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TOEFL Study Guide Listening
TOEFL Study Guide Listening
Listening Section
This handy preparation guide lists common types of questions that appear in the
Listening Section and offers vocabulary lessons and practice exercises for each type.
To study with this guide, first read each section to familiarize yourself with the types of
questions that are asked in the TOEFL® Listening Section and to learn tips and tricks
about how to answer them correctly. You may wish to print a copy of the guide so that
you can make notes and highlight areas that you find difficult.
A set of practice exercises follows most sections and beside most questions you will see
“Click HERE to listen”. When you click the bolded text, you will hear the text of the
question being read out loud. While it is possible to listen through multimedia computer
speakers, we recommend using headphones. If you do not already have headphones,
you may purchase a set online here.
Once you’ve listened to the exercise, answer the questions that apply to the text that
you’ve just heard. The correct answers are found at the end of the study guide.
Listening Section
Contents
4. Practice tests
5. Answer Key
Listening Section
The Listening section tests your ability to understand spoken English. There are two
main parts in this section:
On individual headphones you will hear conversations and talks about student life
(classes, assignments, exams, going to the library, renting an apartment and so on).
After each discussion a number of questions will follow. The skills you will be tested on
include your understanding of what the speakers said or implied as well as knowledge of
English grammar, vocabulary, and idioms.
This section contains a total of 30 to 49 questions. Take as long as you want for each
question, but there is a time limit of 40 to 60 minutes for the overall section. It is wise to
answer as quickly as possible without rushing.
Questions will appear one at a time, and will only be played once. You cannot skip
questions or change answers to previous ones. You also cannot take notes or have any
paper at your computer during this section.
An image will appear on your screen, and you will hear a brief discussion between two
people. After each conversation, you will be asked a question about the conversation.
Four possible test answers will appear underneath the question; you must pick the best
one.
Example 1
On the recording, you will hear:
________________________________________________________________
You will then see and hear the question before the answer choices appear:
________________________________________________________________
You can select an answer by clicking on the oval beside a question. The oval will darken
to indicate your choice. If you want to change your answer, just click on another oval.
Your first choice will be erased when your new one is selected. To go on to the next
conversation, click “Next” and “Confirm Answer”.
The correct answer to Example 1 is (B). In response to the man‘s question about
whether she studied hard, the woman answered “You bet,” which is an idiom that means
“yes” (see the section on idioms for more information). She then said she was up all
night, which means she studied instead of sleeping.
Example 2
On the recording, you will hear:
________________________________________________________________
The correct answer is (C). The man said he had a pen, inferring that he will lend it to her.
See the section on inferences for more information.
PART B: LONGER CONVERSATIONS
This section consists of at least one long conversation, as well as a number of smaller
talks. All of the conversations and talks are academic in content.
The long conversation features multiple speakers, usually a professor and one or two
students discussing a subject. The smaller talks feature one speaker, usually a professor
lecturing to a class.
In this section a series of images will appear on your screen, typically a picture of the
speaker. A picture related to the subject of the conversation may also be displayed.
Each conversation or talk will be followed by a series of questions about what was said.
Although the conversations and talks are academic in nature, you don’t need special
knowledge of the subject to answer the question. You will only need to listen to what the
speakers stated or implied.
Example 1
The topic of the longer conversation will appear on your screen:
________________________________________________________________
Geography
________________________________________________________________
Professor: Today we’re going to talk a bit about the purpose of Daylight Saving Time.
Professor: It has a far more useful purpose than that, I assure you! First of all, does
everyone here know the little phrase people say to help them remember how Daylight
Saving time affects their clocks?
Professor: That’s right. At 2 a.m. on the first Sunday in April, we set our clocks forward
one hour - we "spring forward". And at 2 a.m. on the last Sunday in October we “fall
back” by setting our clock back one hour and thus returning to standard time.
Student 1: So that means we “lose” an hour in the spring, and “gain” an hour in the
winter.
Professor: Exactly. Changing to Daylight Saving Time in the spring allows us to use
less energy in lighting our homes by taking advantage of the longer and later daylight
hours. The practice began in the United States during World War I as a way to save
energy for war production. With Congress’ passing of the Uniform Time Act in 1966, the
length of Daylight Saving Time became standardized.
Then you will see and hear the first question:
The correct answer is (C). While the professor briefly mentioned how to set your clocks
during Daylight Saving Time and how the practice became standardized, the main point
of the conversation was about the reason for observing Daylight Saving Time. In fact,
the professor said at the start that the discussion was going to be about the purpose of
Daylight Saving Time.
________________________________________________________________
What did the professor say was the reason for observing Daylight Saving Time?
A) It lets us return to standard time.
B) Spring ahead, fall back.
C) Lighting our homes becomes less expensive.
D) It helps limit the consumption of energy in homes.
________________________________________________________________
The correct answer is (D). The professor said: “Changing to Daylight Saving Time in the
spring allows us to use less energy in lighting our homes by taking advantage of the
longer and later daylight hours.”
Example 2
Professor: The term “martial arts” refers to a variety of traditional Asian combat
techniques. These ancient fighting methods are still practiced today for self-defence,
physical and spiritual fitness, law enforcement, recreation and competition. Although
many traditions of the original teachers of the martial arts live on, the styles and
techniques are often adapted to fit modern life and cultures
The origins of the Asian styles of martial arts are shadowed in mystery as they were
commonly practiced in secret and were often developed, taught and refined by people in
religious orders. The Asian fighting methods are believed to have been introduced by
Tibet and India, where they were used by monks as a means of protection and physical
fitness. Over the centuries, the techniques were refined and expanded, giving birth to
new forms of fighting, which were then spread into other parts of Asia
Karate is a generic name used to describe many different types of hand and foot
combat. There are many styles and sub-styles of karate, some that emphasize the use
of power and strength, while others focus on developing precision and speed.
Tae kwon do is a martial art that emphasizes the use of kicking techniques. Besides
being one of the countries most popular sports, it is also still practiced by the Korean
police and military.
Judo is more like wrestling - its main techniques involve throwing and grappling. Judo
fighters spend much of their training in learning how to fall safely when they are thrown,
to minimize their risk of injury.
Tai Chi is a form of exercise that uses the hand and feet movements of martial arts in a
graceful manner to keep the body fit and flexible. It is not a practical form of self-
defence.
________________________________________________________________
From which two countries did the professor say Asian marital arts were
introduced?
A) China
B) Japan
C) India
D) Tibet
Click on a style of martial arts, then click on the space below where it belongs. Use each
style only once.
Judo
Tae kwon do
Tai Chi
Karate
An exercise to keep fit Uses grappling and throws Uses kicking techniques
[ ] [ ] [ ]
________________________________________________________________
Because each conversation in the Listening Section is only played once, many people
find it very difficult to understand what is being discussed.
In some conversations, you might recognize a few words. But do you understand the
main point of the talk? Main idea questions test your understanding of what the
conversation was mainly about.
Here is an example of a main point question that you may see in the Listening Section:
________________________________________________________________
The correct answer is (A). (B) is incorrect because though they mentioned that the essay
was on ancient Egyptian civilizations, that wasn’t what the discussion was mostly about -
the talk was about whether Brian could come to the concert. (C) is wrong because the
professor has already given an extension - they don’t need to ask for one. (D) is also
incorrect.
Sometimes the Listening Section will have multiple choice questions that require you to
select two answers:
________________________________________________________________
The correct answers are (A) and (C). (B) is incorrect -- they just mentioned the essay
was on ancient Egyptian civilizations; they weren’t discussing Egyptian history. (D) is
also wrong because the professor has already granted an extension.
Main idea
EXERCISES - write your answers on a sheet of paper. The correct answers can be
found at the back of the book.
Not a hundred years ago, cheetahs freely roamed most of Africa and south-western Asia
with numbers hovering around 100,000. Today, their habitat has shrunk to a small area
in Iran and a few areas in North Africa and sub-Saharan Africa.
Their population began to diminish not only because of the domestication of their
traditional habitat, but also because the ranchers and farmers considered the cheetah as
a danger to their domesticated stocks and killed them as a protection measure.
Meaning questions are very common in the Listening Section. One speaker will say
something to another speaker, and afterward you will be asked to explain what the
speaker was saying. Most of the time, you will be asked what the second speaker
meant, so pay close attention.
Here is an example of a meaning question that you might see in the Listening Section:
________________________________________________________________
Woman: I’m afraid I don’t have enough money for the movie.
Man: Don’t worry, I’ll get it.
The correct answer is (D). After the woman said she didn’t have enough money for the
movie, the man said “I’ll get it”, meaning he will pay for her ticket.
Meaning
EXERCISES - write your answers on a sheet of paper. The correct answers can be
found at the back of the book.
This type of question asks you about the action in a conversation: what the speakers
have done, what they are doing, or what they are planning to do. Usually these
questions ask either what the second speaker will do, or what the second speaker
recommends the first speaker do.
Action questions often require you to look at the verbs -- action words like go, biking, and
being -- in the dialogue.
Here is an example of an action question that you may see in the Listening Section:
________________________________________________________________
After work my husband and I are going to go shopping for a new television set.
The correct answer is (D). . By looking at the verb phrase in this sentence -- going to go
shopping -- you can tell that the woman is planning to buy some something from a store.
T.V. is a common short form for television.
Action
EXERCISES - write your answers on a sheet of paper. The correct answers can be
found at the back of the book.
In some conversations, speakers will suggest something but not state it outright. In order
to answer a question, you may have to draw a conclusion from hints in the conversation.
Here is an example of an inference question that you may see in the Listening Section:
________________________________________________________________
Woman: Some friends and I are going to the park at 3 p.m. Would you like to come?
Man: I’m afraid I work all afternoon.
The correct answer is (C). The man said he works all afternoon. Therefore, you can
conclude that he will not be able to come to the park.
Some questions in the Listening Section might ask people to make inferences about
where or when a conversation is taking place based on clues from the discussion:
________________________________________________________________
Man: I want to send this box of chocolates to a sick friend in room 134 at McKellar
Hospital. How much will it cost?
Woman: For a box that size, the total will be $1.39.
(A) and (D) are incorrect because he already has the box chocolates -- he does not need
to buy them so he can’t be in a store. (C) is also wrong: he can’t be at the hospital
because he’s trying to mail a package to the hospital.
Inferences
EXERCISES - write your answers on a sheet of paper. The correct answers can be
found at the back of the book.
________________________________________________________________
At which of the following times does this conversation most likely take place?
A) 9 a.m.
B) 12:30 p.m.
C) 5 p.m.
D) 10:30 p.m.
________________________________________________________________
Take a look at the following sentences. Though each one is comprised of the same
words, each has a different meaning because of the stresses on certain words:
I was the president of Smallville’s chess By putting the stress on “I”, the speaker is
club. trying to clear up confusion about who the
president was. It means: “I was the
president of the chess club, not someone
else.”
I was the president of Smallville’s chess A stress on “was” is a good way to no
club. longer part of the club. It means: “I used to
be the president, but I’m not anymore.”
I was the president of Smallville’s chess By stressing the word “the”, the speaker is
club. clarifying that there was only one
president in the club, and that he was it. It
means: “I was the main person in charge,
not just one of a group of presidents.”
I was the president of Smallville’s chess The speaker stresses the job title to clear
club. up confusion about what he did for the
club. It means: “I was the president, not
the secretary.”
I was the president of Smallville’s chess Stressing “Smallville” clears up confusion
club. about where the club was located. It
means: “I was the president of the club in
Smallville, not the one in Vancouver.”
I was the president of Smallville’s chess By stressing the word “chess”, the
club. speaker clears up confusion about what
kind of club he belonged to. It means: “I
was part of a chess club, not part of a
photography club.”
Here is an example of a tone of voice question that you may see in the Listening
Section:
________________________________________________________________
YOU WILL HEAR:
The correct answer is (A). The tone of the woman’s voice suggests that it is a silly
question to ask whether she plays chess -- of course she does.
People also change their tone of voice when they are asking questions. The voice
always tends to rise higher at the end of a question sentence.
Intonation questions are questions that are written like a declarative statement, but
because of the speaker’s higher pitch of voice at the end it is understood as a question.
For example:
Here is an example of an intonation question that you may see in the Listening Section:
What can?
A) The woman is upset that he didn’t ask her to come.
B) The woman is surprised that the man went to see the movie.
C) The woman thought highly of the movie.
D) The woman has not seen the movie.
________________________________________________________________
From his tone of voice, what does the man most likely mean?
A) The man does not know which car belongs to the other person.
B) The man is not impressed by the car.
C) The man is wondering if the other person owns that car.
D) The man thinks he has an uglier car than the other person.
5. Click HERE to listen.
Woman: You took the kids skydiving?
Order
This type of question might follow a longer conversation or lecture. Based on information
given in the talk, you will need to list a number of events in chronological order:
ordering events from the one that happened first to the one that happened last.
There are usually four sentences that you will need to put in correct chronological order.
Order questions do not refer to pictures and diagrams in the lectures and discussions;
they are based on what was spoken. They are usually based on a series of events
explained in the lecture or discussion.
Example: The professor briefly explains a process. Summarize the process by putting
the events in order.
________________________________________________________________
Narrator: Click on a sentence. Then click on the space where it belongs. Use each
sentence only once.
Soak coffee beans in flavoured water Dry and roast the coffee beans
Filter out caffeine with a carbon filter Soak coffee beans in pure water
1 2.
3. 4.
_______________________________________________________________
Categorization
Like order questions, this type of question also follows a longer conversation or lecture.
You will be asked to group three or four items based on information from the talk.
Narrator: Classify the different genres of Shakespearean plays the professor described.
Click on a title of a Shakespeare play, then click on the space below where it
belongs. Use each style only once.
________________________________________________________________
A large number of distractors in the Listening Section feature words that sound the same
as words in the correct answer. This tests how well you understand the conversation
because if you don’t hear it clearly, you might incorrectly choose an answer with similar-
sounding word. Take a look at the following question for example:
________________________________________________________________
(B) features the sound-alike distracter “ideal”. It sounds similar to the word “idea” in the
conversation.
(D) does not feature a sound-alike word, but is also incorrect. In fact, it is the opposite of
the right answer -- the man said he does not know what to study. Opposites are also
very common as distractors, so watch out for them!
________________________________________________________________
Homonyms are two words that sound alike but are spelled differently and mean two
different things. For example, dear and deer, pause and paws, and sea and see are
homonyms.
One of the incorrect answer choices in a question in the Listening Section may feature a
homonym of a word from the conversation.
Listen to each sentence. After, choose the correct homonym that was used in the
conversation.
________________________________________________________________
aisle
i’ll
________________________________________________________________
ants
aunt’s
3. Click HERE to listen.
The crowd was ______________________ by the loud and colourful display of
fireworks.
awed
odd
________________________________________________________________
bald
bawled
________________________________________________________________
band
banned
________________________________________________________________
be
bee
________________________________________________________________
been
bean
________________________________________________________________
blew
blue
________________________________________________________________
9. Click HERE to listen.
The bear was drawn to our campsite by the __________ of the food we left out
overnight.
cent
scent
sent
________________________________________________________________
cite
sight
site
________________________________________________________________
clothes
close
________________________________________________________________
dear
deer
________________________________________________________________
dew
do
due
________________________________________________________________
dies
dyes
________________________________________________________________
fair
fare
________________________________________________________________
feat
feet
________________________________________________________________
for
four
________________________________________________________________
knew
new
________________________________________________________________
groan
grown
________________________________________________________________
hair
hare
________________________________________________________________
21. Click HERE to listen.
The clothing store at the end of the block is looking to ______________________ a
sales clerk.
higher
hire
________________________________________________________________
hour
our
________________________________________________________________
none
nun
________________________________________________________________
oar
or
ore
________________________________________________________________
one
won
________________________________________________________________
pause
paws
________________________________________________________________
27. Click HERE to listen.
The ______________ of Elizabeth I, Queen of England, spanned from 1558 to 1603.
rain
reign
rein
________________________________________________________________
red
read
________________________________________________________________
ring
wring
________________________________________________________________
scene
seen
________________________________________________________________
see
sea
________________________________________________________________
sew
so
________________________________________________________________
33. Click HERE to listen.
One of my favorite things to do on a hot summer day is to go out for an ice cream
______________________.
sundae
sunday
________________________________________________________________
they’re
their
there
________________________________________________________________
to
too
two
________________________________________________________________
toe
tow
________________________________________________________________
wear
where
ware
Vocabulary
A number of questions in the Listening Section will test your understanding of difficult
English words.
Most vocabulary questions are meaning questions (please see the section on meaning).
After a conversation that features a difficult word, you will hear the narrator ask a
meaning question such as: “What did the man/woman mean?”
Here is an example of a vocabulary question that you may see in the Listening Section:
________________________________________________________________
The correct answer is (B). “Undoubtedly” means without a doubt, certainly, definitely.
If you don’t understand the word, this type of question can be very difficult. Often it is
helpful to look at the visual pictures on your computer screen and the context of the
sentence to try to guess the meaning of the word.
The good news is that many English nouns, verbs, adjectives, and adverbs each have
distinctive suffixes - their word endings. So if you can recognize a suffix you can often
identify a part of speech. This context may help you figure out what the word means.
Verbs
Suffix Example
-ed died
-en taken
-fy justify
-ing going
-ise/ - analyse realize
ize
-s jogs
Adjectives
Suffix Example
-able likable
-al normal
-d/ -ed tired
-er older
-est ugliest
-ful youthful
-ing charming
-ious anxious
-ish brutish
-istic realistic
-ive active
-ous glamorous
Adverbs
Suffix Example
-ally hypothetically
-ly usually
Come by: To get. For example, you could say, “How did you come by that painting?”
Come by is a phrasal, or two-word, verb.
Come across: To find or meet by chance. For example, you could say, “I was cleaning
my desk and came across this old letter.” Come across is a phrasal, or two-word, verb.
Come in for: To be criticized or praised for something you have done. For example, you
could say, “Our section came in for praise after the report was handed in.” Come in is a
phrasal, or three-word, verb.
Come off: To happen successfully or as planned. For example, you could say, “The risk of
investing all our money came off and we made a fortune.” Come off is a phrasal, or two-
word, verb.
Come from: To be born and live as a child in a particular place. For example, you could say,
“Pedro comes from Mexico City, but now he lives in Merida.” Come from is a phrasal, or two-
word, verb.
Come to: To reach a decision or a conclusion. For example, you could say, “It was several
months before my girlfriend came to a decision whether to marry me.” Come to is a phrasal,
or two-word, verb.
Phrases with be
To be good at: To have the necessary skill to do something. You could say, “He is good
at driving.” For this definition, the adjective ‘good’ is always followed by the preposition
‘at’.
To be afraid of: To feel fear about something or someone. You could say, “I’m afraid of
ghosts.” For this definition, the adjective ‘afraid’ is always followed by the preposition ‘of’.
To be nice to: To show friendliness to a person or an animal. You could say, “My
teacher is nice to everyone in the class.” For this definition, the adjective ‘nice’ is always
followed by the preposition ‘to’.
To be different from: Not to be the same as something or somebody else. You could
say, “Alice is very different from her sister.” For this definition, the adjective ‘different’ is
always followed by the preposition ‘from’.
To be similar to: To share some, but not all, characteristics. You could say, “An alligator
is similar to a crocodile.” For this definition, the adjective ‘similar’ is always followed by
the preposition ‘to’.
To be typical of: To have most of the qualities shared by others of a type. You could
say, “This dish is typical of Italian cooking.” For this definition, the adjective ‘typical’ is
always followed by the preposition ‘of’.
Airplane words
Gate: In an airport, the point at which a particular flight arrives and departs. You could
say, “My flight leaves from Gate 23.”
Terminal: A building used by passengers when travelling by air, rail, road, or sea. You
could say, “This airport has three terminals: one for international flights, one for domestic
flights, and one for charter flights.”
Boarding pass: A special ticket showing that a passenger has checked in and may
board their plane. You could say, “My seat number is printed on the boarding pass.”
Departures lounge: An area at the airport where departing passengers can wait until
their aircraft is ready. You could say, “Please wait in the departures lounge until your
flight is ready.”
Duty-free: Being free of taxes on products such as cigarettes, perfume, and alcohol.
You could say, “I bought some duty-free perfume at a duty-free store at the airport.”
Baggage claim: The place where passengers go to find their luggage at the end of a
flight. You could say, “The baggage claim is in the basement of the airport.”
Borne: The past participle of bear: to be able to endure something. You could say, “He
couldn’t have borne to hear them sing another note.”
Swum: The past participle of swim: to move through the water. You could say, “She had
already swum five lengths of the pool before I had swum one.”
Flown: The past participle of fly: to travel through the air using wings or an engine. You
could say, “He had flown on the Concorde.”
Lain: The past participle of lie: to stretch out on a surface. You could say, “I have lain in
the sun too long.”
Slid: The past participle of slide: to move smoothly across a surface. You could say,
“She had slid across the ice.”
Begun: The past participle of begin: to start something. You could say, “I have begun a
new book.”
Slang words
Slang: A word or expression that is used in very casual speech or writing. Slang words
are replacements for more standard words. They are usually not considered suitable for
formal situations. See the next several words of the day for examples of slang.
Blast: A slang word that means “a lot of fun”. For example, if you enjoyed a party, you
could say, "That party was a blast!"
Bomb: A slang word that means something is very disappointing. For example, if the
party you went to was boring, you could say "That party bombed."
The bomb: The last slang word was “bomb” (something that is disappointing). Don’t
confuse it with “the bomb” which means to be excellent or the best. For example, if you
see a movie that you really liked, you could say, “The Matrix was the bomb.”.
Bust: A slang word. You use it when you expected something to be good and it turns
out to be bad. For example, if you were all excited about going to a party but the party
was awful, you could then say, “The party was a bust.”
Brain drain: A brain drain is the loss of many highly skilled and educated people from
one country to another country. For example, you could say, “If the brain drain
continues, there will only be a few nuclear scientists left.” Brain drain is a compound
noun.
Proof-read: Proof-read is to read text in order to find and correct content, grammar, and
vocabulary mistakes. For example, you could say, “My English teacher makes me proof
read my essay three times before she accepts it.” Proof-read is a compound verb.
Outfox: Outfox is to trick someone. For example, you could say, “I outfoxed my friend by
telling him the wrong information.” Outfox is a compound verb.
Tight-fitting: Tight-fitting refers to clothes that fit tightly around the body. You can also
say skin-tight. For example, you could say, “Her tight-fitting (skin-tight) jeans ripped
when she bent over.” Tight-fitting is a compound adjective.
Christmas words
Eggnog: A drink made with cream, eggs, sugar, spice, and sometimes an alcoholic
beverage such as brandy or rum. Served in the winter, especially during the holidays.
Poinsettia: A Central American plant that has bright red petals surrounding a cluster of
tiny yellow flowers. It is popular as a winter houseplant, especially during the holidays.
Gingerbread House: A toy house made from ginger-flavored cookies and candies.
Gingerbread houses are used as tasty winter decorations, especially during the holidays.
Wreath: A round arrangement of flowers and greenery hung on the door as a winter
decoration, especially during the holidays.
Candy Cane: A candy cane is a red and white striped peppermint hard candy. It is
shaped like a walking stick and is used as a tasty winter decoration, especially during
the holidays.
Mistletoe: An evergreen leaf with white berries. A bunch of mistletoe is traditionally used
as a winter decoration during the holidays. In some countries there is a tradition that you
should kiss a person standing under the mistletoe.
Glogg: Glogg is a hot drink that originated in Scandinavia and is drunk during the
holidays. Glogg is made with red wine and brandy and is flavored with sugar, spices,
raisins, and almonds.
Candied Yams: Candied yams are a popular holiday dessert. Candied yams are made
with sweet potatoes, butter, and brown sugar. One of the more festive styles includes
marshmallows on top!
Holly: An evergreen shrub with bright red berries. The holly leaves and berries are used
as a decoration around the house, especially during the holidays.
Ornament: An ornament is a small decoration that is displayed for its beauty. In some
countries, during the holidays there is the tradition of hanging small ornaments on a fir or
evergreen tree that is brought into the house.
Yule Log: A large log traditionally placed in the fireplace and burnt during the holiday
season. The Yule log is often decorated with holly and sprinkled with oil, salt, and wine.
A Yule log is also the name of a holiday cake shaped like a log.
Resolution: A decision to make a change in your life. In some countries, during the New
Year’s celebration, people make resolutions to start something new or give up a bad
habit. Popular New Year’s resolutions include the promise to exercise more or quit
smoking.
Auld Lang Syne: A song that is sung at midnight in almost every English-speaking
country in the world to bring in the new year. An old Scottish tune, “Auld Lang Syne”
means “old long ago” or, more simply, “the good old days.”
Skiing words
Alpine (adjective): Anything found in the high mountains. You could say, “Stowe is a
charming alpine village in the Green Mountains of Vermont.”
Downhill (adjective): Relating to skiing down a mountain. You could say, “I went
downhill skiing yesterday and fell on my face in the snow.”
Cross-country Ski (verb): To ski on long narrow skis on fairly level ground. You can
say, “I cross-country skied across the frozen lake.”
Mogul (noun): A mogul is a hard pile of snow or bump on a ski slope. You could say,
“When I skied over that mogul, I must have flown three feet into the air.”
Chute (noun): A chute is a snow- or ice-covered slope for sports such as snowboarding
or tobogganing. You could say, “I must have been going 40 miles per hour when I
snowboarded down the chute.”
Confusing words
Among: To be surrounded by several people or things. For example, you could say,
“You are among friends.” Don’t confuse ‘among’ with ‘between’. Between means to be in
the middle of two people or things.
Borrow : To receive something and plan to return it at a later date. For example, you
can say, “Can I borrow you camera for a few days?” Don’t confuse ‘borrow’ with ‘lend’.
Lend means to give something to somebody and expect it back at a later day.
A number: Use ‘a number’ when you talk about things that can be counted. For
example, you could say, “There were a number of people waiting for the train.” Don’t
confuse ‘a number’ with ‘an amount’. An amount refers to things that cannot be counted,
such as water, rice, and flour.
Lay: You lay an object down. For example, you could say, “Lay your books on the table.”
Don’t confuse “lay” with “lie”. Lie is something you do to yourself. For example, you can
lie down on a bed.
Alone: Alone means to do something without other people. For example, you can say,
“She climbed the mountain alone.” Don’t confuse ‘alone’ with ‘lonely’. Lonely means
feeling sad because you are alone.
Vacation: A vacation is a period of time to relax or travel instead of doing your usual
work. For example, you could say, “We always go on vacation in July.” Don’t confuse
‘vacation’ with ‘travel’ or ‘trip’. These two words describe the act of moving from one
place to another.
Mood: The way you are feeling at a particular time. For example, you could say, “I am in
a good mood today.” Don’t confuse ‘mood’ with ‘attitude’. Attitude means the way you
generally feel about someone or something.
Time words
Continuously: A time expression meaning to perform an action without stop. For
example, you could say, “I spoke continuously for two hours.” Don’t confuse
‘continuously’ with ‘continually’. Continually is an action that repeats many times.
At once: A time expression meaning immediately. For example, you could say, “You
must write to him at once.” Don’t confuse ‘at once’ with ‘once’. Once means that
something used to happen in the past, but not anymore.
Now and then: A time expression meaning something you do sometimes, but not very
often. For example, you could say, “We still travel now and then, but not as often as we
would like.” Don’t confuse ‘now and then’ with ‘for now’. For now means to do something
for a short time.
Once in a while: A time expression meaning something you do sometimes, but not
regularly. For example, you could say, “I go to movies once in a while.” Don’t confuse
‘once in a while’ with ‘for a while’. For a while means for a short period of time. For
example, you could say, “You can borrow my book for a while.”
Eventually: A time expression meaning at a later time. For example, you could say, “I
learned a lot of new things at work, but eventually I forgot most of it.” Don’t confuse
‘eventually’ with ‘recently’. Recently means something done a short time ago.
On Time: A time expression meaning on schedule. For example, you could say, “My
train will arrive on time.” Don’t confuse ‘on time’ with ‘just in time’. Just in time means to
arrive at the right moment for an event. For example, you could say, “We arrived just in
time for the movie.”
In the end: A time expression meaning that something happens after a lot of problems
or changes. For example, you could say, “He had to take the test three times, but he
passed in the end.” Don’t confuse ‘in the end’ with ‘at the end’. ‘At the end’ is not a time
expression. It refers to a position of something. For example, you could say, “Don’t
forget to put a period at the end of a sentence.”
Dating words
Ask out: To ask someone out is to invite him or her on a date, especially when there is the
possibility of romantic interest. For example, you could say, “I’ll ask her out to a movie.”
Go out: To go out is to have a romantic relationship with someone. For example, you could
say, “I’ve been going out with Stella for three months.”
Break up: To break up is to end a romantic relationship. For example, you could say, “I broke
up with Stella after dating her for over a year.”
Double date: To double date is to go out as a couple with another couple. For example, you
could say, “My brother and his new girlfriend came on a double date with Stella and me.”
Chick flick: A chick flick is slang for a movie that is mainly of interest to females. Usually a
chick flick contains scenes of love and friendship or has mostly female actors. For example,
you could say, “My girlfriend likes to see a lot of chick flicks. I like to watch action movies.”
Jealous: An emotion you feel when you think that someone you love loves someone else. For
example, you could say, “Stella is jealous. Every time I even look at another woman, she gets
upset.”
English words
Antonym: A word that means the opposite of another word. For example, “slow” is the
antonym of “fast” and “happy” is the antonym of “sad”. The word comes from Greek,
‘anti’ meaning ‘against’ and ‘onuma’ meaning ‘name’.
Synonym: A word that means the same, or almost the same, as another word. For
example, “learn” and “study” are synonyms. You can find synonyms in a ‘Thesaurus’, a
book that lists words with similar meanings.
Homonym: Two words that are pronounced or spelled the same but have different
meanings, for example, “dear and deer” and “fleet (a group of vehicles) and fleet (fast)”.
cheese, noun
“There are many kinds of cheese: some are hard and some are soft.”
“I like pizza with extra cheese.”
chicken, noun
A farm bird that people keep for its eggs and meat.
chicken, noun
extra, adjective
“Some fast food is healthy. Pizza and chicken are good for you.”
favorite, adjective
Most enjoyed; the one that you like more than any other.
fix, verb
A vegetable which looks like a small onion and has a strong taste and smell.
great, adjective
Very good.
An empty rounded vegetable with seeds inside. Peppers can also be red and yellow.
hungry, adjective
medium, adjective
menu, noun
munch, verb
olive, noun
A small green or black fruit that grows on trees. People eat olives and make them into
oil.
onion, noun
A round vegetable, usually white or yellow, with a strong taste and smell.
order, verb
pepperoni, noun
pineapple, noun
A tropical fruit with a hard brown outside and a sweet yellow inside.
pizza, noun
A baked, flat, round bread covered with tomato sauce, cheese, vegetables, and meat.
“You are hungry. Please eat the last slice of the pizza.”
A pizza restaurant.
restaurant, noun
salami, noun
sausage, noun
Meat that is cut into very small pieces and has salt and spices in it. Sausages come in a
long round shape.
slice, noun
slice, verb
smell, noun
smell, verb
taste, noun
“Taste is one of our five senses. The others are sight, hearing, smell, and touch.”
taste, verb
tasty, adjective
thirsty, adjective
Food or drink that you do not eat at the restaurant but take with you.
topping, noun
Without meat.
vegetarian, noun
zucchini, noun
“Zucchinis and cucumbers are both long, green, and round, but zucchinis are harder.”
Vocabulary exercise - Pizza Restaurant
Anne, Mike, and Nick are friends. They meet outside of Roma’s Pizzeria.
Print this page and fill the correct words into the blanks. Use the following words:
am thirsty medium
are hungry
is tasty
has extra
have menu
want toppings
Anne: Let’s order a _______ pizza. It ______ big enough for three.
Mike: Let’s look at the ______ and choose the different _______ .
That may sound confusing to you. Let’s instead look at an example of an idiom. When
people say: “It’s raining cats and dogs” they don’t mean that pets are falling from the sky!
The idiom just means that it’s raining very hard.
Here is an example of an idiom question that you may see in the Listening Section:
________________________________________________________________
Man: Who told you that the Wilsons are getting a divorce?
Woman: I heard it through the grapevine.
The correct answer is (A). “I heard it through the grapevine” is an idiom that means you
heard gossip from someone.
Idioms
Here is a list of common idioms to help you:
A
ace a test - to score perfectly
“Tanya aced the test because she studied all night.”
at once - immediately
“The boss wants to see you at once.”
B
back up - reverse direction, go back
“The moving truck backed up to the house to make it easier to move the furniture”
beat around the bush - not get to the point of a discussion, avoid the subject
“Nervous about asking his parents for a loan, Luke kept beating around the bush with
smalltalk.”
beat up - physically attack
“John was beat up during recess by a gang of bullies .”
be born with a silver spoon in (one’s) mouth - come from a wealthy family
“Emily was lucky to be born with a silver spoon in her mouth.”
be head over heels in love with somebody - love somebody very much
“Charlie is head over in heels in love with a girl from his work.”
be in charge of something - have control over something
“I am in charge of set design for our upcoming school play.”
be two-faced - be dishonest
“Jacob is a two-faced liar. I would never trust him.”
bug - annoy
“Go away. You’re bugging me.”
C
call off - cancel
“The baseball game was called off when it started to rain.”
change one’s mind - to decide not to doing something you were planning on doing
“On second thought, I don’t want to come out tonight. I’ve changed my mind.”
Chicken - a coward
“Why won’t you wrestle me? Are you chicken?
couch potato - a lazy person who just sits on the couch watching television
“I am very active, but my boyfriend is a couch potato.”
D
dead as a doornail - dead
“The racoon that we ran over with the car is dead as a doornail.”
F
feeling blue - feeling sad
“I was feeling blue, so I went out for ice cream to cheer me up.”
fix up - repair
“We bought a run-down house, fixed it up, and then sold it for substantial profit.”
G
get a kick out of (something) - enjoy (something)
“I get a kick out of bungee jumping.”
get it - understand
“This math problem seemed impossible before, but now I get it.”
give up - 1) surrender
“The robber gave himself up after a two-hour standoff with police.
2) quit
“This math problem is too hard. I give up.”
H
had better - should
“We had better leave the concert early to avoid the traffic jam.”
have a change of heart - change the way one feels about something
“Brenda has had a change of heart about getting married.”
have a mind of (one’s) own- do what one thinks is best in spite of what people say
“Jill doesn’t succumb to peer pressure. She has a mind of her own.”
K
keep an eye out for - watch for
“Keep an eye out for the ice cream truck. I want to buy a Popsicle.”
keep one’s head above water - manage financially in a difficult situation; avoid money
problems.
“Lately I’ve been finding it difficult to keep my head above water.”
L
lend a hand - help
“I stayed to lend a hand cleaning up after the school dance.”
a let-down - a disappointment
“Everyone was talking about that movie, but I thought it was a big let-down.
light-fingered - thievish
“Don’t leave Melvin alone in your room. He’s light-fingered.”
M
make a mountain out of a molehill - make a problem seem bigger than it is
“Calm down, Josie. You’re making a mountain out of a molehill.”
miss the point - not understand the logic in what someone is saying
“The teacher explained the math problem, but I must have missed the point because I
still don‘t understand it.”
N
nail in one’s coffin - something that will hasten one’s death
“These cigarettes are nails in my coffin.”
nuts - crazy
“I don’t believe anything Hank says. He’s nuts.”
O
on Easy Street - without any problems, financially stable
“Once I start my new job, we’re going to be on Easy Street.”
P
pitch black - dark
“We couldn’t see anything in the cellar because it was pitch black.”
Q
quite a few - many
“There are quite a few roses in our garden this year.”
R
raining cats or dogs - raining hard
“It’s raining cats and dogs out there!”
S
save up - save money for something
“I’m saving up for a new bike.”
T
take it easy - relax
“In the summer, I like to take it easy by spending lots of time at camp.
tall tale - a story with details that are most likely exaggerated
“You caught a 50 pound fish? That sounds like a tall tale to me.”
think the world of somebody - think that somebody is a great person
“Our class thinks the world of our teacher.”
tons of - lots of
“There are tons of parking spots available in the parkade.”
tricky - difficult
“Juggling with your eyes closed is very tricky.”
twenty-four seven (24-7) - all the time (24 hours a day, seven days a week)
“The convenience store is open 24-7.”
U
under the weather - sick
“I can’t go to school today because I am feeling under the weather.”
upside down - to be rotated vertically, to have the top of something pointed down and
the bottom pointed up
“The flag was accidentally hung upside down.”
W
wet behind the ears - inexperienced
“The intern writer was wet behind the ears, but he showed much potential.”
Y
yellowbelly - someone who is afraid of doing something
“Why won’t you wrestle me? Are you a yellowbelly?
Idioms
EXERCISES - write your answers on a sheet of paper. The correct answers can be
found at the back of the book.
School idioms
Look at the italicized word or idiom in the sentence and answer the following questions:
________________________________________________________________
Food idioms
1. BIG CHEESE…
A) something to put on your pizza
B) an important person
C) someone or something that one likes a lot
________________________________________________________________
3. HALF-BAKED…
A) something that is successful
B) a pizza not fully cooked
C) a plan not carefully thought out
________________________________________________________________
4. OUT TO LUNCH…
A) eating pizza for lunch
B) not working hard enough
C) being crazy or mentally slow
________________________________________________________________
Writing distractors is hard work for the TOEFL® staff; they need to create choices
that all look like correct answers. In order to do this they rely on just a few tricks -
five are listed here - that they repeat in every question.
We’ll show you how TOEFL®’s staff disguise the wrong answers. If you know what
distractors look like, you have a better chance at choosing the right answer.
In at least 3 out of 4 answers, key words from the conversation are repeated. For
example, Sunday, Mary, and work are key words in the following dialogue:
________________________________________________________________
Many distractors sound like key words from the conversation. For example, in the
following dialogue there are two pairs of sound-alikes: Sunday and some days; off,
awful, and cough.
(Also see the section on words that sound the same in this preparation guide)
TRICK #3. Opposites.
Four or five questions on your test will probably include distractors that are the opposite
of the right answer. For example:
In idiom questions, distractors often feature a literal translation of the idiom. For
example:
Woman: How did Rob perform in the fall production of Romeo and Juliet last night?
Man: You wouldn’t have believed it! He was head and shoulders above the rest of the
cast.
1.
What is the problem the woman is having?
A. She can’t find enough materials for her term paper.
B. She has changed the topic of her term paper.
C. She doesn’t know how to order articles from the library.
D. She doesn’t like her instructor’s recommendations.
______________________________________________________________
2.
What will the woman probably do?
A. Change the topic of her term paper.
B. Order more articles through the interlibrary loan.
C. Keep looking for more articles in the library.
D. Start her term paper from the beginning.
2.
What will probably be the result of the man’s visit?
Hello. My name is Ann Wu. My current project is researching the clothes worn by
the Ancient Egyptians. Very few of the actual garments worn by the Egyptians have
survived, and even those are not in very good condition. But we still know a lot about the
clothes the ancient Egyptians wore. Our knowledge of ancient Egyptian dress comes
from the evidence found on paintings, in sculptures, and in ceramics. Such illustrative
material is shown clearly and colorfully. But care must be taken in interpreting the
designs too literally, mainly because the art of the ancient Egyptians is frequently
stylized. And also because the artists were bound by tradition, and their representation
of dress often lagged far behind the actual changes in fashion.
The chief material used for making their clothes is linen. And, because the
Egyptians never used dyes, it was always white linen. Wool, on the other hand, was only
rarely used in Egypt. This was because sheep farming never really extended as far
south as Egypt. As you know, much of Egypt is a desert, and sheep need a lot of grass.
Well, the Ancient Egyptian dress for adults of both sexes was generally a piece
of cloth worn around a person’s middle, and a type of vest or shirt. The pieces of
material were held in place by knots tied in the fabric, and by waist belts. Little sewing
was needed, usually just the side seams and armholes. So, what was the difference
between the clothes the men and women wore? Well, the only difference between male
and female clothes was that men usually wore shorter skirts. Their skirts usually just
covered the hips, like our mini-skirts. Women, on the other hand, generally wore skirts
that reached their ankles. And, like in many cultures in hot climates, Egyptian children
usually wore no clothes until they reached twelve. So, the men wore short skirts, the
women wore long skirts, and the children were basically naked.
While the style of the clothes remained the same for 5000 years, the clothes
become more complex. For example, a greater number of clothes were worn on top of
one another. Also, decoration, such as jewels and metal belts, were added to the
Egyptians’ clothes. Adding such jewelry was an effective way to add color to their white
cloth.
In conclusion, next time your see an Ancient Egyptian painting in a book, pay
close attention to the clothes they wore, and think about their fashion.
________________________________________________________________
1.
What is the professor mainly discussing?
A) How the ancient Egyptians lived.
B) The clothes worn by ancient civilizations.
C) The way the ancient Egyptians dressed.
D) Fashion over the past 5000 years.
2.
How do we know about the clothes the ancient Egyptians wore?
A) From the remains of their clothes.
B) From the ancient Egyptians’ art.
C) From letters written by the ancient Egyptians.
D) From analyzing the clothes of similar ancient cultures.
________________________________________________________________
3.
Why did the ancient Egyptians not wear wool clothing?
A) The ancient Egyptians did not raise sheep.
B) Wool had to be sewn, and the Egyptians did not sew.
C) It was too hot in ancient Egypt for wool clothes.
D) They only wore white clothing, and wool is not white.
________________________________________________________________
4.
Based on the lecture, what did the ancient Egyptians generally wear?
Match the correct person on the left with the proper clothing type on the right.
________________________________________________________________
5.
How did the ancient Egyptians make their clothing more elaborate?
I’d like to tell you about an investigation by a researcher from the University of
Jerusalem. A scientist, Daniel Rosenfield, found that air pollution can actually prevent
clouds from releasing rain and snow.
His study examined clouds over cities in three different countries: Australia,
Canada, and Turkey. Using sensitive instruments aboard satellites, Rosenfeld analyzed
streaks in clouds called “pollution tracks”. These tracks are made up of tiny elements,
known as “aerosols”, which come from pollution released by both cars and industry.
Rosenfeld found that areas within clouds contaminated by air pollution produced
significantly less rainfall than areas without pollution.
The link between air pollution and rain has to do with how water vapor forms into
rain. Water vapor in the air must come into contact with a solid, usually a piece of dust or
something, to form into a water droplet. This process creates clouds. The water droplets
in a cloud are extremely small-about a million of them must come together to form a
single raindrop. As water droplets collide within clouds, they eventually combine to form
raindrops. Polluted clouds have many more solids upon which water vapor can form,
leading to the formation of higher numbers of smaller water droplets. Smaller droplets
are less likely to collide and form into larger droplets. So, polluted clouds have many
water droplets that are too small to form raindrops and fall to Earth.
Air pollution also makes clouds brighter. It is because many droplets spread
thinly throughout a cloud reflect more sunlight than clouds containing fewer, larger
drops. In Rosenfeld's satellite images, the pollution tracks appear as bright streaks. And,
according to Rosenfeld, bright clouds reflect more solar heat back into space. This may
cause cooling in the regions beneath the clouds. However, the extent of this cooling
remains unknown.
Rosenfeld's work could renew interest in studying the effects of air pollution. We
need to conduct more studies to determine how large an effect air pollution is having on
weather around the globe. This issue may become clearer in the next few years as
several new satellites are going to be launched to study aerosols and the climate effects
of cloud cover.
________________________________________________________________
1.
What is the main purpose of this talk?
A) Cooler temperatures.
B) Less rainfall.
C) Warmer temperatures.
D) More rainfall.
________________________________________________________________
3.
Why does a polluted cloud produce less rain?
A) The solids prevent the droplets from colliding.
B) The droplets are too small to form into raindrops.
C) The droplets are smaller than the solids.
D) The solids prevent the raindrops from falling.
________________________________________________________________
Lecture 3 - Click HERE to listen.
Comets have fascinated humans since ancient times, and I hope that after my
talk, you too will become fascinated by these amazing objects.
Do you know where the word comet comes from? The word is Latin and means
“hairy star”. The hairy label may come from the fact the gas and loose dust escaping a
comet create a long, shining tail that streams behind the comet. I guess it does look a
little a bit like a hairy star.
A comet is made up of four parts. So, what are they? The only permanent feature
of a comet is its ‘nucleus’.
The nucleus is made up of ice and dirt. It is roughly 75% ice and 25% dirt. So
how big is the nucleus? The solid portion of most comets is only a few cubic miles. For
example, the nucleus of Halley's Comet is about 9 by 2.5 miles in size. That’s about half
the size of New York City.
Surrounding the nucleus is the ‘coma’. The coma is a layer of dusty gas
surrounding the nucleus. You could consider the coma as the comet’s atmosphere. But,
of course, it is very different from Earth’s atmosphere. The coma is a mixture of
methane, ammonia, water, and dirt. A very hostile environment.
The third part is the “tail”.As a comet approaches our Sun, it is met by solar
winds coming off the Sun. These solar winds blow the gas in the coma out into space,
and the tail is formed. Some tails can be over 93 million miles long. And naturally,
because the tail is being pushed by the winds coming off the Sun, the tails are always
pointing away from the Sun.
The last part of the comet is a second, shorter tail. This second tail is the comet’s
dust being blown off the coma by the solar winds. These dust tails are very thick, and
stay close to the comet’s surface. Unlike the gas tail, the dust tail usually forms behind
the comet. This is because the dust is relatively heavy and is more affected by the
comet’s speeds than by the solar winds.
Well, that is all I want to tell you about comets for now. And, I hope that the next
time you see a comet streaking through the sky, you remember what fascinating objects
they are. Thank you.
________________________________________________________________
1.
What is the professor mainly discussing?
A) How to recognize a comet.
B) The history of comets.
C) What a comet is made from.
D) Comparing a comet with a snowball.
2.
What does the word “comet” mean?
A) Shining star.
B) Hairy star.
C) Gassy star.
D) Latin star.
________________________________________________________________
3.
What is a comet’s nucleus primarily made from?
Choose two answers
A) Dirt.
B) Gas.
C) Rock.
D) Ice.
Lecture 4 - Click HERE to listen.
Prof: How many languages do you think there are in the world?
Student: 5000?
Prof: Pretty close. Actually, there are about 6000 languages in use. But, by the
year 2100, there will be only about 3000 left. One language is currently
being lost every 10 days. So, my question for you is, “Why do you think
languages are disappearing?”
Student: Well, how about if children stop learning a language. A language would
soon die out, wouldn’t it?
Prof: Good point. There is even a word for that: Moribund Loss. Moribund
languages still have native speakers, but they are not being learned by
children. Often just a few elderly speakers remain. Why do you think
children would stop learning a language? Sandy?
Prof: That’s not a bad answer. Children are pretty efficient language learners.
But children also learn quickly which language tools get them ahead and
which are not needed. Most children will not learn a language simply
because their parents, or grandparents, wish them to. Children will learn a
language to use it, especially at school or with their friends. OK. Can you
think of another reason a language might die?
Student: Well, I read about how people moving from one place to another might kill
off a language.
Prof: Good. In fact, historically, the movement of people has been the main
cause of a language dying. This, by the way, is called “Migratory Loss”.
Humans have always migrated. Some people move to find better lands,
and some flee bad conditions. In any case, they usually end up in
territories already occupied. Sometimes language groups can co-exist for
centuries. Like in India. More typically, the dominant group displaces the
weaker one. OK. Can you think of ONE more reason why a language
might die?
Student: Government policies. You know, forcing people to give up their language.
For example, how the United States government took children away from
their Native American parents and sent them to boarding schools. The
children were forced to speak English.
Prof: That’s what I was thinking of. This is called “Obligatory Loss”. However,
sometimes this Obligatory Loss is not intentional. Sometimes
governments do it to encourage a sense of national identity in a culturally
diverse country.
And sometimes it is done to save money. It is simply less expensive to
collect taxes and provide basic social services like education using a few
languages, rather than many. Even when there is a will to preserve
minority languages, the cost of providing education in many languages
can be significant.
________________________________________________________________
1.
What was the professor’s purpose for having this discussion?
A) To talk about different kinds of languages.
B) To discuss the reasons a language could disappear.
C) To describe the conditions of minority languages.
D) To explain how children are important for the survival of a language.
________________________________________________________________
2.
According to the lecture, why would some children not speak their parents’
language?
Choose two answers
3.
According to the lecture, why would a government stop providing services in a
language?
A) This would force children to go to boarding schools.
B) The government hopes that the people would move away.
C) It costs too much to have many different schools.
D) There are only a few speakers of the language left.
________________________________________________________________
4.
Based on the professor’s description, classify the following terms.
Match the correct type of loss on the left with the proper definition on the right.
Moribund Loss People move to a new country and lose their language.
Meaning Exercises
1-C
2-A
3-C
4-B
5-D
6-A
7-C
8-B
9-C
10 - A
Action Exercises
1-D
2-B
3-D
4-B
5-C
6-A
7-D
8-A
9-B
10 - D
Inferences Exercises
1-B
2-D
3-C
4-A
5-D
6-C
7-B
8-C
9-B
10 - C
Tone of Voice Exercises
1-A
2-B
3-C
4-B
5-C
Idiom Exercises
School
1-C
2-A
3-D
4-B
5-C
6-B
7-A
Food
1-B
2-A
3-C
4-C
5-B
Practice Exam
Short Conversations
1-B
2-A
3-D
4-B
5-A
6-C
7-B
8-D
9-C
10 - D
11 - B
Longer Conversation 1
1-A
2-C
Longer Conversation 2
1-B
2-C
Lecture 1
1-C
2-B
3-A
4 - Men = short skirts. Women = longer skirts. Children = no clothes.
5-B&D
Lecture 2
1-D
2-A&B
3-B
Lecture 3
1-C
2-B
3-A&D
Lecture 4
1-B
2-B&D
3-C
4 - Obligatory loss = language loss is part of a government’s policy. Migratory loss =
people move to a new country and lose their language. Moribund loss = the children
don’t learn their parents’ language.