DELTA’S Key to the
Next Generation ®
TOEFL Test Essential Grammar for the iBT
by
Nancy Gallagher
TOEFL is a registered tradema trademark rk of Educational Testing Testing Service (ETS). This publication is not endorsed or approved by ETS.
© 2009 by NANCY GALLAGHER
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Contents Abu hi Bk . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Abu h toeFL® . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Diagic t . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Ui 1 nu. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Ui 2 Vrb . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Ui 3 Ifiiiv ad Grud. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 Quiz Qu iz 1 Ui U i 1–3 1–3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53 53 Ui 4 Clau ad sc . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 Ui 5 Cjuci . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64 Ui 6 Advrb Clau . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76 Quiz Qu iz 2 Ui U i 4–6 4–6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89 89 Ui 7 Adjciv Clau Clau . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90 Ui 8 nu Clau. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106 106 Ui 9 Cdiial sc sc.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115 Quiz Qu iz 3 Ui U i 7–9 7–9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128 128 Ui 10 sigular ad Plural . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129 Ui 11 Aricl . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139 Ui 12 subjc–Vrb Agrm. Agrm . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148 148 Ui 13 Pru Agrm . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 160 Quizz 4 Qui Ui Ui 10–1 10–13. 3. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175 175 Ui 14 Cmpari. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 176 Ui 15 Prpii . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 187 Ui 16 Wrd ordr. ordr . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 198 Ui 17 Paralll srucur . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 210 Quizz 5 Qui Ui Ui 14–1 14–177 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 218 218 Ui 18 Wrd Frm . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 219 Ui 19 Cmm Wrd errr. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 228 Ui 20 Pucuai. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 237 237 Quiz Qu iz 6 Ui U i 18–2 18–20 0 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 248 248 Rviw t . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 249 Awr Ky . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 252 Audi scrip. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 275 Idx . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 285 Hw scr spakig . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 296 Hw scr Wriig. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 298 scr Char . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 300
ABoUt tHIs BooK Delta’s Key to the Next Generation TOEFL® Test: Essential Grammar for the iBT is designed for international students who wish to enter a program of study in an English–speaki English–speaking ng institution. Although Although its ® ® chief focus is preparation for the Test Test of English as a Foreign Language (TOEFL ), the book also provides a general review of English grammar. Content includes essential points of sentence structure, along with practice in reading, listening, speaking, and writing. Essential Grammar for the iBT can be used in a number of ways:
As practice for the TOEFL iBT, the TOEFL PBT, and other tests of English proficiency As the primary or secondary text in an English grammar course As a companion to other books in the Delta’s Key to the Next Generation TOEFL® Test series As a resource for skill building in English for academic purposes
Diagnostic Test The Diagnostic Test Test is a short, timed pre–test of grammar knowledge. It may be used to identify a student’s particular areas of concern and to assist in forming an individu individual al study plan.
Grammar Units The chart below shows a breakdown breakdown of grammar topics in the book, by skill area. The units may be studied in the order given, or in any sequence that suits one’s individual focus. Unit
Grammar Topic
Skill Area Reading
Listening
Speaking
Writing
1
Nouns
√
√
√
√
2
Verbs
√
√
√
√
3
Infi In fini niti tiv ves an and d Ge Geru rund ndss
√
√
4
Claauses an Cl and Se Sentences
√
√
√
5
Conjunctions
√
6
Adverb Clauses
√
√
√
√
7
Adjective Cl Claauses
√
√
√
√
8
Noun Clauses
√
9
Cond Co ndit itio iona nall Se Sent nten ence cess
√
10
Sin Si ngu gullar an and d Plu Plura rall
√
√
11
Articles
√
√
12
Subj Su bjec ect– t–V Ver erb b Ag Agre reem emen entt
√
√
13
Pron Pr onou oun n Agr gree eeme ment nt
√
√
√
14
Comparison
√
15
Prepositions
√
16
Word Order
17
Par aral alllel St Stru ruct ctu ure
18
Word Form
19
Comm Co mmon on Wor ord d Err Error orss
20
Punctuation
√
√ √
√
√
√ √
√
√ √
√
√ √
√
√
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Each unit opens with an exercise to focus attention on a par ticular topic, followed followed by a study of grammar g rammar points with numerous examples. Practice exercises allow students to apply knowledge and build skills. Many exercises simulate TOEFL TOEFL form and content. Extension exercises include pair and group activities, discussion topics, and ways to link the classroom with the real world.
Quizzes The six timed quizzes review the grammar skills studied in the previous three or four units.
Review Test The timed Review Test assesses grammar skills from all 20 units. The Review Test mirrors the Diagnostic Test. Just as the Diagnostic Test is a pre–test, the Review Test is a post–test of grammar proficiency.
Answer Key The Answer Answer Key gives the correct answ answer er for each question, along with a brief explanation or a list of key points. The Answer Key can easily be removed from the book.
Audio Scripts The Audio Scripts include complete transcripts for all listening material in the book. The scripts can be used for checking answers, for reading and listening practice, and for learning vocabulary in context. The scripts can easily be removed from the book.
How to Score Speaking and How to Score Writing These charts provide criteria for evaluat evaluating ing responses to the TOEFL iBT speaking and writing tasks, with a description for each score level.
Score Charts The Score Charts are a place to record scores on the quizzes and tests.
Audio Disk The audio compact disk contains all of the audio texts for the TOEFL iBT exercises that involve involve listening, including integrated speaking and integrated writing tasks.
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ABoUt tHe toeFL® The TOEFL® iBT The Internet–based TOEFL TOEFL (iBT) has four sections that assess the language skills of reading, listening, speaking, and writing. Although the TOEFL TOEFL iBT does not have a discrete grammar section, knowledge of English sentence structure is important throughout the test.
toeFL® iBt Section
Content
Number of Questions
Approximate Time
Reading
3–5 passages (12–14 questions each)
36–70
60–100 minutes
Listening
2–3 conversations 4–6 lectures (5–6 questions each)
34–51
60–90 minutes
Break
®
10 minutes
Speaking
2 independent tasks 4 integrated–skills tasks
6
20 minutes
Writing
1 integrated–skills task 1 independent task
2
60 minutes
The content of the TOEFL iBT reflects the language that is used in real academic settings. Reading passages are similar to those in textbooks and various course materials. Conversations include office consultations, service interactions, and discussions of campus situations. Lectures and class discussions reflect those in college and university classrooms. The The TOEFL TOEFL iBT allows test takers to take notes during all sections of the test. Some tasks inv involve olve integrated skills. For example, one task requires reading, listening, and writing. Knowledge Knowl edge of grammar is tested indirectly in all four sections of the test.
The TOEFL® PBT The paper–based TOEFL TOEFL (PBT) is administered in parts of the world where the iBT is not available. available. It is also administered in the TOEFL Institutional Testing Program (TOEFL ITP), for use within academic institutions. Unlike the TOEFL iBT, the TOEFL PBT does assess grammar knowledge directly in the Structure and Written Expression section. Therefore, students who are preparing for the paper–and–pencil test will f ind the material in this book directly applicable to their study. Many questions are similar to questions on the TOEFL PBT, including those in the Diagnostic Test, the Sentence Completion exercises in each unit, the six quizzes, and the Review Test. Test.
toeFL® PBt Section
Content
Number of Questions
Approximate Time
Listening
Conversations and lectures
50
35 minutes
Structure and Written Expression
Sentence completion, error identification
40
25 minutes
Reading
5 passges
50
55 minutes
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Unit 1
noUns 1. Noun Structures 2. Subjects 3. Objects 4. Appositives 5. It It and and There as False Subjects 6. Duplicate Subjects 7. Facts about Nouns
foCUs What does this sentence need? ------- of the water withdrawn by industry is used for cooling.
1 In ninety percent 1 Ninety percent is 1 How ninety percent 1 Ninety percent
The sentence needs a subject. The subject of a sentence performs the action of the verb. A subject must be a noun, a pronoun, or another noun structure. The fourth answer, answer, Ninety percent , is a noun phrase that functions correctly as the subject. The other choices are not noun structures. The correctly formed sentence is: Ninety percent of the water withdrawn by industry is used for cooling.
What does this sentence need? The retina is the tissue at the back of the eye that sends ------- to the brain.
1 to the visual impulses 1 visual impulses visually y 1 impulses are visuall 1 they are visual impulses The verb sends verb sends needs a direct object. A direct object receives the verb’s action. A direct object must be a impulses , is a noun phrase that noun, a pronoun, or another noun structure. The second answer, answer, visual impulses, functions correctly as the direct object of sends of sends.. The other choices are not noun structures. The correctly formed sentence is: The retina is the tissue at the back of the eye that sends visual impulses to the brain.
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1. Noun Structures A noun is a word that identifies a person, place, thing, state, or quality. Nouns are content words; words; they are essential for conv conveying eying meaning. A noun structure may be a single word or a group of words.
Structure Noun
What It Is
Examples
A word that names a person, place, thing, state, or quality
Lenses are very important Lenses important in in devices devices that use use light. Condensation Condensat ion occur occurss when humidit humidity y is high enough.
Noun Phrase
A group of words including including a noun and words that modify it
Silicon Valley provi provides des a good good example of the electronics industry. The quickly forming clouds were the cause of a catastrophic flood.
Pronoun
A wor word d tha thatt rep repla lace cess a no noun un
Bearss are Bear are da dang nger erou ouss aft after er th they ey ha hav ve los lostt the their ir fear of people. When I was very young, young, my my grandmother told me a lot of of stories. stories.
Infinitive
A verb that acts as a noun: to + base–form verb (See Unit 3.)
To transform public opinion opinion is the goal of some writers. All North American canines tend to travel travel in packs.
Gerund
A verb that acts as a noun: base–form verb + -ing (See Unit 3.)
Swimming, boating, boating, and camping camping are popular summer activities activities.. Language is the primary means of transmitting culture.
Noun Clause
A subordinate clause with a subordinator + subject + verb (See Unit 8.)
How people people learn is a major topic in cognitiv cognitivee psychology. We do not really understand why cats purr.
Noun structures perform various functions in sentences, acting as subjects or objects.
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Exercise 1–A Noun Structures. Name the function of the underlined noun structure in each sentence, using the abbreviations below.
S
subject
IO
indirect object
SC
subject complement
OP
object of a preposition
DO
direct object
1. _______ When water water evaporates, evaporates, it absorbs heat and becomes steam. 2. _______ How cells grow grow is not the only only process that cell biologists biologists study study.. 3. _______ Except during rush–hour periods, commuter trains seldom seldom run at full capacity. capacity. 4. _______ Mount Everest is the the highest mountain in in the world . 5. _______ Photographic prints prints may appear to have have many colors, colors, but they are made of only three colors arranged in layers layers.. 6. _______ The Cooperative Cooperative Education Office offers students students several internship internship opportunities opportunities each semester. 7. _______ Sometimes in childhood there seems to be a war between between reality and imagination. 8. _______ In a short and simple simple musical instrument, instrument, such as the recorder, recorder, the fingers can cover cover all the holes directly.
Exercise 1–B Appositives. Identify the appositives in the following sentences. Underline each appositive and circle the noun that it identifies, defines, def ines, or describes.
1. The work of A. Y. Jackson, a Montreal artist, inspired a generation of Canadian painters. 2. To increase profits, supermarket chains are using a strategy that inv involves olves building bigger stores— super supermarkets. 3. Adhesion, the ability of paint to remain attached to the canvas, is one of the basic considerations of permanence. 4. An organ for breathing and smelling, the elephant’s trunk is also an extra limb for picking up objects. 5. Modern technolog technology y would collapse without engineers, the problem solvers of the world. 6. Each of the gas giants—Jupiter, Saturn, Uranus, and Neptune—is a rapidly rotating sphere of gas surrounding a hot, dense core. ammar EssEntial Gr am
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Exercise 1–C Sentence Completion. Choose the word or phrase that best completes the sentence.
1. Ocean currents are responsible for ------- around the planet Earth.
A to move the water B the movement of water C the water is moving D have moved water
A precautions that several B several precautions are C for several precautions D several precautions
2. Because it decomposes violently when disturbed, disturbed, ------- must be handled cautiously.
A nitroglycerin B it’s nitroglycerin C for nitroglycerin D nitroglycerin, it
7. Coal is classified as a fossil fuel because ------is made from compressed plant fossils.
A it B of its C is coal D coal it
3. Harvard, ------- in North America, was founded in 1636.
A was the first college B it was the first college C the first college was D the first college
8. In order to sustain a snowfall, there must be ------- to feed the growing ice crystals.
A a constant inflow of moisture is B of a constant inflow of moisture C a constant inflow of moisture D moisture constantly flows in
4. Water plants provide food for many animals, and ------- also supply oxygen to the water.
9. -------, Edgar Allan Poe became known as the father of the modern detectiv detectivee story.
A what they B do they C they D they are
A The son of actors was B He was the son of actors C The son of actors D Acted as the son of
5. Of all the senses, it is ------- that triggers the strongest memories and emotions.
10. While it is difficult for some people to change unhealthy habits, there are ------- for exercising frequently and eating fewer fatty foods.
A the sense is to smell B by the sense of smell C the sense of smell D how the sense of smell
14
6. Allergic reaction to bee venom can be life threatening, so there are ------- for avoiding bee stings.
A an excellent reason B excellent reasons C reasons are excellent D because excellent reasons
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Exercise 1–F TOEFL iBT Listening. Listen to the recordings. You may take notes as you listen. Do not look at the questions until the conversation conversation or lecture has ended. When you hear the questions, look at the questions and choose the best answer to each.
Audio Track 1 1. Why does the student speak to her professor?
A She wants to know his philosophy of life. B She needs advice about an assignment. C She has a problem with her grandmother. D She needs more time to finish her project.
3. What does the professor suggest the student do?
A Prepare a list of possible questions B Choose a more interesting topic C Express her opinion more clearly D Interview at least ten people
2. What is the student’s idea for her project?
A A survey of grandmothers B A handbook for host families C A story about a fourteen–year–old girl D A comparison of opinions
Audio Track 2 6. Why does the professor say this:
4. What is the main idea of the lecture?
A To list important elements of child culture B To compare various types of
A Young children have the ability to learn quickly. B It is important for children to play every day. C Children have a culture in which play is central. D The best games for children have clear rules.
communication C To explain why children need good teachers D To describe a typical preschool curriculum 7. What characterizes the play of preschool children?
5. Listen again to part of the lecture. Then answer the question. What does the professor imply about child culture?
A Parents should tell children that child culture has rules. B Child culture involves the ability to keep a secret. C Children learn child culture from other children. D Older children often treat younger children unfairly.
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A Physical activity B Team sports C Strict rules D Open games 8. How are the games of older children different from those of younger children?
A They are more difficult to play. B They are the creation of teachers. C They are played on the computer. D They are more structured by rules.
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Uiz 1 Units 1–3 Q Uiz
Q Uiz Uiz 1
Units 1 – 3
Time – 10 minutes
Choose the word or phrase that best completes the sentence. 1. Volcanoes sometimes throw ------- and gases sideways.
A of the hot rocks B hot rocks C the rocks are hot D are hot rocks
A it B it is C can it D it can
2. The ancient Egyptians used papyrus, ------- that they dried and glued together to form a sheet.
A a type of grass B it was a type of grass C as if a type of grass D of a type of grass
5. Two epic poems, the Iliad the Iliad and and the Odyssey Odyssey,, ------- by the blind poet Homer.
A probably wrote B were probably written C probably writing D probably to be written
3. Millions of office workers ------- most of their time sitting in front of computer screens.
A spending B to spend C spend D are spent
4. A virus is harmful because ------- reproduces by killing the host cell.
6. Driver inattention is a factor contributing to ------- of all auto accidents.
A by half B causes half C it causes half D half
One of the underlined parts in each sentence is incorrect. Cross out the incorrect part and write the correction above it. 7. Becau Because se of their their high rate rate of predation, predation, it is is not unusual unusual for for rabbits rabbits producing producing more than than six litters litters of young per year. 8. As a source of power power,, electricity had no rival rival because it is clean, silent, silent, and can be turned on and off instantly. 9. Gorillas can communicate communicate with a wide variety of vocal vocal calls, but they they could not use language to to speak. 10. Invest Invest money means putting it into some business project such as building a housing complex or doing medical research. Answers Answ ers to Quiz 1 are on page 256. Record your score on page 301.
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Answer K ey
Answer Key e xercise 1–B (p . 13)
Dagot Tt (. 4) 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19.
D D B C B B C A A D C B B C D A A B C
20. D 21. D 22. D 23. A 24. C 25. A 26. 27. 28. 29. 30.
B A B C A
2 – Verbs 1 – Nouns; 4 – Clauses and Sentences 1 – Nouns 7 – Adjective Clauses 4 – Clauses and Sentences; 5 – Conjunctions 1 – Nouns; 15 – Prepositions 5 – Conjunctions; 17 – Parallel Structure 9 – Conditional Sentences 2 – Verbs 11 – Articles 4 – Clauses and Sentences; 6 – Adverb Clauses 8 – Noun Clauses 5 – Conjunctions; 20 – Punctuation 14 – Comparison; 17 – Parallel Structure 3 – Infinitives and Gerunds 4 – Clauses and Sentences; 6 – Adverb Clauses 14 – Comparison; 18 – Word Form 1 – Nouns; 16 – Word Order which.. 7 – Adjective Correction: which Adjective Clauses; 13 – Pronoun Agreement sun.. 17 – Parallel Structure; Correction: sun Correction: Structure; 18 – Word Word Form Correction: and . 5 – Conjunctions; 19 – Common Word Errors produce. 3 – Infinitives Correction: to produce. Infinitives and Gerunds; 16 – Word Order or.. 5 – Conjunctions Correction: or Correction: assisted . 2 – Verbs; 17 – Parallel Structure; 18 – Word Form divided into. into . 15 – Correction: divided in or or divided Prepositions when. 12 – Subject–Verb Correction: are when. Subject–Verb Agreement Agreement Correction: chemist . 18 – Word Form carnivores.. 10 – Singular Correction: carnivores Singular and Plural one.. 13 – Pronoun Agreement Correction: one Like.. 19 – Common Word Errors Correction: Like Correction:
Ut 1 – nou e xercise 1–A (p . 13)
Heat is absorbs.. 1. DO Heat is the direct object of absorbs grow, a noun clause, is the subject of the 2. S How cells grow, sentence. 3. OP Full capacity , a noun phrase, is the object of at . 4. SC The highest mountain in the world , a noun phrase, Mount Everest . is the complement of Mount They,, a pronoun, is the subject of the second clause. They 5. S offers.. 6. IO Students is the indirect object of offers 7. OP Reality and imagination , a noun phrase, is the object of between of between.. The fingers is the subject of the sentence. 8. S
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Y. Jackson Jackso n . 1. The appositive, a Montreal artist , identifies A. identifies A. Y. 2. The appositive, super appositive, super supermarkets , identifies bigger stores.. stores 3. The appositive, the ability of paint to remain attached to the canvas, canvas , defines adhesion adhesion.. 4. The appositive, an organ for breathing and smelling , defines the elephant’s trunk . world , 5. The appositive, the problem solvers of the world , engineers.. describes engineers Jupiter,, Saturn, Uranus, and Neptune Neptune,, 6. The appositive, appositive, Jupiter giants. identifies the gas giants.
e xercise 1–c (p . 14) 1. B
2. A 3. D 4. C 5. C 6. D
7. A 8. C
9. C 10. B
The noun phrase the movement of water is the object of the preposition for preposition for.. The noun nitroglycerin is the subject of the main clause. Harvard . The appositive the first college identifies identifies Harvard The pronoun they is the subject of the second clause. smell is the true The noun phrase the sense of smell is it is subject of the sentence; it is the false subject. The noun phrase phrase several precautions is the true subject of the second clause; there is the false subject. it is The pronoun it is the subject of the second clause. The noun phrase a constant inflow of moisture is the true subject of the second clause; there is the false subject. Edgar The appositive the son of actors describes describes Edgar Allan Poe. Poe. The noun phrase excellent reasons is the true subject of the second clause; there is the false subject.
e xercise 1–D (p . 15)
she,, an incorrect duplicate subject. The subject is 1. Omit Omit she Rosa Bonheur. Bonheur. how,, a subordinator, which is incorrect at the 2. Omit how beginning of an independent clause. they,, an incorrect duplicate subject. The subject is 3. Omit they bayberries.. bayberries because,, a subordinator, which is incorrect at the 4. Omit because beginning of an independent clause. 5. Omit it , an incorrect duplicate subject. The subject is the digital camera. camera . with,, a preposition, which is incorrect before the 6. Omit with subject, a sore throat . they,, an incorrect duplicate subject. The subject of 7. Omit they Ricans . the second clause is Puerto is Puerto Ricans. is,, a verb, which is incorrect before a noun 8. Omit is structure that is an appositive. by,, a preposition, which is incorrect before the 9. Omit by failure . true subject, the failure. they,, an incorrect duplicate subject. The subject 10. Omit they pressure . of the first clause is heat, water, or pressure.
est Next GeNeratioN toeFl® t est
Answer K ey 5. C
e xercise 1–e (p . 16) 1. D 2. B
3. B
4. A
5. B
6. C
7. B
E
A C G
Impairment means loss in this context. Clue: …a Impairment means general decrease in intellectual abilities…. The passage does not list heart attack as a cause of dementia. All All of the other answers are given: …it can also be caused by depression,…alcohol abuse,… and advanced stages of AIDS. The purpose of the paragraph is to give rates of dementia in older adults. Clues: …between 3 and 6 percent of all adults over age 65…; …as many as 47 percent of all adults 85 and older…the rate of dementia is highest in adults over 85. The author mainly explains Alzheimer’s disease as the result of tangling of the fibers in brain cells. Clue: …Alzheimer’s disease involves specific processes in the brain, most prominently a kind of tangling of the fibers in the nerve cell bodies. Tangling Tangl ing affects areas of the brain that control memory. Clue: This tangling…occurs mostly in the areas of the brain that regulate new learning and memory. The author’s purpose is to give examples of skills affected by Alzheimer’s disease. Clues: …those that show symptoms of Alzheimer’s disease…; …interfering …interferi ng with the person’s ability to remember even well–learned skills, such as…. Big Big Band: A strong, driving dance rhythm: rhythm: Big band jazz was first and foremost dance music; …a style of playing with a strong, driving rhythm. Big Band: Musical arrangements on charts: …highly arranged: prepared prepared in advance and written on charts. A typical band Bebop: A band with five musicians: musicians: A consisted of five instruments…. Bebop: Emphasis on harmonic structure: …based on harmonic structure rather than melody. Bebop: Jazz as a form of art: …viewed jazz not as dance music but as a form of art; …bebop as an art form…. Answers (D) and (F) characterize neither big band nor bebop.
e xercise 1–F (p . 18) 1. B
2. D
3. A
4. C
6. A
7. A, D
8. D
The professor implies that children learn child culture from other children. The professor says Younger children eagerly pick up the rules of play from older children. The professor’s purpose is to list important elements of child culture: body language, spoken language, humor, songs…. Physical activity characterizes the play of preschool children: In children: In preschool, children are extremelyy active. They have good control of extremel their bodies, and they enjoy activity for its own sake. Also, open games characterize their play: Just as important, however, are the open games, which are mostly created by the children themselves. These open games can be changed at will—kind of like improvisation on a theme. The games are more structured by rules. The professor says Around says Around the age of five, children start caring about the rules, and the games of five–year–olds tend to be more structured structured than the games of preschool children; children; At age six or seven, children like organized games in small groups, but they can be overly concerned with rules….
e xercise 1–G (p . 19)
Key points: • A bird’s wing design provides lift, which pushes the bird up. Different wing types provide the ability to soar, the ability to maneuver, and reduced turbulence during flight. • A bird’s tail helps the bird to steer. The tail allows the bird to brake as it lands and to make sudden stops. • A bird’s strong muscles allow it to flap its wings to take off. • A bird’s large heart beats fast and provides oxygen to the breast muscles. • A bird’s feathers and bones are hollow hollow,, which makes them light. The bones have struts, which adds strength without much weight.
e xercise 1–H (p . 19) Responses will vary.
The student needs advice about an assignment. She says What I’d like to do for my survey project is interview three people. Would that be OK? The student would like to do a comparison of opinions. She says My says My idea is to interview three people…; …a grandmother who has a lot of opinions…; I want to compare what she says with what the mother says, and also the fourteen–year– old daughter. The student should prepare a list of possible questions. The professor says Here’s says Here’s my suggestion. Why don’t you prepare a list of questions—maybe five, six—no more than ten possible ideas for your interviews. The main idea of the lecture is that children have a culture in which play is central. The professor says Research on the play of young children has revealed that children have a culture of their own; We find it wherever two or more children are together and reveal their private code of rules in their play. Most of the lecture discusses the role of play in child culture.
Ut 2 – Vb e xercise 2–A (p . 31) 1. 2. 3. 4. 5. 6. 7. 8.
has experienced can store was formed; erupted violently violently did not fully understand; had originated originated have presumably accompanied blocked; permanently altered think; might occur helped…understand; work
e xercise 2–B (p . 31) 1. 2. 3. 4. 5. 6. 7. 8.
have built do not build will build, build, will be building built had already built are now building will probably build were still building
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Audio ScriptS
Audio ScriptS E xErciSE 1–F (p . 18) Audio Track 1
Questions 1 through 3. Listen to a conversation between a student and a professor. W: Professor Wilson, Wilson, can can I ask ask you something? M: Sure. W: What I’d li like ke to do for my survey project is interview three people. Would that be OK? Because in class you said a survey is usually done with a large number of people. M: That’s right, it is. But tell me about your idea. W: My idea is to to interview three people in my my host family. family. There’s a grandmother who has a lot of opinions—oh, about everything. I want to compare what she says with what the mother says, and also the fourteen– year–old daughter. Would Would that be all right? M: It’s a start, but what what would your your focus be? You said the grandmother has opinions about everything—opinions about what? W: It’s a philosophy of life, I guess. M: Here’s my my suggestion. Why don’t you prepare a list of questions—maybe five, six—no more than ten possible ideas for your interviews. When you’ve done that, show me the list, and we’ll go from there. W: All right. I’ll work work on it tonight. tonight. Thanks for the advice. M: You’re welcome. 1. Why does the student speak to her her professor? 2. What is the student’s idea for her her project? 3. What does the professor professor suggest the student do?
their play. Just as important, however, are the open games, which are mostly created by the children themselves. These open games can be changed at will—kind of like improvisation on a theme. In primary school, children are extreme in their physical activities activiti es and tend to express their emotions freely. freely. Around the age of five, children start caring about the rules, and the games of five–year–olds tend to be more structured than the games of preschool children. Games are spontaneous and creative, but they also contain the rules, norms, and values of the group. At age six or seven, children like organized games in small g roups, but they can be overl overly y concerned with rules, or get car ried away away by team spirit. There are frequent quarrels, and many children indulge in punching, shoving, and wrestling. 4. What is the main main idea of the lecture? 5. Listen again to part of the lecture. Then answer the question. “At the age of three, children are initiated into the secrets of child culture. Younger children eagerly pick up the rules of play from older children. Older children are the leaders of play activities because, of course, older children are experienced players. players.”” What does the professor imply about child culture? 6. Why does the professor professor say this: “There are so many skills to be mastered, including body language, spoken language, humor, songs, and so on. All of these are like keys that open the door to the fellowship of child culture.” 7. What characterizes characterizes the play of preschool children? children? 8. How are the games of older older children different from those of younger children?
E xErciSE 1–G (p . 19) Audio Track 3
Audio Track 2
Listen to part of a lecture in a biology class. Questions 4 through 8. Listen to part of a lecture in an anthropology class. Research on the play of young children has revealed that children have a culture of their own. Where do we f ind this culture? We We find it in the sandbox and at the daycare center. We find it in the schoolyard. We find it wherever two or more children are together and reveal their private code of rules in their play. Games and play are the realities of child culture. At the age of three, children are initiated into the secrets of child culture. Younger children eagerly pick up the rules of play from older children. Older children are the leaders of play activities activities because, of course, older children are experienced players. players. At age three, the ability to learn is enormous. There are so many skills to be mastered, including body language, spoken language, humor, songs, and so on. All of these are like keys that open the door to the fellowship of child culture. It’s a culture preserved in an oral tradition of songs and rhymes. In preschool, children are extremely active. active. They have good control of their bodies, and they enjoy activity activity for its own sake. They love opportunities to run, climb, and jump. The play of preschool children has a broad range. Traditional Traditional games like hopscotch and ring around the rosy are an important part of
Birds have many physical features that contribute to their flying ability. ability. Wings are important, but so are adjustable tails, strong muscles, large hearts, and light bones. A bird’s wings are designed so air above the wing is forced to move faster than air below the wing. This creates higher pressure under the wings, called lift, which pushes the bird up. Different wing types evolved for different ways of flying. Birds that fly long distances need long wings and the ability to soar. Other birds need superior maneuverability. maneuverability. Fast birds, like hawks and falcons, have wings with built–in spoilers that reduce turbulence during a speedy flight. A bird’s tail acts like a rudder to help the bird steer. Birds brake by spreading out their tails as they land. This adjustment allows them to make sudden, controlled stops—an essential skill, since most birds need to land on tree branches, or on the prey that will be their dinner. Flapping the wings to take off requires muscle strength, and strong muscles need oxygen. Birds have large, specialized hearts that beat much faster than the human heart and provide the necessary oxygen to the breast muscles. A bird’s breast muscle accounts for 15 percent of its body weight. On some birds, such as pigeons, the breast muscle accounts for one–third of their total body weight.
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