Second Edition

Beginning

MP
ith 3 C
W

www.compasspub.com/toeflibt
 S e co n d Ed i t i o n

Building
Skills for the
TOEFL iBT
®
Building Skills for the TOEFL® iBT
Second Edition
Building Skills for the TOEFL® iBT Second Edition Beginning
Paul Edmunds . Nancie McKinnon . Jeff Zeter

Published in Indonesia by PT. ASTA ILMU SUKSES

Beginning
© Compass Publishing

First Published 2013

All rights reserved. No part of this book may be

reproduced, stored in a retrieval system, or transmitted
in any form or by any means, electronic, mechanical,
photocopying, recording, or otherwise, without prior
permission in writing from the publisher.

Authors: Paul Edmunds, Nancie Mckinnon, Jeff Zeter

Acquisitions Editor: Jordan Candlewyck
Content Editor: J.K. Runner
Copy Editor: L.Sunnie Kim, Kelli Ripatti, Robyn Brinks
Cover/Interior Design: Design Plus

ISBN: 978-1-59966-517-7

10 9 8 7 6 5 4 3 2
15 14 13 12

Photo Credits Paul Edmunds . Nancie McKinnon . Jeff Zeter

pp. 578, 614, 622 © istock International Inc.
pp. 187,189, 191, 580, 582, 584, 586, 588, 595, 598, 600, 602, 609, 612, 616, 630 © JupiterImages Corporation
TOEFL® is a registered trademark of Educational Testing Service (ETS).
This publication is not endorsed or approved by ETS.
Table of Contents
Introduction to the TOEFL® iBT - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 6 Chapter 3 Function Questions - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 221
Chapter 4 Stance Questions - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 233
Reading - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 11 Vocabulary Review 2 - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 244
The TOEFL® iBT Reading Section - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 14 Mini Test 2 - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 246
Preview Test - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 18 Chapter 5 Organization Questions - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 249
Chapter 1 Fact Questions - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 23 Chapter 6 Content Questions - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 261
Chapter 2 Negative Fact Questions - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 37 Chapter 7 Inference Questions - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 273
Chapter 3 Inference Questions - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 51 Vocabulary Review 3 - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 284
Chapter 4 Rhetorical Purpose Questions - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 65 Mini Test 3 - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 286
Vocabulary Review 1 - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 78
Mini Test 1 - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 80 Speaking - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 289
Chapter 5 Vocabulary Questions - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 85 The TOEFL® iBT Speaking Section - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 292
Chapter 6 Reference Questions - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 99 Preview - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 295
Chapter 7 Sentence Simplification Questions - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 113 Part 1 Thinking and Speaking - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 305
Chapter 8 Text Insertion Questions - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 127 Part 2 Making Speech Coherent - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 365
Vocabulary Review 2 - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 140 Part 3 Speaking Naturally - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 423
Mini Test 2 - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 142
Chapter 9 Prose Summary Questions - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 147 Writing - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 431
Chapter 10 Table/Chart Questions - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 161 The TOEFL® iBT Writing Section - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 434
Vocabulary Review 3 - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 174 Preview - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 439
Mini Test 3 - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 176 Part 1 Integrated Writing - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 447
Part 2 Independent Writing - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 495
Listening - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 181 Part 3 Writing and Grammar - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 547
The TOEFL® iBT Listening Section - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 184
Preview Test - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 186 Practice Test Reading, Listening, Speaking, Writing - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 567
Chapter 1 Main Idea Questions - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 193 Transcripts - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 635
Chapter 2 Detail Questions - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 205 Answer Key - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 687
Vocabulary Review 1 - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 216
Mini Test 1 - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 218
 Introduction
TOEFL® iBT
to the
Introduction to the TOEFL iBT ®

What to Expect on the TOEFL® • Speaking / Writing

The TOEFL® (Test of English as a Foreign Language) is an Internet-based test designed to assess   Tasks for the speaking and writing sections include integrated questions that require more

English proficiency in non-native speakers who want to achieve academic success and communicate than one skill to complete, i.e., reading and/or listening, then speaking or writing.
effectively in English. Most people take the TOEFL® iBT to gain admission into universities and   For the speaking section, test takers speak into a microphone, and their responses are digitized

colleges where instruction is in English. Additionally, many employers and government agencies and sent to the ETS Online Scoring Network.
use the scores to determine a person’s English ability. It is not meant to test academic knowledge or   For the writing section, test takers must type their responses.

computer ability, and as such, questions are always based on information found in the test (computer
tutorials are available for those not familiar with personal computers). We have designed this practice
book to be as similar as possible to the actual TOEFL® iBT in format and appearance in order to better The TOEFL® iBT Format
prepare you for the test.
Section Number of Questions Time (minutes) Score

The TOEFL® iBT is divided into four sections: reading, listening, speaking, and writing. Reading 3--5 passages 60--100 30 points
• 12--14 questions each
• 700 words per passage
Major Changes to the Internet-Based TOEFL® (iBT)
Listening 4--6 lectures 60--90 30 points
• General • 6 questions each
 The test measures all four language skills equally; a speaking section is included. • 500--800 words (4--6 min.)
  The Test of Spoken English® (TSE®) will now be part of the TOEFL®. Test takers will no longer 2--3 conversations
take the TSE® as a separate test. • 5 questions each
  Order of sections on the test: • 400--500 words (2--3 min.)
Reading
BREAK 10
Listening
(10-minute break) Speaking 2 independent tasks 20 30 points
Speaking • 1 personal experience
Writing • 1 preference/choice
  The test is approximately four hours long and is taken in one day. 2 integrated tasks (Read-Listen-Speak)
  Tests are administered through the Internet in Educational Testing Service (ETS) test centers • Reading 100 words
around the world. • Conversation 200 words (1--2 min.)
• Lecture 200--300 words (1--2 min.)
  There is no structure section, as there was in previous tests.
2 integrated tasks (Listen-Speak)
  Note-taking is allowed in every section, and is not marked. • Conversation 200 words (1--2 min.)
  The test is a linear exam, not computer adaptive; each test taker receives the same range of • Lecture 200--300 words (1--2 min.)
questions.
  The scores will be viewed online. Writing 1 independent task 50 30 points
1 integrated task (Read-Listen-Write)

• Reading / Listening - Reading 250--300 words

- Lecture 250--300 words (2 min.)
  Passages for the reading and listening sections are longer than those in the computer-based
test (CBT). Refer to the introduction of individual sections for further details.

6 Introduction to the TOEFL® iBT Introduction to the TOEFL® iBT 7

 Introduction
TOEFL® iBT
to the
Study Tips • Be well rested on the day of the exam. Do not stay up all night studying. Also, eat healthy foods
including fruits and vegetables.
The only way to be certain of an excellent TOEFL® score is to be able to read, write, understand,
and speak English like an educated native speaker. You have no doubt been developing your
• Be relaxed and confident. Do the best that you can and do not worry excessively about any
ability in these areas for many years now. Unfortunately, this is not something one can accomplish by
mistakes or uncertainties.
studying in the traditional way. However, research conducted over the years by applied linguists,
psychologists, and educators has yielded a considerable amount of information on the best
methods for refining these skills for the purposes of standardized tests. By keeping the following
Registering For the TOEFL®
study tips in mind, you can optimize your study habits and achieve the highest possible scores with
the level of language proficiency you have obtained. Students must get registration information for the TOEFL®. Registration information can be obtained
online at the ETS website. The Internet address is www.ets.org/toefl. The website provides information
• Prepare a study area for yourself. This should include the following: such as testing locations, costs, and identification requirements. The website also provides other
  A comfortable chair and spacious table or desk test-preparation material.
  Suitable lighting The registration information, such as the test center location, identification requirements, and costs,
  Good ventilation and air quality --- an open window or a house plant are good ideas will vary depending on the country in which you take the test. Be sure to follow these requirements
  An area free of distractions such as outside noise, television, or radio (unless you are using carefully. If you do not have the proper requirements in order, you may not be able to take the test.
the television or radio to study) Remember that if you register online, you will need to have your credit card information ready.
  Proper space to keep all the materials you will need when studying, such as books, paper,
pens, pencils, a tape recorder or other recording device, and if possible, a computer with
Internet access What TOEFL® Scores Are Used For
The primary use of TOEFL® scores is for acceptance into universities, colleges, and other institutions
• Study regularly over a long period of time. Do not study to the point of exhaustion, as this has been
where English is the main language of instruction. It is estimated that about 4,400 such institutions
shown to be ineffective in retaining information.
require TOEFL® scores for admission.

• “Cramming,” i.e., studying intensely for a day or two before an exam, is not effective, as it strains The highest possible score on the iBT is 120 points. Different institutions will have their own specific
your general health and well-being and does not lead to good long-term retention of information or score requirements for admission. For that reason, it is very important to check with each institution
skills. individually to find out what its admission requirements are. For example, a passing score at one
university may not be a passing score at another university. It is the responsibility of the student to
• Psychologists have discovered a principle called “state-specific memory.” This means you find out what the requirements are for each institution.
remember things better in the same conditions that you learned them. For example, if you always Although TOEFL® scores are used primarily to satisfy the admissions requirements of universities, they
study math at night, you will do better on a math exam taken at night. Use this concept to your are also necessary when applying for certain kinds of jobs. Many government agencies as well as
advantage. If you know when and under what conditions you will take the TOEFL®, simulate these multinational corporations require applicants to submit TOEFL® scores. Even English-teaching institutes
in your study environment and habits. For instance, if you plan to take the TOEFL® on a Saturday may request TOEFL® scores in order to place students at the appropriate level of instruction.
afternoon, then make a point to study in the afternoons.
Certainly, doing well on the TOEFL® can be very helpful for students in both their academic and
professional careers. However, success requires consistent and dedicated practice. We hope that
you will take full advantage of this practice book and study hard. Your hard work and dedication will
provide you with the best opportunity to do well on the TOEFL® and meet your goals for the future.

8 Introduction to the TOEFL® iBT Introduction to the TOEFL® iBT 9

 Academic Subjects in the TOEFL®
The following is a list of academic subject areas typically seen in the TOEFL®:

Humanities Social Sciences Biological Sciences Physical Sciences

Building
Skills for the
Archaeology Anthropology Agriculture Astronomy
Architecture Business Anatomy Chemistry
Art History Economics Biology Computer Science
Fine Arts Education Botany Engineering
Linguistics Geography Entomology Geology
Literature History Environmental Science Mathematics
Music Political Science Medicine Oceanography

TOEFL iBT
Philosophy Psychology Zoology Physics
Public Health
Sociology
®
Urban Studies

READING

10 Introduction to the TOEFL® iBT

READING

Table of Contents
The TOEFL® iBT Reading Section - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 14

Preview Test - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 18

Chapter 1 Fact Questions - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 23

Chapter 2 Negative Fact Questions - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 37
Chapter 3 Inference Questions - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 51
Chapter 4 Rhetorical Purpose Questions - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 65
Vocabulary Review 1 - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 78
Mini Test 1 - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 80

Chapter 5 Vocabulary Questions - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 85

Chapter 6 Reference Questions - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 99
Chapter 7 Sentence Simplification Questions - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 113
Chapter 8 Text Insertion Questions - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 127
Vocabulary Review 2 - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 140
Mini Test 2 - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 142

Chapter 9 Prose Summary Questions - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 147

Chapter 10 Table/Chart Questions - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 161
Vocabulary Review 3 - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 174
Mini Test 3 - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 176

Answer Key Reading - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 688

 The TOEFL® iBT Reading Section

READING
LISTENING
In the reading section of the TOEFL® iBT, you will be required to read three to five passages on varying Text Insertion Question
topics. After each passage, you will answer twelve to fourteen questions that test your ability to
understand vocabulary, sentence structure, and factual information, as well as implied information This question shows you a sentence that could be added to the passage. You must decide where
and the writer’s intention. You will not see the questions until after you have read the passage. While the sentence would best fit in the passage. While you are reading, you will notice several icons that

SPEAKING
answering the questions, you will be permitted to look back at the reading. You do not need any look like this on the actual Internet-based test. You will be required to click on the square [ ]
previous knowledge on the topic in order to answer the questions correctly. where you feel the new sentence should be added. For the purposes of this book, simply choose the
letter beside the appropriate square. This question tests how well you understand the organization
of the passage, as well as grammatical connections between sentences.

WRITING
• Passage Types
1. Exposition --- Material that provides information about or an explanation of a topic
2. Argumentation --- Material that presents a point of view about a topic and provides supporting
Table/Chart Question

PRACTICE TEST
evidence in favor of a position
3. Narrative --- An account of a person’s life or a historical event For passages on topics that explain groups or categories of information, you may be asked to
demonstrate your understanding of the groups or categories mentioned by completing a chart.
• Question Types There will be two or three categories and either five or seven correct choices. Two of the answer
Questions in the reading section of the TOEFL® iBT are multiple choice and much like those choices will not be used. This question requires the ability to organize important information and to
found in older versions of the TOEFL®. The following list explains the question types and number understand relationships between major ideas presented in the passage.
of each type on the test. Questions will not necessarily appear in this order.
• Example:

Question Type Number Task Frogs Toads (A) bumpy, dry skin
(B) eggs in a chain
Factual Information 3-6 Select details or facts provided in the passage.
(C) build nests
Negative Factual 0-2 Identify something that is not in the passage or not true (D) shorter legs
Information according to the passage.
(E) eggs in a bunch
Inference 0-2 Select an answer based on information not actually stated in (F) have live babies
the passage, but that is implied or can be inferred. (G) longer legs
Rhetorical Purpose 0-2 Identify the author’s method in explaining a point, or why • Correct answers: (H) smooth, wet skin
the author has mentioned something. (I) bulging eyes
Frogs Toads
Vocabulary 3-5 Choose the best synonym.
eggs in a bunch bumpy, dry skin
Pronoun Reference 0-2 Identify the noun to which a pronoun refers.
longer legs eggs in a chain
Sentence 0-1 Choose the best paraphrase of part of the passage or a
Simplification sentence and analyze its meaning. smooth, wet skin shorter legs

bulging eyes
The other three question types found in the TOEFL iBT are not multiple-choice and are types not
®

found on older versions of the TOEFL®. One is a sentence insertion activity, and the last question • Not used: build nests, have live babies
can be one of two types of activities: either a summary question or a table/chart question.
The chart questions are worth up to three points if there are five correct answers and four points if there
are seven correct answers. Partial credit is awarded for having some but not all correct answers.

14 The TOEFL® iBT Reading Section The TOEFL® iBT Reading Section 15
 READING
LISTENING
Summary Question   Keep a vocabulary notebook listing new terms and their definitions. Write out the definitions in
English. Only refer to bilingual dictionaries if you cannot understand a word used in context or
In this type of question, you will be presented with an introductory sentence for a brief summary of
its definition from an English-only dictionary. Set aside a period of time every week to review your
the passage. You will then find six additional sentences. Three of the sentences express major
new vocabulary. Practice it by writing out your own sentences using the words.

SPEAKING
ideas in the passage, and the others do not. Incorrect choices will be either minor ideas or ideas
 Master any and all grammatical and rhetorical constructions you encounter. Discover their
that are not presented in the passage. This question measures your ability to recognize important
meanings and uses by asking a teacher or doing an Internet search and viewing multiple
ideas from the passage and distinguish them from minor ideas or ideas that are not in the passage.
examples of their use. You can keep a notebook of constructions as well.

WRITING
• Example: • Learn how to take notes. You are permitted to take notes during the reading section of the
First sentence of introduction: TOEFL®. Note-taking is not writing down every word of the reading. A good idea is to note the
Animals in the desert have different ways to live with little water. main idea and then note the information that supports it. Note-taking must be learned, and it

PRACTICE TEST
  Camels can live for a long time without water. takes time. The better your note-taking skills, the easier you should find the TOEFL® reading
  Desert plants do not need much water. section, as well as other sections of the TOEFL® iBT.
  Desert reptiles and birds do not sweat.
  Larger animals get the water they need from things they eat. • Do not use a pencil or your finger when you are reading. Your eyes move faster than your finger, so
  At night, desert temperatures can drop below ten degrees Celsius. you slow yourself down if you trace lines with a pencil or finger while reading.
  Some animals stay underground to keep water in their skin.

• Correct answers: Test Management

First sentence of introduction:
• Questions cannot be viewed until after the passage has been read.
Animals in the desert have different ways to live with little water.
  Desert reptiles and birds do not sweat. • You will be allowed to study the reading as you answer the questions.
  Larger animals get the water they need from things they eat.
  Some animals stay underground to keep water in their skin. • Use the Review icon at the top of the screen to return to previous questions.

• Not used: • There is a glossary available. Simply select the particular word with the cursor to find its meaning.
  Camels can live for a long time without water. (minor detail)
  Desert plants do not need much water. (incorrect information)
• When reading passages, ask yourself the following questions:
 What is the main idea of the passage?
  At night, desert temperatures can drop below ten degrees Celsius. (minor detail)
 How is the main idea developed/supported in the passage?

The summary question is worth up to 2 points. Partial credit is awarded for having some but not all
• For each paragraph or new point in the passage, ask yourself why the author mentions it and
correct answers.
how it relates to the main idea.

• Keep in mind that you have 60 to 100 minutes to read the passages and answer all of the questions
Study Tips for Reading
in the reading section. This means that you can spend roughly 20 minutes on each set. Try to
• Practice reading passages of academic English regularly (the Internet can be a great source of pace yourself accordingly. For each set, first answer the questions that you can answer easily.
practice materials). Then go back and answer more difficult questions. If you find that you have exceeded 20 minutes
for a particular section, it is best to guess an answer and move on to the next section rather than
• Become a master of vocabulary and constructions:
remain on a particularly difficult question for several minutes
  Make it your goal to understand all the words you come across when studying.

16 The TOEFL® iBT Reading Section The TOEFL® iBT Reading Section 17
 Preview Test

READING
LISTENING
Track 1

Directions Anthropomorphism

You will read one passage and then answer reading comprehension questions about it. Most In literature, authors often use different techniques to express a certain idea to the reader. One

SPEAKING
questions are worth one point, but the last question is worth more than one point. The directions technique that is commonly used by authors is called anthropomorphism. Anthropomorphism is
indicate how many points you may receive. the use of animals who display certain human characteristics. Another type of anthropomorphism
uses non-human objects that are portrayed as humans. For example, an animal in a story may be
You will have 20 minutes to read the passage and answer the questions. able to speak and may wear human clothing. Similarly, an object or machine such as a train can

WRITING
You may see a word or phrase in the passage that is underlined in blue. Definitions or be described as having human features like eyes or ears. Anthropomorphism is used widely in
explanations for these words or phrases are provided at the end of the passage. different kinds of literature to achieve different effects.
One has to look no farther than a children’s book or story to find examples of anthropomorphism.

PRACTICE TEST
You can skip questions and return to them later as long as there is time remaining.
Numerous fairy tales and bedtime stories involve animals that can talk. Authors use the technique
When you are ready, press Continue. because it helps children relate to the characters. By making the characters similar to humans in
some ways, the author can help the child imagine the character becoming involved in human-like
situations. This is important when the themes of the story may be hard for children to understand.
In one tale, The Tortoise and the Hare, both of the main characters are animals. ▒ A) The story
is about a hare that ridicules the tortoise for being slow. ▒ B) Since it appears to be a race easily
won, the hare decides to take a nap before finishing. ▒ C) When he wakes up, he realizes the
tortoise has slowly reached the finish line and won the race. ▒ D) The moral of the story is that
it is important to take one’s time when trying to achieve something. Though the morals may be a
mature theme, the use of animals makes it easier for children to understand.
The technique is also used in literature for adults. Authors of books for adults use it to achieve
many effects. It can be used to mock a government or politicians without directly identifying a real
person. A famous example of this is George Orwell’s satire, Animal Farm. In the book, Orwell
presents many political figures as farm animals. His use of animals as characters helps him liken
them to animals in their behavior and attitudes. For instance, Orwell portrays the leader of the
revolution as a pig named Napoleon. In doing so, Orwell compares Napoleon to a pig. Thus, leaders
like Napoleon are cast in a negative light.

moral
a lesson learned from a story
mock
to make fun of someone or something
satire
a type of literature that pokes fun of something or somebody

18 Preview Test Preview Test 19

 READING
LISTENING
1. According to paragraph 1, which of the 4. Which of the following best expresses the 7. Which of the following can be inferred 11. The word cast in the passage is closest in
following is true about anthropomorphism? essential information in the highlighted about morals? meaning to

SPEAKING
(A) It relies upon the use of humans that sentence? Incorrect answer choices (A) They can contain lessons that are not (A) placed
act like animals. change the meaning in important ways appropriate for children. (B) listed
(B) It depicts humans as having animal-like or leave out essential information. (B) They teach children how they should (C) honored
features. (A) Children are unable to understand behave in public. (D) saved

WRITING
(C) It can be used in the portrayal of human-like situations unless animals (C) They are often difficult for children to
animals or objects. are involved. understand.
(D) It involves how authors describe human (B) It is easier for a child to understand a (D) Children enjoy stories more when they 12. Directions: Complete the table by matching

PRACTICE TEST
clothing. story when animals are likened to contain morals. the phrases below. Select the appropriate
humans. phrases regarding the uses of
(C) After children imagine animals in human anthropomorphism and match them to the
2. The author discusses trains in paragraph 1 situations, they can make their own 8. According to the passage, which of the type of literature to which they relate. TWO
in order to characters. following is NOT true about the use of of the answer choices will NOT be used.
(A) explain that anthropomorphism can (D) Authors help children be more anthropomorphism in children’s literature? This question is worth 3 points.
be used in various ways imaginative about human situations (A) It helps children understand a story’s
by using animals. themes. Type of Literature Statements
(B) suggest machines are common
subjects for anthropomorphism (B) Children can imagine animals in human Children’s Literature •
(C) suggest that giving objects human situations.
(C) It is used to make fun of animals or •
qualities confuses readers 5. Look at the four squares [ ▒ ] that indicate
(D) explain the various ways that machines where the following sentence can be added people. •
are used in literature to the passage. (D) It’s used to help children better relate to
characters. Literature for Adults •
The tortoise then challenges the hare
to a race. •
3. The word numerous in paragraph 2 is
closest in meaning to Where would the sentence best fit? 9. The word them in paragraph 3 refers to
(A) First square (A) political figures Answer Choices
(A) simple
(B) Second square (B) farm animals (A) helps the reader understand mature
(B) old
(C) Third square (C) characters messages
(C) frequent
(D) Fourth square (D) attitudes (B) can allow the reader to relate to the
(D) many
characters
(C) often presents a moral to the reader
6. The word reached in the passage is closest 10. According to paragraph 3, why do authors (D) can provide the reader information
in meaning to use anthropomorphism in adult literature? about types of animals
(A) touched (A) To inspire readers to take action in (E) can refer to people without mentioning
(B) arrived at social issues them by name
(C) taken (B) To suggest that humans and animals (F) can be used to compare people to
(D) gone toward are alike animals in negative ways
(C) To mock individuals or situations (G) used by politicians and governments
indirectly
(D) To pressure governments to make
changes

20 Preview Test Preview Test 21

Chapter 1 Fact Questions

Necessary Skills
• Identifying important information and facts stated in a passage
• Locating a specific piece of information in a passage quickly
• Understanding the distinction between main ideas and supporting details
• Focusing on facts, details, definitions, or other information presented in a passage

Example Questions
• According to the passage, who/when/where/what/how/why ______________?
• According to paragraph X, which of the following is true of ______________?
• The author’s description of ______________ mentions which of the following?
• According to paragraph X, ______________ occurred because ______________
• According to the passage, why did X do Y?

Strategies
• Look for transitional expressions to locate details such as examples, steps, time,
reasons, or results.
• Pay attention to examples and descriptions that provide information and details.
• Eliminate choices presenting information that contradicts what is provided in the
passage.
• Answer the specific question being asked. Do not select an answer just because
it is mentioned in the passage.

Fact Questions 23
 Chapter 1

01

READING
Biology
1. How does an invasive species differ from a 3. How do invasive species threaten local

LISTENING
Read the following passage. Then fill in the diagram with the information that you read. Track 2
native species, according to paragraph 2? species, according to paragraph 3?
Invasive Species (A) It is more suited to live in an (A) They reproduce more quickly than
environment than native species. predators in an area.
Invasive species are plants or animals that come into an area and species:
(B) It requires a different set of nutrients (B) They crowd out the natural predators in

SPEAKING
a group of plants or animals
threaten to kill or drive out the local species. that are similar to one than the native species. an area.
The first characteristic of an invasive species is that it does not another (C) It is introduced from outside of the (C) They feed upon a specific native species
ecosystem: normal environment. and use them for nutrients.
naturally occur in the area. In other words, it is not part of a normal all of the plants and animals
(D) It does not contribute to the health of (D) They take space and nutrients from

WRITING
ecosystem but invaders from an outside area. In many cases, the invasive in an area
species is brought in by humans. The Russian olive tree, for instance, now continent: the ecosystem. local species.
a large, continuous piece of
threatens the forests of North America. People using it for landscaping land
brought the species to the continent from Europe. After it was introduced, native:

PRACTICE TEST
existing naturally in an 2. According to paragraph 2, how did the
the Russian olive, well-suited to its new environment, overwhelmed
environment Russian olive species first appear in North
nearby natural environments. nutrient: America?
Invasive species are also defined by the way they upset an a substance that acts as
food for an animal or plant (A) Its seeds were mistakenly planted by
ecosystem. When particular species are put into an area, they invade
explorers.
the habitats of, and even kill, native species. Asian clams, for instance,
(B) It was used to landscape areas by
were introduced to the coast of the Americas. In these areas, they have
humans.
no natural predators. They also reproduce quickly. As a result, Asian (C) It was brought from America to Europe
clams are threatening to overtake many coastal areas. They do so by by humans.
taking over the space and using the nutrients that local species would (D) It evolved from native species in North
normally use. Clams consume plankton for nutrients—the same foods America.
that many smaller fish eat. Thus, lacking nutrients, many fish species
have died in areas invaded by the clams.
Fill in the blanks to complete the summary.

Invasive Species Plants and animals transported from a different ______________ often threaten local
environments. They are considered an invasive ______________ because they upset the

Topic: Feature 1: Example: normal ecosystem. Some may reproduce fast, thus invading the space of the ______________
species. When this happens, local species are deprived of ______________ needed to survive.
Russian olive trees and Asian clams are examples of invasive species.

Feature 2: Example:

24 Chapter 1 Fact Questions 25

 Chapter 1

02

READING
Archeology
1. Why do teeth provide accurate information 3. What have scientists learned from the

LISTENING
Read the following passage. Then fill in the diagram with the information that you read. Track 3
about past cultures? remains of a human found in Southeast
Humans in North America (A) They retain DNA evidence after a Alaska?
person has died. (A) He survived on marine life found
Scientists have long debated the way that humans first colonized the colonize:
(B) They remain long after a body has nearby.

SPEAKING
to take control of an area of
Americas. It is widely believed that humans crossed the Pacific Ocean land and settle on it decayed. (B) He died from a lack of food.
from Asia. record: (C) They show traits unique to different (C) He could not properly digest fish.
information about the past; individuals. (D) He ate a diet common to Asia.
Scientists support this theory with anthropological evidence. To find to set down in writing
(D) They can be used to determine a

WRITING
similarities between the two cultures, scientists have studied teeth. structure:
Because teeth remain for a very long time, they provide accurate records the way that something is person’s diet.
arranged
of the past. Researchers have found that the structure of Native
cranial:
Americans’ teeth is more similar to those of Asians than any other relating to the skull

PRACTICE TEST
2. According to paragraph 2, sinodonty is
culture in the world. One study of over 15,000 cranial remains found that remains:

the teeth of Native Americans and Asians fell into a group of similar tooth
the body of a person or (A) a group of cultures with similar teeth
animal that has died
patterns called sinodonty. (B) the study of cranial and dental remains
(C) a category used to describe dental
In addition, scientists have found archaeological evidence to support
remains
the theory. This evidence comes in the form of human remains found in
(D) a method of analyzing the remains of
a cave in Southeast Alaska. After researchers analyzed the remains, they
teeth
found that he mainly survived on a diet of marine life such as fish. Fish,
however, was not a diet that would have been readily available in that
location. During that period of history, many coastal Asian cultures had
diets of mainly marine life. Thus, the man only would have had access Fill in the blanks to complete the summary.
to fish if he had come from Asia.

Scientists studied the way humans first came to ______________ the Americas. Based on
human ______________ found in caves, they believe people came from Asia. Scientists were
Humans in North America able to study the ______________ of the teeth they found. They were able to ______________
their findings and compare them with Native Americans. Scientists found many similarities in the
Theory: Support 1: tooth patterns between Native Americans and Asians.

Support 2:

26 Chapter 1 Fact Questions 27

 Chapter 1

03

READING
Botany
1. Physical relationships between plants are 3. Which of the following plants could be used

LISTENING
Read the following passage. Then fill in the diagram with the information that you read. Track 4
used in companion planting to to keep away unwanted insects?
Companion Planting (A) reduce the amount of time needed for (A) Oats
harvesting (B) Hay
Companion planting is a technique that uses the relationships complement:
(B) transfer nutrients from the soil directly (C) Beans

SPEAKING
to add to something in a
between plants to allow plants to grow more easily. way that improves it to the roots (D) Marigolds
The physical interaction of plants is the most apparent benefit of weed: (C) use the chemicals released by one
a type of plant that is plant to keep pests away
companion planting. The physical traits of each plant complement one unwanted in an area
(D) use the physical traits of plants to

WRITING
another and lead to healthier plants. In nurse cropping, one plant is yield:
planted next to another to keep weeds out. Oats, for instance, are often the amount of something benefit others in an area
gained after it is made or
planted along with hay. The oats crowd out weeds that would normally grown
steal the nutrients that the hay needs to survive. However, the oats do interaction:

PRACTICE TEST
a way in which two objects 2. According to paragraph 3, what is a benefit
not take nutrients and can be harvested along with the hay. In this case,
relate to one another of companion planting?
the physical relationship between the hay and the oats results in a strong pest:
crop yield with fewer weeds. a destructive insect or (A) Replacing the nutrients in the soil
animal that attacks crops or (B) Keeping weeds away from plants
The other type of relationship used in companion planting is food
(C) Allowing nearby plants to receive
chemical interaction. In this case, the chemical traits of one plant can be
nutrients
used to benefit other plants in the area. For example, legumes—plants
(D) Preventing plants from releasing
such as beans and peas—can take nitrogen out of the air and put it into chemicals
the soil for their benefit. This process helps other plants, too. Other
plants can use the nitrogen brought into the soil by the legumes. In
another case of chemical interaction, the African marigold can be planted Fill in the blanks to complete the summary.
in gardens. The marigold releases a chemical into the air that keeps
pests away and serves to protect other plants in the area.
There are a number of benefits of companion planting which ______________ healthier
crops. When planted side by side, the traits of each plant ______________ each other. The
Companion Planting physical and chemical ______________ between plants can prevent weeds or provide nutrients
in the soil. The chemical traits of some plants keep ______________ away from other plants.

Topic: The chemical interaction of the marigold is an example of companion planting.

Type 1: Type 2:

Example: Example:

28 Chapter 1 Fact Questions 29

 Chapter 1

04

READING
Fine Arts

LISTENING
Read the following passage. Then fill in the diagram with the information that you read. Track 5 The Photography of Ansel Adams

Ansel Adams
Stage 1: Stage 2:
Ansel Adams was an American photographer that lived from 1902 vivid:

SPEAKING
very clear and bright
until 1984. He is best known for his many photographs of the American blurry:
West. Some of his many contributions to landscape photography not clear; difficult to see
clearly
become apparent through an examination of the two major stages of his
strive: Explanation: Explanation:

WRITING
career. to try hard to do something
Adams’s early career was defined by pictorialism—an effort to make alter:
photographs look more pleasing by changing their appearances. Adams to change
development:
was inspired by the Impressionist movement in painting. Such painters

PRACTICE TEST
the process of treating film
attempted to use extremely vivid colors that often mixed together in with chemicals to create a
photograph
unexpected ways. This created a somewhat blurry appearance. Adams
leaning:
strove for similar effects. Though photography was limited to black and a tendency to do or like
something 1. According to paragraph 2, which of the 3. How did Group f/64 affect Ansel Adams’s
white, photographs were often altered after development to make them
following is a quality of Impressionism? photography style?
appear more artistic. One such technique, soft focus, alters the focus of
the camera to make the subject of the photograph appear slightly (A) Altering artwork after it is finished (A) It taught him to leave his photographs
(B) Mixing colors in unusual ways unchanged.
blurred. This achieved an effect similar to Impressionist painting. During
(C) Limiting color use to black and white (B) It encouraged him to photograph
this period, he created a photograph titled “Monolith.” A photograph of
(D) Changing the colors of objects in landscapes.
a rock formation in the Sierra Nevada mountains of California, “Monolith”
nature (C) It provided him with new developing
used a red lens filter that made the sky appear black. techniques.
During Adams’s later career, he abandoned many of his pictorialist (D) It demonstrated the importance of
leanings when he joined a group of photographers called Group f/64. 2. Why did pictoralist photographers use artistic filters.
This group encouraged “pure” photography. Rather than struggling to various lenses to alter their work?
imitate other art forms, they wanted photography to be presented without (A) To make photographs appear realistic
any alteration. In addition, they stressed that photography should have (B) To blur the photograph’s background
no technique. It should, thus, be simply a way to capture and represent (C) To change the color of a photograph
a moment in time. Adams’s photography during this period is also his (D) To make photograph development easier
most famous. Perhaps his most famous photograph is of the moon rising
above a small village in New Mexico. This photograph, rather than
attempting to make the scene more beautiful through artistic alterations, Fill in the blanks to complete the summary.
simply captures the natural beauty of the moment.

In his early career, Ansel Adams would ______________ his photographs for more appeal.
His inspiration came from Impressionist artists who used ______________ colors in their
paintings. In later years, he abandoned his ______________ toward imitating other art forms. He
joined a group that ______________ to present pure, unaltered photography. His photography
during this time is considered to be his best work.

30 Chapter 1 Fact Questions 31

 Chapter 1

05

READING
Environmental Science

LISTENING
Read the following passage. Then fill in the diagram with the information that you read. Track 6 Urban Heat Islands

Urban Heat Islands

Cause 1: Effect:
Urban heat islands are city zones that are significantly hotter than the retain:

SPEAKING
to keep something
area surrounding them. This is the result of many factors that cause the urban:
city to retain heat that would otherwise be lost. In many cases, urban relating to a city or town
Cause 2:
heat islands—or UHIs for short—are several degrees warmer than pave:
to cover an area with

WRITING
nearby, non-city areas. pavement, as in a road Cause 3:
The most common cause of UHIs is the fact that the ground area absorb:
has been paved over in cities. By and large, pavement soaks up far to take in or soak up
something
more heat than dirt on the ground or organic matter. As a result, the cities

PRACTICE TEST
activity:
cool down far less than other areas during the night. During the same busy action or movement
1. How does pavement affect the heat 3. According to paragraph 4, waste heat is
nighttime period, most natural, unpaved regions lose most of the heat present in a city? (A) heat created by action within cities
that they have absorbed during the day; paved areas do not. Because
(A) It continues to generate heat at night. (B) heat that is lost in the atmosphere
of this, areas containing significant pavement are often warmer at night (B) Paved areas absorb and retain heat. (C) the transfer of heat into the soil
by three to four degrees Celsius. (C) It stops the transfer of heat from the air (D) heat trapped by heavy cloud cover
In addition, the low number of plants in cities contributes to UHIs. to the ground.
Through a process called evapotranspiration, plants release water into (D) It reflects the heat generated by sunlight.
the air when they are heated. This moisture is often much cooler than
the surrounding air temperature. The moist air, in turn, causes the
nearby area to become cooler. Since most of the ground in cities is 2. Why do plants cause the area around them
paved or built over, there is little room for plants to grow. As a result, the to be cooler?
natural cooling effect of plants is not as present in cities as it is in other (A) They absorb heat before it reaches the
areas. The heat of the area cannot benefit from the cooling effects of ground.
many plants. (B) They remove moisture from the air.
Finally, UHIs are caused by the heat released by human activity (C) They release oxygen to stop heat
within the city. The operation of cars and day-to-day urban activities in transfer.
(D) They release moisture into the air.
a city create a large amount of heat. This excess heat is called “waste
heat” and may be more of a factor in UHIs than scientists first thought.
In fact, many cities remain warm even on cloudy days due to waste heat
being released. Thus, due to the high concentration of cars and people, Fill in the blanks to complete the summary.
heat is constantly generated.
______________ heat islands are city areas that are warmer than surrounding areas. Several
factors cause the city to ______________ heat that would otherwise be lost. The paved streets
______________ and hold heat which results in warmer nights. The operation of cars and daily
human ______________ create excessive heat in cities. Unfortunately, the natural cooling effect
of plants is not present in cities.

32 Chapter 1 Fact Questions 33

 Chapter 1

06

READING
Fine Arts

LISTENING
Read the following passage. Then fill in the diagram with the information that you read. Track 7 Art Nouveau

Art Nouveau
Definition: Characteristic 1:
Art Nouveau was an artistic trend that began near the turn of the 20th movement:

SPEAKING
a drastic change in an art
century. The style was distinct from the styles before it, especially the form
“academic” art that had been popular in the 19th century. Both the functional:
designed to be useful
approach and style of Art Nouveau established it as a unique movement
departure: Characteristic 2:

WRITING
that is still celebrated today. a movement away from
Art Nouveau began with very non-traditional approaches. It split from something

the fine art of the 19th century that focused heavily on accurate portrayals perspective:
a way to create art that
of reality. It did not seek to create art that exactly represented reality. gives the impression of

PRACTICE TEST
Rather, Art Nouveau sought to add to reality and make normal, everyday distance or depth; a mental
view or outlook
things beautiful with decoration. In this way, Art Nouveau was more 1. How did Art Nouveau differ from the art 3. Which of the following was a trait of Art
ornate:
functional than the art before it. Moreover, it did not focus only on decorated with complex before it? Nouveau?
shapes or patterns
classical types of fine art, such as statue and painting, but was a “total (A) It attempted to make painting and (A) It used large amounts of decoration.
style”; that is, it applied artistic ideas to nearly everything. While some sculpture more popular. (B) It was focused mostly on architecture.
Art Nouveau artists did create images, one could just as easily produce (B) It made normal, everyday objects more (C) It paid special attention to perspective.
tea cups, jewelry, or architecture in the style of decorative art. Alphonse beautiful. (D) It depicted subjects in unrealistic ways.
Mucha, one of the most famous figures of Art Nouveau, became popular (C) It tried to make art that appealed to
everyone.
by producing posters that advertised stage productions. In Prague,
(D) It made formal artistic techniques
Brussels, and several other places across Europe, the Art Nouveau style
available to everyone.
swept the city. It could be seen in buildings, train stations, and parks. In
this way, Art Nouveau’s approach was much different than art before it;
rather than making “pure” art for museums, Art Nouveau was beautiful 2. According to paragraph 2, what was
and served a purpose. Alphonse Mucha well known for?
The style of Art Nouveau was a huge departure from the art before (A) Architecture
it. Once again, accurate depictions of reality were abandoned in favor of (B) Stage productions
a decorative style. Most Art Nouveau images are two-dimensional. They (C) Posters
cast aside rules of perspective that were so present in 19th century art. In (D) Jewelry
addition, large amounts of decoration are added to a picture. In many of
the poster images prepared by Mucha, for instance, several vine-like,
curved lines frame his pieces. Over the entrances to the metro in Paris, Fill in the blanks to complete the summary.
ornate panes of glass expand outward from the entrance. In both cases,
the decoration has no function other than adding a sense of beauty to
Art Nouveau was an art form that was a ______________ from traditional art. It added a new
what is otherwise very plain.
______________ to the traditional art of the past. Art Nouveau was more ______________
because it made everyday things more decorative. Traditional European window panes and
doorways were more ______________ and more beautiful. Even today, the unique style of Art
Nouveau is widespread throughout the world.

34 Chapter 1 Fact Questions 35