Tài liệu Master_toefl_junior_advanced_(b2)_listening_comprehension

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chie NTV CongtyTNHH Nhan Tri Vi~t NHA XUAT BAN TONG HOP THANH PHO m) CHi MniH ahn Master TOEFL Junior Advanced - Listening: Comprehension Copyright© 2014 by WorldCom Publishing lnc,Vietnam's editio~ © 2014 by Nhan Tri Viet Co.,Hd. This ~dition is ;pwblished in Vietnam ;ur'lder a lidense Agreement between and Nhan Tri Viet Co., Ltd.,,through:KL Management. · Wo~ldCom Publishing Inc. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical,, photocopying, rewrding, or otherwise, without the prior written permissio~ of the copyright OvYner. Each book in the series includes a carefully researched and detailed guide to each part of the TOEFL Junior Test. This series was designed to give test takers the skills and knowledge needed to obtain a high score on the TOEFL Junior Test. I have geared this guide towards students who wish to assess their grasp of the communication skills necessary for participating in an English language learning environment. The TOEFL Junior Test provides parents and educators with objective information about improvements in a student's English ability over time. lt also serves as a comprehensive measurement that can be helpful in gaining students admission to selective educational programs. This book will be a great asset to EFL students who wish to enter middle schools and exchange programs across America. I wish to acknowledge the enthusiastic efforts of my writing assistants: Adam Whibley, Devin Maskell, and Emma Siemasko. Lastly, I'd like to thank my family for being there while this Junior series was being put together. I could not have done it without the love and support of my wife, Bora Lee, and our new baby, Si-woo Hahn. Richie Hahn 3 Contents Introduction to the TOEFL Junior Test .................................................. 005 Overview of LC ...................... . ''"""''' 007 Official Examinee Score Report 011 Diagnostic Test ......................... . 015 Announcement/Talk Question Types Unit 1 Main Idea Questions Unit 2 Details Questions . .. Unit 3 Inference Questions ...... Unit 4 Prediction Questions Unit 5 Speaker's Purpose Questions . ............. 028 034 .... . .. . .. 040 ... . . .. .. . 046 Main Idea Questions .. 054 2 Details Questions 064 3 Inference Questions . 072 4 Prediction Questions .. . .. Unit 5 6 4 022 ... o8o Rhetorical Device Questions .. o88 Prosody Questions .. 094 Actual Test ..... 105 Audio Scripts & Answer Key ...... . 109 The TOEFL Junior test was made to measure a non-native English speaker's ability to understand the English used in a North American educational environment (age range of 12~ 17). The test is divided into three sections: Listening Comprehension (42 questions), Language Form and Meaning (42 questions), and Reading Comprehension (42 questions). lt is a 1 i 0-minute multiple-choice test. The test will be done at a secure testing center. The testing center will have one or two testers who will watch test takers. The testers will check your identification to be sure you are who you say you are. The testers will then explain how to do the test, and give you the materials to do the test. The testers cannot help answer any questions as you do the test. Test takers can take notes on their test papers during the test. At the end of the test, the testers will take your papers. Students who are caught trying to bring notes from outside into the testing center will be disqualified. Also, students may not leave the test center with any notes or information found in the test booklet. Consequences may include not getting a test score. These rules exist so students do not give TOEFL Junior exam information to future test takers. Test takers cannot have any electrical devices on during the test. Leave them at home or turned off in your bag. If a test taker is caught using an electrical device, they could be kicked out of the test center. Electrical devices include cell phones, MP3 players, radios, calculators, pocket computers and electronic dictionaries. At the start of each section students will be given instructions for that section. All the information needed to finish the test is in the written instructions provided by the test center. Go to the bathroom before the test. You cannot leave the test room until your break. 5 Total 126 Questions= 3 Sections Time Given x 42 Questions = 11 0 Minutes The TOEFL Junior is a paper-based test. l~ng~.tageFotm and Meaning 55-65 10 1 210-360 8 4 60-120 3 4 120-170 4 6-8 120-200 2-3 4-7 200-420 3-4 35 200-300 25 200-300 50 200-300 5-11 test: Offers an objective measure of a student's English proficiency. Provides scores that can be used as a placement tool for students on exchange programs or entering into other programs aimed at increasing English proficiency. Provides test takers with the fundamentals of the much more difficult TOEFL iBT test. Can indicate where a student requires more practice in a particular area of English. Helps with decisions regarding readiness to study abroad. Informs educators of where a student needs to be instructed. Gauges a test taker's improvement over time. 6 The TOEFL Junior listening is used to judge whether or not a non-native English speaking student has the listening skills appropriate for learning in mid-level English learning environments. Mid-level English learning environments include middle school and high school in North America. 1 One of the purposes for the TOEFL Junior listening test is to measure a test taker's ability to understand commonplace conversations (everyday topics, day-to-day events) that occur in a school environment. The test taker should be able to understand main ideas and important details, be capable of making inferences or predictions, and understand the meanings behind prosodic use/intonation. 2 Test takers must also have the ability to listen for the purposes of learning. The TOEFL Junior contains both lectures and instructional dialogues similar to the level of English used in mid-level learning environments. Students must be able to understand school staff members in and outside of the classroom (in class, during school trips, in the lunch room, intercom messages, in the auditorium) while being capable of understanding a variety of roles that dialogues may have (school notices, reminders, warnings, or invitations). Test takers must understand main ideas, important details and have the ability to infer information or make predictions based on the material. Lastly, test takers should know a speaker's purpose and understand any rhetorical devices used. This book will cover all the need-to-know information mentioned above in detail. Each question type is covered in its own unit in the following chapters. 7 .------.--A-ca_d_e_m_i_c_______,_-__ -_-_~---c-a_d_e_m_ic~~li~s~te_~_;~_--g-____-___,_-___-__-_.....•.......••••~4~S~c-·ri-_p_ts---~-------· ... . . -._-~--W--o--r-d-Count Lecture I Discussion - - ~ -~ _:_:_:_:- - ~-~-:- :-:e-: _~- i~-~- - t--_- Passage Type 4 Questions/Script Non-academic ----- ------ ----------Short Conversation Conversation between two people 90-120 sec. Main Idea 1· 210-360 ~- ~-~- - r_~- ~-~s_- -_n ;;~rd Cou~; nl -_-_-t--_--_--_________-__-_ (Announcement /Talk) 20-45 sec. j c__ -_-_-_- 1 Question I Script 55-65 4 Scripts Word Count 4 Questions I Script 210-360 I What is the speaker mainly talking about? What does the teacher instruct the students to do? Details Prediction What point does the boy make about the big test? What will the girl probably do next? Question 8 - Inference What is the class probably doing? Speaker's Purpose What is the purpose of the talk? Rhetorical Device Why does the teacher mention that there will be many students working on the project? Prosody What does the girl mean when she says, "I'm not sure I'll be very much help"? Time Given 35 minutes Possible Score 200-300 - There are seven different types of questions on the listening test, grouped into three different categories. This book will look at each type of question, provide strategies on how to answer each question type, and test material to practice with. For now, here is a summary of the question types: These questions focus on the main topic and factual information of the scripts in the following ways: -The main topic of the announcement/talk, conversation, and lecture I. Main 2. Details- Specific information in the material (words, names, or definitions) These questions focus on using the information given while asking you to logically decide the speaker's meaning or next plan of action. 3. Inference- Unsaid suggestions or ideas made by a speaker 4. Prediction -The logical thing a speaker may do or say next 5. Prosody- A speaker's meaning based on how they sound These questions ask about the detail of the question in a non-specific way and test your understanding of the material's theme. 6. Speaker's Purpose -The function of a dialogue or specific phrase 7. Rhetorical -The goal in using a specific phrase 9 I This book contains eight parts. 1 The Orientation - This portion of the book 2 The Diagnostic Test - This section of the book will assess your current listening ability. The diagnostic test tells you your listening strengths and also what you should focus on to improve your skills. Additionally the diagnostic test gives you a grade you can refer back to once you take the practice tests to see how much your listening skill has improved since you began this book. 3 The Question Types - This segment of the book gives you a detailed look at each question type on the TOEFL Junior. 4 The Strategies - Here is where you will learn tricks and hints to help you answer each question type successfully. This section also includes methods you can use to recognize specific question types and explains the test's traps used to trick you into answering incorrectly. 5 - This portion of each strategy unit illustrates how a specific question type appears in a listening dialogue. Each example question is an opportunity to practice answering a specific question type on its own before you encounter them mixed with various other question types. Each example question is followed by a full explanation, providing the correct answer and reasons why the other choices are incorrect. 6 The Dictation Questions ~ This section's main purpose is to give you an opportunity to practice listening for key phrases. Key phrases are necessary in understanding each dialogue and answering the question given in each dictation section. The dictation portion of each unit also acts as a second example question so you can practice a specific question type before tackling the practice tests. 7 The Practice Tests ~ Each question type unit has a practice test to give you a chance to answer specific question types on their own before trying out the actual test at the end of this book. The practice tests will show your improvements on each question type as you study their specific units. 8 The Sample Actual Test~ The last section of this book is your chance to see what you learned and how much you have improved. lt will give you a feeling for what you should expect on the real TOEFL Junior listening test. This sample actual test is only based on the announcements I talks and the conversations. 10 The TOEFL Junior test provides test takers with a report card that indicates their scaled score for each section (ranging from 200 to 300) and the total score, which is a sum from the 3 section scores and ranges from 600 to 900. This segment of the report allows you to compare your TOEFL Junior score against a sample of ETS native English speaking scores. The Lexile Measure is the standard method of assessing reading ability all over the world. lt measures the general abilities of a test taker in understanding and translating English passages created by Metametrix. The TOEFL Junior test is now used in accord with the Common European Framework of Reference. The TOEFL Junior was endorsed in 2000 by the European Council for use within Europe. The TOEFL Junior provides test takers with a total index and details of their score based on each section of the test (listening, language form and meaning, and reading). This is an official level rating certificate. The first 3 levels classify a test taker's English ability as gold (1), silver (2) or bronze (3). The last two levels do not reward a medal grade. *Shows a student's likely level in the U.S. Grading System and CEFR *Tests logical thinking and reading comprehension skills * Scores are widely accepted for studying abroad. *Tests the test taker's English speaking ability in secondary school *Test scores accepted and recognized both domestically and internationally * Provides students with an English reading * Widely accepted as an objective measure of a * Recommends customized reading books to improve a student's reading ability student's English ability ability index 11 12 • 1a 14 Tracks 1~14 ....................................................................... 13 questions. Follow along as you listening section listening section. to the directions to Here is an example: What does the teacher want The correct answer is (A), "Choose buddies." Here is another example: What will students probably do a The correct answer is (D), "Choose a pair of safety goggles." Go on to the next page, and the test will begin with question number one. I GO ON TO THE NEXT PAGE> 15 1. What is probably true about Hazen Union's team? 4. Why is the teacher talking to the students? (A) Their team members are old. (A) To ask them about buying a tent (B) They are very skilled players. (B) To ask them (C) They don't like tough games. (C) tell weekends about camping trip (D) They are from the same school. (D) To convince them being outdoors IS 2. What will the class probably do next? their books 5. What does the teacher want the students to do? a review 3. teacher explaining? rest can can Why people should famous writers by I GO ON TO THE NEXT PAGE> 16 girl to do? What does the boy ask her 8. What does girl imply when she says, "I'm a very picky eater"? likes seafood. date with (B) Go on a eat Join him for restaurant (D) at a seafood does not (D) seafood. doesn't like many foods. to like seafood even though doesn't 9. What the two speakers probably do next? What does the girl have to finish for Friday? (A) An English paper (B) large plate of seafood (C) paper on a new restaurant (A) Go to class (B) Go eat UH!Hv! (C) Go cook (D) Go to grocery store (D) A science exam and a social studies exam AnswerKey p. 1i 1 I GO ON TO THE NEXT PAGE> 17 10. What are the speakers mainly discussing? 12. What does the girl say about cooking conferences? (A) The entries in the girl's journal (A) She's been to a few before. (B) Whether or not the girl likes to cook (B) They're not interesting to her. (C) Mr. Band's interests cooking (C) She attended one with her family. writing and (D) She doesn't know what they're like. (D) A cooking conference that the girl might attend 13. What will Mr. Band probably do next? 11. What does the girl mean when she says "But, Mr. Band, you're an English teacher!"? (A) Say goodbye to Annaliese on to on not to cooking. Answer Key p. I I 2 18 E 0 u +-' (j) :;;;: 19
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