I

[
Cl

(I

.:
.
'

Now listen to a sample response. How does it differ from your response? Write down any
differences in information or phrasing. @*H'

--""""'--""-----~---~-------------------Jl.lbii!itll....

~=-~~~-~::.~---~=-:=.==:~=~-~-=~--=~=~-------.----=~- -~~=~~--~=~---~.:. .~. ~.-~:-.:. ~-"J

(I

Listen again and repeat after the response. Pay close attention to pronunciation, intonation,
and word stress. lljftfl1p1

~Step

Nol/\/ give your own spoken response to the prompt. Try to incorporate useful expressions
fron,i Steps 2 and 3, while also paying attention to your pronunciation and intonation. Record
yourtime.
Response:

Speaking time: _ _ _ _ _ seconds

Integrated Speaking: Test Questions 3 and 4

-~

].

399 - - \

A response to the integrated speaking questions generally

includes the following:

A statement of the problem or situation, as expressed in the conversation

A statement of suggested solutions, as mentioned in the conversation
Your opinion of these suggested solutions
Your reasons + examples and details to support them
A summary of the main points of the lecture

Before speaking:
Choose the opinion most easily supported.
Organize the flow of your answer in your mind.
Make sure that you have adequate reasons and examples.

When speaking:

Make a clear statement of your opinion on the given topic.

State clear reasons for your opinion.
Use concrete examples.
Use transitions to improve the flow of your speech.

1io describe problems:

She/He is having a problem with _ _ _ __

The problem is _ _ _ __
She/He needs help with _ _ _ __
She/He is having trouble _____
She/He cannot figure out _____

She/He needs to ~---She/He should _ _ _ __

One (Another) thing she/he can do is _____
The best thing she/he can do is _ _ _ __
If I were her/him, I would _ _ _ __

Integrated Speaking: Test Questions 5 arid 6

401 -

Practice 1 - Conversation
~Step

(I

Listen to a conversation. Take notes on the problem presented and the possible solutions
suggested. iljbfJD+

Problem: - - - - - - - - - - - - - - - - - - r-.

Solution 1: --~---------------Possible benefit: - - - - - - - - - - - - - - - - -

ball:
a formal dance
fund:
to provide money
back out:
to decide not to do
something

costume:
clothes worn to make you
look like someone or
something else
notice:

Solution 2: - - - - - - - - - - - - - - - - - - -

an early warning that

something is going to
happen

Possible benefit: - - - - - - - - - - - - - - - - -

On your own, think of some of the possible benefits to each solution suggested in the
conversation. Write them in the extra spaces provided above.
;:

: ;

il>Step 2
Read and think about the prompt below. Answer the following questions in complete sentences.

........... . . . . . . . , ..................... _...........................................................................". . . . . . . . 1

_,,,-.

The students discuss two possible solutions to the woman's problem. Describe the problem.
Then state which of the two solutions you prefer and explain why.

I
,)

1. What is the problem?

2. What should the woman do?

3. Why?

l,:i; .
iq.~(

\,'):-;<(<'--

402

Chapter G

!:~,-:!

l'o!1

"li''

~11!1!1_111111111111~_1111111-=1111111-_111111-1111111_::-_111111_-llllll_
llifll-_--111111~=1111111==illlrl'~--1111111~_--111111--1111111:=1111111_1111111_ll!llllllll!!!!_!!!!!!!_!!!!!!!---!!!!!!l_!!!I!!!-_~--~-=---~-~=---=~--""'"=-""'""-C"'"""-_--""'_-11111111~11111
"- ___11111~-__

r
~Step

[[

Now create your own response to this topic using words and expressions from Steps 1 and 2.

The woman is o r g a n i z i n g - - - - - - - - - - - - - - - - - - - - - - and _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ . The man says she

lt

should either _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
I think it is best for her to

-------------------------

That way, she won't _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __

Also,------------------------------

I.' . n
-;'

Now listen to a sample response. How does it differ from your response? Write down any
differences in information or phrasing. ll'l!flfllt

---- ------ --- I

---,,~<-< r'

,.,_,,_w

.~,._,;,,,.

_.

"---

..

..

""'-''"'"""'"' ,-.-.~ ....-r~w~-~'"_,:.,?'"' ,

----

>-~w~,

,.~:~~ "''~ ,. ,.. .,.a.-,~,_;,m .~,~-~.-~-, ~=~--~.,-~"~;,,,~u~"'""'-'J)

,;

Listen again and repeat after the response. Pay close attention to pronunciation, intonation,
and word stress. llfifjfi

~Step

Now give your own spoken response to the prompt. Try to incorporate useful expressions
from Step 3, while also paying attention to your pronunciation and intonation. Record your
time.
Response:

Speaking time: - - - - - seconds

Jn\egrated Speaking: Test Question5 5 and 6

403 - , '

Practice 2 - Conversation
~Step

(I

listen to a conversation. Take notes on the problem presented and the possible solutions

suggested.

i@fJii

Problem:

Possible benefit: ----~------------

Solution 2: - - - - - - - - - - - - - - - - - - -

interview:
a meeting in which an
employer asks questions to
someone applying for a job
frequently:
often
delay:
to be slowed down
willing:
wanting or agreeing to do
something
lend:
to give something to
someone for a short period
of time

Possible benefit: ---------~-------

'/.

On your own, think of some of the possible benefits to each solution suggested in the
conversation. Write them in the extra spaces provided above.
)

~Step

Read and think about the prompt below. Answer the following questions in complete sentences.

The students discuss two possible solutions to the woman's problem. Describe the problem.
Then state which of the two solutions you prefer and explain why.
1. What is the problem?

2. What should the man do?

3. Why?

ll
~Step

Now create your.own response to this topic using words and expressions from Steps 1 and 2.

[
-"'

The woman s u g g e s t s - - - - - - - - - - - - - - - - - - - - - - - - - I think he s h o u l d - - - - - - - - - - - - - - - - - - - - - - - - I think this is the better option b e c a u s e - - - - - - - - - - - - - - - - - - - -

~-

- - - - - - - - - - - - - - A l s o , the rnan - - - - - - - - - - - - - - - - - - - - - - - - - - - - T h e speakers agree that _ _ _ _ _ _ _ _ __

________________,so ________________

1.:
t

n Now listen to a sample response. How does it differ from your response? Write down any
" differences in information or phrasing. i@fJii
''~'''''"'""=~=-"--~~="-='-~~"~"''~~---"-"-'"''''"'"'"

~t

........ _

=--..

__.._..,_....__ _ _ _

-~-.~

I
I
I
I

I n and word stress.

I

Listen again and repeat after the response. Pay close attention to pronunciation, intonation,

~Step

Now give your own spoken response to the prompt. Try to incorporate useful expressions
from Step 3, while also paying attention to your pronunciation and intonation. Record your
time.
Response:

S@iJLij

J&.f..

Speaking time: _ _ _ _ _ seconds

Integrated Speaking: Test Questions 5 and 6

405 -

Practice 1 ~ lecture
~Step

n Listen to a lecture. Take notes on the information presented.

iijij!Jlii

Main topic: - - - - - - - - - - - - - - - - - - -

Key point 1:
Example:

Key point 2:
Example:

adaptation:
a change that makes a
living thing more able to live
In a place
conducive:
helping something to
happen
blend in:
to be so similar to other
nearby things so you do not
notice them
drastically:
in a way that has a very
large effect
alter:
to change
. disguise:
to change something to
prevent recognition

,-.-:,'

l> Step 2
Read and think about the prompt below. Answer the following questions in complete sentences.
Using points and examples from the lecture, describe the two ways in which animals
camouflage themselves.
1. Why do animals camouflage themselves?

2. How does the Arctic fox camouflage itself in the winter?

3. How is the walking stick bug able to hide from predators?

~Step

[[

Now create your own response to this topic using words and expressions from Steps 1 and 2.

The professor says that animals - - - - - - - - - - - - - - - - - i n order to

- - - - - - - - - - - - - - - - - - - O n e way they do this is _ _ _ _ __
- - - - - - - - - - - T h e Arctic fox _________________
_______,.The Arctic fox is ___________________ and
- - - - - - - - - - - - - - - - - - - - - A n o t h e r way that animals _ __
__________________ is by ______________
_ _ _ _ _ _ .The walking stick, for e x a m p l e , - - - - - - - - - - - - - - ---~-'This

causes ________________________ ,

() Now listen to a sample response. How does it differ from your response? Write down any
>,differences in information or phrasing. IMftfUi

r"

l
I
rI
I

I
I
1

I
I

() Listen again and repeat after the response. Pay close attention to pronunciation, intonation,

and word stress. O@fll:B

~Step

Now give your own spoken response to the prompt. Try to incorporate useful expressions
from Step 3, while also paying attention to your pronunciation and intonation. Record your
time.
Response:

Speaking time: _ _ _ _ _ seconds

Integrated Speaking: Test Questions 5 and 6

407

-:-----!

Practice 2 - Lecture
~Step

n Listen to a lecture. Take notes on the information presented.

ld!ijfliji

role:

Main topic:

purpose
conflict:
a situation w_here two things
cannot exist together
incompatible:

Key point 1:

unable to cooperate or
coexist
diagnosis:
a statement about what is
wrong with a medical
patient
submit:
to accept that someone
else has power over you

Example:

Key point 2:
Example:

~Step

.. .

Read and think about the prompt below. Answer the following questions in complete sentences.

r~ ~ ~~~~ ~::~~s-:~~:~:~~1:~~;~~;~:~;::~:~:.~::~;i~:;::::~~ ;~:; ;:;:~:~;li:t: ~an

"

~,_ ~ ...--,~~""'"<--"-'-='""" ,.,,.,_._,......_-~.,~~-m~~=' ,..,~,~~,,"....--'="- N-~-<> "'r..~

..-<

, -.- - - 'm-'<' '

"~~-<-'>c,.

v>h -,,-,,.,

~-''"'

. '"

"'"~-

.,.,.,. '

1. What are two ways that role conflicts can occur?

2. How can a role conflict arise when a father is also the coach of a baseball team?

3. How can a doctor experience a sudden change in role? How does this create a conflict?

:-~.":\","--

408 Chapter 6
-.-,.-

,--,

~Step
J

Now create your own response to this topic using words and expressions from Steps 1 and 2.

The professor says t h a t - - - - - - - - - - - - - - - - - happen because

- - - - - - - - - - - - - - - - - - - - - O n e way that they occur is
- - - - - - - - - - - - - - - - - - - - F o r example,---------- - - - - - - - - - - - - - - - - A n o t h e r way that _ _ _ _ _ _ _ __

[f

_________ occumis _____________________

For e x a m p l e , - - - - - - - - - - - - - - - - - - - - - - - - In this situation,

Now listen to a sample response. How does it differ from your response? Write down any
differences in information or phrasing. lil!f!fil'

I:..
,v.

I"'

I
I
I

t.. ..

I n and word stress.

Listen again and repeat after the response. Pay close attention to pronunciation, intonation,

I
I
I

Mi*?'

~ Stero 4
"
Now give your own spoken response to the prompt. Try to incorporate useful expressions
from Step 3, while also paying attention to your pronunciation and intonation. Record your
time.
Response:

Speaking time: _ _ _ _ _ seconds

Integrated Spedki119: Test Questions 5 and 6

409 - -

Instructions: Choose the best word or phrase

to complete each sentence.

1. You use a wheel to - - - - - a car.

(A) unwind
(B) suspect
(C) steer
(0) recruit

6. We both agreed that bringing 100

sandwiches to the party was

(A)
(B)
(C)
(0)

abstract
excessive
liable
lengthy

7. My favorite
2. When I was

, I used to get
ice cream whenever I was good.

(A)
(B)
(C)
(0)

social
lost
hectic
little

3. Students who cause - - - - - are

often punished.
(A)
(8).
(C)
(0)

mischief
degree
maintenance
notice

of the music
player is its fantastic sound quality.

(A)
(B)
(C)
(0)

vessel
companion
technique
feature

8. I am
that my painting was
chosen to win the contest.
(A)
(B)
. (C)
(O)

wonderful
delighted
preferred
hazardous

9. Most managers want to make a good

4. I like going into the mountains to see all of
the _ _ _ __
(A)
(B)
(C)
(0)

collision
wildlife
material
motivation

5. We were all very surprised by my

grandmother's
visit.
(A)
(B)
(C)
(0)

unannounced
demanding
lonely
attentive

,'
I. .
I' :
I''
;~.: 1

impression on customers _ _ _ __
after they enter the store.
(A)
(B)
(C)
(0)

drastically
literally
immediately
willing

10. The university decided to _ _ _ __

skateboards on campus.
(A)
(B)
(C)
(O)

manipulate
ban
utilize
refrain

>

'..-'

',

.~

'}

,.

1'
I

11
,,

:r

I'
'

1--I

410 Vocabulary Review 3

11. The group decided to meet at the

_____ to relax for a while.

(A)
(B)
(C)
(D)

diagnosis
career
student union
motivation

12. The student government is _ _ _ __

new sources of funding.
(A)
(B)
(C)
(D)

looking into
keeping from
staying on top of
getting along

13. The university has received many

_____ about noise in the dorms.
(A) conflicts
(B) steps
(C) alternatives
.(D) complaints

14. If you want to

a boat, it is
. best to pick a windy day to do it.
(A) fund
(B) sail
(C) suffer
(D) associate

15. Many universities assist graduating

students looking for a job to begin their
.(A) ball
(8) career
(C) flier
(D) common area

Instructions: Choose the word or phrase

closest in meaning to the underlined part.

[l
"'

:
!

'

'

16. John was involved in a traffic accident

yesterday, but he is OK.
(A)
(B)
(C)
(D)

'

reward
notification
collision
conflict

17. You should not handle unsafe chemicals in

the laboratory.
(A)
(B)
(C)
(D)

hazardous
insignificant
unreasonable
incompatible

18. I believe that we might have a surprise quiz

tomorrow.
(A)
(B)
(C)
(D)

suspect
submit
delay
witness

19. The likely result of turning the paper in late

will be a ten point deduction.
(A)
(B)
(C)
(D)

role
notice
interview
outcome

20. The fall season changes the color of the

leaves to bright red and yellow colors.

(A)
(8)
(C)
(D)

leaves out
lends
alters
conveys

Vocabulary Review 3

411 - -.. .

,I

21. I wore a university shirt so I would !iUn with

the students ihere.
(A) blend in
(B) back out
(C) look into
(D) bring about

26. Many people choose to pass on

information through emails.
(A) relay
(B) delay
(C) disguise
(D) manipulate

22. The $100 they're charging for parking

passes is an unfair price.
(A) insignificant
(B) unreasonable
(C) social
(D) cost-effective

27. My friends enjoyed the speech, but I

thought it was too long.
(A) intriguing
(B) lengthy
(C) demanding
(D) hectic

23. Please give at least a week's warning if you

can't attend the meeting.

28. I often like to relax by listening to music

alone in my room.
(A) submit
(B) associate
(C) employ
(D) unwind

(A)
(B)
(C)
(D)

excuse
notice
interview
series

24. The student's essay omitted too rnany

important details.
(A) stayed on top of
(B) kept from
(C) backed out
(D) left out

29. I'm so tired that I'm likelv to fall asleep right

when I get home.
(A) liable
(B) lonely
(C) lost
(D) willing
>,

25. I am planning to attend the dance this

Saturday.
(A) vessel
(B) feature
(C) ball
(D) step

~"r>.,-iii:

'-i

ttl

412

Vocabulary Review 3

30. Great goalies know many skills that help

them defend the goal.
(A) companions
(B) techniques
(C) degrees
(D) supervisors

Instructions: Write the missing words. Use the

words below to fill in the blanks.
companions
distracting
excessive
utilize
lonely

suffer
frequently
refrain
keep them from
social

There are many students who want to

31.
their music players at
school. However, there are two main reasons
that students should 32. _ _ _ _ __
from doing this. For one, music players can be
extremely 33.
to you and
other people around you. If someone uses a
music player in class, his or her grade will
definitely. 34.
. People
who 35.
use music
players are also annoying to other people
because sometimes they play music so loudly
that everyone can hear it. Secondly, people
who Y.~e music players in school aren't being
36 . .,,,
. When they listen to
music a(n) 37.
amount,
no one is able to talk to them. I think this can
make them 38.
. It can
39.
. interacting with their
40. _ _ _ _ __

Instructions: Choose one wo'rd from each

group that does not belong.

41. notification
notice
42. associate
connect
43. witness
guide
44. intriguing
interesting
45. insignificant
small

announcement
alternative
demonstrate
correlate
steer
manipulate
exciting
demanding
surprising
unimportant

Instructions: Label each pair of words as

similar (S) or opposite (0).

46.
47.
48.
49.
50.

. submit

resist

relay

convey

employ

apply

social

lonely

associate correlate

Vocabulary Review 3

413

-~

Instructions: Choose the best word or

phrase to complete each sentence.

1. The invention of the computer has

changed how we
communicate.
(A)
(B)
(C)
(D)

frequently
constantly
drastically .
literally

6. My schedule next week is so

that I don't know how I'll get anything
done.
(A)
(B)
(C)
(D)

>.

hectic
determined
insignificant
preferred

7. For many people, a dog can be a great and

loyal

2. The conference included a

of speeches by business owners.

(A)
(B)
(C)
(D)

series
costume
caregiver
psychologist

(A)
(B)
(C)
(D)

wildlife
companion
degree
supervisor

8. When someone broke the lamp, everyone

thought it was Tim's

3. He was

in traffic for about

an hour.
(A)
(B)
(C)
(D)

sailed
delayed
suffered
banned

(A)
(B)
(C)
(D)

conftict
excuse
fault
role

9. The student was asked to leave the

classroom because she was being

4. I had planned to go to the movies, but I

had to
(A)
(B)
(C)
(D)

5.

at the last minute.

back out
leave out
keep from
get along

a car accident while I was

driving home from school.
(A)
(B)
(C)
(D)

steered
recruited
funded
witnessed

(A)
(B)
(C)
(D)

unannounced
incompatible
willing
disruptive

1:

..
;

10. I asked a friend for help after I couldn't

understand the difficult
''.<

(A)
(B)
(C)
(D)

material
motivation
mischief
complaint

)
fo

; - - - 414 Voccibulary Review 4

'

. L:' .

t: '.;'<!"~ll1Vt~n;in<~o;:_p~~;sg.\-(_.1,c0.~Nd;c,;:-;,_.,,,~--.._.;;,;,h""..N~~.:;,~<l-~:.'-'"K~\'f(;J.;r,-:,,-Jt,_ .. ,;.~,..,.:,o

..

11. Despit~.all of the problems, my school

project still
. all right.
(A)
(B)
(C)
(D)

Instructions: Choose the word or phrase closest

in meaning to the underlined word or phrase.

I
I
I
I

witness
disguise
apply
lend

I
I

when

hazardous
little
social
lost

14;, Some business

are in

charge of over 100 people.

(A)
(B)
(C)
(D)

supervisors
collisions
common areas
faults

15. Doctors must first reach a _ _ __

before they can treat an illness.
(A) excuse
(8) diagnosis
(C) conflict
(D) series

16. Researchers must verv often verify that their

. results are correct.
(A) immediately
(B) literally
(C) drastically
(D) constantly

(A)
(B)
(C)
(D)

~.i
-

.....

'

41:

'.'.':.t....

guide
refrain
relay
manipulate

18. After much research, the scientists

connected the vase fragments with ancient
Roman civilization.
(A) associated
(B) altered
(C) submitted
(0) conveyed
19. His purpose in the company is to handle
customer complaints.

(A)
(B)
(C)
(0)

companion
feature
role
technique

20. Many students worry that their grades will

worsen if they get sick and miss class.
(A)
(B)
(C)
(0)

],

17. I couldn't find the post office, so I let a

friend lead me there.

13. I realized that we were

the road came to a dead end.

(A)
(8)
i (C)
(D)

Cl

kept from
came out
got along
brought about

12. I joined the painting club so I could finally

_ _ _ _ my knowledge of painting.

(A)
(8)
(C)
(D)

c:

delay
unwind
suffer
suspect

Vocabulary Review 4 415

-1

i .

'

21. Banks often loan money both to individtJals

and new businesses.

opinion of the author.

(A)
(B)
(C)
(0)

(A)
(B)
(C)
(0)

sail
ban
fund
lend

22. When presenting difficult information, it is

!.

26. The new book caused a change in my

helpful to use visual aids.

(A)
(B)
(C)
(0)

correlate
employ
steer
convey

23. His experiment shows that some animals

have very good memories.
(A)
(B)
(C)
(0)

utilizes
suspects
demonstrates
associates

24. While the first half of the play was boring,

the conclusion was verv good.
(A)
(B)
(C)
(0)

wonderful
delighted
lengthy
preferred

25. I bought a new program, but it was

unable to work with my computer.
(A) insignificant
(B) liable
(C) willing
(0) incompatible

~"-416 Vocabulal'yRel.liew4
..1

blended in
brought about
left out
backed out

27. The first stage of a project is planning.

(A)
(B)
(C)
(0)

role
step
notice
adaptation

28. The best way to deal with a problem with a

roommate is to communicate your
problems to him or her.

(A)
(B)
(C)
(0)

submit
suspect
refrain
convey

29: The history of the whale is a fascinating

topic.
(A)
(B)
(C)
(0)

intriguing
demanding
determined
disruptive

30. Eating fish is a good substitute for eating

meat.

(A)
(B)
(C)
(0)

reward
excuse
alternative
flier

'.i:

;~\..r.

. r~tr

Ci~,::'-

"><

,,,.,.,,,1k-=.:;l
., ..... . .
"@'"'''"''"'""''"' '"''"' "

'j\

, i

' '

Instructions: Write the missing words. Use the

words below to fill in the blanks.
technique
adaptations
altering
blend in
disguise

~.
I

""'""''' ,,,.,,,.,,,,,, " ' '.. .

feature
wildlife
literally
drastically
outcome

There are many 31. _ _ _ _ _ _ _ that

allow animals to 32. _ _ _ _ _ __
themselves in the wild. One such
33.
is called camouflage.
Through camouflage, animals can
34.
make themselves look
completely different by 35. _ _ _ _ __
their colors. By changing colors to make
themselves look like their environments, they
are able to 36.
with their
surroundings. Some 37. _ _ _ _ _ _ _ ,
stich as the Arctic fox, changes
38.
in different seasons.
T.h,is important 39.
has a
v~ry'positive 40.
for the
Arctic fox because it is able to hide from
predators that it would otherwise be unable to
defend itself from.

Instructions: Choose one word from each

group that does not belong.

41. flier
reward
42. interview
discussion
43. complaint
reason
44. determined
driven
45. demanding
difficult

notification
notice
meeting
diagnosis
excuse
explanation
motivated
excessive
hectic
challenging

Instructions: Match the words that have

opposite meanings.

46.
47.
48.
49.
50.

insignificant

(A) unwanted

preferred

(B) reluctant

abstract

(C) important
(D) distracted
(E) real

willing
attentive

I
I
I

Vocabulary Review 4 417 -

,-:,._ ___ c.:__ ___

-~--.-----

The tips below can help you to improve both your fluency and
clarity of speech:
During the speech:

Open your mouth while speaking. Try not to mumble.

Pay special attention to the pronunciation of content words and key terms.
Stress each syllable correctly and accurately.
Clearly pronounce both vowels and consonants.
Smoothly link sounds between words within a phrase and in consonant
clusters.
Change pitch between stressed and unstressed syllables.
Speak in sentences or phrases, not word by word.
Speak with appropriate speed, not too quickly.

\/llhen practicing:
Practice speaking by writing down every word you say and marking each place
where you pause or vary intonation.
Examine this transcript of your speech and look for possible mistakes. Practice
these parts again, focusing on correcting the previous mistakes.
Record an.d listen to your speech. Note any areas for improvement.

Pronunciation, Stress and Intonation, Pausing

421 ---.

. \.. ...
..,:---'.

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;.

,-

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:<::(;; .: J_

.;_:<;;).'-.-,-:

'_>

'

Word stress has a large effect on speech clarity. If stressed on an incorrect syUable, a 11\/ord cannot
be easily recognized by listeners, Therefore, the message may not be delivered successfully.
Thus,
it' ..is essential
for
a speaker
to
stress
the proper syllables
in his or her speech,
.
,_ - ..
_: '.'._.
,- ",_'
- .'. -:
' :
.,_-;.. '._., '.;.<:;. ,
__ ,_,,
. -- _:.;_,._ .. _.. _.. _;
!

,_:'"

:/ . . . ; .. .' ....

'''i,;.;

Stress related to parts of words

.

'\

In many cases, the syllable stressed in a word changes when the form of the word changes. For
example, ,in words that end with the suffixes below, the primary stress usually comes before the
suffix.

J,,
!'

9 Nouns that end with: -let, -ing, -ism, -ent, -ery, -ity, -lion, -sion
9 Adjectives that end with: -ic, -ical, -able, -en
Many two-syllable nouns, when used as verbs, are stressed on the second syllable.
9 record, permit, address, object, contract, suspect, present, convert, project, progress

,,,)
,;

'

!> '.5ttep J

n Listen and mark the primary stress in each word. How does the placement of stress differ
between the words in each pair? IM!!lfiij
1. a.
2. a.
3. a.
4. a.
5. a.

method
economy
academy
luxury
drama

b.
b,
b.
b.
b.

methodology
economic
academic
luxurious
dramatic

6.
7.
8.
9.
10.

a.
a.
a.
a.
a.

recommend
capable
prefer
photograph
negotiate

b.
b.
b.
b.
b.

recommendation
capability
preference
photography
negotiation

n Listen again and repeat the words.

Read the following sentences and circle the syllable in the underlined words that receives the
primary stress.
1. Do you have a campus parking permit for your bike?
2. I hope my professor can advise me on which course to take,
3. She has to present her project to the class tomorrow.
4. My friends and I are going to the protest downtown this afternoon,
5. Did you hear that Jane and her band will record an album this summer?
6. Unfortunately, my parents will not permit me to go skiing this weekend.
7. The police have arrested a suspect in the campus computer lab robbery.

8. In biology, we are studying how plants convert sunlight into energy.

n Listen and repeat the sentences.

-- .,

-----

_,

,- ..

mm

Stress on phrasal verbs

Two-word verbs or phrasal verbs, which are made up of a verb and a preposition or adverb, are
very common in English. In two-word verbs or phrasal verbs, it is normally the preposition or
adverb that receives stress, not the verb.

Ex. drop

m. figure out

The meaning of a phrasal verb is distinct from the meaning of its constituent parts. Do not confuse
these phrasal verbs with other verbs that are followed by a preposition without a changed
meaning.

(<'

1'

,,

-f;i

..

''

~ -{'.,

~Step

Phrasal verbs

Verb + Preposition

look for
build up
hold up
find out
think over
check out
turn off
hold on
stand for

look at
listen to
point at
depend on
think of
talk about
search for
respond to

Read the following sentences. Circle the word that you think receives stress in each underlined
. phrase.

1. The researchers found it out very recently.

2. The robber held up the convenience store.
3. Let's go check out the new restaurant in the student union.

4. Can you help me? I am searching for a journal on anthropology.

5. Do not point at her. That is rude.
6. People often say that I take after my father.

n Listen and repeat the sentences.

@tn

Pronunciation

--

--

--- . -

--

--

423 - -

-,-

;--.: ..':.\. :;

Senten~~ stress andintorlation areveryimportallt ill E~gli~h.ff1~.r6\ithrn i~ ~pok~ll English

alerts listeners to the message presented. Words or phrases impprtant to the content of the
message tend to be stressed in. English, whereas the words or phrases that are not important
are not stressed. In fact, the sounds of these words tend to weaken.

Stress and Intonation

Sentence stress related to content words

:l

Certain words within a sentence are given importance because of the meaning they convey.
These are known as content words. Stressed syllables are pronounced longer, pitched higher,
and spoken slightly louder.

Ex. Tea has less caffeine per cup than coffee.

~Step

Practice saying the following sentences. Be sure to stress the content words.
1. People classify products based on price and appearance.

2. The university should advertise that the dorms are open in the summer.
3. Echoic memory lasts for only a few seconds.
4. The magazine might have to shut down.
5. Giving rewards will teach children to behave well.
6. I was very proud of my brother when he was accepted into medical school.

7. I feel comfortable talking to my sister about my problems.

8. Students should work for a year before going to university.

n Listen and repeat the sentences.

@f!fj

!>Step 2

n Listen to the paragraph. Write only the words you hear most clearly.

o@fildl

Reduction of unstressed words

"~""''-"''""----.-.------'"'""-'"""~ "-"-'"~'"'"'-~"'"""'"'~~--~"~'"'"'''""'"''"'"''"""~"""'\

Function words that have little or no meaning other than the grammatical idea they express are
weakened or reduced. Some sounds in these words are obscured or omitted. For example "can"
becomes /kn/, "have" becomes /hv/, and so on. The groups of words below are commonly
subject to reduction:

c> Articles: a, an, the

c>Simple prepositions: in, to, of, etc.

c> Personal pronouns: I, me, he, him, it, etc.

.:>Possessive adjectives: my, her, your, etc.

.:>Relative pronouns: who, which, that, etc.

.:>Common conjunctions: and, but, that, as if, etc,

.:>State verbs: be, have

c> Auxiliary verbs: can, will, should, etc .

3z

.. ~.....,...........,.,-.~"~=""-""'""'r'<"""'""""''"-'u"'-'v~-~--u==+.,......_,,,.,....,. .,~==-'<>"'""""''~"'-""'-~"-'"''"'''"=,_.,~,=.,-'~'"-U.~""""~"~"~'""'"~~=.>..-=~u~J.LI~'-'-'<>''<'>~.-

~Step

n 'ffii

Listen to the following sentences. Circle any underlined words that are weakened or reduced.

1. The people who moved out to other cities were safe, but those who were in the city were in danger.
2.,~ He is the one in my family who understands my dream.
3. The studentscannot access this section but the teachers can.
4( The government asked him to stop campaigning against the policy.
5. They wanted to create something new and innovative.
6. For homework, you all should have read a bit about wind power.
7. I know I look young, but I am a student at this university.
8. Mathematics is an important aspect of university studies.

Listen again and repeat the sentences.

~Step

Listen to the paragraph. Write only the words you hear most clearly. ll'MlfiW

.. """" .............................~... .,\

Stress and Intonation 425 - - '

--- j -

. .. ':.t....

Intonation
The focus word in a sentence has the most emphasis so that the listener can hear it clearly. At
the beginning of a conversation, the last content word in each sentence is usually the focus of
meaning. Therefore, the primary stress in these sentences usually falls on the last content word,
especially when it is delivering new information. This stands in contrast to less important words.
Ex. He did not include a central HERO.

;.'

The sound of the speaker's voice rises on the focus word and then fC!lls. English listeners pay
attention to this change in pitch.
~

The dog chased a rabbit.

re tep

Read the following sentences. Find the final content word in each sentence, and underline its
stressed syllables.

,: i

1. I had lost an important assignment due to computer problems.

2. That gave me the opportunity to learn about a new culture.
3, I never went on a trip with those friends again.
4. Universities need money for computer labs.
5. Many people think that teaching by example is best.
6. They look more interesting and have more character.
7. A reward system is a good way to teach children to behave well.

n Listen and repeat the sentences, letting your voice rise on the stressed syllable and then
drop afterwards. @iii'

Listen and circle the focus word in each sentence.

Ex. In warm years, they are;bigger;than in cold years.

That will tell us the date at which the house was built.
Mom and Dad want me to attend.
They can cause all kinds of trouble.
I am sure I will land a good job after graduation.
In the past, the television was a luxury.
6. In addition, they are beneficial to mankind.
1.
2.
3.
4.
5.

l'li!lifi""

'

Having appropriate pauses .is also an important part of spoken Englisho Paus~s are gi~en
.after each message unit in order to give listeners time to process the information. If a speaker ..
speaks too rapidly or without thought to the grouping of the information presented, listeners
may have difficulty distinguishing the important content of the message.

>.:.

Pausing

r ;~u:i~g n~::~~::::~~~~~~:n~~ti:~:~~::~;~-~::: t~~h:::~er~~~~:;-:~::~~~~;;~:;~~~~:~;;~

..

>;

I
'1

be aware of pauses and breaks within sentences. Pause after each thought group such as a long
subject, prepositional phrase, or that-clause. Furthermore, it is helpful to pause after a complicated
idea so that the listener has time to understand it. Finally, there should also be a pause after
transitional words.

J "'
3z

''"""-'-'"''""J~"'' >~'-< <dAU,.;,,_.~=~-'''~'-'<'~'>,>.>-;><=.~.<,~>"-''-'~"' ~~~~~ ............. R~~-~-.,_;,.O'<o-~.............- - ~ .. ~p=<-~_.._~~~~=-~~...... ,,._~.,,.,.,,_~,.,.,,..,..._,~Z.~<>~"'-'"""''"~~

~Step

Read the following sentences. Circle any"/" that indicates an appropriate pause.

I
I
I

1. Although we I had not finished I we decided I to. go home.

2. When she stepped I off the boat I she immediately ran I to her car.
3. It I was raining so hard I all day I that they did not I leave the house.
' 4,, If the alarm rings I put down your books I and slowly I leave the building.
" 5. The final test I will be two hours I long I and will count for I twenty-five percent of your final grade.

..

(/ Listen and repeat the sentences. Check your answers. idl!ilfiil

I
I
!

Practice saying the following sentences and write a "/" where you pause.
1. In my opinion, students should not have to pay to go to university.
2. To begin, echoic memory is very short, lasting only three or four seconds.
3. Charities, both local and international, rely on the generosity of individuals to help the less fortunate.

4. In summary, then, I think that teachers should give unannounced tests in class.
5. While a strong brand name can rnake a product more appealing, it can also help customers remember
a company or product.
6. Many people, however, feel that animation done by hand is more artistic than computer animation.
7. It took five years, but he finally achieved his goal.
8. In the case of many oral traditions, it is impossible to identify the stories' authors.

n Listen and repeat the sentences.

i1tl!fif!.1

Pausing

427

-j

----'-~--j _ _.,.~.

,-__._ ., ,, .:.. -.. _-.\ ~ i : ; '. ~.,. ' .. '

~-

- ,' .

""'"-_

The TOEFL iBT Writing Section------------------------------------ 432

Preview --------------..------------ ------------------------------------------ 437

Part 1

integrated Writing

~~WA'1>'.ll.'W.~ll~.i"A11'U.m1:~r~<~J!'.'::, ,_,;-H,_,r,_<J;-~,,1-"-~f"'''"'

';e

Chapter 1

Organizing Information -------------- ----------------------- 447

Chapter 2

Paraphrasing ----------------- --------------------------- 461

Chapter 3

Making Connections------------------------------ 479

Vocabulary Review 'I ------------------------------------------------- 496

Vocabulary Review 2 ------------- ---------------------------------- 498

Part 2
Chapter 4

Brainstorming ---- ----- __ .. ___________ ---------------- 503

Chapter 5

Writing Thesis Statements and Topic Sentences ------------ 521

Chapter 6

Making Ideas Flow --- ----------------------------

529

Vocabulary Review 3 ----------- ---------------- . ----- ---.. ---------------------- 548

Vocabulary Review 4 ---- ------------------------------------------------- 552

Chapter 7

Verb Forms

Chapter 8

Sentence Formation

Answer Key Writing

- - -- - - ------------ -- 559
567

---

-----

777

'

'
The writing section of the test is designed to assess your iiJbility
to organize and support your ideas
in essay format You will have two writing tasks. One task is based on both a reading and on a lecture.
You will be required to summarize the information you have read, and to relate the information
heard in the lecture to the information in the passage. The second task requires you to generate an
essay based on your own experience. In this second task, you will be given no material to work with;
it will be based completely on your own ideas.

!'

Question Types
Questions for the writing section of the TOEFL will appear in the following order:
Question Type
1

Type
Integrated:
250-300 word

Suggested Time

Response Length

20 minutes

150-225 words

reading
250-300 word
lecture

Description
Contrast
information
presented in the
reading passage
with information
presented in the
lecture

Independent

30 minutes

300+ words

---~---

.,

~~.~ . ;

1~~'~,1---.

f(<';li
~ i !l

432 The TOEFL ii iBT Writing Section

.'l1 ; "~--.,-:- - -, ---;_;

-,,,'-1--' _,,

'-.--=:

-:- -:'.'.~ f~:'>'--,~~,-_!,'_:> r '.~;o:~_-;:-f ,.'. ~- --- ~

Present a personal
opinion or
describe an
experience,
including details
and examples

;-.'

rt

Study Tips
Integrated Writing
o Look for magazine or newspaper articles that are about 300 words long. Time yourself as you
read the articles. You should aim to read 300 words in less than three minutes. After reading, try
to outline the article. Then, without looking back at the article, try to write a summary of the
article from your outline.
o Practice listening to short reports given in English. There are many websites where such
reports are available online. While you listen to a report, take notes. Try to summarize the
report from your notes.
o Look for a variety of exercises in writing books you have studied that practice paraphrasing.
Study the methods such books suggest for paraphrasing. Focus especially on exercises that
practice the usage of synonyms and/or changing the grammar of given sentences in order to
paraphrase them.
o Review useful phrases and expressions for citing sources. Pay attention to where these citation
phrases can be placed in sentences and how the phrases should be punctuated.
o Practice your typing skills in English. You must type your essay for the TOEFL.

\>

I.. \
<

);

'

"'
"O

~
2S

G'\

-o

~
J:l

. Independent Writing
1p Practice writing TOEFL essays. Get a list of sample topics at www.ets.org/Media/Tests/TOEFU
pdf/989563wt.pdf. Select a topic at random and write a 30-minute draft essay. Correct the
essay, with the assistance of a teacher if possible, and rewrite it with the suggested corrections.
o When you are studying a group of writing topics, practice sorting the topics into "opinion" or
"experience" topics. This will help you quickly determine the appropriate writing task you will have
when you take the test.
o Practice outlining ideas before you write. You can.do this by taking five or six topics for writing and
making a short outline for each one. Don't write the essays, just write the outlines. You can also
use different techniques for prewriting, such as making simple charts of information, drawing
bubble diagrams, or creating lists of ideas.
o Look for a variety of exercises in writing books you have studied that practice writing introductions
and conclusions. Study the methods that these books suggest for writing introductions and
conclusions. Pay attention to tips for beginning and ending introductions and conclusions.
o Practice your typing skills in English. You must type your essay in the actual TOEFL.

I
I
I
The TOEFL iBT Writing Section

433 - -

Test Management
For the integrated writing task, you will read a passage and listen to a lecture afterwards. The
reading passage disappears during the lecture and reappears afterward, so do not worry about
taking notes on all of the key points in the reading. You will NOT be able to hear the lecture again,
so it is important to take good notes while you listen.
You must type out your answers. You can use icon buttons at the top of the screen for editing. The
editing tools include cut, paste, undo, and redo.
Keep the style of essay writing in English in mind. First select a main idea, explain it clearly, then
support and develop it using details and/or examples. Be sure your essay has a logical flow. There
should be a reason for every sentence in your essay. Such reasons include introducing a new
example or detail to support the main idea, or explaining or supporting an example or detail
mentioned previously. Do not write any sentences that are unrelated to your main idea or that do
not fit into the organizational structure of your essay just to increase your word count.
r

Make every effort to use effective language and appropriate sentence structure and. vocabulary. Try
NOT to use vocabulary or constructions that you are not confident with, as this will increase your
chances of making errors.
Use a variety of language. English has a large number of synonyms and analogous constructions,
so using the same construction repeatedly is considered poor style.
Keep the 50-minute time limit for the entire writing section in mind. Remember that graders are
expecting to read draft essays, not finely polished final products. If you find yourself stuck on a
particular part of your essay, it is best to move on and complete the essay, then go back and fix
the difficult area if time allows.
G>

,\s--

..

'

''''~-- --~

---

Try to leave at least five minutes for revision. When revising, be sure to look for spelling or
grammatical errors (remember, there is no spell checker on the test), as well as ways to improve
the structure and flow of your essay.

434 The TOl:FL iBT Writing Section

--

'"''-",'"--

'..

, ___ ., __,

..

'

How Writing Will Be Scored

ETS graders will score test takers' essays for integrated writing tasks according to the following
scale:
Score

General Description

The essay includes important. information

from both the reading and the lecture and
appropriately explains the information with
regard to the prompt.

The essay is well organized; it may include

minor errors in grammar or word choice, but
the errors do not make sentences difficult to
understand.

The essay includes most of the key points

from the reading and the lecture as they relate
to the prompt. Some points may not be fully
explained or the explanation may be vague.

There are several minor errors with language;

some ideas may not seem connected, but
there are no real problems with clarity.

The essay has one or more of the following

problems: does not include a key point from
the lecture or reading, shows only a limited
understanding of the information, incorrectly
explains a key point, has problems with grammar
or word choice that make some sentences
unclear.

Errors in sentence structure and word choice

may make the meaning of some sentences
unclear; transitions or connections between
ideas are not always easy to follow; overall,
the important ideas in the essay can be
understood.

The essay has one or more of the following

problems: does not include sufficient
information from the reading, lecture, or
both, contains many problems with grammar
or word choice so the reader cannot follow
connections between ideas.

Errors in sentence structure and word choice

make ideas in the essay difficult to understand;
readers unfamiliar with the reading and lecture .
may not be able to follow the essay.

The essay includes few or none of the key points

from the reading, lecture, or both. The essay
is poorly written and difficult to understand.

Frequent and serious errors in grammar and

word choice make some sentences in the
essay impossible to understand.

The essay only copies words from the prompt

or is not related to the topic at all.

There is not enough of the student's writing

available to score.

. ;,
i.(

l
I

'

I
I
I

Key Points

I
The TOEFL0 iBT Writing Section

435 - '

How Writing Will Be Scored

ETS graders will score test takers' essays for independent writing tasks according to the following
scale:
Score

General Description

The response answers the question or prompt

well. The essay is easy to understand and well
organized.

There is good use of language, including

correct choice of words and idioms to express
ideas. Minor errors in grammar and word
choice are acceptable.

The response answers the question or prompt,

but not all of the ideas are fully developed. The
essay can be understood, but there are some
clearly noticeable mistakes in the writing.

There is good use of language, including a

variety of sentence structures and appropriate
range of vocabulary. There are some minor
errors in sentence structure, word form, or the
use of idioms, but these errors do not make
comprehension difficult.

The essay gives a basic answer to the question Little use of connectors to link ideas or show
or prompt, but not many examples or detais are progression of thought. Sentence constructions
provided. Most sentences can be understood, are very simple, or there are frequent errors in
but errors in grammar or word choice could more complex sentence structures. Word
choice and poor grammar may make some
make the meaning of some sentences unclear.
sentences vague or difficult to comprehend.

The essay is very short and not well organized.

The ideas are not connected and examples
are not explained.

Errors in grammar or word choice appear in

almost every sentence. Overall, ideas are difficult
to follow.

The essay is short and confusing. Little or no

detail is given to support ideas, and irrelevant
information is included. Some sentences
cannot be understood by the reader.

There are serious errors in grammar and word

choice.

,;.:. :

:)'_

'

i
'

I
.--~;

Key Points

:, '

. , l

0
.

The essay only copies words from the prompt

or is not related to the topic at all.

Not enough of the student's writing is available

to score .

Integrated Writing Task Preview

'

The following Is a sample Integrated Writing task similar to the one you will see when you take the test.
You will first be asked to read a passage. On the real test, the reading passage will remain on your

Wind power has been suggested as a renewable energy source that could one day be used
to power homes and businesses. By using large fan blades that rotate in the wind, entire towns
may one day be powered without the need for other power sources such as fossil fuels. Indeed,
there are three reasons why wind power is perhaps the most promising source of the world's energy.
First, wind power does not pollute the environment like many other sources of power. Wind
power is what is referred to as a clean energy source. It does not emit harmful greenhouse gasesthe gases that cause global warming-into the atmosphere like many other power sources do.
Thus, wind power is far healthier for the environment than other energy sources.
In addition, wind power is very efficient, meaning that with just a small amount of wind,
enough power can 9e generated to provide electricity to a small town. When many fuels are
burned, a lot of energy is lost in the form of heat. This means that not all of the energy produced
is converted to useable power. With wind power, much more of the energy created can be used
to provide electricity.
!\
Lastly, wind power is sustainable; in essence, wind power will never run out. The world is
-~,'
,,currently facing a shortage of energy sources such as fossil fuels. However, because the wind is
;/always present on the Earth, wind power will always be available. It will never run out.

<

[
m

-z

Cl

screen throughout the task.

'

If
ll

I
~

-<

Now read the professor's lecture below. On the real test, you will listen to this lecture with your headphones.
The lecture will NOT appear on your screen.

--- ---'---------------
There. are plenty of suggestions out there about how we can solve- this energy crisis that the
world is facing. One such solution is wind power. Now, it certainly sounds like an attractive solution.
However, wind power simply does not live up to its potential. Unfortunately, with all of the promise that
wind power has, there are a number of problems with wind power that make it an inadequate solution
to the energy crisis.
The first problem is that wind power does incleed pollute the environment. While it does not
produce the greenhouse gases that fossil fuels do, it emits a different kind of pollution: noise. You see,
when the large fan blades rotate, they create a lot of noise. So much noise that many residents of
towns refuse to live near where they are making wind power. It is that bad. So, really, wind powecdoes.

I'

pollute the environment-with noise.

Second, wind power really is not as efficient as many people believe it is, and it simply will
not be able to create enough power to replace fossil fuels. Most wind turbines today struggle to
operate at thirty"five percent efficiency. Let me explain: thirty-five percent efficiency means that

~---

..----,.---,.------------------------------Preview

;;

-----

437 - . -

only thirty-five percent of the power created by the wind can actually be used as electricity. Now,
thirty-five percent is a very small number. Even with thousands and thousands of turbines worldwide,
we would never be able to provide enough electricity for even one country.
Last, wind power is not particularly sustainable. While it is true that the wind will never stop
blowing altogether, it certainly changes day by day. We all know how weather can change: one
day it can be windy, one day it will not be windy. So what happens if you, say, have a few days in
a row that are not windy? Well, you have no power. So you can only really say that wind power is
sustainable in the few places in the world that get constantly strong winds.
So wind power doesn't really fulfill all of those hopes that many people had for it. It seems
that we'll have to continue searching for a suitable replacement for fossil fuels.
When the lecture concludes, you will be given a prompt that will ask you to give your response for this
task. A prompt for this task might be as follows:
Summarize the points made in the lecture you just heard, explaining how they cast doubt on
points made in the reading.
The reading passage will appear once again on your screen. You will have 20 minutes to plan and write
your response for this task. A sample outline of a response and a sample response can be found below.

Sample Outline
Introduction:
Topic
Main idea of the reading passage
Main idea of the lecture
Body:
Key point 1
Supporting information from the reading passage
Supporting information from the lecture
Key point 2
Supporting information from the reading passage
Supporting information from the lecture
Key point 3 (optional)
Supporting information from the reading passage
Supporting information from the lecture
Conclusion:
Summary of the main ideas from the reading passage and the lecture

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