1. 1. Subtitle
2. 2. Comprehensive Presentation on ( Test of English as a Foreign Language) Prepared by Bappy Talukder
3. 3. The Types of TOEFL Test The TOEFL test is the most widely respected English-language test in the world and has been used since 1964, recognized by more than 9,000 colleges, universities and agencies in more than 130 countries, including Australia, Canada, the U.K. and the United States. [According to Educational Testing Service (ETS)] There are tree types of TOEFL tests: 1. CBT ( Computer Based Test) 2. PBT ( Paper Based Test) 3. iBT ( Internet Based Test) CBT has already been discontinued. PBT still exists in some remote areas, but it will be discontinued in each country as soon as the iBT is introduced. iBT will be the only TOEFL test used in all countries in the future.
4. 4. TOEFL iBT INTRODUCTION: TOEFL stands for (Test of English as a Foreign Language). iBT stands for (Internet Based Test). iBT was introduced for the first time on September, 24, 2005 in the United States. The test takes about four hours including the time required for giving directions and the break between the listening and the speaking sections. Most of the questions on the iBT are multiple choice, but for some questions you will have to follow the given directions on the screen.
5. 5. TOEFL iBT Intro COST: 165 US$ VALIDITY: 2 YEARS SCORE OBTAINED: APPROXIMATELY 10 DAYS AFTER THE TEST TOTAL TEST DURATION: ALMOST 4 HOURS TOTAL SCORE: 120
6. 6. TOEFL iBT Intro TESTING POINTS: READING LISTENING SPEAKING WRITING SCORE: READING: 0-30 LISTENING: 0-30 SPEAKING: 0-30 WRITING: 0-30 TOTAL SCORE: 0-120
7. 7. Timetable for the TOEFL iBT Test Section Passages/Sections Questions Time Reading 3-5 Passages (App. 500-700 Words each) (Typically, 3 Passages) 12-14 questions per passage 60-100 minutes Listening 2-3 Sections (Typically, 3 Sections, where 1 section is experimental) Total: 34-51 Questions Per Section: 17 Questions 1 Conversations: 5 Questions 1 Lecture: 6 Questions 1 Discussion Lecture: 6 Questions 60-90 minutes (App.) Break 10 Minutes Speaking 6 Tasks 2 independent questions 4 integrated questions 20 minutes (App) Writing 2 Tasks 1 integrated task 20 minutes 1 independent task 30 minutes
8. 8. Reading Section The reading section tests your ability to understand reading passages like those in College textbooks . There are three passages on the short format and five passages on the long format. After each passage you will answer 12-14 questions about it. Number of Passages: 3-5 Time: 60 100 Min. Total Number of Questions: 36 70 Nos.
9. 9. Reading Section (Continue) QUESTION STYLE QUESTION TYPE NUMBER OF QUESTIONS (PER PASSAGE) MULTIPLE CHOICE QUESTIONS 1.Factual Information Question 3-6 2. Negative Factual Information Question 0-2 3. Inference Questions 0-2 4. Rhetorical Purpose Questions 0-2 5. Vocabulary Questions 3-5 6. Reference Questions 0-2 7. Sentence Simplification Questions 0-1 OTHERS 8. Insert Text Questions 0-1 9. Prose Summary/ 10. Fill in the Blank 1
10. 10. Reading Section (Continue) STRATEGIES FOR CRACKING READING Read the title & first sentences of each paragraph meticulously within 1 minutes to get an overall idea. In TOEFL, questions in reading will come orderly. Evaluate one question at a time. Try to save time when you will answer vocabulary questions. (Give not more than 20-25 sec per vocabulary question). Be cautious to provide you at least 4-5 minutes for last two questions (Insert text question + Prose Summary) since you have to devote time to correctly answer these questions.
11. 11. Reading Section (Continue) 1. FACTUAL INFORMATION QUESTIONS STRATEGY 1) Read the question. 2) Identify the key words. 3) Search of the key words or synonyms of them. 4) When you find the key word, remind yourself of the question and read carefully to find the answer for yourself. 60% of the answers will be found in the sentence with your key words. 30% will require you to read 1 sentence more. 10% will require you to read 2 sentences more to find the answer. 5) Check the answer choices and choose the one that matches your anticipated answer best.
12. 12. Reading Section (Continue) 1. FACTUAL INFORMATION QUESTIONS
13. 13. Reading Section (Continue) 2. NEGATIVE FACTUAL INFORMATION QUESTIONS STRATEGY (SAME AS FACTUAL INFORMATION QUESTIONS) 1) Read the question. 2) Identify the key words. 3) Search of the key words or synonyms of them. 4) When you find the key word, remind yourself of the question and read carefully to find the answer for yourself. 60% of the answers will be found in the sentence with your key words. 30% will require you to read 1 sentence more. 10% will require you to read 2 sentences more to find the answer. 5) Check the answer choices and choose the one that matches your anticipated answer best.
14. 14. Reading Section (Continue) 2. NEGATIVE FACTUAL INFORMATION QUESTIONS
15. 15. Reading Section (Continue) 3. INFERENCE QUESTIONS STRATEGY (SAME AS FACTUAL INFORMATION QUESTIONS) 1) Read the question. 2) Identify the key words. 3) Search of the key words or synonyms of them. 4) When you find the key word, remind yourself of the question and read carefully to find the answer for yourself. 60% of the answers will be found in the sentence with your key words. 30% will require you to read 1 sentence more. 10% will require you to read 2 sentences more to find the answer. 5) Check the answer choices and choose the one that matches your anticipated answer best.
16. 16. Reading Section (Continue) 3. INFERENCE QUESTIONS
17. 17. Reading Section (Continue) 4. RHETORICAL PURPOSE QUESTIONS STRATEGY Read the question to understand what youre being asked. Identify the key words. Read the appropriate paragraph and find those key words or synonyms of them. Read the sentence and understand that the purpose of the statement in the question was to explain the content of that sentence. Look for any adverbs that will help you to identify the relationship between your key words and the content before it. Now, choose an answer choice that reflects the information in the sentence before .
18. 18. Reading Section (Continue) 4. RHETORICAL PURPOSE QUESTIONS
19. 19. Reading Section (Continue) 5. VOCABULARY QUESTIONS (EASIEST QUESTIONS) STRATEGY If you know the word: I. Choose the answer or answers that match the meaning best. II. Read the sentence with the highlighted vocabulary to double check the meaning. If you dont know the word: I. Read the sentence with the word and guess what its meaning could be. II. Choose an answer that fits this meaning. (If more than one works, guess fast). You should not spend a lot of time on this question no matter what. If you dont find out the correct answer, just guess and move on to spend more time on a different question.
20. 20. Reading Section (Continue) 5. VOCABULARY QUESTIONS (EASIEST QUESTIONS)
21. 21. Reading Section (Continue) 6. REFERENCE QUESTIONS (PRONOUN QUESTIONS) STRATEGY I. Determine whether the pronoun is singular or plural. II. Identify all of the nouns in the sentence before the pronoun that match in number (singular or plural). III. Choose the one that fits the meaning of the sentence best. IV. Find the noun among answer choice and choose it.
22. 22. Reading Section (Continue) 6. REFERENCE QUESTIONS (PRONOUN QUESTIONS)
23. 23. Reading Section (Continue) 7. SENTENCE SIMPLIFICATION (PARAPHRASE QUESTIONS) STRATEGY I. Read the main independent clause and nothing else. Understand the subject, verb, and object. Break the sentence down piece by piece. II. Read through the answer choices and eliminate any answer that does not state this information exactly. III. Read the next clause in the highlighted sentence carefully. IV. Read through the answer choices and eliminate any answer that does not state this information exactly. V. Continue this process until only one answer is left.
24. 24. Reading Section (Continue) 7. SENTENCE SIMPLIFICATION (PARAPHRASE QUESTIONS)
25. 25. Reading Section (Continue) 8. INSERT TEXT STRATEGY I. Read the sentence carefully to identify what its saying and the key words within it. II. Read the paragraph and find the sentence that contains key words from the plug-on. III. Use pronoun in your plug-in sentence to determine where your sentence belong. IV. If thats not enough, identify words such as however, consequently, therefore, etc. to determine whether your sentence continues the idea or begins the idea. V. Finally, read through the paragraph with your answer in place and double check that it makes sense.
26. 26. Reading Section (Continue) 8. INSERT TEXT
27. 27. Reading Section (Continue) 9. PROSE SUMMARY
28. 28. Reading Section (Continue) 10. FILL IN A TABLE (RARE, BUT EASY) STRATEGY I. Read an answer choice and identify the key words. II. Find the key words or synonyms of them in the reading. III. Read the sentence with your key word and determine what topic it belongs to. IV. Match the answer choice to the appropriate topic.
29. 29. Reading Section (Continue) 10. FILL IN A TABLE (RARE, BUT EASY)
30. 30. Listening Section The listening section tests your ability to understand spoken English that is typical of interactions and academic speech on college campuses. During the test, you will listen to conversations and lectures and answer questions about them. Number of Sections: 2-3 (2 sections will be counted towards score) Time: 60 90 Min. (App.) Total Number of Questions: 34-51 Nos.
31. 31. Listening Section (Continue) Per Section: 1 Conversation: 5 Questions 1 Lecture: 6 Questions 1 Discussion Lecture: 6 Questions
32. 32. Listening Section (Continue) There are two formats for the listening section: 1. Short format: containing two conversations and four lectures. (2 Sections) 2. Long format: containing three conversations and six lectures. [3 Sections (You can expect)] There will be 5-6 questions after each listening passage to be answered. Only two conversations and four lectures will be graded the rest of them are part of an experimental section for future tests. Although only two conversations and four lectures will be graded, you must try your best on all of them as you will not know which ones will be graded. You can hear each conversation or lecture only one time. You must be trained how to take notes as it will help you answer the questions easily. OVERVIEW OF THE LISTENING SECTION
33. 33. Listening Section (Continue) OVERVIEW OF THE LISTENING SECTION When you select the best option for a multiple choice question, click on Next and then OK to go to the next question. In the listening section, you cannot return to previous question, so make sure that you have selected the correct option before going to next question. Remember to keep glancing on the clock shown on the screen while answering the questions so that you can mange your time. The clock does not count the time you listen to conversations or lectures. You will be given 10 minutes to answer all the 17 questions in a section. During the conversation and lecture, time will be stopped automatically.
34. 34. Listening Section (Continue) QUESTIONS TYPE Main Idea Questions Detail Questions Inference (Sometimes Listen Again) Questions Attitude and Opinion Questions Purpose (Sometimes Listen Again) Questions ANSWERS TYPE Multiple Choice Questions (Among 4 Options) Complete a Table
35. 35. Listening Section (Continue) MULTIPLE CHOICE: MAIN IDEA Question: What is the main topic of discussion? (A) Chronological history of Victorian chemistry (B) The varied attempts at element classification (C) Mendeleev's life and ultimate achievements (D) Publication of chemistry works in the 1800's
36. 36. Listening Section (Continue) MULTIPLE CHOICE: DETAIL Question: Which of the following most accurately defines a carnivorous plant? (A) It has the capacity to attract, catch, kill, and ingest its prey. (B) It confines its prey for long periods of time in order to thrive. (C) It absorbs the nutrients of insects and other plants. (D) It requires nutrient rich soil, sunlight, and an aquatic environment.
37. 37. Listening Section (Continue) MULTIPLE CHOICE: PURPOSE Question: Why does the student go to see the professor? (A) To obtain a list of the main concepts covered in the lectures (B) To ask if a concept will appear on a test (C) To review a concept's main principles (D) To distinguish between two different concepts
38. 38. Listening Section (Continue) MULTIPLE CHOICE: ORGANIZATION (RARE Question: How is the lecture organized? (A) The professor writes a definition on the board and then breaks it down in four parts. (B) The professor presents the information after the students have talked in depth about it. (C) The professor provides a brief overview and then discusses two species in detail. (D) The professor follows the order of the unit in the students' textbook.
39. 39. Listening Section (Continue) MULTIPLE CHOICE: INFERENCE Question: What does the professor imply about geysers? (A) They are an untapped source of geo-thermal energy. (B) Large ones tend to erupt less predictably than small ones. (C) They deserve more attention than they receive. (D) They are similar to volcanoes in some ways.
40. 40. Listening Section (Continue) MULTIPLE ANSWER: SELECT MORE THAN ONE Question: What is true about Idealism? Choose 2 answers. [A] It is a way of understanding physics. [B] It was based on scientific thought. [C] It claims we cannot know objects. [D] It was developed in 1700.
41. 41. Listening Section (Continue) COMPLETE A TABLE
42. 42. Listening Section (Continue) MULTIPLE CHOICE: ATTITUDE & OPINION Replayed part of the passage: Narrator: Listen again to part of the conversation. Then answer the question. Student B: Well, I can tell you what she went over. Student A: Oh, OK. Did you take down any notes? What does the student mean when he says this: Student A: Oh, OK. Did you take down any notes?
43. 43. Listening Section (Continue) MULTIPLE CHOICE: ATTITUDE & OPINION Question: What does the student mean when he says this: [heard again]: Student A: Oh, OK. Did you take down any notes? [A] He would like to compare notes. [B] He would like to borrow his friend's notes. [C] He wants to make sure that his friend's notes are correct. [D] He always copies his friend's notes
44. 44. Listening Section (Continue) LETS SEE WHAT YOU WILL SEE DURING LISTENING
45. 45. Listening Section (Continue)
46. 46. Listening Section (Continue) STRATEGY:
47. 47. Speaking Section Number of Questions: 6 No. Independent: Questions 1 & 2 Integrated: Questions 3-6 Total Time: 20 Min. (App.) The speaking section tests your ability to communicate in English in an academic setting. During the test, you will be presented with six speaking questions. The questions ask for a response to a single question, a conversation, a talk, or a lecture.
48. 48. CATEGORY QUESTION TYPE PREPARATION TIME (SECOND) RESPONSE TIME (SECOND) INDEPENDENT 1.Personal Opinion Question 15 45 2. Preference Question 15 45 INTEGRATED 3. Campus Situation (R+L+S) 30 60 4. Academic (R+L+S) 30 60 5. Campus Situation (L+S) 20 60 6. Academic (L+S) 20 60 Speaking Section (Continue) QUESTION PATTERN READING TIME: 45 SEC. / 50 SEC. LISTENING TIME: App. 100-120 Sec. SCALE SCORE: 4
49. 49. Speaking Section (Continue) QUESTION: 1 INDEPENDENT PREP: 15 SEC, RESPONSE: 45 SEC Who is your best friend? Describe this person and say why s/he is your best friend. EXAMPLE
50. 50. Speaking Section (Continue) QUESTION 1: STRATEGY TEMPLATE IN MY VIEW, X is my best friend FOR TWO IMPORTANT REASONS. . FIRST, he is intelligent (R1)..FOR EXAMPLE SECOND, he is trustworthy FOR INSTANCE.. FOR THESE REASONS, x is my best friend ANSWER REASON 1 EXAMPLE 1 REASON 2 EXAMPLE 2
51. 51. Speaking Section (Continue) LETS SEE WHAT YOU WILL SEE IN YOUR FINAL TEST
52. 52. Speaking Section (Continue)
53. 53. Speaking Section (Continue) QUESTION 2: Preference INDEPENDENT PREP: 15 SEC, RESPONSE: 45 SEC Some people prefer traditional classroom, others prefer online classroom. Which do you prefer? Give specific reasons to support your answer. EXAMPLE
54. 54. Speaking Section (Continue) QUESTION 2: STRATEGY (Like Q. 1) TEMPLATE ALTHOUGH SOME PEOPLE PREFER online class, because it might save their time (tenuous support for opposite site), IN MY VIEW, traditional classroom IS MORE IMPORTANT FOR TWO GOOD REASONS. FIRST, you can learn more. FOR EXAMPLE, . SECOND, its fun. FOR INSTANCE,. THATS WHY, .. YOUR PREFERENCE REASON 1 EXAMPLE 1 REASON2 EXAMPLE 2
55. 55. Speaking Section (Continue) LETS SEE WHAT YOU WILL SEE IN YOUR FINAL TEST
56. 56. Speaking Section (Continue)
57. 57. Speaking Section (Continue) QUESTION 3: Campus Situation INTEGRATED PREP: 15 SEC, RESPONSE: 45 SEC TEXT: MAINLY ABOUT A CHANGE/PLAN OF A UNIVERSITY WITH TWO REASONS. TIME: 45 Sec/50 Sec CONVERSATION: BETWEEN 2 STUDENTS, ONE OF THEM WILL SUPPORT/REFUTE THE PLAN WITH MAINLY SAYING AGAINST/SUPPORTING TWO REASONS.
58. 58. Speaking Section (Continue) QUESTION: 3 YOU WILL BE ASKED THE MAN/WOMAN EXPRESSES HIS/HER OPINION ABOUT THE PLAN OF THE UNIVERSITY. BRIEFLY STATE THE PLAN AND OPINION OF THE PERSON AND REASONS FOR HOLDING HIS/HER OPINION.
59. 59. Speaking Section (Continue) QUESTION: 3 STRATEGY TEXT CONVERSATION CHANGE/PLAN REFUTE/SUPPORT R1 R1 R2 R2 TEMPLATE The Reading Passage claims/states that.. The wo/mans opinion is that/On the other hand, the wo/man thinks that S/He Provides two reasons of support. First,. Second, Thats why, the wo/man thinks its a ridiculous/great idea.
60. 60. Speaking Section (Continue) QUESTION 4: ACADEMIC INTEGRATED PREP: 30 SEC, RESPONSE: 60 SEC TEXT: MAINLY ABOUT A TOPIC OF A SUBJECT WITH ITS DEFINITION. TIME: 45 Sec/50 Sec LECTURE: PROFESSOR WILL GIVE EXAMPLES OF THE TOPIC BY AN EXPERIMENT/INCIDENT.
61. 61. Speaking Section (Continue) QUESTION: 4 YOU WILL BE ASKED USING THE EXAMPLE IN THE LECTURE, EXPLAIN THE TOPIC.
62. 62. Speaking Section (Continue) QUESTION: 4 STRATEGY TOPIC FROM READING DEFINITION BEST ONE SENTENCE THAT DEFINES THE TOPIC EXACTLY EXAMPLE FROM THE LECTURE TEMPLATE The article is about TITLE which the passage defines as DEFINITION.. The professor provides an example of to illustrate TOPIC According to the professor / S/he states that And so, this example clearly illustrates the TOPIC.
63. 63. Speaking Section (Continue) QUESTION 5: CAMPUS PROBLEM INTEGRATED (L+S) PREP: 20 SEC, RESPONSE: 60 SEC CONVERSATION : ONE OF THE 2 STUDENTS WILL HAVE A PROBLEM, TWO SOLUTIONS WILL BE PROVIDED WITH PROS AND CONS OF BOTH TIME: App. 100-120 min.
64. 64. Speaking Section (Continue) QUESTION: 5 YOU WILL BE ASKED BRIEFLY STATE THE PROBLEM. WHAT ARE THE SOLUTIONS? WHICH SOLUTION DO YOU PREFER AND WHY?
65. 65. Speaking Section (Continue) QUESTION 5: STRATEGY TEMPLATE The mans problem is that The students/speakers discuss 2 solutions. First, Second, If I were the man, I would choose the second solutions. The 1st isnt good because, even though +1, +2, +3, as the wo/man said, -1, -2, -3. 2nd solution is good because, even though D, -E, -F, as the wo/man said, +A, +B, +C. Thats why, I would prefer 2nd solution instead of solution 1. PROBLEM SOLUTION 1 SOLUTION 2 +1 -1 +A -D +2 -2 +B -E +3 -3 +C -F
66. 66. Speaking Section (Continue) QUESTION 6: ACADEMIC INTEGRATED (L+S) PREP: 20 SEC, RESPONSE: 60 SEC LECTURE: Mainly About a Subject Matter/Topic with Two Different Views/Types and Examples. Time: App. 90-120 min.
67. 67. Speaking Section (Continue) QUESTION: 6 YOU WILL BE ASKED DESCRIBE BOTH VIEWS/TYPES OF THE SUBJECT MATTER WITH GIVEN EXAMPLES?
68. 68. Speaking Section (Continue) QUESTION 6: STRATEGY TOPIC SUBTOPIC 1 EXAMPLE (E1) SUBTOPIC 2 EXAMPLE (E2) TEMPLATE In this lecture, the professor talks about TOPIC S/he describes two ways that SUBTOPICS The First way is SUBTOPIC 1.. The Professor gives an example of E1 to illustrate the SUBTOPIC 1. The second kind is SUBTOPIC 2.. The professor provides an example of E2 to illustrate SUBTOPIC 2.. Thats how the professor describes TOPIC.
69. 69. Speaking Section (Continue) PREPARATION STRATEGIES Choose a Skype friend and practice over internet.
70. 70. Speaking Section (Continue) PREPARATION STRATEGIES Do soliloquy in front of mirror.
71. 71. Speaking Section (Continue) PREPARATION STRATEGIES Record your voice, listen to it and find out what mistake/s you did (Best way).
72. 72. Speaking Section (Continue) PREPARATION STRATEGIES Record your voice over and over again until you become perfect.
73. 73. Speaking Section (Continue) STRATEGIES DURING TEST
74. 74. Writing Section The writing section tests your ability to write essays in English similar to those that you would write in college courses. During the test, you will write one essay about an academic topic and one essay about a familiar topic . TASK PATTERN/STYLE TIME SCALE SCORE 1. INTEGRATED Reading + Listening + Writing Reading: 3 min. + Listening: 90-120 sec + Writing: 20 min 5 2. INDEPENDENT Personal Choice/Preference 30 min 5
75. 75. Writing Section (Continue..) 1ST QUESTION: STRATEGY You will read an academic passage and then you will listen to a lecture on the same topic. You should take notes while reading the passage and listening to the lecture because it will help you anticipate what the professor going to say. However, notes are not graded. You will have 3 minutes to read the passage. The passage will disappear while you listen to the lecture, but will return to the screen for reference when you begin to write the essay. You will have 20 minutes to plan, write, and revise the integrated essay. Minimum 150-225 words, but try to write 250-300 words.
76. 76. Writing Section (Continue..) TOPIC Reading Opinion (RO) Professor Opinion (PO) Reason 1 (R1) Explanation 1 (E1) Reason 2 (R2) Explanation 2 (E2) Reason 3 (R3) Explanation 3 (E3) READING: Take small notes only, will appear again. LECTURE: Take detail notes.
77. 77. Writing Section (Continue..) 1ST QUESTION: STRATEGY WRITE: DIRECTION: MINIMUM 150-225 WORDS TRY TO WRITE: AROUND 300 WORDS WRITE 4 PARAGRAGH ESSAY INTRO: 1 PARA BODY: 3 PARA CONCLUSION IS NOT MANDATORY.
78. 78. Writing Section (Continue..) MODEL FOR TASK 1 The article states that(RO) and provides three reasons of support. However, the professor explains that(PO)and refutes each of the authors reasons. First, the reading claims that(R1) The professor refutes this point by saying that.(E1)He states that(E1) Second, the article posits that(R2) However, the professor says that(E2) According to the professor(E2) Third, the reading passage avers that(R3) The professor opposes this by explaining that(E3) We also learnt that(E3) In a nutshell/To sum up/In brief/In summary, ./On the whole/To summarize/By & large..
79. 79. Writing Section (Continue..) EXAMPLE FOR TASK 1 (BY ME) The article states that due to the augmentation of human populations and corresponding agriculture as well as pesticide, the number of birds in the United States will decline and provides three reasons of support. However, the professor explains that anticipation made by the reading passage perhaps true for some birds, but not for all birds and refutes each of the author's reason. First, the reading claims that as a result of increasing human populations and settlements, birds continue to disappear. The professor refutes this point by saying that although urbanization reduce some bird's number, it provides larger habitats for other birds. She states that the number of certain birds, like, pigeon are increasing due to urbanization and continue to increase in the future.
80. 80. Writing Section (Continue..) Second, the article posits that destruction of bird habitats will be also due to the increasing agricultural activities which need to keep pace with flourishing populations. However, the professor says that certainly agricultural activities will be expanded in the future, but with these expansions, there will be more new crops. As a results, there will be more new food and this new food will help birds as well. Third, the reading avers that the use of chemical pesticides also will be increasing as a results of human settlements expansion and agricultural activities. This pesticides commingle to food chain and birds eat these foods and their reproducing rate will be declined or they will be dead. The professor opposes this point by explaining that the projection about future is incorrect. According to the professor, people in the United States use less toxic pesticides nowadays and also produce pest resistant crops, which need less pesticides. These pest resistant crops don't harm birds. In a nutshell, according to the professor, the reading passage is dubious and non-plausible and she refutes each of the point by pointing that due to these activities, birds populations will not be declined.
81. 81. Writing Section (Continue..) 2nd QUESTION: STRATEGY Model Question: Do you agree or disagree with the following statement? Children should be required to help with household tasks as soon as they are able. Use specific reasons and examples to support your answer. Direction: Minimum 300 words Try to write: around 450-500 words 4/5 paragraph essay Introduction: 1 paragraph Body: 2-3 para Conclusion: 1 paragraph
82. 82. Writing Section (Continue..) MODEL FOR TASK 2 Write 1/2 sentence/s about the important noun of the context. Then state your opinion. In my view,. is better for two/several reasons. Even though some people might find opposite, because it (tenuous reason for that), in my view, . is more important for two/several good reasons. First, state your reason 1 clearly. Provide 2-3 general sentence to support your reason. For example, provide a elaborate example to support your reason. You can hypothesize any story or whatever. But, it will be good if the example is true, so that you wont need to think. Second, similar way.. To sum up.
83. 83. Writing Section (Continue..) EXAMPLE FOR TASK 2 (BY ME) Travelling is one of the enjoyable things and most of the men and women like to travel to be refreshed and relaxed. Travelling with a tour guide or not, is a contentious issue. Personally, I accede with the statement that the best way to travel in a group when the group led by a tour guide. Even though, some people might find traveling without a tour guide , because it gives them more flexibility to enjoy, in my view, travelling in a group led by a tour guide far better for several important reasons. THE BEST WAY TO TRAVEL IS IN A GROUP LED BY A TOUR GUIDE
84. 84. Writing Section (Continue..) First, tour will be convenient and less difficult. When a group of people is travelling, led by tour guide, the tour will be less difficult. Most of the time, we cannot anticipate the condition of the travelling site. The tour guide is an expert about the site and how to surf all the area. For example, when I was in my university, in the final year, we arranged a study tour around the Bangladesh. First, we started the tour by launching our journey to Sundarban, one of the astonishing and eye-catching world mangrove forests. Before the tour, there was a contention whether we will have a tour guide or not. But, when we reached Sundarban, we were bound to be led by a tour guide and some of my colleagues got disappointed with that. But within short time, they discovered the fallacy of their disappointment. By the help of tour guide, we hiked all around the forest with less tension. Moreover, the tour guide was friendly and helped us safe travel. EXAMPLE FOR TASK 2
85. 85. Writing Section (Continue..) Second, travelling in a group is much more haphazard than travelling alone because there are variations of thought. Some people want to do one thing, whereas other people want others. As a result, sometimes there are some unfortunate accidents, when group of people travel without tour guide. In that case, I would like to address some evidence to substantiate my reasoning. Few months ago, in my home country, Bangladesh, some boys travelled to Saint- Martin. They were reluctant to be led by a tour guide. Perhaps they thought that a tour guide do nothing but kills the pleasure. But, problem arose when they started to swim in the sea. They did not know the safe place and worse place for swimming in this tourist site. Two of the boys in the group, started to swim randomly without knowing the safe place for swimming. As a result, they suffered a death , and we lost two valuable lives. This was not inevitable, rather than if they were led by a tour guide, perhaps this might not happen. EXAMPLE FOR TASK 2
86. 86. Writing Section (Continue..) Last but not least, travelling with a tour guide does not necessarily kill the merriment pleasure and enjoyment. The main duty of a tourist guide is to provide a safe way to enjoy, not to kill the entertainment. According to some people, these restrictions by a tour guide make their travel limited and get less entertainment. These people want to get more pleasure at expense of safety. What about they suffer death, like the guys mentioned in the second paragraph? Is it wise to enjoy more at expense of safety? Personally I think, it is not a wise decision, rather than it proofs devoid of intelligence. In a nutshell, we need and do travelling for the life, for relaxation and refreshment. If we led our life in a pernicious stage only for enjoying, then the purpose of travelling will be questionable. So, we cannot risk our lives only for mere entertainment, and for the aforementioned reasoning, travelling in a group led by a tour guide is the best way to enjoy within the safe limit. EXAMPLE FOR TASK 2
87. 87. IMPORTANT TOEFL SKILLS LANGUAGE ACADEMIC PRIMARY SECONDARY READING WRITING LISTENING SPEAKING GRAMMAR VOCABULARY PRONUNCIATION SPELLING CAPITALIZATION PUNCTUATION SKIMMING SCANNING SYNTHESIZING SUMMARIZING NOTE TAKING PARAPHRASING KEYBOARDING
88. 88. Thats All. Go Ahead & Practice more.
89. 89. Sometimes you maybe frustrated during your preparation. BUT