Almost every reading passage on the TOEFL test will have a question about the main idea od 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.
MAIN IDEA QUESTIONS
How to identify the question
what is the topic of the passage?
what is the subject of the passage?
what is the main idea of the passage?
what is the authors 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.
4.-eliminate any definitely wrong answers and choose the best answer from the remaining choices.
Practice English in Mylot
Thursday, November 24, 2011
Questions about the ideas of the passage
It is very common for reading passages in the reading comprehension section of the TOEFL test to have questions about the overall ideas in the passage. The most common type of question asks about the main idea, topic, title, or subject. Occasionally, there will also be a question about how the information in the passage is organized.
Strategies for the reading comprehension question
1.- Skim the reading passage to determine the main idea an the overall organization of ideas in the passage. you do not need to understand every detail in each passage to answer the questions correctly. it is therefore a waste of time to read the passage with the intent of understanding every single detail before you try to answer the questions.
2.- Look ahead at the questions to determine what types of questions you must answer. each type of questions is answered in a different way.
3.- find the section of the passage that deals with each question. the question-type tells you exactly where to look in the passage to find correct answers.
- for main idea questions, look at the first line of each paragraph.
- for directly and indirectly answered detail questions, choose a key word in the question, and skim for that key word ( or a related idea) in order in the passage.
- for vocabulary questions, the question will tell you where the word is located in the passage.
- for overall review questions, the answers are found anywhere in the passage.
4.- read the part of the passage that contains the answer carefully. the answer will probably be in the same sentence (or one sentence before or after) the key word or idea.
5.- choose the best answer to each question from the four answer choices listed in your test book. you can choose the best answer according to what is given in the appropriate section of the passage, eliminate definitely wrong answers, and mark your best guess on the answer sheet.
2.- Look ahead at the questions to determine what types of questions you must answer. each type of questions is answered in a different way.
3.- find the section of the passage that deals with each question. the question-type tells you exactly where to look in the passage to find correct answers.
- for main idea questions, look at the first line of each paragraph.
- for directly and indirectly answered detail questions, choose a key word in the question, and skim for that key word ( or a related idea) in order in the passage.
- for vocabulary questions, the question will tell you where the word is located in the passage.
- for overall review questions, the answers are found anywhere in the passage.
4.- read the part of the passage that contains the answer carefully. the answer will probably be in the same sentence (or one sentence before or after) the key word or idea.
5.- choose the best answer to each question from the four answer choices listed in your test book. you can choose the best answer according to what is given in the appropriate section of the passage, eliminate definitely wrong answers, and mark your best guess on the answer sheet.
The reading comprehension questions
The reading comprehension section of the TOEFL test consists of five reading passages, each followed by a number of reading comprehension and vocabulary questions. Topics of the reading passage are varied. but they are often informational subjects that might be studied in a American university: American history, literature, art, architecture, geology, geography, and astronomy. for example.
Time is definitely a factor in the reading comprehension section. many students who take the TOEFL test note that they are unable to finish all the questions in this section. Therefore you need to make the most efficient use of your time in this section to get the highest score. The following method is the best way of attacking a reading passage to get the most questions correct in a limited correct in a limited amount of time.
Time is definitely a factor in the reading comprehension section. many students who take the TOEFL test note that they are unable to finish all the questions in this section. Therefore you need to make the most efficient use of your time in this section to get the highest score. The following method is the best way of attacking a reading passage to get the most questions correct in a limited correct in a limited amount of time.
Wednesday, November 23, 2011
General strategies: Reading comprehension
1.- Be familiar with the directions. the directions on every 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.
2.- Do not spend too much time reading the passages. you do not have time to read each reading passage in depth, and it is quite possible to answer the questions correctly without first reading the passages in depth, some students prefer to spend a minute or two on each passage reading for the main idea before starting on the questions. other students prefer to move directly to the questions without reading the passages first.
3.- Do not worry if a reading passage is on a topic that you are unfamiliar with. all of the information that you need to answer the questions is included in the passages. you do not need any background knowledge to answer the questions.
4.- never leave any answers blank on your answer sheet. even if you are unsure of the correct response, you should answer each question. there is no penalty for guessing.
2.- Do not spend too much time reading the passages. you do not have time to read each reading passage in depth, and it is quite possible to answer the questions correctly without first reading the passages in depth, some students prefer to spend a minute or two on each passage reading for the main idea before starting on the questions. other students prefer to move directly to the questions without reading the passages first.
3.- Do not worry if a reading passage is on a topic that you are unfamiliar with. all of the information that you need to answer the questions is included in the passages. you do not need any background knowledge to answer the questions.
4.- never leave any answers blank on your answer sheet. even if you are unsure of the correct response, you should answer each question. there is no penalty for guessing.
Reading Comprehension
1.- reading comprehension: questions ask you to answer questions about the information given in the reading passages. There will be a variety of questions about each reading passage, including main idea questions, directly answered detail questions, and implied detail questions.
2.-vocabulary: questions ask you to identify the meaning of vocabulary words in the reding passages. To answer these questions, you may have to know the meanings of the words. you can also identify the meaning of some of the words by understanding the context surrounding the words, by using structural clues to identify the meanings of the words, or by breaking down the unknown words into known word parts in order to identify them.
2.-vocabulary: questions ask you to identify the meaning of vocabulary words in the reding passages. To answer these questions, you may have to know the meanings of the words. you can also identify the meaning of some of the words by understanding the context surrounding the words, by using structural clues to identify the meanings of the words, or by breaking down the unknown words into known word parts in order to identify them.
Friday, November 18, 2011
Skill 60: Distingush other, another, and others.
SINGULAR PLURAL
indefinite i have another book. i have other books.
i have another. i have others.
definite i have the other book i have the other books.
i have the other. i have the others.
indefinite i have another book. i have other books.
i have another. i have others.
definite i have the other book i have the other books.
i have the other. i have the others.
Skill 59: Distinguish like, alike, unlike and dislike
LIKE, ALIKE, UNLIKE, AND DISLIKE
GRAMMAR MEANING USE
like adjective similar as an adjective, like is used before a noun
alike adjective similar as an adjective, alike is used after a linking verb.
like preposition similar both prepositions are followed by objects. they can both be used.
unlike preposition different in many positions, including at the beginning of the sentence.
like verb enjoy both verbs follow subjects
dislike verb not enjoy
GRAMMAR MEANING USE
like adjective similar as an adjective, like is used before a noun
alike adjective similar as an adjective, alike is used after a linking verb.
like preposition similar both prepositions are followed by objects. they can both be used.
unlike preposition different in many positions, including at the beginning of the sentence.
like verb enjoy both verbs follow subjects
dislike verb not enjoy
Skill 58: Distinguish make and do
Make and do can be confused in English because their meanings are so similar. since the difference between make and do is tested on the TOEFL test, you should learn to distinguish them.
Make often has the idea of creating or construicting. The following expressions show some of the possible uses of make:
She likes to make her own clothes.
would you like to make a cake for dessert?
If you make a mistake, you should correct it.
He was unable to make a response to the threat.
Do often has the idea of completing or performing. The following expressions show some of the possible uses of do:
This morning she did all the dishes.
The students are doing the assignments.
The janitors did the work they were assigned.
you can do your laudry at the laundromant.
These are only some of the uses of make and do. Many uses of make and do are idiomatic and therefore difficult to classify.
Make often has the idea of creating or construicting. The following expressions show some of the possible uses of make:
She likes to make her own clothes.
would you like to make a cake for dessert?
If you make a mistake, you should correct it.
He was unable to make a response to the threat.
Do often has the idea of completing or performing. The following expressions show some of the possible uses of do:
This morning she did all the dishes.
The students are doing the assignments.
The janitors did the work they were assigned.
you can do your laudry at the laundromant.
These are only some of the uses of make and do. Many uses of make and do are idiomatic and therefore difficult to classify.
Skill 57: Recognize when prepositions have been omited
Can you wait me after the game?
I plan attending the meeting.
The first example is incorrect because it is necessary to say wait for me. The second example is incorrect because it is necessary to say plan on attending.
I plan attending the meeting.
The first example is incorrect because it is necessary to say wait for me. The second example is incorrect because it is necessary to say plan on attending.
Skill 56: Recognize incorrect prepositions
The game was called on because of train.
I knew i could count in you to do a good job.
The first example should say that the game was called off because of rain. The expression called off means canceled, and that is the meaning that makes sense in this sentence. To call on someone is to visit someone, and this meaning does not make sense in this example. In the second example, it is not correct in English to count in someone. The correct expression is to count on someone.
I knew i could count in you to do a good job.
The first example should say that the game was called off because of rain. The expression called off means canceled, and that is the meaning that makes sense in this sentence. To call on someone is to visit someone, and this meaning does not make sense in this example. In the second example, it is not correct in English to count in someone. The correct expression is to count on someone.
Skill 55: Distiguish specificn and general ideas
SPECIFIC AND GENERAL IDEAS
ARTICLE MEANING USES
a or an general idea use when there are many, and you do not know which one it is.
use when there are many, and you do not care which one it is.
the specific idea use when it is the only one.
use when there are many, and you know which one it is.
ARTICLE MEANING USES
a or an general idea use when there are many, and you do not know which one it is.
use when there are many, and you do not care which one it is.
the specific idea use when it is the only one.
use when there are many, and you know which one it is.
Skill 54: Make articles agree with nouns
AGREEMENT OF ARTICLES WITH NOUNS
You should never use a or an with a plural noun.
You should never use a or an with a plural noun.
Skill 53: Distinguish a and an
A AND AN
A a is used in front of a singular noun with a consonat sound.
AN an is used in front of a singular noun with a vowel sound.
Be careful of words beginning with letters such as u, o, e, x, or h. They may begin with either a vowel or a consonant sound.
A a is used in front of a singular noun with a consonat sound.
AN an is used in front of a singular noun with a vowel sound.
Be careful of words beginning with letters such as u, o, e, x, or h. They may begin with either a vowel or a consonant sound.
Skill 52: Use articles with singular nouns
ARTICLES WITH SINGULAR NOUNS
A singular noun must have an article (a, an, the) or some other determiner such as my or each. (a plural noun or an uncountable may or may not have an article.)
A singular noun must have an article (a, an, the) or some other determiner such as my or each. (a plural noun or an uncountable may or may not have an article.)
Problems with articles
Articles are very difficult to learn because there are many rules, many exceptions, and many special cases. It is possible, however, to learn a few rules that will help you to use articles correctly much of the time.
Nouns in English can be either countable or uncontable. If a noun is countable, it must be either singular or plural. In addition to these general types of nouns, there are two types of articles: definite (specific) and indefinite (general).
ARTICLES COUNTABLE COUNTABLE UNCOUNTABLE
SINGULAR PLURAL NOUNS
NOUNS NOUNS
indefinite a dollar dollars money
(general) an apple apples juice
definite the dollar the dollars the money
(specific) the apple the apples the juice
definite
Nouns in English can be either countable or uncontable. If a noun is countable, it must be either singular or plural. In addition to these general types of nouns, there are two types of articles: definite (specific) and indefinite (general).
ARTICLES COUNTABLE COUNTABLE UNCOUNTABLE
SINGULAR PLURAL NOUNS
NOUNS NOUNS
indefinite a dollar dollars money
(general) an apple apples juice
definite the dollar the dollars the money
(specific) the apple the apples the juice
definite
Skill 51: Use -ed and -ing adjectives correctly
-ED AND -ING ADJECTIVES
TYPE MEANING USE EXAMPLE
-ING active it does the action of the verb .. the happily playing children..
(The children play).
-ED passive it receives the action of the verb ... the frequently played record..
(someone plays the record)
TYPE MEANING USE EXAMPLE
-ING active it does the action of the verb .. the happily playing children..
(The children play).
-ED passive it receives the action of the verb ... the frequently played record..
(someone plays the record)
Thursday, November 17, 2011
Skill 50: Use predicate adjectives correctly
PREDICATE ADJECTIVES
PREDICATE ADJECTIVES FORMS USED IN FRONT OF NOUN
alike like similar
alive live living
alone lone
afraid frightened
asleep sleeping
A predicate adjective appears after a linking verb such as be. It cannot appear directly in front of the noun that it describes.
PREDICATE ADJECTIVES FORMS USED IN FRONT OF NOUN
alike like similar
alive live living
alone lone
afraid frightened
asleep sleeping
A predicate adjective appears after a linking verb such as be. It cannot appear directly in front of the noun that it describes.
Skill 49: Recognize -ly adjectives
-LY ADJECTIVES
costly likely daily quartely northerly
early lively hourly weekly easterly
friendly lonely monthly yearly southerly
kindly manly nightly lovely westerly
costly likely daily quartely northerly
early lively hourly weekly easterly
friendly lonely monthly yearly southerly
kindly manly nightly lovely westerly
Skill 48: Position adjectives and adverbs correctly
THE POSITION OF ADJECTIVE AND ADVERBS
Adjectives A one-word adjective comes before the noun it describes. It does not come directly after.
Adverbs An adverb can appear in many positions. It cannot be used between a verb and its object.
Adjectives A one-word adjective comes before the noun it describes. It does not come directly after.
Adverbs An adverb can appear in many positions. It cannot be used between a verb and its object.
Skill 47: Use adjectives after linking verbs
ADJECTIVES AND ADVERBS AFTER VERBS
(subject) + (regular verb) + (adverb)
A regular verb is followed by an adverb. The adverb describes the verb.
(subject) + (linking verb) + (adjective)
A linking ver is followed by an adjective. The adjective describes teh subject.
(subject) + (linking verb) + (adverb) + (adjective)
It is possible that a linking verb is followed by an adverb and an adjective. The adverb describes the adjective and the adjective describes the subject.
linking verbs
appear feel seem
be look smell
become prove taste
(subject) + (regular verb) + (adverb)
A regular verb is followed by an adverb. The adverb describes the verb.
(subject) + (linking verb) + (adjective)
A linking ver is followed by an adjective. The adjective describes teh subject.
(subject) + (linking verb) + (adverb) + (adjective)
It is possible that a linking verb is followed by an adverb and an adjective. The adverb describes the adjective and the adjective describes the subject.
linking verbs
appear feel seem
be look smell
become prove taste
Tuesday, November 15, 2011
Skill 46: Use basic edjectives and adverbs correctly
BASIC USE OF ADJECTIVES AND ADVERBS
adjectives adjectives describe nouns or pronouns.
adverbs adverbs describe verbs, adjectives, or other adverbs.
adjectives adjectives describe nouns or pronouns.
adverbs adverbs describe verbs, adjectives, or other adverbs.
Problems with adjectives and adverbs
ADJECTIVE ADVERB
recent recently
public publicly
evident evidently
recent recently
public publicly
evident evidently
Skill 45: Check pronoun reference for agreement
PRONOUN AGREEMENT
1.- Be sure that every pronoun and possessive agrees with the noun it refers to.
2.- You generally check back in the sentence for agreement.
1.- Be sure that every pronoun and possessive agrees with the noun it refers to.
2.- You generally check back in the sentence for agreement.
Skill 44: Distinguish possessive adjectives and pronouns
POSSESSIVE POSSESSIVE
ADJECTIVES PRONOUNS
my mine
your yours
his his
her hers
its
our ours
their theirs
must be accompanied by a noun, cannot be accompanied by a noun.
ADJECTIVES PRONOUNS
my mine
your yours
his his
her hers
its
our ours
their theirs
must be accompanied by a noun, cannot be accompanied by a noun.
skill 43: Distinguish subject and object pronouns
SUBJECT OBJECT
i me
you you
he him
she her
it it
we us
they them
i me
you you
he him
she her
it it
we us
they them
skill 42: Distinguish the person from the thing
PERSON OR THING
1.- It is common to confuse a person with a thing in the Written Expression section of the TOEFL test.
2.- This type of question generally appears near the end of the Written Expression section.
1.- It is common to confuse a person with a thing in the Written Expression section of the TOEFL test.
2.- This type of question generally appears near the end of the Written Expression section.
Skill 41: Recognize irregular plurals of nouns
IRREGULAR PLURALS
vowel change man-men foot-feet goose-geese
woman-women tooth-teeth mouse-mice
add-en child-children ox-oxen
same as singular deer-deer salmon-salmon trout-trout
fish-fish sheep-sheep
is-es analysis-analyses diagnosis-diagnoses synthesis-syntheses
axis-axes hypothesis-hypotheses thesis-theses
crisis-crises parenthesis-parentheses
ends in a bacterium-bacteria datum-data criterion-criteria
curriculum-curricula phenomenon-phenomena
us-i alumnus-alumni fungus-fungi stimulus-stimuli
bacillus-bacilli nucleus-nuclei syllabus-syllabi
cactus-cacti radius-radii
vowel change man-men foot-feet goose-geese
woman-women tooth-teeth mouse-mice
add-en child-children ox-oxen
same as singular deer-deer salmon-salmon trout-trout
fish-fish sheep-sheep
is-es analysis-analyses diagnosis-diagnoses synthesis-syntheses
axis-axes hypothesis-hypotheses thesis-theses
crisis-crises parenthesis-parentheses
ends in a bacterium-bacteria datum-data criterion-criteria
curriculum-curricula phenomenon-phenomena
us-i alumnus-alumni fungus-fungi stimulus-stimuli
bacillus-bacilli nucleus-nuclei syllabus-syllabi
cactus-cacti radius-radii
Friday, November 11, 2011
Skill 40: Distinguish countable and uncountable nouns
KEY WORDS FOR COUNTABLE AND UNCOUNTABLE NOUNS
for countable nouns many number few fewer
for uncountable nouns much amount little less
for countable nouns many number few fewer
for uncountable nouns much amount little less
Skill 39: Use the correct singular or plural noun
KEY WORDS FOR SINGULAR AND PLURAL NOUNS
for singular nouns each every single one a
for plural nouns both two many several various
for singular nouns each every single one a
for plural nouns both two many several various
Skill 30: Recognize active and passive meanings
When there is no object (with or without by) after a verb, you must look at the meaning of the sentence to determine if the verb should be active or passive. Sentence with an incorrect passive verb and no by + object to tell you that the verb should be passive are the most difficult passive errors to recognize on the TOEFL.
ACTIVE AND PASSIVE MEANINGS
active The subject does the action of the verb
passive The subject recevies the action of the verb.
ACTIVE AND PASSIVE MEANINGS
active The subject does the action of the verb
passive The subject recevies the action of the verb.
Skill 37: Use the correct form of the passive
One way that the passive can be tested on the TOEFL test is simply with an incorrect form of the passive. The following are examples of passive errors that might appear on the TOEFL test:
The portrait was painting by a famous artist.
The project will finished by Tim.
In the first example, the passive is formed incorrectly because the past participle painted should be used rather than the present participle painting. In the second example, the verb be has not been included, and some form of be is necessary for a passive verb. The verb in the second sentence should be will be finished.
THE FORM OF THE PASSIVE
be + past participle (by + object)
The portrait was painting by a famous artist.
The project will finished by Tim.
In the first example, the passive is formed incorrectly because the past participle painted should be used rather than the present participle painting. In the second example, the verb be has not been included, and some form of be is necessary for a passive verb. The verb in the second sentence should be will be finished.
THE FORM OF THE PASSIVE
be + past participle (by + object)
Wednesday, November 9, 2011
skill 36: Use the correct tense with will and would
USING CORRECT TENSES WITH WILL AND WOULD
verb meaning use
will after the present do not use with past
would after the past do not use with present
Note: There is a different modal would that is used to make polite requests. This type of would is often used with the present tense.
I would like to know if you have a pencil that i could borrow.
verb meaning use
will after the present do not use with past
would after the past do not use with present
Note: There is a different modal would that is used to make polite requests. This type of would is often used with the present tense.
I would like to know if you have a pencil that i could borrow.
Skill 35: Use the correct tense with time expressions
USING CORRECT TENSES WITH TIME EXPRESSIONS
past perfect simple past present perfect
by (1920) (two years) ago since (1920)
last (year) lately
in (1920)
past perfect simple past present perfect
by (1920) (two years) ago since (1920)
last (year) lately
in (1920)
Skill 24: Use have and had correctly
USING (HAVE PLUS PAST PARTICIPLE) AND (HAD PLUS PAST PARTICIPLE)
tense form meaning use
present perfect have past participle past up to now not with a past tense
past perfect had past participle before past up to past not with a present tense
Except when the time expression since is part of the sentence
tense form meaning use
present perfect have past participle past up to now not with a past tense
past perfect had past participle before past up to past not with a present tense
Except when the time expression since is part of the sentence
Skill 33: Know when to use past with the present
One verb tense problem that is common both in student writing and on the TOEFL test is the switch from the past tense to the present tense for no particular reason. Often when a sentence has both a past tense and a present tense, the sentence is incorrect.
USING THE PAST WITH THE PRESENT
1.- if you see a sentence with one verb in the past and one verb in the present, the sentence is probably incorrect.
2.- however, it is possible for a correct sentence to have both past and present together.
3.- if you see the past and present together, you must check the meaning to determine whether or not the sentence is correct.
USING THE PAST WITH THE PRESENT
1.- if you see a sentence with one verb in the past and one verb in the present, the sentence is probably incorrect.
2.- however, it is possible for a correct sentence to have both past and present together.
3.- if you see the past and present together, you must check the meaning to determine whether or not the sentence is correct.
Skill 32: After will, would, or other modals, use the base form of the verb
Whenever you see a modal, such as will, would, shall, should, can, could, may, might or must, you should be sure that the verb that follows it is in its base form.
The boat will leaving at 3:00 should be will leave
The doctor may arrives soon should be may arrive
The students must taken the exam should be must take
VERB FORMS AFTER MODALS
modal plus main form of the verb
The boat will leaving at 3:00 should be will leave
The doctor may arrives soon should be may arrive
The students must taken the exam should be must take
VERB FORMS AFTER MODALS
modal plus main form of the verb
Tuesday, November 8, 2011
Skill 31: After be, use the present participle or the past participle
The verb be in any of its forms (am, is, are, was, were, be, been, being) can be followed by another verb. This verb should be in the present participle or the past participle form.
We are do our homework should be are doing
The homework was do early. should be was done
Tom is take the book should be is taking
The book was take by Tom should be was taken
VERB FORMS AFTER BE
be plus 1.- present participle
2.- past participle
We are do our homework should be are doing
The homework was do early. should be was done
Tom is take the book should be is taking
The book was take by Tom should be was taken
VERB FORMS AFTER BE
be plus 1.- present participle
2.- past participle
Skill 30: After have, use the past participle
Whenever you see the verb have in any of its forms ( have, has, having, had) be sure that the verb that follows it is in the past participle form.
They had walk to school should be had walked
We have see the show should be have seen
He has took the test should be has taken
Having ate, he went to school should be having eaten
She should have did the work should be should have done
VERB FORMS AFTER HAVE
have plus past participle
They had walk to school should be had walked
We have see the show should be have seen
He has took the test should be has taken
Having ate, he went to school should be having eaten
She should have did the work should be should have done
VERB FORMS AFTER HAVE
have plus past participle
Problems with the form of the verb
Base form present present participle past past participle
walk walk (s) walking walked walked
hear hear (s) hearing heard heard
cook cook (s) cooking cooked cooked
sing sing (s) singing sang sung
come come (s) coming came come
begin begin (s) beginning began begun
walk walk (s) walking walked walked
hear hear (s) hearing heard heard
cook cook (s) cooking cooked cooked
sing sing (s) singing sang sung
come come (s) coming came come
begin begin (s) beginning began begun
Skill 29: Use the irregular -er -er structure correctly
An irregular comparative structure that has been appearing frequently on the TOEFL test consists of two parallel comparatives introduced by the.
The harder he tried, the further he fell behind.
The older the children are, the more their parents expect from them.
The first example contains the two parallel comparatives the harder and the further. The second example contains the two parallel comparatives the older and the more.
THE -ER, -ER STRUCTURE
the -er (same structure) the -er (Same structure)
more more
This types of sentence may or may not include a verb.
The harder he tried, the further he fell behind.
The older the children are, the more their parents expect from them.
The first example contains the two parallel comparatives the harder and the further. The second example contains the two parallel comparatives the older and the more.
THE -ER, -ER STRUCTURE
the -er (same structure) the -er (Same structure)
more more
This types of sentence may or may not include a verb.
Skill 28: Use comparatives and superlatives correctly
Another problem with the comparative and superlative on the TOEFL test is that they can be used incorrectly. The comparative and superlative have different uses, and you should understand these different uses to answer such questions correctly. The comparative is used to compare two equal things.
The history class is larger than the math class.
Mary is more intelligent than sue.
In the first example the history class is being compared with the math class. In the second example Mary is being compared with sue.
The superlative is used when there are more than two items to compare and you want to show the one that is the best, the biggest, or in some way the most outstanding.
In the first example the history class is compared with all the other classes in the school, and the history class is larger than each of the other classes. In second example, Mary is compared with all the other students in the class, and Mary is more intelligent than each of the other students.
THE USES OF COMPARATIVES AND SUPERLATIVES
The comparative is used to compare two equal things.
The superlative is used to show which one of many is in some way the most outstanding.
The history class is larger than the math class.
Mary is more intelligent than sue.
In the first example the history class is being compared with the math class. In the second example Mary is being compared with sue.
The superlative is used when there are more than two items to compare and you want to show the one that is the best, the biggest, or in some way the most outstanding.
In the first example the history class is compared with all the other classes in the school, and the history class is larger than each of the other classes. In second example, Mary is compared with all the other students in the class, and Mary is more intelligent than each of the other students.
THE USES OF COMPARATIVES AND SUPERLATIVES
The comparative is used to compare two equal things.
The superlative is used to show which one of many is in some way the most outstanding.
Monday, November 7, 2011
Skill 27: Form comparatives and superlatives correctly
The problem with some of the comparative and superlative sentences on the TOEFL test is that the comparative or superlative is formed incorrectly. You should therefore understand how to form the comparative and superlative to answer such questions correctly.
The comparative is formed with either -er or more and than. In the comparative, -er is used with short adjectives such as, tall and more is used with longer adjectives such as beautiful.
Bob is taller than Ron.
Sally is more beautiful than Sharon.
The superlative is formed with the, either -est or most, and sometimes in, of, or a that-clause. In the superlative, -est is used with short adjectives such as tall, and most is used with longer adjectives such as beautiful.
Bob is the tallest man in room.
Sally is the most beautiful of all the woman at the party.
The spider over there is the largest one that i have ever seen.
The faster runner wins the race. (no in, of, or that)
The comparative is formed with either -er or more and than. In the comparative, -er is used with short adjectives such as, tall and more is used with longer adjectives such as beautiful.
Bob is taller than Ron.
Sally is more beautiful than Sharon.
The superlative is formed with the, either -est or most, and sometimes in, of, or a that-clause. In the superlative, -est is used with short adjectives such as tall, and most is used with longer adjectives such as beautiful.
Bob is the tallest man in room.
Sally is the most beautiful of all the woman at the party.
The spider over there is the largest one that i have ever seen.
The faster runner wins the race. (no in, of, or that)
Problems with comparatives and superlatives
Sentences with incorrect comparatives and superlatives can appear on the TOEFL test. It is therefore important for you to know to do the following: (1) form the comparative and superlative correctly. (2) use the comparative and superlative correctly; and (3) use the irregular -er. -er structure that has been appearing frequently on the TOEFL test.
Skill 26: Use parallel structure with comparisons
When you make a comparison, you point out the similarities or differences between two things, and those similarities or differences must be in parallel form. You can recognize a comparison showing how two things are different from the er... than or the more...than.
My school is farther than your school.
To be rich is better than to be poor.
What is written is more easily understood than what is spoken.
A comparison showing how two things are the same might contain as... as or expressions such as the same or similar to.
Their car is as big as a small house.
Renting those apartments costs about the same as leasing them.
The work that I did is similar to the work that you did.
PARALLEL STRUCTURE WITH COMPARISONS
(same structure) more...than (same structure)
er...than
less....than
as....as
the same...as
similar...to
My school is farther than your school.
To be rich is better than to be poor.
What is written is more easily understood than what is spoken.
A comparison showing how two things are the same might contain as... as or expressions such as the same or similar to.
Their car is as big as a small house.
Renting those apartments costs about the same as leasing them.
The work that I did is similar to the work that you did.
PARALLEL STRUCTURE WITH COMPARISONS
(same structure) more...than (same structure)
er...than
less....than
as....as
the same...as
similar...to
Skill 25: Use parallel structure with paired conjunctions
The paired conjunctions both... and, either....or, neither...nor, and not only...but also require parallel structures.
I know both where you went and what you did.
Either Mark or Sue has the book.
The tickets are neither in my pocket nor in my purse.
He is not only an excellent student but also an outstanding athlete.
PARALLEL STRUCTURE WITH PAIRED CONJUNCTIONS
both (same struture) and (same structure)
either or
neither nor
not only but also
I know both where you went and what you did.
Either Mark or Sue has the book.
The tickets are neither in my pocket nor in my purse.
He is not only an excellent student but also an outstanding athlete.
PARALLEL STRUCTURE WITH PAIRED CONJUNCTIONS
both (same struture) and (same structure)
either or
neither nor
not only but also
Skill 24: Use parallel structure with coordinate conjunctions
The job of the coordinate conjunctions (and, but, or) is to join together equal expressions. In the other words, what is on one side of these words must be parallel to what is on the other side. These conjunctions can join nouns, or verbs, or adjectives, or phrases, or subordinate clauses, or main clauses; they just must join together two of the same thing.
PARALLEL STRUCTURE WITH COORDINATE CONJUNCTIONS
(same structure) and (same structure)
but
or
(same strcuture) (same structure) and (same structure)
but
or
PARALLEL STRUCTURE WITH COORDINATE CONJUNCTIONS
(same structure) and (same structure)
but
or
(same strcuture) (same structure) and (same structure)
but
or
Wednesday, November 2, 2011
Problems with parallel structure
In good English an attempt should be made to make the language as even and balanced as possible. This balance is called parallel structure. you can achieve parallel structure by making the forms of words as similar as possible. The following is an example of a sentence that is not parallel:
I like to sing and dancing.
The problem is this sentence is not the expression to sing, and the problem is not the word dancing. The expression to sing is correct by itself, and the word dancing is correct by itself. Both of the following sentence are correct:
I like to sing.
I like dancing.
The problem in the incorrect example is that to sing and dancing are joined together in one sentence with and. They are different forms where it is possible to have similar forms; therefore the example is not parallel. It can be corrected in two different ways: we can make the first expression like the second, or we can make the second expression like the first.
I like to sing and to dance.
I like singing and dancing.
There are several situations in which you should be particulary careful of parallel structure. Parallel structure are required in the following situations: 1.- with coordinate conjunctions, such as and, but, or 2.-with paired conjunctions, such as both.... and, either.... or, neither... nor, not only... but also, and 3.- with comparisons.
I like to sing and dancing.
The problem is this sentence is not the expression to sing, and the problem is not the word dancing. The expression to sing is correct by itself, and the word dancing is correct by itself. Both of the following sentence are correct:
I like to sing.
I like dancing.
The problem in the incorrect example is that to sing and dancing are joined together in one sentence with and. They are different forms where it is possible to have similar forms; therefore the example is not parallel. It can be corrected in two different ways: we can make the first expression like the second, or we can make the second expression like the first.
I like to sing and to dance.
I like singing and dancing.
There are several situations in which you should be particulary careful of parallel structure. Parallel structure are required in the following situations: 1.- with coordinate conjunctions, such as and, but, or 2.-with paired conjunctions, such as both.... and, either.... or, neither... nor, not only... but also, and 3.- with comparisons.
Skill 23: Make verbs agree after certain words
Certain words in English are always grammatically singular, even though they might have plural meanings.
Everybody are going to the theater.
Even though we understand from this example that a lot of people are going to the theater, everybody is singular and requires a singular verb. The plural verb are going should be changed to the singular verb is going.
SUBJECT/VERB AGREEMENT AFTER CERTAIN WORDS
These words or expressions are grammatically singular, so they take singular verbs:
anybody everybody nobody somebody each (noun)
anyone everyone no one someone every (noun)
anything everything nothing something
Everybody are going to the theater.
Even though we understand from this example that a lot of people are going to the theater, everybody is singular and requires a singular verb. The plural verb are going should be changed to the singular verb is going.
SUBJECT/VERB AGREEMENT AFTER CERTAIN WORDS
These words or expressions are grammatically singular, so they take singular verbs:
anybody everybody nobody somebody each (noun)
anyone everyone no one someone every (noun)
anything everything nothing something
Skill 22: Make inverted verbs agree
When the subject and verb are inverted, it can be difficult to locate them, and it can therefore be a problem to make them agree.
(behind the house) was the bicycles i wanted.
(behind the houses) were the bicycle i wanted.
In the first example it is easy to think that house is the subject, because it comes directly in front of the verb was. house is not the subject, however, because it is object of the preposition behind. The subject of the sentence is bicycles, and the subject bicycles comes after the verb because of the place expression behind the house. Because the subject bicycles is plural, the verb should be changed to the plural were. In the second example the subject bicycle comes after the verb were because of the place expression behind the house. Because the subject bicycle is singular, the verb should be changed to the singular was.
SUBJECT/VERB AGREEMENT AFTER INVERTED VERBS
question
negative
place v s
condition (no if)
comparison
After question words, negative expressions, place expressions, conditions without if, and comparisons, the verb agrees with the subject, which may be after the verb.
(behind the house) was the bicycles i wanted.
(behind the houses) were the bicycle i wanted.
In the first example it is easy to think that house is the subject, because it comes directly in front of the verb was. house is not the subject, however, because it is object of the preposition behind. The subject of the sentence is bicycles, and the subject bicycles comes after the verb because of the place expression behind the house. Because the subject bicycles is plural, the verb should be changed to the plural were. In the second example the subject bicycle comes after the verb were because of the place expression behind the house. Because the subject bicycle is singular, the verb should be changed to the singular was.
SUBJECT/VERB AGREEMENT AFTER INVERTED VERBS
question
negative
place v s
condition (no if)
comparison
After question words, negative expressions, place expressions, conditions without if, and comparisons, the verb agrees with the subject, which may be after the verb.
Skill 21: Make verbs agree after expressions of quantity
A particular agreement problem occurs when the subject is an expression of quantity, such as all, most, or some, followed by the preposition of, in this situacion, the subject (all, most, or some). ca be singular or plural, depending on what follows the preposition of.
All (of the book) was interesting.
singular
All (of the books) were interesting.
plural
All (of the information) was interesting.
uncountable
In the example the subject all refers to the singular noun book, so the correct verb is therefore the singular verb was. In the second example the subject all refers to the plural noun books, so the correct verb is the plural verb were. In the third example the subject all refers to the uncountable noun information, so the correct verb is therefore the singular verb as.
SUBJECT/VERB AGREEMENT AFTER EXPRESSIONS OF QUANTITY
all
most
some of the object v
half
When an expression of quantity is the subject, the verb agrees with the object.
All (of the book) was interesting.
singular
All (of the books) were interesting.
plural
All (of the information) was interesting.
uncountable
In the example the subject all refers to the singular noun book, so the correct verb is therefore the singular verb was. In the second example the subject all refers to the plural noun books, so the correct verb is the plural verb were. In the third example the subject all refers to the uncountable noun information, so the correct verb is therefore the singular verb as.
SUBJECT/VERB AGREEMENT AFTER EXPRESSIONS OF QUANTITY
all
most
some of the object v
half
When an expression of quantity is the subject, the verb agrees with the object.
Skill 20: Make verbs agree after prepositional phases
Sometimes prepositional phrases can come between the subject and the verb. If the object of the preposition is singular and the subject is plural, or if the object of the preposition is plural and the subject is singular, there can be confusion in making the subject and verb agree.
The key (to the doors) are in the drawer.
singular plural
The keys (to the door) is in the drawer.
plural singular
In the first example you might think that doors is the subject because it comes directly in front of the verb are. However, doors is not the subject because it is the object of the preposition to. The subject of the sentence is key, so the verb should be is. In the second example you might think that door is the subject because it comes directly in front of the verb is. you should recognize in this example that door is not the subject because it is the object of the preposition to. Because the subject of the sentence is keys, the verb should be are.
SUBJECT/VERB AGREEMENT WITH PREPOSITIONAL PHRASES
S PREPOSITIONAL PHRASE V
When a prepositional phrase comes between the subject and the verb, be sure that the verb agrees with the subject.
The key (to the doors) are in the drawer.
singular plural
The keys (to the door) is in the drawer.
plural singular
In the first example you might think that doors is the subject because it comes directly in front of the verb are. However, doors is not the subject because it is the object of the preposition to. The subject of the sentence is key, so the verb should be is. In the second example you might think that door is the subject because it comes directly in front of the verb is. you should recognize in this example that door is not the subject because it is the object of the preposition to. Because the subject of the sentence is keys, the verb should be are.
SUBJECT/VERB AGREEMENT WITH PREPOSITIONAL PHRASES
S PREPOSITIONAL PHRASE V
When a prepositional phrase comes between the subject and the verb, be sure that the verb agrees with the subject.
Problems with subject/verb agreement
Subject/verb agreement is simple: if the subject of a sentence is singular, then the verb must be singular; if the subject of the sentence is plural, then the verb must be plural. An s on a verb usually indicates that a verb is singular, while an s on a noun usually indicates that the noun is plural. (Do not forget irregular plurals of nouns, such as women, children and people).
The boy walks to school.
The boys walk to school.
In the first example the singular subject boy requires a singular verb, walks. In the second example the plural subject boys requires a plural verb, walk.
Although this might seem quite simple, there are a few situations on the TOEFL test when subject/verb agreement can be a little tricky. You should be careful of subject/verb agreement in the following situations:
1.- after prepositional pharses.
2.-after expressions of quantity.
3.-after inverted verbs.
4.- after certain words, such as anybody, everything, no one, something, each, and every.
The boy walks to school.
The boys walk to school.
In the first example the singular subject boy requires a singular verb, walks. In the second example the plural subject boys requires a plural verb, walk.
Although this might seem quite simple, there are a few situations on the TOEFL test when subject/verb agreement can be a little tricky. You should be careful of subject/verb agreement in the following situations:
1.- after prepositional pharses.
2.-after expressions of quantity.
3.-after inverted verbs.
4.- after certain words, such as anybody, everything, no one, something, each, and every.
The written expression questions
Strategies for the written expression questions
1.- First look at underlined word or groups of word. You want to see if you can spot which of the four answer choices is not correct.
2.- If you have been unable to find the error by looking only at the four underlined expressions, then read the complete sentence. Often an underlined expression is incorrect because of something in another part of the sentence.
3.-Never leave any answers blank. Be sure to anwers each questions even if you are unsure of the correct response.
1.- First look at underlined word or groups of word. You want to see if you can spot which of the four answer choices is not correct.
2.- If you have been unable to find the error by looking only at the four underlined expressions, then read the complete sentence. Often an underlined expression is incorrect because of something in another part of the sentence.
3.-Never leave any answers blank. Be sure to anwers each questions even if you are unsure of the correct response.
Skill 19: Invert the subject and verb with comparisons
An inverted subject an verb may occur also after a comparison. The inversion of a subject and verb after a comparison is optional, rather than required, and it is a rather formal structure. There have been a number of inverted comparisons on recent TOEFL tests, so you should be familiar with this structure.
My sister spends more hours in the office than John.
My sister spends more hours in the office than John does.
My sister spends more hours in the office than does John.
All three of these examples contain the comparison more... than, and all three are correct in English. It is possible to have the noun John alone, as in the first example; it is possible that the comparison is followed by the subject and verb John does, as in the second example; it is also possible that the comparison is followed by the inverted subject and verb does John, as in the third example.
INVERTED SUBJECT AND VERBS WITH COMPARISONS
The subject and verb may invert after a comparison. The following structures are both possible.
s v comparison s v
we were more prepared than the other performers were.
s v comparison v s
we were more prepared than were the other performers.
My sister spends more hours in the office than John.
My sister spends more hours in the office than John does.
My sister spends more hours in the office than does John.
All three of these examples contain the comparison more... than, and all three are correct in English. It is possible to have the noun John alone, as in the first example; it is possible that the comparison is followed by the subject and verb John does, as in the second example; it is also possible that the comparison is followed by the inverted subject and verb does John, as in the third example.
INVERTED SUBJECT AND VERBS WITH COMPARISONS
The subject and verb may invert after a comparison. The following structures are both possible.
s v comparison s v
we were more prepared than the other performers were.
s v comparison v s
we were more prepared than were the other performers.
Skill 18: Invert the subject and verb with conditionals
In certain conditional structures, the subject and verb may also be inverted. This can occur when the helping verb in the conditional clause is had, should, or were, and the conditional connector if is omitted.
If he had taken more time, the result would have been better.
Had he taken more time, the result would have been better.
I would help you if I were in a position to help.
I would help you were I in a position to help.
If you should arrive before 6:00, just give me a call.
Should you arrive before 6:00, just give me a call.
In each of these examples you can see that when if is included, the subject and verb are in the regular order (if he had taken, if i were, if you should arrive). It is also possible to omit if; in this case, the subject and verb are inverted (had he taken, were i, should you arrive).
INVERTED SUBJECT AND VERBS WITH CONDITIONALS
had should were
When the verb in the conditional clause is had, should, or were, it is possible to omit if and invert the subject and verb.
(omitted if) v s
were he here, he would help.
it is also possible to keep if. Then the subject and verb are not inverted.
if s v
if he were here, he would help.
If he had taken more time, the result would have been better.
Had he taken more time, the result would have been better.
I would help you if I were in a position to help.
I would help you were I in a position to help.
If you should arrive before 6:00, just give me a call.
Should you arrive before 6:00, just give me a call.
In each of these examples you can see that when if is included, the subject and verb are in the regular order (if he had taken, if i were, if you should arrive). It is also possible to omit if; in this case, the subject and verb are inverted (had he taken, were i, should you arrive).
INVERTED SUBJECT AND VERBS WITH CONDITIONALS
had should were
When the verb in the conditional clause is had, should, or were, it is possible to omit if and invert the subject and verb.
(omitted if) v s
were he here, he would help.
it is also possible to keep if. Then the subject and verb are not inverted.
if s v
if he were here, he would help.
Skill 17: Invert the subject and verb with negatives
The subject and verb can also be inverted after certain negatives and related expressions. when negative expressions, such as no, not, or never, come at the beginning of a sentence, the subject and verb are inverted.
Not once didi i miss a questions.
Never has Mr. Jones taken a vacation.
At no time can the woman talk on the telephone.
In the first example the negative expression not once causes the subject I to come after the helping verb did. In the second example the negative word never causes the subject Mr. Jones to come after the helping verb has. In the last example the negative expression at no time causes the subject woman to come after the after the helping verb can.
Certain words in English, such as hardly, barely, scarcely, and only, act like negatives. If one of these words comes at the beginning of a sentence, the subject and verb are also inverted.
Hardly ever does he take time off.
(this means that he almost never takes time off)
Only once did the manager issue overtime paychecks.
(This means that the manager almost never issued overtime paychecks)
In the first example the almost negative expression hardly ever causes the subject he to come after the helping verb does. In the second example the almost negative expression only once causes the subject manager to come after the helping verb did.
When negative expression appears in front of a subject and verb in the middle of a sentence, the subject and verb are also inverted. This happpens often with the negative words neither and mor.
I do not want to go, and neither does Tom.
The secretary is not attending the meeting, nor is her boss.
In the first example the negative neither causes the subject Tom to come after the helping verb does. In the second example the negative nor causes the subject boss to come after the verb is.
INVERTED SUBJECTS AND VERBS WITH NEGATIVES
no not never neither nor
barely hardly only rarely scarcely seldom
When a negative expression appears in front of a subject and verb (at the beginning of a sentence or in the middle of a sentence), the subject and verb are inverted.
negative expression v s
Rarely were they so happy.
Not once didi i miss a questions.
Never has Mr. Jones taken a vacation.
At no time can the woman talk on the telephone.
In the first example the negative expression not once causes the subject I to come after the helping verb did. In the second example the negative word never causes the subject Mr. Jones to come after the helping verb has. In the last example the negative expression at no time causes the subject woman to come after the after the helping verb can.
Certain words in English, such as hardly, barely, scarcely, and only, act like negatives. If one of these words comes at the beginning of a sentence, the subject and verb are also inverted.
Hardly ever does he take time off.
(this means that he almost never takes time off)
Only once did the manager issue overtime paychecks.
(This means that the manager almost never issued overtime paychecks)
In the first example the almost negative expression hardly ever causes the subject he to come after the helping verb does. In the second example the almost negative expression only once causes the subject manager to come after the helping verb did.
When negative expression appears in front of a subject and verb in the middle of a sentence, the subject and verb are also inverted. This happpens often with the negative words neither and mor.
I do not want to go, and neither does Tom.
The secretary is not attending the meeting, nor is her boss.
In the first example the negative neither causes the subject Tom to come after the helping verb does. In the second example the negative nor causes the subject boss to come after the verb is.
INVERTED SUBJECTS AND VERBS WITH NEGATIVES
no not never neither nor
barely hardly only rarely scarcely seldom
When a negative expression appears in front of a subject and verb (at the beginning of a sentence or in the middle of a sentence), the subject and verb are inverted.
negative expression v s
Rarely were they so happy.
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