The official guide to the toefl ibt third edition part 45 doc

Listening Answer Key and Self-Scoring Chart Directions: Check your answers against the Answer Key below. Write the number 1 on the line to the right of each question if you picked the correct answer. (For questions worth more than one point, follow the directions given.) Total your points at the bottom of the chart. Question Number Correct Answer Your Raw Points 1. 2 ______ 2. 1, 3 ______ 3. 4 ______ 4. 2 ______ 5. 3 ______ 6. 4 ______ 7. 3 ______ 8. 1 ______ 9. 1, 3 ______ 10. 3 ______ 11. 1 ______ 12. 3 ______ 13. 3, 4 ______ 14. 4 ______ 15. 1 ______ 16. 2 ______ 17. 4 ______ 18. 1 ______ 19. 2 ______ 20. 2, 3 ______ For question 21, write 2 if you placed three answer choices correctly. Write 1 if you placed two choices correctly. 21. Yes: 2, 3 No: 1 ______ 22. 1 ______ 23. 1 ______ 24. 3 ______ 25. 1 ______ 26. 2 ______ 27. 3 ______ 28. 4 ______ 299 Answers, Explanations, and Listening Scripts Question Number Correct Answer Your Raw Points 29. 2 ______ 30. 2 ______ 31. 3 ______ 32. 1 ______ 33. 2 ______ For question 34, write 2 if you placed three answer choices correctly. Write 1 if you placed two choices correctly. 34. Functional: 1, 3 Project: 2 ______ TOTAL: ______ On the next page is a table that converts your Listening Practice section answers into a TOEFL iBT Scaled Score. Take the number of correct answers from your Answer Key table and find that number in the left-hand column of the table. On the right-hand side of the table is a range of TOEFL iBT Listening scores for that number of correct answers. For example, if the total of points from your answer key is 27, the table says your estimated TOEFL iBT Listening section scaled score is in the range of 22 to 24. Your scaled score is given as a range instead of a sin- gle number for the following reasons: b The estimates of scores are based on the performance of students who participated in a field study for these listening comprehension questions. Those students took the test on computer. You took your practice test by listening to audio tracks and answering questions in a book. Although the two experiences are comparable, the differences make it impossible to give an exact prediction of your score. b The students who participated in the field study were volunteers and may have differed in average ability from the actual TOEFL test-taking popu- lation. b The conversion of scores from the field study in which these questions were administered to the current TOEFL iBT scale involved two scale con- versions. Converting from one scale to another always involves some sta- tistical error. b You should use your score estimate as a general guide only. Your actual score on TOEFL iBT may be higher or lower than your score on the prac- tice section. 300 TOEFL iBT Practice Test 1 Listening 301 Answers, Explanations, and Listening Scripts Raw Point Total Scale Score 36 28–30 35 28–30 34 28–30 33 28–30 32 27–29 31 26–29 30 25–27 29 25–27 28 24–26 27 22–24 26 21–23 25 21–23 24 17–22 23 16–21 22 16–21 21 16–18 20 14–18 19 13–17 18 13–17 Raw Point Total Scale Score 17 11–16 16 10–15 15 10–15 14 9–13 13 8–12 12 6–12 11 4–10 10 3–10 9 0–9 8 0–9 7 0–7 6 0–5 5 0–3 4 0–3 3 0–3 2 0–3 1 0–3 0 0–3 Listening Scripts and Answer Explanations Questions 1–5 Track 11 Listening Script Narrator Listen to a conversation between a student and a professor. Professor Hey, Ellen. How are you doing? Student Oh, pretty good, thanks. How are you? Professor OK. Student Did you, um, have a chance to look at my grad school application . . . you know, the statement of purpose I wrote. Professor Well, yeah. In fact, here it is. I just read it. Student Oh, great! What did you think? Professor Basically, it’s good. What you might actually do is take some of these different points here, and actually break them out into separate paragraphs. So, um, one: your pur- pose for applying for graduate study; uh, why do you want to go to graduate school, and an area of specialty; and, uh, why you want to do the area you’re specifying; um, and what you want to do with your degree once you get it. Student OK. Professor So those are . . . they’re pretty clear on those four points they want. Student Right. Professor So, you might just break them out into uh . . . you know, separate paragraphs and ex- pand on each point some. But really what’s critical with these is that, um, you’ve gotta let yourself come through. See, you gotta let them see you in these statements. Ex- pand some more on what’s happened in your own life and what shows your . . . your motivation and interest in this area—in geology. Let ‘em see what really, what . . . what captures your imagination about this field. 302 TOEFL iBT Practice Test 1 Student OK. So make it a little more . . . personal? That’s OK? Professor That’s fine. They look for that stuff. You don’t wanna go overboard . . . Student Right. Professor . . . but it’s critical that . . . that somebody sees what your passion is—your personal motivation for doing this. Student OK. Professor And that’s gotta come out in here. Um, and let’s see, uh, you might also give a little, uh—since this is your only chance to do it, you might give a little more explanation about your unique undergraduate background. So, you know, how you went through, you know, the music program; what you got from that; why you decided to change. I mean, it’s kind of unusual to go from music to geology, right? Student Yeah. I was . . . I was afraid that, you know, maybe the personal type stuff wouldn’t be what they wanted but . . . Professor No, in fact it’s . . . um, give an example: I . . . I had a friend, when I was an undergrad, um, went to medical school. And he put on his med school application—and he could actually tell if somebody actually read it ‘cause, um, he had asthma and the reason that he wanted to go to med school was he said he wanted to do sports medicine because he, you know, he had this real interest. He was an athlete too, and . . . and wanted to help athletes who had this physical problem. And he could always tell if somebody actually read his letter because they would always ask him about that. Student . . . Mmm . . . so something unique. Professor Yeah. So see, you know, that’s what’s good and and I think for you probably, you know, your music background’s the most unique thing that you’ve got in your record. Student Right. Professor . . . Mmm . . . so you see, you gotta make yourself stand out from a coupla hundred applications. Does that help any? Student Yeah, it does. It gives me some good ideas. 303 Answers, Explanations, and Listening Scripts Professor And . . . what you might also do too is, you know, uh, you might get a friend to proof it or something at some point. Student Oh, sure . . . sure. Professor Also, think about presentation—how the application looks. In a way you’re actually showing some other skills here, like organization. A lot of stuff that’s . . . that they’re not . . . they’re not formally asking for, they’re looking at. So your presentation format, your grammar, all that stuff, they’re looking at in your materials at the same time. Student Right. OK. Answer Explanations 1. ᕢ For Listening conversations that take place in a professor’s office hours, it is very likely that the first question will be a Gist-Purpose question. That is the case here. This discussion is about how the woman should write her graduate school application, not about an interview or whether or not she had been admitted. The professor already has her application and has reviewed it, so the purpose cannot be for her to give him the application. Thus choice 2 is the correct answer; she wants advice about the application. 2. ᕡ ᕣ When you are taking the TOEFL iBT test on computer, whenever you see squares in front of the question choices instead of ovals, you should rec- ognize that the question calls for you to select two or more answers from among the choices. In this case, the professor stresses the following two items that the woman needs to include in her application letter: 1. How her college career has made her interested in graduate school 2. How she stands out as an individual Thus the correct answers are choices 1 and 3. She does not have a back- ground in medicine (choice 2), and the professor does not mention her teach- ers (choice 4). 3. ᕤ This is a Detail question. The professor mentions twice that the woman’s decision to go from studying music to geology is unusual. 4. ᕢ This is an Understanding the Function of What Is Said question. Clearly the professor is illustrating his point that a good application should individu- alize the writer. His friend who went to medical school is an example. 5. ᕣ This is a Making Inferences question. The last thing the professor mentions to the student is that she should think about the format of her application and the statement of purpose. He says that the format of the application can demonstrate her organizational skills and strongly implies that avoiding any writing errors shows thoroughness. By making these points, he is implying 304 TOEFL iBT Practice Test 1 that the readers of the application will be influenced by its appearance, even if the influence is unconscious. He says nothing about the readers’ expertise (choice 1); he implies that sometimes they may not read the application care- fully, but he does not imply that this is what usually happens (choice 2); and he says the opposite of choice 4. The correct answer is choice 3. Questions 6–10 Track 12 Listening Script Narrator Listen to part of a conversation between two students. The woman is helping the man review for a biology examination. Male Student OK, so . . . what do you think we should go over next? Female Student How about if we go over this stuff about how bacteria become resistant to antibiotics. Male Student OK. Female Student Um, but first of all, though, how many pages do we have left? I told my roommate I’d meet her at the library at seven o’clock. Male Student Ummm . . . There’s only a few pages left. We should be finished in a few minutes. Female Student OK. So, ummm . . . Male Student About how bacteria become resistant to antibiotics. Female Student Oh yeah, OK. So you know that some bacteria cells are able to resist the drugs we use against them, and that’s because they have these special genes that, like, protect them from the drugs. Male Student Right. If I remember correctly, I think the genes like . . . weaken the antibiotics, or like . . . stop the antibiotics from getting into the bacteria cell, something like that? Female Student Exactly. So when bacteria have these genes, it’s very difficult for the antibiotics to kill the bacteria. Male Student Right. 305 Answers, Explanations, and Listening Scripts . that number in the left-hand column of the table. On the right-hand side of the table is a range of TOEFL iBT Listening scores for that number of correct answers. For example, if the total of points. against the Answer Key below. Write the number 1 on the line to the right of each question if you picked the correct answer. (For questions worth more than one point, follow the directions given.) Total. from the field study in which these questions were administered to the current TOEFL iBT scale involved two scale con- versions. Converting from one scale to another always involves some sta- tistical