Oxford preparation course for the TOEFL iBT Exam: A Skills Based Communicative Approach Student Book

727 Pages·114.506 MB·English

by  Bates Susan.

OXFORD PREPARATION COURSE FOR THE
TOEFL iBT™EXAM
A SKILLS-BASED CoMMUNICATIVE APPROACH
Susan Bates
OXFORD
UNIVERSITY PRESS
OXFORD
UNlVERSITY PRESS
Oxford University Press IS a department of the University of Oxford
It furthers the University's objective of excellence m research, scholarship,
and education by publishing worldwide. Oxford is a registered trade mark of
Oxford University Press in the UK and in certllin other countries.
Published m Canada by
Oxford Universtty Press
8 Sampson Mews, Suite 204,
Don Mills, Ontario M3C OH5 Canada
Copyright Q Oxford University Pn:ss Canada 2011
The moral rights of the author have been asserted
Database rjght Oxford University Press (maker)
First Edition published in 20 II
All rights reserved. No part of this publication may be reproduced,
stored in a retrieval system, or transmitted, in any form or by any means, without the
prior permission in writing of Oxford University Press, or as expressly permitted
by law, by licence, or under terms agreed with the appropriate reprographics
rights organization. Enquiries concerning reproduction outside the scope of the
above should be sent to the Permissions Department at the address above or through the following uri:
www.oupcanada.com/permissionlpermission _request.php
Every effort has been made to determine and contact copyright holders. In the case of any omissions, the publisher will
be pleased to make suitable acknowledgement in future editions.
Library and Archjves Canada Cataloguing In Publication
Bates, Susan, 1955-
0xford preparation course for the iBT
examination I Susan Bates.
ISBN 978-0-19-543117-9
I. Test of English as a Foreign Language-Study
guides. 2. English language-Textbooks for second
language learners. 3. English language-Examinations
Study guides. I. Title.
PEI128.S957 2011 428.0076 C2010-906554-9
Cover images, top row, left to right:: t'>iStockphoto.com/Jan-Otto; -OiStockphoto.comiTommL,
OiStockphoto.corn!HenrikSOOO; OiStockphoto.com/francisblack; e iStockphoto.comlblackred
Cover images, middle row, left ro right; ~iStockphoto.com/AndreasReh; ~iStockphoto.comlhidcsy;
tanukiphoto/istock; OiStockphoto.com/Bemard Breton
Cover images. bottom row, left to right: <OiStockphoto.comlpavlen; t'>iStockphoto.com/Alyssum; CiStockphoto.comNakobchuk
Oxford University Press is committed to our environment. This book is printed on
Forest Stewardship Council® certified paper, harvested from a responsible source.
-
"
"vJ ,_MIX_
FSC FSC" C011825
Printed and bound in Canada.
I 2 3 4 - 14 13 12 II
Acknowledgements
First, I would like to thank my students for guiding me in the writing of a TOEFL book and program that truly
suits their needs.
Second, I am grateful to Lucia Engkent for introducing me to the editorial staff at Oxford University Press.
Lucia has provided me with ideas, advice, and encouragement throughout my writing process.
Third, I would like to thank the wonderfully supportive team at Oxford, including President David Stover,
Associate Director Julie Wade, Acquisitions Editor Jason Tomassini, and Developmental Editor Cindy Angelini.
Their kind assistance has been invaluable and very much appreciated. Jason in particular did a superb job in
overseeing the entire process. He and Cindy were also instrumental in arranging for the field-testing and review
of the book both nationally and internationally. Field testers, including Mathew Rolfe, Dale Banks, Casey
Telenko, and Heather Phillips, helped to fine-tune the material and suggest innovative activities. Reviewers
Christien Lee, Karen Stanley, Sandy Ho, Sharon Perrin, Ben Adams, Sandee Thompson, John Grimmett,
Jo Kwai, Sarah Gallant, Seonok Kim, and Tommy Kochel offered helpful advice and commentary. Thank you
also to Crissy LaCroix, Dorothy Turnbull, and Nadine Coderre.
Fourth, I would like to thank friends and colleagues at Vancouver Community College, Douglas College, and
International House who took time out of their busy schedules to assist me with the book. Joyce Cosgrove and
Eugene Sayson helped me get started by brainstorming topics in the initial planning stages. Joyce also assisted
in the filming of university interviews for Chapters I and 2. Janice Penner provided a comprehensive review
of the original proposal and offered many solid ideas. Celeste Roberts provided copyediting assistance on this
same proposal.
As I completed the manuscript, Barbara Wood and Eve Mendes provided input on topics. Patrick Hamill and
Ken McMorris field-tested materials in their classes, and Patrick worked with me to record listening transcripts
for field-testing chapters. Gordana Sokic assisted with extensive academic research, and Heather Fouquette
provided the Gender Challenge idea for Chapter 5. Fraser Thorburn arranged for field-testing in the College
Preparatory English Department at VCC. He also was extremely helpful in identifying how to guarantee the
proper level correspondence with the TOEFL exam. Jeff Romonko arranged for the recording of listening
transcripts for field-testing, and Anne Meeson and I an MacNair did an awesome job on the voice work. Irene
Romaniw provided feedback on simplifying instructions.
I would also like to thank Alison Norman at VCC for allowing me to return to work on a half-time basis as I
completed the final stages of the book.
Finally, my heartfelt gratitude goes to my family for the generous support and encouragement they provided
throughout the duration of this project.
v
..
•
L
I
f'
<
'•
duction
The Oxford Preparation Course for the TOEFL iBT Exam contains thematic content that will appeal
to students with a wide range of interests. The text teaches the key skills for exam success through a
communicative approach that reflects current methodologies designed to maximize language acquisition.
Dynamic, meaningful topics reflect disciplines that students will encounter in post-secondary academic
studies and offer both students and instructors an opportunity to engage in meaningful research and thought
provoking discussions.
Multimedia support brings the program to life: authentic, high-interest DVD content and interactive
Power Point presentations keep students focused and interested in the learning process. The companion
website provides students with valuable practice opportunities, and six audio COs complete the program
with content that reflects the actual TOEFL exam.
This program has many advantages:
• All 570 word families from the Academic Word List are studied in context.
• Exam tips assist in ensuring students attain the highest possible TOEFL score.
• Step-by-step instructions and summary charts clearly outline the best approach to each type of question.
• Exam-specific skills- including note-taking, speed reading, paraphrasing, and summarizing-are
reinforced throughout the text.
• Students are given ample opportunities to sharpen their skills by completing practice exercises and three
practice tests.
• Includes contextualized skills instruction that is essential for success at colleges and universities.
Book Organization ,.,
Interactive Overview Chapter
Oxford Preparation Course for the TOEFL iBT Exam opens with an Overview Chapter that summarizes the
Internet-based Test (iBT) and each of its four skill sections. Activities are designed so that students interact
in pairs, groups, or with the class, allowing them to fully integrate the material and make gains in language
acquisition as they learn about the iBT.
\
Introduction
Multi-purpose Diagnostic Chapter
The learning theme in the Diagnostic Chapter includes relevant topics for the beginning
of an exam-preparation course. There is a reading on The Brain, Memory, and Learning, a
conversation on time management, a lecture on Teaching Academic Vocabulary, and related
study skills videos. This content ensures that students begin their program of study with
information that is essential to their success.
The Diagnostic Chapter can easily be used with different levels of students. High-level
students with a fairly good knowledge of the TOEFL exam can take the complete diagnostic
test online and then review the chapter in class or for homework. Mid- to high-level students
with no knowledge of the exam can take the reading, listening, speaking, and writing
diagnostic tests separately, then review each test in class by referring to the book. Lower-level
students can receive even more support by beginning with the book to build their confidence
and enhance their motivation. After completing the preliminary activities in class, these
students can take each skill section of the test online and do the follow-up activities in class.
Without in-class preparation, it is likely that doing the diagnostic test solely online will not
provide a true level diagnosis for these low-level students. Their scores will be skewed due to
test anxiety and unfamiliarity with the TOEFL iBT fonnat. The diagnostic test can be found
at www.eltexamprep.com.
Contextualized Skills Instruction
Chapters I to 6 include the essential skills instruction of the program. Core skills are taught
in a logical progression. Skills requiring similar response strategies or instruction are grouped
together, facilitating connections for students and reducing study time. In addition, all skills
instruction is consolidated and revi~wed in summary charts so that students have easy access
to key information.
The underlying curriculum connects skills to content encompassing the four basic TOEFL
subjects of Life Science, Physical Science, Social Science, and Arts. Through a multi
disciplinary approach to topic selection, students gain access to the full range of academic
content featured on the TOEFL iBT exam.
Complete Tests
The book ends with two complete tests. Chapter 7 includes a comprehensive review of all
skills in order to build meta-cognitive awareness, and advises students to take the test in
sections online. In Chapter 8, students take the complete test online to simulate an actual
TOEFL iBT exam. Afterwards, students re-examine each passage and task in class as a final
review. One more complete test can be found online for additional practice. All three online
tests, as well as the online diagnostic material, have a Ieamer management system where
instructors can.assign tests, track progress, and and see individual student or class results.
Answer Key
The answer key is an invaluable independent-study aid for students and a useful resource for
instructors. It incorporates clear and detailed explanations of why specific answer choices are
conect as well as wby the others are incorrect.
Academic Word List Index
Academic Word List (AWL) vocabulary for each reading is listed. Bolding, both in the
chapter and the index, indicates that the AWL word is a focus word in that reading.
viii
Introduction
How to Use This Book 1• - ' 11
Starting your class with the Overview Chapter is a
_
good way to focus the students on the tasks ahead. I OeKI'ibe • _ail V ov Wou1d UU to lAwn
The Diagnostic Chapter test can then be used to .P_,f.......... ,._.... .,,.,. .l_l,ll.Rf,.~........ ... ,.c.,. .i.G..,t...,. a.._,-...,~. .. ,.......... ...n.,.._.,...~.............. ,._,_ 4
gauge students' areas of strength and weakness. ........... u ...... Grc. .... ~~-.................. .....
Refer to the Curriculum at a Glance (page x), and
'"
select the skills and activities you wish to focus on ------------------.-.-..-..- -------.. --
during your course. Working within one chapter at uI.M .l..•. ,~,·"·, .l.,...... -,'~l~jl,lfl.".,'.f_frl..l.l.l ll,_,_~. ,~'~.••.....,
f~"tyJJnIt•lill-lofiMIII: ..,.. ".".".".'".
a time, pick and choose the activities that will work I
best in your classroom.
Within the text, each activity is clearly marked
·-
with a heading'like this. Students will benefit ...
o..,....,.........,..... ........
from practice in each of the four skills every day. .r..~..• • ...u.... ... ..~,. . .....,... . -f~tt.M _ ..~,....._la~tf\,..cll-lt.oM
Keep this in mind as you plan the day's structure ·- uc_~._-."__,"." _.".. .~,__.·_ ..,.._.,_..,.... ... - _,~.O.. f.,l.....- -.".'.f. '._.C.I..:_" 't,.•.., l.,.l.,~
agriveae ostnu da ernetgsu tlhaer obapspiosr. tOunniet yk etoy ebxepnleofriet oeaf cthhi ss kteilxl t is ·~-.-;;;-.'.~. ..--....... --.....--........~.......,........ -..-........-... ........... ._..... -..c. .....-....-._...~.. ..........,..:. =..~... ...-.., ..- ~ .. ­..
,·.-_
that most activities integrate multiple skills, allowing ..o....;..;... ................~ ........ ._... . ._.. . .,. . -... ........... -.... -
for practice that not only leads students toward _...,.,_~... ,_._...,
~
their goal of an impressive TOEFL score but builds
practical communication skills that will be essential
in their post-secondary studies and beyond.
Determine how much class time you can spend on each chapter. Select the sections that
are most relevant to your students' needs. Chapter work can be extended with task-based
activities or reduced with assigned homework.
il Acadom•c Oisct~sslon
t Do )OUi.ootll _, od:ter ftJIIIIIIM •h't ••nr.•JC ,...,.~u. ..d ~ kctllllllilJ't iJ Homework
Task-based 1.J .oD.io.i.),.'...W. .C.-Ma"a:R :.. :..~..t.r~ .W..M,.I.\I.I ,_Id.o~l.•.\.l~lf~C ....e ..*.'.O) .'O.iia'.lt.d*".. tL .W.b-w.~IIu.IN.A:OmldWloO..C,..f•,)la'.O~tUi JT ...~ R~espon. .d.i.n.g. ,t..o ... P....r ~o.s e .. .S umm.a.r.y. .(b. JestJOfls Assignment
Activity .oT_.__...t.."a,,_•t.•b._m•n.•e,.lds'.n .A.-'"c~Gt'lMnl .:1.k.,y.,_.. ... ..l._.,.n.,. t...e,..r ,.n~*e_.l,•l.l,-~. _c..,h ..l ._ .!._c l.d....",. "._.~._.,, u.;_...,..,_, _s_..-.I.-I-l,An., ..•..t..O.. ,,_ . ~ tr_lc-IdMr.Nt~..._Rr,.-_o, •,Jl..-k•I.Ia.- ,.lfl1r.f.'b.t.,. w_. ...,....l.._l.._l- .l. 'l.,..l, ."T...-..t~' _. ._...-._...._... ~y. _,.....,.. . ...p..... .~...\, c. •,&. ..'_.o ...!...I.,W..... ._...., t.l.l,.r,...M.,...I I_.I . .,.
-~-~~~~ -~~--Wc.-O..N,.......,IM ...... odlb~.,...._ ,...., .....
'*'*IG'Hf' aoe\llowlbltllllwal.-ot..,.. ro.~.-~ur-icbCHIIMbclbentwnl*llllf~t~~<.
ptttp~ llr.dl&lw ...... li\M"~Iaf!!IOOIIIHII'f~plli hCOiroldl'\~
Ubrary Renerch balc,it u,b.,c.u.n,YiiG'I(I\hCl!!fOllt'lCllIl'fIp4h~\...-..', tI'O\QV!fml'lQ!~lnltl•lddllalR~ ~~~~*tu"afll*yi•'ll"b"l'l ft'IdMllIIi•l.Olnwalmliplti)G' .a fl
Pre~llltanJng: Activating Bac~ground Knowledge cg,ci§IIQ, cw lftMIM 111111 "WWI1 a more ...,..,.. p!*l.
I Do)OIIJ610lktibrvy•~m7W'h)'et~)'.un H-ow to Antwtf PrOH Summary 0Uo$liotls
l wt.l~~o(.....O.QIIVOU ... e~......----•1...,.~"'
.....,"--l' -"'--'.."- '~.....,.~AI~..,....- ~-"*
c: I.Jstaroing: Pn!dlcllng .... -- ,.C..l.c..ll ...... v ..._. ___.._._,.,..,................. .. ,.,.~a..-.,..-..-...- ....4.
~-=:,.........., .., ..u. ...... ,....-,_..,..,.._.. .... ,..,.... ~ ~
I I U.st,ono~ng ond No*1o-1a~klng ...,......,,...,,.-._-..-f"i!M'\•-d_•.Qo.W,t.MW.C.Wf.l.-l,..d~.~ . . l·oo~.~. nn. .t-.o.--:.=. -.-.~.~.. ... ...... ~... ............ 1
WwI~lnnilwlila!~DlC•lIn~IcOrl.c)~ot'a.. Ce lbaom ef~-tbfmt) y'tn )!cu'lMlOl .mli!rlia'lMW lpteIoW"'! !l:l.e ••t U•flol"dr. fa! Wp.im,.n.m Jat.l'.ir·'I\,.IO. .UU,!l.d ) ."thc *akh:i u ~tubl.'. 8,lf.lW.f.e-te -t h1•0•. 'C*,Cu"i'tn 1i\1«.tW< I IOIJ ,.,. .l~0..r·'.i- ~"Q'-Ci~M)1Q1I1oI'1nM1l!oo1rDo•',fPl.ItC.MR.II..I;.D;.,;~,.I.W..o_.fW,-l.-ti.U.I'•M•l.~,nY~.t~i~'O.i•tt•D•Ot~o JI
---~--~tcrlllll
4l9 Test Questions ~~Cf~Qout Doa.,!~h'liii'"'*'II)OII'IIIt'"""
..R...a.-i...if.-.!-.I. M._..J..e,.r~.~.,. . ..... D .N.I.I-...1 ....~ .~ ~.-.-_t-.i,r_..o..w,._• 4. .,... l ".." ¥1'*N t.r.o..w... .¥..0_.W._~ ........... ,....... ...... Cid. ....
.,fk ..... ..., ... ,..,...
~ .... --
......t :qu.il.l.'.!...-,.-.I1. C1' *dl., ~ ~~-- 'llffl..__ - •• -
•&•t f-o'.v.-WaIuI-,I.~-~. on-tkn'ft.ltl.'or.c•. ..a ciltl .YY.~C.NN.c.d..e.nn..'.~.t.cN.h\.«.C< t.Ou~a-i.b.d.l. ---. ---------------0.-.0-_-. .-..-.. --------------
•f'lllrlllp« DiRcdMt.::AaiiiWI.t.~tll"J)CIIICIKtforallndt....,.filflllr~t•fi"'a'l.l,i.c_ll
l~tl -.CO.oN,•.dD_;o I-oN lI NeItIiMie~ M~CJo\o!bI tt.tnd ' 'W"h*: lWiiblu~nud•oni sd~or~~c~1~a1''l'!* 1C~ndo.-. "!l"d'cmif!o C-!'o. m.p'i1 t'w11 1.'1 h,la~iM.W,. .... .t.t.k...u..u SlollcllltNfH~dJltHlf • tQ.I..I., .b..e..l ..l._'.l .l.l. ltflllldtlt t IW'I'I!MI)'
1 ~W.&'1'bI ylC 4'llotrr::loti aleba:tw ~"iI'h*. !.-o.' DM 1Pil;i.",l !'lii)e~ " * o( •bCIj) "AMR"llialhl5cp10ynt"...fn".t."Hun i MlidOllbJ)'bI aIMYIIDmotl alfbJ&nl (idm~tr~ ~, ,.,.._ t~hfel!,.r.y.u.~pl,'MattJIIftIq...ll.,n•.,ll _Mltlbitw•.t• f•ttinti.i•l:ctM •oI•lJ,~I.•.·t.lUkdl.hfof or"! w~tOwI. ·1.1I14 llr:frml.r•' V~III ...
··(\lawai~
ix
Introduction
Full-time Classes
Set up a teaching timetable like the following. Arrange the schedule according to your
teaching style and student needs. Every day, choose one speaking, one reading, one listening,
and one writing activity from a given chapter. This will provide your students with a
thematically integrated and balanced program including all four skills every day.
--
Monday Tuesday Wednesday Thursday Friday
9:00-10:00 Speaking Speaking Speaking Speaking Speaking
10:00-11:00 Reading/ Reading/ Reading/ Speaking Test Grammar
Vocabulary Vocabulary Vocabulary (Computer
Lab)
12:00-1:00 Writing Writing Writing Reading Reading Test
PowerPoint/ (Computer
Vocabulary Lab)
, :00-2:00 Listening Listening Skills Writing Test Listening Listening Test
(Audio Lab) (Computer (Computer a b) (Audio Lab) (Audio Lab)
Lab)
Part-time Classes
Students can preview upcoming topics for homework, then apply their knowledge during in
class discussions and activities.
Additionally, a streamlined version of the schedule above can be created. Students can
complete one activity from each of the four skills io class, then complete the remaining
activities at home.
Low-level and Multi-level Classes
These materials have been developed with low-level students and multi-level classes in mind.
The ample scaffolding in all skills sections brings TOEFL-level material to those who would
not nonnally be able to access it. The structured program, high-interest content, and relevant
activities maintain student interest at all levels.
Program Components 1;
Website
The text's companion website, at www.eltexamprep.com is a hub of resources related to
the Oxford Preparation Course for rhe TOEFL iBT Exam. Instructors and students can find
an extensive inventory of classroom-based and independent study suggestions, as well as
PowerPoint presentations, complete listening transcripts, and Academic Word List study
cards for the entire AWL. The website also features the Diagnostic Chapter, the full test
content from Chapters 7 and 8, and an additional test for students to complete as part of their
preparation. This test content is hosted on the Oxford English Testing website and includes
a Learner Management System that allows instructors to assign tests, track progress, and see
individual student or class results.
Audio COs
The audio component features six discs full of listening exercises that mimic the TOEFL
listening section. Conversations and lectures have been carefully designed to match the
language level of the actual exam, and Academic Word List items have been incorporated
throughout.
X
Introduction
DVD
The DVD includes lively videos that are tied to many of the text's reading selections. These
videos provide students with background knowledge to allow them to connect to the readings
more fully.
PowerPoint presentations also appear on the DVD. These presentations are based on
reading selections and can be used to review reading topics and reinforce recently presented
vocabulary.
Icons in the Text
•• ...
1 1
Partner Activity CD Activity on audio CD
•••
r•,
Group Activity DVD Activity on DVD
Activity online C-SJ
PowerPoint activity on DVD (or www.eltexamprep.com)
at www.eltexamprep.com
xi
CURRICULUM AT A GLANCE
Reading Focus Listening Focus
Overview Reading Overview Listening Overview
Speed-reading Tips
Diagnostic: Learning Preview of Reading Preview of Listening
Question Types Question Types
Chapter 1: Family Vocabulary Questions Signal Words and
Prediction
Chapter 2: Food Reference Questions Note-taking
Insert Text Questions
- -
Chapter 3: Environment Paraphrase Questions Gist Content and Gist
Purpose
Chapter 4: Intelligence Factual Information Detail
Questions
Inference
Inference Questions
Chapter 5: Gender Negative Factual Information Organization
Questions
Connecting Content
Schematic Framework
Questions
-
Chapter 6: Values Purpose Questions Attitude
Prose Summary Questions Function
Chapter 7: Communication Review of All Reading Review of All Listening
Skills Skills
--
Chapter 8: Happiness Review of All Reading Review of All Listening
Skills Skills
xii