TOEFL Reading module 1.pptx TEST OF ENGLISH
- 1. Test of English As Foreign Language MODULE -1 Reading
- 2. Four Skills Required For TOEFL
- 3. PASSAGE GENRE Exposition: Material that provides information about or an explanation of a topic Argumentation Material that presents a point of view about a topic and provides supporting evidence in favor of a position Narrative: An account of a person’s life or a historical event TOEFL Reading Question Format Vocabulary Detail Purpose Negative Factual Info rmation Essential Information Reference Inference Insert a Sentence • Complete the Sum mary • Complete the Table Length= 700 Words 6-7 Paragraph
- 4. TOEFL Reading Passages Time Management Section Time Limit Questions No of passages Length of the passage Maximum score Reading 54 - 72 minutes 30 - 40 question 3-4 700 words 30 4 3 Passages 18 minutes per passage 4 3 10 questions Per passage TOEFL FORMAT Long format Short format Skimming &Scanning =5-6 Min Question tackling time =1 min on an average
- 5. 1. Improve Your Reading Speed 2. Work on Your Comprehension Speed 3. Learn Specific Vocabulary 4. Keep Moving 5. Use the Line Numbering TOEFL Reading tips!!!!!!
- 17. Most questions are worth 1 point each, however, Summary questions are worth 2 points and Table questions are worth 3-4 points. Weightage per question
- 18. Type 1: Factual Information Questions 1. Identify factual information that is explicitly stated in the passage. 2. Focus on facts, details, definitions, or other information presented by the author. 3. Identify specific information that is typically mentioned only in part of the passage. 4. Do not ask about general themes that the passage as a whole discusses. According to the paragraph, which of the following is true of X? The author’s description of X mentions which of the following? According to the paragraph, X occurred because . . . According to the paragraph, X did Y because . . . According to the paragraph, why did X do Y? The author’s description of X mentions which of the following? What they ask ? How to Recognize ?
- 19. Practice-1 Factual Information Type Question Sculptures must, for example, be stable, which requires an understanding of the properties of mass, weight distribution, and stress. Paintings must have rigid stretchers so that the canvas will be taut, and the paint must not deteriorate, crack, or discolor. These are problems that must be overcome by the artist because they tend to intrude upon his or her conception of the work. For example, in the early Italian Renaissance, bronze statues of horses with a raised foreleg usually had a cannonball under that hoof. This was done because the cannonball was needed to support the weight of the leg. In other words, the demands of the laws of physics, not the sculptor’s aesthetic intentions, placed the ball there. That this device was a necessary structural compromise is clear from the fact that the cannonball quickly disappeared when sculptors learned how to strengthen the internal structure of a statue with iron braces According to paragraph 2, sculptors in the Italian Renaissance stopped using cannon- balls in bronze statues of horses because a) they began using a material that made the statues weigh less. b) they found a way to strengthen the statues internally. c) the aesthetic tastes of the public had changed over time. d) the cannonballs added too much weight to the statues
- 20. Practice-1 Factual Information Type Question Sculptures must, for example, be stable, which requires an understanding of the properties of mass, weight distribution, and stress. Paintings must have rigid stretchers so that the canvas will be taut, and the paint must not deteriorate, crack, or discolor. These are problems that must be overcome by the artist because they tend to intrude upon his or her conception of the work. For example, in the early Italian Renaissance, bronze statues of horses with a raised foreleg usually had a cannonball under that hoof. This was done because the cannonball was needed to support the weight of the leg. In other words, the demands of the laws of physics, not the sculptor’s aesthetic intentions, placed the ball there. That this device was a necessary structural compromise is clear from the fact that the cannonball quickly disappeared when sculptors learned how to strengthen the internal structure of a statue with iron braces According to paragraph 2, sculptors in the Italian Renaissance stopped using cannon- balls in bronze statues of horses because a) they began using a material that made the statues weigh less. b) they found a way to strengthen the statues internally. c) the aesthetic tastes of the public had changed over time. d) the cannonballs added too much weight to the statues
- 21. Practice-2 Factual Information Type Question The end of the Indian trade began with the Indian Removal Act of 1830 forcing tribes such as the Cherokee and the Choctaw to leave their homelands. When Native Americans resisted relocation conflicts occurred, such as the Second Seminole War which caused the deaths of 3000 Native Americans. They were forced to relocate` to and adjust to reservation life. Between industrialization, the reduced population of Native Americans, and the segregation of them into the reservations contributed to the end of Indian trade. Native Americans became dependent on the US government and unable to form economic systems of their own. Today there are several programs, such as the Harvard Project on American Indian Economic Development, that are helping reservations become independent and financially stable communities. Between industrialization, the reduced population of Native Americans, and the segregation of them into the reservations contributed to the end of Indian trade." is most similar to 1. Indian trade came to an end because of segregation, industrialization, and declining populations. 2. The United States industrialized their production, segregated from the Native Americans, and entered conflicts that decreased the Native American population. 3. Native Americans did not wish to follow industrialization and segregated into the reservation. 4. Native Americans wished to follow industrialization and segregated into the reservation.
- 22. Practice-2 Factual Information Type Question The end of the Indian trade began with the Indian Removal Act of 1830 forcing tribes such as the Cherokee and the Choctaw to leave their homelands. When Native Americans resisted relocation conflicts occurred, such as the Second Seminole War which caused the deaths of 3000 Native Americans. They were forced to relocate` to and adjust to reservation life. Between industrialization, the reduced population of Native Americans, and the segregation of them into the reservations contributed to the end of Indian trade. Native Americans became dependent on the US government and unable to form economic systems of their own. Today there are several programs, such as the Harvard Project on American Indian Economic Development, that are helping reservations become independent and financially stable communities. Between industrialization, the reduced population of Native Americans, and the segregation of them into the reservations contributed to the end of Indian trade." is most similar to 1. Indian trade came to an end because of segregation, industrialization, and declining populations. 2. The United States industrialized their production, segregated from the Native Americans, and entered conflicts that decreased the Native American population. 3. Native Americans did not wish to follow industrialization and segregated into the reservation. 4. Native Americans wished to follow industrialization and segregated into the reservation.
- 23. Practice-3 Factual Information Type Question According to paragraph 4, what has recent research on obsidian tools found at Olmecsites shown? A.Obsidian's value was understood only when Teotihuacán became an important city. B.The residents of Teotihuacán were sophisticated toolmakers. C.The residents of Teotihuacán traded obsidian with the Olmecs as early as 400 B.C. D.Some of the obsidian used by the Olmecs came from the area around Teotihuacán. It seems likely that Teotihuacán's natural resources—along with the city elite's ability to recognize their potential — gave the city a competitive edge over its neighbors. The valley, like many other places in Mexican and Guatemalan highlands, was rich in obsidian. The hard volcanic stone was a resource that had been in great demand for many years, at least since the rise of the Olmecs (a people who flourished between 1200 and 400 B.C.), and it apparently had a secure market. Moreover, recent research on obsidian tools found at Olmec sites has shown that some of the obsidian obtained by the Olmecs originated near Teotihuacán. Teotihuacán obsidian must have been recognized as a valuable commodity for
- 24. Practice-3 Factual Information Type Question According to paragraph 4, what has recent research on obsidian tools found at Olmecsites shown? A.Obsidian's value was understood only when Teotihuacán became an important city. B.The residents of Teotihuacán were sophisticated toolmakers. C.The residents of Teotihuacán traded obsidian with the Olmecs as early as 400 B.C. D.Some of the obsidian used by the Olmecs came from the area around Teotihuacán. It seems likely that Teotihuacán's natural resources—along with the city elite's ability to recognize their potential — gave the city a competitive edge over its neighbors. The valley, like many other places in Mexican and Guatemalan highlands, was rich in obsidian. The hard volcanic stone was a resource that had been in great demand for many years, at least since the rise of the Olmecs (a people who flourished between 1200 and 400 B.C.), and it apparently had a secure market. Moreover, recent research on obsidian tools found at Olmec sites has shown that some of the obsidian obtained by the Olmecs originated near Teotihuacán. Teotihuacán obsidian must have been recognized as a valuable commodity for
- 25. TIME FOR VOCABULARY DOSE OF THE DAY!
- 27. POS : A Definition based on random choice or personal whim, rather than any reason or system. (of power or a ruling body) unrestrained and autocratic in the use of authority. Usage "an arbitrary decision“ "a country under arbitrary government" Synonyms Capricious ,whimsical ,random ,chance ,erratic ,unpredictable Antonyms mild, modest, lenient, considerate, obliging, limited, equitable, constitutional.
- 29. POS : A Definition understanding of a situation or event only after it has happened or developed Usage "with hindsight, I should never have gone“ Synonyms reminiscence. afterthought. flash. mind. recall. Antonyms foresight. foreknowledge. foresightedness. forethought.
- 31. POS : N Definition addition; appendix to book; something that is added (as at the end of a speech or book Usage there's an addendum from the author to explain certain stylistic choices that she made Synonyms Codicil ,postscript ,afterword ,tailpiece ,rider ,coda Antonyms Foreword,introduction,prefaces,prologues
- 33. POS : N Definition :the action or condition of being bereaved. Usage:"there is no right way to experience bereavement" Synonyms: deprive,dispossess,rob,divest,strip,orphaned,widowed Antonyms : gift, blessing, donation, benefaction, compensation, reparation, restoration, reinstatement, substitution, restitution, consolation.
- 34. INCISIVE