TRAINING MODULE for UP3BI
To Prepare Students for the TOEFL For Intermediate Level What is inside?
This module comprises three section tested on Paper-Based TOEFL. It is designed for students prepared to pass the TOEFL with the score of 477, as a requirement to take the thesis examination in Syiah Kuala University.
Language Center, Syiah Kuala University Faisal Mustafa
Published by the Language Center of the University of Syiah Kuala Jl. Putroe Phang Kampus Darussalam, Banda Aceh 23111 Indonesia
Printed in Darussalam, Banda Aceh
This book belongs to the Language Center of Syiah Kuala University. No production of any part may take place without the permission of the Language Center of the University of Syiah Kuala. The offender will be prosecuted.
Buku ini milik Pusat Bahasa Universitas Syiah Kuala. Tidak diperbolehkan untuk menyalin atau mengkopi bagian manapun dari buku ini tanpa izin dari Pusat Bahasa Universitas Syiah Kuala. Pelanggar akan dituntut sesuai dengan hukum yang berlaku.
TABLE OF CONTENTS TABLE OF CONTENTS
3
LISTENING COMPREHENSION
1
1. Parts in Listening Comprehension for the TOEFL 2. General Strategies for Listening Comprehension 3. Example of Listening Comprehension Test
1 1 2
CHAPTER 1 | USING KEY WORDS
3
1. 2. 3. 4.
3 3 4 5
Strategy for Restatement Practice without Recording 1 Practice without Recording 2 TOEFL Exercise
CHAPTER 2 | WORDS WITH MANY MEANINGS
6
1. Practice without Recording 2. Practice with Recording 3. TOEFL Exercise
6 7 7
CHAPTER 3 | SOUND-ALIKES
9
1. 2. 3. 4.
Practice Distinguishing Minimal Pairs 1 (word) Practice Distinguishing Minimal Pairs 2 (number) Practice with Recording TOEFL Exercise
CHAPTER 4 | NEGATIVES 1. 2. 3. 4. 5.
Translating Negative Sentences Practice with Negative Prefixes Practice with Almost Negative Expression Practice with Multiple Negative Expressions TOEFL Exercise
CHAPTER 5 | CONDITION & CAUSE AND RESULT 1. 2. 3. 4. 5. 6.
10 10 11 11
13 14 14 15 15 15
17
Conditions Wishes Causes and Results Practice with Conditions and Wishes Practice with Causes and Results TOEFL Exercise
17 18 18 19 19 20
CHAPTER 6 | WHO DOES WHAT
21
1. Practice with Who 2. TOEFL Exercise
CHAPTER 7 | SITUATION 1. Practice Identifying Place 2. Practice Identifying Who 3. TOEFL Exercise
CHAPTER 8 | PREDICTING QUESTIONS 1. Practice Predicting the Questions 2. Practice Predicting the Questions
21 22
23 24 25 25
27 28 29
STRUCTURE AND WRITTEN EXPRESSIONS 1. 2. 3. 4. 5. 6. 7.
Question Types General Strategies for Section Two Structure Questions Structure Question Strategies Written Expression Questions Structure and Written Expression: Vocabulary Written Expression Question Strategies
31 31 31 31 32 32 32 33
CHAPTER 1 | SENTENCE COMPONENTS
35
1. Subjects 2. Objects 3. Noun Complement 4. Structures of Subjects, Objects, and Complement Exercise 1. Identifying Noun Structure 5. Some Tips Exercise 2. Identifying the Functions of Noun Exercise 3. Determining what is needed in the sentence
35 35 35 35 36 37 37 37
CHAPTER 2 | SUBJECTS AND VERBS
40
1. Sentence Components 2. Some Tips Exercise 1. Identifying Subjects and Verbs Exercise 2. Determining what is needed in a sentence Exercise 3. Determine what is wrong with the sentence
40 40 41 41 42
CHAPTER 3 | EXPRESSION OF QUANTITY
44
1. Countable and Uncountable Nouns Exercise 1. Determining Countable and Uncountable Nouns 2. Singular and Plural Forms 3. Expressions of Quantity Exercise 2. Using the correct expressions of quantity Exercise 3. Finding the incorrect expression of quantity
44 45 45 47 48 48
CHAPTER 4 | SUBJECT AND VERB AGREEMENT
49
1. The Pattern of Agreement 2. Special Case in Subjects and Verbs Agreement 3. Some Tips Exercise 1. Checking Subject and Verb Agreement Exercise 2. TOEFL-Like Exercise for Subject and Verb Agreement
49 49 50 50 50
CHAPTER 5 | PRONOUNS
52
1. Definite and Indefinite Article 2. Some Tips Exercise 1. Finding the correct use of pronouns Exercise 2. TOEFL Like Exercise for Pronouns
52 52 53 53
CHAPTER 6 | ARTICLES
54
1. Definite and Indefinite Article 2. Some Tips Exercise 1. Finding incorrect use of article Exercise 2. Determining the use of article
54 54 55 55
READING COMPREHENSION
57
1. General Strategies for Section Three
57
2. Vocabulary
CHAPTER 1 | MAIN IDEA QUESTION 1. Steps in Answering Main Idea Questions 2. Exercises on Main Idea Questions
57
59 60 60
CHAPTER 2 | Stated Detail Questions
63
1. Steps in Answering Stated Detail Questions 2. Exercises on Unstated Detail Question
63 64
CHAPTER 3 | Unstated Detail Questions 1. Steps in Answering Stated Detail Questions 2. Exercises on Unstated Detail Question
66 66 67
CHAPTER 4 | VOCABULARY QUESTIONS
69
1. 2. 3. 4.
69 69 70 72
Steps in Answering Vocabulary Questions List of Common Word Parts Exercises on Vocabulary Questions More Word Parts
CHAPTER 5 | VOCABULARY IN CONTEXT 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
Using the Verb “to be” Using “Appositive” Using “Punctuations” Using “Or” Using “Examples” Using “Clauses” Using “Referents” Using “Contrasts” Using Other Words in the Sentence TOEFL Exercise for Vocabulary and Vocabulary in Context
76 76 77 78 79 80 81 82 83 84 86
LISTENING COMPREHENSION On the paper TOEFL test, the first section is called Listening Comprehension. This section consists of fifty questions (though some tests may be longer). You will listen to recorded material and respond to multiple choice questions about the material. You must listen carefully because you will hear the recording one time only and the material on the recording is not written in your test book.
1. Parts in Listening Comprehension for the TOEFL •
Short Dialogues are two-line dialogues between two speakers, each followed by a multiple choice question. You will listen to each short dialogue and question on the recording and then choose the best answer to each question from the four choices in your test book. The thirty short dialogues and thirty questions about them make up Part A of the paper TOEFL test.
•
Long Conversations are 60-90 second conversations on casual topics between students, each followed by a number of multiple choice questions. You will listen to each long conversation and each of the questions that accompany it on the recording and then choose the best answer to each question from the four choices in your test book. The two conversations and the seven to nine questions that accompany them make up Part B of the paper TOEFL test.
•
Talks are 60-90 second talks about school life or academic subjects, each followed by a number of multiple choice questions. You will listen to each lecture and each of the questions that accompany it on the recording and then choose the best answer to each question from the four choices in your test book. The three lectures and the eleven to thirteen questions that accompany them make up Part C of the paper TOEFL test.
2. General Strategies for Listening Comprehension •
Be familiar with the directions. The directions on every paper TOEFL test are the same, so it is not necessary to spend time reading the directions carefully when you take the test You should be completely familiar with the directions before the day of the test
•
Listen carefully to the passages. You should concentrate fully on what the speakers are saying on the recording because you will hear the recording one time only.
•
Know where the easier and the more difficult questions are generally found.
•
Within each part of the Listening Comprehension section on the paper test, the questions generally progress from easy to difficult.
•
Be familiar with the pacing of the test. You have twelve seconds between each question on the recording, so you must answer each question within twelve seconds and then be prepared for the next question on the recording.
•
Never leave any answers blank on your answer sheet. Even if you are not sure of the correct response, you should answer each question. There is no penalty for guessing.
•
Use any remaining time to look ahead at the answers to the questions that follow. When you finish with one question, you may have time to look ahead at the answers to the next question.
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3. Example of Listening Comprehension Test On the recording, you hear: (man) Have you finished studying for the math test? (woman) Not quite. (narrator) What does the woman mean? In your test book, you read: (A) She is quite finished with her studies. (B) She thinks it is quite a difficult test. (C) She has a little more studying to do. (D) She has not finished the math test. Explanation In the dialogue, the man asks if the woman has finished studying, and the woman says Not quite. This means that she has not quite finished studying and that she has a little more studying to do. Answer (C) is therefore the best answer to this question.
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CHAPTER 1 | USING KEY WORDS The mini-dialogues you hear in Part A of Section One of the TOEFL all contain key words. Key words are important words in the sentence that give you an overall understanding of the statement. Listen carefully for key words in the mini-dialogues. In addition, look for repeated words and their synonyms in the printed answer choices for Part A questions. These words are also key words because they usually relate to the key meaning in the mini-dialogues Example On the recording, you hear: W: What is this? M: It's a composition Peter wrote for his business class. Q: What does the man mean? In your test book, you read: (A) This class was for Peter. (B) This is an essay Peter composed for a course. (C) Peter's taking this composition to class. (D) Peter is not interested in his composition course. Explanation: In this question, the key words Peter, wrote, composition, and class give you important information about the overall meaning of the sentence. All four answer choices for this question contain the key word Peter. However, only answer (B) contains key word synonyms for wrote, composition, and class. These words are composed, essay, and course. Answer (B) is the correct answer.
1. Strategy for Restatement The best way to answer TOEFL Listening question is to follow the following strategy: 1. Listen for the key words in TOEFL mini-dialogues. 2. Check ahead for repeated words and their synonyms in answer choices so that you can predict the content of mini-dialogues before you hear them.
2. Practice without Recording 1 In each of the sentences below, two key words are underlined. Write a restatement for each sentence. Use key word synonyms for the underlined key words. 1. I will make a cake for supper.
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2. The laboratory is closed this evening.
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3. Students always enjoy this course.
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4. I misplaced the snapshots of Denmark.
______________________________________________________________________________ Page | 3
5. We mailed the box to Laurie.
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6. Harvey was hurt in the crash.
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7. The carpet in this room is dirty.
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8. Gary completed his test early.
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9. The teacher of this course requires a lot of work.
______________________________________________________________________________
10. Rick has been sick a lot lately.
______________________________________________________________________________
3. Practice without Recording 2 Each of the four answer choices contains key words. Quickly identify the repeated words and synonyms that appear in the four answer choices. Then use these key words to predict the topic. Write your prediction. 1. (A) Jane is at the library studying for the test. (B) Jane thinks the library is a good place to study. (C) Jane took the exam in the library. (D) We should go to the library to find Jane.
Jane studying at the library for a test
2. (A) I didn't have time to eat. (B) I needed some dinner. (C) I couldn't eat all of my dinner. (D) Please let me eat the rest of my dinner.
______________________________________________________________________________
3. (A) We attempted the ascent. (B) We tried to solve the crime. (C) The climb was easy for us. (D) We tried to climb over the wall.
______________________________________________________________________________
4. (A) Clarence just got some gifts that are cheap. (B) Clarence gave Judy a costly present. (C) Judy's gift for Clarence was expensive. (D) Judy doesn't like expensive presents.
______________________________________________________________________________
5. (A) Jim knows a talented painter. (B) Jim gave his painting to the gallery. (C) Jim is a gifted artist. (D) Jim has many paintings.
______________________________________________________________________________ Page | 4
6. (A) She moved her purse. (B) She needed some change. (C) I paid her for the purse. (D) The money is in her bag. ______________________________________________________________________________
4. TOEFL Exercise Listen to the spoken sentences for previous exercise. Keep in mind the predictions you made about these sentences. Choose the answer choice that is closest in meaning to the sentence you heard. 1. (A) Jane is at the library studying for the test. (B) Jane thinks the library is a good place to study. (C) Jane took the exam in the library. (D) We should go to the library to find Jane. 2. (A) I didn't have time to eat. (B) I needed some dinner. (C) I couldn't eat all of my dinner. (D) Please let me eat the rest of my dinner. 3. (A) We attempted the ascent. (B) We tried to solve the crime. (C) The climb was easy for us. (D) We tried to climb over the wall. 4. (A) Clarence just got some gifts that are cheap. (B) Clarence gave Judy a costly present. (C) Judy's gift for Clarence was expensive. (D) Judy doesn't like expensive presents. 5. (A) Jim knows a talented painter. (B) Jim gave his painting to the gallery. (C) Jim is a gifted artist. (D) Jim has many paintings. 6. (A) She moved her purse. (B) She needed some change. (C) I paid her for the purse. (D) The money is in her bag.
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CHAPTER 2 | WORDS WITH MANY MEANINGS Some English words have only one meaning and one function. Many, however, have several functions and many meanings. Look at the following examples: I would like to buy a new winter coat. This wall needs a second coat of paint. She coated her ice cream with chocolate syrup. In the first sentence above, coat is a noun meaning a heavy jacket worn over other clothing. In the second sentence above, coat is a noun meaning layer. In the third sentence above, coat is a verb meaning to cover or to layer. In Part A of Section One of the TOEFL, words with many meanings are used. In a mini-dialogue, you will often hear a key word having one meaning. Then, in the written answer choices, you may see the same word used again, but it will have a different meaning. Answer choices containing words with many meanings are usually not the correct answers. You should be careful not to be tricked by words with many meanings. Example
On the recording, you hear: M: Jack's been very busy lately, hasn't he? W: Yes. He's running his father's office. Q: What does the woman mean? In your test book, you read: (A) Jack runs to his father's office. (B) Jack's father is running for a public office. (C) Jack manages his father’s office. (D) Jack is running away from his father's office. Explanation: In this question, the many meanings of run and office are being tested. In the sentence you hear, runs means manages, and office means place of work. In answer (A), runs means goes faster than a walk. In answer (B), is running means is trying to win a political race, and office means political position. In answer (D), running is combined with away to mean leaving without permission. Answer (C) is the correct answer to this question. It replaces runs with manages, and office has the same meaning as it does in the statement you hear.
1. Practice without Recording Write at least two different meanings for each word listed below. Use your dictionary if necessary. 1. light
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2. just
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3. box
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4. mean
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5. finish
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2. Practice with Recording Listen to the sentences containing the key words given. Then choose the word or phrase that has the same meaning as the key word you heard in the sentence. 1. clear (A) cloudless (B) obvious (C) approve (D) intelligible
7. class (A) category (B) course (C) elegance (D) school group
2. band (A) stripe (B) orchestra (C) gather (D) assembly
8. see (A) meet (B) understand (C) perceive (D) inspect
3. park (A) garden (B) playground (C) leave in a place (D) boulevard
9. course (A) route (B) sequence (C) flow (D) class
4. following (A) audience (B) according to (C) after (D) admirers
10. plain (A) modest (B) obvious (C) prairie (D) unattractive
5. major (A) field of study (B) important (C) officer (D) urgent
11. trip (A) expedition (B) stumble (C) activate (D) blunder
6. copy (A) imitate (B) replica (C) forge (D) manuscript
12. show (A) exhibition (B) performance (C) reveal to (D) explain to
3. TOEFL Exercise Read the four answer choices in each question set. Listen to each sentence. Choose the sentence that is closest in meaning to the sentence you hear. 1. (A) Please check this for me. (B) May I please have money in exchange for this check. (C) I will put a check next to each incorrect answer. (D) I will not be able to pay with cash.
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2. (A) He found a lovely source of water at the bottom of the hill. (B) He hurt his foot this spring while running down the hill. (C) It has been a beautiful spring for him. (D) He accidentally uncovered a beautiful spring with his foot. 3. (A) Clara wears as much makeup as possible to work every day. (B) It will not be possible for Clara to come to work today. (C) Clara will make it upstairs to work as soon as she can. (D) Clara wants to do the work she missed right away. 4. (A) Andrew wasn't sure what to call you. (B) You didn't answer when Andrew telephoned last night. (C) Andrew visited you last night but you weren't home. (D) The man you met last night is called Andrew. 5. (A) This restaurant is for people with money. (B) This restaurant is beautifully decorated. (C) They serve very rich food at this restaurant. (D) The owners of this restaurant are rich. 6. (A) John is associated with me on this project. (B) It is difficult for me to associate with John. (C) My colleague has been working with John. (D) John's project is related to mine.
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CHAPTER 3 | SOUND-ALIKES There are many words in English that sound almost the same. These sound-alikes include minimal pairs, numbers, and longer sound-alikes. Some sound-alikes are separated by only one difference in sound. Words which differ by only one sound are called minimal pairs. tall bit pick
ball beat pit
The different sound in a minimal pair can occur at the beginning of a word (as in tall/ball). It can also occur in the middle of a word (as in bit/beat) or at the end of a word (as in pick/pit). Although minimal pairs differ by only one sound, they usually differ a great deal in meaning. If you cannot hear minimal pair sound differences, you will be confused about the meanings of English sentences. Many English numbers are also sound-alikes. four
forty
fourteen
Four has one syllable. Forty and fourteen have two syllables. Forty receives stress on its first syllable. Fourteen receives stress on its second syllable. If you cannot hear these syllable and stress differences, you can be confused about the meanings of English sentences. first
fourth
fifth
These three numbers all begin with the same sound. If you cannot hear the difference in their endings, you might be confused about the meanings of English sentences. Longer English phrases also can be sound-alikes. reception make a mistake clearing out the store
exception bake a cake cleaning up the floor
The first set of longer sound-alikes above consists of two long words. The second two sets consist of phrases including minimal pairs (bake/make) as well as other similar sounding words and phrases (clearing/cleaning, a cake/mistake and the floor/the store). If you cannot hear the differences in these longer sound-alikes, you might be confused about the meanings of English sentences. The TOEFL tests your ability to distinguish between sound-alikes. Often the answer that sounds the least like the sentences in a mini-dialogue is the correct answer in TOEFL questions. Example
On the recording, you hear: M: What are Jane Smith's children up to these days? W: Her daughter is in Tennessee. Her thirty-year-old son is living with his father. Q: What does the woman say about Jane Smith's son? In your test book, you read: (A) Her son, who is thirteen years old, is leaving his father's. (B) Her son, who is thirty years old, stays with his dad. (C) Her thirty-year-old son will go a little farther. (D) Her third son lives with his father.
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Explanation: In this question, several sound-alikes are used. Answer (A) contains the number thirteen, which sounds like thirty. It also contains leaving his father's, which sounds like living with his father. Answer (C) contains farther, which sounds like father. Answer (D) contains third, which sounds like thirty. Answer (B) is the correct answer to the question even though it sounds the least like the spoken sentence.
1. Practice Distinguishing Minimal Pairs 1 (word) Listen to the sentences. For each sentence, choose the word you hear. 1. (A) peg (B) past
7. (A) whale (B) hail
2. (A) gold (B) cold
8. (A) west (B) vest
3. (A) watched (B) washed
9. (A) fan (B) van
4. (A) yam (B) jam
10. (A) folding (B) holding
5. (A) breed (B) bred
11. (A) tense (B) tenth
6. (A) far (B) fair
2. Practice Distinguishing Minimal Pairs 2 (number) Listen to the sentence. Write the number you hear.. 1. Last week I saw her for the _____________ time this year. 2. I wish they'd spend their _____________ anniversary here with us. 3. It took _____________ days to drive to Los Angeles. 4. This is the _____________ year of professional basketball. 5. _____________ children came running around the corner. 6. I can't help wondering who won _____________ place. 7. The _____________ members of the executive board made this decision. 8. There were _____________ new students at the meeting. 9. Her new address is _____________ Mapple Street. 10. The _____________ person to call this number will win a prize. 11. I have _____________ friends in Chicago.
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3. Practice with Recording Listen to each pair of sentences. As you listen, identify the parts of the sentences that sound alike but are different in meaning. 1. (A) I like your new coat. (B) My bike's down the road 2. (A) The music in this country is expressive. (B) On the contrary, this is excessive. 3. (A) I use it to cream the butter. (B) I used to clean for my mother. 4. (A) The corporation chief disapproved of the explanation. (B) The cooperation of the chef fulfilled our expectations. 5. (A) Today I had to work awhile after school. (B) Every day I walk a mile by the pool. 6. (A) Grandmother made a big steak last night. (B) Our mother made a mistake yesterday. 7. (A) The sensitive child gave his mother a rose. (B) The sensible man covers his nose in the cold. 8. (A) the light of the candle was behind you. (B) The bright sun at an angle can blind you. 9. (A) My sunny room faces west. (B) My son's new room is the best. 10. (A) He was last seen eating pie and apples at the lake. (B) We make a fast and easy pineapple cake. 11. (A) The young man returned later on. (B) John can turn the light on
4. TOEFL Exercise Listen carefully to each dialogue and the corresponding question. Choose the best answer to the question you hear. 1. (A) They took a. seat by the door. (B) They looked for it on the floor. (C) They have seen that concert before. (D) They sat down on the floor. 2. (A) They tried very hard to leave that place. (B) They hid the rest in another place. (C) They tried very hard to win the competition. (D) They did the rest before the race. 3. (A) Larry and Dave aren't going. (B) The days are getting long. (C) Larry has been gone for days. (D) Larry and Dave are incompatible.
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4. (A) The preacher was shocked when he opened the door. (B) The teacher found chalk when she opened the drawer. (C) Each of her talks was behind closed doors. (D) The teacher was shocked when she opened the drawer. 5. (A) She can borrow his book, but he must have it back. (B) She can borrow his story, but she can't keep it. (C) He'll send her his story about the thirsty man. (D) She can borrow his book on Thursday. 6. (A) She has an elderly cousin who gets up precisely at 6:15 AM (B) Her young cousin gets up each day at exactly 6:50 AM (C) Her eighteen-year-old cousin nicely gets up each day at 6:15 AM (D) Her eighty-year-old cousin gets up every day at 6:50 AM 7. (A) Tomorrow Anne is going to the neighbor's to bake. (B) Anne is with her neighbor at the lake. (C) Anne has gone to the neighbor's to borrow a garden tool. (D) Anne is going to her neighbor's lake tomorrow. 8. (A) On Sundays, he sees her walking in the garden. (B) On Sundays, she works in the garden. (C) She works for the Gardiners some days. (D) Some days he sees her walking in the garden. 9. (A) She troubled her aunt for tea a lot before she returned. (B) She had a lot of trouble with her aunt when she was fourteen. (C) She traveled a lot with her aunt before she was fourteen. (D) She and her aunt took a lot of trips together before she was forty. 10. (A) She wants advancement. (B) She lives by the ocean near here. (C) She doesn't like the motion here. (D) She'll soon hear about her promotion. 11. (A) Bill gets by at the store. (B) Bill got a good buy at the store. (C) We filled the safe by the door. (D) Bill bid us farewell at the entrance.
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CHAPTER 4 | NEGATIVES Negative meaning is common in English sentences. There are several negative structures. (A) Not (which is often shortened to - n't) and other negative words, such as never, nobody, no, none, no one, nothing, nowhere, and neither … nor:
John is not here today. John isn't here today. Kelly has never been here before. Nobody/No one lives in this house. None of that soup has been eaten. There is no reason to be worried. Nothing bothers her. Michael was nowhere to be found. Rick neither jogs nor swims.
(B) Negative prefixes such as de-, dis-, il-, im-, in-, ir- non-, and un-. These prefixes can be added to the beginning of some words to change them to their opposite meanings: deemphasize (not emphasize)
inconsiderate (not considerate)
disinterested
irreplaceable
(not interested)
(not replaceable)
illogical
nonpayment
(not logical)
(lack of payment)
impossible
unattractive
(not possible)
(not attractive)
(C) Almost negative expressions such as barely, hardly, and scarcely (which describe how much), and rarely and seldom, (which describe how often): We barely had enough money to pay for the concert. scarcely hardly
This sentence means that we had money but we almost did not have it. We rarely go to concerts. seldom
The above sentence means that we did not go to the concert often.
It is common for one negative structure to occur in an English sentence. In addition, two or more negatives can be used in one sentence. When this happens, the total meaning of the sentence is sometimes difficult to understand. Compare the two sentences below. John was not impressed. John was not unimpressed. (John was impressed.)
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The second sentence contains two negatives. The two sentences are opposite in meaning. When two negatives are used, the meaning is affirmative. The TOEFL tests your ability to understand negatives. Restatements of negative sentences can often be made without using negative words or structures. Example On the recording, you hear: W: I think John is in big trouble. M: Why? He didn't disobey his father. Q: What does the man mean? In your test book, you read: (A) John didn't do what his father wanted. (B) John did what his father wanted him to do. (C) John's father was not happy with him. (D) This wasn't approved by John's father. There are two negatives in the man's sentence, -n't (not) and dis- (disobey) These two negatives give the sentence an affirmative meaning. Answers (A), (C), and (D) all have negative meanings. Answer (B) is the correct answer to this question because even though it contains no negative structures, it accurately restates the meaning of the spoken sentence.
1. Translating Negative Sentences Listen to each spoken sentence. Translate each sentence you hear into Bahasa Indonesia. Try to use simple sentences which can be easily understood my most Indonesian. 1. Tidak satupun merespon iklan yang saya pasang di koran 2. _______________________________________________________________________________________________________ 3. _______________________________________________________________________________________________________ 4. _______________________________________________________________________________________________________ 5. _______________________________________________________________________________________________________ 6. _______________________________________________________________________________________________________ 7. _______________________________________________________________________________________________________ 8. _______________________________________________________________________________________________________ 9. _______________________________________________________________________________________________________ 10. _______________________________________________________________________________________________________ 11. _______________________________________________________________________________________________________
2. Practice with Negative Prefixes Change the following words to negatives by writing the appropriate negative prefix. 1. 2. 3. 4. 5. 6. 7.
il legal like value loyal pure frequent honest
8. 9. 10. 11. 12. 13. 14.
reverent legitimate perfect observant motivated contaminate tolerant
15. 16. 17. 18. 19. 20. 21.
decided obey realistic human patient judge sense
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3. Practice with Almost Negative Expression Listen to each spoken sentence. Translate each sentence you hear into Bahasa Indonesia. Try to use simple sentences which can be easily understood my most Indonesian. 1. Hampir tidak cukup bahan bakar untuk sampai ke sekolah. 2. _______________________________________________________________________________________________________ 3. _______________________________________________________________________________________________________ 4. _______________________________________________________________________________________________________ 5. _______________________________________________________________________________________________________ 6. _______________________________________________________________________________________________________ 7. _______________________________________________________________________________________________________ 8. _______________________________________________________________________________________________________ 9. _______________________________________________________________________________________________________ 10. _______________________________________________________________________________________________________ 11. _______________________________________________________________________________________________________
4. Practice with Multiple Negative Expressions Listen to each spoken sentence. Translate each sentence you hear into Bahasa Indonesia. Try to use simple sentences which can be easily understood my most Indonesian. 1. Bukannya saya tidak suka membaca sandiwara yang ditulis oleh Shakespears. 2. _______________________________________________________________________________________________________ 3. _______________________________________________________________________________________________________ 4. _______________________________________________________________________________________________________ 5. _______________________________________________________________________________________________________ 6. _______________________________________________________________________________________________________ 7. _______________________________________________________________________________________________________ 8. _______________________________________________________________________________________________________ 9. _______________________________________________________________________________________________________ 10. _______________________________________________________________________________________________________ 11. _______________________________________________________________________________________________________
5. TOEFL Exercise Listen carefully to each dialogue and the corresponding question. Choose the best answer to the question you hear. 1. (A) Carl said he would improve his grade. (B) Carl had a great job. (C) Carl's grade wasn't very good. (D) Carl wasn't unhappy about his grade. Page | 15
2. (A) Visits from his parents are rare. (B) He visits his parents often. (C) His parents live near here. (D) He doesn't see his parents very often. 3. (A) Nothing is surprising. (B) This news is surprising. (C) She is surprised by these views. (D) Why is the news so surprising? 4. (A) We don't really like losing the game. (B) We aren't likely to win the game. (C) We will probably win the game. (D) This is a game that we don't like. 5. (A) She didn't think Andrew was feeling well. (B) Andrew isn't very well thought of. (C) She doesn't understand why Andrew isn't feeling well. (D) She thought Andrew was feeling much better. 6. (A) The results of the experiment were incorrectly analyzed. (B) The scientist accurately interpreted the results of his experiment. (C) The scientist hasn't had time to analyze the results of his experiment. (D) The scientist needs to re-analyze the results of his experiment.
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CHAPTER 5 | CONDITION & CAUSE AND RESULT It is common in spoken English sentences to express conditions and wishes. It is also common to describe the causes and results of ideas and actions.
1. Conditions Sentences which express conditions are called conditional sentences. Four main types of conditional sentence forms are tested in Section One of the TOEFL. (A) Factual conditionals with If + present tense in the if clause-present tense in the main clause. Factual conditionals express facts which are true when certain conditions are met.
If you eat spinach,
you get iron in your diet
IF + present
present
According to this sentence, it is a fact that people get iron in their diet when they eat spinach. (B) Future conditionals with If + present tense in the if clause-future tense in the main clause. Future conditionals express facts which may be true in the future.
If they eat spinach,
they will get iron in their diet
IF + present
Future
According to this sentence, getting lots of iron is a fact that will become true if they eat their spinach. (C) Hypothetical conditionals with If + past tense in the if clause- would + the simple form of the verb in the main clause. Hypothetical conditionals express facts which are not likely to be true, but which are possible.
If they ate spinach,
they would get iron in their diet
IF + past
would + simple form
According to this sentence, it is not likely that they will eat their spinach; however, it is possible. If they eat their spinach, they will get iron in their diet. (D) - Counterfactual conditionals I with If + were (or sometimes other verbs in past tense) in the if clause- would + the simple form of the verb in the main clause. Counterfactual conditional I sentences express facts which are untrue in the present.
If he were here,
he would eat this spinach
IF + were
would + simple form
According to this sentence, he is not here (if he were here = he is not here). Therefore, he will not eat the spinach. - Counterfactual conditionals II with If + past perfect in the if clause-would have + past participle in main clause. Counterfactual conditional II sentences express facts which are untrue in the past.
If they had eaten their spinach,
they would have gotten iron in their diet.
IF + past perfect
would have + past participle
According to this sentence, they did not eat their spinach (if they had eaten their spinach = they did not eat their spinach), so they did not get iron in their diet.
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(E) The truth value of these conditional sentence types can be summarized as follows: TRUE - Factual conditionals POSSIBLY TRUE IN THE FUTURE - Future conditionals LESS POSSIBLY TRUE IN THE FUTURE - Hypothetical conditionals UNTRUE - Counterfactual conditionals
2. Wishes Wish sentences are used when a speaker wants reality to be different than it is. The verb forms used to express wishes are similar to those used in conditional sentences. Wish
: I wish that you were a rock star.
Reality : You are not a rock star.
3. Causes and Results Causes and results can be expressed in several ways in English sentences. Many verbs express cause or result. Injury (cause)
causes leads to creates results in produces contributes to is responsible for gives rise to
pain, (result)
Pain (result)
results from is caused by is due to stems from
injury, (cause)
In addition to verbs, there are many other words that can be used to express cause and result. John is very tired; (cause)
therefore, consequently, for this reason, because of this, as a result,
he is going to bed. (result)
Two common words used to express cause and result are because and so. because is always followed by the cause. so is always followed by the result. Because he is very tired, John is going to bed. BECAUSE + cause result He is very tired, Cause
so he is going to bed. SO + result
Example On the recording, you hear: W: Surprise! I thought I'd take a chance and see if you were home. M: Please come in! If I had known you were coming. I would have baked a cake! Q: What does the man mean? Page | 18
In your test book, you read: (A) He will bake a cake for the woman as soon as possible. (B) He knew the woman was coming, so he baked a cake. (C) He didn't know the woman was coming, so he didn't bake a cake. (D) Let's bake a cake when the woman comes. Explanation: In this mini-dialogue, a counterfactual conditional sentence is being used; that is. a fact (baking a cake) which was not true in the past is being expressed. Answer (A) states that a cake will be baked in the future. Answer (B) has just the opposite meaning of the man's statement because it states that a cake was baked in the past. Answer (D) makes a suggestion to bake a cake in the future. Answer (C) is the correct answer to this question because it states that a cake was not baked in the past. It is the best restatement of the man's sentence.
4. Practice with Conditions and Wishes Listen to each spoken sentence. Read the sentence for each answer. Decide whether the sentence is true or false, according to the information given in the spoken sentence. Choose TRUE if the sentence is true and FALSE, if the sentence is false based on the sentences you hear. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22.
I had a. week's vacation. TRUE | FALSE It might be possible to have peace. TRUE | FALSE You own this car. TRUE | FALSE You are talking loudly. TRUE | FALSE I can buy you that ring. TRUE | FALSE I have as much experience as you do. TRUE | FALSE You asked Greg to help you. TRUE | FALSE We are with our families. TRUE | FALSE He is not a child. TRUE | FALSE I was not worried about you. TRUE | FALSE You can make gray paint. TRUE | FALSE Jane can call me at my office. TRUE | FALSE If is not summer now. TRUE | FALSE We were very careful. TRUE | FALSE Your housework is finished. TRUE | FALSE Beatrice is relieved. TRUE | FALSE They have stopped working. TRUE | FALSE I don't have any money. TRUE | FALSE I am very scared. TRUE | FALSE Mark didn't go out with us. TRUE | FALSE She isn't lazy. TRUE | FALSE We will certainly finish this soon. TRUE | FALSE
5. Practice with Causes and Results Listen to each spoken sentence. Choose CAUSE for each word or phrase that is a cause in the spoken statement. Choose RESULT for each word or phrase that is the result in the spoken statement. 1. 2. 3. 4. 5. 6. 7. 8.
this mess Claire was angry his efforts unfortunate circumstance malicious rumors static electricity I left disorganization
CAUSE | RESULT CAUSE | RESULT CAUSE | RESULT CAUSE | RESULT CAUSE | RESULT CAUSE | RESULT CAUSE | RESULT CAUSE | RESULT Page | 19
9. 10. 11. 12. 13. 14. 15. 16.
her insecurity CAUSE | RESULT I don't have to work anymore CAUSE | RESULT heavy traffic to the lake CAUSE | RESULT everyone works until 5:00 CAUSE | RESULT unemployment CAUSE | RESULT overuse of computers CAUSE | RESULT don't try to sell me a car CAUSE | RESULT my family lives in Montana CAUSE | RESULT
6. TOEFL Exercise Listen carefully to each dialogue and the corresponding question. Choose the best answer to the question you hear. 1. (A) She didn't find her watch. (B) Her watch is worn out. (C) She wore her watch today. (D) She didn't want to wear her watch. 2. (A) John didn't like the party. (B) John has come with them to the party. (C) He's sorry that John didn't come to the party. (D) John must leave the party soon. 3. (A) She will not be home today. (B) She has called everyone at home. (C) She can be reached at home. (D) She does not have a phone. 4. (A) Jane's heart problem makes her very anxious. (B) Jane thinks stress is the cause of her ill health. (C) For her part Jane is not distressed. (D) Jane probably feels she is not working hard enough. 5. (A) They should leave in about an hour. (B) They were lost for an hour. (C) They arrived an hour ago. (D) They should try to find their way out of here. 6. (A) He wishes it weren't so cold. (B) He's sorry he sold it. (C) He can't seem to get rid of his cold. (D) He wishes he were younger.
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CHAPTER 6 | WHO DOES WHAT It is sometimes difficult to understand who does what in English sentences. This can be true whenever there is more than one person being talked about. It is especially difficult to understand who does what in passive sentences and in causative constructions using have, let, make, and get. Peter gave Mary a ring. Who gave the ring? Peter This ring was given to Mary by Peter. (Passive sentence) Who gave the ring? Peter Peter got Joe to give Mary a ring. (Causative construction) Who gave the ring? Joe The TOEFL tests your ability to understand who does what in spoken sentences. Example On the recording, you hear: M: Who can help us clean the porch? W: I'll have Janice do it. Q: What does the woman mean? In your test book, you read: (A) Janice will clean the porch for her. (B) Janice is out on the porch. (C) She will clean the porch for Janice. (D) Janice cleaned for her. Explanation: In this mini-dialogue, it is important to understand that Janice is the one who will do the cleaning. Answer (B) mentions Janice, but does not talk about cleaning. Answer (C) has the opposite meaning of the woman's sentence. Answer (D) takes place in the past tense, while the dialogue takes place in the present. Answer (A) is the correct answer because it restates what the woman means.
1. Practice with Who Listen to each spoken sentence. Answer the following questions. 1. Who was in the play?
__________________________
2. Who cuts hair?
__________________________
3. Who made progress?
__________________________
4. Who did the nominating?
__________________________
5. Who cleaned?
__________________________
6. Who received the letter?
__________________________
7. Who respects?
__________________________
8. Who saw?
__________________________ Page | 21
9. Who brings?
__________________________
10. Who was on vacation?
__________________________
11. Who owns the car?
__________________________
2. TOEFL Exercise Choose the sentence that is closest in meaning to the sentence you hear. 1. (A) Greg got a cake for Nancy. (B) Greg and Nancy took the truck to the lake. (C) Nancy went and got the cake. (D) Greg will take the truck later. 2. (A) Harry delivered the car on Tuesday. (B) Harry wanted to see his new car today. (C) Harry arranged for the delivery of his car on Tuesday. (D) Harry asked about the condition of his new car. 3. (A) Karen told her to start her new job next week. (B) Karen has several forms to fill out before she begins work next week. (C) Karen said that she started feeling weak at work. (D) Karen will begin her new job next week. 4. (A) I'll have someone repair my car as soon as I can afford it. (B) I'm in a terrible fix for money. (C) I'm going to work on my car as soon as I can. (D) I have to find a new car as quickly as possible. 5. (A) The hiker helped the park employees. (B) Many park employees helped the hiker. (C) The employees parked the hiker's car. (D) The hiker dedicated the park to the employees. 6. (A) Her saw works well for chopping wood. (B) She saw me chopping wood. (C) She was chopping wood when I saw her. (D) I saw her when I was shopping.
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CHAPTER 7 | SITUATION Understanding the situation in which a dialogue takes place is an important part of understanding the meaning of a dialogue. It is important to understand who is speaking and where or in what circumstance they are talking. Understanding the situation for each mini-dialogue in Part A helps you to answer fact and inference questions. Some dialogue questions specifically ask about the situation. These include questions such as: • • •
Who is the woman/man? What job does the woman/man probably have? Where does this conversation probably take place?
Example On the recording, you hear: W: I should be able to perform your surgery tomorrow morning. M: I'll be glad when it's over. Q: What job does the woman probably have? In your test book, you read: (A) Doctor (B) Performer (C) Lawyer (D) Plumber Explanation: This question specifically asks about the situation. You need to be able to infer that the woman in the dialogue is a doctor. The key word surgery makes it possible for you to do this. Answer (A) is the correct answer to this question because it identifies who the woman is in the situation. NOTE: In the question above, you may have been surprised to hear a woman in the role of the doctor. All roles in Part A can be played by either women or men. For example, you may hear a man discussing housework and cooking. You may hear a woman discussing how to make automobile repairs. Do not be surprised by these situations. They are increasingly common in the United States. If you are surprised by them, you will lose your concentration, and you will not do as well on this part of the test. Example On the recording, you hear: M: Would you please bring me a larger size? W: Right away! Q: What does the woman mean? In your test book, you read: (A) She thinks the prize is all right. (B) She'll bring another size immediately. (C) She needs to write down the man's request. (D) She'll send away for a nice prize immediately. Explanation: This question does not specifically ask about the situation. It is primarily testing the meaning of the idiom right away. However, it is important to understand the situation in order to correctly answer this question. The man in this dialogue is a client, and the woman is a salesperson. The conversation probably takes place in a clothing store or a shoe store. If you do not understand this situation, you might choose answer (A) or answer (D), which contain prize, a sound-alike for Page | 23
size, and in which the situation is completely different from that in the dialogue. In answer (C). the situation could be the same as that of the dialogue. However, write is used instead of right to change the meaning of the idiom completely. Answer (B) is the correct answer to the question because it restates the meaning of the idiom in the correct situation.
1. Practice Identifying Place Listen to each dialogue. Identify where the dialogue probably takes place. Choose the place from the list provided below. It may be necessary to use some locations more than once. Then write the key words that helped you identify where the dialogue takes place. airplane apartment business office classroom clothing store
dentist’s office doctor’s office library on the telephone restaurant
1. Where: apartment Key Words: stay home 2. Where: ________________________________________ Key Words: ________________________________________ 3. Where: ________________________________________ Key Words: ________________________________________ 4. Where: ________________________________________ Key Words: ________________________________________ 5. Where: ________________________________________ Key Words: ________________________________________ 6. Where: ________________________________________ Key Words: ________________________________________ 7. Where: ________________________________________ Key Words: ________________________________________ 8. Where: ________________________________________ Key Words: ________________________________________ 9. Where: ________________________________________ Key Words: ________________________________________ 10. Where: ________________________________________ Key Words: ________________________________________ 11. Where: ________________________________________ Key Words: ________________________________________
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2. Practice Identifying Who Listen again to the short dialogues in the previous exercise. This time, identify who each speaker is in the dialogues. Choose the names from the provided list. It may be necessary to use some names more than once. flight attendant client coworker dentist
doctor friend librarian library user
patient professor sales person student
restaurant server
1. First speaker : _________________________ Second speaker : _________________________ 2. First speaker : _________________________ Second speaker : _________________________ 3. First speaker : _________________________ Second speaker : _________________________ 4. First speaker : _________________________ Second speaker : _________________________ 5. First speaker : _________________________ Second speaker : _________________________ 6. First speaker : _________________________ Second speaker : _________________________ 7. First speaker : _________________________ Second speaker : _________________________ 8. First speaker : _________________________ Second speaker : _________________________ 9. First speaker : _________________________ Second speaker : _________________________ 10. First speaker : _________________________ Second speaker : _________________________ 11. First speaker : _________________________ Second speaker : _________________________
3. TOEFL Exercise Listen carefully to each dialogue and the corresponding question. Choose the best answer to the question you hear.. 1. (A) Dentist. (B) Nurse. (C) Weather reporter. (D) Teacher. 2. (A) In a library. (B) In a classroom. (C) In a bookstore. (D) In a lawyer's office.
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3. (A) She thinks the man's luggage will arrive soon. (B) She wants to turn at the next street. (C) She is too short to see what's in the bag. (D) She will pick up the man's groceries for him. 4. (A) A librarian. (B) A teacher. (C) A student. (D) The woman's best friend. 5. (A) In a movie theater. (B) In an airport. (C) In a car. (D) In Chicago. 6. (A) She would like to have her coat back. (B) Her house doesn't need another coat of paint. (C) She wants the man to pay her now. (D) She would like to buy the coat she has on.
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CHAPTER 8 | PREDICTING QUESTIONS It is a good idea to look ahead at the answer choices in Part A questions when you have extra time. You cannot do this when the instructions for this part of the test are being read. However, you can read ahead between questions if you finish early. Look for key words to predict what information may be important in the spoken questions. In your test book, you read: (A) In a barber shop. (B) At a bank. (C) In a restaurant. (D) On the bus.
What is a possible question for these answer choices?
Explanation: Although you have not heard the mini-dialogue or the spoken question about it, these answer choices tell you that the question will be about where The most common where question on the TOEFL is one which asks about where the mini-dialogue takes place: in this case, where does this conversation probably take place? NOTE: In the question above, you may have been surprised to hear a woman in the role of the doctor. All roles in Part A can be played by either women or men. For example, you may hear a man discussing housework and cooking. You may hear a woman discussing how to make automobile repairs. Do not be surprised by these situations. They are increasingly common in the United States. If you are surprised by them, you will lose your concentration, and you will not do as well on this part of the test. Example On the recording, you hear: M: Would you please bring me a larger size? W: Right away! Q: What does the woman mean? In your test book, you read: (A) She thinks the prize is all right. (B) She'll bring another size immediately. (C) She needs to write down the man's request. (D) She'll send away for a nice prize immediately. Explanation: This question does not specifically ask about the situation. It is primarily testing the meaning of the idiom right away. However, it is important to understand the situation in order to correctly answer this question. The man in this dialogue is a client, and the woman is a salesperson. The conversation probably takes place in a clothing store or a shoe store. If you do not understand this situation, you might choose answer (A) or answer (D), which contain prize, a sound-alike for size, and in which the situation is completely different from that in the dialogue. In answer (C). the situation could be the same as that of the dialogue. However, write is used instead of right to change the meaning of the idiom completely. Answer (B) is the correct answer to the question because it restates the meaning of the idiom in the correct situation.
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1. Practice Predicting the Questions Read the four answer choices. Type a possible spoken question for these answer choices. 1. (A) Artist. (B) Writer. (C) Lawyer. (D) Teacher. __________________________________________________________________________________________________ 2. (A) Have dinner after they take a walk. (B) Take a walk later. (C) Talk about repairing their walk. (D) Learn to tie knots. __________________________________________________________________________________________________ 3. (A) Excited. (B) Angry. (C) Tired. (D) Frustrated. __________________________________________________________________________________________________ 4. (A) Carpenter. (B) Housekeeper. (C) Mover. (D) Truck driver. __________________________________________________________________________________________________ 5. (A) The plot of the book is quite good. (B) The plot of the book is quite bad. (C) The pictures in the book are quite good. (D) The book is very poetic. __________________________________________________________________________________________________ 6. (A) He would like to give him her pin. (B) He thinks she should stop spinning around. (C) He wants her to take him with her when she goes. (D) He thinks she should try driving the car. __________________________________________________________________________________________________ 7. (A) Eating. (B) Writing. (C) Reading. (D) Walking away fron the man. __________________________________________________________________________________________________ 8. (A) Ask someone to finish writing her paper for her. (B) Give her paper to the librarian. (C) Stop working on her paper. (D) Try to finish her paper as soon as possible. __________________________________________________________________________________________________ 9. (A) In a department store. (B) At the beach. (C) In a beauty salon. (D) In a restaurant. __________________________________________________________________________________________________ Page | 28
10. (A) The food doesn’t have enough seasoning in it. (B) She doesn’t like the main course. (C) She likes the food. (D) The food is too spicy. __________________________________________________________________________________________________ 11. (A) Lend the woman his math book. (B) Take off his mask. (C) Help the woman with her studies. (D) Go talk to the math teacher. __________________________________________________________________________________________________
2. Practice Predicting the Questions Choose the sentence that is closest in meaning to the sentence you hear. Write the spoken question for these answer choices and compare it to the previous exercise. 1. (A) Artist. (B) Writer. (C) Lawyer. (D) Teacher. 2. (A) Have dinner after they take a walk. (B) Take a walk later. (C) Talk about repairing their walk. (D) Learn to tie knots. 3. (A) Excited. (B) Angry. (C) Tired. (D) Frustrated. 4. (A) Carpenter. (B) Housekeeper. (C) Mover. (D) Truck driver. 5. (A) The plot of the book is quite good. (B) The plot of the book is quite bad. (C) The pictures in the book are quite good. (D) The book is very poetic. 6. (A) He would like to give him her pin. (B) He thinks she should stop spinning around. (C) He wants her to take him with her when she goes. (D) He thinks she should try driving the car. 7. (A) Eating. (B) Writing. (C) Reading. (D) Walking away fron the man.
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8. (A) Ask someone to finish writing her paper for her. (B) Give her paper to the librarian. (C) Stop working on her paper. (D) Try to finish her paper as soon as possible. 9. (A) In a department store. (B) At the beach. (C) In a beauty salon. (D) In a restaurant. 10. (A) The food doesn’t have enough seasoning in it. (B) She doesn’t like the main course. (C) She likes the food. (D) The food is too spicy. 11. (A) Lend the woman his math book. (B) Take off his mask. (C) Help the woman with her studies. (D) Go talk to the math teacher.
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STRUCTURE AND WRITTEN EXPRESSIONS The purpose of Section Two of the TOEFL is to test your knowledge of the structure of standard written English. The language tested in this section is mostly formal, not conversational. Many of the sentence topics used in this section are of a general academic nature. The vocabulary used in Section Two questions is similar to the vocabulary used in TOEFL Section Three. Vocabulary and Reading Comprehension.
1. Question Types Structure and Written Expression contains 40 questions. You have 25 minutes to answer all the questions. There are two parts in this section of the TOEFL. Each part has a different type of question. Structure (15 questions) You choose the correct sentence completions. Written Expression (25 questions) You choose the incorrect sentence segments.
2. General Strategies for Section Two ✓ Be familiar with Section Two instructions before you take the actual TOEFL. Then, during the test, you do not need to read the instructions. Move immediately to the first question and begin working. ✓ Use your time wisely. You have only about 35 seconds to complete each question in this section. ✓ Try to identify the grammar point being tested in each question you read. You can often discover the correct answer right away if you do this. See the Grammar Checkpoint exercises for practice.
3. Structure Questions The Structure questions in Section Two of the TOEFL measure your understanding of basic grammar There are 15 incomplete sentences in this part of the test. Four possible completions are provided in the answer choices for each of the sentences. You must choose the one correct answer that completes the sentence. Example: ______ Americans like movies is a well-known fact. A. Most B. That most C. Some D. Because In this sample question, the subject is being tested. The verb is complete. However, the subject of this sentence, which is a noun clause, is incomplete. You should look for a word to complete this subject. Answer (B) is the correct answer to the question because it completes the subject.
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4. Structure Question Strategies ✓ Read the whole sentence before you choose your answer. In the model above, answer choices (A) and (C) sound correct if you only read the first part of the sentence. You must consider the entire sentence before choosing your answer. ✓ Ask yourself. "What is needed in this sentence?" Then, look for the answer choice that completes the sentence. If you cannot immediately identify what is needed, follow the steps in strategy 3. ✓ A. Locate the subject and the verb of the main clause. If the subject or verb is missing or incomplete, look for it in the answer choices. If the two sentence parts are not missing or incomplete, proceed to Step B. B. Look for the object or the complement of the sentence. If the object or complement is needed but is missing or incomplete, look for it in the answer choices. If one of these parts is not needed or is not missing, proceed to Step C. C. Look for a subordinate clause. If the subordinate clause is needed and if it is missing a subject, a verb, or a clause marker, look for the missing part in the answer choices. If none of these sentence parts is missing, proceed to Step D. D. Look for a phrase. If there is a modifying phrase and if any part of the phrase is missing, look for it in the answer choices. ✓ Do not look for ungrammatical segments in the answer choices. Most of the answer choices are grammatically correct by themselves. They only become incorrect when they are put into the sentence.
5. Written Expression Questions The Written Expression questions in Section Two of the TOEFL measure your understanding of the grammar of written English. There are 25 sentences in this part of the test. Each sentence has four underlined segments. You must choose the one incorrect segment. Example: Mining is the most importantest industry in this state. A B C D Explanation: In this question, the correct formation of superlative adjectives is being tested. Importantest is not a word in English. Answer (B) is the correct answer to the question because importantest incorrect. Correction: important Example: Tomorrow we went to the store to buy some new furniture. A B C D Explanation: In this sentence, the tense of the verb is being tested. The past tense went does not agree with the time marker tomorrow. Answer (A) is the correct answer to the question because went is incorrect. Correction: are going/ will go/are going to go
6. Structure and Written Expression: Vocabulary Although vocabulary is not directly tested in the Structure and Written Expression Section, knowledge of vocabulary and word forms makes it easier to answer the questions in Section Two of the TOEFL. Knowing which words usually occur together will also help you in this section. In addition, the vocabulary used in the grammar items is similar to the formal vocabulary found in the Reading Section of the TOEFL; knowing this vocabulary will help you prepare for Section Three of the TOEFL. Page | 32
Read the following grammar items for examples of vocabulary in Section Two of the TOEFL. Example: Red meat is an excellent source ______ protein. (A) of (B) by (C) about (D) on Explanation: Knowing that the noun source is often used with prepositional phrases introduced by of makes answering this item easier. Answer (A) is the correct answer to the question because the preposition of should introduce the noun protein. Example: Paul Revere designed the first officially seal of the thirteen colonies as well as the state seal A B C D now used by Massachusetts. Explanation: Knowledge of word forms will assure that you understand that the adjective form official is needed, not the adverb form officially. Answer (B) is the correct answer to the question because officially is the incorrect word form.
7. Written Expression Question Strategies ✓ Ask yourself. "What is wrong with this sentence?" In this part of the test, you are looking for the incorrect part of a sentence. This is a very different task from the task in the Structure questions. You must remember to quickly change your approach when you begin the Written Expression part of the test. ✓ Quickly scan the four underlined segments to find what is wrong. One of these segments may be incorrect on its own. as in the first model above. If none of the choices is incorrect on its own. proceed to strategy 3. ✓ Read the entire sentence. Compare the underlined segments to other parts of the sentence. Most of the incorrect segments in this section are wrong because of their relationship to other parts of the sentence, as in the second model above. ✓ Do not waste time looking for errors that are not underlined. All errors occur in the underlined segments of the sentences. ✓ Do not waste time thinking about how to correct the incorrect segment of the sentence. Once you locate the incorrect segment, mark it on your answer sheet and move on. NOTE: Strategy 5 is very important to follow when you take the TOEFL. Many students, however, feel that correcting errors while studying for the TOEFL is helpful. By correcting errors in practice questions, students learn to more efficiently identify errors on the actual TOEFL. For this reason, many exercises in the Grammar Checkpoint Study provide practice in error correction. The Section Two Checkpoint Test and comprehensive Section Test will not provide this practice. Remember that on the actual TOEFL, there is no time and no need for error correction. Careful review of grammar and practice with Structure and Written Expression questions in the Grammar Checkpoint Study will help you prepare for Section Two of the TOEFL. This type of review, however, is not meant to replace a regular plan of study of all aspects of English. A regular plan of study is best accomplished in daily English language classes where you practice not only grammar, but also reading, vocabulary, writing, listening, and speaking in English. Studying all aspects of English is the best way to improve your overall mastery of English grammar. As you read and hear English inside and outside the classroom, you should work to Page | 33
develop an awareness of the function of words, phrases, and clauses in both spoken and written sentences and longer conversations. Punctuation of written sentences is also an important part of mastering English grammar. General language study inside and outside the classroom will develop your overall mastery of English grammar. The Grammar Checkpoint Study will help you master the specific points of grammar tested on the TOEFL. These combine d types of study will greatly increase your chances to succeed on the TOEFL.
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CHAPTER 1 | SENTENCE COMPONENTS All of the English sentences tested in Section Two of the TOEFL contain subjects. In addition, many of them contain objects (direct, indirect, or objects of prepositions) and noun complements.
1. Subjects Subject is commonly the part of a sentence that commonly indicates what is the sentence about or who/what performs the action being discussed/addressed in the sentence.
Example:
Peter eats at 5:00. S
2. Objects Some verbs are intransitive verbs, which do not need an objects, while some are transitive verbs. Some transitive verbs require one object while the other required two objects, i.e. Direct objects and Indirect objects.
- Direct object - Direct receiver of the action of a sentence (DO) - Indirect objects Indirect receiver of the action of a sentence (IO) - Object of a preposition (O of Prep)
Example:
I gave Jane a book for her birthday. IO DO O of Prep
3. Noun Complement
- Subject identifier-after the verb BE (SC) - Object identifier-after the direct object of a sentence (OC)
Example:
Jack is a doctor. SC
They elected him president . OC
4. Structures of Subjects, Objects, and Complement The subjects, objects, and noun complements of English sentences normally occur as one of the five noun structure forms given below. A. Noun / Noun Phase (NP) Noun is a word (other than a pronoun) used to identify any of a class of people, places, or things, i.e. common noun, or to name a particular one of these, i.e. proper noun.
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Example Roses are beautiful plants. SC C B. Pronoun (Pro) Pronoun is a word that can function by itself as a noun phrase and that refers either to the participants in the conversation/text (e.g., I, you ) or to someone or something mentioned elsewhere in the text (e.g., she, it, this ). Example You like roses S You gave him the roses. S IO C. Gerund / Gerund Phrase (GP) Gerund is a form that is derived from a verb but that functions as a noun, identified by the use of -ing at the end of the the verb. It can be followed by an object or other verbs, a gerund phrase (e.g., asking in do you mind my asking you?) Example Growing roses is your favorite hobby. S You relax by growing roses. O of Prep D. Infinitive / Infinitive Phases (IP) Infinitive is the basic form of a verb, without an inflection which binds it to a particular subject or tense (e.g., see in we came to see, let him see). When it is followed by an object or other verbs, it is called an infinitive phrase. Example You like to grow roses. DO E. Noun Clause (NC) Noun clause is a string of words consisting of a clause marker, subject and verb. The following are clause markers used for noun clauses. that what who
if when whom
whether where whose
–ever which why
how
Example Everyone says that you grow beautiful roses. DO Exercise 1. Identifying Noun Structure In each of the sentences, identify the noun. Then, for each of these noun, specify its structure function. 1. 2. 3. 4.
The girls like to shop. NP We haven’t completed our assignment yet. ___________ What I want is to be happy. ___________ Patricia put the plate on the table. ___________ Page | 36
5. Clark enjoys singing. ___________ 6. What Susan wants most is to succeed. ___________
5. Some Tips The TOEFL tests your understanding of noun structures used as subjects, objects, and complements by:
-
using incorrect word order in these noun structures; repeating subjects, objects, and complements unnecessarily; leaving out necessary parts of subject, object, and complement noun structures; or, using other structures where noun structure subjects, objects, or complements are needed (e g., using a prepositional phrase instead of a noun clause).
Sample Test They didn't know ______ . A. what they should do B. do C. to do what D. they should do
What is needed in this sentence? Answer: The direct object. Explanation In this question, the direct object is being tested. Answer (B) is a verb. It cannot be a direct object. In answer (C), the word order of the direct object is incorrect. In answer (D), the direct object is incomplete. Answer (A) is the correct answer to the question because it contains all the parts of a direct object in the correct order, i.e. noun clause. Exercise 2. Identifying the Functions of Noun In each of the sentences, identify the noun structures. Then, for each of these structures, specify its function as one from the popup list. 1. Whatever he does will be the right thing. S SC 2. Carol makes very good meals for us. 3. Swimming is not permitted at this beach. 4. Jerome loves to laugh. 5. I thought that he would be here by now. 6. The receptionist handed the doctor a note. Exercise 3. Determining what is needed in the sentence In each of the sentences, identify what is needed in the sentence. Then, choose the correct answer based on what the sentence needs. 1. ______ didn’t deliver the mail today. A. For the postman B. Because of the snow C. The postman D. Although the postman Page | 37
What is needed in this sentence? A subject | A direct object | An indirect object | The object of a preposition | A complement 2. Andrew likes ______ . A. fast cars B. in a fast car C. he will buy a fast car D. that a fast car What is needed in this sentence? A subject | A direct object | An indirect object | The object of a preposition | A complement 3. My older brother is ______ . A. he's a doctor B. a doctor C. for a doctor D. when he's a doctor What is needed in this sentence? A subject | A direct object | An indirect object | The object of a preposition | A complement 4. ______ in the dorm is not always easy. A. Living B. While living C. Hive D. When I live What is needed in this sentence? A subject | A direct object | An indirect object | The object of a preposition | A complement 5. We gave ______ a new bicycle. A. he's our son B. it to our son C. that's our son D. our son What is needed in this sentence? A subject | A direct object | An indirect object | The object of a preposition | A complement 6. The problem is ______ . A. haven't arrived the textbooks B. that the textbooks haven't arrived yet C. haven't the textbooks arrived yet D. that the textbooks that haven't arrived yet What is needed in this sentence? A subject | A direct object | An indirect object | The object of a preposition | A complement 7. ______ is not running well today. A. That Jane's car B. Jane has a car C. In Jane's car D. Jane's car What is needed in this sentence? A subject | A direct object | An indirect object | The object of a preposition | A complement 8. Clarence won't be able to go with ______ . A. us B. where we go C. he will stay home D. to the game What is needed in this sentence? A subject | A direct object | An indirect object | The object of a preposition | A complement
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9. He always enjoys ______ . A. he does whatever B. he does C. whatever he does D. of his doing What is needed in this sentence? A subject | A direct object | An indirect object | The object of a preposition | A complement 10. I don't want ______ . A. when shopping B. shopped C. I shop D. to shop What is needed in this sentence? A subject | A direct object | An indirect object | The object of a preposition | A complement 11. ______ is my favorite hobby. A. While reading B. Reading C. If I read D. When I read What is needed in this sentence? A subject | A direct object | An indirect object | The object of a preposition | A complement
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CHAPTER 2 | SUBJECTS AND VERBS It is common in the test of Structure and Written Expression in the TOEFL to test our ability to identify what is needed in the sentence in regards to Subjects and Verbs, and to decide whether the subject agrees with the verb.
1. Sentence Components You know that a sentence in English should have a subject and a verb. The most common types of problems that you will encounter in the Structure section of the TOEFL test are related to subjects and verbs; perhaps the sentence is missing either the subject, or the verb, or both; perhaps the sentence has an extra subject or verb. Subject of a sentence can be a noun (book, table, people), pronoun (you, we, they), gerund (swimming, smoking, jogging), or to-infinitive (to swim, to smoke, to jog). Example Peter wants to go with us tomorrow. S Finite V Peter has been wanting to go with us for a long time. S Finite V
2. Some Tips The TOEFL tests your knowledge of subjects and verbs by: - leaving out subjects or finite verbs when they are needed; - adding extra subjects or finite verbs to sentences or subordinate clauses; or, - introducing clause markers (e.g. which, how, because) in front of the finite verbs of main clauses. Sample tes 1 Because he did not feel well, ______ to stay home from school. (A) the boy he wanted (B) the boy (C) the boy wanted (D) what the boy wanted What is needed in this sentence? Answer: the subject and the verb of the main clause. Explanation In this question, the subject and verb are being tested. All four of the answers contain the subject, boy. However, answer (A) contains two subjects. Answer (B) contains a subject. Answer (D) contains a noun clause subject. Answer (C) is the correct answer to the question because it contains the missing subject and finite verb. Sample test 2 Until have matured, most children live with their parents. A B C D What is wrong with this sentence? Answer: The subject of the subordinate clause is missing.
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Explanation in this question, there are two clauses - a main clause and a subordinate clause. The main clause has a subject, most children, and a verb, live. The subordinate clasue has only a verb, have matured. In this clause, the subject is missing. Answer (A) is the correct answer to the question because until have is incorrect. Sample test 3 This exam ______ everything in chapter five. (A) which covers (B) it covers (C) covers it (D) covers What is needed in this sentence? Answer: The verb Explanation In this question, the finite verb is missing. Answer (A) contains both a clause marker and a verb. Answer (B) contains both a subject and a verb. Answer (C) contains two subjects. Answer (D) is the correct answer to the question because it contains only the finite verb. Exercise 1. Identifying Subjects and Verbs Each of the sentences below contains one main clause. Some also contain a subordinate clause. Underline each subject and verb in the sentences. Then, white “I” if the sentence is incorrect and “C“ if the sentence is correct. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12.
__I_ Last year bought a new computer. ____ When he was sick, I took him some chicken soup. ____ These curtains they need to be pressed. ____ Clearing away the dead leaves to plan a garden. ____ My brother’s best friend staying with us this weekend. ____ Last weekend, we played basketball together at the new gym. ____ This can is contains more coffee than the other one does. ____ The party last night which was a lot of fun. ____ We enjoyed our vacation even though it was very short. ____ I hope that I will do well on my next Spanish exam. ____ When graduates, my roommate will give me his stereo. ____ This airplane that he flies it is a small one.
Exercise 2. Determining what is needed in a sentence Determine wether each of the following sentence needs a Subject (S) or Verb (V) , then choose the word or phrase needed in the sentence. 1. Although he was tired, William ______ working on his paper. (D) who continued (E) continued (F) he continued (G) continuing The sentence needs a ◽ the verb | ◽ the subject and the verb 2. According to recent studies, winter ______ the season when the most traffic accidents occur. (A) being (B) in (C) when (D) is The sentence needs a ◽ the verb | ◽ the subject and the verb Page | 41
3. _______ on me to lend him my history notes. (A) Andrew counted (B) Andrew counting (C) That Andrew counted (D) Since Andrew counted The sentence needs a ◽ the verb | ◽ the subject and the verb 4. _______ more susceptible to certain diseases than adults are. (A) Children (B) Children who are (C) Children are (D) Children being The sentence needs a ◽ the verb | ◽ the subject and the verb 5. In the 1970s students in American colleges and universities ______ many protests and demonstrations. (A) they staged (B) staged (C) staging (D) to stage The sentence needs a ◽ the verb | ◽ the subject and the verb 6. Although they had no money, ______ content. (A) being that they (B) and they (C) they were (D) for they were The sentence needs a ◽ the verb | ◽ the subject and the verb Exercise 3. Determine what is wrong with the sentence Choose the underlined word or group of words that is incorrect. Then, use the choices provided to answer the question: What is wrong with this sentence? The possible error is provided in the box. Finally, correct each error. (a) Missing verb
(b) Missing subject
(c) Repeated verb
(d) Repeated subject
(d) Unnecessary clause marker 1.
I not happy about going home so early last night. A B C D What is wrong with this sentence? ◻
2.
Many people enjoy tennis, which find relaxing. A B C D What is wrong with this sentence? ◻
3.
My cousin, Angelica, she lives in California, and she likes it there very much. A B C D What is wrong with this sentence? ◻ Page | 42
4.
The snow is makes winter driving a hazard, especially in areas where no one plows A B C D the roads. What is wrong with this sentence? ◻
5.
Fireflies which are insects that glow in the dark and are often captured by children and A B C kept in jars. D What is wrong with this sentence? ◻
6.
Last week Marietta sad because she lost the cat that she loved so much and that A B C her son gave her. D What is wrong with this sentence? ◻
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CHAPTER 3 | EXPRESSION OF QUANTITY PLEASE REVIEW THE FOLLOWING MATERIALS BEFORE THE CLASS: 1. Material 1 2. Material b Some English expressions of quantity are used only with countable nouns. Other expressions of quantity are used only with uncountable nouns. Still other expressions of quantity are used with both countable and uncountable nouns. Therefore, to make it easy in understanding the use of the expressions of quantity, we have to learn the concept of noun countability and plurality.
1. Countable and Uncountable Nouns Countable nouns are noun which can be counted, while uncountable nouns cannott be counted. However, the difference between both types of the nouns is not always clear. The following are list of uncountable nouns. The other nouns are countable nouns. Uncountable noun: cannot be counted. Most uncountable nouns are thought of as wholes that are made up of different parts. sugar coffee bacon wood homework money information rice Many uncountable nouns are abstract concepts. love happiness freedom poverty
fun music peace importance
Languages and fields of study are also uncountable nouns. French Chinese English Japanese
chemistry biology engineering psychology
Nouns referring to natural phenomena are usually uncountable. snow heat darkness wind
rain weather sunshine fire
Gerunds are uncountable nouns. swimming walking
reading studying
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Some uncountable nouns have countable meanings. uncountable countable uncountable countable
: I like tea. : The teas of India are renowned for their full-bodied flavor. : We had chicken for dinner. : The chickens were making a lot of noise last night.
Exercise 1. Determining Countable and Uncountable Nouns
Write C in the box if the noun is countable and U if it is uncountable. time ◻ book ◻ sugar ◻
milk
◻ pen ◻
hair ◻ chair ◻
meat ◻ butter ◻ pencil ◻
bread ◻ jam ◻
friend ◻ finger ◻
flour ◻ apple ◻ oil
car
rice ◻ tea
◻
◻ game ◻
◻ salt
◻
house ◻ cheese ◻
tomato ◻ cream ◻
honey ◻ carrot ◻
2. Singular and Plural Forms (A) Plural nouns are commonly formed by adding -s/-es at the end of the nouns Singular boat hat house river
Plural boats hats houses rivers
(B) A noun ending in -y preceded by a consonant makes the plural with -ies. Singular a cry a fly a poppy a city
Plural cries flies poppies cities
(C) There are some irregular formations for noun plurals. Some of the most common ones are listed below. Singular woman man
Plural women men
ox child
oxen children
tooth foot
teeth feet
leaf half knife wife life loaf
leaves halves knives wives lives loaves Page | 45
cactus focus fungus nucleus syllabus analysis diagnosis oasis thesis crisis phenomenon criterion datum
cacti foci fungi nuclei syllabi/syllabuses analyses diagnoses oases theses crises phenomena criteria data
(D) Some nouns have the same form in the singular and the plural. Singular sheep fish species aircraft
Plural sheep fish species aircraft
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3. Expressions of Quantity In English grammar, a quantifier is a word (or phrase) which indicates the number or amount being referred to. It generally comes before the noun (or noun phrase). The chart below shows which type of noun goes with which quantifier. Expressions of Quantity
Singular Nouns
Plural Nouns
Uncountable Nouns
all
-
√
√
any
- (see note)
√
√
both
-
√
-
each
√
-
-
enough
-
√
√
every
√
-
-
few/ a few
-
√
-
little / a little
-
-
√
lots of / a lot of
-
√
√
many
-
√
-
more
-
√
√
no
√
√
√
several
-
√
-
some
-
√
√
another
√
-
-
other
-
√
-
Sample Test The professor will require us to conduct research, many of which can be conducted in A B C our own library. D What is wrong with this sentence? Answer: many and research are not in agreement. Explanation In this question, research is an uncountable noun. The expression of quantity, many, refers back to research, but many cannot be used with uncountable nouns. Answer (C) is the correct answer to the question because many is incorrect.
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Exercise 2. Using the correct expressions of quantity Choose the phrases that CANNOT be used to complete the sentences. 1. Elizabeth has ______ . (A) too much cars (B) several cars (C) a few cars (D) a little cars (E) some cars (F) less car than Joe does 2. Mothers sometimes give ______. (A) too much advice to their children (B) several advice to their children (C) a few advice to their children (D) a little advice to their children (E) some advice to their children (F) less advice to their children than fathers do Exercise 3. Finding the incorrect expression of quantity In each sentence, there are two expressions of quantity. One of them is incorrect. Choose the incorrect expression of quantity, and then correct the error. 1. Many people feel that there are too much rules in this organization. A B 2. Several chemicals, a little of which can be dangerous, exist in water. A B 3. They had some trouble last night with an amount of the lights in the theater. A B 4. Vincent has fewer fruit and less cereal in his bowl than I do. A B 5. Harry has much worries this semester, but Rick has none. A B 6. We have a lot of housework to do, many of which should have been done yesterday. A B
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CHAPTER 4 | SUBJECT AND VERB AGREEMENT Subjects and verbs should always agree each other. One of the topic tested in the TOEFL covers the area of this agreement.
1. The Pattern of Agreement When the subject used in the sentence is singular, the verb should also be singular while the plural subject is for plural verb. Most plural subjects and singular verbs are marked with '-s/es' while '-s/es is not added to singular subjects and plural verbs. The above discussion is summarized into the following table. Forms Singular
Plural
Subject / Noun
-s/es
book, cloth +s/es books, clothes
Verb
Example
+s/es is, was has -s are, were have
Mark watches movies at 10 pm. The student is happy with his TOEFL score. She has a good English proficiency. The students take notes during the lecture. The tables were broken. We have a lot of materials to discuss.
2. Special Case in Subjects and Verbs Agreement (A) When a prepositional phrase (See chapter 1) comes between the subject and the verb, it does not affect agreement. The books on the table belong to my brother. S PP V (B) When an expression of quantity (see chapter 3) using of is the subject, the verb agrees with the object of preposition of. all most some half part
of
the (object) verb
All of the books have to be purchased separately. All of the power has been lost during the war. (C) These words or expressions are grammatically singular; therefore, they take singular verbs. anybody anyone anything
everybody everyone everything
nobody no one nothing
somebody someone something
each (+ noun) every (+ noun)
Everybody in the theater is watching the film attentively.
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3. Some Tips When the sentence has subject and a verb, make sure they agree based on the rules in this chapter. Exercise 1. Checking Subject and Verb Agreement Choose the verb form in the parenthesis to agree with the subject of the sentence. Number 1 has been done for you. 1.
A number of students (wants | want) to go to Boston this weekend.
2.
The motorcycle, like other two-wheeled vehicles, (is | are ) more dangerous than vehicles having four wheels
3.
My brother believes that cabbage and broccoli (is | are) bad for your health.
4.
This library, with over 700 million volumes, (offers | offer) students a wide variety of reference materials.
5.
Poetry (is | are) recognized as one of the most complex means of artistic expression.
6.
Anybody who (wants | want) to join us at the dance should let us know.
7.
It (was | were) Peter's friends who called last night.
8.
Twenty gallons of water (is | are) a lot to carry.
9.
There (is | are) species of fish that never (comes | come) to the surface of the ocean
10. A pair of gloves (was | were) found at the scene of the crime. 11. The oranges in the bowl on the counter (is | are) from California. Exercise 2. TOEFL-Like Exercise for Subject and Verb Agreement Chose one of the answer which best complete the sentence. 1.
To face the globalization era in 2020, improvement in all sectors of the economy ______ . (E) highly necessary (F) is highly necessary (G) the necessity is very high (H) are necessarily high
2.
Different interpretations on the same event by various newspapers ______ readers confused and angry. (A) to make (B) they make (C) make (D) makes
3.
One of the problems faced by foreign businessmen ______ the frequent changing of regulations. (A) are (B) is (C) is being (D) to be
4.
The burden of economic problems ______ the majority of Indonesian people. (A) have been frustrated (B) deeply frustrate (C) it is deeply frustrating (D) has frustrated
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5.
Due to monetary crisis, the number of people without jobs ______ at the moment. (A) increase (B) is increasing (C) increased (D) was increasing
6.
Producing fine paintings ______ skill and creativity. (A) require (B) they require (C) it is requiring (D) requires
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CHAPTER 5 | PRONOUNS In English, pronouns are used to replace or refer to nouns, gerunds, infinitives, and sometimes entire clauses. Pronouns change depending on their functions in a sentence.
1. Definite and Indefinite Article Pronouns in English are divided into subject and object pronouns, possessive adjectives and possessive pronouns, and reflective pronouns. The following table shows all pronouns in English, along with their functions in a sentence. Personal
Possessive
Reflective Pronoun
Subject
Object
Adjective
Pronoun
I
me
my
mine
myself
you
you
your
yours
yourself/ves
he
him
his
his
himself
she
her
her
hers
herself
it
it
its
-
itself
we
us
our
ours
ourselves
they
them
their
theirs
themselves
one
one
one’s
-
oneself
2. Some Tips The TOEFL tests your understanding of pronouns by: - using the wrong pronoun types (subject, object, possessive, or reflexive); - using pronouns that do not agree in number with the nouns they refer to or replace; - using pronouns that do not agree in gender with the nouns they refer to or replace; or, - forming reflexive pronouns incorrectly. Sample Test Although Alexander liked him new apartment very much, he found it somewhat noisy. A B C D What is wrong with this sentence? Answer: The possessive adjective form Explanation In this question, the pronoun him is in object form. It should be in possessive adjective form. Answer (A) is the correct answer to this question because him is incorrect. Correction: his
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Exercise 1. Finding the correct use of pronouns Choose the correct pronoun in each pair 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14.
They took (their | theirs) children to the amusement park. Everybody except (he | him) came to the rehearsal last night. Bryan finished the project by (himself | hisself). Delilah will show this work to a colleague of (her | hers). Mobile homes are relatively inexpensive, so many people own (it | them). Cats bathe (theirselves | themselves) several times a day. Playing a musical instrument is the best way to understand (its | their) capabilities. Only (he | him) was injured in the accident. It was (they | them) who sent us the information about colleges. (Him | His) writing is more polished than (mine | my). Because Margaret and Sue were late, we had to start the meeting without (they | them). The apartment manager gave (we | us) back our deposit. I'm sorry that you have to clean your room by (you | yourself). I didn't expect Anne to be at home this evening, but it was (her | she) who came to the door when I arrived. 15. I must keep (myself | me) busy, or I will get bored. Exercise 2. TOEFL Like Exercise for Pronouns In each sentence, choose the underlined pronoun that is incorrect. Then, correct the error. 1. This library was founded by our college in 1865 and took it name from a secret benefactor A B who donated his fortune for its development. C D 2. He who hesitates can lose him place in the race and do damage to himself and to his A B C D chances for success. 3. They gave us his undivided attention but still couldn't understand what we were saying. A B C D 4. We cannot finish it without you and they. A B C D 5. Only her had the courage to try our challenge by herself, and she succeeded. A B C D 6. While they were helping theirselves to the sandwiches, I was treating myself to the salad. A B C D
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CHAPTER 6 | ARTICLES PLEASE REVIEW THE FOLLOWING MATERIALS BEFORE THE CLASS: 1. Material 1 2. Material b Article is one of the area of grammar which is often tested in the TOEFL. Often, the students are not aware of the missing articles or incorrect use of article in a sentence.
1. Definite and Indefinite Article The English articles are a/an and the. The article a/an, called indefinite article, is used with singular, countable indefinite nouns (nouns referring to nonspecific things that are new to either the speaker or the listener). The spelling of this article changes from a to an when the word it precedes begins with a vowel sound.
Example I need to buy a book. I need to buy an English book.
The article the is used with singular and plural nouns as well as uncountable nouns. However, the article the only occurs with definite nouns, i.e. the thing which has already been mentioned, or common knowledge, or about to be defined (as in the book on the table).
Example
The book I want is The Heinemann TOEFL Preparation Course.
2. Some Tips The TOEFL tests your knowledge of articles by: - using articles incorrectly with definite and indefinite countable and uncountable nouns; - leaving out articles when they are needed; - adding articles when they are not needed; or, - spelling a/an incorrectly. Sample test I Patricia is taking a very difficult classes this semester. A B C D What is wrong with this sentence? Answer: The article and the noun it refers to do not agree. In this question, a singular article is being used with a plural noun. The article a should only be used with singular, indefinite, countable nouns. In this sentence, a is used with the noun classes, which is plural. Answer (C) is the correct answer because classes is the incorrect form of the noun. Correction: class. Sample test II The mongoose is very clever creature that catches snakes. A B C D What is wrong with this sentence? Answer: An article is missing. Explanation In this question, the singular indefinite noun creature needs an article. Answer (B) is the correct answer to the question because is very clever is incorrect. Correction: a very clever. Page | 54
Sample test III A sun was shining brightly when we arrived at the lake. A B C D What is wrong with the sentence? Answer: An incorrect article has been used. Explanation In this question, the wrong article has been chosen. Sun is a definite noun. There is only one sun above the earth; it is definite to everyone. Definite nouns do not take the article a. Answer (A) is the correct answer to this question because a sun is incorrect. Correction: The sun. Sample test IV Peter is looking for an university where he can play basketball. What is wrong with the sentence? Answer: The indefinite article is spelled incorrectly. n this question, the article is spelled incorrectly. The indefinite article has two spellings. Before a consonant sound or a y or w sound, it is spelled a. However, before a vowel sound, it is spelled an. In this sentence, university [yo͞ onəˈvərsətē] begins with a vowel symbol. However it begins with a y sound. Answer (C) is the correct answer to this question because an university is incorrect. Correction: a university Exercise 1. Finding incorrect use of article In each sentence below, identify the articles. Then, write I if the sentence is incorrect and C if the sentence is correct. After that, correct the errors. 1. _____ After an hour of waiting patiently, Larry left the doctor's office without seeing the doctor. 2. _____ They don't have much money, so they can't buy a house. 3. _____ The lion is generally considered to be the ferocious animal. 4. _____ Many dogs are bred for a specific purposes. 5. _____ He tried to tell truth about the accident but he was too upset to remember all of the details. 6. _____ The man in the corner, who is the new director of the library, is her husband. 7. _____ Karen's portfolio provided me with a clear indications of her qualifications. 8. _____ Marilyn is very talented artist whose works are being displayed in an art gallery on First Avenue. 9. _____ The post office is a very busy place during the holiday season, when well-wishers send cards and packages to their families and friends. 10. _____ A honest person always returns borrowed things. 11. _____ Craig bought his new camera at discount store. 12. _____ Charles has the oldest car in the parking lot.
Exercise 2. Determining the use of article Choose the underlined word or group of words that is incorrect. Then correct each error. 1. Under table were some boots, a scarf, and three books. A B C D
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2. The happiness is a quality that comes from within a person. A B C D 3. My uncle used to be a umpire at the local baseball games. A B C D 4. Before leaving the office, please turn off computer and lock the filing cabinets. A B C D 5. In the United States, cattle rustling is still a serious crimes. A B C D 6. The reason that I do not want to buy a new car is that I don't have a money necessary A B C for such an extravagant expense. D
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READING COMPREHENSION The purpose of Section Three of the TOEFL is to test your knowledge of the meanings and uses of words in written English and your ability to understand a variety of reading materials. The reading topics in Section Three are taken from general and formal English. For the most part, informal and conversational language is not tested in this section. The questions based on the reading passages will not require you to have outside knowledge of the topics.
1. General Strategies for Section Three •
Use your time wisely. You have 55 minutes to read all the passages and answer 50 questions. This means you should spend only 8-11 minutes on each passage and its questions. Concentrate and work quickly.
•
Acquire a large vocabulary of formal and academic English to help you to better understand the meaning of the reading passages and to answer vocabulary in context questions.
•
Read actively and concentrate on reading for information. Active reading is the most important strategy you can develop for this part of the TOEFL See R^1 through PyQ and the Reading Appendix to practice reading actively.
•
Identify the types of questions you will need to answer before you read the passage. Knowing what the questions are will help you to read more effectively and with a purpose. See R^2 through R^8 for practice with question types on the TOEFL.
Before preparing for Section Three Reading Comprehension questions, read the following notes about vocabulary in the Reading Comprehension section of the TOEFL.
2. Vocabulary In the reading passages, questions often ask what a word could be replaced by or what a word means. In Section Three, the context of the word in the sentence and in the whole passage will provide clues to its meaning. Read the following passage for an example of vocabulary in context. The situation for the Wadden Sea seal population is becoming increasingly worse. Already endangered by years of market hunting for skins and mounting pollution, the population of seals in the sanctuary is threatened again by a Line mysterious plague which has swept down on the animals. One seal after another got (5) sick, grew weak, and died. The culprit was a virus, its origin unknown, that ultimately killed thousands of harbor seals along the entire North Sea coastline. In line 4, the word "plague" probably means (A) storm (B) epidemic (C) expedition (D) pollution Explanation The passage tells us that the seal population is in danger, and the answer choices storm and pollution are related to this negative concept. However, the sentences following the word plague give further information about its meaning. The phrases got sick, grew weak, and died, and virus . . . that ultimately killed indicate that epidemic is the best choice. The answer expedition can be discounted because it has no relation to either the negative concept or the
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clarifying information. Answer (B) is the correct answer to the question because epidemic is closest to the contextual meaning of plague. Check the Reading Comprehension Checkpoints and the Vocabulary Appendix for further study of vocabulary tested in this section of the TOEFL. The purpose of the Reading Comprehension Section of the TOEFL is to measure your ability to quickly read and understand a variety of short reading passages. You have 55 minutes to read five or six passages and answer 50 multiple-choice questions about their meaning. The topics of the reading passages in Section Three of the TOEFL are often academic in nature. Popular topics are the physical sciences (biology, physics, geology), American history (events and people), business, art and dance, literature, medicine, and the social sciences (sociology and psychology). Other topics for reading passages are general information about people and places in the United States. Whatever the topic, the style of the reading passages is formal English, and they are written to give information appropriate for a first-year college student. The questions about the reading passages can all be answered using information in the passages themselves. Outside knowledge of the subject matter is not necessary. The biggest factor in the Reading Comprehension Section of the TOEFL is time. You should spend no more than 8-11 minutes on each passage and its questions. Success in the Reading Comprehension Section will also depend on your knowledge of English vocabulary. In this section of the TOEFL, knowing the meaning of formal and academic words in English will help you to better understand the meaning of the reading passages. To develop your vocabulary for the Reading Comprehension Section of the TOEFL, you should work carefully through the Vocabulary Appendix of this book, and read widely with attention to vocabulary. Remember: 1. Reading passages on the TOEFL are written in formal English and are general and academic in nature. 2. Reading quickly with comprehension is the key to being successful on the Reading Comprehension Section of the TOEFL 3. A large vocabulary in English is very important for success on the Reading Comprehension Section of the TOEFL
The passages and exercises in this part of the chapter use topics, language, and questions similar to those on the TOEFL The following reading strategies and Reading Checkpoints will help you to develop your reading skills to be successful in the Reading Comprehension Section of the TOEFL.
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CHAPTER 1 | MAIN IDEA QUESTION Almost every reading passage on the TOEFL test will have a question about the main idea of a passage. Such a question may be worded in a variety of ways; you may, for example, be asked to identify the topic, subject, title, primary idea, or main idea. These questions are all really asking what primary point the author is trying to get across in the passage. Since TOEFL passages are generally written in a traditionally organized manner, it is not difficult to find the main idea by studying the topic sentence, which is most probably found at the beginning of a paragraph. If a passage consists of only one paragraph, you should study the beginning of that paragraph to determine the main idea. Example The passage: Basketball was invented in 1891 by a physical education instructor in Springfield, Massachusetts, by the name of James Naismith. Because of the terrible weather in winter, his physical education students were indoors rather than Line outdoors. They really did not like the idea of boring, repetitive exercises and (5) preferred the excitement and challenge of a game. Naismith figured out a team sport that could be played indoors on a gymnasium floor, that involved a lot of running, that kept all team members involved, and that did not allow the tackling and physical contact of American-style football. The questions: 1. What is the main idea of this passage? (A) The life of James Naismith (B) The history of sports (C) Physical education and exercise (D) The origin of basketball. If a passage consists of more than one paragraph, you should study the beginning of each paragraph to determine the main idea. Example The passage: Early maps of the North American continent showed a massive river that began in the Rocky Mountains, flowed into the Great Salt Lake, and from there continued westward into the Pacific Ocean. This river, named the Buenaventura River, Line on some maps rivaled the great Mississippi River. (5) This mythical river of course does not exist. Perhaps an early mapmaker hypothesized that such a river probably existed; perhaps a smaller river was seen and its path from the Rockies to the Pacific was assumed. As late as the middle of the nineteenth century, this river was still on maps and explorers were still searching for it. The questions: 1. Which of the following would be the best title for this passage? (A) Early Maps of North America (B) A Non-Existent River on Maps (C) A Comparison of the Buenaventura and the Mississippi Rivers (D) Rivers in Mythology Page | 59
1. Steps in Answering Main Idea Questions The following chart outlines the key information that you should remember about main idea questions.
How to identify the question
What is the topic of the passage? What is the subject of this passage? What is the main idea of the passage? What is the author's main point in the passage? With what is the author primarily concerned? Which of the following would be the best title?
Where to find the answer
The answer to this type of question can generally be determined by looking at the first sentence of each paragraph.
How to answer the question
1. Read the first line of each paragraph. 2. Look for a common theme or idea in the first lines. 3. Pass your eyes quickly over the rest of the passage to check that you really have found the topic sentence(s). 4. Eliminate any definitely wrong answers and choose the best answer from the remaining choices.
2. Exercises on Main Idea Questions Study each of the passages, and choose the best answers to the questions that follow. PASSAGE ONE (Questions 1-2) Most of the ice on the Earth, close to 90 percent of it, is covering the surface of the continent Antarctica. It does not snow very much in Antarctica, but whatever snow does fall remains and grows deeper and deeper. In some areas of Antarctica, the Line ice has perhaps been around for as much as a million years and now is more than two (5) miles deep. 1. The main idea of the passage is that …. (A) the Earth is a cold planet (B) most of the Earth's ice is found in Antarctica (C) it snows more in Antarctica than in any other place on Earth (D) Antarctica is only two miles wide but is 90 percent ice. 2. The best title for the passage is …. (A) Snowfall in Antarctica (B) The Icy Earth (C) The Cold, Cold Snow (D) The Causes of Antarctica's Ice Pack
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PASSAGE TWO (Questions 3-4) The extremely hot and humid weather that occurs in the United States in July and August is commonly called the “dog days” of summer. This name comes from the star Sirius, which is known as the Dog Star. Sirius is the brightest visible star, and in Line the hot summer months it rises in the east at approximately the same time as the Sun. (5) As ancient people saw this star rising with the Sun when the weather was at its hottest, they believed that Sirius was the cause of the additional heat; they believed that this bright star added its heat to the heat of the Sun, and these two together made summer weather so unbearably hot. 3. The topic of this passage is … (A) how dogs like to play during the summer (B) the causes of hot and humid weather (C) why the hot summer days are known as the "dog days” (D) the days that dogs prefer 4. The main idea of this passage is that …. (A) the name for the summer days came from Sirius, the Dog Star (B) dogs generally prefer hot summer days (C) the hottest days occur in the summer because of the movements of the Sun and stars (D) Sirius rises at almost the same time as the Sun during the summer months PASSAGE THREE (Questions 5-6) The term "primitive art” has been used in a variety of ways to describe works and styles of art. One way that this term has been used is to describe the early period within the development of a certain style of art. Another way that this term has been Line used is to Line describe artists who have received little professional training and who (5) demonstrate a nontraditional naivete in their work. A wonderful example of this second type of primitive artist is Grandma Moses, who spent all her life living on a farm and working at tasks normally associated with farm life. She did not begin painting until she reached the age of seventy-six, when she switched to painting from embroidery because the arthritis in her hands made embroidery too difficult. Totally without formal education in art, she began creating panoramic images of everyday life on the farm that have achieved international fame. 5. The subject of this passage is … (A) an example of one of the types of primitive art (B) Grandma Moses’s life on the farm (C) how primitive art differs from formal art (D) Grandma Moses’s primitive lifestyle 6. Which of the following best expresses the main idea of the passage? (A) Grandma Moses spent her life on a farm. (B) Art critics cannot come to any agreement on a definition of primitive art. (C) Grandma Moses is one type of primitive artist because of her lack of formal training. (D) Many artists receive little professional training.
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PASSAGE FOUR (Questions 7-8) In the first half of the nineteenth century, a New York newspaper, the New York Sun, successfully carried out a hoax on the American public. Because of this trick, readership of the paper rose substantially. Line On August 25, 1835, the Sun published reports that some wonderful new (5) discoveries had been made on the moon. The article described strange, never-beforeseen animals and temples covered in shining jewels. Many members of the American public were fooled by the story, even some prominent members of the scientific community. The effect of the false story on sales of the paper was dramatic. Paper sales increased considerably as people eagerly searched out details of the new discoveries. Later, the newspaper company announced that it had not been trying to trick the public; instead, the company explained the moon stories as a type of literary satire. 7. Which of the following best states the topic of the passage? (A) A nineteenth-century discovery on the moon (B) The New York Sun (C) A hoax and its effect (D) The success of a newspaper 8. The main point of the passage is that …. (A) the New York Sun was one of the earliest American newspapers (B) the Sun increased sales when it tricked the public with a false story (C) a newspaper achieved success by writing about the moon (D) in 1835 some amazing new discoveries were made about the moon
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CHAPTER 2 | STATED DETAIL QUESTIONS A stated detail question asks about one piece of information in the passage rather than the passage as a whole. The answers to these questions are generally given in order in the passage, and the correct answer is often a restatement of what is given in the passage. This means that the correct answer often expresses the same idea as what is written in the passage, but the words are not exactly the same. Example The passage: Flutes have been around for quite some time, in all sorts of shapes and sizes and made from a variety of materials. The oldest known flutes are about 20,000 years Line old; they were made from hollowed-out bones with holes cut in them. In Line addition to bone, older flutes were often constructed from bamboo or hollowed-out (5) wood. Todays flutes are generally made of metal, and in addition to the holes they have a complicated system of keys, levers, and pads. The instrument belonging to well- known flautist James Galway is not just made of any metal; it is made of gold. The questions: 1. According to the passage, the oldest flutes …. (A) had holes cut in them (B) were made of metal (C) were made 200,000 years ago (D) had a complicated set of levers and pads
2. The passage indicates that James Galway's flute is made of (A) bones (B) bamboo (C) wood (D) gold
1. Steps in Answering Stated Detail Questions The following chart outlines the key information that you should remember about stated detail questions.
How to identify the question
According to the passage,... It is stated in the passage that... The passage indicates that... The author mentions that... Which of the following is true...?
Where to find the answer
The answers to these questions are found in order in the passage.
How to answer the question
1. Choose a key word in the question. 2. Skim the appropriate part of the passage for the key word (or related idea). 3. Read the sentence that contains the key word or idea carefully. 4. Look for the answer that restates an idea in the passage. 5. Eliminate the definitely wrong answers and choose the best answer from the remaining choices.
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2. Exercises on Unstated Detail Question Study each of the passages, and choose the best answers to the questions that follow. PASSAGE ONE (Questions 1-2) Many parts of the Southwestern United States would become deserts again without the waters of the Colorado River. A system of thousands of miles of canals, hundreds of miles of tunnels and aqueducts, and numerous dams and reservoirs Line bring Colorado Line River water to the area. The Imperial Valley in Southern (5) California is an example of such a place; it is a vast and productive agricultural area that was once a desert. Today, 2,000 miles of canals irrigate the fertile land and keep it productive. 1. Which of the following is mentioned in the passage as a way that Colorado River water gets to the Southwest? (A) By truck (B) In bottles (C) In wells (D) Through canals 2. According to the passage, the Imperial Valley …. (A) is a desert today (B) is located in Colorado (C) produces a lot of agricultural goods (D) does not require irrigation PASSAGE TWO (Questions 3-5) The ancestors of humans had a lot more hair than the humans of today; in fact, they had thick hair all over their bodies. This thick hair was necessary for protection against the cold of the Ice Ages. Line As the Earth got warmer, the hair began to thin out, except for on the head. (5) The head hair has remained through the evolutionary process, both as a sort of pillow to cushion the sensitive head when it gets banged around and as a sort of hat to keep the head warm and prevent so much heat from escaping through the scalp. 3. Which of the following is true about the hair of the ancestors of humans? (A) There was not much of it. (B) It covered their entire bodies. (C) It was thin. (D) It was not useful. 4. According to the passage, what happened as the temperature on the Earth increased? (A) The hair on the head began to thin out. (B) The hair on the body remained the same. (C) The hair on the body got thicker. (D) The hair on the body began to thin out. 5. The author indicates that one of the purposes of hair on the head is to …. (A) fill up pillows (B) help heat escape through the scalp (C) ensure that the head is warm (D) make it easier to think Page | 64
PASSAGE THREE (Questions 6-10) The plane with the largest wingspan ever built was nicknamed the Spruce Goose. The wingspan of the Spruce Goose was 320 feet (almost 100 meters), and the plane weighed 200 tons. It was so big that it needed eight engines to power it. Line The plane was designed by Howard Hughes in response to a U.S. government (5) request for a plane that was able to carry a large cargo for the war effort. It was made of wood because wood is a less critical material in wartime than metal. The plane was so difficult to build that it never really got used. It was flown one time only, by Hughes himself, on November 2, 1947; during that flight it traveled a distance of less than one mile over the Los Angeles Harbor, but it did fly. Today, the (10) Spruce Goose is on exhibit for the public to see in Long Beach, California. 6. Which of the following is true about the Spruce Goose ? (A) Each of its wings measures 100 meters. (B) It weighs 200 pounds. (C) It has eight wings to help it to fly. (D) It has a wingspan larger than the wingspan of any other plane. 7. The passage indicates that the plane was designed (A) as a cargo plane (B) as a racing plane (C) to carry wood (D) for exhibition 8. According to the passage, the Spruce Goose is constructed from …. (A) wood (B) lightweight metal (C) plastic (D) steel 9. According to the passage, when the Spruce Goose flew, (A) it went only a short distance (B) it fell into the Los Angeles Harbor (C) it flew 100 miles (D) it carried a large cargo 10. The passage indicates that the Spruce Goose today (A) flies regularly for the U.S. government (B) is in the Los Angeles Harbor (C) is in storage (D) can be seen by the public
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CHAPTER 3 | UNSTATED DETAIL QUESTIONS You will sometimes be asked in the Reading Comprehension section of the TOEFL test to find an answer that is not stated or not mentioned or not true in the passage. This type of question really means that three of the answers are stated, mentioned, or true in the passage, while one answer is not. Your actual job is to find the three correct answers and then choose the letter of the one remaining answer. You should note that there are two kinds of answers to this type of question: (1) there are three true answers and one answer that is not discussed in the passage, or (2) there are three true answers and one that is false according to the passage. Example The passage: The Florida Keys are a beautiful chain of almost 1,000 coral and limestone islands. These islands form an arc that heads first southwest and then west from the mainland. U.S. Highway 1, called the Overseas Highway, connects the main islands in Line the chain. On this highway, it is necessary to cross 42 bridges over the ocean to cover (5) the 159 miles from Miami, on the mainland, to Key West, the farthest island on the highway and the southernmost city in the United States. The questions: 1. Which of the following is NOT mentioned about the Florida Keys? (A) The Florida Keys are a chain of islands. (B) The Florida Keys contain coral and limestone. (C) The Florida Keys are in the shape of an arc. (D) The Florida Keys are not all inhabited. 2. Which of the following is NOT true about U.S. Highway 1? (A) It is also known as the Overseas Highway. (B) It joins all of the islands in the Florida Keys. (C) It has more than 40 bridges. (D) It connects Miami and Key West.
1. Steps in Answering Stated Detail Questions The following chart outlines the key information that you should remember about unstated detail questions.
How to identify the question
Which of the following is not stated... ? Which of the following is not mentioned... ? Which of the following is not discussed... ? All of the following are true except...
Where to find the answer
The answers to these questions are found in order in the passage.
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How to answer the question
1. Choose a key word in the question. 2. Scan the appropriate place in the passage for the key word (or related idea). 3. Read the sentence that contains the key word or idea carefully. 4. Look for the answers that are definitely true according to the passage. Eliminate those answers. 5. Choose the answer that is not true or not discussed in the passage
2. Exercises on Unstated Detail Question Study each of the passages, and choose the best answers to the questions that follow. PASSAGE ONE (Questions 1-2) Blood pressure measurement has two components: systolic and diastolic. Systolic pressure is taken when the heart is contracting to pump blood; diastolic pressure is taken when the heart is resting between beats. In the usual blood Line pressure reading, the systolic measurement is given first and is the higher of the two. (5) Normal blood pressure is a systolic measurement of 120-140, and when the systolic pressure is 160 or higher, then hypertension exists. Systolic pressure between 140 and 160 indicates borderline hypertension. 1. Which of the following is NOT true about systolic blood pressure? (A) It is taken during the contraction of the heart. (B) It is usually given first in a blood pressure reading. (C) A normal systolic measurement is 120-140. (D) Hypertension exists when the systolic pressure is below 140. 2. Which of the following is NOT stated about diastolic pressure? (A) It is one of the two components of blood pressure measurement. (B) It is taken when the heart is resting. (C) It is lower than systolic pressure. (D) A diastolic measurement of 140 is normal.
PASSAGE TWO (Questions 3-4) In the 1960s, as space travel was becoming a subject of much discussion, Pan American Airlines began receiving some fairly unusual requests for flight information. People began making requests to be on the first flight that Pan Am made Line to the Moon. (5) On a whim, Pan Am started a waiting list for the first flight to the Moon. Similar requests have come to Pan Am over the years, and Pan Am has responded by adding the names of the requesters to the list. Unfortunately for Pan Am, the original company is no longer in business, and it never got to the Moon. However, when it went out of business, it had a waiting list of more than 90,000 names for its first lunar flight.
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3. All of the following are mentioned about Pan American Airlines, EXCEPT that (A) it started business in the 1960s (B) it received requests for its first flight to the Moon (C) it kept some people on a long waiting list (D) it went out of business 4. Which of the following is NOT true about Pan Am’s Moon flights? (A) People asked Pan Am about its flights to the Moon. (B) Pan Am kept a waiting list for its Moon flights. (C) Pan Am never really made any Moon flights. (D) Pan Am’s waiting list had only a few names on it. PASSAGE TWO (Questions 5-8) The tunnel trees in Yosemite Valley are an amazing attraction to people who visit there. The tunnel trees are huge trees, giant redwoods, which have had tunnels carved in them, and cars can actually drive through some of the trees. The fact that Line the trees are large enough to have cars drive through them should give you some (5) indication of just how big the trees are. There are currently two existing tunnel trees in Yosemite Valley. One of them is called the “Dead Giant.” This is just the stump, or bottom part, of a much larger tree. The hole was cut through the base of the tree in 1878, and stagecoaches used to drive through it. Today the Dead Giant still exists, but the stagecoaches do not. Passenger (10) cars can and do drive through the 10-foot-wide opening in the tree stump. The other existing tunnel tree is the 230-foot high California Tree, which had a hole carved through it in 1895. This tree is no longer open to the public, so it is not possible to take a car through it. Unfortunately, a third tunnel tree no longer exists. The Wawona Tunnel Tree (15) was a 2,100-year-old tree which was carved in 1881. A terrible snowstorm in 1969 caused this ancient giant of a tree to fall. 5. Which of the following is NOT true about the tunnel trees in Yosemite Valley? (A) They are trees with holes cut in them. (B) They are giant redwoods. (C) Three tunnel trees currently exist. (D) Cars have driven through some of them. 6. All of the following are stated about the Dead Giant, EXCEPT that (A) it is still a tunnel tree today (B) it is just the stump of a tree (C) it was cut less than a century ago (D) it has a 10-foot opening 7. Which of the following is NOT true about the California Tree? (A) Its tunnel still exists. (B) Its tunnel is 230 feet high. (C) Its tunnel was cut in 1895. (D) Cars are not allowed to go through it. 8. All of the following are true about the Wawona Tunnel Tree, EXCEPT that (A) it does not exist anymore (B) the tree lived for more than 2,000 years (C) the tunnel tree was destroyed in a snowstorm (D) the tunnel was destroyed in 1881
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CHAPTER 4 | VOCABULARY QUESTIONS When you are asked to determine the meaning of a long word that you do not know in the reading section of TOEFL test, it is sometimes possible to determine the meaning of the word by studying the word parts. Look at a multiple-choice example from the TOEFL test where the answer can be determined from a word part. The passage: Ring Lardner was born into a wealthy, educated, and cultured family For the bulk of his career, he worked as a reporter for newspapers in South Bend, Boston, St. Louis, and Chicago. However, it is for his short stories of lower middle-class Line Americans that Ring Lardner is perhaps best known. In these stories, Lardner vividly (5) creates the language and the ambiance of this lower class, often using the misspelled words, grammatical errors, and incorrect diction that typified the language of the lower middle class. The questions: 1. The word “vividly” in line 4 is closest in meaning to (A) in a cultured way (B) in a correct way (C) in a lifelike way (D) in a brief way
1. Steps in Answering Vocabulary Questions The following chart outlines the key information that you should remember when you are trying to determine where in the passage something is found. How to identify the question
What is the meaning … ? Which of the following is closest in meaning to … ? …could best be replaced by which of the following?
Where to find the answer
The question specifies the lines where the word is located in the passage.
How to answer the question
1. Find the word or expression in the passage. 2. Read the sentence that contains the word carefully. 3. Look for word parts, clues, or context clues to help you understand the meaning. 4. Choose the answer that the context indicates.
2. List of Common Word Parts PART
MEANING
EXAMPLE
MEANING
berlawanan buruk salah
contrast malcontent mistake
berbeda pembangkang kesalahan
Prefixes contramalmis-
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PART subdecmultisoltri-
MEANING di bawah sepuluh banyak satu tiga
EXAMPLE subway decade multiple solo triple
MEANING jalan di bawah tanah sepuluh tahun banyak satu tiga
mengatakan menguasai hukum mati melihat bumi memutar hidup
dictate dominant judgment mortal spectator territory divert revive
mendikte dominan pengadilan kematian penonton wilayah mengalihkan menghidupkan kembali
Roots dic domin jud mor spec terr ver viv
3. Exercises on Vocabulary Questions Study each of the passages, and choose the best answers to the questions that follow. PASSAGE ONE (Questions 1-4)
Line (5)
(10)
(15)
(20)
Juan Rodriguez Cabrillo was a Portuguese-born explorer who is credited with the exploradon of the coast of what is today the state of California. Sketchy military records from the period show that early in his career he served with the Spanish army from 1520 to 1524 in Spain’s quest for subjugation of the people in what are today Cuba, Mexico, and Guatemala. Little is known of his activities over the next decades , but apparently he succeeded in rising up through the ranks of the military; in 1541, he was ordered by Antonio de Mendoza, the Spanish ruler of Mexico, to explore the western coast of North America. Cabrillo set out in June of 1542 in command of two ships, the San Salvador and the Victoria; he reached San Diego Bay on September 28,1542, and claimed the terrain for Spain. The peninsula where he landed is today named Cabrillo Point in his honor; the area has been established as a national monument and park, and local residents each year hold a celebration and reenactment of Cabrillo’s landing. From San Diego, Cabrillo continued northward for further exploration of the spectacular California coastline. By November 1542, he had reached as far north as San Francisco Bay, although he missed the entrance of the bay due to a huge storm. Soon after, with the approach of winter, he veered south and turned back to Mexico. He made it as far south as the Channel Islands off the coast of what is today Santa Barbara. Cabrillo, who died on San Miguel Island in the Channel Islands, never made it back to Mexico. 1. The word “subjugation” in line 4 is closest in meaning to (A) religion (B) flag (C) control (D) agreement
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2. Look at the word “decades” in line 6. This word is closest in meaning to (A) months (B) centuries (C) long epoch (D) ten-year periods 3. In line 10, the word “terrain” is closest in meaning to (A) land (B) population (C) minerals (D) prosperity 4. the word “spectacular” in line 15 is closest in meaning to which of the following? (A) Ruggedly handsome (B) Visually exciting (C) Completely uneven (D) Unendingly boring PASSAGE TWO (Questions 5-9) Checks and balances are an important concept in the formation of the U.S. system of government as presented in the Constitution of the United States. Under this conception of government, each branch of government has built-in checks and Line limitations placed on it by one or more different branches of government in order to (5) ensure that any one branch is not able to usurp total dominance over the government. Under the Constitution, the United States has a tripartite government, with power divided equally among the branches: the presidency, the legislature, and the judiciary. Each branch is given some authority over the other two branches to balance the power among the three branches. An example of these checks and (10) balances is seen in the steps needed to pass a law. Congress can pass a law with a simple majority, but the president can veto such a law. Congress can then counteract the veto with a two-thirds majority. However, even if Congress passes a law with a simple majority or overrides a presidential veto, the Supreme Court can still declare the law unconstitutional if it finds that the law is contradictory to the guidelines (15) presented in the Constitution. 5. The expression “dominance over” in line 5 is closest in meaning to (A) understanding of (B) dispute over (C) authority over (D) rejection of 6. Look at the word “tripartite” in line 6. This word suggests that something is (A) divided into three (B) totally democratic (C) powerfully constructed (D) evenly matched 7. The “judiciary” in line 8 is (A) the electorate (B) the authority (C) the legal system (D) the government
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8. Look at the word “counteract” in line 11. This word is closest in meaning to (A) vote for (B) debate (C) surpass (D) work against 9. “Contradictory to” in line 14 is closest in meaning to which of the following expressions? (A) In agreement with (B) Opposite to (C) Supported by (D) Similar to
4. More Word Parts (A)List 1: Prefixes and Roots Study the following prefixes and roots. PART
MEANING (ENG)
MEANING (IND)
to, toward not, away, apart, remove out, from in, into back, again
ke, ke arah tidak, jauh, terpisah, memindahkan keluar, dari dalam, ke dalam kembali, lagi
push, drive put ask, seek loosen look at, see come
mendorong, menggerakkan meletakkan mentanya, mencari melonggarkan menatap, melihat berasal, timbul, terjadi
Prefixes ad-, asdise-, exm-, imreRoots pel, pulse pose quire solve, solut spect, spic vene, vent
Use the preceding lists of prefixes and roots to help find the meanings of the words. Circle the letter of the word that could replace the underlined word without a change of meaning. Try not to use your dictionary. 1. The expelled students petitioned the dean. (A) required (B) disposed (C) dismissed (D) rejected 2. How to dispose of nuclear waste is an international issue clouded by controversy. √ (A) recycle (B) get rid of (C) select (D) analyze
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3. This material repels water. (A) filters (B) alters (C) extracts (D) sheds 4. Sam hasn’t made any money on his invention. (A) fabrication (B) anecdote (C) creation (D) composition 5. Library patrons can either hunt through the card files or go to the librarian if they have inquiries related to book listing. (A) reviews (B) information (C) questions (D) topics 6. The fancy muslin handkerchiefs of the nineteenth century gradually decreased in size and decoration and have now been superseded by disposable paper tissues. (A) inexpensive (B) untramodern (C) throwaway (D) plain (B)List 2: Prefixes and Roots Study this prefixes and roots. PART
MEANING (ENG)
MEANING (IND)
together or with from, off, down between, among within, on the inside into [GK] before, in front of, on behalf of; [L] before, for, instead of under, lower
bersama atau dengan dari, keluar, kebawah antara dalam (waktu), di bagian dalam ke dalam (YN) sebelum, di hadapan, atas nama (LT) sebelum, untuk, bukannya (sebagai alternative. I’ll have blue one, instead of red. di bawah, rendah
lead stick throw mark, sign use up, take draw away, pull turn
memandu, memimpin melekat membuang, melempar menandai menggunakan, mengambil mundur, menarik memutar
Prefixes con-*, com-, codeinterintraintropre-, pro-
subRoots duce, duct hes, here ject sign sume tract vert, ver
*con- is frequently used to intensify a meaning (make it stronger). Note: “[GK]” indicates that the meanings that follow are the meanings for the Greek prefix. “[L]” indicates the meanings for the Latin prefix.
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Use the preceding lists of prefixes and roots to help find the meanings of the words. Circle the letter of the word that could replace the underlined word without a change of meaning. Try not to use your dictionary. 1. We have been conducting a survey on the dietary habits of university graduates. (A) running (B) examining (C) condemning (D) discussing 2. The Concorde aircraft consumes a great amount of fuel. (A) needs (B) wastes (C) leaks (D) uses 3. The speaker interjected anecdotes about the football team. (A) inserted (B) transformed (C) interrupted (D) delivered 4. The United States Supreme Court has the power to overturn the decision of the lower court. (A) criticize (B) reverse (C) delay (D) inspect 5. Fertile soil deposited by prehistoric glaciers is found in app parts of Ohio. (A) rich (B) disappearing (C) slow-moving (D) ancient 6. The Weddell seal of Antarctica can dive to a depth of about 1,600 feet and remain submerged for as long as and hour and ten minutes. (A) underwater (B) fearless (C) unconscious (D) breathless 7. Some naturalists believe that certain wild animals do not have an inherent fear of human. (A) evident (B) innate (C) unwarranted (D) invincible (B)List 3: Prefixes and Roots Study this prefixes and roots. PART
MEANING (ENG)
MEANING (IND)
before around, about
sebelum sekeliling, tentang
Prefixes antecircum-
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PART ob-, ofretrosesupertrans-
MEANING (ENG) against, toward backward, behind away, apart, without over, beyond across, beyond, through, on or to the other side
MEANING (IND) ke depan, ke arah ke belakang, di belakang jauh, terpisah, tanpa melebihi diseberang, dibalik, melalui, di sisi lain
do, make go, come carry, bring bend step, move climb
melakukan, membuat pergi, datang menjinjing, membawa membengkokkan melangkah, bergerak, berpindah menaiki
Roots act ced, cede, ceed, cess fer flex gress scend
Use the preceding lists of prefixes and roots to help find the meanings of the words. Circle the letter of the word that could replace the underlined word without a change of meaning. Try not to use your dictionary. 1. An antenna is a system of wires or other conductors used to transmit or receive radio or other electromagnetic waves. (A) accompany (B) strengthen (C) block (D) send 2. The Eskimos are superb hunters. (A) fast (B) veteran (C) excellent (D) nocturnal 3. A retroflexed tongue position is used to make that sound. (A) curled (B) curious (C) backward (D) flexible 4. The antecedent of the horse was a small four-toed animal. (A) breeder (B) predecessor (C) competitor (D) rival 5. Medical services retrogressed after funding had been cut. (A) progressed (B) modernized (C) transformed (D) regressed
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CHAPTER 5 | VOCABULARY IN CONTEXT It may be possible to guess the meaning of a word from the context. For example, consider this sentence:
Timothy scowled when he saw the dent in his new car.
We can guess that Timothy is upset when he notices a dent in his new car. Although we can't know the exact meaning of “scowl" from the context, we can guess that it is a way of showing displeasure. We might further guess that most people show they are upset by their facial expression. Thus, we have arrived at a definition of "scowl”: a facial expression that shows displeasure. It’s not always possible to get a clue to the meaning of a word from the context. For example, consider this sentence:
Timothy scowled when he saw Aunt Agatha.
Unless we know what Timothy's opinion of Aunt Agatha is, we cannot guess the meaning of “scowled” here. However, other sentences in the passage might indicate what his opinion is, and these could give a clue to the meaning. Improving your skills in understanding words through context will help you succeed in the Reading Comprehension section of the TOEFL test. Vocabulary meanings are given in English in various ways. The following exercises reflect some of these ways.
1. Using the Verb “to be” The object following the verb “to be” is frequently used to identify the subject. Example
A salmon is a fish.
The meaning of “salmon” is identified by the word “fish.” Exercise Please underline the word or phrase which can be used to define the word in bold. 1. Hypoxia is an illness caused by a deficiency of oxygen in the tissues of the body. 2. A porcupine is a large climbing rodent that is covered with sharp spines for defense. 3. The atom is the smallest part of a chemical element that can exist and still have the properties of the element. TOEFL-Like Exercise 1. The Celtic religion centered on the worship of a pantheon of nature deities. Their religious ceremonies included animal sacrifices and various forms of magic. Druids were the priests who led the people in this highly ritualistic worship. Druids were (A) nature deities (B) religious ceremonies (C) animal sacrifices (D) Celtic priests Page | 76
2. Waste that has been made useful is said to have been recycled. Empty bottles can be returned and used again. Other things that can be recycled are paper, plastic, and metals. Besides the esthetic value of recycling, there are many environmental reasons to do so. Recycled material is (A) strewn garbage (B) common waste materials (C) paper, glass, and coffee (D) reused waste 3. Both the Rocky Mountains in North America and the Swiss Alps have high peaks which challenge the most skilled of mountain climbers. As these climbers ascend the steep rocky crevices, they may come across edelweiss. Although edelweiss is the Swiss national flower, it is also found in the Rocky Mountains. It grows wild near areas with year-round snow and can be recognized by its small, white, star-shaped blossoms. Edelweiss is a (A) crevice (B) flower (C) star (D) blossom
2. Using “Appositive” A noun or noun group which follows a noun and is set off by commas is an appositive. It identifies the noun it follows. Example
Mercury, the silver-colored metal used in thermometers, is usually in a liquid form.
The meaning of “mercury” is identified by its appositive, “the silver-colored metal used in thermometers.” By adding the words "which is/are” or “who is/are,” you can test if the noun is an appositive. Example
Mercury, which is the silver-colored metal used in thermometers, is usually in a liquid form.
Exercise Please underline the word or phrase which can be used to define the word in bold. 1. Pacemakers, small electrical devices that stimulate the heart muscle, have saved many lives. 2. Many residents of Hawaii used to believe that the volcano’s flarings were tirades of their goddess, Pele. 3. Studying supernovas, the catastrophic explosions of dying stars, may give answers to questions of modem cosmology.
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TOEFL-Like Exercise 1. Seventeenth-century attempts to preserve anatomical specimens brought about modem embalming, the preservation of the body after death by artificial chemical means. The most common agent used today is formaldehyde, which is infused to replace body fluids. Embalming is (A) death by a chemical means (B) the preservation of anatomical specimens (C) a common agent related to formaldehyde (D) the replacement of body fluids 2. An extinct species of animal or plant no longer has any living members. Many species have been recorded as having gone extinct in the twentieth century. However, occasionally a member of a species thought to be extinct is found. The coelacanth, a large-bodied, hollowspined fish, was one such creature. This predecessor of the amphibians was considered extinct until 1938, when one was caught by a fisherman off the coast of South Africa. A coelacanth is (A) an extinct creature (B) an amphibian (C) a species (D) a fish 3. Samuel Finley Breese Morse spent twelve years perfecting his own version of André Ampère’s idea for an electric telegraph. However, this inventor is best known for his Morse code, a system of telegraphic signals composed of dots and dashes. The dot represents a very brief depression of the telegraph key. The dash represents a depression three times as long as the dot. Different combinations of dots and dashes are used to code the alphabet, the numerals, and some punctuation. Morse code is a system of (A) telegraphic signals (B) telegraphic keys (C) telegraphic dots (D) telegraphic dashes
3. Using “Punctuations” Punctuation marks are sometimes used to set off a word which is being used to identify another word. Some of the punctuation marks you may see used in this way are: commas dashes parentheses Example
, ‒ ( … )
brackets single quotation marks double quotation marks
[ … ] ‘ … ’ “ … ”
In laser printing, the greater the number of dpi (dots per inch), the higher the quality of the image produced.
The meaning of “dpi" is identified by the words in parentheses, “dots per inch.” Exercise 1. The use of carved birds, “decoys,” is not a new idea in hunting. 2. If you are ectomorphic (the slender type), you are likely to be good in such sports as track, tennis, and basketball.
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3. A path to the chieftain’s headquarters winds through ancient petroglyphs - inscriptions in stone. TOEFL-Like Exercise 1. At the age of 19, Galileo discovered isochronism - the principle in which each oscillation of a pendulum takes the same time despite changes in amplitude. Isochronism is (A) a principle (B) an oscillation (C) a pendulum (D) an amplitude 2. A composer indicates to a musician how a musical passage is to be played through the use of dynamic markings. The symbol for soft is p, whereas the one for loud is f. The intensity - loudness or softness - depends on the extent or amplitude of the vibrations made by the particular instrument being played. Intensity is (A) dynamic markings (B) the symbol for soft and loud (C) the extent of the vibrations (D) loudness or softness 3. Oral history, the use of the tape recorder to capture memories of the past in private interviews, has become increasingly popular among professional historians. Studs Terkel is the best known of America’s historians to use this method for recording historical events. He interviewed people about their experiences during important events such as the Great Depression and World War II. Oral history is (A) private interviews (B) recording people’s memories (C) experiences during important events (D) the history of tape recording
4. Using “Or” A word or phrase is sometimes identified by a synonym following the word “or.” Example The husky, or sled dog, of the North is a hardy breed. The meaning of the word “husky” is identified by the words “sled dog” following the word “or.” Exercise 1. Altitude, or the height above sea level, is a factor that determines climate. 2. Vespers, or evening worship, can be heard at St. Matthew’s Cathedral. 3. In some American Indian tribes, the squaw, or woman, was the owner of all property.
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TOEFL - Like Exercise 1. According to many psychologists, phobias, or irrational fears, represent or are symbolic of repressed anxiety. They are usually persistent, illogical, and intense. The most useful treatment has been through behavior-modification therapy. A phobia is (A) a psychologist (B) a fear (C) a symbol (D) a treatment 2. Honeybees live in colonies of many thousand members. A typical colony has a queen that lays eggs; a fertile male, or drone; and sexually undeveloped females called workers. The workers care for the queen and larvae, gather nectar, make and store honey, and protect the hive. A drone is (A) an egg (B) a male bee (C) an undeveloped female (D) a worker 3. The nervous system of an animal is not a simple electrical circuit. When a signal gets to one end of a nerve cell, the cell sprays various molecules out for the next cell to pick up. The central nervous system of grasshoppers, fruit flies, and other insects includes both the brain and a chain of simpler segmental ganglia, or groups of nerve cells. Ganglia are (A) nervous systems (B) electrical circuits (C) groups of nerve cells (D) the molecules the cells send out
5. Using “Examples” A word or phrase is sometimes identified by examples. These terms often introduce examples: as like
for for
example instance
such as
Example
Percussion instruments, such as drums, cymbals, and tambourines, were the preferred instruments in the study. The meaning of “percussion instruments” is identified by the three examples: “drums," “cymbals." and “tambourines.” Sometimes the word or words used in the example can be identified by the word which is exemplified. Example
Everything we know about early humans such as Neanderthals is based on fossilized remains.
The meaning of “Neanderthals" is identified by the words that it is an example of: "early humans."
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Exercise 1. Such large fish as groupers and moray eels recognize the wrasse as a friend that will help them. 2. Creatures such as the camel and the penguin are so highly specialized that they can only live in certain areas of the world. 3. The sand absorbs enough moisture to support drought-resistant plants such as mesquite, as well as several species of grasses. TOEFL - Like Exercise 1. Much can be done to halt the process of desertification. For example, an asphaltlike petroleum can be sprayed onto sand dunes, and seeds of trees and shrubs can then be planted. The oil stabilizes the sand and retains moisture, allowing vegetation to become established. Desertification is (A) spraying oil onto sand dunes (B) the planting of trees and shrubs (C) the vegetation becoming established (D) the desert taking over an area 2. Of all the microelectronic devices that engineers have produced, the computer has the greatest potential impact on society. At the heart of every computer, there are microchips. Microchips consist of large collections of devices like the diode and transistor connected on a single piece (“chip”) of silicon. Diodes and transistors are (A) computer collections (B) microelectronic devices (C) silicon pieces (D) computer engineers 3. How complicated the preparations for a camping trip are depends on the duration of the trip as well as the isolation of the area in which the camper intends to be. If campers intend to stay at one of the many commercial campsites, most of their needs are provided for. However, if one desires to be far from civilization, choosing camping paraphernalia such as tents, sleeping bags, cooking equipment, and other supplies should be done with care. Paraphernalia is (A) equipment (B) food supplies (C) sleeping bags (D) campsites
6. Using “Clauses” Adjective clauses sometimes identify words. They are introduced by these words: that when
where which
who whom
Example
Airships, which are cigar-shaped steerable balloons, have many uses, such as filming, advertising, and entertainment.
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The meaning of “airships” is identified by the adjective clause “which are cigar-shaped steerable balloons.” Exercise 1. Recent tests show that silver sulfadiazine, which is a compound used in the treatment of bums, can cure the most serious types of African sleeping sickness. 2. Melody, which is the succession of sounds, takes on new interest when fit into ; rhythmic pattern. 3. The “O” in many Irish names comes from the Gaelic word ua, which means “descended from.” TOEFL - Like Exercise 1. The Pueblo Indians are those who dwell in pueblos, a name derived from the Spanish word for “village.” The pueblo is usually built against the face of a cliff and generally consists of connected houses rising in a series of receding terraces. The roof of one house is the yard or patio of the next house. The kiva, where Pueblo Indians hold their secret ceremonies, is entered by an opening in the roof. A kiva is a (A) patio (B) ceremonial room (C) series of terraces (D) Pueblo Indian village 2. The coyote resembles a medium-sized dog with a pointed face, thick fur, and a black-tipped, bushy tail. Although its main diet consists of rabbits and other rodents, it is considered dangerous to livestock. Consequently, thousands are killed yearly. In recent years, nonlethal techniques, those that do not kill coyotes, have been being developed to protect sheep and other livestock while at the same time allowing the coyote to remain in the wild. Nonlethal techniques are those that (A) are dangerous to livestock (B) injure thousands of coyotes yearly (C) allow livestock to live in the wild (D) are not deadly to coyotes 3. The phenomenon of a mirage, which is an atmospheric optical illusion in which an observer sees a nonexistent body of water, can be explained by two facts. First, light rays are bent in passing between media of differing densities. Second, the boundary between two such media acts as a mirror for rays of light coming in at certain angles. A mirage is (A) an illusion (B) a body of water (C) a medium acting as a mirror (D) the boundary between two media
7. Using “Referents” Referents are words that refer back or forward to other words in the sentence or paragraph. Example
The solar-powered batteries in the ERS-1 are expected to function for at least two years, during which time the satellite will be able to gather more information than any previous satellite.
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The meaning of “ERS-1” is identified by its referent, “satellite.” Exercise 1. The farmers were concerned about the growing number of boll weevils. An infestation of these insects could destroy the cotton crop overnight. 2. The groom struggled with his tuxedo. He wondered why he had to wear these kinds of clothes to get married. 3. Emma was told to put the sheets in the hamper, but she found the basket too full of soiled clothes to fit the sheets in. TOEFL - Like Exercise 1. Important officials visiting President Roosevelt were surprised by his menagerie of pets. No previous president had filled the White House with such a variety of animals. A menagerie is a group of (A) officials (B) presidents (C) animals (D) staff members 2. At least 50 weed species fight off competitors by emitting toxins from their roots, leaves, or seeds. These poisons do their work in a dozen ways, such as inhibiting germination of seeds and destroying photosynthesis abilities. Toxins are (A) roots (B) leaves (C) seeds (D) poisons 3. The English longbowmen did not draw their bows but bent them by leaning on them with one arm and the upper part of their body. This method utilized the strength of the body instead of just the arm, and gave the archers endurance to use the longbow longer. A longbowman is (A) an archer (B) a bowing technique (C) a method for utilizing the strength of the body (D) a way to increase endurance for longer use of the longbow
8. Using “Contrasts” Sometimes the meanings of words can be understood because they are in contrast to another word in the sentence. Some words that indicate a contrast are: but despite however Example
in contrast in spite of instead
or unlike whereas
The brief scenes in the movie focus on the boy’s point of view, whereas the longer scenes depict the father’s side.
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“Brief' scenes are understood to be “short” scenes because they are in contrast to the “longer” scenes. Exercise 1. The bite of a garter snake, unlike that of the deadly cobra, is benign. 2. The bluebonnet, the Texas state flower, thrives in dry, poor soil but dies in overly wet conditions. 3. Despite proposed cutbacks in financial support for domestic students, assistance for foreign students studying and training in the United States is to be sharply increased. TOEFL - Like Exercise 1. A unified field theory is one in which two forces, seemingly very different from each other, are shown to be basically identical. According to such a theory, unification will take place at various stages as the energy and temperature increase. Identical is (A) different (B) unified (C) equal (D) level 2. The campanile is chiefly a medieval form of Italian architecture. Built in connection with a church or town hall, it served as a belfry, watch tower, and sometimes a civil monument. Unlike other bell towers which are attached to buildings, the campanile generally stands as a detached unit. A campanile is (A) a church (B) a town hall (C) a tower (D) a unit 3. While the methods used at other learning institutions are based on the theory that children need a teacher, the Montessori method is based on the theory that a child will learn naturally if placed in an environment rich in learning materials to play with. These materials are suited to children’s abilities and interests, and learning takes place as the child plays. Children following this method are autodidactic, and only when a child needs help does the teacher step in. Autodidactic is (A) playful (B) self-taught (C) able to learn (D) dependent on teachers
9. Using Other Words in the Sentence Other words in a sentence can sometimes help identify a word. Example
In order to sip the nectar with its long tongue, the bee must dive into the flower and in so doing becomes dusted with the fine pollen grains from the anthers.
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We can guess that "nectar" is the substance that bees collect from a flower because the bee must “sip . . . with its long tongue” and "dive into the flower.” We can guess that “anther” is a part of the flower because the bee gets “dusted with the fine pollen grains from the anthers” when it dives into the flower. Exercise 1. The bright purple gentian grows wild in Colorado and blooms in late summer. ______________________________________________________ 2. While blowing air into the leather bag, the bagpipe player produces melodies by fingering the chanter. ______________________________________________________ 3. Unfortunately, the plant’s hairs kill useful insects, but this problem can be alleviated by controlling the amount of hair ______________________________________________________ TOEFL - Like Exercise 1. The much larger hull of the multidecked round ship allowed it to carry more supplies, more men, more guns, and more sails, all of which were necessary for long voyages of commerce and discovery. A hull is a (A) storage place (B) deck" (C) kind of sail (D) type of commerce 2. In the third century B.C., Ctesibuis, the Greek engineer and theorist, first exercised his inventive talents by making an adjustable mirror and then creating ingenious toys which could move under their own power. Inventive is (A) regional (B) creative (C) flexible (D) effective 3. Vitamin D is called the sunshine vitamin because it is absorbed through bare skin. The body uses it to form strong bones, and therefore, it is essential for growing children. People who are not exposed to the sun can become deficient in vitamin D and may develop the bone disease rickets. Deficient is (A) overexposed (B) infected (C) lacking (D) improved
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10. TOEFL Exercise for Vocabulary and Vocabulary in Context PASSAGE ONE (Questions 1-4)
Line (5)
When babies are born, they always have blue eyes. This is because the melanin, the pigment that colors the eyes, is not on the surface of the iris. Instead, it is within the creases of the iris. Because there is little melanin on the surface of the iris, the eyes appear blue. After a few months, the melanin moves to the surface of the iris. It is the amount of melanin on the surface that determines a person’s permanent eye color, so it is at this point that a baby’s eyes develop the color they will have for a lifetime. 1. The word “pigment” in line 2 is closest in meaning to (A) skin (B) muscle (C) tissue (D) color 2. The word “surface” in line 2 is closest in meaning to (A) top (B) inside (C) back (D) bottom 3. The word “permanent" in line 6 could best be replaced by (A) changeable (B) lasting (C) dark (D) possible 4. The word “point” in line 7 could best be replaced by which of the following? (A) Dot (B) Era (C) Time (D) Place PASSAGE TWO (Questions 5-9)
The chili pepper is native to the Americas, but nowadays it is found all over the world. It is an extremely popular spice in many cultures and is, in fact, the world’s second favorite spice, after salt. There are more than a hundred species of chili Line peppers, some which are quite mild and others which are incredibly hot and spicy. (5) Today chili peppers are used to spice a variety of foods, e.g., salsa, meat and rice dishes, and even jam and jelly. In the past, chili peppers had some other, more unusual uses. In ancient Mexico, for example, chilies could be used to pay taxes. In addition, in Panama, these peppers were used to protect against sharks. 5. The word “favorite” in line 3 is closest in meaning to (A) most popular (B) most delicious (C) best known (D) most recognized
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6. The word “species” in line 3 is closest in meaning to which of the following? (A) Plants (B) Uses (C) Types (D) Sizes 7. The word “mild" in line 4 could best be replaced by (A) strong tasting (B) cold (C) delicate tasting (D) amiable 8. "Jam” in line 6 is probably (A) a type of chili (B) something to eat (C) something to wear (D) a container for chilies
9. The expression “protect against” in line 8 could best be replaced by (A) lean against (B) hunt for (C) flirt with (D) defend against
PASSAGE THREE (Questions 10-15) At the end of the Revolutionary War, America was no longer a colony; instead, America was a new, young country that needed to set up its own government. There was a lot of disagreement throughout the country as to the type of government that was best. One of the major issues was whether there should be a strong federal Line government with little power in the hands of the individual states or a weak central (5) government and powerful states. It is interesting to note that it was many of the Revolutionary War veterans who were in favor of a strong central government. Because of their efforts in winning the war over the British, after the war they became a powerful political force, and as a whole they were extremely nationalistic. There were also financial reasons that veterans supported a strong national government. The revolutionary congress had ended the war with a large amount of debt, and a large portion of this debt was in back pay and pensions to soldiers. Many soldiers believed that with a strong federal government, they had a better chance of collecting the money owed to them. 10. A “colony” in line 1 is (A) an independent country (B) a type of government (C) a dependent area (D) a continent 11. The expression “set up” in line 2 could best be replaced by which of the following? (A) Defend (B) Organize (C) Argue about (D) Protect
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12. The word “federal” in line 4 is closest in meaning to (A) state (B) weak (C) central (D) new 13. In line 7, "veterans” refers to (A) government officials (B) former soldiers (C) voters (D) current members of the armed forces 14. The word "financial” in line 11 is closest in meaning to (A) monetary (B) important (C) military (D) national 15. The word "back” in line 13 could best be replaced by which of the following? (A) Reverse (B) Low-income (C) Returnable (D) Already earned
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