2. Comprehensive Presentation on ( Test of English as a Foreign
Language) Prepared by Bappy Talukder
3. The Types of TOEFL Test The TOEFL test is the most widely
respected English-language test in the world and has been used
since 1964, recognized by more than 9,000 colleges, universities
and agencies in more than 130 countries, including Australia,
Canada, the U.K. and the United States. [According to Educational
Testing Service (ETS)] There are tree types of TOEFL tests: 1. CBT
( Computer Based Test) 2. PBT ( Paper Based Test) 3. iBT ( Internet
Based Test) CBT has already been discontinued. PBT still exists in
some remote areas, but it will be discontinued in each country as
soon as the iBT is introduced. iBT will be the only TOEFL test used
in all countries in the future.
4. TOEFL iBT INTRODUCTION: TOEFL stands for (Test of English as
a Foreign Language). iBT stands for (Internet Based Test). iBT was
introduced for the first time on September, 24, 2005 in the United
States. The test takes about four hours including the time required
for giving directions and the break between the listening and the
speaking sections. Most of the questions on the iBT are multiple
choice, but for some questions you will have to follow the given
directions on the screen.
5. TOEFL iBT Intro COST: 165 US$ VALIDITY: 2 YEARS SCORE
OBTAINED: APPROXIMATELY 10 DAYS AFTER THE TEST TOTAL TEST DURATION:
ALMOST 4 HOURS TOTAL SCORE: 120
7. Timetable for the TOEFL iBT Test Section Passages/Sections
Questions Time Reading 3-5 Passages (App. 500-700 Words each)
(Typically, 3 Passages) 12-14 questions per passage 60-100 minutes
Listening 2-3 Sections (Typically, 3 Sections, where 1 section is
experimental) Total: 34-51 Questions Per Section: 17 Questions 1
Conversations: 5 Questions 1 Lecture: 6 Questions 1 Discussion
Lecture: 6 Questions 60-90 minutes (App.) Break 10 Minutes Speaking
6 Tasks 2 independent questions 4 integrated questions 20 minutes
(App) Writing 2 Tasks 1 integrated task 20 minutes 1 independent
task 30 minutes
8. Reading Section The reading section tests your ability to
understand reading passages like those in College textbooks . There
are three passages on the short format and five passages on the
long format. After each passage you will answer 12-14 questions
about it. Number of Passages: 3-5 Time: 60 100 Min. Total Number of
Questions: 36 70 Nos.
9. Reading Section (Continue) QUESTION STYLE QUESTION TYPE
NUMBER OF QUESTIONS (PER PASSAGE) MULTIPLE CHOICE QUESTIONS
1.Factual Information Question 3-6 2. Negative Factual Information
Question 0-2 3. Inference Questions 0-2 4. Rhetorical Purpose
Questions 0-2 5. Vocabulary Questions 3-5 6. Reference Questions
0-2 7. Sentence Simplification Questions 0-1 OTHERS 8. Insert Text
Questions 0-1 9. Prose Summary/ 10. Fill in the Blank 1
10. Reading Section (Continue) STRATEGIES FOR CRACKING READING
Read the title & first sentences of each paragraph meticulously
within 1 minutes to get an overall idea. In TOEFL, questions in
reading will come orderly. Evaluate one question at a time. Try to
save time when you will answer vocabulary questions. (Give not more
than 20-25 sec per vocabulary question). Be cautious to provide you
at least 4-5 minutes for last two questions (Insert text question +
Prose Summary) since you have to devote time to correctly answer
these questions.
11. Reading Section (Continue) 1. FACTUAL INFORMATION QUESTIONS
STRATEGY 1) Read the question. 2) Identify the key words. 3) Search
of the key words or synonyms of them. 4) When you find the key
word, remind yourself of the question and read carefully to find
the answer for yourself. 60% of the answers will be found in the
sentence with your key words. 30% will require you to read 1
sentence more. 10% will require you to read 2 sentences more to
find the answer. 5) Check the answer choices and choose the one
that matches your anticipated answer best.
12. Reading Section (Continue) 1. FACTUAL INFORMATION
QUESTIONS
13. Reading Section (Continue) 2. NEGATIVE FACTUAL INFORMATION
QUESTIONS STRATEGY (SAME AS FACTUAL INFORMATION QUESTIONS) 1) Read
the question. 2) Identify the key words. 3) Search of the key words
or synonyms of them. 4) When you find the key word, remind yourself
of the question and read carefully to find the answer for yourself.
60% of the answers will be found in the sentence with your key
words. 30% will require you to read 1 sentence more. 10% will
require you to read 2 sentences more to find the answer. 5) Check
the answer choices and choose the one that matches your anticipated
answer best.
14. Reading Section (Continue) 2. NEGATIVE FACTUAL INFORMATION
QUESTIONS
15. Reading Section (Continue) 3. INFERENCE QUESTIONS STRATEGY
(SAME AS FACTUAL INFORMATION QUESTIONS) 1) Read the question. 2)
Identify the key words. 3) Search of the key words or synonyms of
them. 4) When you find the key word, remind yourself of the
question and read carefully to find the answer for yourself. 60% of
the answers will be found in the sentence with your key words. 30%
will require you to read 1 sentence more. 10% will require you to
read 2 sentences more to find the answer. 5) Check the answer
choices and choose the one that matches your anticipated answer
best.
17. Reading Section (Continue) 4. RHETORICAL PURPOSE QUESTIONS
STRATEGY Read the question to understand what youre being asked.
Identify the key words. Read the appropriate paragraph and find
those key words or synonyms of them. Read the sentence and
understand that the purpose of the statement in the question was to
explain the content of that sentence. Look for any adverbs that
will help you to identify the relationship between your key words
and the content before it. Now, choose an answer choice that
reflects the information in the sentence before .
19. Reading Section (Continue) 5. VOCABULARY QUESTIONS (EASIEST
QUESTIONS) STRATEGY If you know the word: I. Choose the answer or
answers that match the meaning best. II. Read the sentence with the
highlighted vocabulary to double check the meaning. If you dont
know the word: I. Read the sentence with the word and guess what
its meaning could be. II. Choose an answer that fits this meaning.
(If more than one works, guess fast). You should not spend a lot of
time on this question no matter what. If you dont find out the
correct answer, just guess and move on to spend more time on a
different question.
21. Reading Section (Continue) 6. REFERENCE QUESTIONS (PRONOUN
QUESTIONS) STRATEGY I. Determine whether the pronoun is singular or
plural. II. Identify all of the nouns in the sentence before the
pronoun that match in number (singular or plural). III. Choose the
one that fits the meaning of the sentence best. IV. Find the noun
among answer choice and choose it.
23. Reading Section (Continue) 7. SENTENCE SIMPLIFICATION
(PARAPHRASE QUESTIONS) STRATEGY I. Read the main independent clause
and nothing else. Understand the subject, verb, and object. Break
the sentence down piece by piece. II. Read through the answer
choices and eliminate any answer that does not state this
information exactly. III. Read the next clause in the highlighted
sentence carefully. IV. Read through the answer choices and
eliminate any answer that does not state this information exactly.
V. Continue this process until only one answer is left.
25. Reading Section (Continue) 8. INSERT TEXT STRATEGY I. Read
the sentence carefully to identify what its saying and the key
words within it. II. Read the paragraph and find the sentence that
contains key words from the plug-on. III. Use pronoun in your
plug-in sentence to determine where your sentence belong. IV. If
thats not enough, identify words such as however, consequently,
therefore, etc. to determine whether your sentence continues the
idea or begins the idea. V. Finally, read through the paragraph
with your answer in place and double check that it makes
sense.
26. Reading Section (Continue) 8. INSERT TEXT
27. Reading Section (Continue) 9. PROSE SUMMARY
28. Reading Section (Continue) 10. FILL IN A TABLE (RARE, BUT
EASY) STRATEGY I. Read an answer choice and identify the key words.
II. Find the key words or synonyms of them in the reading. III.
Read the sentence with your key word and determine what topic it
belongs to. IV. Match the answer choice to the appropriate
topic.
29. Reading Section (Continue) 10. FILL IN A TABLE (RARE, BUT
EASY)
30. Listening Section The listening section tests your ability
to understand spoken English that is typical of interactions and
academic speech on college campuses. During the test, you will
listen to conversations and lectures and answer questions about
them. Number of Sections: 2-3 (2 sections will be counted towards
score) Time: 60 90 Min. (App.) Total Number of Questions: 34-51
Nos.
32. Listening Section (Continue) There are two formats for the
listening section: 1. Short format: containing two conversations
and four lectures. (2 Sections) 2. Long format: containing three
conversations and six lectures. [3 Sections (You can expect)] There
will be 5-6 questions after each listening passage to be answered.
Only two conversations and four lectures will be graded the rest of
them are part of an experimental section for future tests. Although
only two conversations and four lectures will be graded, you must
try your best on all of them as you will not know which ones will
be graded. You can hear each conversation or lecture only one time.
You must be trained how to take notes as it will help you answer
the questions easily. OVERVIEW OF THE LISTENING SECTION
33. Listening Section (Continue) OVERVIEW OF THE LISTENING
SECTION When you select the best option for a multiple choice
question, click on Next and then OK to go to the next question. In
the listening section, you cannot return to previous question, so
make sure that you have selected the correct option before going to
next question. Remember to keep glancing on the clock shown on the
screen while answering the questions so that you can mange your
time. The clock does not count the time you listen to conversations
or lectures. You will be given 10 minutes to answer all the 17
questions in a section. During the conversation and lecture, time
will be stopped automatically.
34. Listening Section (Continue) QUESTIONS TYPE Main Idea
Questions Detail Questions Inference (Sometimes Listen Again)
Questions Attitude and Opinion Questions Purpose (Sometimes Listen
Again) Questions ANSWERS TYPE Multiple Choice Questions (Among 4
Options) Complete a Table
35. Listening Section (Continue) MULTIPLE CHOICE: MAIN IDEA
Question: What is the main topic of discussion? (A) Chronological
history of Victorian chemistry (B) The varied attempts at element
classification (C) Mendeleev's life and ultimate achievements (D)
Publication of chemistry works in the 1800's
36. Listening Section (Continue) MULTIPLE CHOICE: DETAIL
Question: Which of the following most accurately defines a
carnivorous plant? (A) It has the capacity to attract, catch, kill,
and ingest its prey. (B) It confines its prey for long periods of
time in order to thrive. (C) It absorbs the nutrients of insects
and other plants. (D) It requires nutrient rich soil, sunlight, and
an aquatic environment.
37. Listening Section (Continue) MULTIPLE CHOICE: PURPOSE
Question: Why does the student go to see the professor? (A) To
obtain a list of the main concepts covered in the lectures (B) To
ask if a concept will appear on a test (C) To review a concept's
main principles (D) To distinguish between two different
concepts
38. Listening Section (Continue) MULTIPLE CHOICE: ORGANIZATION
(RARE Question: How is the lecture organized? (A) The professor
writes a definition on the board and then breaks it down in four
parts. (B) The professor presents the information after the
students have talked in depth about it. (C) The professor provides
a brief overview and then discusses two species in detail. (D) The
professor follows the order of the unit in the students'
textbook.
39. Listening Section (Continue) MULTIPLE CHOICE: INFERENCE
Question: What does the professor imply about geysers? (A) They are
an untapped source of geo-thermal energy. (B) Large ones tend to
erupt less predictably than small ones. (C) They deserve more
attention than they receive. (D) They are similar to volcanoes in
some ways.
40. Listening Section (Continue) MULTIPLE ANSWER: SELECT MORE
THAN ONE Question: What is true about Idealism? Choose 2 answers.
[A] It is a way of understanding physics. [B] It was based on
scientific thought. [C] It claims we cannot know objects. [D] It
was developed in 1700.
41. Listening Section (Continue) COMPLETE A TABLE
42. Listening Section (Continue) MULTIPLE CHOICE: ATTITUDE
& OPINION Replayed part of the passage: Narrator: Listen again
to part of the conversation. Then answer the question. Student B:
Well, I can tell you what she went over. Student A: Oh, OK. Did you
take down any notes? What does the student mean when he says this:
Student A: Oh, OK. Did you take down any notes?
43. Listening Section (Continue) MULTIPLE CHOICE: ATTITUDE
& OPINION Question: What does the student mean when he says
this: [heard again]: Student A: Oh, OK. Did you take down any
notes? [A] He would like to compare notes. [B] He would like to
borrow his friend's notes. [C] He wants to make sure that his
friend's notes are correct. [D] He always copies his friend's
notes
44. Listening Section (Continue) LETS SEE WHAT YOU WILL SEE
DURING LISTENING
45. Listening Section (Continue)
46. Listening Section (Continue) STRATEGY:
47. Speaking Section Number of Questions: 6 No. Independent:
Questions 1 & 2 Integrated: Questions 3-6 Total Time: 20 Min.
(App.) The speaking section tests your ability to communicate in
English in an academic setting. During the test, you will be
presented with six speaking questions. The questions ask for a
response to a single question, a conversation, a talk, or a
lecture.
49. Speaking Section (Continue) QUESTION: 1 INDEPENDENT PREP:
15 SEC, RESPONSE: 45 SEC Who is your best friend? Describe this
person and say why s/he is your best friend. EXAMPLE
50. Speaking Section (Continue) QUESTION 1: STRATEGY TEMPLATE
IN MY VIEW, X is my best friend FOR TWO IMPORTANT REASONS. . FIRST,
he is intelligent (R1)..FOR EXAMPLE SECOND, he is trustworthy FOR
INSTANCE.. FOR THESE REASONS, x is my best friend ANSWER REASON 1
EXAMPLE 1 REASON 2 EXAMPLE 2
51. Speaking Section (Continue) LETS SEE WHAT YOU WILL SEE IN
YOUR FINAL TEST
52. Speaking Section (Continue)
53. Speaking Section (Continue) QUESTION 2: Preference
INDEPENDENT PREP: 15 SEC, RESPONSE: 45 SEC Some people prefer
traditional classroom, others prefer online classroom. Which do you
prefer? Give specific reasons to support your answer. EXAMPLE
54. Speaking Section (Continue) QUESTION 2: STRATEGY (Like Q.
1) TEMPLATE ALTHOUGH SOME PEOPLE PREFER online class, because it
might save their time (tenuous support for opposite site), IN MY
VIEW, traditional classroom IS MORE IMPORTANT FOR TWO GOOD REASONS.
FIRST, you can learn more. FOR EXAMPLE, . SECOND, its fun. FOR
INSTANCE,. THATS WHY, .. YOUR PREFERENCE REASON 1 EXAMPLE 1 REASON2
EXAMPLE 2
55. Speaking Section (Continue) LETS SEE WHAT YOU WILL SEE IN
YOUR FINAL TEST
56. Speaking Section (Continue)
57. Speaking Section (Continue) QUESTION 3: Campus Situation
INTEGRATED PREP: 15 SEC, RESPONSE: 45 SEC TEXT: MAINLY ABOUT A
CHANGE/PLAN OF A UNIVERSITY WITH TWO REASONS. TIME: 45 Sec/50 Sec
CONVERSATION: BETWEEN 2 STUDENTS, ONE OF THEM WILL SUPPORT/REFUTE
THE PLAN WITH MAINLY SAYING AGAINST/SUPPORTING TWO REASONS.
58. Speaking Section (Continue) QUESTION: 3 YOU WILL BE ASKED
THE MAN/WOMAN EXPRESSES HIS/HER OPINION ABOUT THE PLAN OF THE
UNIVERSITY. BRIEFLY STATE THE PLAN AND OPINION OF THE PERSON AND
REASONS FOR HOLDING HIS/HER OPINION.
59. Speaking Section (Continue) QUESTION: 3 STRATEGY TEXT
CONVERSATION CHANGE/PLAN REFUTE/SUPPORT R1 R1 R2 R2 TEMPLATE The
Reading Passage claims/states that.. The wo/mans opinion is that/On
the other hand, the wo/man thinks that S/He Provides two reasons of
support. First,. Second, Thats why, the wo/man thinks its a
ridiculous/great idea.
60. Speaking Section (Continue) QUESTION 4: ACADEMIC INTEGRATED
PREP: 30 SEC, RESPONSE: 60 SEC TEXT: MAINLY ABOUT A TOPIC OF A
SUBJECT WITH ITS DEFINITION. TIME: 45 Sec/50 Sec LECTURE: PROFESSOR
WILL GIVE EXAMPLES OF THE TOPIC BY AN EXPERIMENT/INCIDENT.
61. Speaking Section (Continue) QUESTION: 4 YOU WILL BE ASKED
USING THE EXAMPLE IN THE LECTURE, EXPLAIN THE TOPIC.
62. Speaking Section (Continue) QUESTION: 4 STRATEGY TOPIC FROM
READING DEFINITION BEST ONE SENTENCE THAT DEFINES THE TOPIC EXACTLY
EXAMPLE FROM THE LECTURE TEMPLATE The article is about TITLE which
the passage defines as DEFINITION.. The professor provides an
example of to illustrate TOPIC According to the professor / S/he
states that And so, this example clearly illustrates the
TOPIC.
63. Speaking Section (Continue) QUESTION 5: CAMPUS PROBLEM
INTEGRATED (L+S) PREP: 20 SEC, RESPONSE: 60 SEC CONVERSATION : ONE
OF THE 2 STUDENTS WILL HAVE A PROBLEM, TWO SOLUTIONS WILL BE
PROVIDED WITH PROS AND CONS OF BOTH TIME: App. 100-120 min.
64. Speaking Section (Continue) QUESTION: 5 YOU WILL BE ASKED
BRIEFLY STATE THE PROBLEM. WHAT ARE THE SOLUTIONS? WHICH SOLUTION
DO YOU PREFER AND WHY?
65. Speaking Section (Continue) QUESTION 5: STRATEGY TEMPLATE
The mans problem is that The students/speakers discuss 2 solutions.
First, Second, If I were the man, I would choose the second
solutions. The 1st isnt good because, even though +1, +2, +3, as
the wo/man said, -1, -2, -3. 2nd solution is good because, even
though D, -E, -F, as the wo/man said, +A, +B, +C. Thats why, I
would prefer 2nd solution instead of solution 1. PROBLEM SOLUTION 1
SOLUTION 2 +1 -1 +A -D +2 -2 +B -E +3 -3 +C -F
66. Speaking Section (Continue) QUESTION 6: ACADEMIC INTEGRATED
(L+S) PREP: 20 SEC, RESPONSE: 60 SEC LECTURE: Mainly About a
Subject Matter/Topic with Two Different Views/Types and Examples.
Time: App. 90-120 min.
67. Speaking Section (Continue) QUESTION: 6 YOU WILL BE ASKED
DESCRIBE BOTH VIEWS/TYPES OF THE SUBJECT MATTER WITH GIVEN
EXAMPLES?
68. Speaking Section (Continue) QUESTION 6: STRATEGY TOPIC
SUBTOPIC 1 EXAMPLE (E1) SUBTOPIC 2 EXAMPLE (E2) TEMPLATE In this
lecture, the professor talks about TOPIC S/he describes two ways
that SUBTOPICS The First way is SUBTOPIC 1.. The Professor gives an
example of E1 to illustrate the SUBTOPIC 1. The second kind is
SUBTOPIC 2.. The professor provides an example of E2 to illustrate
SUBTOPIC 2.. Thats how the professor describes TOPIC.
69. Speaking Section (Continue) PREPARATION STRATEGIES Choose a
Skype friend and practice over internet.
70. Speaking Section (Continue) PREPARATION STRATEGIES Do
soliloquy in front of mirror.
71. Speaking Section (Continue) PREPARATION STRATEGIES Record
your voice, listen to it and find out what mistake/s you did (Best
way).
72. Speaking Section (Continue) PREPARATION STRATEGIES Record
your voice over and over again until you become perfect.
73. Speaking Section (Continue) STRATEGIES DURING TEST
74. Writing Section The writing section tests your ability to
write essays in English similar to those that you would write in
college courses. During the test, you will write one essay about an
academic topic and one essay about a familiar topic . TASK
PATTERN/STYLE TIME SCALE SCORE 1. INTEGRATED Reading + Listening +
Writing Reading: 3 min. + Listening: 90-120 sec + Writing: 20 min 5
2. INDEPENDENT Personal Choice/Preference 30 min 5
75. Writing Section (Continue..) 1ST QUESTION: STRATEGY You
will read an academic passage and then you will listen to a lecture
on the same topic. You should take notes while reading the passage
and listening to the lecture because it will help you anticipate
what the professor going to say. However, notes are not graded. You
will have 3 minutes to read the passage. The passage will disappear
while you listen to the lecture, but will return to the screen for
reference when you begin to write the essay. You will have 20
minutes to plan, write, and revise the integrated essay. Minimum
150-225 words, but try to write 250-300 words.
76. Writing Section (Continue..) TOPIC Reading Opinion (RO)
Professor Opinion (PO) Reason 1 (R1) Explanation 1 (E1) Reason 2
(R2) Explanation 2 (E2) Reason 3 (R3) Explanation 3 (E3) READING:
Take small notes only, will appear again. LECTURE: Take detail
notes.
77. Writing Section (Continue..) 1ST QUESTION: STRATEGY WRITE:
DIRECTION: MINIMUM 150-225 WORDS TRY TO WRITE: AROUND 300 WORDS
WRITE 4 PARAGRAGH ESSAY INTRO: 1 PARA BODY: 3 PARA CONCLUSION IS
NOT MANDATORY.
78. Writing Section (Continue..) MODEL FOR TASK 1 The article
states that(RO) and provides three reasons of support. However, the
professor explains that(PO)and refutes each of the authors reasons.
First, the reading claims that(R1) The professor refutes this point
by saying that.(E1)He states that(E1) Second, the article posits
that(R2) However, the professor says that(E2) According to the
professor(E2) Third, the reading passage avers that(R3) The
professor opposes this by explaining that(E3) We also learnt
that(E3) In a nutshell/To sum up/In brief/In summary, ./On the
whole/To summarize/By & large..
79. Writing Section (Continue..) EXAMPLE FOR TASK 1 (BY ME) The
article states that due to the augmentation of human populations
and corresponding agriculture as well as pesticide, the number of
birds in the United States will decline and provides three reasons
of support. However, the professor explains that anticipation made
by the reading passage perhaps true for some birds, but not for all
birds and refutes each of the author's reason. First, the reading
claims that as a result of increasing human populations and
settlements, birds continue to disappear. The professor refutes
this point by saying that although urbanization reduce some bird's
number, it provides larger habitats for other birds. She states
that the number of certain birds, like, pigeon are increasing due
to urbanization and continue to increase in the future.
80. Writing Section (Continue..) Second, the article posits
that destruction of bird habitats will be also due to the
increasing agricultural activities which need to keep pace with
flourishing populations. However, the professor says that certainly
agricultural activities will be expanded in the future, but with
these expansions, there will be more new crops. As a results, there
will be more new food and this new food will help birds as well.
Third, the reading avers that the use of chemical pesticides also
will be increasing as a results of human settlements expansion and
agricultural activities. This pesticides commingle to food chain
and birds eat these foods and their reproducing rate will be
declined or they will be dead. The professor opposes this point by
explaining that the projection about future is incorrect. According
to the professor, people in the United States use less toxic
pesticides nowadays and also produce pest resistant crops, which
need less pesticides. These pest resistant crops don't harm birds.
In a nutshell, according to the professor, the reading passage is
dubious and non-plausible and she refutes each of the point by
pointing that due to these activities, birds populations will not
be declined.
81. Writing Section (Continue..) 2nd QUESTION: STRATEGY Model
Question: Do you agree or disagree with the following statement?
Children should be required to help with household tasks as soon as
they are able. Use specific reasons and examples to support your
answer. Direction: Minimum 300 words Try to write: around 450-500
words 4/5 paragraph essay Introduction: 1 paragraph Body: 2-3 para
Conclusion: 1 paragraph
82. Writing Section (Continue..) MODEL FOR TASK 2 Write 1/2
sentence/s about the important noun of the context. Then state your
opinion. In my view,. is better for two/several reasons. Even
though some people might find opposite, because it (tenuous reason
for that), in my view, . is more important for two/several good
reasons. First, state your reason 1 clearly. Provide 2-3 general
sentence to support your reason. For example, provide a elaborate
example to support your reason. You can hypothesize any story or
whatever. But, it will be good if the example is true, so that you
wont need to think. Second, similar way.. To sum up.
83. Writing Section (Continue..) EXAMPLE FOR TASK 2 (BY ME)
Travelling is one of the enjoyable things and most of the men and
women like to travel to be refreshed and relaxed. Travelling with a
tour guide or not, is a contentious issue. Personally, I accede
with the statement that the best way to travel in a group when the
group led by a tour guide. Even though, some people might find
traveling without a tour guide , because it gives them more
flexibility to enjoy, in my view, travelling in a group led by a
tour guide far better for several important reasons. THE BEST WAY
TO TRAVEL IS IN A GROUP LED BY A TOUR GUIDE
84. Writing Section (Continue..) First, tour will be convenient
and less difficult. When a group of people is travelling, led by
tour guide, the tour will be less difficult. Most of the time, we
cannot anticipate the condition of the travelling site. The tour
guide is an expert about the site and how to surf all the area. For
example, when I was in my university, in the final year, we
arranged a study tour around the Bangladesh. First, we started the
tour by launching our journey to Sundarban, one of the astonishing
and eye-catching world mangrove forests. Before the tour, there was
a contention whether we will have a tour guide or not. But, when we
reached Sundarban, we were bound to be led by a tour guide and some
of my colleagues got disappointed with that. But within short time,
they discovered the fallacy of their disappointment. By the help of
tour guide, we hiked all around the forest with less tension.
Moreover, the tour guide was friendly and helped us safe travel.
EXAMPLE FOR TASK 2
85. Writing Section (Continue..) Second, travelling in a group
is much more haphazard than travelling alone because there are
variations of thought. Some people want to do one thing, whereas
other people want others. As a result, sometimes there are some
unfortunate accidents, when group of people travel without tour
guide. In that case, I would like to address some evidence to
substantiate my reasoning. Few months ago, in my home country,
Bangladesh, some boys travelled to Saint- Martin. They were
reluctant to be led by a tour guide. Perhaps they thought that a
tour guide do nothing but kills the pleasure. But, problem arose
when they started to swim in the sea. They did not know the safe
place and worse place for swimming in this tourist site. Two of the
boys in the group, started to swim randomly without knowing the
safe place for swimming. As a result, they suffered a death , and
we lost two valuable lives. This was not inevitable, rather than if
they were led by a tour guide, perhaps this might not happen.
EXAMPLE FOR TASK 2
86. Writing Section (Continue..) Last but not least, travelling
with a tour guide does not necessarily kill the merriment pleasure
and enjoyment. The main duty of a tourist guide is to provide a
safe way to enjoy, not to kill the entertainment. According to some
people, these restrictions by a tour guide make their travel
limited and get less entertainment. These people want to get more
pleasure at expense of safety. What about they suffer death, like
the guys mentioned in the second paragraph? Is it wise to enjoy
more at expense of safety? Personally I think, it is not a wise
decision, rather than it proofs devoid of intelligence. In a
nutshell, we need and do travelling for the life, for relaxation
and refreshment. If we led our life in a pernicious stage only for
enjoying, then the purpose of travelling will be questionable. So,
we cannot risk our lives only for mere entertainment, and for the
aforementioned reasoning, travelling in a group led by a tour guide
is the best way to enjoy within the safe limit. EXAMPLE FOR TASK
2