TOEFL
PREPARATION 2
TOEFL = Test of English as a Foreign
Language
1. TOEFL International (CBT)
2. TOEFL ITP (Institutional Testing
Program) = PBT
3. TOEFL Prediction
TOEFL SCORE
380 - < 450: Elementary proficiency
Able to satisfy basic survival requirements,
maintain very simple face to face
conversations on familiar topics; thinks in
native language and translates into
English.
TOEFL SCORE
450 – < 550: Intermediate Proficiency
Can initiate and maintain predictable
face-to-face conversations; range and
control of language limited; demonstrates
emerging, but not consistent, basic
grammar, can read very simple English
texts.
TOEFL SCORE
550 – < 630: Working Proficiency
Able to satisfy routine social demands;
facility with concrete subject matter
and language; however, needs more
practice in academic-level reading.
TOEFL SCORE
630 – 677: Advanced Working
Proficiency
Approaching native proficiency in
English; able to satisfy most universitylevel academic requirements with
language usage that is often, but not
always, acceptable and effective;
however, effective use of language may
deteriorate under tension or pressure.
Plan for Preparation
• First, concentrate on Listening,
Structure, and Reading, instead of on
vocabulary.
• Second, spend time preparing
everyday for at least an hour.
• Finally, do not try to memorize
questions from this or any other
book.
TOEFL PREPARATION 2
LISTENING COMPREHENSION
GENERAL STRATEGIES
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Be familiar with the directions.
Listen carefully to the conversations and
talks.
Know where the easier and more difficult
questions are generally found.
Never leave any questions blank on your
answer sheet.
Use any remaining time to look ahead at
the answers to the questions that follow.
SHORT DIALOGUES

As you listen to each short conversation, focus on the second line
of the conversation.
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Keep in mind that the correct answer is probably a restatement of a
key word or idea in the second line of the conversation.
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Keep in mind that certain structures and expressions are tested
regularly in the short dialogues.
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Keep in mind that these questions generally progress from easy to
difficult.

Read the answers and choose the best answer to each question.
Remember to answer each question even if you are not sure of the
correct response.

Even if you do not understand the complete conversation, you can
find the correct answer.

Never choose an answer because it sounds like what you heard in
the conversation.
STRATEGIES
SKILL 1: FOCUS ON THE LAST LINE
Example
On the recording, you hear:
(man)
Billy really made a big mistake this time.
(woman) Yes, he forgot to turn in his research paper.
(narrator) What does the woman say about Billy?
In your test book, you read:
(A) It was the first time he made a mistake.
(B) He forgot to write his paper.
(C) He turned in the paper in the wrong place.
(D) He didn’t remember to submit his assignment.
STRATEGIES
SKILL 1: FOCUS ON THE LAST LINE
Example
On the recording, you hear:
(man)
Billy really made a big mistake this time.
(woman) Yes, he forgot to turn in his research paper.
(narrator) What does the woman say about Billy?
In your test book, you read:
(A) It was the first time he made a mistake.
(B) He forgot to write his paper.
(C) He turned in the paper in the wrong place.
(D) He didn’t remember to submit his assignment.
THE BEST STRATEGY:FOCUS ON
THE LAST LINE
 The last line of the dialogue probably
contains the answer to the question.
 Listen to the first line of the dialogue. If
you understand it, that’s good. If you don’t
understand it, don’t worry because it
probably does not contain the answer.
 Be ready to focus on the last line of the
dialogue because it probably contains the
answer. Repeat the last line in your mind
as you read through the answers in the
text.
SKILL 2: CHOOSE ANSWERS
WITH SYNONYMS
Example
On the recording, you hear:
(woman) Why is Barbara feeling so
happy?
(man)
She just started working in a
real
estate agency.
(narrator) What does the man say about
Barbara?
In your test book, you read:
(A) She always liked her work in real
estate.
(B) She began a new job.
(C) She just bought some real estate.
(D) She bought a real estate agency.
SKILL 2: CHOOSE ANSWERS WITH
SYNONYMS
Example
On the recording, you hear:
(woman) Why is Barbara feeling so happy?
(man)
She just started working in a real
estate agency.
(narrator) What does the man say about
Barbara?
In your test book, you read:
(A) She always liked her work in real estate.
(B) She began a new job.
(C) She just bought some real estate.
(D) She bought a real estate agency.
CHOOSE ANSWERS WITH
SYNONYMS
 As you listen to the last line of
the dialogue, focus on key
words in that line.
 If you see any synonyms for key
words in a particular answer,
then you have probably found
the correct answer.
SKILL 3: AVOID SIMILAR SOUNDS
Example
On the recording, you hear:
(man)
Why couldn’t Mark come with us?
(woman) He was searching for a new apartment.
(narrator) What does the woman say about Mark?
In your test book, you read:
(A) He was in the department office.
(B) He was looking for a place to live.
(C) He was working on his research project.
(D) He had an appointment at church.
AVOID SIMILAR SOUNDS
 Identify key words in the last line of the
dialogue.
 identify words in the answers that
contain
similar sounds, and do not choose
these
answers.
WHO, WHAT, WHERE
SKILL 4: DRAW CONCLUSIONS ABOUT
WHO, WHAT, WHERE
Example
On the recording, you hear:
(woman) Can you tell me what assignments I missed when I was
absent from your class?
(man)
You missed one homework assignment and a quiz.
(narrator) Who is the man?
In your test book, you read:
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A newspaper editor
A police officer
A teacher
A student
SKILL 4: DRAW CONCLUSIONS ABOUT
WHO, WHAT, WHERE
Example
On the recording, you hear:
(woman) Can you tell me what assignments I missed
when I was absent from your class?
(man)
You missed one homework assignment and
a quiz.
(narrator) Who is the man?
In your test book, you read:
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A newspaper editor
A police officer
A teacher
A student
Man
What do you think I should be doing
to improve my finances?
Woman
You definitely need to put a higher
percentage of your salary into a
savings account and it would also be a
good idea to invest more in a
retirement fund.
Who is the woman most likely to be?
(A) A cashier
(B) A receptionist
(C) A financial advisor
(D) A business professor
Man
What do you think I should be doing
to improve my finances?
Woman
You definitely need to put a higher
percentage of your salary into a
savings account and it would also be a
good idea to invest more in a
retirement fund.
Who is the woman most likely to be?
(A) A cashier
(B) A receptionist
(C) A financial advisor
(D) A business professor
I haven’t been able to do the
supplementary readings because
the articles on reserve are always
checked out.
Man
Thanks for letting me know. I’ll ask
the librarian to put some more
copies on reserve. That should
help.
Who is the man most likely to be?
Woman
(A)A librarian
(B)A professor
(C)A bookstore clerk
(D)A student
I haven’t been able to do the
supplementary readings because
the articles on reserve are always
checked out.
Man
Thanks for letting me know. I’ll ask
the librarian to put some more
copies on reserve. That should
help.
Who is the man most likely to be?
Woman
(A)A librarian
(B)A professor
(C)A bookstore clerk
(D)A student
CONCLUSIONS ABOUT WHO,
WHAT, WHERE
It is common for you to be asked to
draw one of the following conclusions
in the short dialogues:
 WHO is probably talking?
 WHAT will s/he probably do next?
 WHERE does the dialogue probably
take place?
SKILL 5: LISTEN FOR WHO AND
WHAT IN PASSIVES
 Example
On the recording, you hear:
(man)
Did Sally go to the bank this morning?
(woman) Yes, she did. She got a new checking
account.
(narrator) What does the woman imply?
In your test book, you read:
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Sally wrote several checks.
Sally wanted to check up on the bank.
A new checking account was opened.
Sally checked on the balance in her account.
SKILL 5: LISTEN FOR WHO AND
WHAT IN PASSIVES
The passive –ing form is being done
etc.
Example
Active : I don’t like people telling me
what to do.
Passive : I don’t like being told what
to do.
SKILL 5: LISTEN FOR WHO AND
WHAT IN PASSIVES
Sometimes you can use get
instead of be in passive:
-There was a fight at the party but
nobody got hurt. (= nobody was
hurt)
- Did Ann get offered the job? (=
was Ann offered the job?)
SKILL 5: LISTEN FOR WHO AND
WHAT IN PASSIVES
Passive:
My bicycle has disappeared. It must have
been stolen.
Active
Somebody must have stolen my bicycle.
SKILL 5: LISTEN FOR WHO AND
WHAT IN PASSIVES
Present Continuous
Active: Somebody is cleaning the room at
the moment.
Passive: This room is being cleaned at the
moment.
Look at those houses! They are being
knocked down.
SKILL 5: LISTEN FOR WHO AND
WHAT IN PASSIVES
Present Perfect: have/has been + done
Active: The room look nice. Somebody has
cleaned it.
Passive: The room look nice. It has been
cleaned.
PASSIVE STATEMENTS
 If the dialogue contains a passive
statement, the answer to the
question is often an active
statement.
 If the dialogue contains an active
statement, the answer to the
question is often a passive
statement.
SKILL 6: LISTEN FOR WHO AND
WHAT WITH MULTIPLE NOUNS
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Example
On the recording, you hear:
(man)
Do you know who is in the band now?
(woman) I heard that Mara replaced Robert in the
band.
(narrator) What does the woman say about the band?
In your test book, you read:
Robert became a new member of the band.
Robert took Mara’s place in the band.
Mara didn’t have a place in the band.
Mara took Robert’s place in the band.
SKILL 6: LISTEN FOR WHO AND
WHAT WITH MULTIPLE NOUNS
Some verbs can have two objects:
offer
ask
tell
give
send
show
teach
pay
Example
They didn’t offer Ann the job. (the two objects
are Ann and the job)
So it is possible to make two different passive
sentences:
-Ann wasn’t offered the job.
-The job wasn’t offered to Ann.
SKILL 6: LISTEN FOR WHO AND
WHAT WITH MULTIPLE NOUNS
His colleagues gave him a
present when he retired.
SKILL 6: LISTEN FOR WHO AND
WHAT WITH MULTIPLE NOUNS
He was given a present by
his colleagues when he
retired
FUNCTION
LISTEN FOR EXPRESSION OF AGREEMENT
 So do I.
 I’ll say.
 Isn’t he/ she/ it though! (Didn’t he/ Wasn’t
she/ Hasn’t it though!)
 Me, too.
 You can say that again.
 I couldn’t agree with you more.
 You bet!
 Who wouldn’t?
 Neither do I.
 I don’t either.
DISAGREEMENT
I don’t think so
That’s not what I think
I can’t say I agree
I couldn’t agree with you less
I’m afraid I don’t agree
Probably not
Not necessarily
Not really
I’m not so sure
LISTEN FOR EXPRESSION OF
AGREEMENT
Woman
Man
Narrator
(A)
(B)
(C)
(D)
The university should make it
easier for students to register for
classes.
I couldn’t agree with you more!
How does the man feel about the
woman’s idea?
He completely disagrees with it.
He doesn’t believe the university will accept it.
He thinks it’s a good one.
He wants more information about it.
Woman
Man
Narrator
(A)
(B)
(C)
(D)
The university should make it
easier for students to register for
classes.
I couldn’t agree with you more!
How does the man feel about the
woman’s idea?
He completely disagrees with it.
He doesn’t believe the university will accept it.
He thinks it’s a good one.
He wants more information about it.
Man
Woman
Narrator
I can’t understand why Arthur dropped
his chemistry class. He was doing so
well in it.
Well, me neither, but he must have a
good reason.
What does the woman mean?
(A) She thinks Arthur wasn’t doing well in the
class.
(B) She’s not sure why Arthur dropped the class
either.
(C) She believes Arthur dropped the class for no
reason.
(D) She decided to drop the class too.
Man
Woman
Narrator
I can’t understand why Arthur dropped
his chemistry class. He was doing so
well in it.
Well, me neither, but he must have a
good reason.
What does the woman mean?
(A) She thinks Arthur wasn’t doing well in the
class.
(B) She’s not sure why Arthur dropped the
class either.
(C) She believes Arthur dropped the class for no
reason.
(D) She decided to drop the class too.
Woman : I thought Cheryl’s photographs were the
best at the exhibit.
Man
: I didn’t really see it that way
Narrator : What does the man mean?
A. He thought Cheryl’s photos were the best.
B. He didn’t look at Cheryl’s photos.
C. He thought other photos were better than
Cheryl’s.
D. She didn’t go to the exhibit.
CONTRARY MEANINGS
SKILL 14: LISTEN FOR WISHES
On the recording, you hear:
(woman) It’s too bad that you have to stay here and
work during the school break.
(man)
I really wish I could go with you and the
others to Palm Springs.
(narrator) What does the man mean?
In your test book, you read:
(A) Maybe he will go with the others on the trip.
(B) He is unable to go on the trip.
(C) He’s happy to be going on the trip.
(D) He’s going on the trip, but not with the
others.
LISTEN FOR WISHES
KEY INFORMATION ABOUT WISHES
POINT
An affirmative wish
implies a negative
reality.
A negative wish implies
an affirmative reality.
EXAMPLE
MEANING
I wish I had time to
help.
= no time no help
I wish I did not have
time to help.
= time to help
A past tense verb
I wish he were at
implies a present reality. home*
A past perfect tense verb
I wish he had been at
implies a past reality.
home
= is not at home
= was not at home
(woman) : Did you enjoy the evening at the
nightclub?
(man) : I wish there had been a little more
room on the dance floor.
(narrator): What does the man mean?
A. There was too much room on the dance
floor.
B. He enjoyed the room where they went
dancing.
C. The dance floor was too crowded.
D. The club needed more rooms for dancing.
(woman) : Did you enjoy the evening at the
nightclub?
(man) : I wish there had been a little more
room on the dance floor.
(narrator): What does the man mean?
A. There was too much room on the dance
floor.
B. He enjoyed the room where they went
dancing.
C. The dance floor was too crowded.
D. The club needed more rooms for dancing.
SKILL 15: LISTEN FOR UNTRUE
CONDITIONS
Example
On the recording, you hear:
(man)
Do you think that you’ll be able to go to the
party?
(woman) If I had time, I would go.
(narrator) What does the woman say about the party?
In your test book, you read:
 Maybe she’ll go.
 She has time, so she’ll go.
 She is going even if she doesn’t have time.
 It’s impossible to go.
LISTEN FOR UNTRUE CONDITIONS
KEY INFORMATION ABOUT UNTRUE CONDITIONS
Point
Example
Meaning
An affirmative wish implies
a negative reality.
A negative wish implies an
affirmative reality.
If she were at home,
she could do it.*
If she weren’t at home,
= not at home
= at home
she could do it.
A past tense verb implies a If I had money, I
present reality.
would buy it.
A past perfect tense verb
implies a past reality.
If I had had money, I
would have bought
it.
Had can be used without
if.
Had I had money, I
would have bought
it.**
= do not have
money
= did not have
money
= did not have
money.
(woman) : Did you sleep well last night?
(man)
: If the alarm were not so loud, I
would never have woken up.
(narrator) : What does the man mean?
A.
B.
C.
D.
He did not sleep well.
He never woke up this morning.
The alarm failed to go off.
He needed a loud alarm to wake up.
(woman) : Did you sleep well last night?
(man)
: If the alarm were not so loud, I
would never have woken up.
(narrator) : What does the man mean?
A.
B.
C.
D.
He did not sleep well.
He never woke up this morning.
The alarm failed to go off.
He needed a loud alarm to wake up.
(man)
: Do you take the bus to work
everyday?
(woman) : If I didn’t take the bus, I don’t
know how I would get there.
(narrator) : What does the woman mean?
A.
B.
C.
D.
She never took the bus to work.
She regularly takes the bus.
She doesn’t know how to get to work.
She gets lost on the bus.
(man)
: Do you take the bus to work
every day?
(woman) : If I didn’t take the bus, I don’t
know how I would get there.
(narrator) : What does the woman mean?
A.
B.
C.
D.
She never took the bus to work.
She regularly takes the bus.
She doesn’t know how to get to work.
She gets lost on the bus.
IDIOMATIC LANGUAGE
TWO-AND THREE-PART VERBS
(man)
Did you have your history exam
today?
(woman) No, the professor put it off for
another week.
What does the woman say about the exam?
 She would like to put it out of her mind.
 The professor canceled it.
 It was moved to another location.
 It was delayed.
TWO-AND THREE-PART VERBS
drop off - decline gradually
The hill dropped off near the river.
drop out - cease to participate
After two laps, the runner dropped out.
TWO-AND THREE-PART VERBS
Separable
The particles can be separated from the
verb so that a noun and pronoun can be
inserted
add up (meaning: to add)
Correct: She added up the total on her
calculator.
Correct: She added it up on her calculator.
TWO-AND THREE-PART VERBS
Inseparable
The particles can't be separated from the verb.
get around (meaning: to evade)
Correct: She always gets around the rules.
Incorrect: She always gets the rules around (This
construction makes no sense in English.)
TWO-AND THREE-PART VERBS
We have enough money to get by for a few
months; we won’t have a lot of extras, but
we will survive.
A.
B.
C.
D.
decrease it
manage
advance
throw away
TWO-AND THREE-PART VERBS
She was sick for several weeks, but now she has
started to get over it.
A. recover from
B. get revenge against
C. stop it
D. imply
TWO-AND THREE-PART VERBS
He read the untrue stories about himself in
the newspaper, but he tried not to react. He
just tried to brush it off.
A. investigate
B. not let it have an effect
C. take care of
D. come and get
TWO-AND THREE-PART VERBS
The brother always used to pick on his
younger sister. His favorite tricks were to pull
her hair, tease her, or scare her.
A. take care of
B. choose
C. come and get
D. bother
(man)
: The new neighbors have just
moved in.
(woman) : Maybe we should call on them.
(narrator) : According to the woman, what
should they do?
A.
B.
C.
D.
Phone their neighbors
Call to their neighbors over the fence
Help the neighbors move in
Visit their neighbors.
(man)
: The new neighbors have just
moved in.
(woman) : Maybe we should call on them.
(narrator) : According to the woman, what
should they do?
A.
B.
C.
D.
Phone their neighbors
Call to their neighbors over the fence
Help the neighbors move in
Visit their neighbors.
IDIOMS
(woman)
: Do you want to work on the
biology experiment together?
(man)
: Two heads are better than one.
(narrator) : What does the man mean?
A. The woman’s work is all in her head.
B. The woman has to do two experiments
rather than one.
C. It’s a good idea to work together.
D. The biology experiment concerns twoheaded animals.
IDIOMS
(woman)
: Do you want to work on the
biology experiment together?
(man)
: Two heads are better than one.
(narrator) : What does the man mean?
A. The woman’s work is all in her head.
B. The woman has to do two experiments
rather than one.
C. It’s a good idea to work together.
D. The biology experiment concerns twoheaded animals.
LONG CONVERSATIONS
STRATEGIES FOR THE LONG CONVERSATIONS
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If you have time, preview the answers to the
questions.
Listen carefully to the first line of the conversation.
As you listen to the conversation, draw conclusions
about the situation of the conversation: who is
talking, where the conversation takes place, or when
it takes place.
As you listen to the conversation, follow along with
the answers in your test book and try to determine the
correct answers.
You should guess even if you are not sure.
Use any remaining time to look ahead at the answers
to the questions that follow.
BEFORE LISTENING
SKILL 18: ANTICIPATE THE TOPICS
- Look briefly at the answers in the test
book, before you actually hear the
conversations on the recording.
- Try to determine the topics of the
conversations that you will hear.
BEFORE LISTENING
SKILL 19: ANTICIPATE THE QUESTIONS
Example
In your test book, you read:
(A) In the airport
(B) In the library
(C) In the dormitory
(D) In the travel agent’s office
You try to anticipate the question:
Where does the conversation probably take place?
WHILE LISTENING
SKILL 20: DETERMINE THE TOPIC
Example:
On the recording, you hear:
(narrator) Listen to the conversation between two students.
(man)
You can’t believe what I just got!
(woman)
I bet you got that new car you’ve always
wanted.
(man)
Now, how in the world did you figure that out?
You think:
The topic of conversation is the new car that the man just got.
WHILE LISTENING
SKILL 21: DRAW CONCLUSIONS ABOUT WHO,
WHAT, WHEN, WHERE
Who is talking?
When does the conversation probably take
place?
Where does the conversation probably take
place?
What is the source of information for the
conversation?
SKILL 21: DRAW CONCLUSIONS ABOUT WHO,
WHAT, WHEN, WHERE
Example
On the recording, you hear:
(man)
Why do you have so many books?
(woman)
I need them for my paper on George
Washington. Do you know how I can check
them out?
(man)
Yes, you should go downstairs to the
circulation desk and fill out a card for each
book.
You think:
 Who is probably talking?
(two students)
 Where are they?
(in the library)
 What course are they discussing?
(American History)
WHILE LISTENING
SKILL 22: LISTEN FOR ANSWERS IN ORDER
You can just listen to the conversation (and
ignore the answers)
You can follow along with the answers
while you listen.
LONG TALKS
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
STRATEGIES FOR THE LONG TALKS
If you have time, preview the answers to
the questions.
Listen carefully to the first line of the
talk.
As you listen to the talk, draw
conclusions about the situation of the
talk: who is talking, where or when the
talk takes place, which course this
lecture might be given in.
You should guess even if you are not
sure.
Use any remaining time to look ahead at
the answers to the questions that follow.
BEFORE LISTENING
SKILL 23: ANTICIPATE THE TOPICS
(A) During a biology laboratory session
(B) In a biology study group
(C) On the first day of class
(D) Just before the final exam
(A) Once a week
(B) Two times a week
(C) Three times a week
(D) For fifteen hours
(A) To do the first laboratory assignment
(B) To take the first exam
(C) To study the laboratory manual
(D) To read one chapter of the text
(A) Room assignments
(B) Exam topics
(C) Reading assignments
(D) The first lecture
(A) Exams and lab work
(B) Reading and writing
assignments
(C) Class participation and
grades on examinations
(D) Lecture and laboratory
attendance
BEFORE LISTENING
SKILL 24: ANTICIPATE THE QUESTIONS
Example
In your test book, you read:
 For three weeks
 For three days
 For three months
 For three hours
You try to anticipate the question:
How long does (something) last?
BEFORE LISTENING
SKILL 24: ANTICIPATE THE QUESTIONS
Question: ___________
(A) What caused the Ring of Fire
(B) The volcanoes of the Ring of Fire
(C) Hawaiian volcanoes
(D) Different types of volcanoes
WHILE LISTENING
SKILL 25: DETERMINE THE TOPIC
Example:
On the recording, you hear:
(man)
The major earthquake that occurred
east of Los Angeles in 1971 is still
affecting the economy of the area
today.
You think:
The topic of the talk is the effect of the 1971
earthquake on Los Angeles today.
WHILE LISTENING
SKILL 26: DRAW CONCLUSIONS ABOUT WHO,
WHAT, WHEN, WHERE
Who is talking?
When does the talk probably take place?
Where does the talk probably take place?
What course is the talk concerned with?
What is the source of information for the talk?
(narrator) Listen to the beginning of Talk 1, and
try to imagine the situation.
(woman) Welcome to Biology 101. I’m
Professor Martin, and this is your
laboratory assistant, Peter Smith. This
course meets twice a week for lecture and
once a week for laboratory assignment.
1.
2.
3.
4.
WHO IS PROBABLY TALKING?
WHERE DOES THE TALK PROBABLY TAKE PLACE?
WHEN DOES THE TALK PROBABLY TAKE PLACE?
WHAT COURSE IS BEING DISCUSSED?
WHILE LISTENING
SKILL 27: LISTEN FOR ANSWERS IN ORDER
There are two possible methods to use while
you listen to the talks.
You can just listen to the talk (and ignore the
answers).
You can follow along with the answers while you
listen.
References
Phillips, Deborah. 2001. Longman Complete
Course for the TOEFL Test. New York:
Addison-Wesley Longman, Inc.
and
Any sources from the internet and books
.