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1. 01 Homepage 02 03 PELATIHAN TOEFL: IMPROVE YOUR FOREIGN LANGUAGE BY : DR. CHRISTIANA SIDUPA, S.PD., M.HUM. TOEFL

2. 01 Homepage 02 03 Learning Objectives: Understand the gist , the details , and function Understand the vocabulary from context , understand negative facts , find factual information , simplify meanings of sentences , make inferences from stated facts , insert sentences into the passage , and select summary information Understand integrated writing

3. 01 Homepage The TOEFL Listening Section 02 03 LISTENING SKILL 1: UNDERSTAND THE GIST YouTube Link: https://www.youtube.com/watch?v=-LcUeV_qXoI Steps Step 1: Listen to the audio and take notes Step 2: Read the question Step 3: Think about the general topic Step 4: Try to summarize your notes in one sentence Step 5: Eliminate incorrect answer options

4. 01 Homepage The TOEFL Listening Section 02 03 LISTENING SKILL 2: UNDERSTAND THE DETAILS YouTube Link: https://www.youtube.com/watch?v=ISo5QiZEKIY Steps Step 1: Listen to the audio and take notes Step 2: Read the question Step 3: Refer to your notes to find reference to this detail Step 4: Eliminate any answer options that don’t match , are too general , are contradictory or that weren’t mentioned Step 5: Choose the remaining answer

5. 01 Homepage The TOEFL Listening Section 02 03 LISTENING SKILL 3: UNDERSTAND THE FUNCTION YouTube Link: https://www.youtube.com/watch?v=Ke_oSN-BCaY&t=252s Steps Step 1: Listen to the audio and take notes Step 2: Look at the question ( you may be asked to listen to part of the conversation again before answering the question ) Step 3: Think about why the person said what they did ( function ) and eliminate the answers that don’t match Step 4: Choose the answer that best matches why the speaker said what they said

6. 01 Homepage The TOEFL Listening Section 02 03 Directions: Now listen to a conversation between a student and a professor. Passage #1 NOTE TO STUDENT: Do NOT look at the questions on the next page until after you listen. Get a pen and a piece of paper and get ready to take notes. Click the icon above or the link below when you’re ready. Listen to a conversation between a student and a professor Directions: Now, answer the questions. What is the conversation mainly about? The information the student needs to prepare for the midterm General information about the teacher assistant position The typical workload of a teacher’s assistant The application process to become a teacher’s assistant

7. 01 Homepage The TOEFL Listening Section 02 03 What is the student implying about the TA position when he asks the professor about the papers he will have to grade? He believes the position will require more work than what is stated in the job description He wants to clarify what is involved in the position He is unsure of what a teacher assistant actually does He is hoping not to work more than twenty hours per week Why does the professor want the student to apply to become a TA? Select two. It will look good when he applies for future jobs The student will learn a lot The student will gain respect The student will be able to help the professor complete her research Why hasn’t the student applied to be a TA yet? Select two. He does not think he will like the job He wants to know how many hours he will have to work He is worried he will not know the answers to the students’ questions He wants to apply after he has taken the midterm What does the professor tell the student to do if he does not know the answer to a question from a student? He should make up something in class so the students do not lose confidence in him He should tell the students he will look up the correct answer later He should ask her and then email the student afterward He should tell the students to look it up on their own

8. 01 Homepage The TOEFL Listening Section 02 03 Directions: Now listen to part of a talk in an American history class. Passage #2 NOTE TO STUDENT: Do NOT look at the questions on the next page until after you listen. Get a pen and a piece of paper and get ready to take notes. Click the icon above or the link below when you’re ready. Listen to part of a talk in an American history class Source: Corbett, P.S., Janssen, V., Lund, J. M., Pfannestiel , T., Waskiewicz , S., & Vickery, P. (2014). ***Vocabulary is sometimes provided in written form when it may be unfamiliar to the student but essential for understanding the lecture. Mississippi River the cotton gin Saint Louis, Missouri Memphis, Tennessee

9. 01 Homepage The TOEFL Listening Section 02 03 What is the lecture mainly about? How New Orleans came to be a thriving city How the cotton boom shaped the economy What life was like as a slave on a cotton plantation What led to the widespread use of steamboats Directions: Now, answer the questions. What part of the cotton growing process took place in March and April? Slaves would plant rows of seeds Slaves would expend a lot of energy tending to the plants Slaves would pick the cotton for harvest Slaves were able to rest before the next cotton season started Why does the professor talk about steamboats? To illustrate how much money was made by people in the South at this time To provide an example of the sailing skills of Southerners To show how these new ships helped transport slaves around the area To provide an example of the economic impact of the cotton industry

10. 01 Homepage The TOEFL Listening Section 02 03 What does the professor imply about the slaves working on the cotton plantations? Life was comfortable because they were allowed to have their own animals to raise for food Many slaves likely fell ill because they ate so little Slaves were exploited by owners of cotton plantations Cotton picking was one of the worst jobs for a slave Directions: Now, answer the questions. Why does the professor say this? To change the location where she is standing in the room To explain to the students that she forgot to talk about something earlier To indicate a need to talk about events even further in the past To point out that it will be easier to answer the student’s question if she provides some background information What does the professor imply about slave owners? Their farms would not have been able to survive without slaves Without slaves, they would not have been able to buy steamboats They were so eager to earn money that they were willing to enslave people They were the richest people in society

11. 01 Homepage The TOEFL Listening Section 02 03 Directions: Now listen to part of a talk in an economics class. Passage #3 NOTE TO STUDENT: Do NOT look at the questions on the next page until after you listen. Get a pen and a piece of paper and get ready to take notes. Click the icon above or the link below when you’re ready. Listen to part of a talk in an economics class Source: OpenStax. (2018). Intertemporal choices in financial capital markets ***Vocabulary is sometimes provided in written form when it may be unfamiliar to the student but essential for understanding the lecture. behavioral economics $1000 credit card debt 15% interest $2000 savings account 2% gain = (equals) $130/loss per year

12. 01 Homepage The TOEFL Listening Section 02 03 What is the lecture mainly about? Why the traditional model of economics is outdated How to handle money rationally and irrationally Why people often make mistakes when handling their finances How behavioral economics is different from the traditional model Directions: Now, answer the questions. Based on the information from the listening, indicate which characteristic on the left belongs to either traditional economists or behavioral economists. This question is worth two points.   Traditional economists Behavioral economists A dollar is always just a dollar     The value of money depends on the situation     Loss aversion    

13. 01 Homepage The TOEFL Listening Section 02 03 How does the professor organize the lecture? He compares and contrasts two concepts related to economics He introduces an economic topic and then provides several supporting examples He compares the new economic topic to something the students learned earlier He begins the lecture on traditional economics and then changes the subject to behavioral economics Directions: Now, answer the questions. According to the professor, if you lost ten dollars yesterday but then found ten dollars on the ground today, how would you feel about it from a traditional economist’s point of view? You would feel indifferent since you lost ten dollars and then simply gained the same amount back You would still be angry that you lost ten dollars yesterday You would feel like you could spend the ten dollars irrationally since it was free You would invest the ten dollars and make more money with it

14. 01 Homepage The TOEFL Listening Section 02 03 What does the professor imply about traditional and behavioral models of economics? He thinks traditional economists have stronger support from the scientific community He thinks that behavioral economists better understand why individuals make certain decisions He believes that both models have their flaws He thinks that the students should only study the behavioral model because it is more correct Directions: Now, answer the questions. Why does the professor say this? To emphasize that people make decisions inconsistent with traditional economics To show why he believes people often make irrational decisions To describe what happens when people adhere to the behavioral model of economics To prove that the smartest people only make rational decisions regarding money

15. 01 Homepage The TOEFL Listening Section 02 03 Directions: Now listen to a conversation between a student and an office worker. Passage #4 NOTE TO STUDENT: Do NOT look at the questions on the next page until after you listen. Get a pen and a piece of paper and get ready to take notes. Click the icon above or the link below when you’re ready. Listen to a conversation between a student and an office worker Directions: Now, answer the questions. Why does the student want to talk to the records and registration worker? She has the wrong grades on her grade report She wants to discuss one of her grades to see if she can get it changed She has the same name as another student She has three days to get her grade report fixed

16. 01 Homepage The TOEFL Listening Section 02 03 Listen again to part of the passage. Why does the campus worker say this? He thinks the student wants to change some of her grades, and he cannot help Only the student’s professors can help with her problem The student is lost, and he will point her in the right direction He does not understand why the student came to see him Why does the student have an incorrect grade report? The professors did not enter her grades correctly The campus worker filed the grade report incorrectly Her report was mixed up with another student with the same name Another student with the same name switched the reports so she could have better grades How will the campus worker help solve the student’s problem? He will submit a report to investigate the incorrect grades He will compare the student’s ID with the student’s grades He will talk to the student’s professors He will talk to the other student first How will the student know when her problem is resolved? She will receive an email in three days if the problem is not fixed She will receive an email saying her problem is resolved She will need to return to the office to check if the problem is resolved She will need to contact her professors and ask them

17. 01 Homepage The TOEFL Listening Section 02 03 Directions: Now listen to part of a talk in an astronomy class. Passage #5 NOTE TO STUDENT: Do NOT look at the questions on the next page until after you listen. Get a pen and a piece of paper and get ready to take notes. Click the icon above or the link below when you’re ready. Listen to part of a talk in an astronomy class Source: Fraknoi , A., Morrison, D., & Wolff, S. C. (2016). ***Vocabulary is sometimes provided in written form when it may be unfamiliar to the student but essential for understanding the lecture. luminosity carbon dioxide

18. 01 Homepage The TOEFL Listening Section 02 03 What is the lecture mainly about? What will happen as the Sun continues to expand Why humans may need to move to other planets in the future The decreasing levels of carbon dioxide and rising temperatures on Earth’s surface Ways for humanity to survive after the Sun expands Directions: Now, answer the questions. Why does the professor say this? To prove that the Earth and the Sun are definitely dying To ensure the students do not lose sleep over the fact that the Earth and Sun are dying out To explain that there is no need to worry because this will not happen for a long time To emphasize how important it is to know that the Sun and Earth are living things According to the passage, which of the following is a way to preserve life on Earth suggested by astronomers? To inhabit other planets and sporadically visit Earth To create more advanced technology that will protect Earth To find ways that humans can live in extreme heat To use an asteroid to move Earth farther away from the Sun

19. 01 Homepage The TOEFL Listening Section 02 03 What does the professor imply about the future of the Earth? Astronomers will have probably figured out some solution in the future The fate of Earth is something humanity needs to consider now The Earth is likely to be sucked into the Sun like Mercury and Venus The rising heat and melting ice caps are preventable problems Directions: Now, answer the questions. What change in the Sun is going to cause problems on Earth? It will only emit 70 percent of the energy it does today The luminosity is increasing It will become a red giant soon Its core is heating up too quickly What does the professor say are some possible ways that we might survive as the Sun continues to grow? Select two. Humans might evolve to withstand the climate changes on Earth Astronomers will use spacecrafts to help push the Earth into Jupiter’s orbit Advances in technology will allow astronomers to slow the growth of the Sun Humans will move to other planets instead

20. Homepage The TOEFL Reading Section 03 READING SKILL 1: UNDERSTAND VOCABULARY FROM CONTEXT YouTube Link: https://www.youtube.com/watch?v=whOoDpXFH9A Steps Step 1: Compare meaning of word in question to answer options Step 2: Locate word in passage and read that sentence Step 3: Try each answer option and eliminate incorrect options Step 4: Choose the correct answer option 01 02

21. Homepage The TOEFL Reading Section 03 READING SKILL 2: UNDERSTAND NEGATIVE FACTS YouTube Link: https://www.youtube.com/watch?v=No77vrFrZ84 Steps Step 1: Read the question and answer options Step 2: Scan the passage to find the fact Step 3: Read the answer options and eliminate the ones that are found in the passage Step 4: Choose the remaining answer . Remember , it should be the fact that is not in the passage or contradicts what is said in the passage 01 02

22. Homepage The TOEFL Reading Section 03 READING SKILL 3: FIND FACTUAL INFORMATION YouTube Link: https://www.youtube.com/watch?v=aBGshXGJozE Steps Step 1: Read the question and answer options Step 2: Scan the passage for the fact Step 3: Eliminate incorrect answer options Step 4: Choose the remaining answer 01 02

23. Homepage The TOEFL Reading Section 03 READING SKILL 4: SIMPLIFY MEANINGS OF SENTENCES YouTube Link: https://www.youtube.com/watch?v=kEhYQFb37cA Steps Step 1: Read the question Step 2: Read the highlighted sentence Step 3: Think about how you would paraphrase it Step 4: Eliminate answer options that don’t reflect the same meaning 01 02

24. Homepage The TOEFL Reading Section 03 READING SKILL 5: MAKE INFERENCES FROM STATED FACTS YouTube Link: https://www.youtube.com/watch?v=EsMbzhw_wn4 Steps Step 1: Read the question and answer options Step 2: Re-read the relevant section carefully Step 3: Eliminate incorrect answers Step 4: Choose the remaining answer 01 02

25. Homepage The TOEFL Reading Section 03 READING SKILL 6: INSERT SENTENCES INTO THE PASSAGE YouTube Link: https://www.youtube.com/watch?v=u569RBRmtZg Steps Step 1: Read the sentence to be inserted Step 2: Click each square to see if it fits with the sentence before and after it Step 3: Choose the square where the sentence best fits 01 02

26. Homepage The TOEFL Reading Section 03 READING SKILL 7: SELECT SUMMARY INFORMATION YouTube Link: https://www.youtube.com/watch?v=igxu4xvta4c Steps Step 1: Read the passage and take notes Step 2: Read the first sentence of the summary Step 3: Compare your notes to the answer options Step 4: Eliminate incorrect answer options 01 02

27. 01 Homepage The TOEFL Reading Section 02 03 Why Do We Sleep? We spend approximately one-third of our lives sleeping. Given the average life expectancy for U.S. citizens falls between 73 and 79 years old, we can expect to spend approximately 25 years of our lives sleeping. Some animals never sleep (e.g., some fish and amphibian species); other animals can go extended periods of time without sleep and without apparent negative consequences (e.g., dolphins); yet some animals (e.g., rats) die after two weeks of sleep deprivation. Given the central role that sleep plays in our lives and the number of adverse consequences that have been associated with sleep deprivation, one would think that we would have a clear understanding of why it is that we sleep. Unfortunately, this is not the case; however, several hypotheses have been proposed to explain the function of sleep. One popular hypothesis of sleep incorporates the perspective of evolutionary psychology. Evolutionary psychology is a discipline that studies how universal patterns of behavior and cognitive processes have evolved over time as a result of natural selection. Variations and adaptations in cognition and behavior make individuals more or less successful in reproducing and passing their genes to their offspring. One hypothesis from this perspective might argue that sleep is essential to restore resources that are expended during the day. Just as bears hibernate in the winter when resources are scarce, perhaps people sleep at night to reduce their energy expenditures. While this is an intuitive explanation of sleep, there is little research that supports this explanation. In fact, it has been suggested that there is no reason to think that energetic demands could not be addressed with periods of rest and inactivity, and some research has actually found a negative correlation between energetic demands and the amount of time spent sleeping. Another evolutionary hypothesis of sleep holds that our sleep patterns evolved as an adaptive response to predatory risks, which increase in darkness. Thus we sleep in safe areas to reduce the chance of harm. Again, this is an intuitive and appealing explanation for why we sleep. Perhaps our ancestors spent extended periods of time asleep to reduce attention to themselves from potential predators. Comparative research indicates, however, that the relationship that exists between predatory risk and sleep is very complex and equivocal. Some research suggests that species that face higher predatory risks sleep fewer hours than other species, while other researchers suggest there is no relationship between the amount of time a given species spends in deep sleep and its predation risk.

28. 01 Homepage The TOEFL Reading Section 02 03 Another theory regarding why we sleep involves sleep’s importance for cognitive function and memory formation. Indeed, we know sleep deprivation results in disruptions in cognition and memory deficits, leading to impairments in our abilities to maintain attention, make decisions, and recall long-term memories. Moreover, these impairments become more severe as the amount of sleep deprivation increases. Furthermore, slow-wave sleep after learning a new task can improve resultant performance on that task and seems essential for effective memory formation. Understanding the impact of sleep on cognitive function should help you understand that cramming all night for a test may not be effective and can even prove counterproductive. It is quite possible that sleep serves no single universally adaptive function, and different species have evolved different patterns of sleep in response to their unique evolutionary pressures. While we have discussed the negative outcomes associated with sleep deprivation, it should be pointed out that there are many benefits that are associated with adequate amounts of sleep. A few such benefits listed by the National Sleep Foundation include maintaining a healthy weight, lowering stress levels, improving mood, and increasing motor coordination, as well as a number of benefits related to cognition and memory formation. Sleep has also been associated with other cognitive benefits. Research indicates that included among these possible benefits are increased capacities for creative thinking, language learning, and inferential judgments. It is possible that even the processing of emotional information is influenced by certain aspects of sleep. Source: OpenStax. 2019. Sleep and why we sleep.

29. 01 Homepage The TOEFL Reading Section 02 03 Reading Paragraph 1 We spend approximately one-third of our lives sleeping. Given the average life expectancy for U.S. citizens falls between 73 and 79 years old, we can expect to spend approximately 25 years of our lives sleeping. Some animals never sleep (e.g., some fish and amphibian species); other animals can go extended periods of time without sleep and without apparent negative consequences (e.g., dolphins); yet some animals (e.g., rats) die after two weeks of sleep deprivation. Given the central role that sleep plays in our lives and the number of adverse consequences that have been associated with sleep deprivation, one would think that we would have a clear understanding of why it is that we sleep. Unfortunately, this is not the case; however, several hypotheses have been proposed to explain the function of sleep. The word adverse in paragraph 1 is closest in meaning to Visible Negative Apparent Measurable According to the paragraph, all of the following are true EXCEPT All animals require at least some amount of sleep to survive Dolphins can stay awake for great lengths of time without any noticeable negative effects There are some animals that will die if they go for two weeks with no sleep People do not have a thorough understanding of why living things need sleep

30. 01 Homepage The TOEFL Reading Section 02 03 Reading Paragraph 2 One popular hypothesis of sleep incorporates the perspective of evolutionary psychology. Evolutionary psychology is a discipline that studies how universal patterns of behavior and cognitive processes have evolved over time as a result of natural selection. Variations and adaptations in cognition and behavior make individuals more or less successful in reproducing and passing their genes to their offspring. One hypothesis from this perspective might argue that sleep is essential to restore resources that are expended during the day. Just as bears hibernate in the winter when resources are scarce, perhaps people sleep at night to reduce their energy expenditures. While this is an intuitive explanation of sleep, there is little research that supports this explanation. In fact, it has been suggested that there is no reason to think that energetic demands could not be addressed with periods of rest and inactivity, and some research has actually found a negative correlation between energetic demands and the amount of time spent sleeping. According to paragraph 2, which of the following is true? Evolutionary psychology can explain the human need for sleep The most popular theory of sleep is related to evolutionary psychology Humans require sleep because it helps to replenish the energy we use each day It is possible that humans sleep to lower their energy output According to paragraph 2, what does some research show about sleep? Just like bears hibernate to conserve resources, humans need to sleep at night to save energy Humans have to sleep at night to restore energy levels, which are drained throughout the day There is not a lot of evidence to support the claim that humans sleep to restore energy Humans require sleep because they are more advanced beings than other animals

31. 01 Homepage The TOEFL Reading Section 02 03 Reading Paragraph 3 Another evolutionary hypothesis of sleep holds that our sleep patterns evolved as an adaptive response to predatory risks, which increase in darkness. Thus we sleep in safe areas to reduce the chance of harm. Again, this is an intuitive and appealing explanation for why we sleep. Perhaps our ancestors spent extended periods of time asleep to reduce attention to themselves from potential predators. Comparative research indicates, however, that the relationship that exists between predatory risk and sleep is very complex and equivocal. Some research suggests that species that face higher predatory risks sleep fewer hours than other species, while other researchers suggest there is no relationship between the amount of time a given species spends in deep sleep and its predation risk. Why does the author say, “which increase in darkness”? To explain that most predators are more active at night in the dark To suggest why humans sleep at night as opposed to during the day To elaborate on the fact that night is the best time for humans to sleep To demonstrate the activity and habits of most predators Which of the following best expresses the essential information in the highlighted sentence in paragraph 3 Incorrect choices change the meaning in important ways or leave out essential information The research indicates that animals with a lot of predators sleep less than those that do not There is only a slight connection between the sleep time of a species and its predatory risks Experiments have provided mixed results as to how predatory risk affects prey’s sleep time There is research that shows that species with more predatory risk sleep less and that sleep time and predatory risk are unrelated

32. 01 Homepage The TOEFL Reading Section 02 03 Reading Paragraph 4 Another theory regarding why we sleep involves sleep’s importance for cognitive function and memory formation. Indeed, we know sleep deprivation results in disruptions in cognition and memory deficits, leading to impairments in our abilities to maintain attention, make decisions, and recall long-term memories. Moreover, these impairments become more severe as the amount of sleep deprivation increases. Furthermore, slow-wave sleep after learning a new task can improve resultant performance on that task and seems essential for effective memory formation. Understanding the impact of sleep on cognitive function should help you understand that cramming all night for a test may not be effective and can even prove counterproductive. According to paragraph 4, which of the following is true? Being sleep deprived could prevent an individual from having trouble with their cognitive functions The more sleep deprived we are, the more our cognitive abilities are affected The most valid theory as to why we sleep has to do with how it affects our cognition Sleep deprivation has strong effects on some people and almost no effect on others

33. 01 Homepage The TOEFL Reading Section 02 03 Reading Paragraph 5 It is quite possible that sleep serves no single universally adaptive function, and different species have evolved different patterns of sleep in response to their unique evolutionary pressures. While we have discussed the negative outcomes associated with sleep deprivation, it should be pointed out that there are many benefits that are associated with adequate amounts of sleep. A few such benefits listed by the National Sleep Foundation include maintaining a healthy weight, lowering stress levels, improving mood, and increasing motor coordination, as well as a number of benefits related to cognition and memory formation. Sleep has also been associated with other cognitive benefits. Research indicates that included among these possible benefits are increased capacities for creative thinking, language learning, and inferential judgments. It is possible that even the processing of emotional information is influenced by certain aspects of sleep. What can be inferred from the information in paragraph five? It is important for people to reduce sleep in order to optimize cognition Important decisions should be made after getting an adequate amount of sleep Motor functions are affected by the amount of sleep we get The function of sleep is different for everyone, and the amount required varies

34. 01 Homepage The TOEFL Reading Section 02 03 Look at the four squares (A, B, C, D) that indicate where the following sentence could be added to the passage. Sleep is an important part of life for most species, especially us humans who devote a significant portion of our time alive sleeping. Where would the sentence best fit? A We spend approximately one-third of our lives sleeping. B Given the average life expectancy for U.S. citizens falls between 73 and 79 years old. We can expect to spend approximately 25 years of our lives sleeping. C Some animals never sleep (e.g., some fish and amphibian species); other animals can go extended periods of time without sleep and without apparent negative consequences (e.g., dolphins); yet some animals (e.g., rats) die after two weeks of sleep deprivation. D Given the central role that sleep plays in our lives and the number of adverse consequences that have been associated with sleep deprivation, one would think that we would have a clear understanding of why it is that we sleep.

35. 01 Homepage The TOEFL Reading Section 02 03 DIRECTIONS: An introductory sentence for a brief summary of the passage is provided below. Complete the summary by selecting the THREE answer choices that express the most important ideas in the passage. Some sentences do not belong in the summary because they express ideas that are not presented in the passage or are minor ideas in the passage. This question is worth 2 points. Sleep is known to affect the cognitive functions of humans, but the exact reason why we require sleep is not well-understood. - - - There are several theories that aim to explain the function of sleep in humans Some species of fish do not require sleep, while other animals can die from sleep deprivation Some researchers argue that species with more predators sleep less It is possible that species developed different sleep patterns in response to evolutionary forces Predators are more active in the dark, which might be the reason why humans sleep at night Humans gain heightened cognitive abilities when well-rested, along with other benefits from adequate sleep

36. 01 Homepage The TOEFL Reading Section 02 03 Life in Feudal Europe During the Middle Ages, between the 5th to 15th centuries, society consisted of different classes of people. Most of the population were peasants who worked the land, noblemen who owned the land, knights who fought to protect the land, and clergy who ran the church and other religious aspects of life. Almost all Europeans at this time lived in small villages that consisted of a large house or castle for the lord, a church for the clergy, and simple homes for the peasants or serfs, who made up over 70 percent of Western Europe’s population. Hundreds of these castles and walled cities remain all over Europe today. Europe’s feudal society was a mutually supportive system. The lords owned the land; knights gave military service to a lord and carried out his justice; serfs worked the land in return for the protection offered by the lord’s castle or the walls of his city, into which they fled in times of danger from invaders. Much land was communally farmed at first, but as lords became more powerful, they extended their ownership and rented land to their subjects. Thus, although they were technically free, serfs were effectively bound to the land they worked, which supported them and their families as well as the lord and all who depended on him. The Catholic Church, the only church in Europe at the time, also owned vast tracts of land and became very wealthy by collecting not only tithes (taxes consisting of 10 percent of annual earnings) but also rents on its lands. A serf’s life was difficult. Women often died in childbirth, and perhaps one-third of children died before the age of five. Without sanitation or medicine, many people perished from diseases we consider inconsequential today; few lived to be older than forty-five. Entire families, usually including grandparents, lived in one or two-room hovels that were cold, dark, and dirty. A fire was kept lit and was always a danger to the thatched roofs, which could easily catch on fire and burn the inhabitants alive. The constant smoke also affected the inhabitants’ health and eyesight. Most individuals owned no more than two sets of clothing, consisting of a woolen jacket or tunic and linen undergarments, and bathed only when the waters melted in spring.

37. 01 Homepage The TOEFL Reading Section 02 03 In an agrarian society that relies on the land, the seasons dictate the rhythm of life. Everyone in Europe’s feudal society had a job to do and worked hard. The father was the unquestioned head of the family. Women were forced to be subordinate to men and had almost no legal rights at the time. Idleness meant hunger. When the land began to thaw in early spring, peasants started tilling the soil with primitive wooden plows and crude rakes and hoes. Then they planted crops of wheat, rye, barley, and oats, reaping small yields that barely sustained the population. Bad weather, crop disease, or insect infestation could cause an entire village to starve or force the survivors to move to another location. Early summer saw the first harvesting of hay, which was stored until needed to feed the animals in winter. Men and boys sheared the sheep, now heavy with wool from the cold weather, while women and children washed the wool and spun it into yarn. The coming of fall meant crops needed to be harvested and prepared for winter. Livestock was butchered, and the meat was smoked or salted to preserve it. With the harvest in and the provisions stored, fall was also the time for celebrating and giving thanks to God. Winter brought the people indoors to weave yarn into fabric, sew clothing, separate grain, and keep the fires going. Everyone celebrated the birth of Christ in conjunction with the winter solstice. As has been the case in many pre-modern societies, winter was the most brutal season where many suffered and died from cold or starvation.

38. 01 Homepage The TOEFL Reading Section 02 03 Reading Paragraph 1 During the Middle Ages, between the 5th to 15th centuries, society consisted of different classes of people. Most of the population were peasants who worked the land, noblemen who owned the land, knights who fought to protect the land, and clergy who ran the church and other religious aspects of life. Almost all Europeans at this time lived in small villages that consisted of a large house or castle for the lord, a church for the clergy, and simple homes for the peasants or serfs, who made up over 70 percent of Western Europe’s population. Hundreds of these castles and walled cities remain all over Europe today. Which of the following is true about the Middle Ages? It was the period from the 500s to 1500s when people were organized into different classes Clergymen consisted of more than two-thirds of Western Europe’s population Few of the castles and walls of the cities from the Middle Ages remain in Europe today Serfs worked on the lands owned by nobles and protected by knights What does the author say about the way people lived during the Middle Ages? Few Europeans lived in small villages in the countryside Clergymen, peasants, and serfs lived in simple homes The majority of people in Europe resided in villages with a church Every village contained a large house and castle for the lord

39. 01 Homepage The TOEFL Reading Section 02 03 Reading Paragraph 2 Europe’s feudal society was a mutually supportive system. The lords owned the land; knights gave military service to a lord and carried out his justice; serfs worked the land in return for the protection offered by the lord’s castle or the walls of his city, into which they fled in times of danger from invaders. Much land was communally farmed at first, but as lords became more powerful, they extended their ownership and rented land to their subjects. Thus, although they were technically free, serfs were effectively bound to the land they worked, which supported them and their families as well as the lord and all who depended on him. The Catholic Church, the only church in Europe at the time, also owned vast tracts of land and became very wealthy by collecting not only tithes (taxes consisting of 10 percent of annual earnings) but also rents on its lands. All of the following are true EXCEPT Each level of the feudal system in Europe supported the other levels in some way Landowners were referred to as lords during Europe’s feudal society The lower classes of society worked the land in return for protection from the lords The land of the lords was farmed communally The phrase bound to in paragraph 2 is closest in meaning to Restricted to Knotted to Supported by Judged by

40. 01 Homepage The TOEFL Reading Section 02 03 Reading Paragraph 3 A serf’s life was difficult. Women often died in childbirth, and perhaps one-third of children died before the age of five. Without sanitation or medicine, many people perished from diseases we consider inconsequential today; few lived to be older than forty-five. Entire families, usually including grandparents, lived in one or two-room hovels that were cold, dark, and dirty. A fire was kept lit and was always a danger to the thatched roofs, which could easily catch on fire and burn the inhabitants alive. The constant smoke also affected the inhabitants’ health and eyesight. Most individuals owned no more than two sets of clothing, consisting of a woolen jacket or tunic and linen undergarments, and bathed only when the waters melted in spring. Why does the author say, “Without sanitation or medicine”? To provide the main reason why the serfs had a difficult life To suggest that this period in Europe was unsanitary and without medical treatment To allude to the level of sophistication of European society To explain why the mortality rate was so high and life expectancy so low

41. 01 Homepage The TOEFL Reading Section 02 03 Reading Paragraph 4 In an agrarian society that relies on the land, the seasons dictate the rhythm of life. Everyone in Europe’s feudal society had a job to do and worked hard. The father was the unquestioned head of the family. Women were forced to be subordinate to men and had almost no legal rights at the time. Idleness meant hunger. When the land began to thaw in early spring, peasants started tilling the soil with primitive wooden plows and crude rakes and hoes. Then they planted crops of wheat, rye, barley, and oats, reaping small yields that barely sustained the population. Bad weather, crop disease, or insect infestation could cause an entire village to starve or force the survivors to move to another location. The word agrarian in paragraph 4 is closest in meaning to Small Communal Agricultural Cooperative

42. 01 Homepage The TOEFL Reading Section 02 03 Reading Paragraph 5 Early summer saw the first harvesting of hay, which was stored until needed to feed the animals in winter. Men and boys sheared the sheep, now heavy with wool from the cold weather, while women and children washed the wool and spun it into yarn. The coming of fall meant crops needed to be harvested and prepared for winter. Livestock was butchered, and the meat was smoked or salted to preserve it. With the harvest in and the provisions stored, fall was also the time for celebrating and giving thanks to God. Winter brought the people indoors to weave yarn into fabric, sew clothing, separate grain, and keep the fires going. Everyone celebrated the birth of Christ in conjunction with the winter solstice. As has been the case in many pre-modern societies, winter was the most brutal season where many suffered and died from cold or starvation. All of the following are true EXCEPT Hay was harvested at the beginning of summer Women and girls made yarn from wool that was sheared from sheep The end of fall was the time when crops and livestock were prepared for winter People celebrated once the crops were harvested and the provisions were stored Which of the following best expresses the essential information in the highlighted sentence in paragraph 5? Incorrect choices change the meaning in important ways or leave out essential information. Winter was the hardest season for people living in Europe Numerous people died of cold or hunger in winter Winters are not so fatal for modern societies More people died in the winter than in any other season

43. 01 Homepage The TOEFL Reading Section 02 03 Look at the four squares (A, B, C, D) that indicate where the following sentence could be added to the passage. A hierarchy existed not only within society but within the household as well. Where would this sentence best fit? A Everyone in Europe’s feudal society had a job to do and worked hard. B The father was the unquestioned head of the family. C Women were forced to be subordinate to men and had almost no legal rights at the time. D Idleness meant hunger. When the land began to thaw in early spring, peasants started tilling the soil with primitive wooden plows and crude rakes and hoes.

44. 01 Homepage The TOEFL Reading Section 02 03 DIRECTIONS: An introductory sentence for a brief summary of the passage is provided below. Complete the summary by selecting the THREE answer choices that express the most important ideas in the passage. Some sentences do not belong in the summary because they express ideas that are not presented in the passage or are minor ideas in the passage. This question is worth 2 points. Life in feudal Europe was hard work, particularly for the peasants who were the subordinates of their lords. - - - The Middle Ages is considered to be between the 5th to 15th centuries Europe’s feudal society was a reciprocal system in which knights and serfs served their lords in return for resources, protection, and land Those at the bottom of the social ladder worked the land but often barely sustained themselves Most Europeans in the Middle Ages were Christian and celebrated the birth of Christ along with the winter solstice Men and boys sheared the sheep, and women and girls spun wool to make yarn in the winter Serfs were free but really had no other choice than to work for their lords to support their families

45. 01 Homepage The TOEFL Listening Section 02 03 WRITING SKILL 1: INTEGRATED WRITING: READ-LISTEN-WRITE YouTube Link: https://www.youtube.com/watch?v=PkE_eIaZaws https://www.youtube.com/watch?v=PsfOZ6hElI8 https://www.youtube.com/watch?v=N9Vno-SElFE&t=12s Steps Read a passage and take notes (3 mins ) Listen to a lecture on the same topic and take notes ( about 2 mins ) Write an integrated summary (20 mins )

46. 01 Homepage The TOEFL Writing Section 02 03 Writing Task 1 - Integrated Question Directions: For this task, you will read a passage and listen to a lecture about an academic topic. You may take notes during this time. After the passages have finished, you will then be asked a question about them. After the question, you will have 20 minutes to write your response. Effective responses are usually between 250 to 350 words. You may look at the reading passage and your notes as you write. Keep in mind that the question will not ask for your opinion. You have three minutes to read. You may begin reading now. More than 90% of people get married at least once in their life, and divorce has become a common experience for many. It’s a painful process, but statistics show that 40% to 50% of marriages in America end in divorce. Only Cuba and Belarus claim slightly higher divorce rates than the US. Researchers generally agree that there are three main causes of the high divorce rate. While most feel that the growing awareness of gender inequality in America is having a positive effect on society, it has also led to an increase in divorce. Women are now more active in both professional and social settings. They have more job opportunities and no longer rely on a husband for financial and emotional support. This is in contrast to other countries, where women still worry about the social disapproval associated with divorce.

47. 01 Homepage The TOEFL Writing Section 02 03 There are some sociologists who believe that economic concerns might be the leading cause of divorce. It's certainly true that divorce is more common in low-income households. The inability to satisfy the needs of a family hurts relationships and often leads to divorce. Financially stable families are more likely to preserve their relationship because they can afford a better quality of life for every family member. Lastly, the 21st century is an age of instant gratification. In a society where people are used to quick fixes, many don't have the emotional skills needed to work through problems in a relationship. Some couples would prefer to just end their marriage and look for another partner than try to address issues affecting their relationship. Nowadays, even disputes over minor tasks, like forgetting to do household chores, could lead to divorce. Now listen to part of a lecture on the same topic you just read about. After you listen to the passage, answer the question. Summarize the points made in the lecture, being sure to explain how they cast doubt on the specific points made in the reading passage. You have 20 minutes to plan and write your response.

48. 01 Homepage The TOEFL Writing Section 02 03 Writing Task 2 - Writing for an Academic Discussion Your professor is teaching a class on sociology. Write a post responding to the professor's question. In your response, you should do the following. Express and support your opinion. Make a contribution to the discussion in your own words. An effective response will contain at least 100 words. Mr. Singh Social media has become an integral part of modern society, impacting various aspects of our lives. Discuss the influence of social media on interpersonal relationships. Do you believe it has strengthened or weakened social connections? Why or why not? I believe that social media has both strengthened and weakened interpersonal relationships. On the one hand, you can stay connected with friends and family regardless of geographical distance. However, excessive reliance on social media can lead to superficial interactions and a lack of face-to-face communication. Social media platforms have largely weakened social connections. The focus on online interactions often leads to a diminished sense of genuine connection and empathy. People may prioritize virtual interactions over real-life interactions, resulting in a loss of meaningful human connection. Anika Maryam Space for typing answers on test day. You will have ten minutes to read and write.

49. 01 Homepage The TOEFL Writing Section 02 03 Integrated Writing Transcript You may have heard that half of the marriages in the United States end in divorce, but this is just plain false. This stereotype comes from 1980 when one census report revealed that 40% of American marriages end in divorce, and that number was likely to increase in the upcoming decades. However, current data suggests that the divorce rate is now less than 40% and that number is likely to decrease in the near future. The first argument made in the reading is that female empowerment is somehow to blame for the rising divorce rate. But think about that for a minute: There are two people in a relationship! Are women solely to blame for the end of a marriage? Further still, there are other countries where women enjoy equal rights with men, and marriages in these countries don't have high divorce rates. Secondly, the author says that money is another reason why marriages fail. But, if that's the case, why are divorce rates highest in the richest countries in the world? There is some connection between overall wealth and gender equality, but there are poorer nations where women have the same rights as men and the divorce rate is not nearly as high as in the States. Statistics like this tell us that divorce hardly has anything to do with a family's finances. And perhaps the most ridiculous idea of all from the reading is that people think it's easier to get a divorce than work through their problems. All you have to do is a quick Internet search to find dozens, perhaps hundreds of marriage counselors and relationship specialists in your neighborhood . Couples try hard to work through their problems, investing not just their time, but also their money in seeing the relationship work. Indeed, recent surveys indicate that such professionals see many clients both in-person and through online platforms. This makes it clear to us that it is not a need for instant happiness that is to blame for the high divorce rate in this country.

50. 01 Homepage 02 03 That Is All Thank You