After ideas expressing place, the subject and the verb sometimes invert in English. This can happen with single words expressing place, such as here, there or nowhere.
here is the book that you lent me.
there are the keys that i thought i lost.
nowhere have i seen such beautiful weather.
In the first example the place word here causes the subject book to come after the verb is, in the second example the place word there causes the subject keys to come after the verb are. in the example the place word nowhere causes the subject i to como after the verb have.
INVERTED SUBJECTS AND VERBS WITH PLACE EXPRESSIONS
when a place expression at the front of the sentence is necessary to complete the sentence, the subject and verb that follow are inverted.
PLACE NECESSARY V S
in the classroom were some old desks.
when a place expression at the front of the sentence contains extra information that is not needed to complete the sentence, the subject and verb that follow are not inverted.
in the classroom, i studied very hard
PLACE EXTRA A V
Practice English in Mylot
Monday, October 31, 2011
Skill 15: Invert the subject andverb with questions words
There is some confusion about when to invert the subject and verb after question words such as what, when, where, why and how. These words can have two very different functions in a sentence. First, they can introduce a questions, and in this case the subject and verb that follow are inverted.
what is the homework?
when can i leave?
where are you going?
Also, these words can join together two clauses, and in this case the subject and verb that follow are not inverted.
i do not know what the homerwork is.
when i can leave, i will take the first train.
do you know where you are going?
In each of these examples there are two clauses joined by a question word. Notice that the subjects and verbs that follow the question words what, when, and where are not inverted in this case.
INVERTED SUBJECTS AND VERBS WITH QUESTIONS WORDS
who what when where why how
When the question word introduces a question, the subject and verb are inverted.
what are they?
QUESTION WORD V S
When the question word connects two clauses, the subect and verb that follow are not inverted.
i know what they are
S V QUESTION WORD S V
what is the homework?
when can i leave?
where are you going?
Also, these words can join together two clauses, and in this case the subject and verb that follow are not inverted.
i do not know what the homerwork is.
when i can leave, i will take the first train.
do you know where you are going?
In each of these examples there are two clauses joined by a question word. Notice that the subjects and verbs that follow the question words what, when, and where are not inverted in this case.
INVERTED SUBJECTS AND VERBS WITH QUESTIONS WORDS
who what when where why how
When the question word introduces a question, the subject and verb are inverted.
what are they?
QUESTION WORD V S
When the question word connects two clauses, the subect and verb that follow are not inverted.
i know what they are
S V QUESTION WORD S V
Sentences with inverted subjects andverbs
Subjects and verbs are inverted in a variety of situations in English. Inverted subjects and verbs occur most often in the information of a question. To form a question with a helping verb (be, have, can, could, will, would, ect.) the subject and helping verb are inverted.
He can go to the movies.
can he go to the movies?
you would tell me the truth.
would you tell me the truth?
she was sick yesterday.
was she sick yesterday?
To form a question when there is no helping verb in the sentence, the helping verb do is used.
He goes to the movies.
Does he go to movies?
you told me the truth.
did you tell me the truth?
He can go to the movies.
can he go to the movies?
you would tell me the truth.
would you tell me the truth?
she was sick yesterday.
was she sick yesterday?
To form a question when there is no helping verb in the sentence, the helping verb do is used.
He goes to the movies.
Does he go to movies?
you told me the truth.
did you tell me the truth?
Skill 14: Use reduced adverb clauses correctly
Adverb clauses can also appear in a reduced form. In the reduced form, the adverb connector remains, but the subject and be-verb are omitted.
Although HE IS rather unwell, the speaker will take part in the seminar.
When YOU ARE ready, you can begin your speech.
These two examples may be used in either the complete or reduced form. In the reduced form, the adverb connectors although and when remain; the subjects he and you as well as the be-verb is and are are omitted.
If there is no be-verb in the adverb clause, it is still possible to have a reduced form. When there is no be-verb in the adverb clause, the subject is omitted and the main verb is changed into the -ing form.
REDUCED ADVERB CLAUSES
with a be-verb in the adverb clause
with no be-verb in the adverb clause
time condition contrast place manner
reduces in ACTIVE after if although
before unless though
since whether
while
when
reduces in PASSIVE once if although where as
until unless though wherever
when whether
whenever
* To reduce an adverb clause, omit the subject and the be-verb from the adverb clause.
* If there is no be-verb, then subject and change the verb to the -ing form.
Although HE IS rather unwell, the speaker will take part in the seminar.
When YOU ARE ready, you can begin your speech.
These two examples may be used in either the complete or reduced form. In the reduced form, the adverb connectors although and when remain; the subjects he and you as well as the be-verb is and are are omitted.
If there is no be-verb in the adverb clause, it is still possible to have a reduced form. When there is no be-verb in the adverb clause, the subject is omitted and the main verb is changed into the -ing form.
REDUCED ADVERB CLAUSES
with a be-verb in the adverb clause
with no be-verb in the adverb clause
time condition contrast place manner
reduces in ACTIVE after if although
before unless though
since whether
while
when
reduces in PASSIVE once if although where as
until unless though wherever
when whether
whenever
* To reduce an adverb clause, omit the subject and the be-verb from the adverb clause.
* If there is no be-verb, then subject and change the verb to the -ing form.
Skill 13 Use reduced adjectives clauses correctly
Adjective clauses can appear in a reduced form. In the reduced form, the adjective clause connector and the be-verb that directly follow it are omitted.
The woman WHO IS waving to us is the tour guide.
The letter WHICH WAS written last week arrived today.
The pitcher THAT IS on the table is full of iced tea.
Each of these sentences may be used in the complete form or in the reduced form. In the reduced form the connector who, which or that is omitted along with the be-verb is or was.
If there is no be-verb in the adjective clause, it is till possible to have a reduced form. Whe there is no be-verb in the adjective clause, the connector is omitted and the verb is changed into the -ing form.
REDUCED ADJECTIVE CLAUSES
* To reduce an adjective clause, omit the adjective clause connector/subject and the be-verb.
* If there is no be-verb, omit the connector/subject and change the main verb to the -ing form.
* Only reduce and adjective clause if the connector/subject is directly followed by the verb.
* If an adjective clause is set off with commas, the reduced clause can be moved to the front of the sentence.
The woman WHO IS waving to us is the tour guide.
The letter WHICH WAS written last week arrived today.
The pitcher THAT IS on the table is full of iced tea.
Each of these sentences may be used in the complete form or in the reduced form. In the reduced form the connector who, which or that is omitted along with the be-verb is or was.
If there is no be-verb in the adjective clause, it is till possible to have a reduced form. Whe there is no be-verb in the adjective clause, the connector is omitted and the verb is changed into the -ing form.
REDUCED ADJECTIVE CLAUSES
* To reduce an adjective clause, omit the adjective clause connector/subject and the be-verb.
* If there is no be-verb, omit the connector/subject and change the main verb to the -ing form.
* Only reduce and adjective clause if the connector/subject is directly followed by the verb.
* If an adjective clause is set off with commas, the reduced clause can be moved to the front of the sentence.
Sentences with reduced clauses
It is possible in English for a clause to appear in a complete form or in a reduced form.
My friend should be on the train WHICH IS arriving at the station now.
Although IT WAS not really difficult, the exam took a lot of time.
The first sentence shows and adjective clause in its complete form, which is arriving at the station now, and in its reduced form, although it was not really difficult, and its reduced form, although not really difficult.
The two types of clauses that can reduce in English are: (1) adjective clauses and (2) adverb clauses. It is important to become familiar with these reduced clauses because they appear frequently on the TOEFL test.
My friend should be on the train WHICH IS arriving at the station now.
Although IT WAS not really difficult, the exam took a lot of time.
The first sentence shows and adjective clause in its complete form, which is arriving at the station now, and in its reduced form, although it was not really difficult, and its reduced form, although not really difficult.
The two types of clauses that can reduce in English are: (1) adjective clauses and (2) adverb clauses. It is important to become familiar with these reduced clauses because they appear frequently on the TOEFL test.
Skill 12: Use adjective clause connector/subjects correctly
We will see that in some cases an adjective clause connector is not just a connector; an adjective clause connector; an adjective clause connector can also be the subject of the clause at the same time.
The woman is filling the glass that is on the table.
ADJECTIVE CLAUSE
The glass that is on the table contains milk.
In the first example there are two clauses: woman is the subject of the verb is filling, and that is the subject of the verb is. These two clauses are joined with the connector that. Notice that in this example the word that serves two functions at the same time: it is the subject of the verb is, and it it the connector that joins the two clauses. The adjective clause that is on the table describes the noun glass.
In the second example, there are also two clauses: glass is the subject of the verb contains, and that is the subject of the verb is. In this example that also serves two functions: it is the subject of the verb is, and it is the connector that joins the two clauses. Because that is on the table is an adjective clause describing the noun glass, it directly follows glass.
ADJECTIVE CLAUSE CONNECTOR/SUBJECTS
who which that
for people for things for peple or things
She needs a secretary who types fast.
S V ADJECTIVE CONNECTOR/SUBJECT V
A secretary who types fast is invaluable
S ADJECTIVE CONNECTOR/SUBJECT V
The woman is filling the glass that is on the table.
ADJECTIVE CLAUSE
The glass that is on the table contains milk.
In the first example there are two clauses: woman is the subject of the verb is filling, and that is the subject of the verb is. These two clauses are joined with the connector that. Notice that in this example the word that serves two functions at the same time: it is the subject of the verb is, and it it the connector that joins the two clauses. The adjective clause that is on the table describes the noun glass.
In the second example, there are also two clauses: glass is the subject of the verb contains, and that is the subject of the verb is. In this example that also serves two functions: it is the subject of the verb is, and it is the connector that joins the two clauses. Because that is on the table is an adjective clause describing the noun glass, it directly follows glass.
ADJECTIVE CLAUSE CONNECTOR/SUBJECTS
who which that
for people for things for peple or things
She needs a secretary who types fast.
S V ADJECTIVE CONNECTOR/SUBJECT V
A secretary who types fast is invaluable
S ADJECTIVE CONNECTOR/SUBJECT V
Skill 11: Use adjective clause connectors correctly
An adjective clause is a clause that describes a noun. Because the clause is an adjective, it is positioned directly after the noun the it describes.
The woman is filling the glass that she put on the table.
ADJECTIVE CLAUSE
The glass that she put on the table contains milk.
ADJECTIVE CLAUSE
In the first example there are two clauses: woman is the subject of the verb is filling, and she is the subject of the verb put. That is the adjective clause connector that joins these two clauses, and the adjective clause that she put on the table describes the noun glass.
In the second example there are also two clauses: glass is the subject of the verb contains, , and she is the subject of the verb put. In this sentence also, that is the adjective clause connector that joins these two clauses, and the adjective clause that she put on the table describes the noun glass.
ADJECTIVE CLAUSE CONNECTORS
whom which that
for people for things for people or things.
I like the book which you recommended
S V ADJECTIVE CONNECTOR S V
The book which you recommended was interesting
S ADJECTIVE CONNECTOR S V V
The woman is filling the glass that she put on the table.
ADJECTIVE CLAUSE
The glass that she put on the table contains milk.
ADJECTIVE CLAUSE
In the first example there are two clauses: woman is the subject of the verb is filling, and she is the subject of the verb put. That is the adjective clause connector that joins these two clauses, and the adjective clause that she put on the table describes the noun glass.
In the second example there are also two clauses: glass is the subject of the verb contains, , and she is the subject of the verb put. In this sentence also, that is the adjective clause connector that joins these two clauses, and the adjective clause that she put on the table describes the noun glass.
ADJECTIVE CLAUSE CONNECTORS
whom which that
for people for things for people or things.
I like the book which you recommended
S V ADJECTIVE CONNECTOR S V
The book which you recommended was interesting
S ADJECTIVE CONNECTOR S V V
Thursday, October 27, 2011
Skill 10: Use noun clause connector/subjects correctly
We will see that in some cases a noun clause connector is not just a connector; a noun clause connector can also be the subject of the clause at the same time.
I do not know what is in the box.
NOUN CLAUSE AS OBJECT OF VERB
We are concerned about who will do the work.
NOUN CLAUSE AS OBJECT OF PREPOSITION
Whoever is coming to the party must bring a gift.
NOUN CLAUSE AS SUBJECT
In the first example there are two clauses: I do not know and what is in the box. These two clauses are joined by the connector what. It is important to understand that in this sentence the word what serves two functions. It is both the subject of the verb is and the conector that joins the two clauses.
In the second example there are two clauses. In the first clause we is the subject of are. In the second clause who is the subject of will do. Who also serves as the connector that joins the two clauses. The noun clause who will do the work functions as the object of the preposition abount.
In the last example there are also two clauses: whoever is the subject of the verb is coming, and the noun clause whoever is coming to the party is the subject of must bring. The word whoever serves two functions in the sentence: It is teh subject of the verb is coming, and it is the connector that joins the two clauses.
NOUN CLAUSE CONNECTOR SUBJECTS
who what which
whoever whatever whichever
I do not know what is in the box.
NOUN CLAUSE AS OBJECT OF VERB
We are concerned about who will do the work.
NOUN CLAUSE AS OBJECT OF PREPOSITION
Whoever is coming to the party must bring a gift.
NOUN CLAUSE AS SUBJECT
In the first example there are two clauses: I do not know and what is in the box. These two clauses are joined by the connector what. It is important to understand that in this sentence the word what serves two functions. It is both the subject of the verb is and the conector that joins the two clauses.
In the second example there are two clauses. In the first clause we is the subject of are. In the second clause who is the subject of will do. Who also serves as the connector that joins the two clauses. The noun clause who will do the work functions as the object of the preposition abount.
In the last example there are also two clauses: whoever is the subject of the verb is coming, and the noun clause whoever is coming to the party is the subject of must bring. The word whoever serves two functions in the sentence: It is teh subject of the verb is coming, and it is the connector that joins the two clauses.
NOUN CLAUSE CONNECTOR SUBJECTS
who what which
whoever whatever whichever
Skill 9: Use noun clause connectors correctly
A noun clause is a clause that functions as a noun; because the noun clause is a noun, it is used in a sentence as either an object of a verb, an object of a preposition, ot the subject of the sentence.
I Know when he will arrive
NOUN CLAUSE AS OBJECT OF VERB
I am concerned about when he will arrive.
NOUN CLAUSE AS OBJECT OF PREPOSITION
When he will arrive is not important.
NOUN CLAUSE AS SUBJECT
In the first example there are two clauses, i know and he will arrive, These two clauses are joined with the connector when. When changes the clause he will arrive into a noun clause thet functions as the object of the verb know.
In the second example the two clauses i am concerned and he will arrive are also joined by the connector when. When changes the clause he will arrive into a noun clause that functions as the preposition about.
The third example is more difficult. In this example there are two clause, but they are a little harder to recognize. He will arrive is one of the clauses, and the connector when changes it into a noun clause that functions as the subject of the sentence. The other clause has the clause when he will arrive as its subject and is as its verb.
NOUN CLAUSE CONNECTORS
what, when, where, why, how whatever, whenever whether, if that
I Know when he will arrive
NOUN CLAUSE AS OBJECT OF VERB
I am concerned about when he will arrive.
NOUN CLAUSE AS OBJECT OF PREPOSITION
When he will arrive is not important.
NOUN CLAUSE AS SUBJECT
In the first example there are two clauses, i know and he will arrive, These two clauses are joined with the connector when. When changes the clause he will arrive into a noun clause thet functions as the object of the verb know.
In the second example the two clauses i am concerned and he will arrive are also joined by the connector when. When changes the clause he will arrive into a noun clause that functions as the preposition about.
The third example is more difficult. In this example there are two clause, but they are a little harder to recognize. He will arrive is one of the clauses, and the connector when changes it into a noun clause that functions as the subject of the sentence. The other clause has the clause when he will arrive as its subject and is as its verb.
NOUN CLAUSE CONNECTORS
what, when, where, why, how whatever, whenever whether, if that
Skill 8: Use other adverbs connectors correctly
Adverb clauses can express the ideas of time and cause, adverb clauses can also express a number of other ideas, such as contrast, condition, manner, and place.
I will leave at 7:00 if i am ready.
Although, I was late, I managed to catch the train.
In each of these examples, there are two clauses that are correctly joined with adverb conectors. In the first sentence the adverb condition connector if comes in the middle of the sentence. In the second sentence the adverb contrast connector although comes at the beginning of the sentence, and a comma (,) is used in the middle of the sentence.
OTHER ADVERBS CONNECTORS
CONDITION CONTRAST MANNER PLACE
if although as where
in case even though in that wherever
provided though
providing while
unless whereas
whether
Bob went to school even though he felt sick
s v adverb connector s v
Even though Bod felt sick he went to school
adverb connector s v s v
NOTE: A comma is often used in the middle of the sentence with a contrast connector.
The smith family arrived at 2:00, while the jones family arrived an hour later.
I will leave at 7:00 if i am ready.
Although, I was late, I managed to catch the train.
In each of these examples, there are two clauses that are correctly joined with adverb conectors. In the first sentence the adverb condition connector if comes in the middle of the sentence. In the second sentence the adverb contrast connector although comes at the beginning of the sentence, and a comma (,) is used in the middle of the sentence.
OTHER ADVERBS CONNECTORS
CONDITION CONTRAST MANNER PLACE
if although as where
in case even though in that wherever
provided though
providing while
unless whereas
whether
Bob went to school even though he felt sick
s v adverb connector s v
Even though Bod felt sick he went to school
adverb connector s v s v
NOTE: A comma is often used in the middle of the sentence with a contrast connector.
The smith family arrived at 2:00, while the jones family arrived an hour later.
Skill 7: Use adverbs time and cause connectors correctly
Sentences with adverb clauses have two basic patterns in English, study the clauses and connectors in the following sentences:
I will sign the check before you leave.
Before you leave, I will sign the check.
In each of these examples, there are two clauses: you leave and i will sign the check, and the clause you leave is an adverb time clause because it is introduced with the connector before. In the first example the connector before comes in the middle of the sentence, and no comma (,) is used. In the second example the connector comes at the beginning of the sentence, a comma (,) is required in the middle of the sentence.
ADVERB TIME AND CAUSE CONNECTORS
TIME CAUSE
after as soon as once when as now that
as before since whenever because since
as long as by the time until while insasmuch as
Teresa went inside because it was raining
s v adverb connector s v
adverb connector s v s v
Because it was raining Teresa went inside
I will sign the check before you leave.
Before you leave, I will sign the check.
In each of these examples, there are two clauses: you leave and i will sign the check, and the clause you leave is an adverb time clause because it is introduced with the connector before. In the first example the connector before comes in the middle of the sentence, and no comma (,) is used. In the second example the connector comes at the beginning of the sentence, a comma (,) is required in the middle of the sentence.
ADVERB TIME AND CAUSE CONNECTORS
TIME CAUSE
after as soon as once when as now that
as before since whenever because since
as long as by the time until while insasmuch as
Teresa went inside because it was raining
s v adverb connector s v
adverb connector s v s v
Because it was raining Teresa went inside
Skill 6: Use coordinate connectors correctly
When you have two clauses in an English sentence, you must connect the two clauses correctly. one way to connect two clauses is to use and, but, or, so, or yet between the clauses.
Tom is singing, and Paul is dancing.
Tom is tall, but paul is short.
Tom must writte the letter, or paul will do it.
Tom told a joke, so paul laughed.
Tom is tired, yet he is not going to sleep.
In each of these example, there are two clauses that are correctly joined with a coordinate conjunction and, but, or, so, or yet and a comma (,).
COORDINATE CONNECTORS
and but or so yet
She laughed, but she wanted to cry
s v coordinate connectors s v
Tom is singing, and Paul is dancing.
Tom is tall, but paul is short.
Tom must writte the letter, or paul will do it.
Tom told a joke, so paul laughed.
Tom is tired, yet he is not going to sleep.
In each of these example, there are two clauses that are correctly joined with a coordinate conjunction and, but, or, so, or yet and a comma (,).
COORDINATE CONNECTORS
and but or so yet
She laughed, but she wanted to cry
s v coordinate connectors s v
Sentences with multiple clauses
Many sentences in English have more than one clause. (A clause is a group of words containing a subject and a verb) Whenever you find a sentence on the TOEFL test with more than one clause, you need to make sure that every subject has a verb and every verb has a subject. Next you need to check that the varios clauses in the sentence are correctly joined. There are various ways to join clauses in English. Certain patterns .
Skill 5: Be careful of past participles.
Past participles can cause confusion in the structure section of the TOEFL test because a past participle can be either an adjetive or a part of a verb. The past participle is the form of the verb that appears with have or be. It often ends in -ed, but there are also many irregular past participles in English.
The family has purchased a television.
VERB
The poem was written by Paul.
VERB
In the first sentence the past participle purchased is part of the verb because it is accompanied by has. In the second sentence the past participle written is part of the verb because it is accompanied by was.
A past participle is an adjective when it is not accompanied by some form of be or have.
The television purchased yesterday was expensive.
ADJECTIVE
The poem written by Paul appeared in the magazine.
ADJECTIVE
In the first sentence purchased is an adjective rather than verb because it is not accompanied by a form of be or have (and there is a verb, was, later in the sentence). In the second sentence written is an adjective rather than a verb because it is not accompanied by a form of be or have (and there is a verb, appeared, later in the sentence.)
PAST PARTICIPLE
A past participle often ends in -ed, but there are also many irregular past participles. for many verbs, including -ed verbs, the simple past and the past participle are the same and can be easily confused. The -ed form of the verb can be (1) the simple past, (2) the past participle of a verb, or (3) an adjective.
1.- She painted this picture.
2.- She has painted this picture.
3.- The picture painted by Karen is now in a museum.
The family has purchased a television.
VERB
The poem was written by Paul.
VERB
In the first sentence the past participle purchased is part of the verb because it is accompanied by has. In the second sentence the past participle written is part of the verb because it is accompanied by was.
A past participle is an adjective when it is not accompanied by some form of be or have.
The television purchased yesterday was expensive.
ADJECTIVE
The poem written by Paul appeared in the magazine.
ADJECTIVE
In the first sentence purchased is an adjective rather than verb because it is not accompanied by a form of be or have (and there is a verb, was, later in the sentence). In the second sentence written is an adjective rather than a verb because it is not accompanied by a form of be or have (and there is a verb, appeared, later in the sentence.)
PAST PARTICIPLE
A past participle often ends in -ed, but there are also many irregular past participles. for many verbs, including -ed verbs, the simple past and the past participle are the same and can be easily confused. The -ed form of the verb can be (1) the simple past, (2) the past participle of a verb, or (3) an adjective.
1.- She painted this picture.
2.- She has painted this picture.
3.- The picture painted by Karen is now in a museum.
Skill 4: Be careful of present participles
A present participle is the -ing form of the verb (talking, playing). In the structure section of the TOEFL test a present participle can cause confusion because it can be either a part of the verb or an adjective. It is part of the verb when it is preceded by some form of the verb be.
The man is talking to his friend.
VERB
In this sentence talking is part of the verb because it is accompanied by is.
A present participle is an adjective when it is not accompanied by some form of the verb be.
The man talking to his friend has a beard.
ADJECTIVE
In this sentence talking is an adjective and not part of the verb because it is not accompanied by some form of be. The verb in this sentence is has.
PRESENT PARTICIPLES
A present participle is the -ing form of the verb. The present participle can be (1) part of the verb or (2) an adjective. It is part of the verb when it is accompanied by some form of the verb be. It is an adjective when it is not accompanied by some form of the verb be.
1.- The boy is standing in the corner.
2.-The boy standing in the corner was naughty.
The man is talking to his friend.
VERB
In this sentence talking is part of the verb because it is accompanied by is.
A present participle is an adjective when it is not accompanied by some form of the verb be.
The man talking to his friend has a beard.
ADJECTIVE
In this sentence talking is an adjective and not part of the verb because it is not accompanied by some form of be. The verb in this sentence is has.
PRESENT PARTICIPLES
A present participle is the -ing form of the verb. The present participle can be (1) part of the verb or (2) an adjective. It is part of the verb when it is accompanied by some form of the verb be. It is an adjective when it is not accompanied by some form of the verb be.
1.- The boy is standing in the corner.
2.-The boy standing in the corner was naughty.
Skill 3: Be careful of appositives.
Appositives can cause confusion in the structure section of the TOEFL test because an appositive can be mistaken for the subject of a sentece. An appositive is a noun that comes before or after another noun has the same meaning.
Sally, the best student in the class, got an A on the exam.
In this example sally is the subject of the sentence and the best student in the class can easily be recognized as an appositive phrase because of the noun student and because of the commas. The sentence says that sally and the best student in the class are the same person. Note that if you leave out the appositive phrase, the sentence still makes sense (sally got an A on the exam).
Appositives
An appositives is a noun that comes before of after another noun and is generally set off from the noun with commas. If a word is an appositive, it is not the subject. the following appositive structures are both possible in English:
s app v
Tom, a really good mechanic, is fixing the car.
app s v
A really good mechanic, Tom is fixing the car.
Sally, the best student in the class, got an A on the exam.
In this example sally is the subject of the sentence and the best student in the class can easily be recognized as an appositive phrase because of the noun student and because of the commas. The sentence says that sally and the best student in the class are the same person. Note that if you leave out the appositive phrase, the sentence still makes sense (sally got an A on the exam).
Appositives
An appositives is a noun that comes before of after another noun and is generally set off from the noun with commas. If a word is an appositive, it is not the subject. the following appositive structures are both possible in English:
s app v
Tom, a really good mechanic, is fixing the car.
app s v
A really good mechanic, Tom is fixing the car.
Skill 2: Be careful of objects of prepositions.
An object of a preposition is a noun or a pronoun that comes after a preposition, such as in, at, of, to, by, behind, on, and so on, to form a prepositional phrase.
(After his exams) Tom will take a trip (by boat)
This sentence contains two objects of prepositions. Exams is the object of the preposition after and boat is the object of the preposition by.
Objects of prepositions
A preposition is followed by a noun or pronoun that is called an object of the preposition. If a word is an object of a preposition, it is not the subject.
(After his exams) Tom will take a trip (by boat)
This sentence contains two objects of prepositions. Exams is the object of the preposition after and boat is the object of the preposition by.
Objects of prepositions
A preposition is followed by a noun or pronoun that is called an object of the preposition. If a word is an object of a preposition, it is not the subject.
skill 1: Be sure the sentence has a subject and verb.
Some sentences in English have just one subject and verb, and it is very important for you to find the subject and verb in these sentences. In some sentences it is easy to find the subject and verb. However, certain structures, such as objects of prepositions, appositives, and participles, can cause confusion in locating the subject and verb because each of these structures can look like a subject and verb because each of these structures can look like a subject or verb. The object of the preposition can be mistaken for a subject.
Therefore, you should be able to do the following in sentences with one subject and verb: (1) be sure the sentence has a subject and a verb. (2) Be careful of objects of prepositions and appositives when you are looking for the subject, and (3) be careful of present participles and past participles when you are looking for the verb.
Therefore, you should be able to do the following in sentences with one subject and verb: (1) be sure the sentence has a subject and a verb. (2) Be careful of objects of prepositions and appositives when you are looking for the subject, and (3) be careful of present participles and past participles when you are looking for the verb.
Structure and written expression
The structure questions
Strategies for the structure questions
1.-First study the sentence. Your purpose is to determine what is needed to complete the sentence correctly.
2.- Then study each answer based on how well it completes the sentence. Eliminate answers that do not complete the sentence correctly.
3.-Do not try to eliminate incorrect answers by looking only at the answers. Then incorrect answers are generally correct by themselves. The incorrect answers are generally incorrect only when used to complete the sentence.
4.-Never leave any answers blank. Be sure to answer each question even if you are unsure of the correct response.
5.- Do not spend too much time on the structure questions. Be sure to leave adequate time for the Written expression questions.
Strategies for the structure questions
1.-First study the sentence. Your purpose is to determine what is needed to complete the sentence correctly.
2.- Then study each answer based on how well it completes the sentence. Eliminate answers that do not complete the sentence correctly.
3.-Do not try to eliminate incorrect answers by looking only at the answers. Then incorrect answers are generally correct by themselves. The incorrect answers are generally incorrect only when used to complete the sentence.
4.-Never leave any answers blank. Be sure to answer each question even if you are unsure of the correct response.
5.- Do not spend too much time on the structure questions. Be sure to leave adequate time for the Written expression questions.
Monday, October 24, 2011
skill 27: Listen for answers in order
There are two possible methods to use while you listen to talks in listening part C.
* You can just listen to the talk (and ignore the answers).
* You can follow along with the answers while you listen.
Some students prefer to just listen to the talk while it is being spoken, and if that method works well for you, then that is what you should do. Other students find that they can answer more questions correctly if they read along with the answers while the talk is being given. Because the detail quetions are answered in order, it is possible to read along while you listen to the recording program.
* You can just listen to the talk (and ignore the answers).
* You can follow along with the answers while you listen.
Some students prefer to just listen to the talk while it is being spoken, and if that method works well for you, then that is what you should do. Other students find that they can answer more questions correctly if they read along with the answers while the talk is being given. Because the detail quetions are answered in order, it is possible to read along while you listen to the recording program.
Thursday, October 20, 2011
Skill 26: Draw conclusions about who, what, when, where
As you listen to each talk in listening part C, you should be trying to set the situation in your mind (as you did in listening part B). you should be thinking the following thoughts:
Who is talking?
When does the talk probably take place?
Where does the talk probably take place?
What course is the talk concerned with?
What is the source of the information for the talk?
Who is talking?
When does the talk probably take place?
Where does the talk probably take place?
What course is the talk concerned with?
What is the source of the information for the talk?
Skill 25: Determine the topic
As you listen to each talk in listening part C, you should be thinking about the topic (subject) or main idea for the talk (as you did in listening part B) Since the first sentence is generally a topic sentence, you should be asking yourself what the topic is while you are listening carefully to the first part of the talk.
Skill 24: Anticipate the questions
It is very helpful to you ability to answer individual questions in listening part C if you can anticipate what the questions will be and listen specifically for the answers to those questions (as you did in listening part B).
Skill 23: Anticipate the topics
It is very helpful to you overall comprehension if you know what topic to expect in listening part C.
you should therefore try to anticipate the topics that you will be hearing (as you did in listening part B). For example, are the talks about American history, or a literature, or some aspect of school life? A helpful strategy is therefore to look briefly at the answers in the test book, before you actually hear talks on the recording, and try to determine the topics of the talks that you will hear.
you should therefore try to anticipate the topics that you will be hearing (as you did in listening part B). For example, are the talks about American history, or a literature, or some aspect of school life? A helpful strategy is therefore to look briefly at the answers in the test book, before you actually hear talks on the recording, and try to determine the topics of the talks that you will hear.
Tuesday, October 18, 2011
Strategies for the listening part C questions
1 .- If you have time, preview the answers to listening part C questions. while you are looking at the answers, you should try to do the following:
* Anticipate the topics of the talks you will hear.
* Anticipate the questions for each of the groups of answers.
2.- listen carefully to the first line of the talk. the first line of the talk often contains the main idea, subject, or topic of the talk, and you will often be asked this type of question.
3.- as you listen to the talk, draw conclusion about the situation of the talk: who is talking, where or when the talk takes place, which course this lecture might be given in. you will often be asked to make such inferences about the talk.
4.- as you listen to the talk, follow along with the answers in your test book and try to determine the correct answers. detail questions are generally answered in order in the talk, and the answers often sound the same as what is said on the recording.
5.- you should guess even if you are not sure. never leave any answers blank.
6.- use any remaining time to look ahead at the answers to the questions that follow.
* Anticipate the topics of the talks you will hear.
* Anticipate the questions for each of the groups of answers.
2.- listen carefully to the first line of the talk. the first line of the talk often contains the main idea, subject, or topic of the talk, and you will often be asked this type of question.
3.- as you listen to the talk, draw conclusion about the situation of the talk: who is talking, where or when the talk takes place, which course this lecture might be given in. you will often be asked to make such inferences about the talk.
4.- as you listen to the talk, follow along with the answers in your test book and try to determine the correct answers. detail questions are generally answered in order in the talk, and the answers often sound the same as what is said on the recording.
5.- you should guess even if you are not sure. never leave any answers blank.
6.- use any remaining time to look ahead at the answers to the questions that follow.
Skill 22: Listen for answers in order
There are two possible methods to use while you listen to a conversation in the listening of the TOEFL test.
* You can just lsiten to the conversation (and ignore the answers)
* You can follow along with answers while you listen.
Some students prefer to just listen to the conversation while it is being spoken, and if that method works well for you, then that is what you should do. Other students find that they can answer more questions correctly if they read along with the answers while the conversation is being spoken. Because the detail questions are answered in order, it is possible to read along while you listen to the conversation in the recording program.
* You can just lsiten to the conversation (and ignore the answers)
* You can follow along with answers while you listen.
Some students prefer to just listen to the conversation while it is being spoken, and if that method works well for you, then that is what you should do. Other students find that they can answer more questions correctly if they read along with the answers while the conversation is being spoken. Because the detail questions are answered in order, it is possible to read along while you listen to the conversation in the recording program.
Skill 21: Draw conclusions about Who, What, When, Where
As you listen to each conversation in Listening, you should be trying to set the situation in your mind. You should be thinking the following thoughts:
Who is talking?
When does the conversation probably take place?
Where does the conversation probably take place?
What is the source of information for the conversation?
Who is talking?
When does the conversation probably take place?
Where does the conversation probably take place?
What is the source of information for the conversation?
Wednesday, October 12, 2011
Skill 20 Determine the topic
You should be thinking about the topic (subject) or main idea for each conversation. since the first one or two sentences generally give the topic, you should be asking yourself what the topic is while you are listening carefully to the first part of the conversation.
Skill 19 Anticipe the questions
If you can anticipate what the questions will be and listen specifically for the answers to those questions.
skill 18 Anticipate the topics
You should therefore try to anticipe the topic you will be hearing. for example, are the conversation about some aspect of the school life, or some type of social issue, or a trip someone is planning?
A helpful strategy is therefore to look briefly at the answers in the test book, before you actually hear the conversations in the recording program, and try to determine the topics of the conversations that you will hear.
A helpful strategy is therefore to look briefly at the answers in the test book, before you actually hear the conversations in the recording program, and try to determine the topics of the conversations that you will hear.
Strategies for the listening part B questions
1 If you have time, preview the answers to listening part B questions
Anticipe the topic
Anticipe the questions.
2 Listen carefully to the first line of the conversation.
3 As you listen to the conversation, draw conclusion about the situation of the conversation: who is talking, where the conversation takes place, or when it takes place.
4 As you listen to the conversation, follow along with the answers in your test book and try.
5 You should guess even if you are not sure.
6 Use any remaing time to look ahead at the answers to the questions that follow.
Anticipe the topic
Anticipe the questions.
2 Listen carefully to the first line of the conversation.
3 As you listen to the conversation, draw conclusion about the situation of the conversation: who is talking, where the conversation takes place, or when it takes place.
4 As you listen to the conversation, follow along with the answers in your test book and try.
5 You should guess even if you are not sure.
6 Use any remaing time to look ahead at the answers to the questions that follow.
Skill 17 Listen for idioms
Idioms are special expressions in a language that all speakers of the language know these special expressions describe one situation in life but are applied to many different areas of life. Idiom question can be dificult for student because they seem to be describing one situation when they are really describing a different situation.
Skill 16 Listen for two-and three-part verbs
These verbs are expressions that include a verb and one or more particles (surch as in, on or at); the particle changes the meaning of the verb. questions involving two-and three-part verbs can be difficult for students because the addition of the particle changes the meaning of the verb in an idiomatic way.
Skill 15 Listen for untrue conditions
Key information about untrue conditions
POINT
An affirmative condition implies a negative reality.
A negative condition implies an affirmative reality.
A past tense implies a present reality
A past perfect verb implies a past reality
Had can be used without if
EXAMPLE
If she were at home, she could do it.
If she weren´t at home, she could do it.
If had money, i would buy it.
If had had money, i would have bought it.
Had i had money. i would have bought it
MEANING
not at home
at home
do not have money
did not have money
did not have money
POINT
An affirmative condition implies a negative reality.
A negative condition implies an affirmative reality.
A past tense implies a present reality
A past perfect verb implies a past reality
Had can be used without if
EXAMPLE
If she were at home, she could do it.
If she weren´t at home, she could do it.
If had money, i would buy it.
If had had money, i would have bought it.
Had i had money. i would have bought it
MEANING
not at home
at home
do not have money
did not have money
did not have money
Skill 14 Listen for wishes
Key information about wishes
POINT
An affirmative wish implies a negative reality.
A negative wish implies an affirmative reality.
EXAMPLE
I wish i had time to help
I wish i did not have time to help
MEANING
no time to help
time to help
POINT
A past tense verb implies a present reality.
A past perfect tense verb implies a past reality.
EXAMPLE
I wish he were at home
I wish he had been at home
MEANING
is not at home
was not at home
POINT
An affirmative wish implies a negative reality.
A negative wish implies an affirmative reality.
EXAMPLE
I wish i had time to help
I wish i did not have time to help
MEANING
no time to help
time to help
POINT
A past tense verb implies a present reality.
A past perfect tense verb implies a past reality.
EXAMPLE
I wish he were at home
I wish he had been at home
MEANING
is not at home
was not at home
Skill 13 Listen for emphatic expressions of surprise
Expressions of emphatic surprise
Verb
be
Emphatic form
be, with emphasis
Example
Then, he is here!
Meaning
I thought he was not here.
Verb
Modal
Verb
Present tense
Verb
past tense
Verb
perfet tense
Emphatic form
modal, with emphasis
Emphatic form
do (es) with emphasis
Emphatic form
did, with emphasis
Emphatic form
have, with emphasis
Example
Then, you can go!
Example
Then, you go play tennis!
Example
Then, she did read it
Example
Then, he has gone there
Meaning
I thought he was not here
Meaning
I thought you did not play tennis
Meaning
I thought she had not read it
Meaning
I thought he had not gone there
Verb
be
Emphatic form
be, with emphasis
Example
Then, he is here!
Meaning
I thought he was not here.
Verb
Modal
Verb
Present tense
Verb
past tense
Verb
perfet tense
Emphatic form
modal, with emphasis
Emphatic form
do (es) with emphasis
Emphatic form
did, with emphasis
Emphatic form
have, with emphasis
Example
Then, you can go!
Example
Then, you go play tennis!
Example
Then, she did read it
Example
Then, he has gone there
Meaning
I thought he was not here
Meaning
I thought you did not play tennis
Meaning
I thought she had not read it
Meaning
I thought he had not gone there
Tuesday, October 11, 2011
Skill 12: Listen for expressions of uncertainty and suggestion
Expressions of uncertainty and suggestion
Uncertainty
... isn´t it (tag)?
As far as i Know
As far as i Can tell
Suggestion
Why not.....?
Let´s...
Uncertainty
... isn´t it (tag)?
As far as i Know
As far as i Can tell
Suggestion
Why not.....?
Let´s...
Skill 11: Listen for expressions of agreement
Expressions of agreement
Agreement with positive statements
so i do
me, too.
i´ll say!
isn´t it!
you can say that again!
Agreement with negative statements
Neither do i.
i don´t either
Agreement with positive statements
so i do
me, too.
i´ll say!
isn´t it!
you can say that again!
Agreement with negative statements
Neither do i.
i don´t either
Skill 10: Listen for negatives with comparatives.
COMPARATIVES WITH NEGATIVES
Comparative
more
Example
no one is more beautiful than she is
Meaning
She is the most beautiful
Comparative
er
Example
He couldn't be happier.
Meaning
He is extremely happy
Skill 9: Listen for "Almost negative" expressions.
Common "almost negative" expressions
Meaning
almost none
Expression
hardly, barely, scarcely, only.
Example
There is hardly any food in the refrigerator.
Meaning
almost never
Expression
rarely, seldom
Example
He rarely drives to work.
Skill 8: Listen for double negative expressions
DOUBLE NEGATIVES
Situation
negative word (e.g. not, no, none) and a negative prefix (e.g. in, un, dis).
Example
He didn´t like the unclean office.
Meaning
did not like unclean office= liked clean office.
Situation
two negative verbs
Example
It isn´t snowing, so they aren´t going to the mountains.
Meaning
implies that they would go if it were snowing.
Situation
neither or not....either
Example
Sue didn´t like the movie, and neither did Mark.
Meaning
both did not like the movie
Skill 7: Listen for negative expressions
TYPES OF NEGATIVE EXPRESSIONS.
Expression
Regular negative: not or n´t
Example
Tom is not sad about the results.
Correct answer
not sad = happy
Expression
other negatives: nobody, none, nothing, never.
Example
Nobody arrived on time.
Sal never works hard.
Correct answer
nobody....on time=late
never works hard= lazy
Expression
negative prefixes: un, in, dis
Example
the patient was insane
Correct answer
insame=not same=crazy
Skill 6: Listen WHO and WHAT with multiple nouns
Who and what with multiple nouns
When there are multiple nouns in a sentence, it is common for the answers to confuse which noun does what
Skill 4: Draw conclusion about WHO, WHAT, WHERE
Conclusions about WHO, WHAT, WHERE
It is common for you to be asked to draw one of the following conclusions in Listening Part A.
1.-WHO is probably talking?
2.-WHAT will s/he probably do next?
3.-WHERE does the conversation probably take place?
Skill 4: Draw conclusion about WHO, WHAT, WHERE
Conclusions about WHO, WHAT, WHERE
It is common for you to be asked to draw one of the following conclusions in Listening Part A.
1.-WHO is probably talking?
2.-WHAT will s/he probably do next?
3.-WHERE does the conversation probably take place?
Strategy #3 Avoid similar sounds
1.- Identify key words in the second line of the conversation.
2.-Identify words in the answers that contain similar sounds, and do not choose these answers.
Strategy #2 Choose answers with synonyms
1.- As you listen to the second line of the conversation, focus on key words in that line.
2.- If you see any synonyms for key words in a particular answer, then you have probably found the correct answer.
Strategy #1 Focus on the second line
1.- The second line of the conversation probably contains the answer to the question.
2.- Listen to the first line of the conversation. if you understand it, that is good. if you dont understand it, dont worry because it probably does not contain the answer.
3.- Be ready to focus on the second line of the conversation because it probably contains the answer. repeat the second line in your mind as you read though the answers in the text.
Strategies for the listening part A questions
2.- Keep in mind that the correct answer is probably a restatement of key word or idea in the second line of the conversation. think of possible restatements.
3.- Keep in mind that certain structures and expressions are tested regulary in listening part A.
4.- Keep in mind that these questions generally progress from easy to difficult.
5.- Read the answers and choose the best answer to each question.
Listening comprehension
GENERAL STRATEGIES
1.- be familiar with the directions. the directions on every TOEFL test are the same, so it is not necessary to listen carefully to them each time. you should be completely familiar with the directions before the day of the test.
2.- listen carefully to the conversations and talks. you should concentrate fully on what the speakers are saying in the recording program, because you will hear it one time only.
3.-know where the easier and more difficult questions are generally found. within each part of the listening comprehension, the questions generally progress from easy to difficult.
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.
5.- 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.
Preparation couse for the TOEFL TEST
CONTENTS
Section one: Listening comprehension
Section two: Structure and written expression.
Section three: Reading comprehension.
Section four: Test of written english.
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