TOEFL Lecture.

Comprehensive Presentation on
( Test of English as a Foreign Language)
Prepared by Bappy Talukder

The Types of TOEFL Test
The TOEFL test is the most widely respected English-language test in the world and has been
used since 1964, recognized by more than 9,000 colleges, universities and agencies in more than
130 countries, including Australia, Canada, the U.K. and the United States. [According to
Educational Testing Service (ETS)]
There are tree types of TOEFL tests:
1. CBT ( Computer Based Test)
2. PBT ( Paper Based Test)
3. iBT ( Internet Based Test)
 CBT has already been discontinued.
 PBT still exists in some remote areas, but it will be discontinued in each country as soon
as the iBT is introduced.
 iBT will be the only TOEFL test used in all countries in the future.

TOEFL iBT
INTRODUCTION:
 TOEFL stands for (Test of English as a Foreign Language).
 iBT stands for (Internet Based Test).
 iBT was introduced for the first time on September, 24, 2005 in the United States.
 The test takes about four hours including the time required for giving directions
and the break between the listening and the speaking sections.
 Most of the questions on the iBT are multiple choice, but for some questions you
will have to follow the given directions on the screen.

TOEFL iBT Intro
COST: 165 US$
VALIDITY: 2 YEARS
SCORE OBTAINED: APPROXIMATELY 10 DAYS AFTER THE TEST
TOTAL TEST DURATION: ALMOST 4 HOURS
TOTAL SCORE: 120

TOEFL iBT Intro
TESTING POINTS:
 READING
 LISTENING
 SPEAKING
 WRITING
SCORE:
 READING: 0-30
 LISTENING: 0-30
 SPEAKING: 0-30
 WRITING: 0-30
TOTAL SCORE: 0-120

Timetable for the TOEFL iBT
Test
Section
Passages/Sections Questions Time
Reading 3-5 Passages
(App. 500-700 Words each)
(Typically, 3 Passages)
12-14 questions per passage 60-100
minutes
Listening 2-3 Sections
(Typically, 3 Sections, where 1
section is experimental)
Total: 34-51 Questions
Per Section: 17 Questions
• 1 Conversations: 5 Questions
• 1 Lecture: 6 Questions
• 1 Discussion Lecture: 6 Questions
60-90
minutes
(App.)
Break 10 Minutes
Speaking 6 Tasks • 2 independent questions
• 4 integrated questions
20 minutes
(App)
Writing 2 Tasks • 1 integrated task 20 minutes
• 1 independent task 30 minutes

Reading Section
The reading section tests your ability to understand reading passages
like those in College textbooks . There are three passages on the short
format and five passages on the long format. After each passage you
will answer 12-14 questions about it.
Number of Passages: 3-5
Time: 60 – 100 Min.
Total Number of Questions: 36 – 70 Nos.

Reading Section (Continue…)
QUESTION STYLE QUESTION TYPE NUMBER OF QUESTIONS
(PER PASSAGE)
MULTIPLE CHOICE
QUESTIONS
1.Factual Information Question 3-6
2. Negative Factual Information Question 0-2
3. Inference Questions 0-2
4. Rhetorical Purpose Questions 0-2
5. Vocabulary Questions 3-5
6. Reference Questions 0-2
7. Sentence Simplification Questions 0-1
OTHERS 8. Insert Text Questions 0-1
9. Prose Summary/
10. Fill in the Blank
1

STRATEGIES FOR CRACKING READING
 Read the title & first sentences of each paragraph
meticulously within 1 minutes to get an overall idea.
 In TOEFL, questions in reading will come orderly.
 Evaluate one question at a time.
 Try to save time when you will answer vocabulary
questions. (Give not more than 20-25 sec per
vocabulary question).
 Be cautious to provide you at least 4-5 minutes for last
two questions (Insert text question + Prose Summary)
since you have to devote time to correctly answer these
questions.

1. FACTUAL INFORMATION QUESTIONS
STRATEGY
1) Read the question.
2) Identify the key words.
3) Search of the key words or synonyms of them.
4) When you find the key word, remind yourself of the question and read carefully to find
the answer for yourself.
•60% of the answers will be found in the sentence with your key words.
•30% will require you to read 1 sentence more.
•10% will require you to read 2 sentences more to find the answer.
5) Check the answer choices and choose the one that matches your anticipated answer best.

1. FACTUAL INFORMATION QUESTIONS

2. NEGATIVE FACTUAL INFORMATION QUESTIONS
STRATEGY (SAME AS FACTUAL INFORMATION QUESTIONS)

2. NEGATIVE FACTUAL INFORMATION QUESTIONS

3. INFERENCE QUESTIONS
STRATEGY (SAME AS FACTUAL INFORMATION QUESTIONS)

3. INFERENCE QUESTIONS

4. RHETORICAL PURPOSE QUESTIONS
STRATEGY
 Read the question to understand what you’re being asked.
 Identify the key words.
 Read the appropriate paragraph and find those key words or synonyms of them.
 Read the sentence and understand that the purpose of the statement in the question was
to explain the content of that sentence.
 Look for any adverbs that will help you to identify the relationship between your key
words and the content before it.
 Now, choose an answer choice that reflects the information in the sentence before .

4. RHETORICAL PURPOSE QUESTIONS

5. VOCABULARY QUESTIONS (EASIEST QUESTIONS)
STRATEGY
 If you know the word:
I. Choose the answer or answers that match the meaning best.
II. Read the sentence with the highlighted vocabulary to double check the meaning.
 If you don’t know the word:
I. Read the sentence with the word and guess what its meaning could be.
II. Choose an answer that fits this meaning. (If more than one works, guess fast).
 You should not spend a lot of time on this question no matter what. If you don’t
find out the correct answer, just guess and move on to spend more time on a
different question.

5. VOCABULARY QUESTIONS (EASIEST QUESTIONS)

6. REFERENCE QUESTIONS (PRONOUN QUESTIONS)
STRATEGY
I. Determine whether the pronoun is singular or plural.
II. Identify all of the nouns in the sentence before the pronoun that match in number
(singular or plural).
III. Choose the one that fits the meaning of the sentence best.
IV. Find the noun among answer choice and choose it.

6. REFERENCE QUESTIONS (PRONOUN QUESTIONS)

7. SENTENCE SIMPLIFICATION (PARAPHRASE QUESTIONS)
STRATEGY
I. Read the main independent clause and nothing else. Understand the subject, verb,
and object. Break the sentence down piece by piece.
II. Read through the answer choices and eliminate any answer that does not state this
information exactly.
III. Read the next clause in the highlighted sentence carefully.
IV. Read through the answer choices and eliminate any answer that does not state this
information exactly.
V. Continue this process until only one answer is left.

7. SENTENCE SIMPLIFICATION (PARAPHRASE QUESTIONS)

8. INSERT TEXT
STRATEGY
I. Read the sentence carefully to identify what it’s saying and the key words within it.
II. Read the paragraph and find the sentence that contains key words from the plug-on.
III. Use pronoun in your plug-in sentence to determine where your sentence belong.
IV. If that’s not enough, identify words such as however, consequently, therefore, etc.
to determine whether your sentence continues the idea or begins the idea.
V. Finally, read through the paragraph with your answer in place and double check that
it makes sense.

8. INSERT TEXT

9. PROSE SUMMARY

10. FILL IN A TABLE (RARE, BUT EASY)
STRATEGY
I. Read an answer choice and identify the key words.
II. Find the key words or synonyms of them in the reading.
III. Read the sentence with your key word and determine what topic it belongs to.
IV. Match the answer choice to the appropriate topic.

10. FILL IN A TABLE (RARE, BUT EASY)

Listening Section
The listening section tests your ability to understand spoken
English that is typical of interactions and academic speech on
college campuses. During the test, you will listen to
conversations and lectures and answer questions about them.
Number of Sections: 2-3 (2 sections will be counted towards score)
Time: 60 – 90 Min. (App.)
Total Number of Questions: 34-51 Nos.

Listening Section (Continue…)
Per Section:
 1 Conversation: 5 Questions
 1 Lecture: 6 Questions
 1 Discussion Lecture: 6 Questions

There are two formats for the listening section:
1. Short format: containing two conversations and four lectures. (2 Sections)
2. Long format: containing three conversations and six lectures. [3 Sections (You can expect)]
 There will be 5-6 questions after each listening passage to be answered.
 Only two conversations and four lectures will be graded the rest of them are part of an
experimental section for future tests. Although only two conversations and four lectures will
be graded, you must try your best on all of them as you will not know which ones will be
graded.
 You can hear each conversation or lecture only one time. You must be trained how to take
notes as it will help you answer the questions easily.
OVERVIEW OF THE LISTENING SECTION

OVERVIEW OF THE LISTENING SECTION
 When you select the best option for a multiple choice question, click on
Next and then OK to go to the next question.
In the listening section, you cannot return to previous question, so make
sure that you have selected the correct option before going to next question.
 Remember to keep glancing on the clock shown on the screen while
answering the questions so that you can mange your time.
 The clock does not count the time you listen to conversations or lectures.
 You will be given 10 minutes to answer all the 17 questions in a section.
 During the conversation and lecture, time will be stopped automatically.

QUESTIONS TYPE
 Main Idea Questions
 Detail Questions
 Inference (Sometimes Listen Again) Questions
 Attitude and Opinion Questions
 Purpose (Sometimes Listen Again) Questions
ANSWERS TYPE
 Multiple Choice Questions (Among 4 Options)
 Complete a Table

MULTIPLE CHOICE: MAIN IDEA
Question: What is the main topic of discussion?
(A) Chronological history of Victorian chemistry
(B) The varied attempts at element classification
(C) Mendeleev's life and ultimate achievements
(D) Publication of chemistry works in the 1800's

MULTIPLE CHOICE: DETAIL
Question: Which of the following most accurately defines a
carnivorous plant?
(A) It has the capacity to attract, catch, kill, and ingest its prey.
(B) It confines its prey for long periods of time in order to thrive.
(C) It absorbs the nutrients of insects and other plants.
(D) It requires nutrient rich soil, sunlight, and an aquatic
environment.

MULTIPLE CHOICE: PURPOSE
Question: Why does the student go to see the professor?
(A) To obtain a list of the main concepts covered in
the lectures
(B) To ask if a concept will appear on a test
(C) To review a concept's main principles
(D) To distinguish between two different concepts

MULTIPLE CHOICE: ORGANIZATION (RARE
Question: How is the lecture organized?
(A) The professor writes a definition on the board and then breaks
it down in four parts.
(B) The professor presents the information after the students have
talked in depth about it.
(C) The professor provides a brief overview and then discusses
two species in detail.
(D) The professor follows the order of the unit in the students'
textbook.

MULTIPLE CHOICE: INFERENCE
Question: What does the professor imply about geysers?
(A) They are an untapped source of geo-thermal energy.
(B) Large ones tend to erupt less predictably than small
ones.
(C) They deserve more attention than they receive.
(D) They are similar to volcanoes in some ways.

MULTIPLE ANSWER: SELECT MORE THAN ONE
Question: What is true about Idealism? Choose 2 answers.
[A] It is a way of understanding physics.
[B] It was based on scientific thought.
[C] It claims we cannot know objects.
[D] It was developed in 1700.

COMPLETE A TABLE

MULTIPLE CHOICE: ATTITUDE & OPINION
Replayed part of the passage:
Narrator: Listen again to part of the conversation. Then answer the
question.
Student B: Well, I can tell you what she went over.
Student A: Oh, OK. Did you take down any notes?
What does the student mean when he says this:
Student A: Oh, OK. Did you take down any notes?

MULTIPLE CHOICE: ATTITUDE & OPINION
Question: What does the student mean when he says this:
[heard again]: Student A: Oh, OK. Did you take down any notes?
[A] He would like to compare notes.
[B] He would like to borrow his friend's notes.
[C] He wants to make sure that his friend's notes are correct.
[D] He always copies his friend's notes

LETS SEE WHAT YOU WILL SEE DURING LISTENING

STRATEGY:

Speaking Section
Number of Questions: 6 No.
 Independent: Questions 1 & 2
 Integrated: Questions 3-6
Total Time: 20 Min. (App.)
The speaking section tests your ability to communicate
in English in an academic setting. During the test, you
will be presented with six speaking questions. The
questions ask for a response to a single question, a
conversation, a talk, or a lecture.

CATEGORY QUESTION TYPE PREPARATION TIME
(SECOND)
RESPONSE
TIME (SECOND)
INDEPENDENT
1.Personal Opinion Question 15 45
2. Preference Question 15 45
INTEGRATED 3. Campus Situation (R+L+S) 30 60
4. Academic (R+L+S) 30 60
5. Campus Situation (L+S) 20 60
6. Academic (L+S) 20 60
Speaking Section (Continue…)
QUESTION PATTERN
 READING TIME: 45 SEC. / 50 SEC.
 LISTENING TIME: App. 100-120 Sec.
 SCALE SCORE: 4

QUESTION: 1
INDEPENDENT
•PREP: 15 SEC, RESPONSE: 45 SEC
 Who is your best friend? Describe this person
and say why s/he is your best friend.
EXAMPLE

QUESTION 1: STRATEGY
•TEMPLATE
“IN MY VIEW, X is my best friend FOR TWO IMPORTANT REASONS.
…….
FIRST, he is intelligent (R1)…..FOR EXAMPLE……
SECOND, he is trustworthy…… FOR INSTANCE…..
FOR THESE REASONS, x is my best friend”
ANSWER
REASON 1 EXAMPLE 1
REASON 2 EXAMPLE 2

LETS SEE WHAT YOU WILL SEE IN YOUR FINAL TEST

QUESTION 2: Preference
INDEPENDENT
 Some people prefer traditional classroom, others
prefer online classroom. Which do you prefer? Give
specific reasons to support your answer.
EXAMPLE

QUESTION 2: STRATEGY (Like Q. 1)
•TEMPLATE
“ALTHOUGH SOME PEOPLE PREFER online class, because it might
save their time (tenuous support for opposite site), IN MY VIEW,
traditional classroom IS MORE IMPORTANT FOR TWO GOOD
REASONS.
FIRST, you can learn more. FOR EXAMPLE, ….
SECOND, it’s fun. FOR INSTANCE,….
THAT’S WHY, …..
YOUR PREFERENCE
REASON 1 EXAMPLE 1
REASON2 EXAMPLE 2

QUESTION 3: Campus Situation
INTEGRATED
TEXT: MAINLY ABOUT A CHANGE/PLAN OF A
UNIVERSITY WITH TWO REASONS.
TIME: 45 Sec/50 Sec
CONVERSATION: BETWEEN 2 STUDENTS, ONE OF
THEM WILL SUPPORT/REFUTE THE PLAN WITH MAINLY
SAYING AGAINST/SUPPORTING TWO REASONS.

QUESTION: 3
YOU WILL BE ASKED…
THE MAN/WOMAN EXPRESSES HIS/HER OPINION
ABOUT THE PLAN OF THE UNIVERSITY. BRIEFLY STATE
THE PLAN AND OPINION OF THE PERSON AND
REASONS FOR HOLDING HIS/HER OPINION.

QUESTION: 3 STRATEGY
TEXT CONVERSATION
CHANGE/PLAN REFUTE/SUPPORT
R1 R1
R2 R2
•TEMPLATE
The Reading Passage claims/states that…..
The wo/man’s opinion is that…/On the other hand, the wo/man thinks that…
S/He Provides two reasons of support.
First,….
Second,…
That’s why, the wo/man thinks it’s a ridiculous/great idea.

QUESTION 4: ACADEMIC
INTEGRATED
TEXT: MAINLY ABOUT A TOPIC OF A SUBJECT WITH
IT’S DEFINITION.
TIME: 45 Sec/50 Sec
•LECTURE: PROFESSOR WILL GIVE EXAMPLES OF THE
TOPIC BY AN EXPERIMENT/INCIDENT.

QUESTION: 4
• USING THE EXAMPLE IN THE LECTURE,
EXPLAIN THE TOPIC.

QUESTION: 4 STRATEGY
TOPIC FROM READING
DEFINITION BEST ONE SENTENCE THAT
DEFINES THE TOPIC EXACTLY
EXAMPLE FROM THE LECTURE
•TEMPLATE
 The article is about TITLE which the passage defines as
DEFINITION…..
 The professor provides an example of … to illustrate TOPIC…
 According to the professor / S/he states that
 And so, this example clearly illustrates the TOPIC.

QUESTION 5: CAMPUS PROBLEM
INTEGRATED (L+S)
•CONVERSATION : ONE OF THE 2 STUDENTS WILL
HAVE A PROBLEM, TWO SOLUTIONS WILL BE
PROVIDED WITH PROS AND CONS OF BOTH
•TIME: App. 100-120 min.

QUESTION: 5
BRIEFLY STATE THE PROBLEM. WHAT ARE THE
SOLUTIONS? WHICH SOLUTION DO YOU PREFER AND
WHY?

•TEMPLATE
 The man’s problem is that…
 The students/speakers discuss 2 solutions.
 First,
 Second,
 If I were the man, I would choose the second
solutions. The 1st isn’t good because, even though
+1, +2, +3, as the wo/man said, -1, -2, -3. 2nd
solution is good because, even though –D, -E, -F, as
the wo/man said, +A, +B, +C.
 That’s why, I would prefer 2nd solution instead of
solution 1.
PROBLEM
SOLUTION 1 SOLUTION 2
+1 -1 +A -D
+2 -2 +B -E
+3 -3 +C -F

QUESTION 6: ACADEMIC
INTEGRATED (L+S)
•LECTURE: Mainly About a Subject Matter/Topic with
Two Different Views/Types and Examples.
•Time: App. 90-120 min.

QUESTION: 6
• DESCRIBE BOTH VIEWS/TYPES OF THE SUBJECT
MATTER WITH GIVEN EXAMPLES?

TOPIC
SUBTOPIC 1 EXAMPLE (E1)
SUBTOPIC 2 EXAMPLE (E2)
•TEMPLATE
 In this lecture, the professor talks about TOPIC…
 S/he describes two ways that SUBTOPICS…
 The First way is … SUBTOPIC 1..
 The Professor gives an example of E1 to illustrate the SUBTOPIC 1.
 The second kind is SUBTOPIC 2..
 The professor provides an example of E2 to illustrate SUBTOPIC 2..
 That’s how the professor describes TOPIC.

PREPARATION STRATEGIES
• Choose a Skype friend and practice over internet.

• Do soliloquy in front of mirror.

• Record your voice, listen to it and find out what
mistake/s you did (Best way).

• Record your voice over and over again until you
become perfect.

STRATEGIES DURING TEST

Writing Section
The writing section tests your ability to write essays in
English similar to those that you would write in college
courses. During the test, you will write one essay about
an academic topic and one essay about a familiar topic .
TASK PATTERN/STYLE TIME SCALE SCORE
1. INTEGRATED Reading + Listening
+ Writing
Reading: 3 min. + Listening:
90-120 sec + Writing: 20 min
5
2. INDEPENDENT Personal
Choice/Preference
30 min 5

Writing Section (Continue..)
1ST QUESTION: STRATEGY
 You will read an academic passage and then you will listen to a lecture on
the same topic.
 You should take notes while reading the passage and listening to the
lecture because it will help you anticipate what the professor going to say.
However, notes are not graded.
 You will have 3 minutes to read the passage.
 The passage will disappear while you listen to the lecture, but will
return to the screen for reference when you begin to write the essay.
 You will have 20 minutes to plan, write, and revise the integrated essay.
 Minimum 150-225 words, but try to write 250-300 words.

TOPIC
Reading Opinion
(RO)
Professor Opinion
(PO)
Reason 1 (R1) Explanation 1 (E1)
•READING: Take small notes only, will appear again.
•LECTURE: Take detail notes.

1ST QUESTION: STRATEGY
WRITE:
•DIRECTION: MINIMUM 150-225 WORDS
•TRY TO WRITE: AROUND 300 WORDS
•WRITE 4 PARAGRAGH ESSAY
→INTRO: 1 PARA
→BODY: 3 PARA
•CONCLUSION IS NOT MANDATORY.

MODEL FOR TASK 1
The article states that…(RO)… and provides three reasons of support.
However, the professor explains that…(PO)…and refutes each of the
author’s reasons.
First, the reading claims that…(R1) The professor refutes this point by
saying that….(E1)…He states that…(E1)…
Second, the article posits that…(R2)… However, the professor says
that…(E2)… According to the professor…(E2)
Third, the reading passage avers that…(R3)… The professor opposes
this by explaining that…(E3)… We also learnt that…(E3)…
In a nutshell/To sum up/In brief/In summary, …./On the whole/To
summarize/By & large…..

EXAMPLE FOR TASK 1 (BY ME)
The article states that due to the augmentation of human populations and
corresponding agriculture as well as pesticide, the number of birds in the United States
will decline and provides three reasons of support. However, the professor explains that
anticipation made by the reading passage perhaps true for some birds, but not for all birds
and refutes each of the author's reason.
First, the reading claims that as a result of increasing human populations and
settlements, birds continue to disappear. The professor refutes this point by saying that
although urbanization reduce some bird's number, it provides larger habitats for other
birds. She states that the number of certain birds, like, pigeon are increasing due to
urbanization and continue to increase in the future.

Second, the article posits that destruction of bird habitats will be also due to the increasing
agricultural activities which need to keep pace with flourishing populations. However, the
professor says that certainly agricultural activities will be expanded in the future, but with
these expansions, there will be more new crops. As a results, there will be more new food and
this new food will help birds as well.
Third, the reading avers that the use of chemical pesticides also will be increasing as a
results of human settlements expansion and agricultural activities. This pesticides commingle
to food chain and birds eat these foods and their reproducing rate will be declined or they will
be dead. The professor opposes this point by explaining that the projection about future is
incorrect. According to the professor, people in the United States use less toxic pesticides
nowadays and also produce pest resistant crops, which need less pesticides. These pest
resistant crops don't harm birds.
In a nutshell, according to the professor, the reading passage is dubious and non-plausible
and she refutes each of the point by pointing that due to these activities, birds populations will
not be declined.

2nd QUESTION: STRATEGY
•Model Question:
Do you agree or disagree with the following statement?
“Children should be required to help with household tasks as soon as they
are able.”
Use specific reasons and examples to support your answer.
• Direction: Minimum 300 words
Try to write: around 450-500 words
• 4/5 paragraph essay
Introduction: 1 paragraph
Body: 2-3 para
Conclusion: 1 paragraph

MODEL FOR TASK 2
Write 1/2 sentence/s about the important noun of the context. Then
state your opinion. In my view,…. is better for two/several reasons. Even
though some people might find opposite, because it (tenuous reason for that),
in my view, …. is more important for two/several good reasons.
First, “state your reason 1 clearly”. Provide 2-3 general sentence to
support your reason. For example, “provide a elaborate example to support
your reason. You can hypothesize any story or whatever. But, it will be good
if the example is true, so that you won’t need to think.
Second, similar way..
To sum up….

EXAMPLE FOR TASK 2 (BY ME)
Travelling is one of the enjoyable things and most of the men and women like to travel
to be refreshed and relaxed. Travelling with a tour guide or not, is a contentious issue.
Personally, I accede with the statement that the best way to travel in a group when the
group led by a tour guide. Even though, some people might find traveling without a tour
guide , because it gives them more flexibility to enjoy, in my view, travelling in a group
led by a tour guide far better for several important reasons.
THE BEST WAY TO TRAVEL IS IN A GROUP LED BY A TOUR GUIDE

First, tour will be convenient and less difficult. When a group of people is travelling, led by
tour guide, the tour will be less difficult. Most of the time, we cannot anticipate the condition
of the travelling site. The tour guide is an expert about the site and how to surf all the area. For
example, when I was in my university, in the final year, we arranged a study tour around the
Bangladesh. First, we started the tour by launching our journey to Sundarban, one of the
astonishing and eye-catching world mangrove forests. Before the tour, there was a contention
whether we will have a tour guide or not. But, when we reached Sundarban, we were bound to
be led by a tour guide and some of my colleagues got disappointed with that. But within short
time, they discovered the fallacy of their disappointment. By the help of tour guide, we hiked
all around the forest with less tension. Moreover, the tour guide was friendly and helped us
safe travel.
EXAMPLE FOR TASK 2

Second, travelling in a group is much more haphazard than travelling alone because there
are variations of thought. Some people want to do one thing, whereas other people want others.
As a result, sometimes there are some unfortunate accidents, when group of people travel
without tour guide. In that case, I would like to address some evidence to substantiate my
reasoning. Few months ago, in my home country, Bangladesh, some boys travelled to Saint-
Martin. They were reluctant to be led by a tour guide. Perhaps they thought that a tour guide do
nothing but kills the pleasure. But, problem arose when they started to swim in the sea. They
did not know the safe place and worse place for swimming in this tourist site. Two of the boys
in the group, started to swim randomly without knowing the safe place for swimming. As a
result, they suffered a death , and we lost two valuable lives. This was not inevitable, rather
than if they were led by a tour guide, perhaps this might not happen.
EXAMPLE FOR TASK 2

Last but not least, travelling with a tour guide does not necessarily kill the merriment
pleasure and enjoyment. The main duty of a tourist guide is to provide a safe way to enjoy, not
to kill the entertainment. According to some people, these restrictions by a tour guide make
their travel limited and get less entertainment. These people want to get more pleasure at
expense of safety. What about they suffer death, like the guys mentioned in the second
paragraph? Is it wise to enjoy more at expense of safety? Personally I think, it is not a wise
decision, rather than it proofs devoid of intelligence.
In a nutshell, we need and do travelling for the life, for relaxation and refreshment. If we led
our life in a pernicious stage only for enjoying, then the purpose of travelling will be
questionable. So, we cannot risk our lives only for mere entertainment, and for the
aforementioned reasoning, travelling in a group led by a tour guide is the best way to enjoy
within the safe limit.
EXAMPLE FOR TASK 2

IMPORTANT TOEFL SKILLS
LANGUAGE
ACADEMIC
PRIMARY SECONDARY
 READING
 WRITING
 LISTENING
 SPEAKING
 GRAMMAR
 VOCABULARY
 PRONUNCIATION
 SPELLING
 CAPITALIZATION
 PUNCTUATION
 SKIMMING
 SCANNING
 SYNTHESIZING
 SUMMARIZING
 NOTE TAKING
 PARAPHRASING
 KEYBOARDING

That’s All.
Go Ahead & Practice more.

Sometimes you maybe frustrated during your preparation.
BUT

TOEFL Lecture.

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