Perfect Phrases for TOEFL Speaking & Writing PDF

Perfect Phrases for the TOEFL Speaking and Writing Sections This page intentionally left blank Perfect Phrases for the TOEFL Speaking and Writing Sections Hundreds of Ready-to-Use Phrases to Improve Your Conversational Ability, Develop Your Writing Skills, and Build Exam Confidence Roberta G. Steinberg New York Chicago San Francisco Lisbon London Madrid Mexico City Milan New Delhi San Juan Seoul Singapore Sydney Toronto Copyright © 2008 by The McGraw-Hill Companies, Inc. All rights reserved.Manufactured in the United States of America. Except as permitted under the United States Copyright Act of 1976, no part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written permis- sion of the publisher. 0-07-159247-4 The material in this eBook also appears in the print version of this title: 0-07-159246-6. All trademarks are trademarks of their respective owners. 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If you’d like more information about this book, its author, or related books and websites, please click here. For more information about this title, click here Contents Part I. Introduction: How to Use the Book 1 Part II. The Speaking Section 3 Chapter 1. Description of Tasks 5 A. Independent Task: Speaking, Personal Preference 6 B. Independent Task: Paired Choice Task 10 C. Integrated Task: Reading/Listening/Speaking (Campus-based) 14 D. Integrated Task: Listening/Reading/Speaking (Academic topic) 22 E. Integrated Task: Listening/Speaking (Campus-based) 29 F. Integrated Task: Listening/Speaking (Academic topic) 35 Chapter 2. Phrases and Vocabulary for the Speaking Section with Reference to Skill and Purpose 41 v Contents Chapter 3. Speaking Skill Development 51 A. Websites for Improving Listening Skills 51 Part III. The Writing Section 53 Chapter 4. Description of Tasks 55 A. Independent Task 55 B. Integrated Task 61 Chapter 5. Phrases and Vocabulary for the Writing Section with Reference to Skill and Purpose 73 Chapter 6. Writing Skill Development 83 A. Suggestions for the Independent Task 83 B. Suggestions for the Integrated Task 85 Part IV. Vocabulary Development 87 Chapter 7. Summarizing Practice 89 A. Increasing Vocabulary through Reading 89 B. Increasing Vocabulary with the Academic Word Lists 89 vi Contents Appendix I Grammar 97 A. Grammar Pretest 97 B. Grammar Rules and Exercises 101 C. Grammar Posttest 147 Appendix II Punctuation 155 A. Punctuation Pretest 155 B. Punctuation Rules 157 C. Punctuation Posttest 162 vii This page intentionally left blank Perfect Phrases for the TOEFL Speaking and Writing Sections This page intentionally left blank Part I Introduction: How to Use the Book The TOEFL iBT (Internet-based Test) is different from previous TOEFL exams in that it includes a speaking section and an inte- grated writing section. Students who have taken the test have found these additional sections to be particularly difficult. Using this book will help you prepare for these two sections. You will become familiar with the types of tasks or prompts for each section. Each prompt in this book is followed by a response, which highlights the vocabulary and phrases you can use when you take the test. By studying the phrases and vocab- ulary organized by skill and purpose, you will gain confidence in your speaking and writing ability. The book is divided into three sections: the speaking sec- tion, the writing section, and suggestions for vocabulary devel- opment. In the speaking and writing sections, you will learn what is tested on the IBT exam. The speaking section tests six different types of tasks. The writing section tests two different types of tasks. For each task, you will find: I A description of the particular task you must perform. I Two sample questions/lectures/conversations. Copyright © 2008 by The McGraw-Hill Companies, Inc. Click here for terms of use. Perfect Phrases for the TOEFL Speaking and Writing Sections I Sample responses with note-taking suggestions and preparation tips. I Phrases and vocabulary with reference to each type of task, organized by skill and purpose. At the end of the listening section you will find a list of helpful Websites. As you prepare for the test by listening to native English speakers as well as by reading and writing every day, you will recognize the need to improve your vocabulary. The suggestions for vocabulary development section includes several time-tested strategies as well as the Academic Word List, a 300-word list of the most frequently used words in university lectures as compiled by Averil Coxhead. At the end of the book are two appendixes, one a grammar section with rules and exercises and the other a punctuation section with rules. Several of the exercises include actual student errors. Each appendix has a pretest and posttest with answer keys that direct you to the particular rule being tested. These sections will help you prepare for the TOEFL writing and speaking sections. They will be of particular help with your writing. Good luck on the exam and feel free to e-mail me with any questions or comments at [email protected]. 2 Part II The Speaking Section Copyright © 2008 by The McGraw-Hill Companies, Inc. Click here for terms of use. This page intentionally left blank Chapter 1 Description of Tasks I n the speaking section you will answer six questions while you are speaking into a microphone. The first two tasks are the easiest. They are about topics that are familiar to you. These topics are called independent tasks. One will be a per- sonal preference, and one will be a paired choice, a question that asks you to make and defend a choice between two dif- ferent behaviors. The third and fourth tasks, integrated tasks, involve listening, reading, and speaking. One of these tasks is about a campus-based situation, and the other involves an academic topic. The fifth and sixth integrated tasks integrate listening and speaking skills. Again, one is campus-based, while the other is academic. You will take notes to help you prepare for your responses. You will be given a short amount of time, between 15 and 30 seconds, to prepare your responses. You will speak for either 45 or 60 seconds. A clock on the computer shows the time. 5 Copyright © 2008 by The McGraw-Hill Companies, Inc. Click here for terms of use. Perfect Phrases for the TOEFL Speaking and Writing Sections A. Independent Task: Speaking, Personal Preference You will hear a single question that asks you to express and defend a choice from a given category, for example, people, places, events, or activities. Your answer will express your opin- ion, and you will be expected to provide the reasons that support your opinion. 1. Sample Prompt with Response I Here is the kind of question you will be asked: If you could visit any foreign country in the world for two weeks, all expenses paid, which country would it be and why? 15 seconds preparation time; 45 seconds to speak I In the 15 seconds of preparation time, you could write down the bulleted items shown below to help you get ready to respond. Preparation Notes Although a country may not come to mind right away, just pick one. Don’t waste valuable time trying to find a “best” choice. Any country will work as long as you have specific reasons for wanting 6 Description of Tasks to go there. Once you choose, start listing in bullet form the partic- ulars. The more specific and detailed your answer is, the better it will be. I Where? India I Why? I Differences: smells, food, appearance, customs, religion, way of life I How it might change my life This speaking task is the easiest one.Watch the clock to make sure you don’t go over the time limit. I Here is a sample response. Underlined words and phrases are categorized in Chapter 2, Phrases and Vocabulary for the Speaking Section with Reference to Skill and Purpose. Let’s see (S1). That’s an interesting question (S1). If I could (S3) travel to one country for free, I believe (S2) I’d go to India. I’d like to explain why (S2). First of all (S4), India is very different from where I have always lived. Personally (S2), I’d enjoy (S2) visiting a country with such exotic cus- toms, appearances, smells, and food. In addition (S4), I’d have the chance to observe people whose religion, beliefs ¯ 7 Perfect Phrases for the TOEFL Speaking and Writing Sections and practices are ones I know very little about. Even if (S3) the visit were a short one, I’m sure it would be eye- opening. To summarize (S5), if I could (S3) go to India, I’d be able to (S6) experience a nation that is unlike any I’ve ever known. Above all (S11), I’m sure that as a result (S7) I’d be capable of (S6) thinking about things differently. 2. Sample Prompt with Response I Here is the kind of question you will be asked: If you could have any job, what would it be and why? 15 seconds preparation time; 45 seconds to speak I In the 15 seconds of preparation time, you could write down the bulleted items shown below to help you get ready to respond. Preparation Notes You may not have any idea of what you might consider an ideal job, but just quickly pick a job. Any job, as long as you have specific reasons for why you would like it, will work. Once you choose, start listing in bullet form the particulars.The more specific and detailed your answer is, the better it will be. 8 Description of Tasks I The job. A doctor I Why? I Help people I Respected profession I Make a good living I Never routine Watch the clock to make sure you don’t go over the time limit. I Here is a sample response. Underlined words and phrases are categorized in Chapter 2, Phrases and Vocabulary for the Speaking Section with Reference to Skill and Purpose. Let me think (S1). That’s a good question (S1). If I could (S3) have any job, I think (S2) I’d enjoy (S2) being a doctor. As far as I’m concerned (S2), a doctor certainly (S11) is not only (S13) respected but also (S13) able (S6) to positively affect the lives of many people. Every day (S8) a doctor sees different patients and must make life-altering decisions. On the whole (S6), the job is never (S8) routine or boring, for (S17) no two patients are alike. Furthermore (S4), a doctor must keep learning new things. In spite of (S10) the demands, a doctor remains challenged as well as (S16) motivated. What’s more (S4), a physician makes a lot of money, compensation for (S17) the many years of study and grueling hours. Unquestionably (S10), I’d be (S2) a doctor if I could (S3) choose any job. 9 Perfect Phrases for the TOEFL Speaking and Writing Sections B. Independent Task: Paired Choice Task You will hear a single question that asks you to make and defend a choice between two different behaviors. Your answer will express your opinion, and you will be expected to provide the reasons behind your opinions. The question is personal in nature. 1. Sample Prompt with Response I Here is the kind of question you will be asked: Some high schools require all students to wear a uniform to school. Other schools allow students to wear whatever they want. Which policy do you think is better and why? 15 seconds preparation time; 45 seconds to speak I In the 15 seconds of preparation time, you could write down the bulleted items shown below to help you get ready to respond. Preparation Notes Although you may not have an opinion about which policy is bet- ter, you’ll need to quickly make up your mind. Brainstorm your ideas in two columns, and again list bulleted specifics. 10 Description of Tasks With Uniforms Without Uniforms I Cheaper, don’t need many outfits I Fosters individuality I Promotes equality I Fosters originality I Promotes school identification/ belonging Maybe you don’t have an opinion. Since you have more reasons for wearing a uniform, choose that side.What’s important is to act quickly. Just as in an essay, you’ll have an introduction, supporting evidence, and a conclusion. Watch the clock; 45 seconds goes by quickly. I Here is a sample response. Underlined words and phrases are categorized in Chapter 2, Phrases and Vocabulary for the Speaking Section with Reference to Skill and Purpose. Whether to (S3) allow high school students to choose what they wear to school is an interesting question (S1) because (S7) everyone has been to high school and has thought about this issue. There are three reasons (S4) why I believe (S2) students should wear uniforms. First (S4), you don’t have to worry about what to wear each day. Second (S4), when everyone is wearing the same thing, no one appears richer or poorer than anyone else based on clothing. Finally (S5), and most importantly (S5), wearing a uniform pro- motes camaraderie and identification with a school. In con- clusion (S5), although (S10) some may argue that (S10) not wearing a uniform promotes freedom of expression and individuality, overall (S9), the ease and sense of belonging by wearing a uniform makes it a better policy (S15). 11 Perfect Phrases for the TOEFL Speaking and Writing Sections 2. Sample Prompt with Response I Here is the kind of question you will be asked: Some students prefer to take online courses. Others prefer to study in a classroom with a live teacher. Which do you think is better and why? 15 seconds preparation time; 45 seconds to speak I In the 15 seconds of preparation time, you could write down the bulleted points shown below to help you get ready to respond. Preparation Notes Although you may not have an opinion about which option is better, you’ll need to quickly make up your mind. Brainstorm your ideas in two columns, and again list bulleted specifics. Online In a Classroom I Can do the course in pajamas I Can ask the teacher ques. whenever I Can go at my speed/ I Can learn from other repeat lectures students/can meet I Don’t spend time commuting with them after class 12 Description of Tasks Maybe you don’t have a strong opinion, but since you have more reasons for taking online courses, choose that side. What’s important is to act quickly. Just as in an essay, you’ll have an intro- duction, supporting evidence, and a conclusion. Watch the clock; 45 seconds goes by quickly. I Here is a sample response. Underlined words and phrases are categorized in Chapter 2, Phrases and Vocabulary for the Speaking Section with Reference to Skill and Purpose. There are two ways to take college courses. One option is (S20) to take the course online. The other option is (S1) to take the course in a traditional college classroom. Although (S10) there are benefits (S13) to both, it seems to me (S2) that taking a course online might be the better option (S15). First (S4), I can decide when (S8) to go online, which may be while (S8) I’m lying in bed or even in my pajamas. Second (S4), if (S3) I need to replay the lec- ture, I’m able to (S6) as many times as (S16) needed. Finally (S5), I don’t have to get dressed and commute to a classroom, which might take a very long time. Even though (S10) others may argue (S14) that taking a course in a classroom enables (S6) interaction with teachers and students, on the whole (S5)for me, taking a class online is the better option (S15). 13 Perfect Phrases for the TOEFL Speaking and Writing Sections C. Integrated Task: Reading/Listening/ Speaking (Campus-based) You will read a passage of between 75 and 100 words regard- ing a campus issue.You will then hear a conversation of approx- imately 150–180 words discussing the passage. The question asks you to summarize what you read and then discuss one of the speaker’s opinions. You will need to integrate the written and spoken information. 1. Sample Prompt with Response I Here is the kind of passage you will read followed immediately by a related conversation you will hear. Take notes on what you read and what you hear. Narrator: You will read a message from a college presi- dent about a change in when tuition bills must be paid. You have 45 seconds to read the message. Begin now. MESSAGE FROM THE PRESIDENT Beginning with the fall semester, tuition bills must be paid in full before classes begin. Returning students will not be able to attend classes for which they preregistered last spring if 14 Description of Tasks there is an outstanding balance due on the account. Although in previous semesters students were allowed to attend classes if 50 percent of the bill was paid, the new policy, with no excep- tions, will go into effect immediately.The bursar’s office is open Monday to Friday from nine to six to assist you with financial aid, loans, and scholarship applications. Please check your account balance online. I In the 45 seconds you have to read the passage, you could write down the following (notice that the notes are in abbreviated form to save time; 45 seconds to read and take notes is a very short time): I New policy: 100% paid bef. attending class. I Old policy: only 50% nded be pd. Narrator: Now listen to two students discuss the message. Woman: Did you get the e-mail about the new tuition policy? Man: Yeah. I’m pretty upset about it. In the past I had worked out a payment plan and paid what I owed monthly. Woman: I don’t know what I’m going to do. Man: I wish they had given us more notice. I may have to take out another loan or even drop out of school. I should have taken a second job over the summer instead of doing that unpaid internship. Woman: Don’t be sorry about that. You know that the intern- ship is really going to pay off in your future job search. 15 Perfect Phrases for the TOEFL Speaking and Writing Sections Man: Yeah, if I can afford to graduate. I can understand why they want the money up front, but I wonder how many students are going to have to leave the college altogether. Woman: Maybe we should organize a petition drive. Man: Let’s do something on a smaller scale.Come with me to the bursar’s office.We’re already seniors, and this new policy wasn’t in effect when we started. Let’s see if seniors can be exempt. I While listening, you could write down: Man objects: was on payment plan, now a senior, wants exemp- tion, wasn’t paid last summer, would have taken a job Narrator: What is the new college policy? Why does the man object to the policy? Explain why he thinks his suggestion should be considered. 30 seconds preparation time; 60 seconds to speak I In the 30 seconds of preparation time, you could write down the points shown below—using your reading and listening notes—to help you get ready to respond. Preparation Notes Looking at notes from reading and listening, you can brainstorm the following points. 16 Description of Tasks New Policy Man’s Objections His Suggestion I 100% due I senior, too late to get I exempt seniors, before money, no notice, policy hadn’t been classes wouldn’t have done in place unpaid internship Watch the clock. 60 seconds is longer than the time you had for the previous tasks. Make sure you answer all three parts of the question: the policy, the man’s objections, and why he thinks his suggestion should be considered. I Here is a sample response. Underlined words and phrases will be categorized in Chapter 2, Phrases and Vocabulary for the Speaking Section with Reference to Skill and Purpose. The new college policy is that (S12) all students must pay their tuition bills in full before (S8) classes begin even though (S10) in the past students could attend if (S3) half of the bill had been paid by the beginning of the school year. The man objects (S14) because (S7) until this year he had paid the remainder of his tuition monthly after (S8) classes began.He contends (S13) that he didn’t have enough notice to get a paying job over the summer and instead (S10) did ¯ 17 Perfect Phrases for the TOEFL Speaking and Writing Sections an unpaid internship. His suggestion (S13) is to exempt seniors, like him, from the new policy since (S7) the policy was not in place when he began as a student. Because (S7) he wasn’t given any notice, he feels (S2) that his suggestion is valid (S13) and will go to speak to someone in the bursar’s office to plead (S13) his case immediately (S8). 2. Sample Prompt with Response I Here is the kind of passage you will read followed immediately by a related conversation you will hear. Take notes on what you read and what you hear. Narrator: You will read a message from the Office of Student Affairs about applying to live in a new resi- dence hall. You have 45 seconds to read the message. Begin now. E-MAIL FROM THE OFFICE OF STUDENT AFFAIRS We are pleased to announce that our new residence hall, Shaw Hall, will be ready for occupancy this fall. This state-of-the-art facility includes a kitchen for every four rooms, a dance studio, music practice rooms, a theater in the round, and numerous 18 Description of Tasks study areas. Other amenities include a fitness center, air-condi- tioning, and several elevators. Because of popular demand, only seniors may apply. Since we anticipate that demand will be greater than the space available, interested students must submit an application including a transcript, honors and awards, participation in extracurricular activities, and a teacher recommendation. I In the 45 seconds you have to read the passage, you could write down the following (notice the notes are in abbreviated form to save time; 45 seconds to read and take notes is a very short time): I New dorm: seniors only, kitch, thr., elev. AC I App: GPA, ldshp, extra curr. Narrator: Now listen to two students discuss the message. Woman: Did you get the e-mail about the new dorm? Man: Yeah. I didn’t believe it would be ready for this fall. Woman: So, you’re going to submit an application, aren’t you? Man: Of course, but I’m a little worried. My GPA is okay, but I don’t have any awards or honors to list. Woman: What about extracurricular? Man: Well, I’m on the lacrosse team. All those hours of practice and games should count for something. Woman: Sure. However, I assume what they’re really looking for are the class president, you know, student government positions. Maybe I’m wrong. 19 Perfect Phrases for the TOEFL Speaking and Writing Sections Man: Oh well. I do play the clarinet. I can put down that I need a practice room. Woman: Good luck. I hope we’re dormmates. I While listening, you could write down: Man: OK GPA but no awd/hon. Plays lacrosse/clarinet, no stud.govt. pos. Narrator: What is included in the new dorm applica- tion? Why is the man nervous about his chances? Explain why he thinks he may qualify. 30 seconds preparation time; 60 seconds to speak I In the 30 seconds of preparation time, you could write down the points shown below—using your reading and listening notes—to help you get ready to respond. Preparation Notes Looking at notes from reading and listening, you can brainstorm the following points. Application Why Nervous May Qualify I GPA I No Awd/Hon I Lacrosse I Extracurr. I Clarinet I Hon/Awds 20 Description of Tasks Watch the clock.60 seconds is longer than the time you had for the previous tasks. Make sure you answer all three parts of the ques- tion: the application, why the man is nervous, why he thinks he may qualify. I Here is a sample response. Underlined words and phrases are categorized in Chapter 2, Phrases and Vocabulary for the Speaking Section with Reference to Skill and Purpose. In order to (S17) apply for a space in the new dormitory, rising seniors must both (S13) fill out an application, including their GPA, list honors and awards, extracurricu- lar activities, and (S13) submit a teacher recommenda- tion.The man is nervous because (S7) he has neither (S10) honors nor (S10) awards to list. Furthermore (S4), his GPA is okay, but it doesn’t sound as though (S3) it’s outstanding. However (S10), he hopes that his being a member of the lacrosse team, having spent many hours practicing as well as (S16) playing games, in addition to (S18) playing the clarinet, will then (S5) offset the lack of honors and awards. To summarize (S5), he hopes his endeavors enable (S6) him to live in the new dorm. 21 Perfect Phrases for the TOEFL Speaking and Writing Sections D. Integrated Task: Listening/Reading/ Speaking (Academic Topic) You will read a passage of approximately 75–100 words that gives background information about an academic subject. You will then hear part of a 150–220 word lecture that deals with the subject. You will then analyze how what you heard is related to what you read. 1. Sample Prompt with Response I Here is the kind of passage you will read followed immediately by a related lecture you will hear. Take notes on what you read and what you hear. Narrator: Read the passage about personal space.You have 45 seconds to read the passage. One way that people can communicate is by manipulating space. People have a very strong sense of personal space that surrounds them. Edward T. Hall studied attitudes toward physical proximity in several cultures. He found that different peoples vary in the degree of closeness they accept from strangers or acquaintances, with Americans requiring more personal space than any other group—at least 30 to 36 inches. Americans traveling to other countries find that the inhabitants stand almost offensively close. People in these cultures often 22 Description of Tasks consider Americans—who are always retreating when they try to talk to them—rude. I In the 45 seconds you have to read the passage, you could write down: I Peo: strg. sense of space around I Hall stud. spc. I Amers. need most: 30–36”, noticeable when trav. Narrator: Now listen to part of a lecture on the same topic in a sociology class. Professor: You’ve all read Chapter 10 which describes Edward Hall’s work on personal space, the distance one keeps from another person in public. I’m sure you found what he had to say about Americans interesting and important. A friend of mine recently traveled to another continent for the first time. I’m not going to tell you which one, but I’m sure you can guess. From the minute she got off the plane, she couldn’t believe how everyone seemed to be talking in her face. She felt extremely uncomfortable and found herself backing away whenever anyone started talking to her. She hadn’t been pre- pared for total strangers putting their arms on her shoulders or giving her hugs and kisses. Once someone explained to her that what is normal in the United States—a personal space of 30 to 36 inches—is actually half the distance where she was visiting, she was able to make some accommodations in her own behavior and be less critical. Although this example is a social one, we’ll be discussing the implications of Hall’s work in world trade and diplomacy. 23 Perfect Phrases for the TOEFL Speaking and Writing Sections I While listening you could write down: I Prof’s friend travl. I Felt uncomf: people too close, hugs, kisses I Learned about sense of sp. I Implications Narrator: The professor describes a woman’s travels. How does what you read support what you heard? 30 seconds preparation time; 60 seconds to speak I In the 30 seconds of preparation time, you could write down the items shown below—using your reading and listening notes—to help you get ready to respond. Preparation Notes Looking at notes from reading and listening, you can brainstorm the following points. Reading Lecture I Hall studied sp. Amers. I Woman, Am, traveled abr. nded sp. need most 30–36” I Objected to dist. and beh. I Once she understd. More accepting Watch the clock. 60 seconds of speaking time is longer than the time you had for some of the earlier tasks. Make sure you explain the connection between what you read and what you heard. 24 Description of Tasks I Here is a sample response. Underlined words and phrases are categorized in Chapter 2, Phrases and Vocabulary for the Speaking Section with Reference to Skill and Purpose. Edward T. Hall studied the behavior of different cultures regarding personal space,finding that Americans require the greatest distance—30 to 36 inches. This observation is sup- ported by (S13) the professor’s American friend when (S8) she traveled abroad. Just as (S16) Hall observed, this woman felt very uncomfortable as (S8) she traveled to an area of the world whose inhabitants stand much closer than Americans do and who are more affectionate with strangers than Amer- icans are. As soon as (S8) she understood what was consid- ered to be normal behavior in the area, she modified her behavior and criticisms. The lecturer used his friend’s trip as evidence of (S18) the legitimacy of (S18) Hall’s work. 2. Sample Prompt with Response I Here is the kind of passage you will read followed immediately by a related lecture you will hear. Take notes on what you read and what you hear. Narrator: Read the passage about camouflage. You have 45 seconds to read the passage. 25 Perfect Phrases for the TOEFL Speaking and Writing Sections The word camouflage, comes from the French, camoufler, mean- ing to disguise. In nature, animals blend into their environment, concealing their presence to avoid predators. One method is to attach to natural materials for concealment. Some herd animals, such as zebras, have patterns which make distinguishing a single animal difficult.The most common form of camouflage is to be of a color similar to the surroundings, such as earth tones of deer and squirrels. Some animals change colors in different seasons, such as the Artic fox whose white coat in winter changes to brown in the summer. I In the 45 seconds you have to read the passage, you could write down: I Camou. to disguise I Used by animals I Blending, changing colors Narrator: Now listen to part of a lecture on the same topic in a history class. Professor: As we’ve discussed, camouflage has long been a fascinating occurrence in nature. For millions of years of natural selection, those species able to avoid their predators, with the help of camouflage, have survived. Today we’re going to discuss the use of camouflage in the military. Surprisingly, even in the 1800s, armies tended to wear bright colors with bold impressive designs, to irritate the enemy, attract recruits, foster solidarity, and allow for easy identification. 26 Description of Tasks Only in 1857 because of high casualties did the British, fighting in India, dye their tunics neutral tones, initially a muddy tan called khaki from the Urdu word for dusty. Other armies followed suit, either with khaki or with other colors suitable for their environments. Today’s camouflage is not only customized for terrain, weather, and light conditions but also symbolizes the national identity for the military. Newly independent nations immedi- ately put their own design on camouflage patterns. As technol- ogy advances, modern camouflage must take into account infrared and thermal vision. What has been noticeable for several decades is the popularity of camouflage-influenced articles of clothing among the general population. I While listening you could write down: I Cam. in the military I Bold colors until mid–1800s I Brit. deaths forced change to khaki I Changing tod. to reflect tech. I Pop. as clothing items Narrator: The professor describes camouflage in the military. How does what you read support what you heard? 27 Perfect Phrases for the TOEFL Speaking and Writing Sections 30 seconds preparation time; 60 seconds to speak I In the 30 seconds of preparation time, you could write down the information shown below—using your reading and listening notes—to help you get ready to respond. Preparation Notes While looking at your notes from reading and listening, you can brainstorm the following points. Reading Lecture I Animals-camouflage I Not until mid 1800s to survive I British finally adopted cam. unif. I Millions of years I Evolving even today Watch the clock. 60 seconds of speaking time is longer than the time you had for some of the earlier tasks Make sure you explain the connection between what you read and what you heard. I Here is a sample response. Underlined words and phrases are categorized in Chapter 2, Phrases and Vocabulary for the Speaking Section with Reference to Skill and Purpose. The reading passage describes the evolutionary develop- ment of camouflage as used by animals. In order to (S17) avoid capture, animals either blend in with their environ- ment or change color. The lecturer then (S8) chronicles ¯ 28 Description of Tasks the relatively recent use of camouflage by the military. Curiously (S10), in the case of (S18) armies, humans have been much slower to use camouflage. Not until (S10) the mid 1800s, due to (S7) high casualties, did the British finally (S5) abandon their brightly colored uniforms in favor of (S4) khaki ones which blended in with the envi- ronment. Just as (S16) animals continue to adapt in their use of camouflage, in the same way (S16) military uniforms must change as (S8) technology evolves. E. Integrated Task: Listening/Speaking (Campus-based) You will hear a passage of approximately 180–220 words. It will be a conversation about a student-related problem and two possible solutions. You will need to understand the problem and give your opinion as to the better solution. I Here is the kind of conversation you will hear, followed immediately by a question. Take notes as you listen. 1. Sample Prompt with Response Narrator: Listen to a conversation between a student and her advisor. (KNOCK KNOCK) Woman: Professor Martin? It’s Stephanie Martinez, your advisee. 29 Perfect Phrases for the TOEFL Speaking and Writing Sections Man: Oh, come in, Stephanie. What can I do for you? Woman: You know I’m a junior econ. major. I’ve been doing some investigating, and I’ve found that many investment firms, ones I hope to work for, prefer students with excellent writing skills. If I could get a dual degree with English, I’d be more employable. Man: That’s certainly commendable, but isn’t it a little late? Woman: Actually, I’ve always enjoyed English classes, and I have already taken several as open electives. Man: Well, there are two issues you need to think about. One is whether you have enough open electives to fulfill all the English requirements, and two is whether all the remaining courses you need for both majors will be offered in the next year and a half and at the times you’ll be able to take them. Woman: I’ve done my homework. I’m actually not too far behind. I’ll need only two additional courses. I have two options. I can take six courses instead of five both semesters senior year or two courses in summer school this summer. Man: But you’d have to pay for summer school. Woman: I know, but it’s deciding what’s worse, 12 courses senior year instead of 10 or the added expense of summer school. I While listening, you could write down: I Problem: Adding English major I Go to summer school I Take 6 courses not 5 each sem. Sen. Yr. 30 Description of Tasks Narrator: The student describes two solutions to her problem. Describe the problem and then tell which of the two solutions you would prefer and why. 20 seconds preparation time; 60 seconds to speak I In the 20 seconds of preparation time, you could write down the information shown below—using your listening notes—to help you get ready to respond. Preparation Notes Solution 1 Solution 2 My Choice I Pay for summer I Take 6 courses, I Additional courses school not 5 each sen.yr. b/c of money, semester senior Yr. if money no prob.SS Watch the clock. 20 seconds of preparation is less time than you had for the tasks that include listening and reading. 60 seconds of speaking time is longer than the time you had for some of the ear- lier tasks but the same amount as the listening/reading task. Make sure you answer the two parts of the question: describe the prob- lem and which solution you prefer. I Here is a sample response. Underlined words and phrases are categorized in Chapter 2, Phrases and Vocabulary for the Speaking Section with Reference to Skill and Purpose. 31 Perfect Phrases for the TOEFL Speaking and Writing Sections Stephanie, a junior econ. major would now like to obtain an English degree as well. The problem is how (S19) she’ll be able to fit in the required courses in the year and a half she has left before she graduates. She is considering two options (S20). One option is (S20) to take six courses instead of five both semesters her senior year. The other option is (S20) to take the two needed courses in summer school. Because (S7) she would have to pay to go to sum- mer school, I would prefer (S2) her taking the 12 courses her senior year. Although (S10) summer school might be an easier option (S20), the additional expense seems to warrant (S13) the senior year overload. On the other hand (S10), if money is not a concern, then (S5) going to summer school may be the better option (S15). 2. Sample Prompt with Response Narrator: Listen to a conversation from advisor to advisor. (KNOCK KNOCK) Man: Dean Curtis? It’s Alex Manning. I have a two o’clock appointment. Woman: You’re a little early, but I’m free. Have you decided on your study-abroad destination yet? Man: The last time we talked I told you that I couldn’t decide between the semester at sea program or doing a semester in a university in Cairo. 32 Description of Tasks Woman: Have you decided? Man: The applications are due by the end of the month, and I’m still undecided. Woman: Tell me what you like about each program. Man: The semester at sea has several advantages. First, I love ships and sailing. I’d get to stop at 10 different ports and see many different countries. But, Cairo is also appealing. I’m an archaeology major, and I’d be able to spend quality time at the Pyramids. I’ve been studying Arabic, and I know that six months of living there would really improve my fluency. Woman: And the negatives? Man: Hmm... The only negative is that I can’t do both! I While listening, you could write down: I Problem: Deciding where to go abroad I Sem. At sea/10 ports I Sem. In Cairo: pyramids, Arabic Narrator: The student describes two semester-abroad alternatives. Describe the two alternatives, and then tell which one you would prefer and why. 20 seconds preparation time; 60 seconds to speak I In the 20 seconds of preparation time, you could write down the information below—using your listening notes—to help you get ready to respond. 33 Perfect Phrases for the TOEFL Speaking and Writing Sections Preparation Notes Option 1 Option 2 My Choice I Semester at sea I Cairo I Cairo I Different ports/loves ships I Pyramids/Arabic I Seasickness Watch the clock. 20 seconds of preparation is less time than you have for the tasks that include listening and reading.60 seconds of speaking time is longer than the time you had for some of the ear- lier tasks but the same amount as the listening/reading task. Make sure that you answer the two parts of the question: describe the alternatives and which choice you prefer. I Here is a sample response. Underlined words and phrases are categorized in Chapter 2, Phrases and Vocabulary for the Speaking Section with Reference to Skill and Purpose. The student has two alternatives (S20) for his semester abroad and is having trouble deciding which one is the better alternative (S15). On the one hand (S10), he could (S6) spend a semester at sea. He likes sailing; furthermore (S4), he’d be able (S6) to visit many different countries. On the other hand (S10), he could (S6) go to Cairo. Not only (S13) is he an archaeology major, but (S13) he’s also (S13) been studying Arabic. His Arabic would certainly (S11) improve by living six months in Cairo. In my opinion (S2), ¯ 34 Description of Tasks I’d prefer (S2) to go to Cairo. There are three reasons (S4). First (S4), I get seasick. Second (S4), I’m also (S13) inter- ested in archaeology. And third (S4), above all (S11) I’d prefer (S2) to get to know one country rather than (S10) making short stops at many destinations. F. Integrated Task: Listening/Speaking (Academic Topic) You will hear a passage from a lecture of approximately 230–280 words that explains a term or concept and gives one or two examples. You will summarize the lecture using examples that demonstrate an understanding of the topic. I Here is the kind of lecture you will hear, followed immediately by a question. While you’re listening, take notes on what you hear. 1. Sample Prompt with Response Narrator: Now listen to part of a talk in a biology class. Today’s lecture concerns disorders and the sex chromosome. All humans have 23 pairs of chromosomes.A chromosome is the part of the cell that contains genetic information. The only difference between men and women is in one of those pairs, called the sex chromosome. For this 23rd chromosome pair, women have two X chromosomes, while men have one X and one Y. Why do some disorders occur more often in men than in women? When a disorder is caused by a mutation or change on 35 Perfect Phrases for the TOEFL Speaking and Writing Sections one of the 22 other chromosomes, the disorder will appear as often in men and women, ignoring other possible factors. But when a disorder occurs because of a mutation on the X chromosome, men are usually affected. Why would a change in the X chromosome affect men more than woman if women have two Xs and men only one? Take col- orblindness, which occurs when a cell is missing the gene needed to create a protein that differentiates colors. This gene regularly appears on the X chromosome. If a woman inherits two Xs, one without the gene and one with, she can still distin- guish colors because she had one copy of the gene, which is enough. However, a man has only one X chromosome. If that one is missing the gene, he cannot differentiate certain colors. Another example is hemophilia, a blood clotting disorder. It’s caused by a defect in one of the genes located on the X chro- mosome. Because only the X chromosome carries the genes related to clotting factors, a man with the abnormal gene on his X chromosome will be affected.A female must have the gene on both of her X chromosomes, a very rare occurrence. I While listening, you could write down I 23rd pair: sex chromosome I Women 2X, men X⫹Y I When a male X is damaged/mutated-diseases occur. Narrator: Using points and examples from the talk, explain why colorblindness and hemophilia occur more often in men than in women. 36 Description of Tasks 20 seconds preparation time; 60 seconds to speak I In the 20 seconds of preparation time, you could write down the following—using your listening notes—to help you get ready to respond. Preparation Notes I CB ⫹ Hem. are sex-linked disorders I Sex-linked based on the 23rd chromosome pr. I Women 2X, Men X⫹Y, so if one of M’s X is damaged, then certain disorders occur, whereas women have another X Watch the clock. 20 seconds of preparation is less time than you have for the tasks that include listening and reading.60 seconds of speaking time is longer than the time you had for some of the ear- lier tasks but the same amount you had for the listening/reading task. Make sure you explain why colorblindness and hemophilia occur more often in men than in women. I Here is a sample response. Underlined words and phrases are categorized in Chapter 2, Phrases and Vocabulary for the Speaking Section with Reference to Skill and Purpose. Humans have 23 pairs of chromosomes—the cell parts that hold genetic information.There are some disorders, such as (S18) colorblindness and hemophilia,that occur because of (S7) a mutation in the X chromosome. If (S3) one of a ¯ 37 Perfect Phrases for the TOEFL Speaking and Writing Sections woman’s X chromosomes is damaged or missing, she has another X chromosome to compensate. On the other hand (S10), if a man’s X is damaged or missing, he will inherit the condition. To sum up (S5), because (S7) women have two X chromosomes, they can compensate if (S3) one of them is missing or damaged, whereas (S10) men cannot. As a result (S5), they are more likely to inherit sex-linked diseases such as (S18) hemophilia and colorblindness. 2. Sample Prompt with Response Narrator: Now listen to part of a talk in an astronomy class. The “dog days of summer” are periods of exceptionally hot and muggy weather that occur in July and August. The origin of the phrase describing these stifling, humid days is found in the stars. Centuries ago, when artificial lights and pollution did not obscure the night sky, people in different areas around the world would look into the night sky and see a group of stars; then they would connect the dots. Over 2,000 years ago, Greek astronomers saw the same patterns in the northern sky as we see today. They named the star patterns, or constellations, after gods, mythological creatures, and animals familiar to them, such as the bears: Ursa Major and Ursa Minor. The dogs are called Canis Major and Canis Minor.The brightest of the stars in the big dog, Canis Major, is Sirius, which is the brightest star in the night sky. 38 Description of Tasks During the summer, the dog star Sirius rises and sets with the sun. In late July, Sirius is aligned with the sun. The ancient Romans, Greeks, and Egyptians therefore mistakenly assumed that Sirius’s heat intensified the heat of the sun, causing hotter days on Earth. They named this hot stretch—from 20 days before and after the alignment—“the dog days.” Many people become sluggish at this time of year, and the ancients blamed Sirius for their discomfort. It is easy to understand why the ancients felt that it was necessary to seek out a “scientific” explanation for extreme weather. We now know, however, that the heat during the warmest period of the summer is not caused by additional radiation from the dog star. I While listening, you could write down: I Summer hot dog days/anci.Grks. I Thought dog star made earth hotter I Not true, of course Narrator: Using points and examples from the talk, explain why ancient Greeks coined the phrase “dog says of summer.” 20 seconds preparation time; 60 seconds to speak I In the 20 seconds of preparation time, you could write down the information shown below—using your listening notes—to help you get ready to respond. 39 Perfect Phrases for the TOEFL Speaking and Writing Sections Preparation Notes I Dog days: July/Aug. I Greeks named stars after animals, brightest star: dog Sirius I Thought Sirius caused sun to make Earth hotter, not true Watch the clock. 20 seconds of preparation is less time than you have for the tasks that include listening and reading.60 seconds of speaking time is longer than the time you had for some of the ear- lier tasks but the same amount as for the listening/reading task. Make sure you answer why ancient Greeks coined the phrase “dog days of summer.” I Here is a sample response. Underlined words and phrases are categorized in Preparation Notes. The ancient Greeks mistakenly (S10) believed that stars could effect the Sun. They named two constellations after dogs because (S10) the stars seemed to form the outlines of dogs. They believed that summer heat was due to (S7) the brightest star in these constellations, Sirius. Because (S7) Sirius was so bright, the Greeks concluded (S5) that it caused the Sun to be brighter. As a result (S5), they named the hot July and August period dog days. Obviously (S11) today we know that the star Sirius does not cause any additional heat; however (S10), we still use the term “dog days” to describe hot, lazy summer days. 40 Chapter 2 Phrases and Vocabulary for the Speaking Section with Reference to Skill and Purpose T he phrases and words in each category can frequently be interchanged. Look at the sample essays, and pay attention to the context in which the phrases and words are used. You will get a good idea of when and how to use them. Speaking 1 (S1) To Hesitate (to give yourself more time to think) I Let’s see I That’s an interesting/a good question I Let me think I That’s a good question Speaking 2 (S2) To Give an Opinion I (Why) I believe I I’d like to explain why ¯ 41 Copyright © 2008 by The McGraw-Hill Companies, Inc. Click here for terms of use. Perfect Phrases for the TOEFL Speaking and Writing Sections I Personally I I’d enjoy I I would prefer/be I I think I In my opinion I As far as I’m concerned I It seems to me I I’d/He feel/feels Speaking 3 (S3) To Set Up a Condition I If I Even if I If I could I Whether (or not) to I... as though Speaking 4 (S4) To Further the Argument I First (of all)... Second... Third I In addition I There are (three) reasons why I Similarly I Furthermore I Moreover I Further I As an example I For instance ¯ 42 Phrases and Vocabulary for the Speaking Section I What’s more I... a good idea I... in favor of Speaking 5 (S5) To Summarize/Conclude I In conclusion I Finally I As a result I In summary I Therefore I To sum up I In other words I To summarize I Then I In brief I On the whole I To conclude I As we have seen, I As has been said, I Thereby I Most importantly Speaking 6 (S6) To Show Ability I (I’d be) able to I I can/could I I’m able to ¯ 43 Perfect Phrases for the TOEFL Speaking and Writing Sections I I’d be capable of I... enables Speaking 7 (S7) To Show Cause/Reason and Effect/Result I As a result I Consequently I Because (of) I Due to I Thanks to I If this occurs, then I To this end I Since I For this reason Speaking 8 (S8) To Show Time Relationships I Immediately I Then I Later I Afterwards I After I Before I While I During I As soon as I As ¯ 44 Phrases and Vocabulary for the Speaking Section I Sometimes I When I Ever/Never I Every day/month/year Speaking 9 (S9) To Generalize I Overall I For the most part I In general I Generally speaking I By and large Speaking 10 (S10) To Show Contrast I Some may argue that I Although I Even though I Whereas I While I Instead I In contrast I On the one hand I On the other hand I However I In spite of I Despite ¯ 45 Perfect Phrases for the TOEFL Speaking and Writing Sections I Unlike I On the contrary I But I Neither/nor I... rather than I... mistakenly I Curiously I Not until I Surprisingly Speaking 11 (S11) To Show Emphasis I Above all I Obviously I Clearly I Evidently I Actually I In fact I Certainly I Definitely I Extremely I Indeed I Absolutely I Positively I Unquestionably I Without a doubt ¯ 46 Phrases and Vocabulary for the Speaking Section Speaking 12 (S12) To State Policy I The policy is (that) I The policy states Speaking 13 (S13) To Argue a Point/Make a Suggestion I... seems to warrant I... contends I... argues I... justifies I This observation is supported by I... to plead I... suggests I The suggestion is valid I... proposes I Both... and I Also I... claims I... states I The suggestion is I Not only... but also I There are benefits Speaking 14 (S14) To Show Disagreement I... objects (to) I... disagrees with ¯ 47 Perfect Phrases for the TOEFL Speaking and Writing Sections I... opposes I... contradicts I... are invalid I Others may argue Speaking 15 (S15) To Choose one Option Over Another I... might be/is the better option I... makes it a better policy I... is the better alternative Speaking 16 (S16) To Show Similarity I Just as I As... as I In the same way I Similarly I Likewise I As in/as with/as was/etc. I Like Speaking 17 (S17) To Show Purpose I In order to I For I So that I So as to I... compensation for ¯ 48 Phrases and Vocabulary for the Speaking Section Speaking 18 (S18) To Show Evidence/Give an Example I As evidence of I The legitimacy of I Such as I For example I A few of these are I In the case of I In addition (to) I For one thing... for another Speaking 19 (S19) To State the Problem I The problem is (how) Speaking 20 (S20) To State the Options I She is considering two (various) options I One option is I The other option is I... might/may be an/the easier /better option I... has (two) alternatives 49 This page intentionally left blank Chapter 3 Speaking Skill Development A. Websites for Improving Listening Skills In the TOEFL speaking section, you will hear only the speakers; you will not see them.To improve your listening/speaking skills, try every day to listen to native English speakers. Listening to the radio or the computer is better than watching television because when you watch television you can look at the speak- ers’ lips.You will not see the speakers during the administration of the TOEFL. Although watching television, especially with closed captions, is beneficial, try to use the radio and computer frequently. Below is a list of academic lecture and English learning Websites that you will find helpful. These sites will help you practice listening to the types of academic and campus-based lectures you will hear on the test. In addition, the pronunciation sites will help you improve your speaking ability. I http://tesl-ej.org/ej17/m3.html (including ten sites) I www.eslhome.com/esl/listen I www.stanford.edu/~efs/tesol03listening 51 Copyright © 2008 by The McGraw-Hill Companies, Inc. Click here for terms of use. Perfect Phrases for the TOEFL Speaking and Writing Sections I www.public.iastate.edu/~hschmidt/listeninglinks.htm I www.cdlponline.org I www.esl.about.com/cs/listening I www.esl-lab.com I www.englishbaby.com I www.en.wikipeida.org/wiki/marketplace_%28radio_ program%29 52 Part III The Writing Section Copyright © 2008 by The McGraw-Hill Companies, Inc. Click here for terms of use. This page intentionally left blank Chapter 4 Description of Tasks I n the writing section you will type two essays into the com- puter. The first essay is called the independent task. You will have 30 minutes to prepare, write, and revise a minimum of 300 words on an essay topic from personal experience, not from given material (a reading passage and lecture).The second essay is called the integrated task. You will first read a 250–300 word passage in three minutes and then hear a 230–300-word lecture on the same topic that is approximately two minutes long. The information is related, but it does not repeat. You will take notes on the information in each part, and then you will have 20 min- utes to prepare, write, and revise a 150–225-word response about how the information is related. In contrast to the independent task, the integrated task does not ask for your opinion. A. The Independent Task In almost all the independent tasks, you will be asked to com- pare how two thoughts, ideas, or proposals are similar or how they are different. You can do either or both. You will need to 55 Copyright © 2008 by The McGraw-Hill Companies, Inc. Click here for terms of use. Perfect Phrases for the TOEFL Speaking and Writing Sections choose which idea you agree with or which one you think is better. Your prompt will be something that asks you to look at two sides of an argument. 1. Sample Prompt with Response Many people have pets. Other people don’t. In your opinion, is it a good idea to have a pet, such as a bird, dog, or cat? Why or why not? Use specific reasons and examples to support your answer. 30 minutes to organize, write, and edit your essay. On average, an effective essay will be at least 300 words. Preparation Notes Divide your time between brainstorming (writing down ideas quickly), writing, and editing. A good suggestion is 5 minutes for brainstorming, 20 minutes for writing, and 5 minutes for editing. Even if the prompt does not actually say “Why or why not?” use specific reasons and examples to support your answer, making sure you defend your arguments with personal examples. Maybe you don’t have an opinion about the question, so before you begin the essay, brainstorm some pros and cons: 56 Description of Tasks For Against I Companionship I Dirty/smelly I Reduces stress I Expensive I Protection I Have to be around for them I Exercise If you brainstorm first, you won’t have to be thinking of spe- cific examples while you write. I Here is a sample response. Underlined words and phrases are categorized in Chapter 5, Phrases and Vocabulary for the Writing Section with Reference to Skill and Purpose. Many people in the world have pets, and there are differ- ent reasons why (W1) people do. Some (W10) of these pets are treated like actual family members. Other (W10) people who do not own pets cannot understand why some people have pets and treat them as they do. Although (W10) some people think it’s not a good idea to have a pet, I believe (W2) it’s beneficial (W15). People who don’t have pets may (W3) think that pets are dirty. If (W3) you have a dog, you have to clean up animal hair or acci- dents they have. Moreover (W4), there’s often (W8) a smell in the apartment from the pet. In addition (W4), ¯ 57 Perfect Phrases for the TOEFL Speaking and Writing Sections buying the pet food and supplies and paying for visits to the veterinarian can be (W3) very expensive. One has to be frequently (W8) around either (W10) to walk the pet or (W10) simply feed it. On the other hand (W10), there are many positive reasons for (W1) owning a pet. An animal, such as (W18) a dog or cat, can keep you company. Furthermore (W4), the pet is always happy to see you when (W8) you come home. One can get exercise, for example (W18), by taking it on a walk. As a result (W5) of patting it, one can relax. Sometimes (W8) a person can get a dog so that (W17) she can feel safe due to (W7) its bark or simply its presence. I didn’t have a dog growing up, and once (W8) I got one, I was surprised at how quickly she became a beloved part of our family, in fact (W11), enabling us all to share in her well-being and happiness. In conclusion (W5), there are people who think pets are a nuisance because of (W7) both (W4) their smell and (W4) the mess they create. Also (W4), pets are demanding of time and can be quite costly. In contrast (W10), those people who have pets know what a welcome addition they can be to any person or family. Clearly (W11), they bring companionship and love. What’s more (W4), their need for exercise can help anyone become more active. For the most part (W9), their presence can reduce stress. Therefore (W5), I suggest that (W2) having a pet is better than (W15) not having one. 58 Description of Tasks 2. Sample Prompt with Response Some people think that the best place to raise children is in a city. Others think that the best place is in the countryside. Compare these two views. Which view do you agree with? Explain why. 30 minutes to organize, write, and edit your essay. On average, an effective essay will be at least 300 words. Preparation Notes Divide your time between brainstorming (writing down ideas quickly), writing, and editing. A good suggestion is 5 minutes for brainstorming, 20 minutes for writing, and 5 minutes for editing. Even if the prompt does not actually say “Why or why not?” use specific reasons and examples to support your answer, making sure you defend your arguments with personal examples. Maybe you don’t have an opinion about the question, so before you begin the essay, brainstorm some pros and cons: City Countryside I Experiences I Cleaner I Variety of people I Less pressure I Fosters independence I Closer to nature I Closer to playmates 59 Perfect Phrases for the TOEFL Speaking and Writing Sections If you brainstorm first, you won’t have to be thinking of spe- cific examples while you write. I Here is a sample response. Underlined words and phrases are categorized in Chapter 5, Phrases and Vocabulary for the Writing Section with Reference to Skill and Purpose. As soon as (W8) the decision is made to have children, parents debate whether (W3) it is better (W15) to raise them in the city or (W3) in the countryside. Although (W10) sometimes (W8) a job may dictate where to raise a family, if I had the choice (W13), I’d prefer (W2) to raise my children in a city. Objectively (W11), there are some benefits to (W1) raising children in the countryside. First (W4), there is less pollution. Second (W4), there are fewer social pressures. As a result (W5), children don’t have to grow up so quickly. On the whole (W5), some may argue that (W10) one can feel closer to as well as (W16) appreciate nature living in the countryside. On the other hand (W10), there are more benefits (W1) to living in a city. City children are exposed to more culture. In addition (W4), there is a greater variety of types of people children can be exposed to, expanding their ¯ 60 Description of Tasks horizons. Furthermore (W4), living in a city can foster more independence as children can get around by them- selves on public transportation and not depend on their parents. Finally (W5), children can live closer to friends and have more opportunities for interaction. I was raised in the countryside, and although (W10) I do appreciate the beauty of nature, I was oftentimes (W8) bored as a child and had very few friends living nearby to play with. I hope to raise my own children in a city so that (W17) they can frequently (W8) visit museums and the theater and attend concerts. As far as I’m concerned (W2), the types of people living in the countryside are very similar. In other words (W5), I hope to expose my own children to an array of people: rich and poor, old and young, differing social classes, etc. To sum up (W5), whereas (W10) there are some ben- efits to (W1) living in the countryside, namely (W6) a healthier environment and fewer temptations, the rich- ness of city life, coupled with (W4) the array of opportuni- ties and ease of mobility, make living in the city a better option for me (W15). B. The Integrated Task In all the integrated tasks, you will read a short passage and then listen to a talk on the same subject.You should take notes 61 Perfect Phrases for the TOEFL Speaking and Writing Sections while you read and while you listen. You will then be asked to write about the difference between what you read and what you heard. Although what you hear and what you read will be about the same topic, the information on each will differ. In other words, what you hear will contradict what you read. You will not give your opinion.While you write, you can look at your notes and at the reading passage. 1. Sample Prompt with Essay Read a sample reading passage in three minutes. There is a small but growing movement in the United States and around the world against immunizing, that is, giving shots to babies and children. Those who choose not to vaccinate their children argue that the medical profession provides one- sided and dangerous propaganda in pediatric offices and at health-care facilities. They believe that natural immunity is better and that babies at two months of age are too young to receive an assault on their immune system. First, those in the movement cite anecdotal evidence that those children who are vaccinated against once-common childhood diseases, such as measles, mumps, polio, and whoop- ing cough, are more likely to suffer from chronic ear infections as well as from consistent, low-grade infections. They contend that acquiring childhood diseases naturally actually benefits the immune system, whereas they have heard of children and adults who have contacted other diseases and disabilities as a result of being immunized. 62 Description of Tasks In addition, they argue that children can still get the dis- ease for which they were vaccinated. They report that among reported measles cases, the overwhelming majority were among those who were fully vaccinated.They suggest prevent- ing disease through natural healing. Rather than injecting young bodies with toxic substances and foreign proteins and viruses—the substances contained in vaccines—they claim that cleansing bodies periodically of toxins can keep bodies free of bacteria and viruses. Changing poor lifestyle habits, those in the movement contend, is a better means of eradicat- ing childhood diseases than is immunization. Furthermore, they assert that the vaccines themselves are inherently dangerous, whether or not they prevent disease. In support of this argument, they point to lethal additives in many vaccines and the fact that vaccines are tested on animals, not on humans. Preparation Notes Three minutes to read and take notes is not a long time. Because the passage is quite difficult, try to understand the main argu- ments. You can use abbreviations to save time. Perhaps this para- graph could come after Preparation Notes? I In the three minutes you have to read the passage, you could write down: I Group against giving shots to babs. & child. I Those w/ shots get other diseases—better to get childhd. dis. I Get dis vac. agst. I Vac. themselves are dang. Tested on anim. not hums. 63 Perfect Phrases for the TOEFL Speaking and Writing Sections Now listen to a lecture on the topic you just read about while you take notes: Professor: Recently those who challenge the practice of vacci- nating babies and children seemingly provide compelling arguments. First, they state that natural immunity is better. But in Australia alone there were 581 deaths from diseases pre- ventable by immunizations between 1989 and 1998. OK. Next, the U.S. Food and Drug Administration refutes the assertion that diseases and disabilities are spread through immuniza- tions. Despite millions of doses of vaccine being administered worldwide, no substantiated cases of actual disease or disabil- ity has been documented. In Germany a study of 496 vacci- nated and unvaccinated children found that those who had received inoculations in the first three months of life had fewer infections overall than the unvaccinated group. It is far too easy, the administration affirms, to attribute the increasing numbers of asthma or autism cases to inoculations rather than to inves- tigate further. Another faulty assumption is that those vacci- nated actually develop the disease. Last year, fewer than 10 percent of those being vaccinated against measles actually fell sick, and none of them died. Next, the proposal that natural healing, or cleansing, is superior to immunization is absurd. No homeopathic alternative to immunization has been successful, and to suggest that the world is in a position to “change poor lifestyle habits”any time soon is unrealistic. And their final claim that vaccines themselves are dangerous is untruthful. The exact opposite is true. Even though vaccines can cause side effects, such as pain, redness, or tenderness, no one has died 64 Description of Tasks from a hepatitis B vaccine. Unfortunately, every year 5,000 unvaccinated people die from hepatitis B. So while some children develop mild symptoms of the disease after being vaccinated, the substantial number of deaths in areas of the world without vaccinations certainly negates any argument for ceasing immunization. Preparation Notes I While listening, you could write down: I Challenged each point in reading I Nonimmuniz. Do die I No deaths w/immun. I No cases of nat. healing I Immunz. actually not harmful Narrator: Summarize the points made in the lecture, being sure to specifically explain how they cast doubt on points made in the reading passage. 20 minutes to organize, write, and edit your essay. On average, an effective essay will be 150 to 225 words. I Here is a sample response. Underlined words and phrases are categorized in Chapter 5, Phrases and Vocabulary for the Writing Section with Reference to Skill and Purpose. 65 Perfect Phrases for the TOEFL Speaking and Writing Sections The lecturer contends (W13) that the arguments made by the anti-immunization movement are invalid (W4). Even though (W10) the movement seems to offer strong arguments against (W15) vaccinating babies and children, these arguments, one by one, can be challenged (W14). First (W4), they state (W13) that natural immunity is preferable; however (W10), those not immunized in the world have died. Second (W4), the group claims (W13) that diseases are contracted by immunizations, yet (W10) no such cases have been found. It’s easier to say that a rise in certain diseases or conditions is due to immunizations rather than (W10) bothering to investigate further. Third (W4), the argument that natural healing is better than immunizations is absurd (W14). In fact (W11), no such healing has been proven successful. Finally (W5), the assertion (W15) that the vaccine itself is harmful is false (W15). Vaccinations may (W3) cause pain; however (W10), no one has ever died from a shot. To summarize (W5), the great number of deaths in areas of the world without vaccinations is clearly proof enough (W13) that the movement against immuniza- tions is not to be taken seriously (W14). In other words (W6), the claims of this movement have no scientific basis (W14). 66 Description of Tasks 2. Sample Prompt with Essay Read a sample reading passage in three minutes: One of the most enduring mysteries of modern times, the Bermuda Triangle, has fascinated the world for decades. Is it really true that the 440,000-square-mile triangle, whose three corners touch Florida, Bermuda, and Puerto Rico, liter- ally swallows ships and aircraft? Does it really have mystical properties? The first reports of strange phenomena in this area of the southwestern Atlantic date as far back as 1492 when Christo- pher Columbus sailed into the area. Columbus’s journal entry dated October 11, 1492, contains an account of a malfunc- tioning compass and the presence of strange lights in the sky, including a “a great flame of fire” which crashed into the ocean. Stories of more than just a single death while sailing through the triangle have believers. In its day, the 1872 dis- appearance of the crew of the famous ship the Mary Celeste was notorious. The lost ship was eventually found, but its entire crew was missing. Because for so many years no expla- nation could be found for the crew’s abandonment, many have proposed that the sailors died while sailing through the triangle. The most compelling tale of mysterious happenings in the Bermuda Triangle centers around the disappearance of six U.S. military aircraft in 1945 as they were flying through the region. 67 Perfect Phrases for the TOEFL Speaking and Writing Sections A squadron of five bombers on a routine training mission was lost. The sixth plane, a search plane was lost as well. Preparation Notes Three minutes to read and take notes is not a long time. Because the passage contains many details, try to write down the main points. You can use abbreviations to save time. I In the 3 minutes you have to read the passage, you could write down: I Berm. 444,000 miles I C. Columbus fire in sky I 1872 Mary Celeste crew I 1945 6 US aircraft Now listen to a lecture on the topic you just read about while you take notes: Professor: Looking at some of the most famous incidents attributed to the Bermuda Triangle, also known as the Devil’s Triangle, historical researchers and scientists have found that the mysteries of the Bermuda Triangle, so named in 1964, are more fiction than fact. Let’s start with the Christopher Columbus report. Although the “great flame of fire” report sounds too incredible to have happened, such an event can be scientifically explained. First, the compass malfunction was probably the result of the dis- 68 Description of Tasks crepancy between true north and magnetic north. Second, the lights that appeared to be in the sky were actually reflections of land lights. Finally, the “great flame of fire” may well have been a meteor falling into the sea. Sudden unexpected storms or downward air currents pro- vide strong scientific evidence for previously unexplained phe- nomena. In addition, many maritime disasters attributed to the Bermuda Triangle didn’t occur anywhere near the area. The most exaggerated of these tales is that of the lost ship the Mary Celeste, which went off course in 1872, and was eventually found near the coast of Portugal. Many maritime disasters and disappearances have been attributed to the Bermuda Triangle. Take the case of the six missing U.S. military aircraft in 1945. This incident has a less than mysterious explanation. The squadron most likely went off course as result of malfunctioning navigational equip- ment, poor weather, inexperienced pilots, and a squadron commander who was unfit to fly. Once the squadron com- mander became disoriented, he may have led the squadron north and east instead of south and west, which explains why no wreckage was ever found. If the planes ran out of fuel past the continental shelf of the Atlantic, the planes could have sunk to a depth of 30,000 feet below the surface of the ocean. As for the search plane, an examination of naval records shows that the plane exploded about 20 seconds after taking off. In other words, the plane never made it into the area known as the Bermuda Triangle. It seems that 69 Perfect Phrases for the TOEFL Speaking and Writing Sections none of the aircraft disappeared as a result of mysterious phenomena. Preparation Notes I While listening, you could write down: I Challenged each point in reading, no mys. All scien. expls. I CC: compass malfunction, light-meteor I Mary Celeste-off Portugal, not in area I 1945 5 US planes off course, 6th exploded on takeoff Narrator: Summarize the points made in the lecture, being sure to specifically explain how they cast doubt on points made in the reading passage. 20 minutes to organize, write, and edit your essay. On average, an effective essay will be 150 to 225 words. I Here is a sample response. Underlined words and phrases are categorized in Chapter 5, Phrases and Vocabulary for the Writing Section with Reference to Skill and Purpose. 70 Description of Tasks Although (W10) the world has been fascinated for many years with mysterious disappearances and occurrences in the area known as the Bermuda Triangle, the professor scientifically disputes (W14) several of the most famous cases, claiming that (W13) none (W10) have any scientific basis (W14). First (W4), he examines (W13) the case of Christopher Columbus’s nonworking compass and the great ball of fire. The professor asserts (W13) that the confusion with the compass was due to (W7) confusion between true and magnetic north. Furthermore (W4), he proposes (W13) that the great ball of fire was a meteor. Second (W4), the famous shipwreck of the Mary Celeste in 1872 did not take place anywhere near the Triangle. Surprisingly (W11), the ship was discovered near Portugal. Third (W4), the most recent case, that of the six missing U.S. aircraft in 1945, has no scientific basis (W14). Five planes and the search plane were all reported missing in the area. There are several explanations for (W1) the disap- pearances. The planes may have had both (W4) bad weather and (W4) inexperienced pilots.The lead pilot could have led the group off course. In fact (W11), none (W10) of the planes was found in the area.Actually (W11), the search plane exploded immediately after (W8) takeoff. ¯ 71 Perfect Phrases for the TOEFL Speaking and Writing Sections To conclude (W5), the cases that seem to support the mystery of the Bermuda Triangle, one by one, can be chal- lenged (W14). The professor offers (W15) arguments (W15) contradicting (W14) supposed disappearances and occurrences caused by (W7) ships and aircraft being in the Triangle. 72 Chapter 5 Phrases and Vocabulary for the Writing Section with Reference to Skill and Purpose T he phrases and words in each category can frequently be interchanged. Look at the sample essays, and pay attention to the context in which the phrases and words are used. You will get a good idea of when and how to use them. Writing 1 (W1) To State the Reasons I There are different reasons why I There are several explanations for I There are many positive/negative reasons for I There are some/more/fewer benefits/disadvantages to Writing 2 (W2) To Give an Opinion I (Why) I believe I I’d like to explain why ¯ 73 Copyright © 2008 by The McGraw-Hill Companies, Inc. Click here for terms of use. Perfect Phrases for the TOEFL Speaking and Writing Sections I Personally I I’d enjoy I I would prefer I I think I In my opinion I As far as I’m concerned I It seems to me I I suggest Writing 3 (W3) To Set Up a Condition I If I Even if I If I could I Whether (or not) I... may/might I... can be Writing 4 (W4) To Further the Argument I First (of all)... Second... Third I In addition I There are three reasons why I Similarly I Furthermore I Moreover I Further I As an example ¯ 74 Phrases and Vocabulary for the Writing Section I For instance I What’s more I Not only... but also I... including I More than I Also I... coupled with I Both... and Writing 5 (W5) To Summarize/Conclude I In conclusion I Finally I As a result (of) I In summary I Therefore I To sum up I In other words I To summarize I Then I In brief I On the whole I To conclude I As we have seen I As has been said ¯ 75 Perfect Phrases for the TOEFL Speaking and Writing Sections Writing 6 (W6) To Restate or Repeat an Argument I To put it differently I To repeat I Namely I That is I In other words Writing 7 (W7) To Show Cause/Reason and Effect/Result I Consequently I Because (of) I Due to I Thanks to I If this occurs, then I To this end I Since I For this reason I As a result I Caused by Writing 8 (W8) To Show Time Relationships I Immediately I Then I Later I Afterwards I After ¯ 76 Phrases and Vocabulary for the Writing Section I Before I While I During I As soon as I As I Sometimes I Last I Frequently I When I Once I Often I Oftentimes Writing 9 (W9) To Generalize I Overall I For the most part I In general I Generally speaking I By and large Writing 10 (W10) To Show Contrast/Make an Exception I Some may argue that I Although I Even though I Whereas ¯ 77 Perfect Phrases for the TOEFL Speaking and Writing Sections I Instead I In contrast I On the one hand I On the other hand I However I In spite of I Despite I Unlike I On the contrary I But I Yet I Rather than I Either I Or I Nor I Neither I Either... or I Neither... nor I Nevertheless I Nonetheless I Sometimes I Once in a while I Occasionally I Some…other(s) I Other(s) I Often I None ¯ 78 Phrases and Vocabulary for the Writing Section Writing 11 (W11) To Emphasize I Above all I Obviously I Clearly I Evidently I Actually I In fact I Certainly I Definitely I Extremely I Indeed I Absolutely I Positively I Surprisingly I Unquestionably I Without a doubt I Objectively I In fact Writing 12 (W12) To State Policy I The policy is (that) Writing 13 (W13) To Argue/Make a Suggestion I... seems to warrant I... contend/s ¯ 79 Perfect Phrases for the TOEFL Speaking and Writing Sections I... argue/s I... justify/ies I This observation is supported by I To plead I... suggest/s I The suggestion is valid I... propose/s I... claim/s I... state/s I... clearly proof enough I If I had the choice I... examine/s I... assert/s Writing 14 (W14) To Show Disagreement I... object/s (to) I... disagree/s with I... contradict/s I... doesn’t/don’t support I... is/are invalid I These arguments, one by one, can be challenged I... is absurd/ridiculous/unfounded/illogical I... not to be taken seriously I... has/have no scientific basis I... dispute/s ¯ 80 Phrases and Vocabulary for the Writing Section Writing 15 (W15) To Choose One Option over Another I... might be the better option I... make/s it a better policy I It’s beneficial/better/positive I It’s detrimental/worse/negative I... is true/false I The assertion that… I... seem/s to offer strong arguments for/against I... is/are better/worse than Writing 16 (W16) To Show Similarity I Just as I As... as I In the same way I Similarly I Likewise I As in/as with/as was/etc. Writing 17 (W17) To Show Purpose I In order to I For I So that I So as to ¯ 81 Perfect Phrases for the TOEFL Speaking and Writing Sections Writing 18 (W18) To Show Evidence/Give an Example I As evidence of I The legitimacy of I Such as I For example I A few of these are I In the case of I In addition I For one thing... for another Writing 19 (W19) To State the Problem I The problem is (how) I The question is I What is being asked/challenged Writing 20 (W20) To State the Options I One option is I The other option is 82 Chapter 6 Writing Skill Development A. Suggestions for the Independent Task Every day set aside a half an hour to write an essay. You will notice two things: (1) You will be able to write more and more each day. (2) The types of tasks in the Independent Task section tend to be very similar. Below you will find 10 examples of the kinds of tasks that you will find on the test. Although you will not be asked something identical, what you will be asked will be very similar in design. You should be able to make up some by yourself for practice. I Some people prefer to live with a roommate. Others prefer to live alone. Compare the advantages of each choice. Which of these two options do you prefer? Use specific reasons to support your answer. I The government has decided to build a new airport. Some people think that your community would be a good place to locate the airport. Compare the advantages and disadvantages of establishing a new airport in your community. Use specific details in your response. 83 Copyright © 2008 by The McGraw-Hill Companies, Inc. Click here for terms of use. Perfect Phrases for the TOEFL Speaking and Writing Sections I Do you agree or disagree with the following statement? Children should help with tasks around the house from a very young age. Use specific reasons and examples to support your position. I People act differently when they wear different clothes. Do you agree that different clothes can change the way people behave? Use specific examples to support your answer. I Some people believe that playing games can teach us about life. Do you agree? Why or why not? Use specific examples and reasons to support your answer. I Some colleges and universities allow students to declare their majors only after their sophomore year. Some universities make students declare their majors in the first year. Which policy do you think is better and why? I Some colleges and universities require students to complete a certain number of hours of community service in order to graduate. Do you think this is a good policy? Why or why not? Use specific reasons and examples. I Some colleges and universities require students to live on campus all four years. Do you think this is a good policy? Why or why not? Use specific reasons and examples. I Some professors at colleges and universities give open- book exams. Others do not. Which practice do you think is better and why? Use specific reasons. I Some cities think that a way to limit pollution and congestion is to tax drivers heavily who drive into the city 84 Writing Skill Development each day but who live elsewhere. What do you think about this policy? Do you support it? Why or why not? Use specific reasons. B. Suggestions for the Integrated Task Because in the integrated task you will read and listen to a lecture on a topic and then write about it, this task is much more difficult than the independent task. The listening sites with academic lectures listed in Chapter 3 are an excellent place to begin. In addition, study the phrases and vocabulary you will need to use to compare and contrast because what you read and what you hear will always contradict each other. Try to find topics you are studying or that are in the news that seem to contradict one another, for example, the debate about whether global warming is a real threat or not. Once you iden- tify such a topic, find articles on both sides of the issue and then write a 20-minute comparison/contrast essay. 85 This page intentionally left blank Part IV Vocabulary Development Copyright © 2008 by The McGraw-Hill Companies, Inc. Click here for terms of use. This page intentionally left blank Chapter 7 Summarizing Practice A. Increasing Vocabulary through Reading Every day find an article of approximately 250 words. Look in magazines or find an article from a newspaper on the Web or in a library. Read the article through and highlight five words you do not know. The words you highlight

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