Guia de Preparacion iTEP

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Tali Klein-Neveu, Robert Otey and Lee Rabideau for their insightful,
creative contributions to this Official Guide.
All inquiries should be addressed to:

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http://www.iTEPexam.com
4th Edition
Welcome to iTEP!
The iTEP, or International Test of English Proficiency, is the best way to assess
the English ability of non-native speakers. iTEP is specially designed to measure
how well a person will be able to speak and write English as required to study and
work in English-speaking countries. With this Official iTEP Preparation Guide, you
are holding in your hand the best key to advancing your English skills and opening
doors to your academic and professional career. At Boston Educational Services, the
developers of the iTEP tests, our experience has taught us that learning to speak
and apply English language skills opens doors to new experiences and opportunities.
Whether it’s studying abroad or doing business overseas, English language
proficiency is a great skill to have in a changing world.
Get the most out of this Official Guide!

This Official iTEP Preparation Guide is a step-by-step guide for helping you prepare
for the iTEP tests while improving your English language skills. Using this Official
Guide, you will become familiar with all of the English language skills that are
assessed on the iTEP tests. Basic English language skills of Grammar, Listening,
Reading, Writing, and Speaking are presented and tested by using various
real-world situations in which the English language is used. This Official Guide
uses examples and selections from all types of iTEP tests, and is a useful tool
when preparing for iTEP Academic, iTEP SLATE, iTEP Business, or any of the other
customized or special purposes exams.
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Table of Contents
What is iTEP?.................................................................................... Page 3
What is Tested on the iTEP Test?......................................................... Page 3
What to Expect & Diagnostic Test #1 .................................................... Page 5
How to Take the Diagnostic Test ........................................................Page 10
I. SKILL DEVELOPMENT AND PRACTICE EXERCISES
Grammar Skill Development and Exercises .............................. Page 18

Grammar - Practice Exercises Part 1 ..............................................Page 37
Grammar - Practice Exercises Part 2..............................................Page 41
Listening Skill Development and Exercises...............................Page 45

Listening Practice Exercises Part 1 ............................................... Page 53
Listening Practice Exercises Part 2 ............................................... Page 57
Listening Practice Exercises Part 3................................................ Page 60
Listening - General Skill Development and Take-Aways.................... Page 62
Reading Skill Development and Exercises ................................Page 63

Reading Practice Exercises Part 1 ..................................................Page 77
Reading Practice Exercises Part 2 .................................................Page 87
Writing Skill Development and Exercises .................................Page 90

Writing Practice Exercises Part 1 .................................................. Page 94
Writing Practice Exercises Part 2 ................................................. Page 99
Writing - General Skill Development and Take-Aways.....................Page 100
Speaking Skill Development and Exercises .............................Page 101

Speaking Practice Exercises Part 1 .............................................. Page 106
Speaking Practice Exercises Part 2 ...............................................Page 111
Speaking - General Skill Development and Take-Aways .................. Page 112
II. DIAGNOSTIC TEST #2: A Comparison Tool ................................... Page 114

III. FINAL REVIEW......................................................................... Page 114
IV. APPENDIX A – Score Report....................................................... Page 117
V. APPENDIX B – Answer Keys........................................................Page 120
VI. APPENDIX C – Registration Section ............................................. Page 122
VII. APPENDIX D – FAQ (frequently Asked Questions) .......................... Page 124
VIII. APPENDIX E – Suggested Preparation Course Outlines.................... Page 125
IX. APPENDIX F – Sample Diagnostic Report...................................... Page 131
X. APPENDIX G – Listening Section Scripts ....................................... Page 132
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What is iTEP?
The International Test of English Proficiency, iTEP, is an innovative, Internet-based
English assessment tool developed by Boston Educational Services. The primary
function of iTEP is to assess the English language proficiency of learners of
English as a Second Language. Academic institutions all over the world use iTEP.
Major colleges, universities, high schools, and other leading academic institutions use
iTEP scores for admission, placement, course progress assessments, and eligibility
for scholarship and exchange programs.
Businesses ranging in size from emerging start-ups to multinational corporations
use iTEP to gauge the English fluency and comprehension of potential hires.
Also, government agencies and other organizations use iTEP scores to determine
employment and promotion decisions.
iTEP scores are valuable tools for businesses and schools to determine the English
language proficiency of prospective applicants.
What is tested on the iTEP Test?

The iTEP tests are proficiency tests, strictly made to measure your ability to speak,
write, read, and generally comprehend words and concepts expressed in English.
iTEP does not test any knowledge in any particular subject, so it does not favor
any one student over another. The subjects may range from music to science to
technology, but the topics are narrowly tailored enough to test each student fairly.
What are the different iTEP Tests? Which one should I take?
iTEP ACADEMIC – If you are a student considering applying to universities in the
United States or in other English-speaking countries, you want to prepare for the
iTEP Academic test, which is designed for colleges, universities, and Intensive
English Programs.
iTEP BUSINESS – If you are considering a career overseas or work for a company
that does business in English-speaking countries and would like to be more fluent
in English, then you should prepare for the iTEP Business test, designed for the
corporate world. This test features content, settings, and vocabulary applicable in
the world of business, commerce, and industry.
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iTEP SLATE – If you are a younger student, still a few years from applying to
universities, then the SLATE (Secondary Level Assessment Test of English) test for
early high school students and young learners is the test that you need. This test
features age-appropriate content, settings, and vocabulary.
Your Official iTEP Study Plan

This Official iTEP Preparation Guide is a comprehensive plan designed by Boston
Educational Services, the makers of the iTEP tests, and is the only official guide
created to help you prepare for your iTEP test. This plan uses material developed
by the test-makers themselves, and is your best resource for material that will
challenge you and prepare you for the iTEP test.
Follow this plan and you are sure to improve your English language skills and
your iTEP score:
Your Study Plan begins with a brief preparation for your Diagnostic Test #1 and will
finish with your Analysis of Diagnostic Test #2. In between, you will practice with
drills provided in this book to help you prepare for your official iTEP test. Here’s
how it looks:
1. Preparation for Diagnostic Test #1 – Quick introduction of the iTEP;

What to expect on Diagnostic Test #1
2. Take Diagnostic Test #1
3. Diagnostic Test #1 Results – Diagnostic Report
4. Start your Intensive Preparation – Study Skills for each phase of the iTEP
5. Take Diagnostic Test #2
6. Score Sheet Analysis for Diagnostic Test #2
7. Extra Preparation in Specific Areas as Needed
8. Take the iTEP Test!
9. Move on to your future!
Are you ready to begin? Let’s get started!
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What to expect on Diagnostic Test #1

Before you jump into your first Diagnostic Test, let’s find out what you can expect:
The first section will be Grammar, and you will see this screen:
NOTE: The ‘Help’ button that appears in the upper right corner of the screen allows another look at the
directions for any section at any time during the exam.
GRAMMAR SECTION – Two Parts (10 minutes)
Grammar Part 1 - 13 multiple-choice fill-in questions

Grammar Part 2 - 12 error identification multiple-choice questions
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Once you complete the Grammar Section, you will transition to the next section,
Listening:
LISTENING SECTION – Three Parts (20 Minutes)
Listening Part 1 - 4 brief conversations, each followed by 1 multiple-choice question

Listening Part 2 - 1 three-minute conversation followed by 4 multiple-choice questions
Listening Part 3 - 1 four-minute lecture followed by 6 multiple-choice questions
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Once you complete the Listening Section, you will transition to the next section,
Reading:
READING SECTION – Two Reading Passages (20 Minutes)

Reading Part 1 - The reading passage consists of approximately 250 words and
contains 4 multiple-choice questions.
Reading Part 2 - The reading passage consists of approximately 400 words and
contains 6 multiple-choice questions.
You will be asked a series of questions based on two Reading passages. The
questions are multiple-choice and there is no penalty for wrong answers, so be sure
to answer all of the questions!
NOTE: iTEP SLATE has an additional Reading Part 3
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Once you complete the Reading Section, you will transition to the next section, Writing:
WRITING SECTION – Two Parts (25 Minutes)
Writing Part 1 - Write a note of 50-75 words in response to a given topic.

You will be allowed 5 minutes to write your response.
Writing Part 2 - Compose an opinion of 200-250 words in response to a given

topic. You will be allowed 20 minutes to write your response.
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Once you complete the Writing Section, you will transition to the next and final
section, Speaking:
SPEAKING SECTION – Two Parts (5 minutes)

Before the 2 graded parts of the Speaking Section begin, there will be a brief
warm-up section where you will answer a series of short questions. These short
responses between 6-20 seconds in length are not graded and do not count towards
your Speaking score.
Speaking Part 1 - Listen to and see a brief question, and then respond. You will be
allowed 30 seconds to prepare your response before you begin to speak.
Speaking Part 2 - Listen to 2 sides of a topic, prepare and then deliver a vocal
response. You will be allowed 45 seconds to prepare your response before you
begin to speak.
END of TEST
Now that you have an idea of the format,

let’ s move on to Diagnostic Test #1...
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How to Take the Diagnostic Test

Two Diagnostic Tests are part of each Official iTEP Preparation Guide. The purpose
of Diagnostic Test #1 is to determine the test-taker’s true level of proficiency
in English language communication. Any confusion about the test directions,
discomfort with technology, or unfamiliarity with test format or content can be
prevented by becoming familiar with iTEP through Diagnostic Test #1.
Before taking Diagnostic Test #1, the test-taker must:
• Review the description of the test and the examination experience in this
section of the guide.
• Make sure that the computer equipment is adequate and that you are
comfortable using the computer and the headphones.
When you are ready to take the test:
• Use the full 90 minutes of uninterrupted time at a comfortable location

where you will not be disturbed.
• Put away all phones and other distractions.
• Make sure you have a pen or pencil and a sheet of paper for taking notes
during the Listening and Speaking sections.
• Click on (or type in) the link to the test below.
• Follow the procedures for login, registration, and technical assessment at the
beginning of the test.
• Follow the directions for each section and subsection of the test.
• After completion of the final section (Speaking), you will see an ‘End of Test’
screen, which tells you to wait for further directions from the iTEP
Administrator. You can close and exit the test at this point.
• Answer all questions to the best of your ability. There is no added penalty for
a wrong answer.
• Each question is worth the same number of points. Do not waste time on
difficult questions. Use process of elimination, and then guess among the
remaining choices.
• The ‘Help’ button allows another look at the directions at any point during
the test. But remember that the timer will be counting during this time.
• Above all, stay calm. Do your best.
NOTE: For additional tips and information regarding what to expect when taking
iTEP at an Official Test Center, go to Section III: Final Review (pages 115-117).
Diagnostic Test #1: http://www.besitep.com/prep1
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NOTE: When you enter the link above you will go through the technical checklist
to be sure all equipment is functioning properly, then you will be asked to enter
your name and email address to receive the results. On the actual iTEP exam
administered at an iTEP Test Center you will be required to provide many more
details in the Registration Section (see Appendix C to review all the information that
will be asked). In some situations you will be able to ‘Pre-register’ and fill in the
Registration Section before the day of the test.
Review your Diagnostic Test #1 Results
Well done! You’ve successfully completed the first stage of your iTEP preparation.
Way to go! If this were an official iTEP test you could expect to receive a full
Detailed Score Report within 5 days. To see an example of the Official iTEP Score
Report, please see Appendix A.
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For now, having just completed your first Diagnostic Test, you will receive an email
with a link to your Diagnostic Test Score. The email will look like this:
This email will contain a link that will connect you to your personalized Diagnostic
Report, containing your score breakdown for the first 3 multiple-choice sections on
the test - Grammar, Listening, Reading.
(See Appendix F for an example of the Diagnostic Report)
All scores are given on a 0-6 Scale, with a score of ‘6’ representing the top score.
For each of the 3 sections listed above, your raw scores—the number you answered
correctly and the number you answered incorrectly—have been computed and
converted into a number on the 0-6 scale.
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What do my scores mean?

To get a better idea of what the numbers on the scale represent, you should consult
the following description:
English
GRAMMAR
Level 6 - Perfect or near-perfect score on all aspects of Grammar tested on iTEP.
Level 5 - Score in top 10th percentile on iTEP Grammar, showing strong ability but
still showing room for slight improvement.
Level 4 - Demonstrates an effective grasp of fundamental grammar concepts, but

with room for improvement in more advanced aspects such as idioms and complex
sentence construction.
Level 3 - Understands and controls basic grammatical structures such as subject/

verb agreement and verb tense, but requires substantial improvement in other
essential grammar rules.
Level 2 - Shows only the most basic understanding of grammar, lacking familiarity
with grammatical structures necessary for communication of complex ideas.
Level 1 - Very limited grasp of grammar rules and construction; unprepared to

manage a sentence of two or more phrases; demonstrates a need for further study
of verb agreement and other fundamental grammatical rules.
LISTENING
Level 6 - Comprehends virtually all expressions, words and details expressed by

the Speaker.
Level 5 - Grasps the Main Idea and most supporting details from academic lectures
and similar topics; may be challenged by less common expressions and idioms.
Level 4 - Adequate grasp on Main Idea but may lack understanding of specific
details. May require occasional request for additional clarification or repetition of
certain expressions.
Level 3 - Grasps essential outline of subjects in conversational or lecture context,

but is unfamiliar with advanced construction and idioms and vocabulary.
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Level 2 - Grasps key ideas only when spoken slowly; loses track of details and
supporting concepts in lectures and conversations; lacks understanding of advanced
vocabulary, expressions and phrases.
Level 1 - Understands only simple, basic statements; very limited grasp of

vocabulary beyond a basic level.
READING
Level 6 - Mastery - Understands nearly all aspects of a variety of material;

understands idioms and meanings of virtually all words and expressions; reads at
same pace as a native speaker.
Level 5 - Advanced – Has strong comprehension of Main Idea and most expressions
and terms; may require reference to dictionary for explanation of certain terms or
idioms;
Level 4 - Upper Intermediate – Has adequate grasp of Main Idea but may not
wholly understand significance of each detail; lacks ability to grasp certain abstract
concepts expressed in English; reads at slower rate than native speaker.
Level 3 - Intermediate – Has limited understanding of the Main Idea; lacks

sufficient, nuanced approach to comprehending supporting details; limited grasp of
vocabulary and idioms.
Level 2 - Elementary – Has limited, simplified understanding of material; may follow

only limited, basic grammatical construction and not follow complex sentences;
reads at only elementary pace, requiring re-reading for certain phrases and words.
Level 1 - Beginner - Understands only highly simplified phrases; very limited grasp
of any common expressions or idioms; incomplete understanding of basic vocabulary
and sentence construction.
Of course, in addition to the Grammar, Listening, and Reading Sections there are
two additional sections: Writing and Speaking. As the test-taker of the Diagnostic
Test, you will be responsible for evaluating your own performance on these two
sections, using the instructions that we provide. Please see our Guide to Self-
Scoring below.
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Guide to Self-Scoring your Writing and Speaking submissions:
WRITING
You should give yourself a score of zero (0) on Writing if you respond with little or
no answer to the prompt. If your response contains less than one complete sentence
that is clearly an attempt to answer the question, you will receive a zero. To score
higher than zero, make sure you write a response to the prompt.
A score of one (1) - If you write a response that contains multiple fundamental
errors that significantly obscure the meaning or intent of your response, then you
should give yourself a score of (1). To score higher than a (1), make sure you write
an appropriate response that can be understood.
A score of two (2) - If you compose a response that clearly attempts to address
the topic but only manages to do so with the most basic grammatical construction,
then you should give yourself a score of (2). To score higher than a (2), make
sure answer the question clearly and use appropriate vocabulary and sentence
construction that supports the communication of advanced ideas.
A score of three (3) - To give yourself a score of (3), you must submit a response
that not only uses correct grammar in appropriately responding to the topic, but
you must also employ more advanced sentence construction, such as use of clauses
and conjunctions to help contrast or support the points contained in your sentences.
To score higher than a (3), make sure you answer the prompt clearly, avoid major
grammatical errors, use appropriate grammar and vocabulary, and connect your
supporting ideas using conjunctions and complex clauses in your sentences.
A score of four (4) - To give yourself a score of (4) you must not only use
conjunctions and complex constructions correctly to support your response, but also
use more advanced vocabulary to more specifically support your assertions. Though
you may make occasional errors in use of idioms, you must demonstrate a potential
facility with the language that shows your ability to express and support significant
opinions in English. To score higher than a (4), make sure you write clearly, offer
an informed opinion, use mostly error-free grammar, advanced vocabulary, connect
your supporting ideas using conjunctions and complex clauses in your sentences, and
use idioms appropriately.
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A score of five (5) - To give yourself a score of (5) you must demonstrate a strong
facility with English that shows in a smooth, though not perfect, and effective use
of the language. Your grammar should be practically error-free, and you must use
effective complex conjunctions to better support your ideas in a limited writing
space. To most effectively state your point, you must use more advanced vocabulary
to specifically address the issues in the prompt. To score higher than a (5), write
clearly, effectively, offer a well-supported opinion, using a variety of vocabulary and
clauses that demonstrate a free and easy facility with written English, while avoiding
any errors in idiom and syntax usage.
A score of six (6) - To give yourself a score of (6) you must compose a response
that effectively responds to the prompt, and does so using advanced vocabulary and
complex sentence construction to form a succinct and insightful response to the
prompt. To score a (6), write a strongly-supported response that is free of errors
and utilizes a variety of syntax and sentence structure to best communicate an
intelligent opinion.
Yes!
SPEAKING
You should give yourself a score of zero (0) on Speaking if you respond with little
or no verbal answer to the prompt. Also, an off-topic response, for example if the
prompt asks the test-taker to discuss an important historical figure and, instead,
the test-taker replies with an answer that introduces his family member, can earn a
score of zero. To score higher than zero, make sure you speak as clearly as possible.
A score of one (1) - If you barely speak a response but essentially don’t offer an
opinion on the topic or question, then you should give yourself a score of
(1) One. Keep in mind that the iTEP Speaking is also measuring your ability to offer
an opinion. To score higher than a (1), make sure you speak clearly and offer an
opinion on the topic in the question.
A score of two (2) - If you respond clearly and address the question in the topic,
but your response is uneven, hesitating, and uses grammar that is repeatedly
incorrect and vocabulary that is so basic that you are unable to offer anything
more than an elementary response to the question, and if your pronunciation is
unnecessarily challenging for the listener, then you should give yourself a score
of (2). To score higher than a (2), make sure you speak clearly, offer a strong
opinion on the topic in the question, and use proper vocabulary and grammar.
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A score of three (3) - If you give yourself a score of (3), you have demonstrated
a competent facility with expressing yourself in English. Your response shows that
you clearly understand the question and are able to formulate a response. Also,
your response may include sentence construction that utilizes more complex clauses
and conjunctions, although you may make a few errors in using conjunctions. To
score higher than a (3), make sure you speak clearly and offer an informed opinion,
using appropriate grammar and vocabulary, and connect your supporting ideas using
conjunctions and complex clauses in your sentences.
A score of four (4) - If you give yourself a score of (4) you have not only used
conjunctions and complex constructions correctly to support your response, but
also used details to support your assertions. It is likely that you’ve used some
intermediate vocabulary and also occasional idioms, though you may not have used
the idioms accurately. To score higher than a (4), make sure you speak clearly,
offer an informed opinion, use appropriate grammar and vocabulary, connect your
supporting ideas using conjunctions and complex clauses in your sentences and use
idioms appropriately.
A score of five (5) - If you give yourself a score of (5) you have demonstrated
effective control of the English language. Though you may have a few minor errors
in syntax or idiom sophistication, and your pronunciation might not be wholly
clear throughout for the listener, you will use a variety of advanced vocabulary,
conjunctions and sentence structure choices that show that you freely can respond
to a question or topic with an informed opinion that you support with ideas and
details. To score higher than a (5), speak as clearly as possible, offer a well-
supported opinion, using a variety of vocabulary and clauses that demonstrate a free
and easy facility with spoken English, while avoiding any errors in idiom and syntax usage.
A score of six (6) - To give yourself a score of (6) you must demonstrate a high
degree of fluency, variety of sentence structure and syntax and effective control
of speaking English in a response that supports a strongly-formed opinion that is
expressed clearly and flows without any hesitation. To score a (6), speak as clearly
as possible with minimum effort, express intelligent responses to the questions and
utilize a variety of syntax and sentence structures in constructing your response.
After you have reviewed and evaluated your scores on the Diagnostic Test #1,
including the self-scoring of the writing and speaking, the next step is to start your
intensive iTEP Preparation.
Let’s start practicing and improving!

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I. Skill Development and Practice Exercises
English
GRAMMAR
Skill Development and Exercises
GRAMMAR - GENERAL OVERVIEW
There are 25 questions in the Grammar Section, each of which asks you to correctly
use a key feature of English grammar. This section includes a range of features,
from simple to more difficult. There are two types of questions, and each is
explained with an on-screen example.
In the Grammar Section, there are two question types:
• In questions 1-13, you must click on the circle next to the word or phrase
that correctly completes the sentence.
• In questions 14-25, you must click on the circle next to the incorrect word
or phrase in the sentence.
You will be shown one example before each of the two different question types. You
have 10 minutes to review the examples and answer the 25 questions. During the
10 minutes, you may use the ‘Back’ button to return to any question and change the answer.
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GRAMMAR - GENERAL DIRECTIONS
Before question 1 you will be shown an on-screen example of the ‘Fill-in-the-blank’

type question.
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This example shows how to complete questions 1-13. Select the word or phrase that
CORRECTLY completes the sentence. Then click ‘Next’ to continue. As long as there
is time remaining, you may go back to review your other answers in this section by
using the ‘Back’ button. Time remaining is shown at the bottom of the screen.
Before Question #14 you will be shown an example of the ‘Error Identification’
type question.
This example shows how to complete questions 14-25. Select the word or phrase
in the sentence that is NOT CORRECT. Then click ‘Next’ to continue. As long as
there is time remaining, you may go back to review the answers in this section by
using the ‘Back’ button. Time remaining is shown at the bottom of the screen.
You will have 10 minutes to review and answer the 25 questions in Parts 1 & 2.
GRAMMAR - SKILLS TESTED
The iTEP Grammar Section tests your ability to answer questions that fall into
7 different categories: Parts of Speech, Verb Forms, Pronouns, Conjunctions,
Expressing Quantity, Articles & Prepositions, and Sentence Structure. Each of
these skills will be explored in detail in the next section.
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GRAMMAR – BUILDING SKILLS
English, like many languages, has many rules of grammar. If you are taking the iTEP,
it is very likely that you are already familiar with the fundamental rules of English
grammar. To help you prepare for the iTEP, we’ve selected a few of the items that
you can expect to see on the test.
PARTS OF SPEECH
‘Parts of speech’ are the basic types of words that English contains. Most grammar
books say that there are eight parts of speech: nouns, verbs, adjectives, adverbs,
pronouns, conjunctions, prepositions and interjections. We will add one more type:
articles.
It is important to be able to recognize and identify the different types of words in

English, so that you can understand grammar explanations and use the right word
form in the right place. Here is a brief explanation of what the parts of speech are:
Noun: A noun is a naming word. It names a person, place, thing, idea, living
creature, quality, or action.
(Examples: cowboy, theatre, box, thought, tree, kindness, arrival)
Verb: A verb is a word which describes an action (doing something) or a state

(being something).
(Examples: walk, talk, think, believe, live, like, want)
Adjective: An adjective is a word that describes a noun. It tells you something about
the noun.
(Examples: big, yellow, thin, amazing, beautiful, quick, important)
Adverb: An adverb is a word which usually describes a verb. It tells you how
something is done. It may also tell you when or where something happened.
(Examples: slowly, intelligently, well, yesterday, tomorrow, here, everywhere)
Pronoun: A pronoun is used instead of a noun, to avoid repeating the noun.

(Examples: I, you, he, she, it, we, they)
Conjunction: A conjunction joins two words, phrases or sentences together.

(Examples: but, so, and, because, or)
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Preposition: A preposition usually comes before a noun, pronoun or noun phrase.

It joins the noun to some other part of the sentence.
(Examples: on, in, by, with, under, through, at)
Interjection: An interjection is an unusual kind of word, because it often stands

alone. Interjections are words which express emotion or surprise, and they are
usually followed by exclamation marks.
(Examples: Ouch!, Hello!, Hurray!, Oh no!, Ha!)
Article: An article is used to introduce a noun.

(Examples: the, a, an)
We’ve put together this helpful chart to clarify

the terms you should know to prepare for Grammar.
PARTS OF SPEECH EXAMPLES
ADJECTIVE Look! He is sitting on an old chair and is snoring loudly.
ADVERB Look! He is sitting on an old chair and is snoring loudly.

CONJUNCTION Look! He is sitting on an old chair and is snoring loudly.
INTERJECTION Look! He is sitting on an old chair and is snoring loudly.
NOUN Look! He is sitting on an old chair and is snoring loudly.
PREPOSITION Look! He is sitting on an old chair and is snoring loudly.
PRONOUN Look! He is sitting on an old chair and is snoring loudly.
VERB Look! He is sitting on an old chair and is snoring loudly.
ARTICLE Look! He is sitting on an old chair and is snoring loudly.
When it comes to using proper grammar, it’s often easier to understand each term
according to its function in a sentence. For instance, in the model sentence above,
both ‘Look!’ and ‘is sitting’ are examples of verbs, but only ‘Look!’ is considered an
interjection.
Parts of Speech questions on the exam test your ability to identify and correctly use
various indicators and modifiers such as adjectives and adverbs. You must be able
to distinguish, for example, when a sentence requires an adjective instead of an
adverb.
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PARTS OF SPEECH - EXAMPLE QUESTIONS
Parts of Speech Example Question #1
If my brother eats his dinner too _____, he could end up with a stomachache.
a) lately
b) much Q1
c) quickly
d) quick
Correct Answer = C
The sentence needs an adverb to describe at what pace your brother is eating
his dinner. Among the answer choices, only ‘quickly’ is a correctly used adverb.
The correct sentence will now read: If my brother eats his dinner too quickly,
he could end up with a stomachache.
Alex _______ all the planets in our solar system.
a) quickly recited
b) reciting quickly Q2
c) quick reciting
d) quick to recite
Correct Answer = A
To begin with, the sentence needs a verb that correctly fits in the blank.
Answer choices B, C, and D all lack an appropriate auxiliary verb (‘is’ or ‘was’),
as well as some having issues with the adverb ‘quickly’. Among the answer
choices, only ‘quickly recited’ uses a verb and adverb correctly.
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The estate’s original owner, who this portrait depicts, was known for his
generous gifts to a wide range of cultural institutions.

a) who
b) was known Q3
c) for
d) wide range
Correct Answer = A
The phrase ‘who this portrait depicts’ should contain the object pronoun ‘whom’.
VERB FORMS: WHERE THE ACTION IS
A fundamental means of expression for every language is the verb. It not only
indicates action, it also indicates when the action took place: in the past, present
or future. Verb Form questions require you to be able to determine the proper
tense to use in a specific sentence. You will be asked to demonstrate an ability to
correctly use tenses ranging from the simple present and simple past to the present
continuous tense and the past perfect tense, to name a few. Essentially, you must
be able to correctly describe an event, or ongoing event, that occurs in the past,
present or future. In addition, you will be tested on your ability to correctly match
the verb to its subject, known as Subject-Verb Agreement, or ‘SVA’. Finally, you
must also be able to distinguish between participles being used as a verb or another
part of speech.
First, let’s look at Subject-Verb Agreement:
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VERB FORMS - EXAMPLE QUESTIONS
Verb Forms Example Question #1
My collection of old and shabby comic books __________ very valuable to me.
a) have been
b) is Q1
c) are
d) are not
Correct Answer = B
This question is testing Subject-Verb agreement. Every verb must agree in tense
and number with its subject. In this sentence the subject is ‘collection’, which
is singular, so the correct form of the verb is the singular ‘is’.
The correct sentence will now read: My collection of old and shabby comic
books is very valuable to me.
Every one of the clients ___________ given a free subscription to the

magazine.

a) was
b) were
Q2
c) are
d) have been
Correct Answer = A
The subject in the sentence is ‘one’, which is singular. Among the answer
choices, only (a) is a singular form; all other choices are plural forms.
The correct sentence will now read: Every one of the clients was given a free
subscription to the magazine.
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VERB TENSES
Below you will find a brief but very helpful guide to

tenses you should be familiar with for the iTEP:
SIMPLE PRESENT TENSE I eat.
SIMPLE PAST TENSE I ate yesterday.
SIMPLE FUTURE TENSE I will eat tomorrow.
PRESENT CONTINUOUS TENSE I am eating right now.
PAST CONTINUOUS TENSE I was eating when the phone

rang.
FUTURE CONTINUOUS TENSE I will be eating at 9 a.m. tomorrow,

so do not call me at that time.
PRESENT PERFECT TENSE I have eaten eggs every day

this week.
PAST PERFECT TENSE I had eaten eggs every day

until yesterday.
FUTURE PERFECT TENSE By tomorrow, I will have

eaten eggs every day.
PRESENT PERFECT CONTINUOUS TENSE I have been eating for ten

minutes.
PAST PERFECT CONTINUOUS TENSE I had been eating when the

phone rang.
FUTURE PERFECT CONTINUOUS TENSE I will have just finished eating by the
time you come tomorrow morning,
so I will have to wait before I go
swimming.
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VERB FORMS - EXAMPLE QUESTIONS Continued
Susan is not coming with us because she __________ that movie already.
a) will see

b) was seeing
c) will have seen
Q3
d) has seen
Correct Answer = D
The correct tense is the present perfect.

The correct sentence will now read: Susan is not coming with us because she
has seen that movie already.
While on my way to the cafeteria, I noticed that I ____________ my wallet
a) forget
b) sometimes forget Q4
c) am forgetting
d) had forgotten
Correct Answer = D
The correct tense is the past perfect. The first part of the sentence indicates
an action that takes place in the past, and the second part of the sentence
indicates an action that takes place even further in the past, so it requires the
past perfect.
The correct sentence will now read: While on my way to the cafeteria, I noticed
that I had forgotten my wallet.
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If I _________ able to go to the play, she would not have had to drive her car.
a) had been
b) was 5
Q
c) have been
d) am going to be
Correct Answer = A
The correct tense is the past perfect. The second part of the sentence indicates
an action that takes place in the past, and the second part of the sentence
indicates an action that takes place even further in the past, so it requires the
past perfect.
The correct sentence will now read: If I had been able to go to the play, she
would not have had to drive her car.
Steve is driving his car to work every day, five days a week.
a) is driving
b) to 6
Q
c) day
d) a week
Correct Answer = A
The correct tense is the simple present. Because of the habitual marker ‘every’,
we know that the present continuous tense cannot be correct because it the
continuous tense describes a specific event, not a habitual one.
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PRONOUNS
Pronoun questions ask you to select the correct pronoun as it should be used in
a specific sentence. You must be able to identify pronouns as they agree with the
subject in both number and, when applicable, gender. You must also be able to
distinguish among subject, object, possessive and interrogative pronouns.
PRONOUNS - EXAMPLE QUESTIONS
Pronoun Example Question #1
When he first entered the classroom no one knew ______ he was.
Q1
a) whom
b) who
c) whoever
d) whomever
Correct Answer = B
The sentence needs the subject form of the pronoun, not the object form that
we see in choices ‘a’ and ‘d’.
The correct sentence will now read: When he first entered the classroom no one
knew who he was.
I think it would be better if we could keep this information just between

__________.

a) we ourselves
b) you and I
Q2
c) you and me
d) each other
Correct Answer = C
The sentence is using a preposition, ‘between’. Prepositions always take the

object form of the pronoun, which for the first person is ‘me’, not ‘I’, which is
the subject form.
The correct sentence will now read: I think it would be better if we could keep
this information just between you and me.
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Since Bob and Tom offered ________ the tickets for free, we decided to go to
the game with them.

a) them
b) they
3
Q
c) us
d) we
Correct Answer = C
Because the second clause in this sentence uses the subject pronoun ‘we’, it is
clear that the object pronoun ‘us’ is the only correct answer choice.
That I really want to do is revise the policy manual to reflect these latest
changes.

a) That
b) really
4
Q
c) to reflect
d) latest
Correct Answer = A
The correct interrogative pronoun in this sentence would be ‘what’.
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CONJUNCTIONS
Conjunction questions measure your facility for linking two ideas in a sentence.
You must be able to make a distinction between conjunctions that show contrast
and ones that indicate agreement.
CONJUNCTIONS - EXAMPLE QUESTIONS
Conjunction Example Question #1
The students were eager to finish their lessons _________ they wanted to catch
the earlier bus.

a) instead
b) because
Q1
c) in spite of
d) because of
Correct Answer = B
This question asks which conjunction is appropriate for the sentence, and
‘because’ is the only conjunction that can correctly be used in the blank.
The correct sentence will now read: The students were eager to finish their
lessons because they wanted to catch the earlier bus.
When I have little time to spare, I choose to read a few poems or a short story
_________ a long work of fiction.

a) even though
b) in spite of
Q2
c) rather than
d) to reading
Correct Answer = C
‘Rather than’ expresses that the speaker is indicating an alternative preference.

The correct sentence will now read: When I have little time to spare, I choose
to read a few poems or a short story rather than a long work of fiction.
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__________ it was cold and raining outside, the children wanted to go to the
park.

a) Despite
b) Although
Q3
c) However
d) It is true
Correct Answer = B
Only ‘Although’ provides the proper use of contrast between the two statements
in the sentence.
The correct sentence will now read: Although it was cold and raining outside,
the children wanted to go to the park.
Although it was too dark to see very well, but the teams continued to play.
a) was
b) but Q4
c) the
d) continued
Correct Answer = B
In this case, because the sentence already contains ‘although’, it is unnecessary

to use ‘but’.
EXPRESSING QUANTITY
Expressing Quantity questions test your ability to distinguish between countable and
non-countable nouns and use the appropriate modifiers or possessive pronouns. [For
example, you must choose ‘I like a lot of salt in my food’, instead of ‘I prefer many
salt in my food.’]
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EXPRESSING QUANTITY - EXAMPLE QUESTIONS
Expressing Quantity Example Question #1
_________ of the math problems on last night’s assignment were you able to solve?
a) How much
b) How many Q1
c) If any
d) Were any
Correct Answer = B
The sentence needs an adverb and pronoun for the countable items –the
problems—so the best choice is ‘how many’.
The correct sentence will now read: How many of the math problems on last
night’s assignment were you able to solve?
Her mother’s cooking was much __________ than what was served in the
cafeteria.
Q2
a) most delicious
b) more delicious
c) more tastefully
d) tastiest
Correct Answer = B
When comparing two items use ‘more’ and not ‘most’.

The correct sentence will now read: Her mother’s cooking was much
more delicious than what was served in the cafeteria.
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One of the most important influence affecting modern society is the

Internet.

a) influence
b) any
3
Q
c) in town
d) hoping to
Correct answer = A
The sentence begins with ‘One of the’, indicating a choice among many.
Because ‘influence’ is a countable noun appearing in the singular when it should
be plural (‘influences’), the correct choice is A.
ARTICLES & PREPOSITIONS
Articles & Prepositions questions ask you to use the correct definite or indefinite
article, or correct preposition, according to the context of the sentence provided.
You must be familiar with the basic rules of articles as adjectives, demonstrating
a basic aptitude for choosing ‘the’ instead of ‘a’. You must also be familiar with
prepositional phrases and common verb phrases that take a preposition.
ARTICLES & PREPOSITIONS - EXAMPLE QUESTIONS
Articles & Prepositions Example Question #1
Shakespeare is generally considered a best playwright in the English language.
a) is
b) generally 1Q
c) a
d) the
Correct Answer = C
For the superlative ‘best’, the indefinite article ‘a’ should

be replaced with ‘the’, so C is the correct answer.
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Articles & Prepositions Example Question #2
He was worried__________ his friend’s recent behavior.

a) about
b) from 1Q
c) that
d) toward
Correct Answer = A
Among the answer choices, the only prepositions that can follow ‘worried’ are
‘about’ and ‘that’. Because there is no clause that follows, ‘that’ cannot be
correct so the answer choice is ‘about’.
The correct sentence will now read: He was worried about his friend’s recent
behavior.
SENTENCE STRUCTURE
Sentence Structure questions require you to be able to assess elements of sentence

construction such as sequence and basic idiom. One example of such might be
a comparison question, for which you must recognize the key words or phrases
that indicate a comparison is being made. For this type of question, you must also
identify the correct parallel construction that a comparison sentence requires.
SENTENCE STRUCTURE - EXAMPLE QUESTIONS
Sentence Structure Example Question #1
No sooner had Misaki begun to read her book, __________her phone started
to ring.
a) and then
b) meanwhile 1Q
c) but
d) than
Correct Answer = D
‘No sooner…than’ is correct usage.

The correct sentence will now read: No sooner had Misaki begun to read her
book, than her phone started to ring.
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A model student and outstanding athlete, ________ his perseverance and

enthusiasm.
a) success is due in large part to Michael and

b) Michael’s success is large part in due to
2
Q
c) Michael has succeeded in large part due to
d) success for Michael large part is due to
Correct Answer = C
The only answer choice with words arranged in a logical order is C.
The soccer game last night started too later.
3
Q
a) The
b) last
c) started
d) later
Correct Answer = D
In this sentence, ‘later’ is the incorrect word because the comparative use of
‘late’ (i.e ‘later’)cannot correctly follow the word ‘too’.
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GRAMMAR
English

Practice Exercises - Part 1
Here are some additional examples for you to practice. Answers are provided
in Appendix B.
Practice Exercise - Question 1:

Tonight, I want neither to study __________ my term paper.
a) or to write
b) or writing
c) nor to write
d) nor to be writing

She is not coming with us because she __________ that movie already.
a) will see
b) was seeing
c) will have seen
d) has seen

My collection of old and shabby comic books__________ very valuable to me.
a) have been
b) is
c) are
d) are going to be

A luxury car is ________ expensive than an economy car.
a) much
b) many
c) most
d) more
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The examinees were eager to finish their lessons _________ they wanted to
catch the earlier bus.
a) so
b) because
c) in spite of
d) instead of

Having ________ opportunity like this is incredibly fortunate.
a) a
b) an
c) it
d) that

Her mother’s cooking was much __________ than what was served in the
cafeteria.
a) most delicious
b) more delicious
c) more tastefully
d) tastiest

If I __________ able to go to the play, she would not have had to drive her car.
a) had been
b) was
c) have been
d) am going to be

Vegetables are ________ to eat than breads and desserts.
a) health
b) healthy
c) healthiest
d) healthier
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I have not been to a football game ________ very long time.
a) so
b) for
c) in a
d) since a

If you eat your dinner too _______, you could end up with a stomach ache.
a) lately
b) much
c) quickly
d) fast

No sooner had Misaki begun to read her book, __________her phone started
to ring.
a) and then
b) meanwhile
c) since
d) than

When I have little time to spare, I choose to read a few poems or a short
story_________ a long work of fiction.
a) even though
b) in spite of
c) rather than
d) to reading

He left the shopping center to go home as ___________he ran out of money.
a) the time came

b) soon as
c) when
d) well as
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Professor Hillman __________ campus suddenly this morning, so this afternoon’s
class is cancelled.
a) had to leave
b) have to leave
c) was left
d) had left

I think it would be better if we could keep this information just between
__________.
a) we ourselves
b) you and I
c) you and me
d) each other

When he first entered the classroom no one knew ______ he was.
a) whom
b) who
c) whoever
d) whomever

__________ of the math problems on last night›s assignment were you able
to solve?
a) How much
b) How many
c) If any
d) Were any
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GRAMMAR
English


His favorite summer activities include surfing, bike riding, and to play baseball
with his friends.
a) His
b) surfing
c) bike riding
d) to play baseball

Although you read today’s newspaper, you may come across an article about
tornados.
a) Although
b) today’s
c) come across
d) about

As it turned out, she would have preferred being alone, rather than her whole
family is going to be there.
a) would have
b) being
c) rather than
d) is going to be

Much doctors urge their patients to exercise more.
a) Much
b) urge
c) their
d) to exercise
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Since many test-takers ride their bikes to school, while others walk, take the
bus, or drive their cars.
a) Since
b) their
c) to school
d) drive

Helen helped her father planted vegetables in the garden.
a) her
b) planted
c) in
d) the

Devon no longer has the book that the teacher had given him because he was
leaving it in the library.
a) has
b) had given
c) was leaving
d) in

Dressed in her best suit and with a confident smile, Emily is sure to make a
good impression being at the job interview.
a) her best
b) with
c) to make
d) being

It was him who first asked the question that started the debate about whether
their actions were justified.
a) him
b) who
c) that
d) whether
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Today’s lecture in Economics class was mainly about the constant changing
conditions in global energy markets.
a) Today’s
b) mainly
c) constant
d) global

I was planning to attend the party, but then I had remembered that Sylvia’s
jazz concert was being held on the same night.
a) planning
b) to attend
c) had remembered
d) was being

One of Van Gogh’s paintings from his famous sunflower series were recently
sold at auction for an unprecedented sum of money.
a) from
b) were
c) sold
d) for

Most of the specimens in the lab have been carefully prepared by any test-taker.
a) in
b) have been
c) prepared
d) any

It was the substitute teacher to which she gave her report.
a) It
b) the
c) which
d) her
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Adventure novels are often about fantastic journeys, great deeds, and the hero
has bad luck.
a) are
b) about
c) and
d) the hero has

All of the members, except Raul, will be coming at the party.
a) All
b) the
c) except
d) coming at

The dromedary, which is native to a desert areas of west Asia, has only
one hump.
a) which
b) to
c) a
d) has

The vegetarian restaurant along the street behind the coffee shop serves
delicious food for a very reasonable price.
a) along
b) behind
c) delicious
d) for
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GRAMMAR - General Skill Development and Take-Aways
• Identify the type of error contained in the sentence

• Be familiar with the directions before you being the section.
• Review and practice basic English grammar.
• Use your eyes as well as your ears. Though you may be tempted to choose
an answer based on whether it sounds correct, you must also identify proper
rules of grammar, such as agreement, to look for potential errors in each
example.
LISTENING
LISTENING - GENERAL OVERVIEW
The entire Listening Section is 20 minutes long and requires the use of audio
files which can be found on our website at:
http://www.itepexam.com/prepare-for-the-itep-test
under iTEP Preparation Guide Listening Files.
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THE iTEP LISTENING SECTION HAS THREE PARTS:
Part 1 4 short conversations 4 multiple-choice
Part 2 One 2-3 minute conversation 4 multiple-choice 20 Minutes
Part 3 One 4-minute lecture 6 multiple-choice
The Listening Section is designed to determine how well you are able to understand
what may be heard in typical high school (iTEP SLATE), university (iTEP Academic),
or business (iTEP Business) environments. The questions target listening
comprehension. No previous knowledge of the topic is required. All questions can
be answered by using basic listening skills in understanding the information in the
selection.
LISTENING - GENERAL DIRECTIONS
You cannot go ‘Back’ to a previous question at any time and you will only hear
each dialogue, lecture, and question once.
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LISTENING - SKILLS TESTED
The iTEP Listening Section tests your ability to answer questions that fall into
5 different categories: Catching Details, Main Idea, Determining the Purpose,
Making Implications & Connecting Content. Each will be described with an example.
CATCHING DETAILS
Catching Details questions test fundamental listening comprehension and recall;

questions require you to note specific tangible points that are the basis of an
exchange, discussion or lecture. In Listening Part 1 and 2 (Dialogues), you might
be asked to identify a particular item in the conversation, while in Listening Part 3
(Lecture) you may need to distinguish a specific date or similar signpost that plays
a pivotal role in the narrative of the lecture.
Example:
What aspect of developing wind farms has been the most costly?
a) Buying land
b) Consumer lawsuits
c) Obtaining government permits
d) Construction and maintenance
MAIN IDEA
Main Idea questions ask you to correctly identify the primary subject of a lecture
or the main focus of a dialogue or exchange between two speakers. You must
demonstrate that you can differentiate between minor details and descriptions and
the key narrative in a lecture or dialogue.
Example:
What is Jerry’s problem?
a) He doesn’t have transportation to a party.

b) He wants to attend two events at the same time.
c) He doesn’t know when the debate tournament is.
d) He needs help getting to the debate tournament.
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DETERMINING THE PURPOSE
Determining the Purpose questions ask you to state the reason for a particular event
in the conversation dialogues (Listening 1 & 2), or to comprehend the narrative
thread of the person giving the lecture (Listening Part 3). You will be asked
about the intention of the speaker and the rhetorical choices of his argument. [For
example, why does the lecturer mention x?]
Example:
Why did Tom make a list of the food establishments near the university?
a) To identify businesses that might purchase his proposed product

b) To determine the demographic characteristics of his potential customers
c) To analyze the existing business environment near his proposed business
d) To use the information as the basis for the questionnaire he designed for
the students
MAKING IMPLICATIONS
Making Implications questions ask you to infer the context for a particular event
in the dialogue based on certain given circumstances expressed during the
conversation. You must be able to infer information and circumstances which are
suggested by the lecture or dialogue but are not explicitly conveyed. [You must be
able to infer the relationship of speakers; is it peer-to-peer, for example, a pair of
students? Is it a student speaking to a professor?]
Example:
Which subject are they most likely discussing?
a) French
b) Math
c) History
d) Biology
CONNECTING CONTENT
Connecting Content questions require you to demonstrate that you can credibly
determine the connection between key pieces of information in the discussion,
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lecture or dialogue. To answer these questions correctly, you must be able to

demonstrate a basic level of ability to reach logical conclusions based on one or
more related details from different points in a conversation. [For these questions,
you might be asked how a detail from earlier in the conversation will affect
a decision that comes up later on. You must show that you can identify the
connecting points]
Example:
Why does the woman need to see the student’s transcripts?
a) Because he is transferring from another college

b) Because he is enrolled in Sociology 512
c) Because he hasn’t taken any sociology classes
d) Because he hasn’t been accepted to the college
LISTENING
Part 1
DIRECTIONS
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For Part 1, you will hear 4 short conversations, each followed by a question. You
will have a total of 80 seconds to answer all 4 questions. Be aware of your time
remaining in the ‘Time Left’ Window.
*You will find the scripts for the Listening Section in Appendix G.
NOTE: Once you select ‘Next’, you cannot go back to a previous question
in the Listening Section.
BUILDING SKILLS: Active Listening
Okay, now that you’ve taken your first iTEP Diagnostic Test and you’d like to
improve your Listening score, what can you do? First, take a more active approach.
To score well on the Listening Section, you will need to use a technique we call
‘Active Listening.’ When you listen to the radio or read something for enjoyment,
such as a novel or a website, this is what we call ‘passive listening/passive
reading’ because you are not seeking to identify or retain specific information.
However, when you listen to a class lecture or read a passage for a test or specific
purpose, you should listen/read with the goal of identifying and retaining what you
are hearing/reading. This is called ‘active listening/active reading,’ which is a skill
that can be learned and practiced. During iTEP’s Listening and Reading Sections, you
must read actively and try to separate the less important information from the more
important information. In order to do that, it’s helpful to ask a few basic questions
while you go through these sections. We call this technique ‘Interviewing the
Passage.’ Below are some sample exercises that will help you to be a better active
interviewer of the passage or conversation.
When you are listening to the audio selections, be sure to ask a few key
questions:
• Who is speaking?
• What is their relationship?
• What is the issue or problem that they are discussing?
NOTE: Listening questions in Part 1 are quick, so your notes must be brief and to
the point, so be sure to practice!
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BUILDING SKILLS:
Listening Part 1
Example A
Write down a few notes with questions you’ll want to answer:
• Who are the speakers?

• What is the question or problem?
• What is the solution?
• What will probably happen next?
Play Track 1 (Listening Part 1 - Example A Conversation)
WHO ARE THE SPEAKERS? Man and woman

RELATIONSHIP? Friends; people who go places together
WHAT IS THE ISSUE? He has a headache; must cancel their plans
Pay attention to transition words.
The woman suggests a solution, to which the man replies ‘but. . .’ This indicates
that the man will do something other than what the woman suggests. What does
the man do?
LISTENING PART 1 (Example A Question)
Now let’s try a question. You will hear the question once, and you will also read it
on the screen. Choose the correct answer by clicking on the circle next to it, then
click ‘Next’. Once you click on ‘Next’ you cannot go back and change your answer.
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Play Track 2 (Listening Part 1 - Example A Question)
Listening Part 1 - Example Question #1
What does the man intend to do?
a) Make a reservation
b) Take some aspirin
c) Rest a little while
d) Make dinner
Correct Answer = C
Although the woman suggested that the man take an aspirin for his headache,
he preferred to lie down and rest instead.
BUILDING SKILLS: Process of Elimination
‘Interviewing the Passage’ is a helpful technique while you are listening to the
conversation or lecture, and ‘Process of Elimination’ is a common technique to
help deal with the questions that follow. In the above example, although the man
specifically says that he will rest for a while, how could you answer the question if
you didn’t hear or understand the end of the conversation? Sometimes when you
are unsure of the correct answer it helps to simplify the problem by taking out the
answers that you know are incorrect:
• A cannot be correct because the woman says that reservation was already made.
• ‘Thanks but…’ was the response when offered aspirin, so B cannot be correct.
• D is not mentioned.
The example above is a ‘Catching Details’ question because it asks you about
a specific detail presented in the passage. Learning the fundamental skills of
Interviewing the Passage and Process of Elimination will be very helpful for these
and other types of questions.
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LISTENING
in Appendix B.
BUILDING SKILLS:
• Prepare brief questions before listening

• Listen ‘actively’ by taking brief notes
• Read the questions
• Use your notes to choose the correct answer
PRACTICE EXERCISE 1
Play Track 3 - Conversation
Play Track 4 - Question
Practice Exercise Question:

What is the woman’s relationship to the man?
a) She is his co-worker

b) She is his sister
c) She is his classmate
d) She is his test-taker
PRACTICE EXERCISE 2

What will the woman probably do next?
a) Return to the park

b) Go next door
c) Do some shopping
d) Run with the dog
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PRACTICE EXERCISE 3

The man and woman probably are:
a) Supervisors
b) Teammates
c) Players
d) Co-workers
PRACTICE EXERCISE 4

What will the woman probably do?
a) Cancel her dinner

b) Come back tomorrow
c) Buy a new dress
d) Buy a new pair of shoes
PRACTICE EXERCISE 5

The man and woman are probably:
a) Hosting a dinner
b) Making pies
c) Visiting her brother
d) Reducing their appetites
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LISTENING
Part 2
DIRECTIONS - LISTENING PART 2
For Part 2 of the Listening Section, you will hear one longer conversation and
answer 4 questions based on that conversation. For Part 2, it’s even more important
that you listen actively and take accurate notes.
After listening to the conversation and taking notes while listening, you are ready
to move on to the questions. You will hear the question once and read it on the
screen. Click on ‘Next’ before moving on to the next question. Once you have
clicked on ‘Next’ you cannot return to a previous question.
BUILDING SKILLS:
Listening Part 2
Example A
Let’s try a question. Remember to do the following:
A) take brief notes answering active listening questions

B) establish the relationship or issue in the conversation
C) consider tone of voice and attitude
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Next is an example of a longer conversation that might be heard in Part 2.
Play Track 13 (Listening Part 2 - Exercise A - Conversation)
WHO ARE THE SPEAKERS? Older man and younger man

RELATIONSHIP? Professor and student
WHAT IS THE ISSUE? Professor teaches student interesting things about
Einstein that many people don’t know
Now you are ready to try a question:
Play Track 14 (Listening Part 2- Example A - Question)
Listening Part 2 - Example Question
What new fact about Einstein did Michael learn from Dr. Slinsky?
a) Einstein did not attend college at all because

his family did not have the money.
b) Despite working in an office, Einstein was
able to think in new ways about the
basic principles of physics.
c) Because of Einstein’s religion, he was not
able to attend the best college for the study
of mathematics and physics.
d) Einstein did not use previous scientists’ and philosophers’
writings to propel his intellectual thinking.
Correct Answer = B
Only answer choice B addresses the ‘interesting’ contrast between Einstein’s

boring job and incredible contribution to science.
B states the main idea of the selection, as indicated in your notes.

A and D are untrue, and
C was never mentioned.
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LISTENING
Practice Exercise - Part 2
PRACTICE EXERCISE

It can be inferred from the passage that the woman:
a) Is not very selective

b) Is a vegetarian
c) Is very patient
d) Has very specific needs

The restaurant owner suggested that the woman might like the hidden entrance
to the restaurant because:
a) She drives an expensive car

b) Her guest list includes people who desire privacy
c) She prefers to keep her identity hidden
d) She runs a top-secret agency

The man discusses the vegetable garden because:
a) The restaurant serves only vegetarian meals.

b) It increases the choices on the menu.
c) She is interested in gardening.
d) It is close to the hidden entrance.
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Based on the woman’s statements at the end of the passage, she will:
a) Call the man when she makes her choice

b) Stay to dine at the restaurant
c) Host her dinner at the restaurant
d) Ask more questions about the hidden entrance
LISTENING
Part 3
DIRECTIONS - LISTENING PART 3
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BUILDING SKILLS:
Listening Part 3
Example A
In Part 3 you will hear a lecture, delivered by one speaker, followed by 6 questions.
You will hear the lecture only once, and it will not appear on the screen, so listening
actively and taking good notes is very important. Because it is a lecture, the listening
is more formal in style, so you’ll want to try and determine the main idea of the lecture.
Okay, let’s try one!
Play Track 20 (Listening Part 3 - Exercise A Conversation)
What might notes for this selection look like?
WHO IS THE SPEAKER: A professor giving a lecture

RELATIONSHIP: He is giving a formal lecture to his students.
WHAT IS THE ISSUE: The Professor is discussing the difference between
Digital and Analog Technology.
NOTE: Because this is a lecture, you will be tested on more details, so you will
want to take more extensive notes. At first you may not be able to distinguish
between which points and details are more important and which are not as
important, but as you practice taking notes you will learn to tell the difference.
Below we’ve put a few notes that you might make while listening:
• CDs more popular than records

• digital vs. analog
• recordings = electrical sound waves--wave is important
• analog = analogous to variations in air pressure
• record groves = sound waves; stylus
• hi-fi stereo
• audiophiles
• physical stuff--records, equipment., very important
• CDs = improved sound, indestructible, cost 3 x more
• recording industry uses both
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Okay, now let’s try a question. You will hear each answer once,
and you can also read it on the screen.
Play Track 21 (Listening Part 2- Example A Question)
Listening Part 3 - Example Question
According to the professor, when Compact Discs were first introduced they were:
a) Considered less fragile than record albums

b) Priced the same as record albums
c) Analogous to actual sound waves
d) Considered to be very hi-fidelity
Correct Answer = A
Consulting our notes, we can see the following:

Major differences between CD’s and Records are:
• CDs are more expensive than records
• CDs are less fragile than records
• Digital
• Initially, CDs did not have as high-quality as records for sound reproduction
LISTENING
Practice Exercise - Part 3
PRACTICE EXERCISE
Example A
Play Track 22

The professor mentions ‘classical musicians’ in paragraph 7 because:
a) He’s a fan of classical music
b) His test-takers are classical musicians
c) To cite examples of respected supporters of digital recording
d) They are experts in the recording industry
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Play Track 23

Why does the Professor ask the class if they’ve purchased a compact disc?
a) He is selling CDs.
b) To illustrate how music is purchased now.
c) He is an audiophile.
d) He helped create CD technology.
Play Track 24

According to the professor, the improved sound quality of compact discs can
be attributed to:
a) Better musicians recording digitally

b) Audiophiles recommendations
c) Larger capacity for sampling
d) Changes in wave technology
Play Track 25

According to the professor, what is one reason a CD will last longer than
a record?
a) CDs are read optically.

b) CDs are more popular with audiophiles.
c) CDs are used more for classical music.
d) CDs use wave technology.
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Play Track 26

According to the lecture, the situation today is that:
a) Digital recording has completely replaced analog recording.

b) Record albums are no longer available for purchase.
c) Audiophiles vastly prefer compact discs.
d) The recording process is a combination of digital and analog.
LISTENING: General Skill Development and Take-Aways
• Questions about the listening selections will be both spoken and written
on the screen.
• Use reading skills to understand the questions and to increase your
understanding of the selection.
• Know the directions beforehand.
• Know the question types beforehand.
• All questions are multiple-choice.
• Use process of elimination and cross out all incorrect answers.
• Use Active Listening:
• listen to tone of voice;
• listen for context clues (transition words);
• make a mental picture;
• take notes (especially in parts 2 and 3).
• For conversations (parts 1 and 2), notes should include the following elements:
• scene, situation, location;
• speakers;
• problem and its possible solution.
• For lectures (part 3), notes should include:
• organizational structure;
• main ideas, supporting details;
• purpose, importance of ideas, suggestions.
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READING
INTRODUCTION TO READING SECTION
The questions in the Reading Section assess reading comprehension. Questions can
be answered by the application of basic reading skills to the information in the text.
This is an important point, as test-takers sometimes fear that their knowledge of the
subject might be weak. Test-takers should be assured that their previous knowledge
of any topic is not what is being assessed. No previous knowledge of the topic is required.
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SECTION FORMAT NUMBER & TYPE OF QUESTIONS TIME
iTEP Academic/Business iTEP Academic/Business

READING 250-word passage 4 multiple-choice
Part 1 iTEP SLATE iTEP SLATE
50-word passage 2 multiple-choice
20
iTEP Academic/Business iTEP Academic/Business
Minutes
READING 400-450 word passage 6 multiple-choice
Part 2 iTEP SLATE iTEP SLATE
200-word passage 4 multiple-choice
READING iTEP SLATE (only) iTEP SLATE (only)

Part 3 500-word passage 6 multiple-choice
READING – GENERAL DIRECTIONS
In this section, you will be allowed to use your time remaining to click on the ‘Back’
button and revise your answers.
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READING - SKILLS TESTED

The iTEP Reading Section tests your ability to answer questions that fall into
5 different categories: Catching Details, Vocabulary, Main Idea, Synthesis,
& Sequencing. Each will be described with an example below.
CATCHING DETAILS
Catching Details questions challenge and measure your competency in identifying

significant points that form the author’s thesis. You must be able to isolate and
identify specific aspects of a topic for the role they play in supporting the main
point. Catching details are the first steps you must take to grasp the overall meaning
of the entire passage.
Example:
According to Paragraph 1, which of the following is a popular misconception?
a) Linguists have not been able to gather sufficient data about dialects.
b) Dialect differences rarely cause difficulties in comprehension.
c) The pure form of a language should be protected from distortion.
d) Dialects are inferior versions of a language.
VOCABULARY
Vocabulary questions test your ability to determine the meaning of an unfamiliar

word as it is used in a distinct context. Vocabulary questions don’t simply ask you
for the standard definition of a word, but also to understand how that word is used
to convey an important concept.
Example:
The word ‘pose’ as used in the passage means:
a) stand
b) endanger
c) show
d) present
MAIN IDEA
Main Idea questions test your ability to determine the primary focus of a particular
passage. You are asked to comprehend the author’s main position and separate it
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from minor, supporting points. You must also be able to discern main point from
lesser details.
Example:
What is the main idea of the first paragraph?
a) Many cultures contributed to the development of chocolate.

b) The concept of currency was understood in a wide variety of cultures.
c) Indigenous cultures of the Americas were highly developed civilizations.
d) Chocolate is valued more highly today than it was in ancient cultures.
SYNTHESIS
Synthesis questions ask you to consider the relationships between key points in
an author’s thesis, and determine what rhetorical purpose each point serves to
effectively communicate the author’s argument. To answer this question correctly,
you must be able to take apart and re-connect pertinent information as presented
in the passage. Essentially these are ‘why’ questions, asking you ‘why does the
author add this particular point’ or ‘why does the author mention…’?
Example:
Why does the author mention the ‘Uniform Franchise Offering Circular’ in
Paragraph 4?
a) To protect purchasers of franchises.

b) To advertise franchising opportunities.
c) To ensure that all franchises establish similar startup fees.
d) To encourage international investment in franchises.
SEQUENCING
Sequencing questions ask you to insert one additional sentence into the passage
by choosing among a selection of choices in a paragraph. These are the most
pro-active questions on the iTEP Reading test. To answer these questions correctly,
you must demonstrate fundamental understanding of constructing a coherent
paragraph so that you can properly add an important additional point in the proper
position in the paragraph.
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Example:
Click on a circle [ ] to insert the new sentence into the passage.
New sentence: It has been known to snatch young birds from their nests.
Spiders come in a wide variety of sizes. The largest known spider is the
Goliath bird eater tarantula. This South American spider can be as big as
a dinner plate. The smallest known spider is the mygalomorph spider from
Borneo. Its body is the size of a pinhead.
HOW TO PREPARE FOR READING SECTION
BUILDING SKILLS: Interview the Passage
The Reading Section will test you not only just on what you read, but also on
what you understand. This is an important distinction. Exactly as described in the
Listening Section, the best way to improve your Reading score is to take a more
active approach. ‘Active Reading’ is a skill that can be developed with practice.
Do you remember how to interview the passage while you read to be a more active
reader? Remember, to answer the questions correctly you must ‘interview’ the
passage, that is, ask the passage questions that will reveal the important points in
the passage.
Questions we should ask the passage:
WHAT? – What is the passage about?

WHO? – Who are the important people in the passage?
WHY? – Why are they saying what they are saying?
On the following pages are some sample exercises

that will help you to be a better active reader and
interviewer of the passage.
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READING
Part 1
BUILDING SKILLS:
Reading Part 1
Example A (iTEP SLATE)
I’m not very happy with my schedule of classes this year. I have algebra right after
lunch. And right after I eat lunch, I always feel really tired. On Monday, I actually
fell asleep during class! Last year, my mathematics class was at eight o’clock in the
morning, and I had a study period after lunch. I feel a lot fresher in the morning,
and I got a really good grade in math last year. I’m going to talk to my advisor this
afternoon to try to change my schedule.
WHAT IS THE PASSAGE ABOUT? A person is not happy.

WHAT IS HER PROBLEM? She has more energy in the morning than she
has after lunch.
WHO IS SHE? She never directly tells us, but we can infer that
she must be a student.
WHY? She explains that she needs to fix her schedule.
One extra tip: If there is a problem mentioned in the passage, read further to see
if a possible solution is presented.
Reading Part 1 - Example Question
What problem does the speaker have?
a) She failed her math class last year.

b) She doesn’t have enough time to eat lunch.
c) She feels sleepy during her math class.
d) She doesn’t know her advisor very well.
Correct Answer = C
The reader knows that the speaker is worried about math because the class
takes place after lunch when the speaker is tired. Choice C is the best answer.
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But just in case you are unsure, look carefully at the other answers, and use
Process of Elimination.
A cannot be correct because the passage clearly mentioned that last year, the
speaker got a good grade in math.
B was not said in the passage and does not relate to the problem that is the
main idea of the passage.
D is not mentioned.
The example above is a ‘Catching Details’ question because it asks you about
a specific detail presented in the passage. Learning the fundamental skills of
Interviewing the Passage and Process of Elimination will be very helpful for these
and other types of questions.
Ready to tackle a longer passage?
Let’s take a look at an iTEP Academic passage. This passage is a little longer,
broken into paragraphs and at a higher reading level than the previous iTEP SLATE
example, so we will add a new technique. In addition to ‘interviewing the passage’
as a whole, we will also briefly interview each paragraph. Once we begin answering
the questions, we will continue to use Process of Elimination as well.
Reading Part 1
Example B (iTEP Academic)
The Wonder of Trees
An oft-quoted American poem begins “I think that I shall never see a poem as lovely
as a tree.“ Most of us take little notice of the wonder of trees, but they offer us great
beauty and play an important ecological role in the “biosphere,“ the interconnected
web of life on Earth. To imagine a world without trees would be to imagine a very
different, drab, and possibly lifeless, planet.
Ecologically, trees have been an important part of our natural environment since
evolving out of plant life about 370 million years ago. Their life-sustaining functions
were essential to the further evolution of life on Earth. Trees produce oxygen and
absorb carbon dioxide, thus maintaining our atmosphere. They also regulate climate,
direct and regulate the flow of water, build and conserve soil, and provide habitat
for wildlife.
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But the great contribution of trees to the beauty of our planet is also worth
remarking. The variety and abundance of trees make Earth a planet of brilliant
green that complements the blue of the oceans. The two main varieties of trees,
“deciduous“ and “evergreen,“ contribute to this beauty in different ways. Deciduous
trees shed their leaves for part of the year. Evergreens stay green all year long.
The lushness of Earth is also a result of the abundance and staying power of trees.
There are estimated to be approximately 100,000 species of trees today. Most
of them are in the tropics. The Amazon Rainforest alone is home to thousands of
tree species. Trees can live for thousands of years and grow quite large. A tree in
Sweden is considered the oldest, at over 9,500 years of age. The tallest tree in the
world is thought to be a Giant Sequoia in California’s Redwood Forest. It stands over
117 meters tall with a diameter of about 10 meters.
Now let’s take a few notes:
What is the passage about?
Who/What is mentioned in the passage?
Is there a problem or solution mentioned?
Let’s read it a second time, but this time we are going to map the passage according
to paragraphs. Each paragraph indicates a new idea presented by the speaker, so
it’s helpful to use the structure provided by the writer. Let’s look at the passage like
it’s a map, and try and figure out how the information is organized. Remember, you
won’t be able to write down EVERYTHING; just do your best to quickly write a few
notes about what you think is most important, and what you think the Main Idea is.
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The Wonder of Trees
Paragraph One:
An oft-quoted American poem begins “I think that I shall never see a poem as
lovely as a tree.“ Most of us take little notice of the wonder of trees, but they
offer us great beauty and play an important ecological role in the “biosphere,“ the
interconnected web of life on Earth. To imagine a world without trees would be to
imagine a very different, drab, and possibly lifeless, planet.
Paragraph Two:
absorb carbon dioxide, thus maintaining our atmosphere. They also regulate climate,
direct and regulate the flow of water, build and conserve soil, and provide habitat
for wildlife.
Paragraph Three:
remarking. The variety and abundance of trees make Earth a planet of brilliant
“deciduous“ and “evergreen,“ contribute to this beauty in different ways. Deciduous
trees shed their leaves for part of the year. Evergreens stay green all year long.
Paragraph Four:
There are estimated to be approximately 100,000 species of trees today. Most
of them are in the tropics. The Amazon Rainforest alone is home to thousands of
tree species. Trees can live for thousands of years and grow quite large. A tree in
• The first paragraph introduces the main idea, the ‘wonder of trees,’ which means:
• Trees! They’re beautiful!
• Trees! They’re also really important for the environment and ecology!
Paragraph One: Trees are beautiful. They’re also very important for the environment.
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NOTE: When you take notes on the passage for each paragraph, they don’t need
to be full of big words or complete sentences. Use words or phrases. Keep your
thoughts simple and accurate.
• The second paragraph gives us some facts about how long trees have been
on earth and their ecological use. Do we get any new information? Sure, some
supporting information, but we don’t want to take in too many details. If we
take notes on everything we won’t understand anything. So, maybe we will just
write a couple of things down:
• Trees add oxygen to the air
• Trees help to regulate climate
Paragraph Two: Trees help the environment in many ways; trees make the air
better for living things.
• The third paragraph starts with a small important word ‘but’. Sometimes this
word indicates a great contrast, indicating that we are going to learn something
we might not expect. Here the author is telling us that even though everything
so far has been important, what he considers possibly even more important is
about to follow.
Paragraph Three: Some trees lose their leaves and some don’t; their beauty
actually helps the environment.
• In the fourth paragraph we can literally see the supporting facts and numbers,
as the writer supports his points with evidence and facts. We don’t need to note
each fact, but we do need to recognize that we found them in the 4th paragraph,
so that when we are asked a question about this detail, we will know where in
the passage we can find the answer.
Paragraph Four: Trees can live a long time and become more beautiful; here are
some examples.
Of course, each test-taker will take slightly different notes. The key is that you take
simple, accurate notes and try to determine what is most important BEFORE you
read the first question.
Let’s try a question:
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Reading Part 1
Example B (iTEP Academic)
The Wonder of Trees
Question:
According to the passage, which of the following is an important ecological
function performed by trees?
a) Contributing to ‘evergreen’ beauty

b) Absorbing carbon dioxide from the atmosphere
c) Keeping the Tropics warm
d) Connecting the Amazon Rain Forest to Sweden’s tall trees
First, we must recognize what type of question this is. It is a Catching Detail
question; to answer Catching Detail questions we must check our notes to
determine where in the passage we are going to find the answer. The question asks
about a specific benefit of trees, so we can look in the 2nd and 3rd paragraphs:
absorb carbon dioxide, thus maintaining our atmosphere. They also regulate
climate, direct and regulate the flow of water, build and conserve soil, and provide
habitat for wildlife.
Okay, so we’ve worked on interviewing the passage, finding the information in the
passage we need to find the correct answer and use Process of Elimination to get
rid of wrong answers.
If we scan carefully, we will find our answer in the middle of the paragraph.
• Choice B: The passage tells us that trees absorb carbon dioxide.
But let’s use Process of Elimination to check the other choices to be sure.
Use Process of Elimination, or cross out the answers you know are wrong, to
check each answer choice against the passage.
• Choice A: Though the passage mentions the term ‘evergreen’, it never defines
‘evergreen beauty’ or directly ties it to trees.
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• Choice C: Though the passage mentions the ‘tropics’, if anything, it says that
trees help to cool down the Tropics, not make them warm.
• Choice D: The passage mentions both Sweden and the Amazon, but in no way
makes a connection using trees. Just how would those trees get across the
Atlantic Ocean?
Next, let’s try another type of question that we will see on the iTEP. It’s called the
Sequence Question.
THE SEQUENCE QUESTION
Question 1
The Reading Section of the iTEP test evaluates not only your ability to read for
comprehension and understanding, but also your ability to put ideas together. To
do well on the test, you must be able to make connections in English, and to put
together related ideas and concepts in their correct order. This order is also called a
sequence. An essay or passage must follow a logical, coherent order to make it easy
for the reader to understand its point.
Here is an example of the second type of question in Reading Part 1, a ‘Sequence

Question’. You will be presented with a new sentence to add to the passage, and
you will be given 4 options to choose from where the sentence would be most
appropriate. Instead of answer choices, this box will appear and you click on the
circle to select your answer:
Here is the new sentence:

This process is familiar to many of us who look forward each year to the beautiful
autumn foliage as the leaves change from green to gold and red.
Where would this sentence most logically occur in relation to the marked sentences
in the passage?
remarking. *A The variety and abundance of trees make Earth a planet of brilliant
“deciduous“ and “evergreen,“ contribute to Earth’s beauty in different ways.
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Deciduous trees shed their leaves for part of the year. *B Evergreens stay green all
year long. *C
There are estimated to be approximately 100,000 species of trees today. Most of
them are in the tropics. The Amazon Rainforest alone is home to thousands of tree
species. Trees can live for thousands of years and grow quite large. *D A tree in
Question 2
Okay, so how should we approach this question?
First, let’s quickly look at the sentence:
This process is familiar to many of us who look forward each year to the beautiful
autumn foliage as the leaves change from green to gold and red.
Our first clue is in the beginning, ‘this process’. The sentence is clearly referring to
something—specifically a process—that is introduced or mentioned in the sentence
immediately preceding it. Also, the sentence mentions a change in the color of the
leaves. So, the following sentence must clearly connect with that idea of change.
Let’s look at the section of the passage that includes these choices:
remarking. *A The variety and abundance of trees make Earth a planet of brilliant
“deciduous“ and “evergreen,“ contribute to Earth’s beauty in different ways.
Deciduous trees shed their leaves for part of the year. *B Evergreens stay green all
year long. *C
There are estimated to be approximately 100,000 species of trees today. Most of
them are in the tropics. The Amazon Rainforest alone is home to thousands of tree
species. Trees can live for thousands of years and grow quite large. *D A tree in
A) Choice *A does not allow ‘this process’ to have any reference, and so cannot
be correct.
B) Choice *B follows a sentence about trees shedding their leaves. This is clearly
a process, since the other types of trees we are told about (evergreens) do not
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change color. This must be the process being referred to in the new sentence.
Choice *B is correct.
C) Trying the new sentence out in positions *C and *D doesn’t work. Neither of the
preceding sentences talks about a process that could involve the change of color.
Reading Part 1
Example C (iTEP Academic)
Excerpt from ‘The History of Compact Discs’
Though the introduction of the CD generated large revenues for the record industry
for a fifteen-year period, eventually the advancement of digital technology led to
widespread music sharing that caused revenues to drop dramatically.
Question 1
The word ‘dramatically’ as used in the passage means:
a) showily
b) pertaining to theater
c) heightened
d) in a steep way
Okay, this is a more specific question that you are sure to see on the iTEP. It is
called a ‘Vocabulary Question’. It’s important to remember that this question
isn’t asking for a strict definition of a certain word—in this example, the word
‘dramatically’—but rather how the word is used in the passage. In English, as in
most other languages, the specific meaning or intent of a word can vary according
to its context, or, in other words, the situation in which it’s used.
The best way to answer this type of question is to go directly to the passage to
understand how the word is being used. Let’s look at the example in the question:
widespread music sharing that caused revenues to drop dramatically.
If we were to eliminate the word ‘dramatically’, what could we replace it with?
widespread music sharing that caused revenues to drop ___________.
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The sentence is explaining that although the revenues increased for a certain period
of time, eventually those revenues decreased, and did so rather quickly. So, to
answer the question, we could say, ‘in a quick way’.
The word ‘dramatically’ ‘in a quick way’ as used in the passage means:
a) showily
b) pertaining to theater
c) heightened
d) in a steep way
Let’s use Process of Elimination, or cross out the answers we know are wrong, to
check each answer choice against the passage.
• Choice A: Showily, to do in a fancy manner; does not mean ‘dropped in a quick
way’. Eliminate Answer Choice A
• Choice B: Pertaining to theater is a reference to a different meaning of drama. It
does not mean ‘dropped in a quick way’. Eliminate Answer Choice B
• Choice C: ‘Heightened’ does not entirely indicate a change or a drop, so it is not
the right answer. Eliminate Answer Choice C
• Choice D: In a steep way’ is similar to ‘in a quick way’ and is the correct
answer. Choose Answer Choice D.
READING
in Appendix B.
The Greeting Card Industry
While certain industries seem to thrive and then disappear according to the whims
of ever-changing markets, the greeting card industry has shown incredible staying
power. In the United Kingdom, for instance, it is estimated that the average person
sends 55 cards per year, generating over a billion pounds per year in revenue.
The custom of sending greeting cards can be traced back to the ancient Chinese,
who exchanged scrolls with New Year’s messages. By the 15th Century handmade
paper greetings were exchanged in Germany and soon throughout other parts of
Europe.
*A In the 19th Century, due in large part to the proliferation of printing presses
and inexpensive postage rates, greeting cards became very popular. Christmas card
companies began hiring artists as designers for mass-produced cards featuring
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their illustrations. *B Today cards range from classic, simple messages to timely,
humorous cards that mock popular figures.*C
Even as email has largely replaced traditional mail for communication in many
instances, most people have retained their appreciation of traditional cards for
special occasions. *D So long as people wish to send messages of good cheer to
help celebrate birthdays, anniversaries, wedding, and births as well as major holidays
on a folded card with a printed funny message, the industry will continue to thrive.

The word ‘range’ as used in the passage probably means:
a) distance
b) position
c) vary
d) are created

Where would the following sentence most logically occur in relation to the
marked sentences in the passage? (*A, *B, *C or *D)
“Soon it became common for people to send cards for birthdays and other
celebrations.”
Let’s quickly review the skills you’ve learned to this point:
• Read actively – take notes by Interviewing the Passage

• Map the passage by paragraph
• Match your notes to answers
• Use Process of Elimination to cross out wrong answers that don’t match
Ready for a longer passage? Here we go. To get you started, we’ve included
spaces for you to take notes.
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READING
Part 2
BUILDING SKILLS
Reading Part 2
Example A (iTEP Academic)
Taxonomy and Scientific Knowledge
Paragraph One:
Most people think of science as a set of facts about the world. But more
fundamental to science than the facts are the methods. In fact, many theorists
believe that it is not objective reality that steers science, but rather the method of
science that determines what we come to know as real. This reversal of what is
commonly thought is exemplified by the development of taxonomy, the method
of identifying and classifying organisms. Modern taxonomy, primarily developed
by Carolus Linnaeus in the 18th century, initially gave scientists a greater and
more precise knowledge of nature. Today, however, taxonomic advances have led
scientists to question what they thought they knew about basic biological reality.
Paragraph Two:
Taxonomy has been in use since Aristotle’s work in the fourth century B.C.E.
But early taxonomies were not very scientific. Many contained such mythological
creatures as griffins, right alongside existing animals. Further, it was thought that
offspring could be produced by mating completely different creatures, like a lion and
a bird. Aristotle, himself, used reason, rather than observation, to divide animal life
into two basic groups: animals with vertebrae (or backbones), and those without.
Although this system proved inaccurate, it wasn’t until Linnaeus’ work that empirical
observation became the basis for a modern taxonomy that excluded creatures of fantasy.
Paragraph Three:
The movement toward a more modern system took its first big step in the 17th
century, with naturalist John Ray’s definition of the concept “species.“ A species is a
group of organisms capable of reproduction. The result will be an individual similar
to the parents and also capable of reproducing. Armed with this definition, Linnaeus
was able to catalog over 4,000 species of animals and over 7,500 species of plants.
He began with plant-life, dividing plants into species based on the number of pistils
and stamens (the sexual organs) of each plant. This method allowed other botanists
to contribute to the taxonomy. They simply had to observe and count, and a new
specimen was added. Thus, biological knowledge grew tremendously.
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Paragraph Four:
However, since Linnaeus’ time, biology has developed new taxonomic systems.
One such example, cladistics, makes use of genetic analysis to classify organisms
based on evolutionary descent (parent and child), rather than observable features.
The problem is that this system has revealed relationships that are quite different
from those of Linnaeun taxonomy. Furthermore, organisms have been discovered
that violate the rules of species inclusion. An example is where one organism may
be able to reproduce with a second organism; the second organism is capable of
reproducing with a third organism; but the first and third cannot reproduce with
each other. These and other surprises have scientists today questioning whether
we understand species at all. Do species actually exist in nature, or only in our
taxonomies? Perhaps this question will lead to new methods and technologies that
will, in turn, radically change the nature of reality as we know it.
Let’s take a few notes:
What is the passage about?
Who/What is mentioned in the passage?
Is there a problem or solution mentioned?
Okay, let’s start working on the passage. The main idea of this passage is somewhat
difficult. It seems to be that in the world of science, method is more basic and
important than facts or reality. The introduction makes the further point that this
is a ‘reversal of what is commonly thought.’ It’s important to note that the writer is
noting a change, or contrast.
NOTE: Though the content of passages on the iTEP will vary from one test to
another, the passages themselves will ALWAYS contain strong elements of contrast
and change. The questions based on the passage will focus on your ability to
understand the contrast between two or more ideas.
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Perhaps our notes look something like this:
WHAT IS THE PASSAGE ABOUT? Taxonomy

WHO/WHAT IS MENTIONED IN Linnaeus and modern taxonomists
THE PASSAGE?
IS THERE A PROBLEM OR Yes; there are new taxonomy systems
SOLUTION MENTIONED? mentioned in the last paragraph.
Paragraph One:
Taxonomy used to be one thing, but now it might be something else.
Paragraph Two:
Aristotle began taxonomy; he classified animals and strange ‘unreal’ creatures.
Paragraph Three:
Linnaeus made a big improvement on Aristotle’s work
Paragraph Four:
Linnaeus wasn’t perfect, and today biologists make even more improvements.
Okay, let’s try some questions!
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Reading Part 2 - Example A Question 1
The word ‘mythological’ as used in the second paragraph most closely means
the same as:
a) inspiring
b) religious Q1
c) old-fashioned
d) unreal
Correct Answer = D
This is an example of a common vocabulary ‘in context’
Many contained such __________ creatures as griffins, right alongside existing

animals.
The original sentence contrasts mythological with existing, so it is logical that
mythological means not real or non-existent.
The correct choice is D) unreal, which is also opposite of existing or real. A
further clue comes at the end of the paragraph where we are told that modern
taxonomy excluded ‘creatures of fantasy.’ This also supports choice D, since
fantasy is what is not real, but rather made-up or unreal.
Reading Part 2 – Example A Question 2
Question: The author mentions the example of ‘cladistics’ in the last paragraph
in order to:
a) show how a new taxonomic method
leads to new views of reality Q2
b) provide an example of Linnaeun taxonomy
c) show how John Ray’s definition of species
still holds true
d) show how the theory of evolution has not
really been proven
This question is a Synthesis question, and you can also think of it as a ‘Why?’
question. Why does the author mention ‘cladisitics’ in the last paragraph? Use
your map of the Passage to help you find the best answer. Check your notes
for Paragraph Four, and then scan the paragraph and determine how mentioning
‘cladisitics’ supports the author’s argument and thesis.
One part of our notes were ‘biologists make more improvements’. – The clearest
answer choice is ‘A’, which indicates that the author uses ‘cladistics’ to support
the idea that the science of taxonomy is still changing.
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Okay, let’s move on to the next question. It is a Sequence question. You may recall
from the ‘Trees’ passage a few pages ago that Sequence questions require us to
insert a new sentence into the passage, so we need to grasp the flow of ideas in
the passage.
Q3
Below is an example of the second type of

question in Reading Part 2. After reading the
passage, insert the new sentence in the passage where it makes sense.
Thus, a horse and a donkey, although appearing similar, are not the same
species, since their mating leads to a sterile animal, the mule.
Taxonomy and Scientific Knowledge

Most people think of science as a set of facts about the world. But more
fundamental to science than the facts are the methods. In fact, many theorists
believe that it is not objective reality that steers science, but rather the method
of science that determines what we come to know as real. This reversal of
what is commonly thought is exemplified by the development of taxonomy,
the method of identifying and classifying organisms. Modern taxonomy, primarily
developed by Carolus Linnaeus in the 18th Century, initially gave scientists a
greater and more precise knowledge of nature. Today, however, taxonomic
advances have led scientists to question what they thought they knew about
basic biological reality.
Taxonomy has been in use since Aristotle’s work in the fourth century B.C.E.
But early taxonomies were not very scientific. Many contained such mythological
creatures as griffins, right alongside existing animals. Further, it was thought
that offspring could be produced by mating completely different creatures, like
a lion and a bird. *A Aristotle, himself, used reason, rather than observation,
to divide animal life into two basic groups: animals with vertebrae (or
backbones), and those without. Although this system proved inaccurate, it wasn’t
until Linnaeus’ work that empirical observation became the basis for a modern
taxonomy that excluded creatures of fantasy.
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The movement toward a more modern system took its first big step in the
17th Century, with naturalist John Ray’s definition of the concept “species.“
A species is a group of organisms capable of reproduction. The result will be
an individual similar to the parents and also capable of reproducing.*B Armed
with this definition, Linnaeus was able to catalog over 4,000 species of
animals and over 7,500 species of plants. He began with plant-life, dividing
plants into species based on the number of pistils and stamens (the sexual
organs) of each plant. This method allowed other botanists to contribute to
the taxonomy.*C They simply had to observe and count, and a new specimen
was added. Thus, biological knowledge grew tremendously.
However, since Linnaeus’ time, biology has developed new taxonomic
systems. One such example, cladistics, makes use of genetic analysis to
classify organisms based on evolutionary descent (parent and child), rather
than observable features. The problem is that this system has revealed
relationships that are quite different from those of Linnaeun taxonomy.*D
Furthermore, organisms have been discovered that violate the rules of species
inclusion. An example is where one organism may be able to reproduce with
a second organism; the second organism is capable of reproducing with a
third organism; but the first and third cannot reproduce with each other.
These and other surprises have scientists today questioning whether we
understand species at all. Do species actually exist in nature, or only in our
taxonomies? Perhaps this question will lead to new methods and technologies
that will, in turn, radically change the nature of reality as we know it.
Correct Answer = B
Okay, where do we start? First, let’s determine the meaning of the inserted
sentence.
Thus, a horse and a donkey, although appearing similar, are not the same
species, since their mating leads to a sterile animal, the mule.
• Main idea: Horses and donkeys are two different species because they
produce offspring that cannot reproduce.
Also, we need to look at our first word, ‘Thus’. This word tells us that by
inserting our sentence we are concluding a thought that was established
in the sentence directly preceding it, so it should follow an explanation of
species and reproduction.
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• Although answer choice A mentions mating different animals, it mentions

an absurd, impossible coupling of ‘a lion and a bird’, so this cannot be the
right choice.
• Answer choice B follows a sentence about the relationship between
reproduction and species. Our inserted sentence makes a distinction between
‘species’ and ‘mating’, so it fits logically.
• The sentence immediately preceding answer choice C discusses botanists
and taxonomy, and then connects to a sentence beginning with ‘they’, so it is
incorrect.
• Answer choice D refers to problems in the system of Linnauen taxonomy, and
does not mention ‘mating’ in any way.
Now let’s take a look at one more type of question

that we can expect to see on the iTEP test.
This question tests your ability to understand
Q4
the Main Idea of the passage. While Detail
questions will ask you to focus on specific sections
of the passage, this next type of question
—the Main Idea—requires you to think of the message
of the passage as a whole. Interviewing the passage will
help you to answer this type of question:
The following is a sentence that begins a summary of the main points of

the passage:
Most people think that science is a body of facts about the world, but more
basic to science than facts are the methods used to obtain them. Continue
the summary by choosing 3 of the 6 sentences below that best represent
the underlined MAIN points in the passage. Mark 3 answers by selecting the
appropriate checkboxes. To change an answer, click again on that checkbox to
remove the check mark.
1. Aristotle was the first to use taxonomy to classify organisms.

2. Taxonomy is an important scientific method that distinguishes between
fantasy and reality.
3. Three different points in the historical development of taxonomy--ancient,
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Linnaeun, and contemporary--gave scientists three different understandings

of the facts.
4. More specifically, the concept of species changed with each new development
in taxonomic method.
5. John Ray gave us the best and most precise definition for the concept of
species’.
6. The historical development of taxonomy provides an example of how
scientific method determines facts about the world.
Let’s use Process of Elimination to sort through the answers.
Sentence number 1 is very specific and refers to one detail. It is not grasping
the passage as a whole.
Sentence number 2 is general, but not entirely accurate.
Sentence number 3 provides a good overview of the content of the passage.
Sentence number 4 gives a general, accurate impression of the thesis in the
passage.
Sentence number 5 only discusses the specific contribution of one person.
Sentence number 6 provides a good overview of the development of the Main
Ideas in the passage.
Now we must select 3 out of the 6 sentences that we believe best represent
the Main Idea. We should keep the following in mind:
• main points of the passage,

• differences between main ideas and supporting details,
• main ideas expressed in different words,
• author’s purpose,
Which sentences express main ideas?
#3, #4, and #6 demonstrate main ideas.

#1, #2 and #5 express only supporting details.
Way to go! You’re just about done with your Reading Prep for the iTEP. For practice,
we’ve provided one more passage with (6) six questions from a genuine iTEP test.
Get ready and attack this section just like you would the real iTEP. Answers can be
found in Appendix B. Good luck!
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READING
Homing Pigeons
The homing pigeon is a variety of domestic pigeon capable of finding its way home
over extremely long distances. This species of pigeon can fly distances of one
thousand miles to return to its own nest, making it extremely reliable for carrying
messages.
The practice of using pigeons to carry messages goes back over 3000 years. When
these pigeons were used as “carrier pigeons”, they carried small messages written
on light, thin paper that was rolled into a small tube and attached to the leg of the
bird.
One of the earliest recorded instances of carrier pigeons was when they were used
to relay the results of the original Olympic Games in ancient Greece. Records show
they may have been used even earlier than that in Egypt and Persia. When the
outcome of the Battle of Waterloo was decided, the news was first delivered by a
pigeon. In 1860, Reuters, founder of the Reuters News Service, used a fleet of 45
pigeons to carry news messages. As recently as the early 20th Century pigeons were
used prominently in World War I and one was even awarded a medal for delivering
vital messages despite being badly injured.
It is the carrier pigeons’ natural instincts, combined with their special navigational
abilities that make them uniquely qualified to serve as dependable messengers. The
birds rely upon a combination of methods to orient themselves and return to their
homes, including using what is called a “map and compass” system. Relying on
the sun, a pigeon may locate itself using an innate compass and direct itself to its
“home site”. Pigeons can only, however, return to one place that they recognize as
home. Thus to have an effective “mail” system, one would need a stock of pigeons
separated from their home, and they would only be capable of delivering “mail” to
that single location.
In addition to gauging its position by the sun, a carrier pigeon may also use
“olfactory” navigation, detecting the spatial distribution of atmospheric odors, as
well as visual landmarks that guide them as they near their homes. Some research
has even shown that homing pigeons navigate by following roads, avenues and
structures, essentially guiding themselves in the same way that people do.
Certain bird experts, however, were not satisfied that the carrier pigeons only used
superior sight and smell to find their way. University researchers tested an alternate
theory, that the birds can actually detect the Earth’s magnetic field. In testing their
hypothesis, the researchers discovered that certain pigeon breeds were confused by
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magnetic irregularities in the Earth’s atmosphere, while others were not affected.
In this century, however, the use of homing pigeons has practically disappeared,
as they have been rendered obsolete by the spread of digital technology. They
were last utilized in certain relief areas when natural disasters had dismantled
communications infrastructure. But as more and more areas become populated the
need for an older, though reliable, messenger service has vanished.

The word ‘innate’ as used in the passage probably means:
a) Evolutionary
b) Instinctive
c) Preternatural
d) Flying

The passage mentions the ‘single’ location in paragraph 4 to emphasize:
a) Pigeons mate for life

b) The limitations of pigeon mail
c) The effect of sunlight on pigeons’ navigation
d) The effect of the magnetic field on pigeons’ navigation

It can be concluded from the passage that:
a) Not all carrier pigeons can detect the Earth’s magnetic field
b) All pigeon species can carry messages
c) Pigeons have more than one nest
d) The field of carrier pigeon research has recently expanded

The passage attributes the decrease of use of carrier pigeons to:
a) Lack of proper research

b) Changes in natural habitat
c) Changes in the Earth’s magnetic field
d) Improvements in communications technology
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It can be understood from the passage that the idea of ‘homing’:
a) Can refer to all bird species

b) Relies only on ‘olfactory’ senses
c) Is an important quality of certain pigeon species
d) Was first introduced in Ancient Greece

What is the purpose of mentioning Egypt and Persia in paragraph 3?
a) To demonstrate the great distances that pigeons can fly

b) To show places where pigeons have been used by armies
c) To illustrate how the use of carrier pigeons has changed
d) To give an example of earliest uses of carrier pigeons
The next two sections are performance assessment sections

that require you to produce actual writing and speaking samples.
On the actual official iTEP tests, the writing and speaking
submissions will be evaluated by trained graders who use
a standardized rubric to rate the overall quality of your responses.
Your skill at communicating a clear, coherent, relevant message
on a specified topic is what is being evaluated. Specific aspects
of good writing and good speaking that contribute to the graders’
overall evaluations will be discussed in each section below.
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WRITING
WRITING - GENERAL OVERVIEW
The iTEP Writing Section is a challenging section that requires many of the basic
language skills already discussed, but also requires you to engage more using
English. For the Writing Section you will be asked to supply your own opinions on
topics and use reasons to support your position. In doing so, you will demonstrate
your English proficiency. Your preparation in Grammar, Listening, and Reading up
to this point will provide strong support for your effort in the Writing Section.
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WRITING - GENERAL DIRECTIONS
You have a total of 25 minutes to complete the Writing Section. For Part 1 of the
Writing Section you will be presented with a simple situation or topic, about which
you will be asked to write a short note or letter. For Part 2 of the Writing Section
you will be asked to write a longer essay expressing an opinion on a topic and to
support your answer. Once you are finished, you must click ‘Next’. Once you click
on ‘Next’ you cannot return to the previous question.
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This is the screen for the Writing Section:
NOTE: You cannot exit the iTEP test screen at any time during the exam.
WRITING
Part 1
PART 1 DIRECTIONS
For Writing Section 1 you will be asked to write a short note or letter (50-75 words)
to respond to a simple situation or topic. Type your answer on the keyboard. You
have 5 minutes to complete the task. You must click ‘Next’ to indicate that you
have finished. Once you click on ‘Next’, you cannot return to the question.
BUILDING SKILLS: WRITING
Your score for the Writing Section is based on the following criteria:
• Accuracy and appropriateness – does your response answer what is
specifically asked in the question? It is very important that you, the test-taker,
demonstrate that you comprehend the assignment in order to avoid producing an
irrelevant, off-topic, or inappropriate response.
• Ability to construct, express and support an opinion, not on the opinion itself.
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• Although you are being asked to express your opinion, it’s important to
understand that there are no ‘right’ or ‘wrong’ answers.
• Vocabulary and sentence structure – are you able to use a combination of
independent and dependent clauses to form your sentences?
• Development of idea – do you come to a point?
• Grammar - are your responses grammatically correct?
BUILDING SKILLS
Writing Part 1
Example A
Below is an example of the type of topic you may see on the test.
Writing Part 1 - Example A
Think of your favorite book. Write a note to the

author telling him or her that you are a big fan.
Here is a sample response:
Dear Andrew McCall-Smith,

I am a big fan of your book The Number One Ladies Detective Agency. The
character of Mama Ramotswe and the details about her daily life have given
me a sense of what it would be like to live in Botswana. I especially enjoyed
learning that she has the same feelings about her country, her life, and her
family that I do. Thank you for such a wonderful lesson about human nature.
Sincerely,
James Myers
Evaluation of the response:

The example above is a strong response and would likely score well. It is specific and
appropriate. The writer clearly feels strongly about the book she has chosen to write
about, and she clearly and concisely explains her reasons for feeling that way. Note that
she also finishes the letter with a quick and genuine appreciation of the author’s work.
Okay, now it’s your turn. If you saw this prompt on your test, what would you write?
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To start, remember a few things:

• The letter should be appropriate to the topic, situation, and addressee, but do
not focus on structuring the letter properly with date, address, etc.
• Pick an enjoyable book and think about what makes it enjoyable.
• Write a few notes as ideas come to you—you can use paper or type them
• quickly on the screen, then erase them once you’ve typed the response.
• Consider a few key details:
• include the main character
• the setting
• the lessons you may have learned
• specific images from the story that you can’t forget
• Try to make sure your sentence structure and word choice are varied.
• Proofread your letter to so that there are no serious problems with grammar and
mechanics that impede understanding.
WRITING
• Read each question.

• Write down a few notes.
• Plan and write a response in five minutes.
Practice Exercise 1:
Think of one your favorite teachers. Write a note to him or her asking for a
recommendation for you to get into a school or program where you are applying.
Think of a place where you would like to work. Write a letter to the company,
asking for a part-time job.
Write about a place that you would like to visit one day. What makes it special
to you?
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WRITING
Part 2
PART 2 DIRECTIONS
In the Writing Part 2 Section you will be required to write an essay of 175-225
words (maximum 250 words) expressing an opinion on the given topic. To score
well, you must give reasons and examples to support your opinion. You will type
your essay using a keyboard, and you will be allowed 20 minutes to complete the
assignment. Once you have completed your writing, you must click ‘Next’ to show
completion of the writing sample. Once you have clicked on ‘Next’, you cannot
make any more changes.
BUILDING SKILLS
Writing Part 2
Example A
The writing required for Writing Part 2 is considered ‘persuasive’ writing, and is
common in academic settings. Students will always be asked to form arguments
based on evidence and previously stated positions. The ability to support an opinion
is also important to success in the business world. Effective writing comes from
planning and preparation. When preparing to write your argument, think through
important points and be sure to support your assertions with reasons. Good
persuasive writing requires a plan - it cannot happen by accident. You must logically
build an argument that the reader can follow easily.
Writing Part 2 assesses your ability to do the following:

• Express, develop, and support a position
• Support a thesis with clear logic and reasoning
The response will be evaluated on how well the position is expressed and argued,
not on its particular viewpoint. A strong response will demonstrate the following:
• A main idea that is clearly stated and presented.

• A response that is relevant to the prompt.
• Organization that is logical and easy for the reader to follow.
• Paragraphs and transitions that show how ideas relate to each other and to
the main thesis.
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Below is an example of the type of prompt you will see on the Writing Part 2 Section.
Writing Part 2 - Example A
Some companies offer students internships to

help them gain work experience. Others argue
that this takes valuable time away from the
student’s education. What do you think?
Give reasons and examples to support your opinion.
I think that internships are a good way for students, especially college students,
to gain valuable on-the-job experience. My experience as a waitress taught
me that I am well-suited for a career in restaurant management, which is
what I intend to major in at college. Without this on-the- job experience,
I wouldn’t know how much I enjoyed the atmosphere of a restaurant, or meeting
and serving many different people every day. I have some friends who have
also decided on their careers because of their summer jobs. One of my friends
worked at a newspaper and is now studying journalism at college.
I do believe that it’s necessary for the intern to have a level of maturity and
some theoretical knowledge if one is to perform well in an internship position
and still be a good student. It’s difficult to mix work and study, but many
students do it successfully. In addition, an internship should not take away from
class time, but rather offer the student the opportunity to apply what is learned
in class. The value of gaining this type of practical knowledge is recognized
by many schools and colleges, since they frequently offer course tax credits for
internship work.
In conclusion, internships can be very beneficial as long as they do not replace

classroom experience, but offer the student a way to apply his or her knowledge
and learn whether such a career is the right choice.
Ask yourself: Is this a strong response? Why or why not? According to the tips
on the previous page, did this writer follow some of the guidelines for crafting an
effective response?
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STRENGTHS:
POSSIBLE IMPROVEMENT:
BUILDING SKILLS - WRITING PART 2

Okay, now let’s examine this response a little more closely to learn from its
strengths.
First, let’s consider what preparation this writer may have used before she started
writing.
TIP: It’s very important to prepare BEFORE you write. Just as a pilot would not
fly a plane without first preparing a flight plan, no writer should answer a question
without first taking a few minutes to plan his response. Although you are not given
any additional time for preparation, you should still take at least 2 to 3 minutes to
prepare your response by doing the following:
• Re-state the question in your own words to be certain you fully understand
the issue.
• Make a few notes about what you may write to support your argument.
• Choose one position based on your ideas.
Here are sample notes for a response that would be good preparation for the
response above:
• my experience as waitress, -- hotel, restaurant management
• practical knowledge is important
• can learn whether job is really right for the person
• can learn to apply abstract knowledge
• class credit for work experience
• not to replace what is taught in school
Now, let’s break down our model response above to learn from its clear structure:
• The thesis is stated in the first sentence.
‘…internships are a good way for students, especially college students, to gain
valuable on-the-job experience.’
• There are several kinds of support:
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‘My experience as a waitress…’

‘One of my friends worked at a newspaper and is now studying journalism at
college.’
• Transitions are used to keep the reader informed of their place in the argument.
‘In addition, an internship should not take away from class time, but rather offer the
student…’
• Clarity of the response is assisted by

• good use of paragraphs
• precise word choice
• varied sentence structure
• error-free grammar and mechanics.
• The final paragraph summarizes the position and main reasons, and re-states the
thesis in a slightly different way.
NOTE: You have a limited time for your response, so be sure to budget some time
at the end to write a proper conclusion. Your conclusion is your final expression and
the lasting impression for the reader.
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WRITING
Try planning and writing an appropriate response in twenty minutes to each

question:
• Read each question.

• Plan a response.
• Write down notes.
• Write a response.
• Spend the last two minutes to proofread and make minor edits.
Certain countries protect their native industries by imposing heavy tariffs on

imported goods. Other countries encourage imports in order to ensure their
citizens access to as many goods as possible. Should countries be allowed to
impose high tariffs on imports or should all countries allow each other free
access to their markets? What do you think? Give reasons and examples to
support your opinion.
NOTES:
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Often former government regulators are offered jobs by the industries that they
had previously been overseeing. Critics say that this is a conflict of interest,
while others say it’s not justifiable to restrict individuals’ actions once they’ve
left public service. What do you think? Give reasons and examples to support
your opinion.
NOTES:
WRITING - General Skill Development and Take-Aways
• Good writing requires clarity.

• Scoring well on the iTEP test requires good preparation.
• Practice forming concise and informative opinions on a variety of subjects.
• Writing uses reading and grammar skills.
• Know the question types and directions before taking the test.
• Read examples of persuasive writing such as newspaper editorials to learn
how arguments are constructed.
• Review the Ability Guide’s descriptions of writing for each ability level.
• Make sure to write a complete response; one that contains a main idea
or thesis, elaboration and support, conclusion, and a clearly stated position
with specific examples and details.
• Use transition words to connect ideas within sentences; for longer responses,
use paragraphs to indicate new ideas.
• Take a minute or two at the end to proofread your writing for any errors.
• Review your writing and make minor edits before clicking ’Confirm Answer’.
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Yes! SPEAKING
SPEAKING - GENERAL OVERVIEW
Speaking is the second type of performance assessment required. Like Writing,

Speaking is a pro-active skill that asks you to apply your English language skills by
expressing your views and opinions in English. In many ways, Speaking is considered
the final key element to demonstrating competent English skills. Whether in a
business setting or a classroom, if you are interacting with English speakers, it is
imperative that you be able to sufficiently communicate your ideas orally.
In addition to the tangible elements of the Writing Section, the Speaking Section will
require you to demonstrate competency in the following:
• Responding appropriately to the question
• Utilizing advanced vocabulary
• Pronouncing words and phrases in a clear manner
SPEAKING – WARM-UP SECTION
Rather than beginning the graded portion of the Speaking Section immediately, you
will be given a chance to answer a few short questions to help you warm up your
English speaking. The warm-up questions vary between 6-20 seconds for each
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question. Again, these warm-up questions DO NOT count towards your Speaking score.
SPEAKING - GENERAL DIRECTIONS
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In Speaking Part 1 you will hear a question that appears on the screen. You will
have 30 seconds to prepare your response and then 45 seconds to speak your
response.
In Speaking Part 2 you will only hear a statement offering (2) two different opinions
in a topic. In Part 2 the topics WILL NOT appear on the screen so be sure to pay
close attention when the topic is read aloud. For Part 2 you will have 45 seconds to
prepare your opinion on the topic and then you will be given 60 seconds to speak.
You cannot go ‘Back’ or rerecord any part of the Speaking Section.
NOTE: Your score depends on the clarity of your response. Before you begin, adjust
your headphones and make sure your microphone is in the proper position so you
can record your response accurately.
BUILDING SKILLS - SPEAKING
Your Speaking score is determined by how clearly and effectively you respond to the
prompt.
First, your response must be relevant to the topic. For instance, if the prompt asks
you to discuss an important person from history and you choose to talk about your
favorite dessert, even if you say many enlightening and informative things about
dessert, your score will be marked down for responding to the wrong topic.
So, to prepare for the test, you want to be sure that no matter what the topic is,
you will be able to craft a response that answers the question.
Here are a few tips:
• Give a clear statement that clearly answers the question or topic.

• Explain and support the statement with details and examples.
• Be organized, expressing one idea per sentence.
• Utilize natural, conversational transitions.
• Vary vocabulary and sentence structure.
Imagine you are actually speaking to someone, preferably a friend or acquaintance.
Here are a few tips:
• There are no right or wrong answers with opinions.

• Errors in grammar, word choice, organization, pronunciation, tone, and ease
affect the overall quality, and therefore the score, to the degree that they get in
the way of clear communication.
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Yes! SPEAKING
Part 1
DIRECTIONS
In Speaking Part 1 you will hear a question and read it on the screen. You will have
30 seconds to prepare your response and then 45 seconds to actually present your
response. Do not speak until the end of the ‘Prepare’ time. Time left is shown in
the middle of the screen.
BUILDING SKILLS
Speaking Part 1
Example A
Speaking Part 1 asks for a brief response to a more informal, social topic. In many
ways it’s merely asking you to introduce yourself by sharing an answer to a personal
preference. Again, there are no right or wrong answers, so just speak honestly.
Choose a simple topic about which you feel comfortable speaking.
On the next page is an example of the type of question you will see in Part 1. You
will have 30 seconds to prepare your response and then 45 seconds to speak. You
may take notes to prepare your response. It is recommended that you try to use as
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much of the 45 seconds as possible to respond, so be sure to use your 30 seconds

to prepare possible speaking items that are appropriate to the topic.
Speaking Part 1 - Example A
Think of ONE person from history whom you

would like to meet. Who is that one person Yes!
and what would you ask him or her?
Gandhi was always an important historical figure that I wanted to meet. If I

could meet him, I would ask him what he wanted to see changed. I would
want to know if he had traveled to other countries, and which countries he
enjoyed visiting. I would like to know which place is his favorite for visiting
and why. I would just be happy to meet him.
Ask yourself: Is this a strong response? Why or why not? According to the tips on
the previous page, did this speaker follow some of the guidelines for crafting an
effective response?
STRENGTHS:
BUILDING SKILLS – SPEAKING PART 1
Let’s examine the response per our checklist above:
• Did the speaker answer the question clearly and directly? Yes.
• “Gandhi was always an important historical figure that I wanted to meet”. Notice
the question asks for ‘one person from history.’ Gandhi is an excellent choice.
• Write down just enough notes to remember the plan while speaking.
What might the speaker’s notes look like for this response? Perhaps something
like this:
• Change in the world.

• Travel to other countries.
• His favorite place to visit.
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Remember: use your notes as a plan for what you can discuss
• Try to speak to each idea in a separate sentence and have a transition, just
like in writing.
• Use a concluding statement to indicate that you have completed your
response to the question.
• Even if the response is short, it must be:
• organized;
• developed;
• relevant to the question.
Yes! SPEAKING
• Read the question.

• Take 30 seconds to write down a few notes.
• Speak a response in 45 seconds.
Some people would donate money to charities for helping poor families,
others for children’s education, and others would donate to help wildlife or
animals. If you could donate a million dollars to a social cause or charity,
which type would you choose and why?
NOTES:
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If you could travel anywhere in the world, where is the first place you would
visit, and why?
NOTES:
Imagine your dream job. Describe the job and what you would like the most
about it?
NOTES:
Have you ever been given advice or wisdom that has helped you in your life?
Please tell us this advice and how it helped you.
NOTES:
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Yes! SPEAKING
Part 2
DIRECTIONS
In the Speaking Part 2 Section you will hear a 30 to 60 second statement on a

topic expressing two different opinions. You will only hear the statement; the
statement will not appear on the screen. You will have 45 seconds to prepare an
opinion and 60 seconds to speak. You can monitor your time remaining in the
middle of the screen. You may take notes to prepare your answer, and you should
give reasons and examples to support your opinion. Keep in mind that your score
depends entirely on the quality of your recording, so make sure your headphones are
fastened securely and that the microphone is positioned at a proper distance from
your mouth.
NOTE: Just as you did in the Writing Section Part 2, for Speaking Part 2 you are
required to express a longer and more developed response than in Part 1. In many
ways you can think of your preparation for both the Speaking Part 2 and Writing
Part 2 as similar. The major difference is in presentation. In Writing, your grammar
and punctuation are important, but for Speaking, your clarity and pronunciation are
also key determinants of your score.
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BUILDING SKILLS – SPEAKING PART 2
Speaking Part 2 requires a longer response that states and argues for an opinion.
This is similar to Writing Part 2, which requires a persuasive essay. As in Writing, it
does not matter which opinion is argued for, as long as it is prepared and supported
with reasons and examples.
NOTE: For Speaking Part 2 you will only hear the prompt; you will not be able to
read it on the screen. Thus, as part of your preparation for the test, you will want
to practice your Listening Skills so you can make sure you understand the prompt
clearly.
BUILDING SKILLS
Speaking Part 2
Example A
Below is an example of the type of opinion statement that you will hear in this
section. You should take notes to prepare your response. After hearing the
statement, you will have 45 seconds to prepare an opinion on the topic, and
60 seconds to speak.
Speaking Part 2 - Example A
When a reporter writes a story, sometimes

the reporter must interview people Yes!
confidentially, with the understanding that
the reporter will hide their identity. Once the
stories have been published, readers may ask
that the sources be revealed, in order to better
understand and evaluate the stories. Should reporters be allowed to protect
the identities of their sources, or should they be forced to reveal them when
the public wants to know? Why?
When reporters use confidential sources in order to get a story, they should
be able to keep the sources’ identities secret. Many important news stories
could not be reported if the source of the story fears that their identity will
be revealed. For example, someone who reports that his or her company is
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involved in illegal activity, or the famous ‘Deep Throat,’ who gave us the
Watergate story, would never have come forward if they thought people would
find out who they were.
Also, if a reporter makes a promise to a source that he will keep their identity
a secret, the reporter must keep that promise. Otherwise, the reporter would
never be trusted by sources in the future. Then the public would never hear
about much of the corruption and injustice that goes on. And criminals would
get away with their crimes. I think we are all better off, since we get to learn
what’s happening behind the scenes, only if reporters are able to keep their
sources secret.
Let’s apply our skills we’ve learned so far and evaluate the response:
STRENGTHS:
Here are few points to consider:

• Did the response choose a clear position? Is it stated clearly early in the
response?
When reporters use confidential sources in order to get a story, they should be able
to keep the sources’ identities secret.
• Does the response use a few points to support a position?
For example, someone who reports that his or her company is involved in illegal
activity, or the famous ‘Deep Throat,’ who gave us the Watergate story…
• Is the use of language precise?
• Does the response demonstrate good vocabulary? Is the grammar mostly free of
mistakes? Does the sentence structure vary sufficiently?
• Does the response utilize transitional terms, such as also and otherwise to point
out the connection between ideas?
• Is there a clear flow? Does each sentence builds support for the position?
• Does the final sentence sums up the general reason for the opinion being
argued?
In short, the answer to the question above is ‘yes’. The response does hit all of
these marks, and for that reason it would receive a very favorable score. Keep
in mind that this is only the written version of a spoken response, so we cannot
determine how clearly the test-taker actually voiced and expressed this response.
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Therefore, it’s important to keep in mind that to best prepare for the Speaking
Section, you should practice expressing yourself in English—that is actually speaking
in English—as much as possible.

Yes! SPEAKING
• Read each question

• Write down a few notes.
• Speak a response in 60 seconds.
Many nations restrict development in places where it may endanger certain

animal species, and insist that neighboring nations follow similar practices. Other
nations say that species protection is a luxury that not all nations can afford, and
each country should have the right to choose for itself. What are your thoughts
on this question?
NOTES:
In many places lawmakers fund public projects by increasing taxes on all items
that are sold called purchased goods. Opponents say that it would be fairer to
make taxes based on income instead of sales. Which is a better solution? Why?
NOTES:
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Certain schools restrict test-takers’ access to mobile devices, saying that test-
takers’ use of such devices distracts from their learning in the classroom. Test-
takers’ parents insist that it is important for their children to have their phones at
all times in case of emergencies. What are your thoughts on this question?
NOTES:
Due to the increased access to the Internet, people all over the world can post
information on any subject. Some say this can be dangerous and others say this
is useful. What is your opinion on this topic? Please use examples to support
your answer.
NOTES:
SPEAKING - General Skill Development and Take-Aways

• Practice speaking in English as often as possible.
• Speak to native English speakers and ask them if you are pronouncing
words correctly.
• Use the internet to listen to native English speakers.
• Practice speaking into a tape recorder; then listen to the response to
improve clarity.
• Know the directions and question types beforehand.
• Prepare possible speaking points before you take the test. Think of ideas for
your responses if asked about authors, stories, historical figures or other topics.
• Use the preparation time to plan the points to make in the speech.
• For longer responses (Part 2), use the time to prepare your notes.
• Try to answer the question fully in the time allowed.
• Use transition words to make the main idea and supporting points of the
speech clear to the listener.
• Give specific details and examples to support and develop the main point.
• Use words precisely.
• Speak clearly and calmly.
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You’ve learned a little more about the 5 sections on the

iTEP tests. Are you ready for Diagnostic Test #2?
Here’s a good checklist:
• Have you identified key areas of improvement based on your Diagnostic #1

Report? Have you given extra focus to, or focused specifically on, these sections
in the guide?
• Have you integrated improving your English skills using sources such as English
language newspapers and news websites?
• Have you reviewed your notes from each section and completed any remaining
practice questions in the Official iTEP Preparation Guide.
Once you’ve completed your preparation,

you’re ready for Diagnostic Test #2!
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II. Diagnostic Test #2: A Comparison Tool

Diagnostic Test #2: http://www.besitep.com/prep2
• Compare with results from Diagnostic Test #1.

• Which areas improved and which still need improvement?
• Are there specific core language skills that are lacking?
• If your Reading score is higher than your Listening score, you should probably
work to improve your Speaking ability as well as Listening.
• If your Listening score is higher than your Reading score, you should probably
work to improve your Writing ability as well as Reading.
• Is Grammar a problem that weakens the other skills?
• Is weak vocabulary contributing to lower scores?
• Make a plan to improve.
• Review portions of this guide, as needed.
• Use supplemental help and additional practice:
• online sources; and
• English grammar and writing texts.
III. Final Review

Way to go! You’ve completed your iTEP preparation and you are ready to take the
official iTEP test! Here are a few things to keep in mind for the day you take the test:
What to Expect on Test Day:

• Arrive a few minutes before the scheduled test time.
• You must present the iTEP Administrator with a government-issued picture form
of identification. The picture identification form presented must be the same as
the identification information provided on the registration form.
• You will be seated at a computer, sometimes separated by partitions.
• During the examination process, the computer’s camera may take a picture of
the test-taker to verify identity.
• During the examination process, you may only have two items on the desk:
a pen or pencil, and one sheet of paper for note-taking during the Listening
and Speaking Sections. All notepaper will be collected at the end of the test and
destroyed by the Administrator. The notes will not be graded.
• During the examination process, one or more iTEP Administrators will be in the
room at all times. Closely follow the instructions of the iTEP Administrator, who
is there to make sure your test goes smoothly and easily.
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• If you experience any technical difficulties, make sure to report them to the iTEP
Administrator.
• You are not permitted to exit the test screen at any time for any purpose during
the exam.
• Smoking, eating, and drinking are not permitted during the test.
IMPORTANT NOTE: The iTEP Administrator reserves the right to dismiss a test-
taker from the test or to void exam results if the test-taker violates any of the
above conditions or fails to follow the Administrator’s instructions during the exam.
Brief Review of Test Day Rules and Tips
• The night before the test, relax and get a good night’s sleep.
• Read through the information you will be required to complete on the
Registration page (see Appendix C)
• Answer all questions to the best of your ability. There is no added penalty for
a wrong answer.
• Each question is worth the same number of points. Do not waste time on
difficult questions. Use process of elimination, and then guess among the
remaining choices.
• You must review the directions for each question type before taking the test.
Do not skip through any part of the test process.
• The ‘Help’ button allows another look at the directions at any point during the
test. But remember that the timer will be counting during this time.
Above all, stay calm. Do your best. You may always take the test a second time if
you need to improve your score - GOOD LUCK!
Extra Tips for Improving English Language Skills
While you are preparing for the iTEP it is important to remember that there are
many ways for you improve English language skills outside of a formal classroom
setting:
• Read news stories, fiction and anything of interest to you that is written in
English. The best resources are reputable newspapers and websites that use
language at an appropriate level and that provide readers with a wide variety
of word choices and sentence structures
• Listen to English language radio and podcasts broadcast by native speakers
• Watch English language TV
• Watch English language TV with Closed Captioned English subtitles
• Watch English language movies
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• Visit Internet websites devoted to English language learning. There are many of
these providing help in all areas of language development
• Speak English as often as possible, especially with native English speakers.
Online chat groups for English language learners provide peer learning and
support in addition to improving language skills
• Make and review vocabulary flashcards of new or difficult English words
• Keep an English language journal and/or vocabulary notebook of new words
• Think of the English word for common objects and activities during the day, such
as food items, automobiles, books, talking on the telephone, taking the bus,
going to a store, or other activities that are more appropriate to work-place
settings.
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IV. Appendix A - Score Report
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V. Appendix B - Answer Keys
Grammar Part 1 - Practice Exercises
1 = C (Sentence Structure)
2 = D (Verb Forms)
3 = B (Verb Forms)
4 = D (Expressing Quantity)
5 = B (Conjunctions)
6 = B (Articles & Prepositions)
7 = B (Sentence Structure)
8 = A (Verb Forms)
9 = D (Parts of Speech)
10 = C (Articles & Prepositions)
11 = C (Parts of Speech)
12 = D (Sentence Structure)
13 = C (Conjunctions)
14 = B (Sentence Structure)
15 = A (Verb Forms)
16 = C (Pronouns)
17 = B (Pronouns)
18 = B (Expressing Quantity)
Grammar Part 2 - Practice Exercises
2 = A (Conjunctions)
3 = D (Parts of Speech)
4 = A (Expressing Quantity)
5 = A (Conjunctions)
6 = B (Verb Forms)
7 = C (Verb Forms)
9 = A (Pronouns)
10 = C (Parts of Speech)
11 = C (Verb Forms)
12 = B (Expressing Quantity)
13 = D (Expressing Quantity)
14 = C (Pronouns)
16 = D (Articles & Prepositions)
17 = C (Articles & Prepositions)
18 = A (Articles & Prepositions)
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Listening Part 1- Practice Exercise 1

1=D

1=B

1=D

1=B
Listening Part 1 - Practice Exercise 5

1=A
Listening Part 2 - Practice Exercises

1=D
2=B
3=B
4=C
Listening Part 3 - Practice Exercises

1=C
2=B
3=C
4=A
5=D
Reading Part 1- Practice Exercises

1=C
2=B
Reading Part 2- Practice Exercises

1=B
2=B
3=A
4=D
5=C
6=D
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VI. Appendix C - Registration Section
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Registration Section Continued
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VII. Appendix D - FAQ (Frequently asked questions)

1. Who decides what level of iTEP should be accepted at an institution?
Each institution is responsible for deciding what level of iTEP to use for its program.
Most institutions, however, choose from level 3.5 (Intermediate) to level 5.5
(Advanced).
2. Where is the test administered?

Test-takers who take iTEP for application to U.S. high schools, colleges, or
universities must take the test at one of our Certified iTEP Test Centers. However,
organizations or test-takers who wish to take iTEP to determine English language
proficiency may contact our representative(s) in their country.
3. How does iTEP ensure test security?

The security conditions under which iTEP is administered are of utmost importance
to Boston Educational Services. Whether iTEP is administered at one of our
Certified iTEP Test Centers or at a facility approved by one of our representatives,
we ensure that the test is proctored at all times and that all the iTEP test security
protocols are met.
4. How much does the test cost for non-U.S. college applicants?
The price of iTEP varies around the world. Please contact our representative in
your country. If you wish to take iTEP in a country where we do not yet have a
representative, please contact us directly - www.iTEPexam.com.
5. In which countries does iTEP have official representatives?

Please visit our website for the most up to date listing: www.iTEPexam.com.
6. Is a paper version of iTEP available?

Yes. There is a paper version of iTEP available in countries where iTEP is
represented. If for some reason the test-taker organization is unable to use the
Internet version of the test, the paper version is an alternative. The paper version
of iTEP only includes the three multiple-choice sections of the test: Grammar,
Listening, and Reading. It will not include the Writing and Speaking Sections.
7. How do I find a Certified iTEP Test Center?

A drop-down menu on our website on the following page http://www.iTEPexam.
com/schedule-an-itep-test provides access to a list of Certified iTEP Test Centers
worldwide.
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VIII. Appendix E
Suggested Preparation Course Outline
To help you get started, here are some step-by-step plans for how to best map
out your iTEP preparation. We’ve developed two different plans, each based on
time available.
If you’re seeking to complete your preparation as quickly as possible, choose

Option A, which is to be completed in three days. This plan begins after you’ve
already completed your first Diagnostic Test.
If you are able to devote more time to your preparation, choose Option B, which
is a nine-day schedule and is more comprehensive.
Option A
Three day (14+ hour*) preparation course plan
Days Hours Table of Contents
Day 1 2 DIAGNOSTIC TEST #1
• How to Take the Diagnostic Test
• Diagnostic Test Results: Diagnostic Report

Day 1 2 I. SKILL DEVELOPMENT AND PREPARATION EXERCISES
Grammar Exercises and Skill Development
Part 1:
• Parts of Speech
• 7 Essential Skills for iTEP Grammar
• Practice Exercises
Part 2:
General Skill Development and Take-Aways
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2 Listening Exercises and Skill Development
Part 1:
• Shorter Conversation Exercises
Part 2:
• Longer Conversation Exercises
Part 3:
• Lecture Exercises
Day 2 1.5 Reading Exercises and Skill Development
Part 1:
• Building Skills: Techniques and Question Types
Part 2:
1.5 Writing Exercises and Skill Development
Part 1:
• Building Skills – Short Response
Part 2:
• Building Skills – Taking Notes and Prepping Response
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1 Speaking Exercises and Skill Development
Part 1:
Part 2:
Day 3 2 II. DIAGNOSTIC TEST #2
• Take Test
• Review Results from Diagnostic Score Report
2 VII. FAQ (Frequently Asked Questions)
• Final Review/Prepare for Test Day
• Register for the official iTEP test!
Option B
Nine day (18+ hour*) preparation course
Days Hours Table of Contents

Day 1 2 DIAGNOSTIC TEST #1
• How to Take the Diagnostic Test
• Diagnostic Test Results: Diagnostic Report
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Day 2 2 I. SKILL DEVELOPMENT AND PREPARATION EXERCISES
Grammar Exercises and Skill Development
Part 1:
• Parts of Speech
• 7 Essential Skills for iTEP Grammar
Part 2:
Day 3 2 Listening Exercises and Skill Development
Part 1:
• Shorter Conversation Exercises
Part 2:
• Longer Conversation Exercises
Part 3:
• Lecture Exercises
Day 4 2 Reading Exercises and Skill Development
Part 1:
• Building Skills: Techniques and Question Types
Part 2:
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Day 5 2 Writing Exercises and Skill Development
Part 1:
Part 2:
Day 6 2 Speaking Exercises and Skill Development
Part 1:
Part 2:
Day 7 2 Skills Review
• Review all practice exercises
• Assess Strengths and Weaknesses
• Prep for Diagnostic Test #2
Day 8 2 II. DIAGNOSTIC TEST #2
• Take Test
• Review Results from Diagnostic Score Report
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Day 9 2 VII. FAQ (Frequently Asked Questions)
• Final Review/Prepare for Test Day
• Register for the official iTEP test!
*The hours can be extended when teacher/test-taker supplement with additional

exercises for each of the 5 skill building sections.
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IX. Appendix F - Sample Diagnostic Report
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X. Appendix G – Listening Section Scripts

NOTE: On the actual test, you will only hear the dialogue. The script will not
appear on the screen.
Track 1 (Listening Part 1 - Example A Conversation)
Man: I’m very sorry, but I may not make it to dinner tonight. I’ve got an
awful headache.
Woman: But we have reservations at an excellent restaurant. Why don’t you
take some aspirin?
Man: Thanks, but I think I’ll rest for a while and hope it will go away.
Track 3 (Listening Part 1 – Practice Exercise 1 Conversation)

Woman: Would it be possible to meet with you outside of class?
Man: Absolutely. I’m always here an hour before class begins, ready to meet
with test-takers.
Woman: That’s great. There are a few problems on the homework I want to
review with you.
Woman: Did you happen to see a big dog run by here?

Man: No, but I just got here. You should ask the shopkeeper next door, he’s
been here all afternoon.
Woman: Thanks, I will. I just came from the park and I can’t find my dog
anywhere.
Woman: If we work over the weekend we can have the report ready by
Monday.
Man: Our supervisor said we will be closed on Monday, due to the holiday.
Woman: Great! We can go to the game instead and then work on Monday.
Track 9 (Listening Part 1 – Exercise 4 Conversation)
Woman: Can you tell me if you can repair my shoe? I don’t know if it can be
fixed.
Man: Let me see. Ah yes, it only needs a new heel. I can have it fixed by
tomorrow.
Woman: That’s great to hear. I am going to an important dinner and this is the
only pair that’s comfortable and matches my new dress.
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Track 11 (Listening Part 1 - Exercise 5 Conversation)
Man: I think we should buy an extra pie for tonight. We may have extra
visitors.
Woman: Really? Who are you expecting?
Man: Your brother always brings his friends, and they have big appetites.
Track 13 (Listening Part 2 - Exercise A Conversation)

In the following exchange, a college professor tells Michael some interesting things
about Albert Einstein.
Dr. Slinsky: Today I’m going to tell you some less well-known information about
Albert Einstein.
Michael: That’s funny, I thought my physics professor taught me everything
there was to know about Einstein.
Dr. Slinsky: There’s always more to learn, Michael. Were you aware that Einstein
did his most creative thinking while he worked as a file clerk in a
patent office?
Michael: I had no idea, Professor.
Dr. Slinsky: Most people think that Einstein’s revolutionary ideas about space,
time, and light were worked out while he attended the prestigious
Technical College in Zurich, Switzerland.
Michael: Sure, that’s what I thought.
Dr. Slinsky: Not so. After Einstein graduated, he couldn’t find a teaching job, so
he eventually took a job at the Federal Office for Intellectual Property,
in Bern. He had a wife to support, after all. He was a patent
examiner, so he was faced with many technical problems to solve.
This led him to re-think everything he was taught about basic physics.
Michael: Wow.
Dr. Slinsky: In addition, while he worked as a file clerk, Einstein started a small
discussion group, called ‘The Olympia Academy,’ which met regularly
to discuss science and philosophy.
Michael: That must have given him lots of things to think about other than
filing!
Dr. Slinsky: Indeed it did, Michael. The group read and discussed ground-breaking
works of many of the scientists and philosophers of their day. These
works helped Einstein see reality in a whole new way.
Michael: I thought I already knew everything about Albert Einstein, but I guess,
there is always more to learn. Thank you, Dr. Slinsky.
Dr. Slinsky: You’re welcome.
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Track 15 (Listening Part 2 - Practice Exercise 1 Conversation)

Woman: Mr. Stevens? My name is Lisa Berger. We spoke on the telephone.
Man: Yes Lisa, I’m Barry. I remember, of course. Come on in. I understand
you’re interested in having a party at our restaurant.
Woman: Well Mr. Stevens, to be honest, I am looking at a few different
restaurants.
Man: I understand. Tell me more about your party and I will let you know
what we can do for you.
Woman: I run a very special charity organization. We’re hosting our yearly
dinner for our biggest donors. Our big supporters include a few top
executives of some large companies, as well as a few celebrities,
including a few people you may have seen in the movies. So not only
am I looking for a restaurant with incredible food and wine, but the
atmosphere must be elegant as well.
Man: Naturally. About how many people do you plan to host at this dinner?
Woman: At the moment it appears that our guest list will be about twenty-five
people, but we often get a few surprise guests at the last minute,
so we need to be able to accommodate a few additional people if
necessary.
Man: For a group of that size, I would suggest our banquet room. If you
follow me, I can show you what it looks like. It’s a private room, so
you would have it all to yourself—ah, here we are. This room is for
private parties only.
Woman: Yes, it is quite nice. It feels like a separate room away from the
restaurant.
Man: It even has its own private entrance with private parking, which I’m
sure would be appealing to your guests.
Woman: Yes, privacy and discretion are very important for my guests. A few of
them are wine experts as well, and they’re very difficult to please.
Man: Here, let me show you our wine list. Our restaurant was just
recognized for having the best wines in the city for the third year in a
row. We are also known for our cognacs, some of which are almost a
hundred years old. I’d be happy to share a taste with you.
Woman: Thank you very much, but I better not. I still have to get back to
my office and do some work once I finish here. Let me ask you
a question. Usually at our dinners we have a speaker do a live
presentation. Do you have a microphone available?
Man: Yes. This room is often used to screen films, and we have a
microphone and a small stage for presentations.
Woman: And is there someone here who can help us operate the system? I can
barely figure out how to use the television at home.
Man: All of our staff working in the private room are trained to do
everything from pouring wine to serving meals and operating the
equipment. They are here to make sure your whole evening is a
perfect experience.
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Woman: That is nice to hear. May I ask you a question about your menu?
I see many excellent dishes here that sound delicious, however, we
will have a few vegetarians among our guests, and I want to make
sure that they are treated properly. Are there any vegetarian dishes
you can offer them?
Man: Absolutely. If you take a quick look outside the window, you can
see our private vegetable garden, where we grow our own herbs and
vegetables. You can tell your guests that many of the dishes they’re
enjoying are made with vegetables picked only hours before they
arrived.
Woman: Mr. Stevens that is very impressive. I find it hard to believe that in all
the time I’ve lived in this city I’ve never been here before. How have
you managed to keep your restaurant a secret from me for all of this
time?
Man: I don’t know, but I hope you won’t be a stranger any longer. May I
start preparing for your dinner tomorrow night?
Woman: Absolutely. Here is my card. I must head back to the office now, but
will you call me later this evening to go over some final details
regarding the menu?
Man: It would be my pleasure. Here, let me show you the way out through t
he private entrance.
Track 20 (Listening Part 3 - Exercise A Conversation)
Narrator: Following is part of a lecture on the subject of Compact Discs vs.

Record Albums:
Okay, let me ask you a question: how many of you have recently
purchased a compact disc? Have any of you ever purchased a record?
There’s no doubt that compact discs have overtaken record albums as
the most popular format for consumers to purchase music. But is a
digital recording superior to an analog recording? Let’s find out.
First, understand that what we think of as musical recordings are

basically electrical reproductions of sound waves. A singer’s voice or
a band playing a song makes a sound wave, and it’s that wave that
is recorded and re-produced. I mention the ‘wave’ because, believe it
or not, it’s actually important to the issue here.
The term ‘Analog’ comes from the recording process. Analog

recordings are intended to vary in a manner analogous to variations
in air pressure in the original sound. The grooves on record albums
are graphic representations of recorded sound waves. As the stylus—
135
4th Edition
better known as the needle-- runs over the grooves, it re-produces

the original sounds, which are then amplified and modulated. The
quality, or ‘fidelity’, of that sound depends on how advanced the
stereo system that is processing it is. When these systems were first
becoming popular, the better systems were considered ‘hi-fi’.
The fans of these stereos—often called audiophiles—would embrace

each improvement in stereo technology and brag about their ‘hi-fi’
systems. These audiophiles treated their records with special care,
making sure never to touch them with their fingertips to avoid
smudges, keeping them dry and always storing them promptly after
using them.
When compact discs were introduced, they were hailed not only as
representing great improvements in sound, but also were considered
less fragile than records and practically indestructible. For these
reasons, consumers were willing to pay almost three times as much
for a CD than they were for an album.
How was a CD different from a record? First you’ve got to understand

the difference between digital and analog. Remember, sound appears
in waves, so ideally you want to re-produce it as closely as possible
to that form. Information that is stored digitally is in bits and bytes,
or more simply, in binary code: zeros and ones. For digital recording,
all of those sound waves must be broken down into digital
information. One way of thinking of it is that analog is a slope, and
digital re-production is an attempt to re-create that slope using
millions of tiny steps. Technically speaking, a digital recording doesn’t
capture the sound wave like an analog recoding does, but
approximates it as closely as it can.
Certain audiophiles who are analog supporters argue that some of

the richness of the sound is lost in each one of those steps, no matter
how small or undetectable it may be. With the first digital recordings,
these ‘steps’ may have been pronounced. But as the digital capacity
has grown and the sampling size has increased, these ‘steps’ have
practically been erased, and the digital process has gained the support
of many digital classical musicians, who believe that digital recordings
are now superior.
136
4th Edition
Another advantage that digital recordings have is that they suffer less
deterioration. After twenty years of playing the same disc, the quality
should still be as good as when it was first played. Now, the same
cannot be said for a record. Every time the stylus plays a record, it
physically changes it. After it’s played many times, the groove will
change and the sound will change with it. You might say it will evolve.
When a CD is played, there is no physical contact involved, and the
data is read optically using a laser beam. A digital player doesn’t
actually ‘touch’, it merely runs a laser over information and ‘reads’ it
optically.
So is digital better than analog? The recording industry has chosen

a hybrid solution. Most recording engineers utilize both methods in
creating recordings, using the specialized and sensitive analog
equipment to detect the sound waves, and then immediately capturing
them as rich samples of digital information, to ensure that they are
preserved as authentically as possible.
137
This is the end of the Official iTEP Preparation Guide.
For further information about the iTEP tests,
please visit our website at
www.iTEPexam.com

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Get the most out of this Official Guide!

I. SKILL DEVELOPMENT AND PRACTICE EXERCISES

Grammar Skill Development and Exercises .............................. Page 18

Listening Skill Development and Exercises...............................Page 45

Reading Skill Development and Exercises ................................Page 63

Writing Skill Development and Exercises .................................Page 90

Speaking Skill Development and Exercises .............................Page 101

II. DIAGNOSTIC TEST #2: A Comparison Tool ................................... Page 114

What is tested on the iTEP Test?

Your Official iTEP Study Plan

1. Preparation for Diagnostic Test #1 – Quick introduction of the iTEP;

Are you ready to begin? Let’s get started!

What to expect on Diagnostic Test #1

GRAMMAR SECTION – Two Parts (10 minutes)

Grammar Part 1 - 13 multiple-choice fill-in questions

LISTENING SECTION – Three Parts (20 Minutes)

Listening Part 1 - 4 brief conversations, each followed by 1 multiple-choice question

READING SECTION – Two Reading Passages (20 Minutes)

NOTE: iTEP SLATE has an additional Reading Part 3

WRITING SECTION – Two Parts (25 Minutes)

Writing Part 1 - Write a note of 50-75 words in response to a given topic.

Writing Part 2 - Compose an opinion of 200-250 words in response to a given

SPEAKING SECTION – Two Parts (5 minutes)

Now that you have an idea of the format,

How to Take the Diagnostic Test

Before taking Diagnostic Test #1, the test-taker must:

When you are ready to take the test:

• Use the full 90 minutes of uninterrupted time at a comfortable location

Diagnostic Test #1: http://www.besitep.com/prep1

Review your Diagnostic Test #1 Results

(See Appendix F for an example of the Diagnostic Report)

What do my scores mean?

Level 6 - Perfect or near-perfect score on all aspects of Grammar tested on iTEP.

Level 4 - Demonstrates an effective grasp of fundamental grammar concepts, but

Level 3 - Understands and controls basic grammatical structures such as subject/

Level 1 - Very limited grasp of grammar rules and construction; unprepared to

Level 6 - Comprehends virtually all expressions, words and details expressed by

Level 3 - Grasps essential outline of subjects in conversational or lecture context,

Level 1 - Understands only simple, basic statements; very limited grasp of

Level 6 - Mastery - Understands nearly all aspects of a variety of material;

Level 3 - Intermediate – Has limited understanding of the Main Idea; lacks

Level 2 - Elementary – Has limited, simplified understanding of material; may follow

Guide to Self-Scoring your Writing and Speaking submissions:

Let’s start practicing and improving!

I. Skill Development and Practice Exercises

GRAMMAR - GENERAL OVERVIEW

In the Grammar Section, there are two question types:

GRAMMAR - GENERAL DIRECTIONS

Before question 1 you will be shown an on-screen example of the ‘Fill-in-the-blank’

GRAMMAR - SKILLS TESTED

GRAMMAR – BUILDING SKILLS

It is important to be able to recognize and identify the different types of words in

Verb: A verb is a word which describes an action (doing something) or a state

Pronoun: A pronoun is used instead of a noun, to avoid repeating the noun.