Copyright
© 2004 LearningExpress, LLC.
All
rights reserved under International and Pan-American Copyright
Conventions.
Published in the United States by Learning Express, LLC,
New
York.
Library
of Congress Cataloging-in-Publication Data:
TOEFL
exam essentials / LearningExpress—1st ed.
p.
cm.
ISBN
1-57685-504-X (pbk.)
1.
English language—Textbooks for foreign speakers. 2. Test of
English
as a foreign language—Study guides. 3. English language—
Examinations—Study
guides. I. Title.
PE1128.M747
2004
428'.00706—dc22
2003018793
Printed
in the United States of America
9
8 7 6 5 4 3 2 1
First
Edition
ISBN
1-57685-504-X
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Contents
Introduction vii
Chapter 1 How to Use
This Book to Get a Top Score 1
Chapter 2 Listening
23
Chapter 3 Structure
49
Chapter 4 Reading 85
Chapter 5 Writing 113
Appendix A Test
Details 139
Appendix B Resources
149
Introduction
T his
essential guide to the Test of English as a Foreign Language (TOEFL) exam is
perfect for studying on the go and tackling the exact kinds of questions tested
on your upcoming official exam. Information is presented in an easy-tofollow, straightforward
manner so you can find what you need, learn the information, and move on—it’s
that simple. Each chapter covers the essential facts and practice you need to
get prepared for your exam, as well as tips on where to go to for more detailed
practice and further information. Whether you need to review all parts of the
TOEFL exam or just skip ahead to the sections where you need extra practice and
review, TOEFL Exam Essentials has just what you need for focused,
targeted practice.
■ Chapter 1: About the TOEFL exam—signing up for the
test, study schedules, how to prepare with this book
■ Chapter 2: Listening skills—lesson and practice
■ Chapter 3: Structure skills—lesson and practice
■ Chapter 4: Reading comprehension skills—lesson and
practice
■ Chapter 5: Writing skills—lesson and practice
Good luck!
vii
Chapter 1
How to Use This Book
to Get a Top Score
If you are planning to
take the TOEFL exam, you are not alone.Worldwide more than 700,000 people will
likely take the Test of English as a Foreign Language (TOEFL) this year. Native
speakers of 145 different languages—representing more than 220 countries and
regions—take the TOEFL exam annually. And, over 4,500 colleges, universities,
programs, and agencies in the United States and Canada will use the TOEFL exam
to evaluate applicants who are not native speakers of English. This important
test measures your ability to read, write, and understand English so you can succeed
in a college classroom or professional program.
To prepare for the TOEFL exam, unlike other standardized tests, you
can’t just memorize a list of vocabulary words or math formulas and expect to
do well on the exam. You need to understand conversations and other spoken
English, know grammar rules, understand and process what you read, and be able
to
TOEFL EXAM ESSENTIALS
express yourself effectively in writing. As you sharpen your English-language
skills to prepare for the exam, this book will highlight what you need to know
to get your best score. If you have looked on the shelves of your local
bookstore, you know the volume of test-preparation tools and guidebooks can
be overwhelming. That’s why this guide is designed to focus on the
most important parts of studying for the TOEFL exam, without weighing you down.
TOEFL Exam Essentials pulls together all the pieces of test preparation
for you:
■ what to expect on the test
■ successful test-taking strategies
■ how to make your own study plan
■ a review of the content and skills you need to know
You can take this book with you wherever you go. Take it out while
you wait for the bus, during a work break, or while you exercise at the gym. It
fits in your pocket or purse so you can fit your study time into a busy
schedule. By using this book, you are taking your first steps to earning a top
score on the TOEFL exam. Good luck as you prepare for the exam and pursue the
education you need for a successful future.
WHAT THE TOEFL EXAM IS ABOUT
The TOEFL exam has two formats: a computer-based test and a
paper-and-pencil version. You can take the computer-based test (CBT) at test
centers around the world throughout the year. In some areas, the CBT is not
available and the paper-based TOEFL exam is offered instead. The paper test is
offered six times a year at specific locations. Although the test designs for
the
HOW TO USE THIS BOOK TO GET A TOP SCORE
CBT and the paper-based test are different, both versions measure the
same skills and use similar content for reading passages and recorded
conversations. The computer-based TOEFL exam has four components: listening, structure,
reading, and writing.
■ The listening section tests your ability to understandNorth
American English. You will use headphones to listen to conversations and
lectures and then answer multiple-choice questions about them. You will be
asked to locate main ideas, supporting ideas, and understand inferences made in
the conversations that you hear.
■ The structure section measures your knowledge of grammar
and usage in standard written English. You will read sentences and locate
grammatical errors or complete sentences with an appropriate word or phrase.
■ The reading portion of the exam will measure your ability
to read and understand short, written passages. The passages will have a style
and subject matter similar to that of college-level academic texts.
■ The writing section will ask you to compose a short essay
on a general topic selected by the computer from a large set of possible
topics. It measures your ability to write in English and develop and organize
ideas about an assigned subject.
You
will have about four hours to complete the CBT. Before you begin the test, you
will go through a tutorial about basic computer skills, including how to use a
mouse, how to scroll, and how to use testing tools. Each test section also
begins with a tutorial that
TOEFL EXAM ESSENTIALS
|
Computer-Based
TOEFL Exam
|
|
Section
|
Number of
Questions
|
Time
Limit
|
Computer Adaptive?
|
|
Tutorials Listening
|
7
tutorials
30–49
|
No time limit
15–25 minutes
to answer questions
40–60 minutes
total
(You will not
be
timed while
you
listen to
recordings;
only while you
answer questions.)
|
Yes
|
|
Structure
|
20–25
|
15–20 minutes
|
Yes
|
|
Reading
|
44–55
|
70–90 minutes
(This includes
the
time it takes
you to
read passages and
answer
questions.)
|
No
|
|
Writing
|
One topic
|
30 minutes
|
No
|
will
demonstrate how to answer test questions in that part of the exam. These
tutorials are not scored, and you can spend as much time on them as you need.
You can also take these tutorials prior to the test for no charge at
www.toefl.org or purchase a downloadable file. It is a good idea to practice
your computer skills ahead of time and become familiar with how to answer test
questions using a computer—this will be an advantage to you on exam day. The
paper-based TOEFL exam has three sections: listening comprehension, structure
and written expression, and reading
HOW TO USE THIS
BOOK TO GET A TOP SCORE
|
What Is
Computer-Adaptive Testing?
Some sections
of the computer-based TOEFL exam are computer adaptive, which means the
computer selects your questions based on your level of proficiency. Your
first question will have an average level of difficulty. Your next question
will either be easier or harder, depending on how you answered the first. The
listening and structure parts of the exam are computer adaptive, but the
reading and writing sections are not
|
comprehension.
Each section consists of multiple-choice questions with four possible answer
choices for each question. Although the test format varies from the CBT, the
skills measured are
the same.
■ Listening comprehension tests your
ability to understand North American English, including use of idiom and
vocabulary.
■ Structure and written expression tests
your ability to recognize grammatical errors in standard written English and
complete sentences with an appropriate word or phrase.
■ Reading comprehension asks you to read
and answer questions about short passages like those used in college-level
texts.
The Test of
Written English (TWE), a 30-minute writing test, is a required part of the paper-and-pencil
TOEFL exam on
TOEFL EXAM
ESSENTIALS
|
Paper-and-Pencil TOEFL
Number of
Section
Questions Time Limit
|
|
Listening
comprehension 50
30–40
minutes
Structure and
written
expression
40 25
minutes
Reading
comprehension
50 55
minutes
Test of
Written English (TWE) One
topic
30 minutes
Note: Number
of questions and time limits may vary.
|
most test dates.
There is no separate fee for the TWE. You will write a short essay about an
assigned general topic. What about your test score? The TOEFL exam has no
single passing score. The college, university, or agency to which you are
applying decides the minimum test score that it accepts. To learn more about how
the TOEFL exam is scored, see Appendix A.
MANAGE YOUR TIME
If your life is
busy, you may wonder how you will find the time to prepare for the TOEFL exam.
You can’t make each day longer, but effective time management—how you organize
and use your time—can help make the most of the time you have to get ready for
the exam. Managing your time during the exam is also an important skill.
To manage your time before the exam, evaluate how you currently use your time.
Follow these steps to better organize your time:
HOW TO USE THIS
BOOK TO GET A TOP SCORE 7
■ Review your current activities and obligations, including
recurring ones like classes, your work
schedule, your
exercise or sports schedule, or religious services.
■ Prioritize your activities. Which
are the most important to you? Are there any activities you can eliminate to
make more time to prepare for the TOEFL exam?
■ Work out a weekly schedule. Make
a list of your major weekly events, including your TOEFL exam study goals for
the week. (See more about creating a successful study plan later in this
chapter.) List any major social, work, or school-related events (for example, a
vocabulary test in
|
Register Right
Away
Test centers
fill up quickly, so begin the TOEFL exam registration process right away.
Registration information is available online at www.toefl.org or in the TOEFL
exam
Bulletin, available
at English language centers or at the international student center at the
university to which you are applying. You can also request a Bulletin by
writing to:
TOEFL/TSE
Services
P.O. Box 6151
Princeton, NJ
08541-6151
609-771-7100
|
TOEFL EXAM
ESSENTIALS
English class).
Ideally, create this schedule for each week of your test preparation period.
■ Create a daily “to do” list.Write
down your activities, including your TOEFL exam study goals for the day. Make
this list daily, before bed, or first thing in the morning. Carry it with you
and cross out the items that you have accomplished. Managing your time
effectively while you are actually taking the TOEFL exam is a crucial skill. As
outlined earlier in this chapter, each section of the TOEFL exam has a specific
time limit. You are expected to complete each section within that given amount of
time. Because you know how much time you have, you can pace yourself and budget
the amount of time you would like to spend on each question. If you are taking
the computer-based TOEFL exam, an onscreen clock display will keep track of the
current question number, the total number of questions, and the time you have
left to answer them. For example, if you are halfway through a section with 30
questions, you may see a display that shows question 15 of 30 and 00:09 minutes
remaining. The display continuously changes as you go through the section. To
help you manage your time during the exam, review these guidelines:
■ Sharpen your computer skills if
you are taking the computer-based exam. Even if you use a computer every day,
taking a test on a computer may be unfamiliar to you. Go to the TOEFL exam
website (www.toefl.org) for
free online tutorials before exam time.
HOW TO USE THIS
BOOK TO GET A TOP SCORE 9
■ Take a practice test and time yourself. For a
20- question practice test with a time limit of 40 minutes, give yourself about
two minutes for each practice question. This will help you learn to pace
yourself.
■ Read the directions before you begin each section. The
total number of questions and the time allotment are listed at the start
of each section—carefully review it, even if you think you already know
the information. The number of questions may vary because the test developers
sometimes add questions for research purposes. They do this to determine
whether a new
question for a
future test is sufficiently clear. These questions are not scored and you will
not know which ones they are.
■ Eliminate incorrect answer choices. Most
of the questions used in the TOEFL exam are multiple-choice. For each question,
you will have a set of four possible answers. Read the questions carefully and
eliminate the answer choices you know are incorrect. This will make it
easier for you
to find the correct answer.
■ Do not spend too much time on any one question. If
you do not know the answer, eliminate as many answer choices as possible and
then choose your best answer. Do not make a random guess unless absolutely
necessary for you to move on to the next question. On the computer based exam,
the listening and structure portions of the test (the computer-adaptive parts
of the
test), do not
allow you to skip questions or return to them later. Once you click the
“Confirm Answer”
TOEFL EXAM
ESSENTIALS
button on your
computer screen, you cannot change your answer. Random guessing, however, can
reduce your score. Fortunately, in the reading section, you can make note of a
difficult question and go back to it after you have completed the rest of the
questions. Likewise,
on the
paper-and-pencil version of the test, you can answer questions in the order
that you wish.
■ Try to finish each section if you are running out of
time. This
does not mean you should make random guesses—again, doing so can
significantly lower your score on the CBT. However, evidence shows that
most test takers will score higher if they answer all the questions
than if they do not try to complete the test. Here are some other tips
for answering multiple-choice
questions:
■ Watch for tricky wording. Some
questions use wording such as “All of the following are true except” or
“Which of the following is not a likely outcome?” You will find answer
choices that are accurate, but do not fit the question.
■ Look out for absolutes. Be careful
answering questions that use words such as always, never, none, or all.
You may find answer choices that sound correct but are not true in every
circumstance.
■ Beware of silly answer choices. Test
makers often include silly or easily confused answer choices. When you are
under pressure, these choices can become
HOW TO USE THIS
BOOK TO GET A TOP SCORE
appealing if you
are not reading closely. Eliminate these options first.
CREATE A STUDY
PLAN
Have you ever
crammed for a big test, trying to learn everything at the last minute? If you
have, you know that you can’t learn all the material for a major exam in one
study session. And if you stayed up all night cramming, you probably found out
that you were too tired to study effectively. A study plan creates a framework
for you to follow as you prepare for the TOEFL exam. By planning ahead,you can
break down your studying into smaller blocks of time that are easier to manage,
less intimidating, and more effective. To implement a study plan, first
consider your study environment. You will need a place to study that has a
minimum of distractions, a location where you can concentrate and spread
outyour materials. Your study environment should also be well lit and
|
Should You
Guess?
In most cases,
the answer is yes—if you can eliminate at least one answer. On the
computer-based TOEFL exam, random guessing will lower your score. Only guess
if you can cross out at least one answer. On the paper-based TOEFL exam,
however, your score is based on the number of questions you answer correctly.
Because there is no penalty for wrong answers, you should guess even if you
can’t eliminate one or more answer choices.
|
TOEFL EXAM
ESSENTIALS
|
What You Need
Before You Start
To make your
TOEFL exam study time more effective, get the right study tools. Here are
some suggestions:
■ a good English-language dictionary, such as Merriam-
Webster’s Collegiate Dictionary, 11th Edition
■ paper or legal pads
■ pencils or pens
■ highlighter pens in different colors
■ index or note cards
■ notebooks and folders
■ calendar or Personal Digital Assistant, such as a
Palm
Pilot™
|
comfortable for
you. A corner of your bedroom, a study in your home, the local library, or your
school are all possibilities. Once you have a place to work, collect the study
tools you will need.
With study tools
in hand and a place to study, it’s time to collect the information you need to
make decisions about what to study and how much time to allocate to each area
of study.
Follow these
five steps to create an effective study plan:
1. Get the
information you need. Find out the details
about
the TOEFL exam, including:
When
will it be held?
Where
is the test center nearest you?
How
do you register?
What
do you need to register?
How
much does it cost?
HOW TO USE THIS
BOOK TO GET A TOP SCORE
What do you need
to bring with you on exam day? What exactly will be tested on the exam? Some of
this information is covered in this chapter and in Appendix A at the back of
the book. For more information, you may need to contact your nearby test center
or university or go to www.toefl.org.
2. Find out what
you already know and what you need to learn. For your study
plan to be useful, you need to decide which subject areas require the
most of your attention. Take a practice TOEFL exam. Your score
will show both your strengths and the areas in which you need
improvement.
3. Set a time
frame. Now
that you know where to focus your study, you can decide how much time you can
give to each subject area. First write down a list of specific study goals. Be
realistic—try to make goals that you can accomplish. Now use a calendar to set
deadlines for these goals. Break up your studying into small time blocks so you
can reach your goal one step
at a time. Avoid
making goals that are too big and too general—for example, “Learn everything by
May 1.” Instead, set dates to learn material throughout March and April and
your study plan will enable you to learn everything by May 1. For
example, if you have three months for test preparation and need to focus on
building your reading comprehension skills, you might create a schedule like
the one on the next page. In this study plan, the first five weeks focus solely
on
reading
comprehension. However, the plan also allows for time to study other test
materials and complete an
TOEFL EXAM
ESSENTIALS
|
Week 1 Review basic reading comprehension strategies.
Start vocabulary list.
Week 2 Practice vocabulary in context questions
and specific detail questions.
Week 3 Practice inference questions.
Week 4 Practice finding references.
Week 5 Take reading comprehension practice test.
Week 6 Review grammar and usage rules. Start
reading novel.
Week 7 Continue reviewing grammar and usage
rules.
Week 8 Take structure practice test. Finish
novel.
Week 9 Review writing strategies. Write a
practice essay.
Week 10 Write two more practice essays.
Week 11 Start overall review.
Week 12 Continue overall review until test day.
Every day: Read several articles in an English- language newspaper. Every week: Watch or
listen to a TV show, news program,
or movie in
English to build listening skills.
|
overall review
before the exam day. It sets specific weekly goals as well as smaller, daily
goals.
4. Stick to your
plan.Write
it down and post it where you can see it. Unexpected events—such as coming down
with the flu or a problem at work—may interrupt your plans. Don’t waste time
worrying—just pick up
HOW TO USE THIS
BOOK TO GET A TOP SCORE 15where you left off. Try to put in
extra time during the next few weeks to catch up. You may need to adjust your schedule to make deadlines more
realistic, but be sure to give yourself enough time to finish everything before
the exam.
5. Modify your
plan. Most
likely, you will need to adjust your study plan as you proceed. Review your
progress every week. Did you reach your goals? If not, where did you fall short
and why? The more you assess what is working in your plan and what is not
working, the more it will address your actual study needs. It may go without
saying, but the key element to doing well
on the TOEFL
exam is mastering the material covered on the test. Proficiency in
English-language skills is crucial for success. How can you best improve your
listening, grammar, reading, and writing skills? Knowing how to study
can be as important as how much time you spend studying. Effective study
strategies are active rather than passive, meaning that you do
something, such as the following:
■ Ask questions as you study,
read, or listen to a conversation in English.
• What is the
main idea being expressed?
• What is the
author or speaker trying to prove?
• What is fact
and what is opinion?
■ Locate what is important. As
you read, use a highlighter or pencil to underline key information, such as:
• terms that are
defined in the text
• main ideas
TOEFL EXAM
ESSENTIALS
• words or
grammar rules you want to remember
• new ideas
• vocabulary
words or expressions you need to look up
■ Make connections. If you can make
connections between ideas, you will better remember the material. For example,
if Spanish is your native language, you might connect the word dormir (“to
sleep” in Spanish) with dormitory (the English word for a room or
building
where students
sleep).
■ Make notes. Note taking can
help you remember material, even if you never read your notes again. That’s
because it’s a muscle activity, and using your muscles helps you remember.
While reading or listening, make note of main ideas, supporting details,
authorities, opinions and facts, and key terms
.
BEAT TEST STRESS
Your palms
sweat, your breathing quickens, and your heart races. Most test takers
recognize these common symptoms—the signs of stress. However, by following a
study plan and taking concrete actions to reduce the stress in your life, you
can boost your confidence on exam day and lower your test stress.Keep your
general stress levels low. Take note of the factors in your life that cause you
stress, such as family, work, or school problems. Try to deal with those
stresses that interfere with studying and preparing for the exam. For example,
if you can’t study at home because it is loud or chaotic, make plans to find a
quieter, calmer location like a friend’s house or the library. Taking
HOW TO USE THIS
BOOK TO GET A TOP SCORE
specific actions
can help you limit stress. The result will be that you will feel more relaxed
when you sit down to take the exam. Here are seven ways to better handle
stress.
1. Get plenty of
sleep. Most
adults need seven to nine hours of sleep a night. Being deprived of sleep will make
you less able to cope with stress, less able to concentrate, and less likely to
perform well. If you have a hard time falling asleep, try these tips:
■ Keep a regular schedule. Go to sleep and get up at the
same time every day.
■ Take a relaxing bath or read a book.
■ Stay away from caffeine after lunchtime (coffee,
tea, cola, and chocolate may contain caffeine).
■ Exercise earlier in the day (at least two to four
hours before bedtime). A tired body will need more sleep (but a workout just
before bed will keep you awake).
2. Eat well and
exercise. Good
nutrition and regular exercise are important for your complete health. Stay away
from high-sugar, high-calorie, low-nutrition snacks and meals. Instead of
donuts, potato chips, or cookies, for example, try low-fat yogurt,
fresh-squeezed fruit juice, or carrot sticks. Also, try to fit some exercise into
your busy schedule—even a brisk walk can
improve your
mood, reduce stress, and boost your energy level.
3. Study. Review
and improve your skills ahead of time and you will feel calm and confident when
you walk into the testing room. If you fall behind in your study plan, do not
worry—just try to get back on schedule.
TOEFL EXAM
ESSENTIALS
4. Be prepared. New
situations can make people nervous. Find out where the TOEFL exam test center
is and plan how you will get there. Organize the materials you will need for
the test the night before. Use this book to learn about the format of the exam
and what types of questions to expect. If you prepare well, the TOEFL exam will
not be new to you.
5. Create
realistic goals. Break up big goals into smaller,
easier-to-manage tasks. Instead of telling yourself what you “should” do, do
the best you can. Keep things in
perspective—the
TOEFL exam is an important test, but don’t lose sight of the other important
parts of your life.
6. Think
positively. Imagine yourself doing well— picture yourself at the
exam, calmly answering each question. If you believe you can do it, you
will be more likely to achieve your goals.
7. Reward
yourself. Give
yourself rewards throughout your preparation for the TOEFL exam. This can make
studying less burdensome. Set up realistic rewards for following your study
plan and, eventually, for your well-earned test score.
COUNTDOWN TO
EXAM DAY
After months of
preparation, your hard work will soon pay off. The test is just a week away.
How can you make the most of your final days? Here’s a countdown plan that will
help you reach your goal and reduce unnecessary stress.
HOW TO USE THIS
BOOK TO GET A TOP SCORE
The week before
■ Get detailed directions to the test center. Take a
practice drive or practice commute so you
know how long it takes to get there.
■ Do an overall review of your material.
■ Get plenty of sleep every night.
■ Picture yourself doing well on the test.
The day before
■ Go to bed early.
■ Get light exercise. Avoid heavy workouts—you do not
want to be physically exhausted on exam day.
■ Pack everything you need: pencils/pens, admission
materials, identification, mints, or snacks for break time.
■ Set your alarm and ask a family member or friend to
make sure you are up on time.
Exam day
■ Get up early.
■ Eat a light, healthy breakfast. (Don’t drastically
change your diet on exam day. For example, if you drink coffee regularly, don’t
skip it because you may get a headache. But don’t overdo it, either.)
■ Dress comfortably in layers so you can adjust to a
room that is too hot or too cool.
■ Arrive at the test center early.
■ Think positively. Remember, you are prepared.
TOEFL EXAM
ESSENTIALS
USE THIS BOOK
WITH OTHER
TEST-PREPARATION
MATERIAL
TOEFL Exam
Essentials gives you key information about the TOEFL exam in a
quick, easy style and format. Unlike other testprep books that use a
question-and-answer format, TOEFL Exam Essentials offers
strategies for studying and test taking that can make the difference for you in
getting a top score on this important exam. When used in combination with other
test-preparation materials, TOEFL Exam Essentials is a powerful tool
that will help you succeed.
If you are
committed to doing well on the TOEFL exam, you should also invest the time and
money into purchasing or using other test-preparation materials that contain
practice tests. As you prepare for the exam, consider taking several practice
tests. Use the study plan described earlier in this chapter to schedule your
practice test.You will find many test-preparation books at your bookstore,
library, or for purchase online. See Learning Express’s TOEFL Exam
Success (LearningExpress, 2002) for detailed study and learning strategies,
lessons, and practice questions targeted to the kinds of questions asked in
each section of the official exam. The Internet also contains resources for the
TOEFL exam. Some websites offer online practice tests and scoring, with an
analysis of your results. If you register for the computer-based TOEFL exam,
taking a practice test on a computer will be an advantage to you. You will
become more familiar with the experience of taking a standardized test on a
computer so that when you take the official exam, it won’t be new to you. See
Appendix B in the back of the book for more print and online resources
HOW TO USE THIS
BOOK TO GET A TOP SCORE 21
A primary
resource for TOEFL exam preparation is the official TOEFL exam website at
www.toefl.org. Since July 2003, the Educational Testing Service (ETS)—the
service that administers the TOEFL exam—has made test-preparation material
available at no charge when you register for the test. You can access the
material on the TOEFL exam website or request that it be mailed to you. The
TOEFL exam website also offers online registration,
the most current
information about the test, and the locations of test centers around the world.
Here are some other helpful resources found at www.toefl.org:
■ Frequently asked questions about the computer-based
test: www.toefl.org/toeflcbt/cbtfaq.html
■ Free online computer tutorial (how to scroll, how to
use mouse): www.toefl.org/testprep/cbtutprq.html
■ Practice questions (computer-based):
www.toefl.org/testprep/cbtutprq.html
■ Complete list of TOEFL exam writing topics:
www.toefl.org/testprep/preindx.html#wrtgtopics
■ Frequently asked questions about the paper-based
test: www.toefl.org/toeflsup/suppfaq.html
■ Practice questions (paper-based):
www.toefl.org/onsitetst/itpprac.html
Now that you
have started getting ready for the exam, let TOEFL Exam Essentials streamline
the test-preparation process for you. The next chapters describe each section
of the TOEFL
exam,
emphasizing the specific language skills and test-taking strategies that will
help you do your best.
TOEFL EXAM
ESSENTIALS
CHAPTER
HIGHLIGHTS
■ Register for the test soon.
■ Organize your current calendar so you can make time
to prepare for the TOEFL exam.
■ Design a study plan and modify it as you go to make
it more useful.
■ Stick to your study plan as much as possible.
■ Time yourself answering practice questions so you
can pace yourself during the exam.
■ Take a standardized practice test on a computer if
you are taking the computer TOEFL exam.
■ Sharpen your computer skills if you are taking the
computer TOEFL exam.
■ Study in an active manner: ask questions, highlight
or underline, make notes.
■ Take steps to reduce your general stress level.
■ Follow strategies to cut down on your test stress.
Adequate test preparation, regular sleep, and good health habits will increase
your confidence and energy.
■ Be prepared: know how to get to the test center and
what materials and documents you will need on test day.
■ Think positively—you are ready for your exam
Chapter
2
Listening
You may think of listening as a passive activity, but becoming a
good listener means learning to listen actively—to ask questions,
analyze, and draw conclusions about what you
hear.
Because lectures and class discussions are the primary teaching methods at
universities, good listening skills are crucial for your success at college.
The listening section of the TOEFL exam measures your ability to understand
North American English. It uses conversational
language
including idiomatic expressions, rather than formal, written English. The
section has 30–50 questions and is 40–60 minutes in length. On the exam, you
will hear three types
of
recordings:
Dialogues: a brief conversation between
two people. In some, each person speaks only once. In others, one or both people
speak more than once. Each dialogue is followed by
one question.
Short
conversations and class discussions: a seven- or eight-line
conversation between two or more people about a specific topic, followed by
several questions.
Mini-lectures: a
one- or two-minute talk by a single speaker, followed by several questions.
Below is a
breakdown of each recording type for the computerand paper-based TOEFL exams:
|
Types of
recordings
|
Computer Test
|
Paper-and
Pencil
|
|
Dialogues,
|
11–17
dialogues , with one question each
|
30 dialogues
with
one question
each
|
|
Short
|
2–3
conversations,
|
2
conversations
|
|
Conversations
|
with 2–3
questions each
|
with 7–8
questions total
|
|
Mini-lectures/
|
4–6
mini-lectures, with
|
3
mini-lectures with
|
|
Academic
|
3–6 questions each
|
12–13
questions total
|
|
Discussions
|
|
|
COMPUTER TEST
VS. PAPER TEST
The listening
section on the computer-based test (CBT) differs from that on the old,
paper-based test. Although you will listen to the same kinds of conversations
and talks, you will answer fewer questions about each on the CBT. The listening
section of the CBT is also computer adaptive, meaning that the computer selects
questions based on your ability level. Your first question
LISTENING 25
will be of
average difficulty. If you answer it correctly, your next question will be
harder. If you answer incorrectly, your next question will be easier. Here are
some other key differences between the two tests:
|
Computer Test
Listening:
|
Paper-and-Pencil:
Listening
Comprehension
|
|
30–50
questions
|
50 questions
|
|
Computer
adaptive questions are based on your ability.
|
Test takers
answer the same questions.
|
|
You wear a
headset with adjustable volume.
|
Test
administrator plays recordings
|
|
Includes
visuals (pictures and other graphics).
|
Does not
include visuals
|
|
You hear and
see the questions on the computer screen.
|
You hear the
questions only.
|
|
You control
the pace by choosing when to begin the next recording
|
You follow the
same pace as other test takers
|
|
Questions may
have two answers.
|
Questions have
only one answer.
|
|
Most questions
are multiple choice, but some follow special directions
|
All questions
are multiple choice
|
|
Once you
submit an answer, you cannot change it.
|
You can return
to previous questions and change your answers.
|
TOEFL EXAM
ESSENTIALS
LEARNING HOW TO
LISTEN
How can you
become a more active listener? Practicing the following listening techniques
will improve your ability to understand spoken English:
■ Focus on the speaker. Do not be
distracted by your surroundings or by daydreaming.
■ Use non-verbal responses, like
nodding your head or leaning toward the speaker as you listen. Even if you are
listening to a pre-recorded audiotape for the TOEFL exam, your physical
responses will engage you in the act of listening and help you concentrate on
the information.
■ Concentrate on the message. If
you plan to take the computer TOEFL exam, you will see pictures of people on
your computer screen before each recording. These visuals will orient you to
the setting and participants of the conversation, but they may also distract
you. Focus
on the
conversation, not the picture. If you are taking the paper-based TOEFL, find a
place in the room—a blank chalkboard or wall—to direct your attention. Do not
be distracted by the reader’s appearance as you listen to him or her. You may
also try closing your eyes as you listen to the reading of each passage.
SPECIAL TIPS FOR
THE COMPUTER TEST
Developers of
the computer test use the computer’s multimedia ability to present different
types of questions and to include
LISTENING
images along
with audio recordings. Other special features of the computer test include
listening to the recordings on your own headset and controlling your pace
throughout the section. To prepare for the computer-based test, try these
test-taking strategies:
1. Adjust the
volume on your headset before you begin the listening section.
Make sure that you can hear the recordings clearly. You will not be allowed to
adjust the volume once the testing begins.
2. Don’t be distracted
by the computer images of people. Before most dialogues, your
computer screen will show a picture of the people in the conversation
you are listening to. These images are meant to set the scene.
However, if you find them distracting, look at them briefly, then close
your eyes when you listen to the recording.
3. Pay close
attention to other visuals. Images of maps, tables or charts,
graphs, drawings, or objects may accompany longer talks and conversations.
These visuals contain information from the talk—information that you need to
answer the questions.
4. Read the
questions on your computer screen as you listen to them. This can
help you better understand them.
5. Pace
yourself. Because
you control how fast or slow you go through the test, make sure to keep track
of time. Give yourself enough time to hear each recording and answer every
question.
TOEFL EXAM
ESSENTIALS
|
Skill Builders
Listening well
takes practice. As you prepare for the listening section of the TOEFL exam,
incorporate some of these skill-building exercises into your study plan:
■ Go to places where English is spoken. The
more you listen to spoken English, the more you will understand. Visit a park
or museum where you will hear English around you, go to the movies in
English, or converse with family and friends in English.
■ Build your concentration. Tune
in to a radio program or listen to a book on tape every day. Start with a
five-minute session and add five minutes each day. Your ability to focus will
grow.
■ Summarize information. Listen
to a radio or TV show about a serious topic. Summarize the show’s message in
your mind or on paper. What is the main idea presented in the show? What are
the supporting details?
■ Ask questions. When
you talk with others, think about whether you really understand what they are
saying. If you don’t, speak up and ask for clarification.
■ Take note of verbal clues. As
you listen to different people, pick out the clues that let you know when
they are changing subjects or making a point that is important to them.
■ Listen to different speaking styles. Consider
the speaking styles of three different people (for example, your teachers,
people you overhear at a café, or political speakers on cable news
programs).What helps you understand what each has to say? What makes it
difficult?
|
LISTENING
LISTENING TO
LECTURES
Lectures, the
primary teaching method in colleges today, can be challenging to listeners.
They demand your sustained attention and often, you can’t interrupt a lecturer
to ask a question or clarify a point. Lectures, however, are often much more
organized than everyday conversation or a class discussion. Once you know what
organizational and verbal clues to listen for, you will better understand what
you hear.
Main ideas—Most
speakers organize their lectures around a main idea or point, and often they
will announce their main idea at the beginning of the lecture. These phrases
and statements signal the introduction of a topic:
“Now I’d like to
talk about . . .”
“Let’s turn our
attention to . . .”
“Moving on to
the next subject . . .”
Supporting
details—A
lecturer will present supporting details in the form of examples or details
that develop their main idea. Keep attuned to these common words and phrases
that often introduce supporting facts or details:
for example for instance in
particular in
addition furthermore some others
specifically such as
Lists—Lecturers
often use lists to organize their subject matter and introduce important
points. Numbers can be a verbal clue that a speaker is using a list:
The
three different kinds of burns are . . .
There
are four reasons why this happened.
Recent
environmental laws have affected our area in
several
ways.
TOEFL EXAM
ESSENTIALS
Key words and
concepts—Speakers
may introduce key terms or ideas as a way of organizing their thoughts. Listen
for unfamiliar terms followed by a definition of what they mean. These phrases
signal that a speaker is using a key word or concept:
“This important
theme/idea/concept . . .”
“Let me define
that for you.”
“This idea is
central to X’s argument . . .”
QUESTION TYPES
IN THE LISTENING SECTION
The questions in
the listening segment of the TOEFL exam will test your ability to locate main
ideas, supporting facts and details, and inferences in the conversations and
talks you hear
|
In Class:
Listening to Group Discussions
When you
listen to a class discussion, you are receiving information from not one, but
several people. Unlike lectures, class conversations are not highly
structured. Participants may interrupt each other or make a point that seems
off track. Some participants offer comments that are more valuable than
others. How do you make sense of it all? Try this: As you listen to a group
discussion, track each person’s arguments and positions. Summarize on paper
or in your mind what each speaker is saying. Then work out what the main idea
is. The main idea may be a combination of everyone’s viewpoint, so it could
be a two-step process.
|
LISTENING
1. Locate the
main idea. The main idea of a conversation, class discussion,
or lecture is different
from its main
topic. The topic is the subject—what a conversation or lecture is about.
The main idea is what the speaker wants to say or express about the
subject. The main idea is a general statement that brings together all
of the ideas in a conversation or talk
|
Main topic: what
the conversation or lecture is about
Main idea: what
the speaker wants to express about his or
her topic
|
Here’s an
example. Listen to an instructor begin a lecture: Today we’re going to talk
about the body’s immune system. As you may know, the immune system is
what defends the body from
infections. It’s
really a remarkable system—in the body, millions and millions of cells,
organized into sets, or smaller units called subsets, make a complex
communications network that pass information back and forth, almost like bees
swarming around a hive. The result is a sensitive system of checks and balances
the produce a prompt, appropriate, and effective immune response.
Question: What
is the instructor’s main point?
a. The
immune system has its own system of checks and
balances.
b. The
immune system protects the body.
c. The
immune system is a remarkable and complex communications network.
d. When
the immune system breaks down, it can be devastating.Choice c is
correct—it gives the main idea or point that the instructor is trying to
express. It’s a general statement that holds together all of the information in
the passage. Choice a is too
specific to be the main idea. Choice b is too general to be the main
idea. Choice d may be true, but the passage does not give this
information.
2. Find the
supporting details. Supporting details are facts or specific
examples that give proof of a speaker’s main idea. The next question asks
you to find a supporting detail from the mini-lecture about the immune system.
|
Supporting
detail: a
specific fact or example that supports the main idea
|
Question: The
body’s immune system consists of
a. swarming
bees
b. billions
of cells
c. a
complex organization
d. a
communication network
The correct
answer is b. You can easily eliminate choice a— it’s a silly
answer choice used to distract you. Choices c and d are too
general to be supporting details.
LISTENING
3. Make
inferences. Often people do not say what they mean in explicit
terms. In these cases, you need draw a logical conclusion based on details or
from what is suggested in a conversation. In the listening test, some
questions ask you to make inferences based on a speaker’s tone, or
attitude about his or her subject.
|
Tone: a
speaker’s mood or attitude expressed in speech
|
Man 1: How
about you help me fix my car today?
Man 2: Sure,
Sam. Right after I go to work, go to the game, and study!
Question: What
does Man 2’s reply suggest?
a. He
plans on helping Sam fix his car.
b. He
doesn’t have time to help Sam today.
c. He
will help Sam, if Sam does his homework for him.
d. He is
promising to help.
Choice b is
correct. In speech, people often use tone rather han words to convey meaning. A
word like “sure” can have dozens of meanings depending on the speaker’s tone.
During
the exam, listen
to how someone speaks. Consider the speaker’s attitude or mood: is he or
she expressing joy, anger, disbelief, or another emotion? Inference questions
may also ask you to draw a conclusion based on what a speaker implies or
assumes. Here is an
example:
Woman: Frank,
how do I get to Times Square?
Frank: Ask
Sarah. She’s a native New Yorker.
Question: What
is Frank assuming about Sarah?
a. She
always carries a map of New York City.
b. She
doesn’t know how to get to Times Square.
c. She
will know how to get to Times Square because she grew up in New York.
d. Frank
doesn’t know how to get to Times Square.
Choice c is
correct. Choice a may be true, but it is not what Frank is implying.
Choice d may be true, but it doesn’t answer the question. The last type
of inference question asks you to make a logical conclusion about what the
speaker will do in the future based on the conversation:
Woman: I
forgot my textbook. Professor Jacob said we could look at our books during the
test.
Man: I
have a copy that I’m not using.
Question: What
will the woman probably do?
a. Borrow
the man’s textbook for the test.
b. Go
home so she can get her book.
c. Ask
the professor if she can take the test another day.
d. Call
home and see if her roommate will bring it to her.
Choice a is
correct. The man is offering his book to the woman even though he is not saying
it explicitly. You can makethis conclusion based on what he is suggesting.
OTHER QUESTION
TYPES ON THE COMPUTER TEST
Most of the
questions on the computer-based test are traditional multiple choice, but some
are types that can only be used on a computer. If you are taking the
computer-based TOEFL exam,
become familiar
with these question types:
■ Questions with more than one answer. You
will select two of four possible answer choices. Here is an example: Acid
rain looks, feels, even tastes like clean rainwater, but it actually
contains high levels of pollutants. Although natural sources like gases
from forest fires can be part of the problem, the burning of fossil
fuels, such as car exhaust and smoke from
factories, is
the main cause of acid rain. This how it works: pollutants mix in the atmosphere
to form fine particles that can be carried long distances by wind. Eventually,
they return to the ground in the form of rain or other precipitation. Acid rain
has caused widespread damage in eastern North America, Europe, Japan, China,
and Southeast Asia.
Question: Based
on the lecture, which of the following can cause acid rain? [Click on two
answers.]
a. contaminated
drinking water
b. natural
sources
c. man-made
pollutants
d. rain
Answer: b and c.
■ Questions that use visual information. You
will select an image or part of an image for your answer.
Question: Choose
the map that best represents the areas negatively affected by acid rain. [Click
on a map.]
Answer: You
would choose a map that highlights eastern North America, Europe, Japan, China,
and Southeast Asia.
■ Sequence questions. You will put
information or events into order so that they form a process.
Question: Summarize
what happens to acid-rain pollutants by placing the stages in the proper order.
[Click on a word. Then click on the space below where it belongs. Use each word
only once.] form fine particles carried by wind mix in atmosphere return to
ground in rain
1.
_____________________________________________
2.
_____________________________________________
3.
_____________________________________________
4.
_____________________________________________
Answer: 1. mix
in atmosphere; 2. form fine particles; 3. carried by wind; 4. return
to ground in rain.
■ Matching questions. You will match
up or pair images, words, or phrases.
Question: An
instructor describes the formation and effectsof acid rain. Match each term
with its definition. [Click on a sentence. Then click on the space where it belongs.
Use each sentence only once.]
precipitation fossil fuel pollutant
something that contaminates the environment
condensed vapor
that falls to earth as a deposit like rain or snow
a fuel formed in
the earth from plant or animal remains
Answer:
precipitation fossil fuel pollutant
condensed
vapor a fuel formed in something that
that falls to
earth the earth from contaminates the
as a deposit
like plant or animal environment
rain or
snow remains
WHAT’S UP WITH
IDIOMATIC EXPRESSIONS
You probably
won’t see the greeting “What’s up?” in the reading portion of the TOEFL exam,
but you might hear it—or another idiom—on the listening test. Idioms are words
or phrases used
in a particular
region. Idiomatic expressions often have unusual grammatical structures or have
a meaning that does not make sense when you add up the meanings of each word.
Here’s an example of a test question that will ask you to identify the meaning
of an idiomatic expression:
Woman:
The
astronomy midterm is tomorrow!
Man:
I know. I’m not ready. It’s going to be
an all-nighter
TOEFL EXAM
ESSENTIALS
Question: What
does the man mean?
a. He’s
going out past midnight.
b. He
thinks the midterm is at night.
c. He’s
going to stay up late studying.
d. He’s
not going to study—it’s too late.
The correct
answer is c. If you don’t know an idiomatic expression, think about what
makes sense in the situation. You can eliminate choices a, b, and
d because they are not what is suggested in the context of the
conversation.
|
Keep Your Ears
Open for Idioms
“Keep your
ears open”means to stay attuned—so keep your ears open for idiomatic
expressions while you are listening to everyday conversations. Here is a
sample of some idioms used in North America: all of a sudden: suddenly
All of a sudden, the dog ran into the road.
boil down: summarize;
amount He boiled down the report to a page and a half. The report boiled
down to a plea for more funding.
catch up: to
complete something belatedly I need to catch up on my sleep.
drop off: deposit
or deliver She dropped off the package at his house.
find out: discover,
learn I don’t know the answer, but I’ll find out for you.
|
|
get down: give
one’s attention to; depress Let’s get down to business.
The rain was getting
her down.
have on: wear\The
man has on a new sweater.
keep + –ing
verb: continue without interruptionShe kept talking throughout
class despite the teacher’s warnings.
jump in: begin
or enter eagerlyThe woman didn’t wait for instructions, she just jumpedright
in.
make up your
mind: settle,
decideI made up my mind to take the earlier train.
put off: to
hold back to a later timeYou will have to put off buying that dress
until you havemore money.
show up: arrive,
appearHe always late—he would show up late to his own funeral!
sleep on it: delay
making a decision until the next day After considering the plan, the council
decided to sleep onit and cast a vote the next day.
take place: happen,
occurU.S. presidential elections take place every four years.
used to +
verb: something
accomplished in the past, butnot in the presentShe used to work as an
investment banker, but now she’s ateacher.
|
QUICK QUIZ
Ask someone who
speaks fluent English to read the following passages,questions, and answer
choices into a tape recorder. Your reader should speak at a normal,
conversational pace. If you can’t find someone to help you, read aloud to
yourself and answer the questions that follow. The answers can be found on page
48.
Woman 1: Are
going to the party tonight?
Woman 2: I
don’t think so. It’s been a long day. I’m beat!
1. Why
isn’t Woman 2 going to the party?
a. She
doesn’t like parties.
b. She’s
too busy to go.
c. She’s
too tired to go.
d. She’d
rather stay home and beat eggs.
Man: I
promised Dante that I’d lend him my car, but I forgot
that I need it
today to get to work.
Woman: I
have his cell phone number.
2. What
will the man probably do?
a. call
his mother
b. call
Dante on his cell phone
c. use
the cell phone to call his boss at work
d. skip
work today
Woman: I
didn’t like that novel.
Man: Neither
did I.
3. What
does the man mean?
a. He
didn’t like the book either.
b. He
doesn’t like reading novels.
c. He
did like the book.
d. He
doesn’t know what to do.
Man:Would
you mind if I turned off the radio?
Woman:Well,
I’m in the middle of listening to the game. It’s almost over.
4. What
is the woman implying?
a. The
man should listen to the game too.
b. The
man doesn’t like sports.
c. She’ll
turn off the radio right away.
d. She’ll
turn off the radio when the game is finished.
Man: So,
how’d you do in your acting class?
Woman: Let’s
just say that I won’t be winning any Academy
Awards.
5. What
does the woman mean?
a. She’s
a terrific actress.
b. She
thinks she didn’t do very well in acting class.
c. She
didn’t go to class.
d. She
doesn’t have time to watch the Academy Awards ceremony on TV. Woman: Hey,
why aren’t you at the physics lab?
Man: I
don’t have lab on Tuesdays.
Woman: Today’s
not Tuesday—it’s Wednesday! Really, Ithink you would forget your head if
it weren’t attached to your shoulders.
Man: Oh
no!
Woman: You
can just make it if you take my car.
Man: Thanks,
I’ll be careful with it!
6. What
does the woman mean by “you would forget your head if it weren’t attached to
your shoulders”?
a. The
man is very forgetful.
b. The
man forgot where the physics lab was.
c. The
man has had neck surgery.
d. The
man usually doesn’t forget things.
7. What
will the man probably do?
a. skip
lab and go to lunch with the woman
b. run
as fast as he can to the lab
c. call
his professor and explain the problem
d. borrow
the woman’s car and drive to the lab
Questions 8
through 11 are based on the following class
discussion:
Professor: By
now you have read the chapter about the challenges faced by Native Americans
after the first Europeans settled in North America. What were your reactions?
Yes, Malinda?
Malinda: I was
really surprised that the biggest threat to the Native Americans was disease. I
couldn’t believe how much damage smallpox and measles caused.
Jose: Yeah,
it was really devastating. The native population just didn’t have the immunity
to those diseases. I read in the chapter that smallpox and measles killed
entire Native American communities before even one European got sick!
Barbara: Disease
wasn’t the only problem. There was genocide. And European settlement also
destroyed their traditional way of life.
Malinda: I
think it’s a tragedy how many people were killed and how much of Native
American culture was lost after Europeans arrived.
Jose: I
agree that it was a terrible tragedy, but I think it’s important to remember
that not everything was lost. I mean, Native Americans have had a major
population
recovery in the
last century. And a lot of Native American tribes are really strong today.
They’re carrying on their traditions and taking back control of their
governments.
8. What
event are the students discussing?
a. the
development of Native American cultures
b. U.S.
policymaking regarding Native Americans
c. the
effect of European settlement on Native Americans
d. the
arrival of the first people in North America
9. Why
is Malinda surprised?
a. She’s
surprised that Native Americans were removed from their homelands.
b. She’s
surprised by the diversity of Native American cultures.
c. She
doesn’t believe that some Native American populations have recently increased.
d. She
can’t believe that common European diseases were so deadly to the native
population.
10. The
students name some of the challenges that Native Americans faced after European
settlement. What were the two that they discussed?
a. malnutrition
b. new
diseases
c. killing
of Native Americans by Europeans
d. introduction
of horses by Spanish
11. From
the students’ comments, we can infer that
a. European
settlement drastically changed Native Americans’way of life.
b. European
settlers found few inhabitants when they arrived.
c. Europeans
did not benefit from contact with Native Americans.
d. Native
Americans had one culture and language.
Questions 12
through 16 are based on the following minilecture:
The Cuban
Missile Crisis lasted only thirteen days. But those thirteen, terrifying days
make up the world’s closest brush with the threat of nuclear war. There were
several events that unfolded
during the Cuban
Missile Crisis. First, on October 14, 1962, U.S. spy planes flying over Cuba
spotted Soviet
missile installations under construction. The missiles were intermediate- and
medium-range; they could carry nuclear weapons within the range of U.S.
cities—putting the people of New York, Chicago, and Los Angeles at risk. After
considering a surprise air strike, President Kennedy decided to announce a
naval blockade of Cuba. But before he began the naval blockade, Kennedy made a
worldwide radio and TV address on October 22. In the address, he told the
public about the discovery of the missiles and demanded that the Soviet Union
remove them. He said that the United States would regard a missile attack from
Cuba the same as an attack from the Soviet Union, and that it would respond
accordingly. The days after the speech were tense. Kennedy didn’t know how the
Soviet Union would respond. Finally, after
thirteen days,
Soviet premier Nikita Khrushchev agreed to remove the missiles if the United
States promised not to invade Cuba. One interesting fact is that, unknown to
the U.S. government at the time, 40,000 Soviet soldiers were stationed in Cuba
and armed with nuclear weapons. This information has only come to light
recently when U.S. and Soviet files about the incident have become
declassified. An ironic result of the crisis was that even though Khrushchev’s
actions helped protect the world from nuclear war, they made him look weak to
younger Soviet leaders. He was removed from power.
12. What
is the speaker’s main point?
a. Thirteen
days is not a long time.
b. The
Soviet threat during the Cuban Missile Crisis was not real.
c. The
Cuban Missile Crisis put the world at risk of nuclear war.
d. The
Cuban Missile Crisis was a significant historical event.
13. According
to the speaker, President Kennedy
a. knew
that Khrushchev would back down.
b. didn’t
think the situation was very serious.
c. viewed
the crisis as a conflict between Cuba and the United States only.
d. believed
the crisis was principally between the United States and the Soviet Union
14. According
to the speaker, at the time of the Cuban Missile Crisis, the U.S. government
a. was not
surprised to find missile installations in Cuba.
b. did
not know the full extent of the Soviet threat in Cuba.
c. overestimated
the Soviet threat in Cuba.
d. knew
everything that was going on in Cuba.
15. The
speaker describes four events that occurred during the Cuban Missile Crisis.
Place these events in proper chronological order. Kennedy’s public address
U.S. discovery of missile bases in Cuba U.S. blockade of CubaSoviet removal
of missiles
1.
2.
3.
4.
16. The
speaker suggests that by agreeing to remove the weapons and end the crisis,
Khrushchev
a. made
a strong choice, not a weak one.
b. brought
shame to his country.
c. deserved
to be removed from power.
d. made
the wrong choice.
CHAPTER
HIGHLIGHTS
■ Practice active listening techniques, like using
nonverbal responses.
■ Schedule listening skill builders into your study
plan.
■ Go to places where English is spoken regularly.
■ Listen to radio or TV programs or go to the movies
regularly.
■ Review how lectures are structured; listen to a
lecture or long program.
■ Listen for idiomatic expressions in everyday
conversation; look up those that you don’t know.
■ Main ideas are general statements that a speaker
wants to say something about a topic.
■ Supporting details are specific examples and facts
that back up a main idea.
■ Inferences are what a speaker suggests or implies
butdoes not necessarily say.
■ Tone is a speaker’s attitude or mood expressed in
speech.
■ If you are taking the computer-based exam, know
itsspecial features and the question types specific to thattest.
■ Review the differences between the computer- and
paper-based tests.
QUIZ ANSWERS
1. c.
2. b.
3. a.
4. d.
5. b.
6. a.
7. d.
8. c.
9. d.
10. b and c.
11. a.
12. c.
13. d.
14. b.
15.
1. U.S. discovery of missile bases in Cuba
2.
Kennedy’s public address
3.
U.S. blockade of Cuba
4.
Soviet removal of missiles
16. a.
Chapter
3
Structure
When you communicate in writing, you make a permanent impression.
When you talk, you may abbreviate words, leave sentences unfinished, or use
informal words and phrases, but when you write, you must follow the grammatical
constructions of formal English. Admissions
officers
will want to know if you have the ability to express yourself clearly and
correctly in written English—an essential skill in college. The structure
section of the TOEFL exam measures your knowledge of English grammar and style.
It presents you with sentences that you need to correct by filling in a blank
or by identifying a grammatical error. The sentences will cover topics similar
to those in college courses like history, biology, sociology, and art. However,
you do not need to have specific knowledge of these topics to answer the
questions in the structure test.
QUESTION TYPES
IN THE STRUCTURE SECTION
There are two
basic kinds of questions on the structure section of both the computer-based
and paper-based exams:
■ Sentence completion. This question
type presents a sentence with a blank. From four possible answer choices, you
will select the one word or phrase that correctly completes the
sentence. Here are some
examples:
1. The
company had dumped waste into the river for years
and it ________
to continue doing so.
a. plans
b. planning
c. planned
d. had
planned
2. After
the female emperor penguin lays a single egg, she
gives them to
her mate, ________ holds it in a fold of skin
near his feet
for a two-month incubation period.
a. he
b. who
c. which
d. while
Answers: 1. C
2. b
■ Recognizing grammatical mistakes. In this question type,
sentences will have four underlined words or phrases. You will choose the
underlined word or phrase that is incorrect. Here are some examples
STRUCTURE
3. Frank
Lloyd Wright, by designing the low-cost “Usonian”A B house in the 1930s,
wanting to make American architec- C D ture more “democratic” and affordable to
everyone.
a. A
b. B
c. C
d. D
4. A
lack in vitamin D, which comes from fortified milk or A B sunshine, can
decrease the body’s ability to absorb calcium. C D
a. A
b. B
c. C
d. D
Answers: 3. c
4. a
COMPUTER TEST
VS. PAPER TEST
You will find
some key differences between the computer-based test (CBT) and the
paper-and-pencil exam. Although the questions will cover the same type of
material, you will answer fewer
questions about
each on the CBT. The structure section of the CBT is also computer adaptive,
meaning that the computer selects questions based on your ability level. Your
first question will be of average difficulty. If you answer it correctly, your
next
TOEFL EXAM
ESSENTIALS
question will be
harder. If you answer incorrectly, your next question will be easier. Here is
an overview of the differences between the two tests:
|
Computer Test:
Structure
|
Paper-and-Pencil:
Structure and Written
Expression
|
|
15–20 minutes
|
25 minutes
|
|
20–25 questions
|
40 questions
|
|
Computer adaptive: the level of
difficulty of ques- tions is based on each
test-taker’s ability
|
Test takers answer the same questions
|
|
Question types are mixed together and
presented at random.
|
Question types fall into two sections
Part A—15 sentencecompletion
questions
Part B—25 questions in which you
identify grammar
mistakes
|
|
Once you submit an answer, you cannot
change it.
|
You can return to previous questions
and change your answers.
|
|
Your score on the structure section
is combined with your score in the writing portion of the test.
|
Your score on this section is not
combined with another part of the test.
|
MAKING SENSE OF
SENTENCES
The grass grows. This
is an example of the basic unit of thoughtin the English language: the
sentence. Sentences must have twokey parts—a subject and a predicate—and express a completethought. The
subject (grass)
names what the sentence is talkingabout. The predicate is a verb or verb phrase
(grows)
that tells ussomething about the subject. The subject of a sentence may besingular, meaning that
there is only one subject. Subjects mayalso be compound, meaning they have
more than one subject: The grass and the flowers grow. The predicate may
also be singular or compound. For example,here the predicate is singular: I ate a bowl of spaghetti. In the following example,
the predicate is a compound: I ate a bowl of
spaghetti and drank two glasses of milk.
WHAT IS A CLAUSE?
Like
sentences, clauses are groups of words that have a subject and a predicate. Clauses may be independent or dependent. An independent clause stands
alone and expresses a complete idea as in this example: Ximena walked on the grass. When a sentence has more than one independent clause,
it is called a compound
sentence. In compound sentences, independent clauses are joined by a connecting
word or conjunction (and, but, or, for, nor, so, or yet). In the following example, the independent clauses are
underlined: Ximena walked on the grass, but she didn’t get her new shoes wet.A dependent clause does not express a complete thought: though it was wet. When
a dependent clause stands alone, it is called a sentence fragment.To make a complete
thought, a dependent clause needs an
independent clause: Though it was wet,
Ximena walked on the
grass. Sentences that contain an independent
clause and a dependent clause are called complex sentences. Quick tip: To identify a
sentence fragment or dependent
clause
on the TOEFL exam, look for the following joining words, called subordinating
conjunctions. When a clause has a subordinating conjunction, it needs an independent clause to complete an idea.
after because once though when although before since unless where as, as if if that until while
Practice
Underline
the independent clauses in the following sentences. Find the answers on page 82.
1. I went for a walk
downtown and mailed your letter.
2. If it is hot
tomorrow, let’s go to the beach.
3. The 20-foot-tall,
long-necked giraffe is the tallest living animal on Earth.
4. The log-cabin quilt
was probably designed as a way to give a second life to
unwieldy but warm fabrics salvaged from uits and coats.
PARTS OF
A
word can be classified as a different part of speech depending on how it works in a sentence. For example, the word quiet can be a noun, verb, or adjective; add –ly and it can function
as an
adverb. This table lists the parts of
speech
|
Part of
Speech,
|
Function
|
Examples
|
|
noun
|
names a person place, thing, or
concept
|
Emma, cat, girl, Elm Street, vase,
pen, New York, weather
|
|
pronoun,
|
takes the place of a noun so that the
does not have to be repeated
|
I, you,he, she, us, they, this
that, themselves, somenoun body, who, which
|
|
verb
|
describes an action, occurrence, or
state of being
|
swim, becomes, is, seemed, hoping
|
|
helping
verb
|
combines with other verbs (main
verbs) to,
create verb phrases that help
indicate tenses
|
forms of be, do and have; can, could, may, must, , might shall, should,
will, would
|
|
adjective
|
describes nouns and pronouns; can
also identify or quantify
|
green, content, awake small,
heavy, happy; that
(e.g., that car); several(e.g., several dogs
|
|
adverb
|
describes verbs, adjec tives, other
adverbs or entire clauses
|
quickly, slowly, suddenly, always,
very, yesterday
|
|
preposition
|
expresses the relation ship in time
or space between words in a sentence
|
in, on, around, above between,
underneath beside, with, upon
|
SUBJECT-VERB
AGREEMENT
She
don’t or she doesn’t? You might easily pick out the second version as the correct match between subject and verb.
However, some instances of subject-verb agreement
are trickier—even for native speakers of
English. Subject-verb agreement is when the
subject of the sentence
correctly
matches the verb in number. If the subject is singular, the verb is singular. If the subject is plural, the verb
is plural.
Singular: Betto feeds the
birds every day.
Plural: Betto and Josephine
feed the birds every day.
Subject-verb
agreement can be confusing, however. Look out for problem
verb forms and the other common pitfalls listed below.
■ The subject I—Even though I is a single person,
it
usually takes the plural form of the verb: I look. I do.
■ The verb to be—The irregular verb to be (be, am, is, are, was, were) is a problem verb because of the unusual way it is formed. Remember never to use the be form after a subject.
I be going is incorrect.
I am going is correct.
■ Doesn’t/don’t, Wasn’t/weren’t—These verb constructions can
confuse writers. Doesn’t (does not) and wasn’t (was not) are singular. Don’t (do not) and weren’t (were not) are
plural. (I takes
the plural form, don’t) I don’t want to
leave. I wasn’t in class yesterday. She doesn’t want to
leave. We weren’t in class yesterday.
■ Words or phrases that follow a subject—A common error in making
subject-verb agreement is confusing a phrase (words or
phrase that follow a subject) with the subject of the
sentence. When you read, be careful to locate the true
subject of the sentence. Subject and verbs are underlined in
the following examples. One of the boys is
missing. The paintings by Pedro Reiss are bold
and commanding. The president, along with three members
of his Cabinet, returned to Washington today.
■ Singular nouns that end in s—Some words like measles, mumps, news, checkers or marbles (games), physics, economics, sports, and
politics are singular
despite their plural form, because we think of them as
a single thing. Some are singular or plural depending on
how they are used in a sentence. The news begins at 6 p.m. Aerobics is a great way to get in shape and reduce stress.
■ Pronoun subjects—Pronouns
are misused often in speech and writing.
Some pronouns are always singular,
whereas
others are always plural. A few can be either singular or plural. Each, either, neither, anybody, anyone, everybody, everyone, no one,
nobody, one, somebody, someone are
singular pronouns that agree with singular verbs. Everyone wants to win the lottery. Each of the managers wants her own phone line.
■ Both, few, many, and
several are plural pronouns
and
agree with plural verbs. Both of her
ex-boyfriends are attending the wedding.
■ All, any most, none, and
some can be singular or
plural pronouns, depending on their use.
All of the ice cream is gone. All of the ice cream
sundaes are gone.
WHEN THINGS GET
COMPLEX . . .
When
you look at complex sentences, pay close attention to determine whether the subject and verb agree. These
guidelines will help you:
■ If two nouns or pronouns are joined by and, they need a plural verb.
Oscar and Lorraine drive to work on most days.
■ If two singular nouns or pronouns are joined by or or nor, they need a
singular verb.
On most days, Oscar or Lorraine drives to work.
■ If one plural and one singular subject are joined by or or nor, the verb agrees with the closest
subject. Neither the teacher
nor the students like the textbook. Neither the
students nor the teacher likes the textbook.
■ If a sentence asks a question or begins with the words there or here, the subject follows
the verb. The verb must agree with the
subject. The subjects are underlined in the following
examples. Here is the evidence to
prove it.What are his reasons?
Practice
Circle the correct verb in each
sentence. Find the answers on page 82.
5. The chief executive officer and the chairman of the board agrees/agree about the new benefit package.
6. All of the children
sleeps/sleep
at
naptime.
7. One of the first
modern detectives in literature was/were created by Edgar
Allan Poe.
GETTING PRONOUNS RIGHT
Pronouns are words that take the place
of a noun or another pronoun. The nouns
represented by pronouns are called antecedents. Just as subjects and
verbs must agree in number, pronouns and antecedents need to
agree in number. If the antecedent is singular, the
pronoun is singular; if the antecedent is plural, the pronoun is plural. In the following examples, pronouns are
italicized and the antecedents are underlined:
The
teachers received their benefits.
Maggie
wants to bring her digital
camera on the trip.
Sometimes
pronoun agreement is tricky. Review these guidelines so you can identify common pronoun errors in the TOEFL
exam:
■ Indefinite pronouns (pronouns that don’t refer to a specific person) like each, either, neither, anybody, anyone, everybody, everyone, no one, nobody, one, somebody, and someone always require singular pronouns. Each of the boys wore his favorite costume. Neither of the tenants could find her copy of the lease.
■ If two singular nouns or pronouns are joined by and, use a plural pronoun.
When Grandma and Grandpa visit, they always bring presents.
■ If two singular nouns or pronouns are joined by or, use a singular pronoun.
Remember to give Sophie or Jane her application.
■ If a singular and a plural noun or pronoun are joined by or, the pronoun agrees
with the closest noun or pronoun it represents.
The coach or players will explain their game strategy.
The players or the coach will explain his game strategy.
|
Troublesome
Pronouns
|
|
Its/It’s
Its means “belonging to it.” It’s is a contraction for “it is.”
|
The dog wagged its tail. It’s time to
go. (It is time to go.)
|
|
Your/You are
Your means “belonging to you.”
You are is a contraction for “you are
|
Your phone is ringing. You’re right
about that. (You.” are right . . . )
|
|
Their/They’re/There
Their means “belonging to them.”
They’re is a contraction for
“they are.” There is an adverb describing where an action
takes place.
|
Their plane is ready for take-off.
They’re going to miss the plane. (They are going . . . ) There goes the
plane!
|
|
Whose/Who’s
Whose means “belonging to whom.” Who’s is a contraction for “who is”or “who
has.”
|
Whose sweater is this?
Who’s coming to dinner? (Who is
coming to dinner?)
|
|
Who/That/Which
Who refers to people. That refers to things Which introduces clauses that are not
essential to the information in the sentence, unless they refer to people. In
that case, use who.
|
The man who fixes my car has retired.
. This is the car that I told you
about.
The band, which started out in
Boston, is now famous in Europe and Japan. Maya, who plays in the band, lives
upstairs.
|
Practice
Circle
the correct pronoun in each sentence. Find the answers on page 82.
8. No one in her/their right mind would
follow your advice.
9. Arnold or Jacques
will bring his/their recorder so he/they can tape the interview.
10. Bring your/you’re fishing pole along
if your/you’re coming.
11. Interstate 235, who/which/that runs through town,
is
being repaired this summer.
12. Its/It’s
your/you’re turn to do the dishes.
ADJECTIVES AND
ADVERBS
Study careful! This is an example
of a common mistake: confusing an adjective for an
adverb. The correct statement is “study carefully.”
Adjectives and adverbs are modifiers, or words that
describe
other words. However, adjectives and adverbs describe different parts of speech. In the preceding example, carefully is an adverb describing the verb study. Adjectives describe nouns or pronouns and answer
one of three questions: which one? what
kind? and how many?
which one? that tree, the other shoe, her last time
what kind? elm tree, suede shoe, exciting time
how many? five trees, many shoes, several times
Adverbs describe verbs,
adjectives, or other adverbs and answer oneof these
questions about another word in the sentence: where? when? how? and
to what extent?
where? Place your baggage below your seat.
when? Call your mother tomorrow.
how? Kyoko turned suddenly.
to what extent? Ben could hardly wait.
To
recognize grammatical mistakes involving adjectives and adverbs, review these common trouble spots:
■ Verbs that deal with the senses (touch, taste, look,
smell, sound)—Deciding which modifier to use with
these verbs can be especially tricky. If the modifier is
describing a noun or pronoun that comes before the
verb, use an adjective. If the modifier is describing a
verb, use an adverb.
The entire group felt sick after lunch. (Sick is an adjective describing the noun group.)
The trainer felt gently around the player’s ankle. (Gently is
an adverb describing the verb felt).
■ Adjectives that follow the verb—Sometimes an adjective comes
after the verb, but it describes a noun or pronoun that comes
before the verb. In this example, the noun is in bold and
the
adjective is underlined:
These pickles taste salty. (salty pickles)
■ Misplaced modifiers—Modifiers
should be placed as closely as possible to the words that
describe.
The entire group felt sick after lunch. (Sick is an adjective describing the noun group.)
The trainer felt gently around the player’s ankle. (Gently is
an adverb describing the verb felt).
■ Adjectives that follow the verb—Sometimes an adjective comes
after the verb, but it describes a noun or pronoun that comes
before the verb. In this example,
the noun is in bold and the adjective is underlined:
These pickles taste salty. (salty pickles)
■ Misplaced modifiers—Modifiers
should be placed as closely as possible to the words that
describe.
Incorrect: My uncle told me
about raising cattle in the kitchen. (Why were
cattle in the kitchen?)
Correct: In the kitchen, my
uncle told me about raising cattle.
|
Problem
Modifiers
|
|
Fewer/Less Fewer describes plural nouns, or things
that can be counted. Less describes singular nouns that
represent a.
quantity or degree
|
The school enrolls fewer children than it once did. Julian
has less time than you do
|
|
Good/Well
Good is an adjective Well is an adverb, used to Sophia
performed well on describe an action
|
Caroline felt good about her test results. (Good describes Caroline.) . the
test. (Well describes the verb performed.)
|
|
Bad/Badly
Bad is an adjective Badly is an adverb, used to describe an
action
|
Owen felt bad after his lengthy workout.
(Bad
describes Owen.) The band played
badly at
the concert. (Badly describes
the verb
|
■ Dangling modifiers—Words, phrases, or clauses set off
by commas at the beginning a sentence
sometimes modify the wrong
noun or pronoun.
Incorrect: Broken and beyond
repair, Grandma threw away the serving
dish. (Why was Grandma broken?)
Correct: Grandma threw away
the broken serving dish that was beyond repair.
Practice
Choose the correct word in parentheses
in each of the following sentences. Find the
answers on pages 82–83.
13. The music sounded
(strange, strangely).
14. My cowboy boots
feel less (comfortable, comfortably) than my pumps.
15. Ask (polite,
politely) if you would like a second serving.
16. Phoebe makes
(fewer, less) money than her sister does.
17. He runs so (good,
well) that he often wins local road races.
DON’T BE BE TOO NEGATIVE
Although
in Shakespeare’s time, a double negative—the use of two negatives in
the same sentence—could be used to emphasize a point, today double negatives are considered a
grammatical mistake. Be on the lookout for sentences
that “double up” on the following negative
words:
no neither nobody scarcely
not nothing nowhere barely
neither no one hardly
MAKING COMPARISONS
Adjectives
and adverbs change form when they are used to make comparisons. To create comparisons, follow these general
rules: When comparing two things,
■ add –er to short modifiers of one or two syllables (taller, wiser).
■ use the word more or less before the modifiers of more than two syllables (more dependable, less outrageous). When comparing more than two things,
■ add –est to short modifiers of one or two syllables ( funniest, rudest).
■ use the word most or least before modifiers of more than two syllables (most intelligent,
least precisely).
Special Cases: The following
comparative modifiers don’t follow these
rules—they change form completely.
Modifier
Comparative Superlative
Good better best
well better best
many more most
much more most
bad worse worst
little less or lesser least
Practice
Circle
the correct modifier in each sentence. Find the answers on page 83.
18. The judge looked skeptical/skeptically at
the attorney.
19. Pasta does not
taste as good/well if it is overcooked.
20. Pleasant Lake is
the best/better trout lake around.
ACTION WORDS
Verbs
form the heart of a sentence—they express the action or state of being of the subject. The tense of the verb
tells readers when the action happens, happened, or
will happen. Verbs have five basic forms:
1. The infinitive is the base form of
the verb plus the word to. →to swim, to hope, to be
2. The present tense expresses action
that happens now or happens routinely. →The baby smiles a lot.
3. The present participle describes
what is happening now. A helping verb (am, is, are) precedes the -ing form of the verb. →The baby is smiling again.
4. The past tense shows an action
that happened in the past. →School officials warned the students last fall.
5. The past participle expresses an action
that happened in the past. It uses a helping verb such
as has, have, or had. →The reporter has followed the story since it
broke.
REGULAR VERBS
Regular
verbs follow a standard set of rules for forming the present participle, past tense, and past participle
forms. The present participle is formed by adding –ing. The past and past participle are formed by adding –ed. If the verb ends
with the letter e, just add d. If the verb ends with the letter y, for the past tense, change the y to an i and add –ed. Here are some
examples:
Present Present Participle
Past Past Participle
Talk
talking talked talked
exercise
exercising exercised exercised
multiply
multiplying multiplied multiplied
notice
noticing noticed noticed
IRREGULAR VERBS
Approximately
150 verbs in English are irregular. They do not follow the standard rules for changing tense. Irregular verbs fall into three categories:
■ irregular verbs with the same past and past participle forms
■ irregular verbs with three distinct forms
■ irregular verbs with the same present and past participle forms.
The table on the next few pages lists the most common
irregular verbs.
Irregular Verbs
with the Same Past and Past
Participle Forms
Present Past Past Participle
bite
bit bit
dig
dug dug
bleed
bled bled
hear
heard heard
hold
held held
light
lit lit
meet
met met
pay
paid paid
say
said said
sell
sold sold
tell
told told
shine
shone shone
shoot
shot shot
sit
sat sat
spin
spun spun
spit spat spat
swear
swore swore
tear
tore tore
creep
crept crept
deal
dealt dealt
keep
kept kept
kneel
knelt knelt
leave
left left
mean
meant meant
send
sent sent
sleep
slept slept
spend
spent spent
bring
brought brought
buy
bought bought
catch
caught caught
fight
fought fought
teach
taught taught
think
thought thought
feed
fed fed
flee
fled fled
find
found found
grind
ground ground
Irregular Verbs
with Three Distinct Forms
Present Past Past Participle
begin
began begun
ring
rang rung
sing
sang sung
spring
sprang sprung
do
did done
go went gone
am was been
is was been
see
saw seen
drink
drank drunk
shrink
shrank shrunk
sink
sank sunk
stink
stank stunk
swear
swore sworn
tear
tore torn
wear
wore worn
blow
blew blown
draw
drew drawn
fly flew flown
grow
grew g rown
know
knew known
throw
threw thrown
drive
drove driven
strive
strove striven
choose
chose chosen
rise
rose risen
break
broke broken
speak
spoke spoken
fall
fell fallen
shake
shook shaken
take
took taken
forget
forgot forgotten
get
got gotten
give
gave given
forgive
forgave forgiven
forsake
forsook forsaken
hide
hid hidden
ride
rode ridden
write
wrote written
freeze
froze frozen
steal
stole stolen
Irregular Verbs
with the Same Present and Past
Participle Forms
Present Past Past Participle
Come
came come overcome overcame overcome
run ran
run
Review
these common errors involving verb tense, so that you can identify them on the structure test:
■ Mixed verb tenses—Switching
tense within a sentence can change its
meaning. Generally, a passage that begins in the present
tense should continue in the present tense.
■ Improper past tense—Don’t
use past tense to make a statement about a
present condition.
Incorrect: Zelda met the new
director. He was very tall. (Isn’t he still
tall?)
Correct: Zelda met the new
director. He is very tall.
■ Subjunctive mood—The subjective
mood of verbs expresses something that is imagined,
wished for, or contrary to fact. The subjunctive of was is were.
If I were rich, I’d quit my job and move to Tahiti. (I am not rich.)
If you were a dog, you would be entirely dependent upon human beings. (You are not a dog.)
Practice
Circle
the correct verb in each sentence. Find the answers on page 83.
21. Statistics was/were my most difficult
course in high school.
22. The clerk rings/ring up the sales while
the customers waits/wait in line.
23. Has/Have either of the tenants paid the rent?
24. If I was/were on the school
board, I’d abolish the dress code.
25. I stayed at a bed
and breakfast inn in Vermont. The building is/was Victorian.
TRICKY VERBS
The
sets of verbs on the next page confuse even native speakers of English. To keep them straight, think about which verb
in each pair needs an object. For example, lie describes an action
performed by a subject: I will lie down. Lay, on
the other hand, needs an object to make sense: He lays the baby
in the crib.To make things more confusing, the past tense of lie is lay! Review this chart
and
practice using these tricky verbs in context.
PREPOSITIONAL
IDIOMS
Knowing
which preposition (to, of, about,
for, with, about, on, upon,
etc.)
is appropriate in a sentence is a challenging part of mastering
English.
Review these common prepositional idioms:
according
to depend on/upon next to
afraid of equal to of the opinion
|
Lie/Lay
|
|
Lie means to rest, to recline. (subject
past tense: lay, had lain
Lay means “to place, to set down.”(needs
an object)
Past tense: laid, had laid
|
Don’t just lie there like a lump, do something! Last
night, he lay on the couch and fell asleep.
I always lay my keys on the counter. (The object
is keys.)
Ruben laid the blankets on
the bed yesterday.
|
|
Sit/Set
Sit means “to rest.” (subject)
Set means “to put or place.” (needs an
object)
|
She always sits behind her desk.
He set the files on my desk. The
object is files.)
|
|
Rise/Raise
Rise means “to go up(subject) Raise means “go move something up
.”(needs an object)
|
After it is filled with hot air, the
balloon rises.
The town officials are raising
property taxes this year. (The object is taxes.)
|
anxious
about except for on top of
apologize
to (someone) fond of opposite of
apologize
for (something) from now on prior to
approve
of from time to time proud of
ashamed
of frown on/upon regard to
aware
of full of related to
blame (someone) for glance at/through
rely on/upon
|
Lie/Lay
|
|
Lie means to rest, to recline.” (subject)
past tense: lay, had lain.
Lay means “to place, to set down.”(needs
an object)
Past tense: laid, had laid
|
Don’t just lie there like a lump, do something! Last
night, he lay on the couch and fell asleep
I always lay my keys on the counter. (The object
is keys.) Ruben laid the blankets on the bed yesterday
|
|
Sit/Set
Sit means “to rest.” (subject).
Set means “to put or place.” (needs an
object)
|
She always sits behind her desk
He set the files on my desk. (The
object is files.)
|
|
Rise/Raise
Rise means “to go up.” (subject) Raise means “go move something up.”(needs
an object)
|
After it is filled with hot air, the
balloon rises. The town officials are raising property taxes this year( The object is taxes.)
|
anxious
about except for on top of
apologize
to (someone) fond of opposite
of
apologize
for (something) from now on prior to
approve
of from time to time proud of
ashamed
of frown on/upon regard to
aware
of full of related to
blame (someone) for glance at/through rely
on/upon
