TOEFL iBT Readingの復習：三つの問題形式の誤答を根拠の確認で直す方法

At a neighbourhood repair café, volunteers first exa____ each broken object. They keep a written rec___ of the problem so that another helper can follow the work. Visitors also learn how to prev___ similar damage in the future.

A small neighbourhood group opened a shelf where residents could exchange household items. At first, people left objects without any information, so visitors were unsure whether they worked. The organisers introduced a simple sys___ for labelling each item. Owners now des_____ its condition and mention any missing parts. A volunteer che___ the labels each morning and moves damaged objects to a separate box. This does not gua______ that every item will last, but it gives visitors clearer information. The group also asks people to ret___ anything they decide not to use, so another neighbour has the opportunity to try it.

A small neighbourhood group opened a shelf where residents could exchange household items. At first, people left objects without any information, so visitors were unsure whether they worked. The organisers introduced a simple system for labelling each item. Owners now describe its condition and mention any missing parts. A volunteer checks the labels each morning and moves damaged objects to a separate box. This does not guarantee that every item will last, but it gives visitors clearer information. The group also asks people to return anything they decide not to use, so another neighbour has the opportunity to try it.

Example: A notice says visitors need a booking reference. A personal reply confirms that a printed or digital copy is acceptable. The reply explains the form of proof; it does not remove the need for proof. Read both levels of information before deciding what someone should do.

Community tool library — collection update

From Monday 14 September, reserved tools will be collected at the side desk rather than the main counter. Opening hours remain 4–7 p.m. on weekdays. Wait for a message saying that your item is ready before travelling; a reservation confirmation alone is not a collection notice. If you cannot collect an item within two working days of the ready message, reply to that message to request an extension. Extensions depend on whether someone else is waiting.

Reply from the library to Alex: Your drill is ready today, Tuesday 15 September. We can hold it through Thursday evening. You asked whether your colleague can collect it: that is possible if they show the collection code and your name. The code is in this message. Please do not share your account password.

Community tool library — collection update

From Monday 14 September, reserved tools will be collected at the side desk rather than the main counter. Opening hours remain 4–7 p.m. on weekdays. Wait for a message saying that your item is ready before travelling; a reservation confirmation alone is not a collection notice. If you cannot collect an item within two working days of the ready message, reply to that message to request an extension. Extensions depend on whether someone else is waiting.

Reply from the library to Alex: Your drill is ready today, Tuesday 15 September. We can hold it through Thursday evening. You asked whether your colleague can collect it: that is possible if they show the collection code and your name. The code is in this message. Please do not share your account password.

Community tool library — collection update

From Monday 14 September, reserved tools will be collected at the side desk rather than the main counter. Opening hours remain 4–7 p.m. on weekdays. Wait for a message saying that your item is ready before travelling; a reservation confirmation alone is not a collection notice. If you cannot collect an item within two working days of the ready message, reply to that message to request an extension. Extensions depend on whether someone else is waiting.

Reply from the library to Alex: Your drill is ready today, Tuesday 15 September. We can hold it through Thursday evening. You asked whether your colleague can collect it: that is possible if they show the collection code and your name. The code is in this message. Please do not share your account password.

Example: A class recalls more facts after one illustrated handout, but the handout also uses simpler wording. The result supports a benefit from that version; it does not isolate pictures as the only cause. Name what was actually compared before claiming why the result occurred.

A teaching team wanted to know whether short headings could help students use an online course guide. In a small classroom project, twenty students from one class were randomly given one of two versions of the same guide. The versions contained identical sentences, but one divided the information under descriptive headings. Students then looked for information about attendance, assignment deadlines and feedback. Those with headings located the deadline more quickly on average. The groups took similar amounts of time to find the attendance rule.

The team suggested that headings may help when readers can connect a question with a clear category. However, the results did not show that headings improve every reading task. Only one guide and one group of students were studied, and faster searching does not necessarily mean deeper understanding. A later project could use different guides and ask students to explain the rules after finding them. That would help distinguish quick location of information from understanding what it requires.

A teaching team wanted to know whether short headings could help students use an online course guide. In a small classroom project, twenty students from one class were randomly given one of two versions of the same guide. The versions contained identical sentences, but one divided the information under descriptive headings. Students then looked for information about attendance, assignment deadlines and feedback. Those with headings located the deadline more quickly on average. The groups took similar amounts of time to find the attendance rule.

The team suggested that headings may help when readers can connect a question with a clear category. However, the results did not show that headings improve every reading task. Only one guide and one group of students were studied, and faster searching does not necessarily mean deeper understanding. A later project could use different guides and ask students to explain the rules after finding them. That would help distinguish quick location of information from understanding what it requires.

A teaching team wanted to know whether short headings could help students use an online course guide. In a small classroom project, twenty students from one class were randomly given one of two versions of the same guide. The versions contained identical sentences, but one divided the information under descriptive headings. Students then looked for information about attendance, assignment deadlines and feedback. Those with headings located the deadline more quickly on average. The groups took similar amounts of time to find the attendance rule.

The team suggested that headings may help when readers can connect a question with a clear category. However, the results did not show that headings improve every reading task. Only one guide and one group of students were studied, and faster searching does not necessarily mean deeper understanding. A later project could use different guides and ask students to explain the rules after finding them. That would help distinguish quick location of information from understanding what it requires.