The document provides information about the Listening Comprehension section of the TOEFL exam. It is divided into three parts: Part A consists of 30 short conversations with one question each; Part B has 2 long conversations with several questions each; Part C includes 3 longer talks with several questions each. The document then provides strategies for each part, with a focus on Part A. For Part A, it emphasizes focusing on the second line of conversations, choosing answers with synonyms rather than same words, avoiding answers with similar sounds, and drawing conclusions about people, events or locations based on context clues.
TOEFL EXERCISE 3 - AVOID SIMILAR SOUNDSDEDE IRYAWAN
1. Identify the keywords in the second line, or first line (some are in both lines).
2. Distinguish the similar sounds that exist in the conversation and the in the written options.
3. To choose which word is actually said, you may set it in a context.
For example: TOO – TWO – TO
THREE – TREE – TEA
Cardinal number dan ordinal number merupakan cara penyebutan angka dalam bahasa Inggris. Adapun perbedaan antara cardinal number dan orinal number adalah cardinal number digunakan untuk menyatakan jumlah sedangkan ordinal number digunakan untuk menyatakan urutan atau rangking.
TOEFL EXERCISE 2 - CHOOSE ANSWER WITH SYNONYMSDEDE IRYAWAN
1. When you listen the conversation, focus on the line and try to find the key words.
2. The correct answers to the question rarely, if never, states in the line/conversation BUT the context can be found.
3. Always try to find synonym from the conversation, but DO NOT think too long. Time is limited!
TOEFL EXERCISE 3 - AVOID SIMILAR SOUNDSDEDE IRYAWAN
1. Identify the keywords in the second line, or first line (some are in both lines).
2. Distinguish the similar sounds that exist in the conversation and the in the written options.
3. To choose which word is actually said, you may set it in a context.
For example: TOO – TWO – TO
THREE – TREE – TEA
Cardinal number dan ordinal number merupakan cara penyebutan angka dalam bahasa Inggris. Adapun perbedaan antara cardinal number dan orinal number adalah cardinal number digunakan untuk menyatakan jumlah sedangkan ordinal number digunakan untuk menyatakan urutan atau rangking.
TOEFL EXERCISE 2 - CHOOSE ANSWER WITH SYNONYMSDEDE IRYAWAN
1. When you listen the conversation, focus on the line and try to find the key words.
2. The correct answers to the question rarely, if never, states in the line/conversation BUT the context can be found.
3. Always try to find synonym from the conversation, but DO NOT think too long. Time is limited!
Universidad Técnica Particular de Loja
Ciclo Académico Abril Agosto 2011
Carrera: Inglés
Docente: Mgs. Paúl Fernando González Torres
Ciclo: Tercero
Bimestre: Segundo
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
1. UCI ExtensionPaper-Based TOEFL WorkshopListening Part A (1) Listening Comprehension Skills 1-10 Longman Preparation Course for the TOEFL Test Tutorial prepared by Marla Yoshida
2. The Listening Comprehension Section The Listening Comprehension Section on the TOEFL measures your ability to understand spoken English, especially in academic contexts. It has a total of 50 questions, and it lasts 30-40 minutes. It is divided into three parts: Part A: Short conversations (30 dialogs, one question each) Part B: Long conversations (2 conversations, several questions each) Part C: Longer talks (3 talks, several questions each) 2
3. The Listening Comprehension Section Here are some general strategies for the Listening section: Know the directions. If you already know what to do, you won’t have to waste time during the test reading the directions. Listen carefully. Stay calm and try not to get distracted or let your attention wander. You will hear everything only once. The questions go from easier to harder. Don’t leave any answers blank on your answer sheet. Even if you don’t know the answer, guess. Look ahead at the answers to the next question if you have time. That will help you be ready to understand it better. 3
4. Listening Comprehension Section, Part A In Part A, you will hear 30 very short conversations between a man and a woman. For each one, you will hear a question and choose the best answer from the four choices written in your test book.For example, you might hear: (Man) Billy really made a big mistake this time. (Woman) Yes, he forgot to turn in his research paper. (Question) What does the woman say about Billy? In your test book, you read: It was the first time he made a mistake. He forgot to write his paper. He turned in the paper in the wrong place. He didn’t remember to submit his assignment. 4
5. Listening Comprehension Section, Part A You would choose answer (D) because “He forgot to turn in his research paper” means the same thing as “He didn’t remember to submit his assignment.” (Man) Billy really made a big mistake this time. (Woman) Yes, he forgot to turn in his research paper. (Question) What does the woman say about Billy? In your test book, you read: It was the first time he made a mistake. He forgot to write his paper. He turned in the paper in the wrong place. He didn’t remember to submit his assignment. 5
6. Listening Comprehension Section, Part A In this example, the answer to the question is clearly stated in the dialog. However, in many of the conversations, the information will not be stated directly. You will have to make an inference from what the speakers say. In other words, you will have to make an intelligent guess. Now let’s look at some strategies for doing well on Part A of the Listening Comprehension Section. 6
7. Focus on the second line. In the short conversations, the secondline usually contains the answer to the test question. Therefore, you should focus on the second line. For example: (Woman) Was anyone at home at Barb’s house when you went there to deliver the package? (Man) I rang the bell, but no one answered. (Question) What does the man imply? In your test book, you read: Barb answered the bell. The house was probably empty. The bell wasn’t in the house. The house doesn’t have a bell. 7
8. Focus on the second line. You would choose answer (B) because “I rang the bell, but no one answered” implies that the house was empty. If anyone had been home, they would have answered the door. (Woman) Was anyone at home at Barb’s house when you went there to deliver the package? (Man) I rang the bell, but no one answered. (Question) What does the man imply? In your test book, you read: Barb answered the bell. The house was probably empty. The bell wasn’t in the house. The house doesn’t have a bell. 8
9. Choose answers with synonyms The correct answer usually does not have the same words as the conversation—it expresses the same meaning using different words—it uses synonyms. For example, you hear: (Woman) Why is Barbara feeling so happy? (Man) She just started working in a real estate agency. (Question) What does the man say about Barbara? In your test book, you read: She always liked her work in real estate. She began a new job. She just bought some real estate. She bought a real estate agency. 9
10. Choose answers with synonyms (B) is the correct answer. Began has the same meaning as started, and job has the same meaning as working. The words are different, but they have the same meaning. (Woman) Why is Barbara feeling so happy? (Man) She just started working in a real estate agency. (Question) What does the man say about Barbara? In your test book, you read: She always liked her work in real estate. She began a new job. She just bought some real estate. She bought a real estate agency. 10
11. Avoid words with the same sounds If an answer has the same words as the conversation, or if it has words that sound similar, it is probably the wrong answer. Look for an answer with the same meaning, not the same sound. For example: (Man) Why couldn’t Mark come with us? (Woman) He was searching for a new apartment. (Question) What does the woman say about Mark? In your test book, you read: He was in the department office. He was looking for a place to live. He was working on his research project. He had an appointment at church. 11
12. Avoid words with the same sounds The correct answer is (B) because it has the same meaning as the second line of the dialog. The other answers all have words that sound similar to words in the dialog: department/apartment, research/search, appointment/apartment, and church/search. If the words sound the same, they’re probably wrong! (Man) Why couldn’t Mark come with us? (Woman) He was searching for a new apartment. (Question) What does the woman say about Mark? In your test book, you read: He was in the department office. He was looking for a place to live. He was working on his research project. He had an appointment at church. 12
13.
14. Draw conclusions about who, what, where In many conversations, you will have to make an inference from what the speakers say. You might hear questions like these: Who is the man/woman? What will the man/woman probably do next? What will probably happen next? Where does this conversation probably take place? Use clues in the conversation to help you make an intelligent guess about the answers to these questions. 14
15. Draw conclusions about who, what, where Here is an example with a question that asks who. (Woman) Can you tell me what assignments I missed when I was absent from your class? (Man) You missed one homework assignment and a quiz. (Question) Who is the man? In your test book, you read: A newspaper editor. A police officer. A teacher. A student. 15
16. Draw conclusions about who, what, where The clues your class, homework, and quiz tell us that the man is probably a teacher, so we choose answer (C). (Woman) Can you tell me what assignments I missed when I was absent from your class? (Man) You missed one homework assignment and a quiz. (Question) Who is the man? In your test book, you read: A newspaper editor. A police officer. A teacher. A student. 16
17. Draw conclusions about who, what, where Here’s an example where we have to make a prediction about the future: (Woman) Are you going to read those books here in the library? (Man) I think I’d rather check them out now and take them home. (Question) What will the man probably do next? In your test book, you read: Sit down in the library. Look for some more books. Return the books to the shelves. Go to the circulation desk. 17
18. Draw conclusions about who, what, where Since the man says he wants to check the books out (borrow them), we can guess that he’ll go to the circulation desk (the desk where people check books out). (Woman) Are you going to read those books here in the library? (Man) I think I’d rather check them out now and take them home. (Question) What will the man probably do next? In your test book, you read: Sit down in the library. Look for some more books. Return the books to the shelves. Go to the circulation desk. 18
19. Draw conclusions about who, what, where Here’s a question that asks us to draw a conclusion about where the conversation happens. (Woman) Are you going into the water, or are you just going to lie there on the sand? (Man) I’ll be there soon. First I need to put on some sunscreen. (Question) Where does this conversation probably take place? In your test book, you read: At a beauty salon. At the beach. In a sandbox. At an outdoor restaurant. 19
20. Draw conclusions about who, what, where We can guess that this is happening at the beach because of the clues water, sand, and sunscreen, so we will choose answer (B). (Woman) Are you going into the water, or are you just going to lie there on the sand? (Man) I’ll be there soon. First I need to put on some sunscreen. (Question) Where does this conversation probably take place? In your test book, you read: At a beauty salon. At the beach. In a sandbox. At an outdoor restaurant. 20
21. Active and passive sentences Sometimes the conversation contains an active statement, but the correct answer has a passive statement with the same meaning. Sometimes it’s the other way around. For example: (Man) Did Sally go to the bank this morning? (Woman) Yes, she did. She opened a new checking account. (Question) What does the woman imply? In your test book, you read: Sally wrote several checks. Sally wanted to check up on the bank. A new bank account was opened. Sally checked on the balance in her account. 21
22. Active and passive sentences We choose answer (C) because it has the same meaning as “she opened a new checking account,” but it is in the passive form. Be careful: In passive sentences, the subject receives the action, it doesn’t do it. (Man) Did Sally go to the bank this morning? (Woman) Yes, she did. She opened a new checking account. (Question) What does the woman imply? In your test book, you read: Sally wrote several checks. Sally wanted to check up on the bank. A new bank account was opened. Sally checked on the balance in her account. 22
23. More than one noun Some conversations name more than one noun or more than one person, and it’s easy to get confused. Be sure to listen carefully. (Man) Do you know who is in the band now? (Woman) Yes, I heard that Mara replaced Robert. (Question) What does the woman say about the band? In your test book, you read: Robert became a new member of the band. Robert took Mara’s place in the band. Mara didn’t have a place in the band. Mara took Robert’s place in the band. 23
24. More than one noun The correct answer is (D). “Mara replaced Robert” means that Robert is out and Mara is in. Answer (D) has that same meaning. (Man) Do you know who is in the band now? (Woman) Yes, I heard that Mara replaced Robert. (Question) What does the woman say about the band? In your test book, you read: Robert became a new member of the band. Robert took Mara’s place in the band. Mara didn’t have a place in the band. Mara took Robert’s place in the band. 24
25. Negative expressions in conversations Sometimes you will hear a negative expression in a conversation. Often the correct answer will contain an opposite word. For example: (Man) How did you get to your grandmother’s house in Maine in only five hours? (Woman) Well, we didn’t exactly drive slowly. (Question) What does the woman say about the trip? In your test book, you read: She drove rather quickly. She couldn’t have driven more slowly. She wanted to drive slowly to Maine. She didn’t drive to Maine. 25
26. Negative expressions in conversations The conversation says the woman didn’t drive slowly. The correct answer, (A), has the word quickly, which is the opposite of slowly. Therefore, it has the same meaning as not slowly. (Man) How did you get to your grandmother’s house in Maine in only five hours? (Woman) Well, we didn’t exactly drive slowly. (Question) What does the woman say about the trip? In your test book, you read: She drove rather quickly. She couldn’t have driven more slowly. She wanted to drive slowly to Maine. She didn’t drive to Maine. 26
27. Negative expressions in conversations Watch out for these kinds of negative expressions: Regular negative with not or ’nt: That isn’t the right key. That’s the wrong key. Other negative words: nobody, none, nothing, never Nobody arrived on time. Everybody was late. Edward neverworks hard. Edward is lazy. Negative prefixes: un-, in-, dis- Tom felt unhappy. Tom felt sad. He was impolite. He was rude. The workers disconnected the phone. They took it apart. 27
28. Double negatives in conversations Some sentences have two negative expressions that together make a positive idea. For example: (Man) I can’t believe the news that I heard about the concert. (Woman) Well, it isn’t impossible for the concert to take place. (Question) What does the woman say about the concert? In your test book, you read: There’s no possibility that the concert will happen. The concert will definitely not happen. The concert might happen. The concert can’t happen. 28
29. Double negatives in conversations The woman says it’s not impossible, so she means it is possible. “The concert might happen” has the same meaning as “The concert is possible.” (Man) I can’t believe the news that I heard about the concert. (Woman) Well, it isn’t impossible for the concert to take place. (Question) What does the woman say about the concert? In your test book, you read: There’s no possibility that the concert will happen. The concert will definitely not happen. The concert might happen. The concert can’t happen. 29
30. Double negatives in conversations Watch out for these kinds of double negatives: A negative word and a word with a negative prefix: He is not unlike his father. He is like his father. She is never unable to talk. She is always able to talk. Two negative verbs: It isn’t snowing, so they aren’t going to the mountains. If it were snowing, they would go to the mountains. Neither or noteither: Sue didn’t like the movie, and neither did Mark. They both did not like the movie. 30
31. Double negatives in conversations Remember that some kinds of double negatives are not considered grammatical in English. Don’t say sentences like these: We don’t never go the the movies. Nobody doesn’t want to pay high taxes. I didn’t do no homework yesterday. Instead, say: We don’t ever go to the movies. Nobody wants to pay high taxes. I didn’t do any homework yesterday. 31
32. Almost negative expressions There are several “almost negative” expressions in English—words like rarely or seldom. These words have meanings of “almost not,” “almost none,” or “almost never.” They don’t mean “completely not.” For example, if someone says: I barely finished the test in time. It means that he did finish in time, but with not much time left over.Here are some almost negative expressions: 32
33. Almost negative expressions Here’s an example of a conversation with an almost negative expression: (Woman) Were you able to pay the electric bill? (Man) I had barely enough money. (Question) What does the man imply? In your test book, you read: He had plenty of money for the bill. He did not have enough money for the bill. He paid the bill but has no money left. He was unable to pay the bill. 33
34. Almost negative expressions The man’s answer says he had barely enough money, so we know that he could pay the bill, but he had no money or only a tiny bit of money left afterward. Therefore, (C) is the best answer. (Woman) Were you able to pay the electric bill? (Man) I had barely enough money. (Question) What does the man imply? In your test book, you read: He had plenty of money for the bill. He did not have enough money for the bill. He paid the bill but has no money left. He was unable to pay the bill. 34