TOEFL Junior初中托福介紹.doc

TOEFL Junior Test ScoresTOEFL Junior test scores are determined by the number of questions a student has answered correctly. There is no penalty for wrong answers. The number of correct responses on each section is converted to a number and reported on a scale of 200300 points. The total score is a sum of the three section scores, and, therefore, ranges from 600900 points.SectionsScale ScoresListening Comprehension200300Language Form and Meaning200300Reading Comprehension200300Total Score600900Score ReportsEach TOEFL Junior score report provides: both section and total scores to assist parents, students and teachers in understanding what the scores mean a description of the English-language abilities typical of test takers scoring around a particular scaled score level to help identify strengths and areas for improvement section test scores mapped to score levels of the Common European Framework of Reference (CEFR) a Lexile measure to help you find books at the students reading level Listening ComprehensionTest takers who score between 280 and 300 may have the following strengths: They can understand main ideas, whether they are clearly stated or implied, in both academic and nonacademic extended spoken texts. They can identify important details in both academic and nonacademic extended spoken texts. They can make inferences based on a speakers intonation or stress. They can usually understand idiomatic language used in longer, more complex speech. They can understand how information is being used by a speaker (e.g., to make a comparison or to provide evidence to support an argument) in academic and nonacademic extended spoken texts. Test takers who score between 250 and 275 may have the following strengths: They can understand main ideas that are explicitly stated in academic and nonacademic extended spoken texts where the language is simple and the context is clear. They can identify important details in academic and nonacademic extended spoken texts where the language is simple and the context is clear. They can make inferences in short spoken texts where the language is simple and the context is clear. They can understand some common idioms used in moderately complex speech. They can understand how information is being used by a speaker (e.g., to make a comparison or to provide evidence to support an argument) when the context is familiar. Test takers who score between 210 and 245 may have the following strengths: They can understand the main idea of a brief classroom announcement if it is explicitly stated. They can understand important details that are explicitly stated and reinforced in short talks and conversations. They can understand direct paraphrases of spoken information when the language is simple and the context is clear. They can understand a speakers purpose in a short talk when the language is simple and the context is clear. Test takers who score below 210 may need to develop the following skills: Understanding the main ideas and important details of announcements, short talks and simple conversations Understanding a speakers purpose in a short talk when the language is simple and the context is clear Paraphrasing spoken information when the language is simple and the context is clear Language Form and MeaningTest takers who score between 280 and 300 may have the following strengths: They usually recognize the proper use of the most advanced grammatical structures (e.g., perfective verb forms, noun clauses, object complements, passive mood, etc.) in academic and nonacademic texts. They have an extensive range of vocabulary that includes words found primarily in academic texts. They usually recognize how sentences should be structured into paragraphs in nonacademic and academic texts. Test takers who score between 250 and 275 may have the following strengths: They usually recognize the proper use of basic grammatical structures (e.g., subject-verb agreement, simple prepositions, simple relative clauses, etc.) in nonacademic and academic texts, but do not consistently recognize the proper use of more advanced structures. They have good command of vocabulary typically used in everyday, nonacademic texts. They usually recognize how sentences should be structured into paragraphs in nonacademic texts, but sometimes have difficulty doing so with academic texts. Test takers who score between 210 and 245 may have the following strengths: They sometimes recognize the proper use of the most basic grammatical structures (e.g., subject-verb agreement, simple prepositions, simple relative clauses, etc.) in nonacademic texts. They have knowledge of the most commonly used, nonacademic vocabulary. They sometimes recognize how sentences should be structured into paragraphs in nonacademic texts, but usually have difficulty doing so with academic texts. Test takers who score below 210 may need to develop the following skills: Broadening their general vocabulary Improving their skill in using basic grammatical structures, such as subject-verb agreement, simple prepositions and simple relative clauses Understanding how sentences are combined together to create effective paragraphs Reading ComprehensionTest takers who score between 280 and 300 may have the following strengths: They can understand main ideas in nonacademic and academic texts, including ones that are not explicitly stated. They can accurately comprehend important details in nonacademic and academic texts, including texts with a high level of linguistic complexity. They can effectively make inferences when reading, including inferences needed to understand why an author includes certain information (e.g., to make a comparison or to provide evidence to support an argument) in nonacademic and academic texts. They can usually infer the attitude or point of view of a character in a fictional story. They can usually understand figurative language and determine the meaning of unfamiliar vocabulary words from context, even in linguistically complex academic texts. Test takers who score between 250 and 275 may have the following strengths: They can understand main ideas that are explicitly stated in nonacademic and academic texts. They can usually identify important details in nonacademic and academic texts, even when the context is not always clear and the vocabulary may be unfamiliar. They can sometimes make inferences accurately, including inferences needed to understand why an author includes certain information (e.g., to make a comparison or to provide evidence to support an argument) in nonacademic and academic texts. They can usually identify events and plotlines in a fictional narrative. They can usually determine the meaning of unfamiliar vocabulary words from context in simply constructed texts. Test takers who score between 210 and 245 may have the following strengths: They can sometimes identify main ideas that are explicitly stated in nonacademic texts. They can sometimes identify basic details in nonacademic and academic texts where the language is simple and the context is clear. They can usually locate basic information in nonlinear texts, such as schedules and menus that use everyday, nonacademic vocabulary. They can sometimes make simple inferences in straightforward, nonacademic texts. They can sometimes determine the meaning of unfamiliar vocabulary words from context in simply constructed nonacademic texts. Test takers who score below 210 may need to develop the following skills: Identifying main ideas and important details in texts written in simple, clear language Making inferences based on texts written in simple, clear language Locating basic information in nonlinear reading materials, such as schedules, menus, etc. Determining the meaning of unfamiliar vocabulary words from context How It WorksThe TOEFL Junior test is a paper-based test that assesses the following skill areas: Listening Comprehension Language Form and Meaning Reading Comprehension Listening ComprehensionListening Comprehension: The TOEFL Junior test assesses the degree to which students have the listening skills representative of English-medium instructional environments, including three types of listening abilities:1. The ability to listen for basic, interpersonal purposes. Students must be able to comprehend conversations about day-to-day matters on familiar topics that take place in a school setting. This includes the ability to understand main ideas and important details, the ability to make inferences based on what is implied but not explicitly stated and to make predictions, the ability to understand the speakers purpose, and the ability to correctly interpret such features of spoken language as intonation and contrastive stress. 2. The ability to listen for instructional purposes. Students must be able to comprehend the language that teachers and other school staff make for a range of purposes other than presenting academic content: this includes language that takes place both inside and outside of the classroom (for example, on field trips or in the school library or auditorium) and that fills a range of speech functions (for example, making announcements, giving reminders, issuing invitations, making warnings). In listening to such oral language, students must be able to understand the main idea/purpose of a message, to make inferences based on what is implied but not explicitly stated, and to make predictions based on what the speaker says. 3. The ability to listen for academic purposes. Students need to comprehend ideas presented in a lecture or discussion based on academic material. These lectures or discussions will range in level of formality and will reflect the features typical of oral language (for example, relatively complex verb structures, relatively little nominalization, occasional performance disfluencies).In listening to presentations of academic material, students must be able to understand main ideas and important details, to make inferences and predictions based both on what is implied and what is explicitly stated, to recognize a speakers purpose, and to recognize key rhetorical structures in a speakers presentation (for example, compare and contrast, cause and effect).View samples of the Listening Comprehension sectionLanguage Form and MeaningLanguage Form and Meaning: In developing the English-language proficiency needed for English-medium instructional environments, communicative skills such as listening and reading are of primary importance. However, for students learning in international contexts, enabling skills such as grammar and vocabulary also play a significant role; these enabling skills are not an end in and of themselves, but are important as they contribute to and help to develop communicative skills. In developing enabling skills, it is important that students not focus exclusively on form, but rather that they learn the forms of English as a tool to create a range of meanings in a variety of contexts. Students need to be able to recognize grammatical forms and lexical items that are correct and that create appropriate meanings in a range of syntactic and cohesive contexts (for example, based both on sentence grammar and on broader discourse). They need to be able to recognize these forms and meanings in a range of school-based texts (for example, informational, brochures/advertisements, student writing).View samples of the Language Form and Meaning sectionReading ComprehensionReading Comprehension: The TOEFL Junior test assesses the degree to which students have the reading skills representative of English-medium instructional environments, including two general types of reading:1. The ability to read and comprehend academic texts. Students need to be able to read and comprehend academic texts in a range of genres (for example, expository, biographical, persuasive, literary) across a range of subject areas (for example, arts/humanities, science, social science). They need to be able to read such texts at difficulty levels up to and including those typical of what is used in English-medium classrooms. In reading these texts, students need to be able to understand main ideas and key supporting information, to make inferences based on what is implied but not explicitly stated, and to understand key vocabulary (either from previous knowledge or from context) and cohesion within the text (for example, referential relationships across sentences). Depending on the nature of the specific text, students may also need to understand the authors purpose, follow the logic and intended meaning of basic rhetorical structures, follow steps or directions, and/or identify and understand figurative language. As with listening, reading texts should not require any specific background knowledge, but will sometimes require students to read in order to learn new information in an academic context. 2. The ability to read and comprehend nonacademic texts. While academic texts pose the primary reading challenge of English-medium instructional environments, students must also be able to read nonacademic texts of a variety of types. These include correspondence (for example, email, letters), journalism, student writing, as well as forms of text that tend to be less linear (for example, brochures, advertisements, schedules). In reading nonacademic texts, students must demonstrate the same types of understanding detailed above for academic texts, and also to understand features that are more typical of nonacademic texts (for example, greater use of idiomatic language). Listening Comprehension Sample QuestionsThe Listening Comprehension section tests your ability to listen for basic interpersonal, instructional and academic purposes.During the test, you will hear recordings of different talks and discussions. Then, following each audio, you will hear a question or a number of questions about what you just heard.For each of the questions, read the four possible answers and choose the best answer by filling in the space see sample answer below that corresponds to the letter of the answer you have chosen.Print the TOEFL Junior Answer Sheet (PDF) to respond to the numbered sample questions below. If you do not have access to a printer, you can use a sheet of blank paper to write down your answers. A link to the answer key is included at the end of the sample questions.Sample: Listening Comprehension Questions(Read the text transcript.)Listen to a teacher or school staff member talking to students. Then answer the question.Sample Item A1. What is the subject of the announcement?A. The school will be adding new classes. B. Three new teachers will be working at the school. C. Some students have received an award. D. The school is getting its own newspaper. Sample Item B2. What does the teacher want the students to do?A. Take everything out of their desks B. Put the painting supplies in plastic bags C. Bring paints with them to school on Monday D. Put covers on their desks to keep the paint off Now you will hear a longer conversation and a teacher talking to a class. Each is followed by four questions.Sample Set AConversationQuestions3. What are the speakers mainly discussing?A. A new art project in the city B. An assignment for their art class C. An art display inside the public library D. A painting that the girl saw downtown 4. Why is the boy excited?A. A famous artist is going to visit his class. B. His artwork might be seen by many people. C. His class might visit an art museum. D. He is getting a good grade in his art class. 5. Where does the boy say he may go this weekend?A. To the zoo B. To an art store C. To Main Street D. To the public library 6. Why does the girl suggest that the boy go to the art room?A. So that he can hand in his homework B. So that he can sign up for a class trip C. So that he can see a new painting D. So that he can talk to the teacher Sample Set BTeacher TalkQuestions7. What is the main topic of the talk?A. A newly discovered type of ant B. A type of ant with unusual skills C. An increase in the population of one type of ant D. A type of ant that could be dangerous to humans 8. According to the teacher, what is one activity that both leafcutter ants and people do?A. Clean their food B. Grow their own food C. Eat several times a day D. Feed their young special food 9. What does the teacher say many people think must be true about leafcutter ants?A. They eat leaves. B. They live in plants. C. They have sharp teeth. D. They are especially large. 10. What did the experiments show about leafcutter ants?A. How fast they grow B. Which plants they eat C. Where they look for leaves D. How much weight they can carry Answer Key for Listening Comprehension1. C 2. D 3. A 4. B 5. A 6. D 7. B 8. B 9. A 10. D Language Form and Meaning Sample QuestionsThe Language Form and Meaningsection tests your ability to demonstrate proficiency in key language skills such as grammar and vocabulary in context.Read each sentence and select the appropriate word or phrase to form a complete sentence. Choose the best answer by filling in the space see sample answer below that corresponds to the letter of the answer you have chosen.Print the TOEFL Junior Answer Sheet (PDF)to respond to the numbered sample questions below. If you do not h