TOEFL Preparation and Review

TOEFL which stands for Test of English for Foreign Language is a standardized English proficiency exam. TOEFL is closely linked with ETS (Educational Testing Service) and is recognized in more than 6,000 organizations worldwide especially in the USA. TOEFL is a major requirement to enter in various prestigious universities around the world- be it bachelor or postgraduate courses.

ATI offers the following packages for those who would like to enroll in our classes to achieve your target score.

Number of Sessions Schedule Inclusions
20 sessions/month
(For students with minimal idea about the TOEFL but have average English skills)
*Tuesday-Thursday: Skills lecture
Friday: practice tests
(2 batches of lecture: 10-12 and 2-4)
Unlimited usage of online materials
20 sessions/month
(For students with minimal idea about the TOEFL but have average English skills)
Mon-Thursday: 4 skill- lecture, Friday: Mock test, Saturday: One on one final coaching with practice tests
Unlimited usage of online materials
3-6 months (Pre- TOEFL course)
Students shall have ESL and supplementary lessons as preparation for the actual TOEFL exam.
Mon- Friday: morning lecture (9-12nn) and afternoon practice tests with consultation (2-4pm)
Fortnight: mock tests
Unlimited usage of online materials
One on One class (Customized TOEFL class with extensive lecture and weekly mock tests) Mon-Friday: Lecture (9-12nn) and (1-3pm) Practice tests and unlimited usage of online materials

SAMPLE TOEFL LISTENING TEST for the listening audio

1. The Bell Jarwas  

a. about her father 

b.  her first novel 

c. a very successful collection of poems 

d.  her last poem 

2. Sylvia Plath’s ‘Collected poems’  

a. won the Pulitzer Prize twenty years after it was published 
b. were written during the last year of her life 
c. won the Pulitzer Prize in 1982 
d. were never published

3. Sylvia’s husband  

 a. made movies 
 b. died in 2003 
 c. was also a poet 
 d. had a movie made about him 

4. Susan Bassnett thought Sylvia’s work  

a. was about her husband 
b. wasn’t very good 
c. was about work life 
d. was of great interest to women

5. Sylvia’s brother  

a. was two years older than her 
b. was born two years after her 
c. was a professor at Boston University 
d. was a highly educated academic 

6. Sylvia Plath’s time at college was difficult because  

a. she got bad grades 
b.  she won a scholarship 
c. boys didn’t like her 
d. she was short of money

7. In 1953 Sylvia  

a. left New York to get a job as an editor 
b. rejected an offer to teach creative writing 
c. worked as a guest editor in New York 
d. returned to new York because she was depressed 

8. What does the lecturer imply when she says “Very few modern poets have captured the popular imagination as much as Plath”  

a. Plath was able to understand the hopes of ordinary people. 
b. Plath has become very popular 
c.It is unusual for a modern poet to become popular with ordinary people. 
d. Plath’s writing was about modern people and their imagination.

9. What does the lecturer imply when she says “This domineering father figure became a common theme that recurred throughout Plath’s writing.”  

a. The image of her father appears in many of her poems. 
b. Plath often wrote of her love for her father. 
c. Plath writings were dominated by the image of her father. 
d. Plath’s father often told her what to write about. 

10. Which THREE sentences best summarize the passage?

 A. What's remarkable about Plath's work is that it addresses many women's issues that were ahead of her time. 
 B. Plath's father was one of her guiding influences and he supported and mentored her until he died in 1940. 
 C. Plath's early life was spent living happily by the sea with her mother who had a part time job to support the family. 
 D. The real significance and the greatness of work was never recognized within in her lifetime. 
 E. Plath's academic path to success was secured by winning an early scholarship. After this she never looked back. 
 F. Plath's work reflects the many of the personal difficulties that she had whilst growing up and later as a wife and mother.


Meteorite Impact and Dinosaur Extinction

There is increasing evidence that the impacts of meteorites have had important effects on Earth, particularly in the field of biological evolution. Such impacts continue to pose a natural hazard to life on Earth. Twice in the twentieth century, large meteorite objects are known to have collided with Earth. 5 If an impact is large enough, it can disturb the environment of the entire Earth and cause an ecological catastrophe. The best-documented such impact took place 65 million years ago at the end of the Cretaceous period of geological history. This break in Earth’s history is marked by a mass extinction, when as many as half the species on the planet 10 became extinct. While there are a dozen or more mass extinctions in the geological record, the Cretaceous mass extinction has always intrigued paleontologists because it marks the end of the age of the dinosaurs. For tens of millions of years, those great creatures had flourished. Then, suddenly, they disappeared. 15 The body that impacted Earth at the end of the Cretaceous period was a meteorite with a mass of more than a trillion tons and a diameter of at least 10 kilometers. Scientists first identified this impact in 1980 from the worldwide layer of sediment deposited from the dust cloud that

enveloped the planet after the impact. This sediment layer is enriched in the rare metal iridium and other elements that are relatively abundant in a meteorite but 20 very rare in the crust of Earth. Even diluted by the terrestrial material excavated from the crater, this component of meteorites is easily identified. By 1990 geologists had located the impact site itself in the Yucatán region of Mexico. The crater, now deeply buried in sediment, was originally about 200 kilometers in diameter. 25 This impact released an enormous amount of energy, excavating a crater about twice as large as the lunar crater Tycho. The explosion lifted about 100 trillion tons of dust into the atmosphere, as can be determined by measuring the thickness of the sediment layer formed when this dust settled to the surface. Such a quantity of material would have blocked the sunlight completely from reaching the surface, plunging Earth into a period 30 of cold and darkness that lasted at least several months. The explosion is also calculated to have produced vast quantities of nitric acid and melted rock that sprayed out over much of Earth, starting widespread fires that must have consumed most terrestrial forests and grassland. Presumably, those environmental disasters could have been responsible for the mass extinction, including the death of the dinosaurs. 35 Several other mass extinctions in the geological record have been tentatively identified with large impacts, but none is so dramatic as the Cretaceous event. But even without such specific documentation, it is clear that impacts of this size do occur and that their results can be catastrophic. What is a catastrophe for one group of living things, however, 40 may create opportunities for another group. Following each mass extinction, there is a sudden evolutionary burst as new species develop to fill the ecological niches opened by the event.

Impacts by meteorites represent one mechanism that could cause global catastrophes and 45 seriously influence the evolution of life all over the planet. According to some estimates, the majority of all extinctions of species may be due to such impacts. Such a perspective fundamentally changes our view of biological evolution. The standard criterion for the survival of a species is its success in competing with other species and adapting to slowly changing environments. Yet an equally important criterion is the ability of a species to 50 survive random global ecological catastrophes due to impacts. Earth is a target in a cosmic shooting gallery, subject to random violent events that were unsuspected a few decades ago. In 1991 the United States Congress asked NASA to investigate the hazard posed today by large impacts on Earth. The group conducting the 55 study concluded from a detailed analysis that impacts from meteorites can indeed be hazardous. Although there is always some risk that a large impact could occur, careful study shows that this risk is quite small.


1. The word “pose” on line 2 is closest in meaning to

a. claim b. model c. assume            d. present

2. In paragraph 2, why does the author include the information that dinosaurs had flourished for tens of millions of years and then suddenly disappeared?

a. To support the claim that the mass extinction at the end of the Cretaceous is the best-documented of the dozen or so mass extinctions in the geological record

b. To explain why as many as half of the species on Earth at the time are believed to have become extinct at the end of the Cretaceous

c. To explain why paleontologists have always been intrigued by the mass extinction at the end of the Cretaceous

d. To provide evidence that an impact can be large enough to disturb the environment of the entire planet and cause an ecological disaster

3. Which of the following can be inferred from paragraph 3 about the location of the meteorite impact in Mexico?

a. The location of the impact site in Mexico was kept secret by geologists from 1980 to 1990.

b. It was a well-known fact that the impact had occurred in the Yucatán region.

c. Geologists knew that there had been an impact before they knew where it had occurred.

d. The Yucatán region was chosen by geologists as the most probable impact site because of its climate.

4. According to paragraph 3, how did scientists determine that a large meteorite had impacted Earth?

a. They discovered a large crater in the Yucatán region of Mexico.

b.They found a unique layer of sediment worldwide.

c. They were alerted by archaeologists who had been excavating in the Yucatán region.

d. They located a meteorite with a mass of over a trillion tons.

 5. The word “excavating” on line 25 is closest in meaning to

a. digging out        b. extending          c. destroying         d. covering up

6. The word “consumed” on line 32 is closest in meaning to

a. changed     b. exposed             c. destroyed          d. covered

7. According to paragraph 4, all of the following statements are true of the impact at the end of the Cretaceous period EXCEPT:

a. A large amount of dust blocked sunlight from Earth.

b. Earth became cold and dark for several months.

c. New elements were formed in Earth’s crust.

d. Large quantities of nitric acid were produced.

8. The phrase “tentatively identified” on line 36 is closest in meaning to

a. identified after careful study

b. identified without certainty

c. occasionally identified

d. easily identified

9. The word “perspective” on line 46 is closest in meaning to

a. sense of values     b. point of view    c. calculation          d. complication

10. Paragraph 6 supports which of the following statements about the factors that are essential for the survival of a species?

a. The most important factor for the survival of a species is its ability to compete and adapt to gradual changes in its environment.

b. The ability of a species to compete and adapt to a gradually changing environment is not the only ability that is essential for survival.

c. Since most extinctions of species are due to major meteorite impacts, the ability to survive such impacts is the most important factor for the survival of a species.

d. The factors that are most important for the survival of a species vary significantly from one species to another.