ESLPod.com's Guide to the TOEFL Test

Audio Index: Slow dialog: 0:50 Explanations: 2:27 Fast dialog: 13:44 Questions: 14:51 Simon: Hey, Paula, how’s it going? Paula: I’m doing all right, not too shabby. Where are you headed to? Simon: I need to go to the student health center. I’ve felt lousy for the past week, and I figured it was time to see a doctor. Besides, I haven’t had a checkup in ages. Good thing I have that mandatory health insurance. Paula: Do you know the way from here? Simon: To be honest, I’m a bit lost. I was told that the center was located across from the student union and next to the administration offices, but I can’t seem to find it. Paula: Do you have a class schedule with you? Simon: Sure, I think I stuck one in my backpack this morning. Paula: There’s a map on the back page. Let’s take a look. Let’s see, we’re here and the health center is here. Just walk past that brown building over there and you should run right into it. Simon: Thanks. Oh, no! I forgot my student ID! Paula: I’ve got an extra few minutes. Perhaps I can walk you back to your dorm to get it. Simon: Gee, thanks. I appreciate it.

Audio Index: Slow dialog: 1:00 Explanations: 4:33 Fast dialog: 21:59 Comprehension: 24:01 We’ll continue our examination, then, of the, uh, branches of the science of biology. Biologists can specialize in and study many different things. But perhaps we should back up a bit and talk more generally about the study of nature in a larger context. The field of botany study plants—what kinds of plants, what their relationship is, and so forth. The field of zoology studies animals, and the discipline of anthropology is concerned with, well, us, human beings. But when we talk about biology, we usually think about the different levels of organization. We begin at the very lowest, or molecular level, which includes biochemistry and molecular genetics. We then proceed to the cellular level, but not one related to your phone! No, the cellular level refers to the cell as a component of an organism. A developmental biologist studies how that organism grows and changes over time. As we get higher up in complexity and scale, we begin to examine genetics and heredity, how the parent and the child or offspring are related and why. We can even study this notion of genetics in an entire population, what is known as population genetics. So, as you can see, biologists study many different aspects of organisms, and attempt to understand how they are related. There are no hard and fast rules about biological development, but our study is guided by certain, shall we say, underlying principles. This includes, for example, the principle of universality, the idea that all living things share certain properties. All of us, regardless of species, are carbon-based life forms. That’s one universal, true of all living things that we know of. Another is that organisms pass on some of their characteristics via some genetic material, and that there is a common mechanism for this. Another universal principle is that all organisms are comprised of cells…

Audio Index: Slow dialog: 1:30 Explanations: 4:11 Fast dialog: 13:28 Comprehension: 15:15 Ah, good morning ladies and gentlemen. My name is Dr. Robert Lambert, and I am your guest speaker today. As I am sure that Dr. McQuillan told you, I am a visiting scholar from another university. Today we are going to talk about history, or more exactly, historiography. Historians used many different types of evidence in their work. These include a variety of sources, including written or printed information, interviews for contemporary historians, inscriptions, artwork, and findings from archaeology. Some of the most important names in the development of how historians go about doing their work were Leopold Ranke and AJP Taylor. These historians changed the way we look at history, and how we go about writing it. Of course, historians have been debating the best way to write history since the ancient Greeks. The first great Greek historian, Herodotus, who we sometimes call the Father of history, had his own rather peculiar approaches to history and its writing. Other ancient historians, including Thucydides and Tacitus, also wrote about historiography, although the methods they used would certainly not pass muster today. It is important to distinguish between the historian and the chronicler. A chronicler typically records advances as they happen, and often are simple listings of all of names, dates, and events. A history, on the other hand, is a systematic attempt to understand underlying causes and reasons for historical development. I'll answer questions in a few minutes, but first let's look at the roots of historiography in the Greco-Roman context… Note: TOEFL® is a registered trademark of the Educational Testing Service, which does not endorse and was not involved in the production of this podcast.

Script by Dr. Lucy Tse Audio Index: Slow dialog: 1:10 Explanations: 3:39 Fast dialog: 13:30 Comprehension: 15:11 Good morning. I am Officer Brandon and I'm the head of Public Safety on this campus. I'm here today to talk about how to protect yourself while you are on this campus. Students new to the campus believe that once they are within the campus grounds, they can let their guard down. That's not the case and I'm here to give you some tips to avoid problems. One of the most serious problems on any university campus is attacks on students. These can be robberies or even sexual assaults and rape. To avoid situations that make you vulnerable to attacks, do not walk alone on campus. Have an escort and walk in well-lighted areas on pedestrian paths. Keep your eye out for strangers or suspicious people. The Public Safety office offers self-defense classes and I encourage you all to sign up. The most frequent problem we have on campus is theft and burglary. Students often leave their backpacks that contain valuables, purses, or wallets unattended when they step away from a classroom, in the library or at the student union. Students also leave their dorm rooms unlocked if they leave for short periods of time. Always keep your valuables with you and always lock your doors. Don't give a thief a chance to act. Well, my aim today was to alert you to some potential problems that students may have on campus. If you have any questions or need help, please visit the Public Safety office. We are there to help you. Note: TOEFL® is a registered trademark of the Educational Testing Service, which does not endorse and was not involved in the production of this podcast.

Script by Dr. Lucy Tse Audio Index: Slow dialog: 1:01 Explanations: 3:35 Fast dialog: 14:22 Comprehension: 16:16 Student: Hi, I'm Mark Mendoza. I have an appointment with an advisor at 10. Advisor: That will be with me. I'm Ambika Singh. Have a seat. Student: Thanks. I wanted to talk with an advisor about my major. Advisor: Okay. I don't have your file or your degree plan in front of me. What year are you and what's your major? Student: I'm a freshman and I don't have a major yet. I'm officially undeclared. That's what I wanted to get your help on. I'm trying to decide on a major. Advisor: Okay, what are you considering? Student: I've been thinking about majoring in business or economics. I want to be able to get a job after I graduate, but I'm also really interested in studying psychology. Advisor: Well, a lot of students major in one discipline and minor in another. They don't necessarily need to be closely related. For instance, you could major in business and minor in psychology. Another option is for you to double major in both business or economics, and psychology. Student: I'm worried about satisfying the degree requirements for both programs, though. I want to graduate in four years and with a good GPA. How many units can I take each semester? Advisor: For undergraduates, the maximum load is 18, but I usually advise students against taking more than 16, especially in courses with heavy reading loads. Student: Looking at the degree requirements, then, it would probably take me five years to graduate with a double major. I don't think I want to do that. Advisor: Well, then choosing one major and one minor may be your best bet. Student: Yes, I can see that now. Thanks for your help. Advisor: You're welcome. You can make another appointment if you have any other questions. Student: Thanks a lot. I will. Note: TOEFL® is a registered trademark of the Educational Testing Service, which does not endorse and was not involved in the production of this podcast.

Script by Dr. Lucy Tse Audio Index: Slow dialog: 0:49 Explanations: 3:04 Fast dialog: 12:34 Questions: 14:07 Student: Hi, you're James, right, the T.A. for this class? T.A.: Yes, that's right. Student: I got my paper back and I have some questions. T.A.: I wrote on each paper whether the student should revise the paper they turned in or start over and rewrite the whole thing. Student: On my paper, you had written that I should revise, but I'm not sure how to proceed. T.A.: Let me have a look. Well, your paper needs better organization. The introduction is fine, but the body is confusing and your main arguments are unclear. I think that this sentence here is your main thesis, is that right? Student: Yes, that's right. T.A.: Well, that's unclear. You have too many sub-topics and you jump back and forth between each one. It's better to pick one major thesis and develop that fully, rather than to try to cover too many points in one paper. Student: Well, I was trying to be thorough. T.A.: I can see that, but your arguments need more development, and you can't do that unless you pick just one major thesis. What I suggest is that you do that and cite more examples and evidence for support, and include more citations. Student: Oh, I see. Okay, I'll work on all of those issues. T.A.: The paper also needs better transitions between sections. Right now, the paper lacks cohesion. Student: Okay, thanks a lot for your time. Your feedback is really helpful. I'll get started on those revisions right away. Note: TOEFL® is a registered trademark of the Educational Testing Service, which does not endorse and was not involved in the production of this podcast.

Script by Dr. Lucy Tse Audio Index: Slow dialog: 0:47 Explanations: 3:03 Fast dialog: 13:34 Questions: 15:11 Woman: Hi, what are you doing? Man: I'm preparing for the exam this week. M: What did you get on the last test? W: I really blew it. I got a 78. The professor graded on a curve and I got a “C-“. I just don't do well on multiple choice tests. Last semester when I took the prerequisite, the professor had open-book tests. They were still hard but I did a lot better on those. W: Well, a 78 isn't so bad. M: Yes, it is. And, it's worth a large part of our grade. W: Really? How much? M: According to syllabus, it's worth 40% of our final grade. How did you do? W: I got lucky. I got a 91. I'm okay taking multiple choice, true-false, and short answer exams. It's the essay tests that trip me up. It's so hard for me to organize my ideas when the test is timed and there's a proctor standing over me. I just stare at the blank blue book pages and panic. M: You got a 91! You must be pulling a solid “B” in this class. W: I would be if I had done better on the last two quizzes. I think I have a “C” average right now. M: It sounds like we're both trying to raise our final grades in this class. Do you want to study together for the next exam? It's supposed to be a mix of short answer, multiple choice, and essay questions. W: Sure, I guess so, but you'd better bring the pizza. M: Sure, you've got it. Note: TOEFL® is a registered trademark of the Educational Testing Service, which does not endorse and was not involved in the production of this podcast.

TOEFL® Podcast 8 Script by Dr. Lucy Tse Audio Index: Slow dialog: 0:52 Explanations: 2:50 Fast dialog: 11:37 Questions: 13:00 Professor: This theory is supported by a series of studies conducted beginning in the 1960's. You'll be reading about that in your assigned chapter for next week and we'll be deconstructing it in class next Monday. Any questions?...Yes, you have a question? Student: Could you please explain how this theory is related to the discussion we had last week? Professor: Well, the ideas we discussed last week are the foundation upon which this theory is based. One is a precursor to the other. Any other questions?...Yes you have another question? Student: Yes, I'm not sure what you mean by “deconstruct.” Professor: When we talk about deconstructing an idea, theory, image, or whatever else in this class, I'm using it to mean that we will examine the underlying assumptions and the driving principles. Is that clear? Student: I'm sorry, but I didn't hear that last part. Could you repeat what you said? Professor: I said that I use deconstruction to mean looking at the underlying assumptions and the principles behind the idea. Student: Thank you. Will this be on the midterm? Professor: As I've said before, any of the lecture or reading material can be on the midterm. If there are no other questions, I'll see you on Friday. Script by Dr. Lucy Tse Note: TOEFL® is a registered trademark of the Educational Testing Service, which does not endorse and was not involved in the production of this podcast.

TOEFL® Podcast 7 Doing a Project Together Script by Dr. Lucy Tse Audio Index: Slow dialog: 1:26 Explanations: 3:35 Fast dialog: 12:55 Questions: 14:27 W: Well, while we're waiting for the other two members of our group, let's read through the assignment guidelines for this group project. We're supposed to come up with a presentation on one of the topics on this list. M: Yeah, and the professor said that we have to work collaboratively. How long does the presentation need to be? W: It's supposed to be 15 minutes. We're going to be graded on the presentation itself, and on how well we work as a team. M: Okay, let's get moving on it while we're waiting. What do we do first? Maybe we should decide on a topic. W: I don't think we can do that without the other two people. Let's brainstorm on what the major tasks are that need to be done. M: Sure, that makes sense. Then, we can assign responsibility to each of us for the tasks. We want everyone pulling their own weight. We need to research the topic and write up an outline for the presentation. Someone needs to actually give the presentation. W: Well, I think it may be a good idea for all of us to give some part of the presentation, to share the load. For instance, one of us could do the introduction and conclusion, and one of us could give the historical background. Then, someone else could give the facts and figures and one of us could handle the graphics. What do you think? M: That sounds okay to me. Here comes the other two. Let's bring them up to speed. Script by Dr. Lucy Tse Note: TOEFL® is a registered trademark of the Educational Testing Service, which does not endorse and was not involved in the production of this podcast

TOEFL® Podcast 6 Asking for an Extension for an Assignment Script by Dr. Lucy Tse Student: Professor Eng, could I speak to you for a minute? Professor: What can I do for you? Student: Well, it's about the paper that's due on Thursday. I was wondering if I could get an extension? Prof: I don't give extensions unless there's a very good reason. Student: Well, you see, I've been sick and haven't been able to do the library research I need for the paper. Prof: This paper was assigned at the beginning of the semester so you've known about it for six weeks. I purposely give students plenty of notice so that they can budget their time accordingly. I understand that you've been sick, but I can't give you an extension because you've procrastinated. Student: I didn't wait until the last minute to do the assignment. I started researching my topic weeks ago. In fact, I've already written a rough draft of the body of the paper. But, I need a couple more sources for the conclusion. Prof: I'll tell you what. If you can get a note from your doctor, I'll give you an extra few days. Otherwise, it'll still be due on Thursday. Student: Okay, I understand. Thanks, anyway. I'll try to get it done by Thursday. Script by Dr. Lucy Tse Note: TOEFL® is a registered trademark of the Educational Testing Service, which does not endorse and was not involved in the production of this podcast

TOEFL® Podcast 5 Registering for Classes Script by Dr. Lucy Tse F: It's such a hassle registering for these classes. On top of everything, I have to find myself an apartment. M: Yeah, I know what you mean. I had to wait in line for 25 minutes just to get a form to register with. F: You mean you didn't do it online? M: No, I didn't know you could. Did you? F: Absolutely. It was still a hassle, but it beats standing in line. Just login with your student ID number and then use the last 4 digits of your Social Security number as a temporary password. You can reset the password once you've logged in. M: But I'm always afraid the computer is going to screw up my schedule somehow. F: Don't worry about it. It is not a big deal. If you get a confirmation page and print it out, you can always use that at the registrar's office to show them your correct schedule. M: Great. I'd love to have a Monday/Wednesday/Friday schedule, so I'd have Tuesdays and Thursdays to schedule my work-study assignment. F: Makes sense to me. I hate having classes on Fridays, though. I end up blowing off classes more than attending them. M: I hear you. Well, I want to go home and log in to the website, but first we need to eat. I'm starved! Script by Dr. Lucy Tse Note: TOEFL® is a registered trademark of the Educational Testing Service, which does not endorse and was not involved in the production of this podcast.

TOEFL® Podcast 4 Script by Dr. Lucy Tse M: Well, Jessica, I think you should really take something less than a full load of classes this semester. F: But I was hoping to finish my minor by spring semester. M: I understand that you want to finish up and get a job, but given your current GPA, I can't recommend taking such a heavy load. F: I see what you mean. Couldn't I take an incomplete on some of the classes, then finish the work over the break? M: It doesn't quite work that way. You can't plan on taking an incomplete in a class. If the professor finds out that was your intention all along, he's likely to say no. Besides, you can't possibly finish up all the work in a just a few weeks. F: But if I don't take 18 units this semester, I'm going to have to get a part-time job, since my financial aid is running out. M: Well, let's see if we can't figure something out. Here, hand me your schedule of classes. Let me take a crack at it and see if I can find a good mix of classes for you to enroll in. F: That would be great. I really do appreciate your help on this, professor. M: It's no problem. That's what they pay me to do. Script by Dr. Lucy Tse Note: TOEFL® is a registered trademark of the Educational Testing Service, which does not endorse and was not involved in the production of this podcast.

TOEFL® Podcast 3 Late for Class Script by Dr. Lucy Tse Student: Good morning, Professor Ubeall. Professor: Good morning, Julie. What can I do for you? Student: Well, I just wanted to explain why I was late to class today. You see, I needed to go over to the advising center to get my registration schedule signed. Professor: I see. Are you taking the next course in this sequence? Student: Now that I've finished the prerequisites, I might as well. Professor: I would recommend it. The papers you've turned in so far are are quite good. I think you have what it takes to do well next semester. Student: Thanks for saying that. Script by Dr. Lucy Tse Note: TOEFL® is a registered trademark of the Educational Testing Service, which does not endorse and was not involved in the production of this podcast.

TOEFL® Podcast 2 Script by Dr. Lucy Tse Student: Excuse me, professor. Do you have a minute? Professor: Sure, I can spare a little time right now. What can I do for you? Student: I wanted to ask you if it is possible to hand in a draft of the paper to see if I'm on the right track? Professor: I'm afraid not. I have to be fair to the other students, and I didn't offer them the same opportunity. Student: But I'm really worried about not getting the formatting correct. Professor: Just pay attention to the guidelines I passed out in class. If you want, you can talk to my teaching assistant about it more. To make an appointment with her, talk to the department secretary. Student: Okay, I'll do that. Thanks. Script by Dr. Lucy Tse Note: TOEFL® is a registered trademark of the Educational Testing Service, which does not endorse and was not involved in the production of this podcast.

TOEFL® Podcast 1 Welcome to the TOEFL® Podcast! If you are studying to take the Test of English as a Foreign Language, either in the paper-based, computer-based, or the new Next Generation TOEFL® format, then this podcast is for you. The TOEFL® Podcast will help anyone studying for an exam that requires listening comprehension, including the IELTS and other similar exams throughout the world. Each weekly TOEFL® Podcast will have four parts. First, you'll hear a portion of a conversation or a lecture similar to one you may hear in your classes in the United States. This first portion is done slowly, to give you a chance to pick up the new terms and vocabulary. The second part of the podcast is an explanation of some of the key vocabulary and expressions from the sample conversation or lecture. Third, you'll hear the conversation or lecture again, but this time at the normal speed that you will hear in the actual TOEFL® examination. Finally, we ask you a few comprehension questions to check your understanding, similar to what you may hear on the TOEFL®. The approach we use in this podcast to prepare you for the listening comprehension section of the TOEFL® or similar exams is very different from other books or courses. Many people think that you should listen to native speakers talking as they usually do—very fast—so that you can get used to understanding them. Unfortunately, for many learners of English, this is too fast for them to understand much of what is said. Sometimes you may only understand 40-50% of what was said. This is a very inefficient use of time, since you can only pick up new words and phrases when you can understand their meaning. Listening to native speakers only speaking at a native rate means picking up fewer new words in English than if you listened to them more slowly. Our approach is very different. Here, you will listen to English conversations using the same words or phrases as a native speaker uses, but more slowly and clearly. This way, you can actually understand and pick up these words. After a couple of times listening to the podcast, you will be able to comprehend up to 80-90% of it. This is a much better and more efficient use of your time. As your English gets better and better by listening, you will be able to understand what native speakers are saying when they speak fast. Note: TOEFL® is a registered trademark of the Educational Testing Service, which does not endorse and was not involved in the production of this podcast.