present their ideas in a clear, well-organized manner. The Writing section measures a test
taker’s ability to write in an academic setting.
Often students need to write a paper or an essay response on an exam about what they
are learning in their classes. This requires combining information they have heard in
class lectures with what they have read in textbooks or other materials. This type of
writing can be referred to as integrated writing. In this type of writing, students must:
— take notes on what they hear and read, and use them to organize information
before writing
— summarize, paraphrase, and cite information from the source material accurately
— write about the ways the information they heard relates to the information they read
For example, in an academic course, a student might be asked to compare and contrast
the points of view expressed by the professor in class with those expressed by an author
in the assigned reading material. The student must successfully draw information from
each source to explain the contrast.
Students must also write essays that express and support their opinions. In this type of
writing, known as independent writing, students express an opinion and support it
based on their own knowledge and experience.
For example, students may be asked to write an essay about a controversial issue. The
students use past, personal experience to support their position.
In all types of writing, it is helpful for students to:
identify one main idea and some major points that support it
plan how to organize the essay (e.g., with an outline)
develop the essay by using reasons, examples, and detail
express information in an organized manner
use effective linking words (transitional phrases) to connect ideas and help the reader
understand the fl ow of ideas
use a range of grammar and vocabulary for effective expression
use grammar and vocabulary accurately; use idiomatic expressions appropriately
follow the conventions of spelling, punctuation, and layout
Description
The total time for the Writing section is 50 minutes. Test takers write their responses to two
writing tasks. Responses are typed into the computer and sent to ETS’s Online
Scoring Network where they are scored by certifi ed raters.

ACADEMIC SPEAKING SKILLS

Students should be able to speak successfully in and outside the classroom. The Speaking
section measures the test taker’s ability to speak effectively in academic settings.
In classrooms, students must:
respond to questions
participate in academic discussions with other students
synthesize9 and summarize what they have read in their textbooks and heard in class
express their views on topics under discussion
Outside of the classroom, students must:
participate in casual conversations
express their opinions
communicate with people in such places as the bookstore, the library, and the
housing offi ce
Description
The Speaking section is approximately 20 minutes long and includes six tasks.
The fi rst two tasks are independent speaking tasks on topics familiar to test takers.
They ask test takers to draw upon their own ideas, opinions, and experiences when
responding. (However, test takers can respond with any idea, opinion, or experience
relevant to completing the task.)


The remaining four tasks are integrated tasks where test takers must use more than one
skill when responding. Test takers fi rst read and listen, and then speak in response. They
can take notes and use those notes when responding to the speaking tasks. At least one
requires test takers to relate the information from the reading and the listening material.

ACADEMIC LISTENING SKILLS

The Listening section measures the test taker’s ability to understand spoken English. In
academic settings, students must be able to listen to lectures and conversations. Academic
listening is typically done for one of the three following purposes:
Listening for basic comprehension
comprehend the main idea, major points, and important details related to the main
idea (Note: comprehension of all details is not necessary.)
Listening for pragmatic understanding
recognize a speaker’s attitude and degree of certainty
recognize a speaker’s function or purpose
Connecting and synthesizing5 information
recognize the organization of information presented
understand the relationships between ideas presented (for example, compare/
contrast, cause/effect, or steps in a process)
make inferences6 and draw conclusions based on what is implied in the material
make connections among pieces of information in a conversation or lecture
recognize topic changes (for example, digressions7 and aside statements8) in
lectures and conversations, and recognize introductions and conclusions in lectures
Description
Listening material in the new test includes academic lectures and long conversations in
which the speech sounds very natural. Test takers can take notes on any listening material
throughout the entire test.
Listening Section Format
Listening Material Number of Questions Timing
4–6 lectures, 3–5 minutes long each,
about 500–800 words
6 questions per lecture 60–90 minutes
2–3 conversations, about 3 minutes
long, about 12–25 exchanges
5 questions per conversation 60–90 minutes

ACADEMIC READING SKILLS

Academic Reading Skills
The Reading section measures the test taker’s ability to understand university-level academic
texts and passages. In many academic settings around the world, students are expected to
read and understand information from textbooks and other academic materials written in
English. The following are three purposes for academic reading:
Reading to fi nd information
effectively scanning text for key facts and important information
increasing reading fl uency and rate
Basic comprehension
understanding the general topic or main idea, major points, important facts and
details, vocabulary in context, and pronoun references1
making inferences2 about what is implied in a passage
Reading to learn
recognizing the organization and purpose of a passage
understanding relationships between ideas
organizing information into a category chart or a summary in order to recall major
points and important details
inferring how ideas throughout the passage connect



Length of Passage Number of Passages and Questions Timing
Approximately 700 words 3–5 passages
12–14 questions per passage
60–100 minutes

QUESTION TYPES

The TOEFL iBT features many of the question types used on the computer-based test. New
questions involve integrated (combined) language skills and require test takers to:
read, listen, and then speak in response to a question
listen and then speak in response to a question
read, listen, and then write in response to a question
These new questions measure the student’s ability to use English to communicate effectively
and determine if they have the language skills needed for academic success.
Toolbar
The toolbar in each section allows test takers to navigate through the test with ease. The
following are examples of testing tools from the Listening and Reading sections of the new
test. The section is always found in the upper left-hand corner of the toolbar.
This is what the toolbar looks like in the Listening section.
Test takers always know what question they are answering and how much time is left in
the section. It is possible to hide this clock at any time by clicking on Hide Time.
Volume enables test takers to adjust the volume of the Listening material.
Help gives test takers a way to get relevant help. When test takers use the Help feature,
the clock does not stop.
Next allows test takers to proceed to the next question.
Once test takers click on Next, they can confi rm their answers by clicking on OK. In the
Listening section, test takers cannot see a question again once they click on OK.
The toolbar for the Reading section has some unique features.
Test takers can view the entire passage when answering questions. For some questions,
they need to click View Text to see the entire reading passage.
They can view all of their answers by clicking on Review. This allows them to return to
any other question and change their answers. They can also see which questions they
have skipped and still need to answer.
In the Reading section, test takers can also click on Back at any time to return to the
previous question.

FORMAT

The new TOEFL iBT is administered via computer from a secure Internet-based testingnetwork.Instructions for answering questions are given within each section. There is nocomputer tutorial.TOEFL iBT is not computer-adaptive. Each test taker receives items that cover the fullrange of ability.Test takers can take notes throughout the entire test. At the end of testing, all notes arecollected and destroyed at the test center to ensure test security.For the Speaking section, test takers wear noise-cancelling headphones and speak into amicrophone. Responses are digitally recorded and sent to ETS’s Online Scoring Network.For the Writing section, test takers must type their responses. The typed responses aresent to ETS’s Online Scoring Network.Human raters, trained and certifi ed by ETS, rate the Speaking and Writing responses.The chart below shows the possible number of questions and the timing for each section.The time limit for each section varies according to the number of questions. Every testcontains additional questions in the Reading or Listening Section.
The New Test Format
Test Section Number of Questions TimingReading 3–5 passages, 12–14 questions each 60–100 minutesListening 4–6 lectures, 6 questions each 60–90 minutes2–3 conversations, 5 questions eachBreak 10 minutesSpeaking 6 tasks: 2 independent and 4 integrated 20 minutesWriting 1 integrated task 20 minutes1 independent task 30 minutes

OVERVIEW

The new TOEFL iBT consists of four sections: Reading, Listening, Speaking, and Writing.
The entire test is about four hours long and all sections are taken on the same day. For a
brief comparison of the three versions of the TOEFL test, visit www.ets.org/toefl and
download TOEFL® iBT At a Glance.

INTRODUCTION

The TOEFL Test—The Key to Academic Success
Undergraduate, graduate, and postgraduate programs around the world require students to
demonstrate their ability to communicate in English as an entrance requirement.
The TOEFL test gives students the opportunity to prove they can communicate ideas effectively
by simulating university classroom and student life communication. The language used in
the test refl ects real-life English-language usage in university lectures, classes, and
laboratories. It is the same language professors use when they discuss coursework or
concepts with students. It is the language students use in study groups and everyday
university situations, such as buying books at the bookstore. The reading passages are from
real textbooks and course materials.
TOEFL Scores Open More Doors
The TOEFL test measures how well students use English, not just their knowledge of the
language. Because it is a valid and reliable test with unbiased, objective scoring, the TOEFL
test confi rms that a student has the English language skills necessary to succeed in an
academic setting. That’s why it has become the most popular and accessible Englishlanguage
test in the world. It has been administered more than 20 million times since 1964,
and is available in more than 180 countries. It is also the most accepted test in the world.
More than 6,000 colleges, universities, and agencies in 110 countries accept TOEFL scores.
That means that students have the fl exibility to use their TOEFL test scores worldwide.
The New TOEFL iBT
First introduced in 2005, TOEFL iBT is being gradually introduced throughout the world.
The paper-based test continues to be offered to supplement the TOEFL iBT test center
network and in countries where the TOEFL iBT is not yet available. To view a list of TOEFL
test center locations, visit the TOEFL website at www.ets.org/toefl .


What’s New About the TOEFL iBT?
It tests all four language skills that effective communication requires: Reading,
Listening, Speaking, and Writing. It emphasizes and measures English usage and
communication ability in academic settings.
A Speaking section has been added. This section includes six tasks that require test
takers to wear headphones and speak into a microphone when they respond. The
responses are digitally recorded and sent to ETS’s Online Scoring Network. To ensure
maximum objectivity and reliability, three to six certifi ed ETS raters evaluate the
responses on a scale of 0 to 4. The average rating is then converted to a scaled score of
0 to 30. Raters are constantly monitored every time they score a test to ensure the
highest accuracy and quality control possible.
The Writing section has been expanded. The new test requires test takers to write a
response to material they have heard and read. In addition, test takers must compose
an essay in support of an opinion. Test takers’ typed responses to the writing tasks are
sent to ETS’s Online Scoring Network where two to four raters evaluate the responses
on a scale of 0 to 5. The average rating is converted to a scaled score of 0 to 30.
Some questions require the test taker to use more than one English-language
skill and combine or integrate information from more than one source, the same way
students use English language every day in the classroom. For example, sometimes test
takers read a passage, listen to a short lecture about a topic, and then provide a written
or spoken response. TOEFL iBT helps test takers prove they can combine their Englishlanguage
skills to communicate ideas effectively. This ability is the key to academic success.
Note taking is allowed. Test takers can take notes on any section of the test the same
way they would in a real college class. Test takers can use the notes when answering
test questions. The notes are collected and destroyed before the test takers leave the
test center.
The new test takes about four hours. Test takers complete all four sections of the test
in one day, eliminating the need to travel to the test center twice.
It is delivered on computer via the Internet at secure test centers around the world.
The new scores help explain a test taker’s English-language skill level. ETS
provides comprehensive scoring information, including four skill-section scores and a
total score. Performance feedback for each skill and level are available on page 56 of
this publication and the TOEFL website at www.ets.org/toefl . This feedback helps
explain what the new scores mean. Test takers also receive performance feedback on
their score reports to support English-language learning. The feedback describes test
takers’ language profi ciency levels and contains advice on how they can improve their
language skills in the future.
Scores are now reported online. Test takers can view their scores online 15 business
days after the test. They can also choose to receive a copy of their score report by mail.
Colleges, universities, and agencies can go online to view the scores of those students
who selected them as a score recipient. They also continue to receive scores in paper
and electronic formats.
Why Were Changes Made to the TOEFL Test?
To assess the ability to communicate successfully in an academic setting. The new
test helps test takers determine their academic readiness. It also helps institutions
identify and select students with the English-communication skills required to succeed.
To simulate university communication. The new integrated tasks, which require
more than one language skill to complete, refl ect the way language is used on campus
every day—from the classroom to the bookstore. By simply preparing for the new
TOEFL test, students will build the skills they need for academic success.

TOEFL® iBT Tips

Open More Doors with TOEFL® iBT, the Key to Academic Success
ETS (Educational Testing Service), created this publication. ETS is the nonprofi t educational
organization in Princeton, New Jersey, USA, that develops and administers the TOEFL® test.
TOEFL® iBT Tips is designed to help English-language learners understand and prepare for
the TOEFL® Internet-based test (TOEFL® iBT). As learners prepare for the test, they also
build the skills required for academic success. TOEFL iBT Tips also supports ESL/EFL
instructors and educational advisors as they help students with test preparation.
TOEFL iBT Tips does not replace the Information and Registration Bulletin for TOEFL
Internet-based testing, which contains information test takers need to register for the test. To
download the Bulletin, visit the TOEFL website at www.ets.org/toefl or write to TOEFL
Services, PO Box 6151, Princeton, NJ, 08541, USA, to receive a copy.
To receive updates, special offers, and discounts on test preparation materials, sign up for
the TOEFL mailing list on the TOEFL website at www.ets.org/toefl .

LETTERS OF ENGLISH SONGS

Hate that i love you, Rihanna

Bubbly colbie caillat

Say it right, nelly furtado

Bleeding love, leona lewis

Hey there delilah plain white

What goes around comes around, justin timberlake

See you again, miley cyrus

Apologize onere public, timbaland