LISTENING 22S ""'fII19: Mut A Ma in Ide8 problem aSks you to identify tile topic of the lecture, thaI Is, what the lecture is mainly about. Choose lrom lour possible answers. P oints-l Frequency Level-High 5. What is the lecture mainly about? _ An explanation 01 mimiay among species in the insect wOOd <D A comparison 01 tile leatures 01 the viceroy and the monarch buttertly <D A hypothesis to explain why similarity among species protects them all <I> A response to questions about the specimens displayed in the cases htJI'fII20: ".lIlJrR An Organization problem asks you recognize the rhetorical structure 01 a lecture or part 01 a lecture. For example, chronological order, steps in a sequence, cause and effect, comparison. Choose from four possible answers. Points-l Frequency Leval-Average 6. How does tile prolessor organize the lecture ? _ He shows specimens to demonstrate his points. <J) He c:ompares the theories of two na turalists. <D He classifieS different typeS of mimics. <I> He puts tile ideas in chronological order. ""fII21: Dmu A Details problem asks you to answer a question about a specific point In the conversation ()( lecture. Choose two or three answers from four to six possibititi es . P ointS- l Frequency L evel-Average 7. Acc:ording to the lecture, what are some characteristics or a modef? Click on 3 answer choices. A pair Of wings • A loul odor • A bad taste ~ A drab color • A painful sting '01 '" ,'" 226 REVIEW OF TOEFl- I BT SECTIONS PRoIJu ll 22: TEet QIIf A Technique problem asks you 10 idenlify Ihe way Ihal a professor makes a polnl, for example, by comparing, by providing a definition, by giving an example. Choose from four possible answers. Po l nts-l Frequency Level - Average a. How does the professor explain Bateslan mimicry? <I> By giving a precise c\elinition • By providing several examples <0 By referring to lhe textbook <D By conlrasting it with another hypothesis PRo«EII23: YES-llo A Yes-No problem asks you 10 decide whether statements agr ee or disagree with information in the lecture. Mark a list of slatements in a chart as either Yes or No . Points - 1- 2 Frequency Level-Average 9. In the lecture. Ihe professor explains Fritz Muller's hypothesis. Indicate Whether each 01 Ihe following supports the hypothesis. Click In the correct box for each choice. y" No A Predators avoid species 01 Insects that have harmed them In the " past by stinging or biting them. B Predators may be killed when an entire colony of Insects joins forces " against them. e Predators leave harmless Insects alone If they are part of a group " Ihat includes stinging insects. D Predators will refrain from anacking harmless insects if they look like " insects that have stung them befor e. E Predators protect themselves from harmful insects by Sl inging or " biting them belore they are attacked. M al chr, ny ''Sk pravv USTENI NG '1Z1 ".,.,. 24: Q CIDiS A Connections problem asks you to relate ideas or information in the lecture. Match answers with categories. IIs llhe order 01 events or steps in a process, and show rela- tionships on a chart. P oints-1-4 Frequency L evel-Average 10. Indicate whether each i n$9C1 below refers to a model or a mimic . Click in the correct box lor each phrase. I nsects Mimic Mod" A A viceroy butterlly B A brown spider C A hawk moth 0 A bumblebee E A biting ani LISTEJIIIIG STRATEGIES In addition to the academic skills that you leamed in the previous chapter. there are several lis- lening strategies that will help you succeed on the TOEFl and alter the TOEFL >- Get organized Before you begin the Ustening section on the official TOEFL. you win have an opportunity 10 adjust the volume on your headset. Be sure to do it before you dismiss the directions and begin the test. After the test has begun, you may not be able 10 adjust the VOlume . When you practice using the model tests in this book, adjust the volume at the beginning. Learn 10 gel it right without toudl i ng t he VOlume butt on again during practice. Then , prepa re to lis t en . The directions tend to be long and boring, especially il you have experience taking mocIe lt ests and know whal to do. Don' get distracted. Be ready to heat the lirst word in the InlnXluction 10 the first listening passage . • Adjust the volume first • Prepare 10 lislen ,I ." 228 REVIEW Of" TOEFL- 1 ST SECTIONS Prev I ew The introductions lor the conversations and lecture contain important information that will help you prepare your mind to listen. Fo r example, the narrator may say, "Now get ready to list en to part of a lecture in a h is tory class." When you hear the introduction, you learn two usefullacts. First, you know t hat you will be listening to a lecture. Second, you know that the lecture will be abOut history. This is helpful because il is a preview for the listening passage. , • Pay attent io n to the introductions • Glance al the photo ~ Use visuals The photographs and other visuals are there to pn:wIde a ooote)(\ lor the conversations and 1ec- tures. In general. the pictures 01 people are lor orientation to the conversations and lectures, whereas the visuals 01 objects, art, specimens, maps, charts, and drawings support the mean ing of the conversations and lectures. Do not focus on the pictures of people. Do focus on the other visuals thai appear during the oonversations and lectures. They coukl reappear In a question. When you take the model tests, practice se lective attention. look briefty at the pictures 01 the pro- lessor and the students. but be a/erI to the other visuals . II you become too i nvolved in looking at the people, you may pay less attention to the audio , and you could miss part 01 the passage. • Glance at the photos 01 people • Focus on content visuals Read screen text During the questions lor conversations and lectures, watch the screen carelully. You wi ll hear the questions, and you will also see them as teld on the screen. If you lind that it is to your advantage to close your eyes or lOok away lrom the phOIO during the short conversalions, be sure to give your full attention to the screen aga in while the questions are being asked and the answer choices are presented. By using t he model tests, you will be able to develop a rhythm lor interacting with the screen that Is best for you . • Read the questions • Develop a rhythm Understand campus cont e xt The conversations and lectures take place In a campus oonteld. A glossary at the end 01 th is book contains a listing of campus vocabulary. These words and phrases will help you under· stand t he conversations between campus personnel, professors, and students. Pragmatic understanding will help you understand the function of a sentence. A few examples of lunction are an apology, an explanation. or a way to get the listener's attention or to change the topic. Pragmat ic understanding will also help you interpret the speaker's al1itude and the nature of the inlormal ion-a lact or an opinion. Studying the glossary is an important st rategy for the Us· ten lng section. Start now. • learn campus vocabulary • Study pragmat ic cues lor lectures M fli chr, ~y,' k prAY\! LISTENING 22i ,. Concentrate Sometimes the environment lor the T OEFl is not ideal. If the room is small, you may hear a very low hum from another headset or the scratch of pencils on paper when others afe taking notes. These sounds can be distracting, especially during the Ustenlng section. The ear- phones on your headset should sUPPfess most of the noise, but it will be helpful if you have some strategies to help you concentrate. Some students press their earphones more tightly to their ears by holding them with their hands during long listening passages, but this may be clumsy lor you when you reach for the mouse to answer questions. Other students train them- selves to concentrate in a somewhat distracting environment by taking at least one model test In a small room where other people are studying, such as a library or a study lounge In a dor - mitory. Remember, you may not be able to controt the test environment, but you can cootrol your response to it. By keeping your eyes on the screen and the scratch paper and by remain- ing calm, you will be able to concentrate better. If the test situation is noisy, don't get angry and start negative ta lk In your mind. Don't let your emotions interfere with your concentration . • Focus on the lest materials • Stay calm APPLYlI& THE ACADEMIC SKILlS TU THE TUEFL >- Taking lotes Taking notes is probably the most important academic skill for the Listening section. When you take notes, you will organize the information in to major points and minor points. You will also record information that you can refer to when you answer questions. Your ability to take notes will be critical for you to score weH on this section. >- Paraphrasing Many of the answer choices are paraphrases of inl ormation from the passage. Your ability to recognize paraphrases will be helpful as you choose your answers. >- S. 'lzfng The first question in each cooversatlon usually requires you 10 understand the purpose 01 the conversation, and the lirst question In each lecture usually requires you to recognize a sum· mary 01 the main idea. By mastering the academic skill of summarizing, you will be able to respond correctly to the first question In each prompt. You will also be better prepared to re lale Ideas and make connections. >- Syntheslzfng This important skill is tested in other sections 01 the TOEFl e iBT. , ! 230 REVIEW OF TOEF L- 1ST SECTIONS QUIZ FOR TIlE lISTENING SECnON This is a quiz for the Ustening section of the Ne Kt Generation TOEFL (iBT). This section tests your ability to undersland campus conversations and academ ic lecture s. During the quiz, you lislen to one conversation and one lecture. You will hear each conversation or lecture one lime and respond to queslions about t hem . You may lake notes wh il e you listen. You may use your notes to answer the questions. Ques tions 1-4 , Conv e r$8l l on, CD 4, Track 6. Usten to a conversation on campus between a professor and a student. 1. Why does the man go to see his professor? <D To borrow a reference book that he needs <D To ask a question about the material c:o To get advice about stooying for a test <D To plck up some handouts from t Oa class 2. Why does the sludent say this: () <D To challenge the professor's idea <D To encourage the professor to explain c:o To Iry to chanoa the subject <D To interrupt the professor respectfully 3. How should Jack prepare for the test? <D He should memorize the material in the book. <D He should study the questions before the lest. c:o He should organize his notes by topic. GD He should nol change his usual study plan. 4. Why does the professor giva open·book tests? CD Because she believes it helps students with me morization <D Because her lests contain a large number of smalliacts c:o Because her stooents are more successful with the course (Jp 80cau se she thinks il provides e better learning experience M' tal hr USTENING 231 Questions 5-14, Lecture, CD 4, Track 6 continued. Uslen 10 parl of a lecture in an economics class. 5. Whalls t he lecture ma inly aboul? (!) Changes In econom ic syslems <I> Tax incentives for business <I> Supply-side economics (U) A favorable balance of trade 6. How does the professor organize 100 lecture? (!) By co ntrasli ng several economic systems <I> By taking a historical perspective <I> By argui ng against Friedman and Asmus (U) By pointing out the benefits 01 Reaganomics 7. According to the lecturer, what did Kennedy and Reagan ha ve in common? CI> They were both honored as Nobellaureal es in economics. <I> They cut taxes to spor the economy du ring the ir administrations. <D They identified the mselves with supply-side economics. (U) They both taug ht al the Chicago School of Economics. 8. What would Millon Fr eidman most likely say about moving a manulacturing p lan t from the United States to a site abroad? <D He would oppose it because it would cause people to lose the ir jobs . <D He would consider it an opporlunity IOf bu siness to cu t costs. <I> He w ould view It as a natural process in the shift to technology. (U) He w ould be concerned about the decrease in productivity. 9. According 10 Barry Asmus, what are two key ways that consumers contribute to the cre- ation of new jobs? Click on 2 answer choices. L!l By Investing their t ax savings rm By purchasing cheaper goods ICl By moving on to better paying jobs 101 By spending more money , ! . there are several lis- lening strategies that will help you succeed on the TOEFl and alter the TOEFL > ;- Get organized Before you begin the Ustening section on the official TOEFL. you win. Ideas and make connections. > ;- Syntheslzfng This important skill is tested in other sections 01 the TOEFl e iBT. , ! 230 REVIEW OF TOEF L- 1ST SECTIONS QUIZ FOR TIlE lISTENING. IIs llhe order 01 events or steps in a process, and show rela- tionships on a chart. P oints- 1-4 Frequency L evel-Average 10. Indicate whether each i n$9C1 below refers to a