Tài liệu Toefl CBT book part 9 pdf

An indirect command is a sentence in which one person reports that another person has given a
command. The verb appears in the infinitive instead of the simple form.
Jill asked Robert to close the door.
Maria asked Mike not to turn off the light.
Practice Exercise
To work through the following exercise, you need to use the first audio CD that is included in
this book. Starting with Track 1 of the CD, you will hear people having brief conversations
similar to those you will encounter during Part A of the Listening section of the TOEFL test. At
the end of a conversation, you will hear a question that you must answer based on your under-
standing of what the speaker(s) said. Each question is printed below, along with answer
choices. Mark your answer choices as you go along.
After you have completed this exercise and checked your answers, turn to the appendix of this
book. The conversations that you heard on the CD are transcribed there. If you had any diffi-
culty understanding what a speaker was saying, listen to the CD again, this time reading what
is being said at the same time you listen to it. Do not turn to the appendix until you have
worked through this exercise at least once by just listening to the CD.
CD A, Track 1
60
Part III: Detailed Review of Items Tested
1.
What does the man say about the
report?
A. He wasn’t impressed by it.
B. He hasn’t even seen it yet.
C. He thinks it’s worth studying by
the whole class.
D. He hasn’t been able to review it in
detail yet.
2.
What does the woman say about her
car?

A. She just had it painted.
B. The school bus damaged it.
C. She struck a bus while driving the
car.
D. She had her bumper replaced.
3.
What does the woman imply about Mr.
Adams?
A. He is a skillful instructor.
B. He has years of experience but
doesn’t explain things well.
C. He is very knowledgeable.
D. He is arrogant and has no teaching
experience.
4.
What do the speakers imply about
Thalía?
A. The man admires her looks.
B. The man dislikes her.
C. She doesn’t sing well.
D. She is an excellent actress.
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5.
What does the man imply about the
exam?
A. He thought it was unfair.
B. He didn’t prepare as well as he
could have.
C. He studied very hard but didn’t
pass the exam.

D. He couldn’t have done better on
the exam.
6.
What does the woman imply about
Jane?
A. Jane wishes she had known about
the surprise.
B. The surprise was a bad idea.
C. Jane was aware of the surprise
beforehand.
D. Jane didn’t like being surprised.
7.
What is the man’s problem?
A. He forgot to take the exam.
B. He made a mistake, which cost him
a number of answers.
C. He turned in his paper too late, so
it didn’t get scored.
D. He is angry about the testing
format.
8.
What do the speakers imply about the
documentary?
A. It was overrated.
B. It was boring.
C. It was extremely interesting.
D. They missed it.
9.
What do the speakers say about the
accident?

A. The children got through it okay.
B. The speakers have forgotten
about it.
C. The speakers don’t like thinking
about it.
D. The speakers are grateful that
nobody was seriously hurt.
10 .
What does the woman say about
Brenda?
A. She didn’t know what to do.
B. She used an auto repair manual.
C. She wishes she still had her
old job.
D. She has experience as a mechanic.
11.
What is the woman’s problem?
A. She isn’t sure whether to report
something.
B. She is distressed that somebody
knows what she did.
C. She is angry about a contract.
D. She wanted to ask a question.
12 .
What do the speakers mean?
A. They’re tired.
B. The woman is worried about the
man’s anger.
C. They feel refreshed.
D. They broke their table.

61
Listening
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13 .
What does the woman suggest that the
man do?
A. Give Heather more freedom.
B. Give up on Heather.
C. Discipline Heather.
D. Be more involved in Heather’s life.
14 .
What do the speakers mean?
A. The man is retiring for good.
B. The woman is pleased that the man
is leaving.
C. The woman doesn’t care for the
current management.
D. The man is temporarily turning
things over to the woman.
15 .
What does the man mean about Jeff?
A. He is studying.
B. He hasn’t made up his mind.
C. He is very much against the issue
that the man promotes.
D. He isn’t aware of what the man and
woman are discussing.
62
Part III: Detailed Review of Items Tested
Answers for the Practice Exercise

1. D.
2. B.
3. D.
4. A.
5. B.
6. C.
7. B.
8. C.
9. C.
10. D.
11. A.
12. A.
13. A.
14. D.
15. C.
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63
STRUCTURE
The Structure section tests your knowledge of standard written English, which is
not always the same as spoken English. This chapter provides you with general
rules that describe how standard written English is typically used; to find the rules
as you study, look for text with a shaded gray background. Often, when you are
reading, conversing, or taking the TOEFL test, you’ll be able to apply these rules
to your use and understanding of English.
Part of the challenge of taking the TOEFL test is that its questions sometimes in-
volve complex and multiple issues that aren’t so easy to discern. A good strategy
when taking the test is to ignore extra words in a sentence that make a particular
rule hard to recognize. But remember also that the rules in this chapter describe
only typical usage; like most rules, they can be broken on occasion. Try not to be
alarmed if a rule doesn’t seem to work for a specific sentence.

In this chapter, I use the following symbols:
■
Parentheses ( ) indicate that a word or phrase is optional; a rule will still be
true whether that word or phrase is included or not.
■
Brackets { } indicate that you can choose between two or more words or
parts of speech; whichever you choose, the rule will still hold true. A back-
slash separates the two choices.
Keep in mind that you learn a language by reading and communicating, paying
attention to new usage, and studying slowly and methodically. Studying rules
shouldn’t replace the slow, methodical learning of the language. When you come
across a rule during casual conversation or as you read, pay attention to it and
how it works in the particular sentence. If you notice people disregarding the rule
in conversational English, don’t be alarmed. Sometimes spoken English is not the
same as the standard written English that is the subject of the TOEFL test.
Structure questions typically test one of the following items:
■
Sentence structure. The sentence structure questions test more than a
word or two; they test your ability to make a sentence complete. A sen-
tence must have a subject, verb, and perhaps a complement. Sentence
structure questions also test your understanding of subordinate clauses,
which must not be independent clauses.
■
Word order. Word order questions are generally more detail-oriented than
sentence structure questions. They test, for example, your understanding
that an adjective should appear before the noun it modifies, not after it.
■
Word form. These questions test your ability to recognize which form of
a word should be used in a given situation. For example, a word form
question might require you to determine that an adjective form of a word

is being used when the noun form of the word is required. Word form
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questions also include recognizing which ending should be on a word. For
example, you may need to recognize if a plural ending on a noun should
be singular, a singular designation on a verb should be plural, a verb end-
ing should indicate a different tense, and so on.
■
Word choice. The word choice type of question tests your understanding
of idiomatic expressions, of which prepositions to use with certain words,
of problem words that are sometimes confused, and so on.
■
Missing or extra words. The missing or extra word problems can some-
times overlap with some of the other categories, but I treat them separately
because sometimes they are easier to recognize than some of the other
question types.
Sentence Structure
To score well on sentence structure questions, you should have a strong under-
standing of basic sentence structures in standard written English and of parts of
speech. The following sections help you strengthen your knowledge of sentence
structure and provide sample questions so you can test yourself.
One of the most important subjects tested in the Structure section is the basic sen-
tence structure in English. The first rule to remember about standard written
English is this:
Every sentence must have a subject and a conjugated verb.
With this rule in mind, you may think that identifying an English sentence is easy.
However, keep in mind that a clause also has a subject and a verb, and some types
of clauses cannot be considered complete sentences. An independent clause can
stand on its own as a sentence; it doesn’t need another clause in order to be com-
plete. But a dependent clause, despite having a subject and a conjugated verb,
cannot stand on its own as a complete sentence; it contains a word that indicates it

must be combined with an independent clause in order to create a complete sen-
tence. For example, the clause because she went to the doctor contains both a sub-
ject, she, and a conjugated verb, went, but the word because indicates that it is a
dependent clause and cannot stand on its own. Clauses are discussed later in this
chapter in the “Phrases and Clauses” section.
If a sentence contains a complement or a direct object, it generally appears imme-
diately after the verb or verb phrase. If there is a modifier, it generally appears af-
ter the complement. The following table illustrates the rule of this typical sentence
structure.
64
Part III: Detailed Review of Items Tested
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