This + page eBook covers all aspects of your TOEFL iBT preparation. each question type; Includes practice problems and explanations to help you along. Check out this post to find out all about the free TOEFL eBooks and free In this page PDF, you'll find practice questions for every section of. ETS offers a variety of practice materials to help you prepare for the TOEFL iBT ® test and build your English skills. Materials include free sample questions.
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On the Navigation screen, choose either TOEFL iBT Practice Test 1 or TOEFL .. Use the practice tests in this eBook and from TOEFL Practice Online to deter-. This ebook was issued to Amol Bhatnagar, order # To install the computer practice tests on a PC, click on the file labeled Setup to be guided. As of today we have 78,, eBooks for you to download for free. Vocabulary for TOEFL iBT contains two practice tests at the end of the book. You can use.
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If you have not received any information after contact with Australia Post, please contact us to confirm that the details for delivery logged with us are correct. We will then contact you with the appropriate action. I do not know what can I do for fixing this part. And I have another problem in this part.
I have been taking lots of TPO test, but my score did not cheng. I could not detect my problem. Moreover, in speaking part, It is really hard for me to talk fluently in English. I have the proper variety of vocabularies, and I know the English structure but, during I am speaking, I made lots of mistakes, grammatically.
Another fact is that when I am talking in English my brain frozen up abruptly. I highly recommend that you explore our blog for listening and speaking strategies that can help you to master the test.
Make sure that you understand the strategies for answering each question inside and out! It also sounds like you need more practice with both listening and speaking, so why not practice both at the same time? The more you practice, the more confident you will be, and the less you will freeze up or forget how to answer. You can take notes on any listening material throughout the entire test.
Listening Section Format Number of Questions Timing 6 questions per lecture 60—90 minutes Listening Material 5 questions per 60—90 minutes 4—6 lectures, 35 minutes long conversation each, about — words 2—3 conversations, about 3 minutes long, about 12—25 exchanges 5.
Synthesize: To combine information from two or more sources 6. Make an inference: To comprehend an argument or an idea that is strongly suggested, but not explicitly stated in a passage 7. Digressions: Side comments in which the speaker briefly moves away from the main topic and then returns 8. In some of the lectures, the professor does all or almost all of the talking, with an occasional comment by a student. In other lectures, the professor may engage the students in discussion by asking questions that are answered by the students.
The pictures that accompany the lecture help you know whether one or several people will be speaking. The contents of the office conversations are generally academic in nature or related to course requirements.
Service encounters could involve conversations about a housing payment, registering for a class, or requesting information at the library. Pictures on the computer screen help you imagine the setting and the roles of the speakers. Conversation Example Listening Question Formats After the listening material is played, you both see and hear each ques- tion before you see the answer choices. This encourages you to listen for main ideas. There are four question formats in the Listening section: b traditional multiple-choice questions with four answer choices and a single correct answer b multiple-choice questions with more than one answer e.
After testing, notes are collected and destroyed before you leave the test center for test security purposes. These questions require you to listen for voice tones and other cues and determine how speakers feel about the topic they are discussing.
In the replay format, you listen to part of the conversation or lecture again and then answer a question. Sometimes the question repeats a portion of the listening material again, as indicated by the headphones icon in the example on page The Speaking section measures your ability to speak effectively in academic settings.
In classrooms, students must: b respond to questions b participate in academic discussions with other students b synthesize9 and summarize what they have read in their textbooks and heard in class b express their views on topics under discussion Outside of the classroom, students must: b participate in casual conversations b express their opinions b communicate with people in such places as the bookstore, the library, and the housing office Description The Speaking section is approximately 20 minutes long and includes six tasks.
They ask you to draw upon your own ideas, opinions, and experiences when responding. However, you can respond with any idea, opinion, or experience relevant to completing the task. First read and lis- ten, and then speak in response. You can take notes and use those notes when responding to the speaking tasks. At least one requires you to relate the information from the reading and the listening material.
For all speaking tasks, you use a headset with a microphone. Speak into the microphone to record your responses. Personal Preference defend a personal choice from a given category— Response time: 45 seconds for example, important people, places, events, or activities that the test taker enjoys.
Choice This question asks the test taker to make and Preparation time: 15 secondsIntegrated Tasks defend a personal choice between two Response time: 45 seconds contrasting behaviors or courses of action. The Writing section measures your ability to write in an academic setting. This requires combining information they have heard in class lectures with what they have read in textbooks or other materials. This type of writing can be referred to as integrated writing.
In this type of writing, students must: t take notes on what they hear and read, and use them to organize infor- mation before writing t summarize, paraphrase, and cite information from the source material accurately t write about the ways the information they heard relates to the informa- tion they read For example, in an academic course, a student might be asked to compare and contrast the points of view expressed by the professor in class with those expressed by an author in the assigned reading material.
The student must suc- cessfully draw information from each source to explain the contrast. In this type of writing, known as independent writing, students express an opinion and support it based on their own knowledge and experience.
For example, students may be asked to write an essay about a controversial issue. The students use past, personal experience to support their position. In all types of writing, it is helpful for students to: b identify one main idea and some major points that support it b plan how to organize the essay e. Test takers write their responses to two writing tasks see the table below.
It reappears when test takers begin writing so they can refer to it as they work. The listening passage is about — words long listening time, 2 minutes. Test takers may take notes on the listening passage. Suggested response length is — words; however, there is no penalty for writing more as long as it is in response to the task presented.
An effective essay will usually contain a minimum of words;Writing from Experience however, test takers may write more if they wish. Use reasons and specific details to support your answer.
Other people believe Y.
Give reasons and specific details. The responses from each test taker are scored by 3 to 6 different certified raters. The response for each task is rated on a scale from 0 to 4 according to Rubrics on pages — The average of all six ratings is converted to a scaled score of 0 to Raters listen for the following features in test taker responses: b Delivery: How clear was the speech?
Good responses are fluid and clear, with good pronunciation, natural pacing, and natural-sounding intona- tion patterns.
How well did the test taker syn- thesize and summarize the information in the integrated tasks? Good responses generally use all or most of the time allotted, and the relation- ship between ideas and the progression from one idea to the next are clear and easy to follow. Even high-scoring responses may contain occasional errors and minor problems in any of the three areas described above.
The responses are rated by 2 to 4 certified raters on a score scale of 0 to 5 according to the Rubrics on pages — and — The average of the scores on the two writing tasks is converted to a scaled score of 0 to It is important to note that the raters recognize that the responses are first drafts.
They do not expect test takers to produce a well-researched, comprehen- sive essay. For that reason, test takers can earn a high score with a response that contains some errors. Score reports include: b four skill scores b total score Scores are reported online 15 business days after the test. Test takers can view their scores online free of charge. Colleges, universities, and agencies can also view scores online when examinees have selected them as a score recipient.
Paper copies of score reports will be mailed shortly after the scores are posted online. In the future, per- formance feedback will also include suggestions for improvement. A list of colleges, universities, and agencies that accept TOEFL scores and a list of institutional score requirements reported to ETS can be obtained at www. Reading Tips English-language learners can improve their reading skills by reading regularly, especially university textbooks or other materials that cover a variety of subject areas e.
A wide variety of academic texts are available on the Internet as well as in magazines and journals. Reading to Find Information b Scan passages to find and highlight key facts dates, numbers, terms and information.
Reading for Basic Comprehension b Increase vocabulary. Flashcards can help. Then, look them up to deter- mine their meaning. Reading to Learn b Identify the passage type e.
Instead, a chart with possible answer choices is provided for them, and they are required to fill in the chart with the correct choices. Practicing this skill will help test takers think about categorizing information and be able to do so with ease. Then paraphrase entire paragraphs. Listening Tips Listening to the English language frequently and reading a wide variety of aca- demic materials is the best way to improve listening skills. Watching movies and television and listening to the radio provide excellent opportunities to build listening skills.
Audiotapes and CDs of lectures and pre- sentations are equally valuable and are available at libraries and bookstores. Those with transcripts are particularly helpful. The Internet is also a great resource for listening material e.
Listen carefully, and write these down while lis- tening. Continue listening until all important points and details are writ- ten down and then review them. Use the outline to write a brief summary. Gradually increase the amount of the presentation you use to write the summary. Notes The Reading section measures the ability to recognize paraphrases.
The ability to paraphrase is also important for the integrated tasks in the Writing and Speaking sections of the test. The Listening section does not measure summarizing skills, but practicing summarizing skills is useful for the integrated tasks in the Speaking and Writing sections.