DETAIL QUESTION

A stated detail question asks about one piece of information in the passage rather than the passage as a whole. The answers to these questions are generally given in order in the passage, and the correct answer is often a restatement of what is given in the passage. This means that the correct answer often expresses the same idea as what is written in the passage, but the words are not exactly the same.

main idea of a passage.

Almost every reading passage on the TOEFL test will have a question about the main idea of a passage. Such a question may be worded in a variety of ways; you may, for example, be asked to identify the topic, subject, title, primary idea, or main idea. These questions are all really asking what primary point the author is trying to get across in the passage. Since TOEFL passages are generally written in a traditionally organized manner; it is not difficult to find the main idea by studying the topic sentence, which is most probably found at the beginning of a paragraph.If a passage consists of only one paragraph, you should study the beginning of that paragraph to determine the main idea.

STRATEGIES FOR THE READING COMPREHENSION QUESTIONS

The Reading Comprehension section of the TOEFL test consists of five reading passages, each followed by a number of reading comprehension and vocabulary questions. Topics of the reading passages are varied, but they are often informational subjects that might be studied in an American university: American history, literature, art, architecture, geology, geography, and astronomy, for example.

GENERAL STRATEGIES

The third section of the TOEFL test is the Reading Comprehension section. This section consists of fifty questions (some tests may be longer). You have fifty-five minutes to complete the fifty questions in this section.

LISTENING PART B

It is very helpful to your ability to answer individual questions in Listening Part B if you can anticipate what the questions will be and listen specifically for the answers to those questions.

Listening Part B

The answers in Listening Part B are generally found in order in the conversation. This means that as you listen to the conversation, you should be thinking about the answers to the questions in the order that they are listed in the test book.

STRATEGIES FOR THE LISTENING PART B QUESTIONS

STRATEGIES FOR THE LISTENING PART B QUESTIONS
(Indonesian Version)

1. If you have the time, preview the answers to the Listening Part B questions.

long conversations

Part B of the Listening Comprehension section of the TOEFL test consists of two long conversations, each followed by a number of questions. You will hear the conversations and the questions on a recording; they are not written in your test book. You must choose the best answer to each question from the four choices that are written in your test book.

Expressions of agreement

Expressions of agreement are common in Listening Part A, so you should become familiar with them. The following example shows agreement with a positive statement.

WHO,WHERE

It is common in Listening Part A to ask you to draw some kind of conclusion. In this type of question the answer is not clearly stated; instead you must draw a conclusion based on clues given in the conversation. 

WHO 

One kind of conclusion that is common in this part of the test is to ask you to determine who the speaker is, based on clues given in the conversation.

passive sentence.

It is sometimes difficult to understand who or what is doing the action in a passive sentence. This problem is often tested in Listening Part A.

(Indonesian version)

Suggestions

Suggestions are common in Listening Part A, so you should become familiar with them. The following example shows an expression of a suggestion.
(Indonesian Version)

Negative expressions

Negative expressions are very common in Listening Part A. The most common kind of correct response to a negative statement is a positive statement containing a word with an opposite meaning.

STRATEGI LISTENING

. As you listen to each short conversation, focus on the second line of the conversation. The answer to the question is generally found in the second line of the conversation.

2. Keep in mind that the correct answer is probably a restatement of a key word or idea in the second line of the conversation. Think of possible restatements of the second line of the conversation.

3. Keep in mind that certain structures and expressions are tested regularly in Listening Part A. Listen for these structures and expressions:

• restatements
• negatives
• suggestions
• passives
• conclusions about who and where
• expressions of agreement

4. Keep in mind that these questions generally progress from easy to difficult. This means that questions 1 through 5 will be the easiest questions and questions 26 through 30 will he the hardest questions.

5. Read the answers and choose the best answer to each question. Remember to answer each question even if you are not sure of the correct response. Never leave any answers blank.

6. Even if you do not understand the complete conversation, you can find the correct answer.

• If you only understood a few words or ideas in the second line, choose the answer that contains a restatement of those words or ideas.
• If you did not understand anything at all in the second line of the conversation, choose the answer that sounds the most different from what you heard.
• Never choose an answer because it sounds like what you heard in the conversation.

DIAGNOSTIC PRE-TEST

DIAGNOSTIC PRE-TEST

SECTION 2

STRUCTURE AND WRITTEN EXPRESSION

Time - 25 minutes

(including the reading of the directions)

Now set your clock for 25 minutes.

This section is designed to measure your ability to recognize language that is appropriate for standard written English. There are two types of questions in this section, with special directions for each type.

Structure

Directions: These questions are incomplete sentences. Beneath each sentence you will see four words or phrases, marked (A), (B), (C), and (D). Choose the one word or phrase that best completes the sentence. Then, on your answer sheet, find the number of the question and fill in the space that corresponds to the letter of the answer you have chosen.

Look at the following examples.

Example I

The president _________ the election by a landslide.

(A) won
(B) he won
(C) yesterday
(D) fortunately

The sentence should read, “The president won the election by a landslide.” Therefore, you should choose answer (A).

Example II

When _______ the conference?

(A) the doctor attended
(B) did the doctor attend
(C) the doctor will attend
(D) the doctor’s attendance

The sentence should read, “When did the doctor attend the conference?” Therefore, you should choose answer (B).

1. In the early 1 900s, Eastman _____ inexpensive Brownie box cameras.
(A) it developed
(B) it was developed
(C) developed
(D) developing

2. _____ the discovery of the fossilized remnants of tides in one-billion-year-old rocks.
(A) Geological reports
(B) Geologists report
(C) The reports of geologists
(D) Geologists’ reports

3. The Brooklyn Bridge _____ took thirteen years to complete.
(A) in New York
(B) is in New York
(C) it is in New York
(D) which New York

4. Genes control all of the physical _____ we inherit.
(A) that traits
(B) that are traits
(C) traits that
(D) traits are that

5. Indigo can be extracted from a plant, and then _____ to dye cloth blue.
(A) it
(B) using
(C) using it
(D) it can be used

adjective clause connectors

In Skill 9 we saw that adjective clause connectors can be used to introduce clauses that describe nouns. In Skill 10 we will see that in some cases an adjective clause connector is not just a connector; an adjective clause connector can also be the subject of the clause at the same time.

In the first example, there are two clauses: we is the subject of the verb are looking, 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 is the connector that joins the two clauses. The adjective clause that is quite expensive describes the noun house.

In the second example, there are also two clauses: house is the subject of the verb seems, 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 quite expensive is an adjective clause describing the noun house, it directly follows house.

The following example shows how these sentence patterns could be tested in the Structure section of the TOEFL test.

Example

______ just dropped off a package for you is my sister.

(A) The woman
(B) The woman who
(C) Because the woman
(D) With the woman

In this example, you should notice immediately that the sentence has two verbs, dropped and is, and each of them needs a subject. The only answer that has two subjects is answer (B), so answer (B) is the correct answer. The correct sentence should say: The woman who just dropped off a package for you is my sister. In this sentence woman is the subject of the verb is, and who is the subject of the verb dropped. Who is also the connector that joins the two clauses?

The following chart lists the adjective clause connector/subjects and the sentence patterns used with them.

Now, You must read exercise 10 and the analysis.

adjective clause

An adjective clause describes a noun. Because the clause is an adjective, it is positioned directly after the noun that it describes.

In the first example, there are two clauses: this is the subject of the verb is, and I is the subject of the verb want. That is the adjective clause connector that joins these two clauses, and the adjective clause that I want to buy describes the noun house.

In the second example, there are also two clauses: house is the subject of the verb is, and I is the subject of the verb want. In this sentence also, that is the adjective clause connector that joins these two clauses, and the adjective clause that I want to buy describes the noun house.

The following example shows how these sentence patterns could be tested in the Structure section of the TOEFL test.

Example

The job _____ started yesterday was rather difficult.
(A) when
(B) was
(C) after
(D) that he

In this example, you should notice quickly that there are two clauses: job is the subject of the verb was, and the verb started needs a subject. Because there are two clauses, a connector is also needed. Answers (A) and (C) have connectors, but there are no subjects, so these answers are not correct. Answer (B) changes started into a passive verb; in this case the sentence would have one subject and two verbs, so answer (B) is not correct. The best answer to this question is answer (D). The correct sentence should say: The job that he started yesterday was rather difficult. In this sentence job is the subject of the verb was, he is the subject of the verb started, and the connector that joins these two clauses.

The following chart lists the adjective clause connectors and the sentence pat terns used with them.

EXERCISE 9: Each of the following sentences contains more than one clause. Underline the subjects once and the verbs twice. Circle the connectors. Then indicate if the sentences are correct (C) or incorrect (I).

1. I did not believe the story that he told me. (C)

   Analysis:

   First Clause                            : I did not believe the story
   Second Clause                       : He told me
   Adjective clause connector     : that

2. Ms. Brown, whom did you recommend for the job, will start work tomorrow.(I)

    Analysis:

    First clause                         : Ms. Brown will start work tomorrow
    Second clause                    : Did you recommend for the job (incorrect)
                                                It should be you recommended for the job
    Adjective clause connector : whom

    The correct sentence is Ms. Brown, who you recommended for the job, will start work tomorrow.

3. The lecture notes which lent me were not clearly written.(I)

     Analysis:

     First clause                       : The lecture notes were not clearly written
     Second clause                  :  lent me (incorrect)
                                               It should be I lent
     Adjective clause connector : which

     The correct sentence is the lecture notes which I lent were not clearly written

4. Sally has an appointment with the hairdresser whom you recommended. (C)

    Analysis:

     First clause                         : Sally has an appointment with the hairdresser
     Second clause                    : you recommended
     Adjective clause connector : whom

5. The phone number that you gave me.

    Analysis:

     First clause                        : The phone number (incorrect: no verb)
     Second clause                   : you gave me
     Adjective clause connector : that
     The correct sentence is The phone number that you gave me IS wrong

6. She is able to solve all the problems which did she cause.(I)

     Analysis:

      First clause                       : She is able to solve the problems
      Second clause                  : did she cause (incorrect)
                                                It should be she caused
      Adjective clause connector: She is able to solve all the problems which she caused
       
7. The day that she spent on the beach left her sunburned. (C)

      Analysis:

      First clause                         : The day left her sunburned
      Second clause                     :  she spend on the beach
      Adjective clause connector :  that

8. Next week I am going to visit my cousins, whom have not seen in several years.(I)

    Analysis:

    First clause                           : Next week I am going to visit my cousins
    Second clause                      :  have not seen in several years (incorrect)
                                                   It should be I have not seen in several years
    Adjective clause connector   : whom
    The correct sentence is Next week I am going to visit my cousins, whom i have not seen in several years

9. Did you forget the promise whom you made? (C)

    Analysis:

    First clause                            : Did you forget the promise
    second clause                        : you made?
    Adjective clause connector    : whom

10. The teacher whom the students like the most is their history teacher.

   Analysis:

   First clause                             : The teacher is their history teacher
   Second clause                        :  the students like the most
   Adjective clause connector     :  whom

NOUN CLOUSE CONNECTOR/SUBJECT

In Skill 7 we saw that noun clause connectors can be used to introduce noun clauses. In Skill 8 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. Study the clauses and connectors in the following sentences.

(Indonesian Version)

I know what happened yesterday

            NOUN CLAUSE AS OBJECT OF VERB

We are thinking about what happened yesterday.

                                  NOUN CLAUSE AS OBJECT OF PREPOSITION

In the first example, there are two clauses: I know and what happened yesterday. 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 happened and the connector that joins the two clauses.

 

In the second example, there are two clauses. In the first clause we is the subject of are thinking. In the second clause what is the subject of happened. What also serves as the connector that joins the two clauses. The noun clause what happened yesterday functions as the object of the preposition about.

The following example shows how this sentence pattern could be tested in the Structure section of the TOEFL test.

Example

The company was prepared for ________ happened with the economy.

(A) it
(B) the problem
(C) what
(D) when

EXERCISE 8: Each of the following sentences contains more than one clause. Underline the subjects once and the verbs twice. Circle the connectors. Then indicate if the sentences are correct (C) or incorrect (I).

1. The teacher heard who answered the question. (C)

    Analysis:

    Who answered the question is a noun clause connector, and the sentence is correct.

2. I do not understand it went wrong. (I)

    Analysis:

    it went wrong is a noun clause connector/subject. But, the sentence is incorrect.
    It should be what went wrong

3. Of the three movies, I can’t decide which is the best. (C)

   Analysis:

   Which is the best is a noun clause connector/subject. The sentence is correct.
   
4. She did not remember who in her class. (I)

   Analysis:

   Who in her class is a noun clause connector, but the sentence is incorrect.
   It should be Who is in her class.

5. No one is sure what did it happen in front of the building. (I)

   Analysis:

   What did it happen in front of the building is a nouc clause connector, but the sentence is incorrect.
   It should be what happened in front of the building.

6. We found out which was her favorite type of candy. (C)

    Analysis:

   Which was her favorite type of candy is a noun clause connector/subject, and the sentence is correct.
  
7. Do you know what caused the plants to die? (C)

   Analysis:

   What caused the plants to die is a noun clause connector/subject and the sentence is correct.

8. I am not sure which it is the most important course in the program. (I)

   Analysis:

   which it is the most important course in the program is a nou clause connector/subject, but it is
   incorrect.
   It should be which is the most important course in the program.

9. We thought about who would be the best vice president.(C)

    Analysis:

   Who would be the best vice president is a noun clause connector, and the sentence is correct.

10. She saw what in the box in the closet. (I)

   Analysis:

   What in the box in the closet is a noun clause connector, but it is incorrect.
   It should be what is in the box in the closet.

Continue with:

• Exercise 7 - 8, TOEFL Exercise (7-8) and TOEFL Review Exercise (1-8). Click here to read them
• Or download all material here

Adverb Clause Connector

A noun clause is a clause that functions as a noun; because the noun clause functions as a noun, it can be used in a sentence as an object of a verb (if it follows a verb) or an object of a preposition (if it follows a preposition). Study the clauses and connectors in the following sentences.
(Indonesian Version)

In the first example, there are two clauses, I don’t know and he said such things. These two clauses are joined with the connector why. Why changes the clause he said such things into a noun clause which functions as the object of the verb don’t know.

In the second example, the two clauses I am thinking and he said such things are also joined by the connector why. Why changes the clause he said such things into a noun clause which functions as the object of the preposition about.

The following example shows how these sentence patterns could be tested in the Structure section of the TOEFL test

Example

The citizens worry about ____ is doing.

(A) what the government
(B) the government
(C) what
(D) what the government it

In this example, the sentence contains the main subject and verb, the citizens worry, and it also contains an additional verb, is doing. The sentence needs a subject for the verb is doing and a connector to join the two clauses. The best answer is answer (A) because it has the connector what and the subject government. Answer (B) is incorrect because it does not have a connector. Answer (C) is incorrect because it does not have a subject for is doing. Answer (D) is incorrect because it has two subjects for is doing.

The following chart lists the noun clause connectors and the sentence patterns used with them.

EXERCISE 7: Each of the following sentences contains more than one clause. Underline the subjects once and the verbs twice. Circle the connectors. Then indicate if the sentences are correct (C) or incorrect (I).

1. It is unfortunate that the meal is not ready yet. (C)

    Analysis:
    Both clauses are correct because they have subject and verb

2. She told me when should pick up the children. (I)

    Analyisis:
     should pick up the children is incorrect. It should be  I should pick up the children.

3. The instructor explained where was the computer lab located. (I)

    Analysis:
    Where was the computer lab located is incorrect. It should be where the computer lab was located.

4. We could not believe what he did to us. (C)

    Analysis:
    Both clauses are correct.

5. Do you want to know if it going to rain tomorrow? (I)

   Analysis:
   If it going to rain tomorrow is incorrect. It should be If it is going to rain tomorrow.

6. We never know whether we will get paid or not. (C)

    Analysis:
    Both clauses are correct

7. This evening you can decide what do you want to do. (I)

    Analysis:
     Second clause: what do you want to do is incorrect. It should be what you want to do.

8. The manager explained how wanted the work done. (C)

    Analysis:
    Second clause: how wanted the work done is incorrect. It should be how he wanted work done.

9. The map showed where the party would be held. (C)

     Analysis:
     Both clauses are correct

10. Can you tell me why was the mail not delivered today? (I)

      Analysis:

      Second clause: why was the mail not delivered today is incorrect. It should be why the mail was not

      delivered today.

ADVERB CLAUSE CONECTOR

Sentences with adverb clauses have two basic patterns in English. Study the clauses and connectors in the following sentences:

(Indonesian Version)

He is tired because he has been working so hard.

Because he has been working so hard, he is tired.

In each of these examples, there are two clauses: he is tired and he has been working so hard. The clause he has been working so hard is an adverb clause that is introduced with the connector because. In the first example, the connector because comes in the middle of the sentence, and no comma (,) is used. In the second example, the connector because comes at the beginning of the sentence. In this pattern, when the connector comes at the beginning of the sentence, a comma (,) is required in the middle of the sentence.

The following example shows how this sentence pattern could be tested in the Structure section of the TOEFL test.

Example

_____ arrived at the library, he started to work immediately.

(A) The student
(B) When
(C) He
(D) After the student

In this example, you should recognize easily that the verb arrived needs a subject. There is also another clause, he started to work immediately. If you choose answer (A) or answer (C), you will have a subject for the verb arrived, but you will not have a connector to join the two clauses. Because you need a connector to join two clauses, answers (A) and (C) are incorrect. Answer (B) is incorrect because there is no subject for the verb arrived. Answer (D) is the best answer because there is a subject, student, for the verb, arrived, and there is a connector, after, to join the two clauses.

The following chart lists common adverb connectors and the sentence patterns used with them.

EXERCISE 6: Each of the following sentences contains more than one clause. Underline the subjects once and the verbs twice. Circle the connectors. Then indicate if the sentences are correct (C) or incorrect (I).

1. After the plane circled the airport, it landed on the main runway. (C)

Analysis:
Both clauses have subject and verb.
The connector "when" is correct, too.

2. The registration process took many hours since the lines so long. (I)

Analysis:
The second clause has no verb. It should be the lines were so long.
The connector "since" is correct.

3. This type of medicine can be helpful, it can also have some bad side effects. (I)

Analysis:
Both clauses are correct but there is no connector.

4. The waves were amazingly high when the storm hit the coastal town. (C)

Analysis:
Both clauses and connector are correct.

5. We need to get a new car whether is on sale or not. (I)

Analysis:
Second clause has no subject. It should be it is on sale or not
Connector "whether" is correct

6. Just as the bread came out of the oven, while a wonderful aroma filled the kitchen. (I)


Analysis:
There are two connectors; Just and While.
"While" should be erased, so the sentence becomes a wonderful aroma filled the kitchen.

7. Everyone has spent time unpacking boxes since the family moved into the new house. (C)

Analysis:
Both clauses and connector are corretc.

8. Although the area is a desert many plants bloom there in the springtime. (I)

Analysis:
There is no comma after the first clause. It should be the area is a desser,

9. The drivers on the freeway drove slowly and carefully while the rain was falling heavily because they did not want to have an accident. (C)

Analysis:
All three clauses are correct and the connectors are correct, too.

10. If you plan carefully before you take a trip, will have a much better time because the small details will not cause problems. (I)

Analysis:
Second clause " will have a much better time" has no subject. It should be you will have a much better time.

Continue with:

1.  EXERCISE (Skill 5-6)
2. TOEFL Exercise (Skill 5-6)
3. TOEFL REVIEW EXERCISE (Skill 1-6) (Download All)

COORDINATE CONECTOR

Many sentences in English have more than one clause. (A clause is a group of words containing a subject and a verb.) 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, or so between the clauses.
(Indonesian Version)

The sun was shining and the sky was blue.

The sky was blue, but it was very cold.

It may rain tonight, or it may be clear.

It was raining outside, so I took my umbrella.

In each of these examples, there are two clauses that are correctly joined with a coordinate connector—and, but, or, or so—and a comma (,).

The following example shows how this sentence pattern could be tested in the Structure section of the TOEFL test.

Example

I forgot my coat, ____ I got very cold.

(A) then
(B) so
(C) later
(D) as a result

In this example, you should notice quickly that there are two clauses, I forgot my coat and I got very cold. This sentence needs a connector to join the two clauses. Then, later, and as a result are not connectors, so answers (A), (C), and (D) are not correct. The best answer is answer (B) because so can connect two clauses in this manner.

The following chart lists the coordinate connectors and the sentence pattern used with them.

EXERCISE 5: Each of the following sentences contains more than one clause. Underline the subjects once and the verbs twice. Circle the connectors. Then indicate if the sentences are correct ‘(C) or incorrect (I).

1. The lawn needs water every day, or it will turn brown. (C)

Analysis:

• Both clauses are correct and coordinate connector is correct.

2. The book was not long, it difficult to read. (I)

Analysis:

• Second clause should be it is difficult to read. There is not coordinate connector.

3. It was raining, so decided not to go camping. (I)

Analysis:

• Second clause has no Subject.

4. The material has been cut, and the pieces have been sewn together. (C)

Analysis:

• Both clauses are correct and coordinate connector is correct too.

5. The patient took all the medicine, he did not feel much better. (I)

Analysis:

• Both clauses are correct but there is no coordinate connector

6. The bill must be paid immediately, or the electricity will be turned off. (C)

Analysis:

• Both clauses are correct and coordinate connector is correct, too

7. The furnace broke so the house got quite cold. (I)


Analysis:

• Both clauses are correct, but there is no comma.
• It should be The furnace broke, so the house got quite cold.

8. The dress did not cost too much, but the quality it seemed excellent. (I)

Analysis:

• Second clause has two subject; the quality and it. It should be the quality seemed excellent.
• Coordinate connector is correct.

9. The leaves kept falling off the trees, and the boys kept raking them up, but the yard was still covered. (C)

Analysis:

• All clauses and coordinate are connectors correct, too.

10. The mail carrier has already delivered the mail, so the letter is not going to arrive today, it probably will arrive tomorrow. (I)

Analysis:

• All clauses are correct, but coordinate connector So is wrong. So should be changed with but.

Past participles

Past participles can cause confusion in the Structure section of the TOEFL test because a past participle can be either an adjective or a part of the 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.
(Indonesian Version)

The mailman has left a letter in the mailbox. (Left is VERB)

                                          

The classes were taught by Professor Smith. (Taught is VERB)

In the first sentence, the past participle left is part of the verb because it is accompanied by has. In the second sentence, the past participle taught is part of the verb because it is accompanied by were.

A past participle is an adjective when it is not accompanied by some form of be or have.

The letter left in the mailbox was for me. (Left is ADJECTIVE)

The classes taught by Professor Smith were very interesting. (Taught is ADJECTIVE)

In the first sentence, left is an adjective rather than a 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, taught is an adjective rather than a verb because it is not accompanied by a form of be or have (and there is a verb, were, later in the sentence).

The following example shows how a past participle can be confused with the verb in the Structure section of the TOEFL test.

Example

The bread _____ baked this morning smelled delicious.

(A) has
(B) was
(C) it
(D) just

In this example, if you look only at the first few words of the sentence, it appears that bread is the subject and baked is either a complete verb or a past participle that needs a helping verb. But if you look further in the sentence, you will see the verb smelled. You will then recognize that baked is a participial adjective and is therefore not part of the verb. Answers (A) and (B) are incorrect because baked is an adjective and does not need a helping verb such as has or was. Answer (C) is incorrect because there is no need for the subject it. Answer (D) is the best answer to this question.

EXERCISE 4: Each of the following sentences contains one or more past participles. Underline the subjects once and the verbs twice. Circle the past participles, and label them as adjectives or verbs. Then indicate if the sentences are correct (C) or incorrect (I).

1. The food is served in this restaurant is delicious. (Incorrect)

    Analysis:

    The sentence should be "The food served in this restaurant is delicious".
    is served is incorrect, it should be served (past participle as an Adjective).
    Subject is The food and Verb is IS

2. The plane landed on the deserted runway. (Correct)

   Analysis:

   Subject is The place and Verb is landed
   Deserted is past participle as an adjective
  
3. The unexpected guests arrived just at dinnertime. (Correct)

    Analysis:

    Subject is unexpected guests and Verb is arrived
    Unexpected is past participle as an adjective

4. The courses are listed in the catalogue are required courses. (Incorrect)

    Analysis:

    The sentence should be The course listed in the dialogue are required courses.
     Subject is The course and Verb is are required.
     are listed is inccorect, but it should be listed (be past participle as an adjective)

5. The teacher found the lost exam. (Correct)

     Analysis:

     Subject is The teacher and Verb is found
     Lost is past participle as an adjective

6. The small apartment very crowded and disorganized. (Incorrect)

     Analysis

     Subject is the small apartment but there is no Verb
     The sentence should be The small apartment is very crowded and disorganized.
     Crowded and disorganized are past participle as adjectives.

7. The photographs developed yesterday showed Sam and his friends. (Correct)

    Analysis:

    Subject is The photograph and Verb is showed

    Developed is past participle as adjective

8. The locked drawer contained the unworn jewels. (Correct)

    Analysis:

    Subject is the locked drawer and Verb is contained
    Locked and unworn are past participle as adjectives

9. The tree was blown over in the storm was cut into logs. (Incorrect)

    Analysis;

    The sentence should be The tree blown over in the storm was cut into logs
    was blown should be blown (past participle as adjective)
    Subject is The tree and verb is was cut

10. The students registered in this course are listed on that sheet of paper. (Correct)

     Analysis:

      Subject is The students and Verb is are listed
      Registered is past participle as adjective
      listed is past participle as verb

You can continue with:

•  Exercise (Skill2 3-4) and TOEFL Review Exercise (Skill 1-4) (Download)

Present participles

Present participles can-cause confusion in the Structure section of the TOEFL test because a present participle can be either an adjective or a part of the verb. A present participle is the - ing form of the verb. It is part of the verb when it is preceded by some form of the verb be.
(Indonesian Version)

The train is arriving at the station now. (Arriving is VERB)

                                                           

In this sentence, arriving 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 train arriving at the station now is an hour late. (Arriving is ADJECTIVE)

                                                        
In this sentence, arriving 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 is.

The following example shows how a present participle can be confused with the verb in the Structure section of the TOEFL test.

Example

The film ____ appearing at the local theater is my favorite.

(A) now
(B) is
(C) it
(D) was

In this example, if you look at only the first words of the sentence, it appears that film is the subject and appearing is part of the verb. If you think that appearing is part of the verb, you might choose answer (B), is, or answer (D), was, to complete the verb. However, these two answers are incorrect because appearing is not part of the verb. You should recognize that appearing is a participial adjective rather than a verb because there is another verb in the sentence, is. In this sentence, there is a complete subject, film, and a complete verb, is, so this sentence does not need another subject or verb. The best answer to this question is answer (A).

EXERCISE 3: Each of the following sentences contains one or more present participles. Underline the subjects once and the verbs twice. Circle the present participles, and label them as adjectives or verbs. Then indicate if the sentences are correct (C) or incorrect (I).

 1. The crying baby needs to be picked up. (C)
             ADJ.

2. The clothes are lying the floor should go into the washing machine. (I)
                          VERB

3. The waitress bringing the steaming soup to the waiting diners.

4. Most of the striking workers are walking the picket line.

5. For her birthday, the child is getting a talking doll.

6. The setting sun creating a rainbow of colors in the sky.

7. The ship is sailing to Mexico is leaving tonight.

8. The letters needing immediate answers are on the desk.

9. The boring class just ending a few minutes ago.

10. The fast-moving clouds are bringing freezing rain to the area.

PREPOSITION

An object of a preposition is a noun or a pronoun that comes after a preposition such as in, at, of to, by, behind, and on to form a prepositional phrase.
(Indonesian Version)

The trip (to the island) (on Saturday) will last (for three hours)

This sentence contains three objects of prepositions. Island is the object of the preposition to; Saturday is the object of the preposition on; hours is the object of the preposition for.

An object of a preposition can cause confusion in the Structure section of the TOEFL test because it can be mistaken for the subject of a sentence.

Example

To Mike ____ was a big surprise.

(A) really
(B) the party
(C) funny
(D) when

In this example, you should look first for the subject and the verb. You should notice the verb was and should also notice that there is no subject. Do not think that Mike is the subject; Mike is the object of the preposition to, and one noun cannot be both a subject and an object at the same time. Because a subject is needed in this sentence, answer (B), the party, is the best answer. Answers (A), (C), and (D) are not correct because they cannot be subjects.

The following chart outlines the key information that you should remember about objects of prepositions.

Now, Let's do and analyze the exercise below:

EXERCISE 2: Each of the following sentences contains one or more prepositional phrases. Underline the subjects once and the verbs twice. Circle the prepositional phrases that come before the verb. Then indicate if the sentences are correct (C) or incorrect (I).

1. The name of the baby in the crib is Jack. (C)

     Analysis:

    Subject is The name of baby and Verb is IS. So, it is correct
    The Crib is only object of preposition

2. By the next meeting of the class need to turn in the papers.( I)

    Analysis:

   Verb is need but there is no Subject. So, it is Incorrect
   The next meeting of the class is NOT subject, it is object of preposition

3. The directions to the exercise on page 20 unclear.

    Analysis:

    Subject is The directions but there is no Verb. So, it is incorrect.
    The exercise is not subject, it is object of preposition.

4. Because of the heavy rain throughout the night, the walkways are muddy.

   Analysis:

   Subject is the walkways and Verb is Are. So, it is correct.
   The heavy rain throughout the night is only object of preposition.

5. During the week eat lunch in the school cafeteria.

   Analysis:

   Verb is eat but there is no Subject. So, it is incorrect
   The week is not Subject, it is object of preposition

6. In the morning after the concert was tired.

    Analysis:

   Verb is was but there is no Subject. So, it is incorrect.
   The concert is not Subject, it is object of preposition.

7. In the summer the trip to the mountains is our favorite trip.

    Analysis:

    Subject is the trip and verb is Is. So, it is correct
   
8. In a box on the top shelf of the cabinet in the hallway of the house.

    Analysis:

    No Subject and No verbs.
  
9. With her purse in her hand ran through the door.

    Analysis:

    Verb is ran but there is no Subject. So, it is incorrect.
    Her purse and her hand are only object of preposition

10. At 1:00 in the morning the alarm clock on the table beside the bed rang.

      Analysis:

      Subject is the alarm clock and Verb is rang. So, it is correct

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• Please continue with TOEFL Exercise 1 (Skill1 -2)  and TOEFL Review Exercise (Skill 1-2). Download the material here.
• Download skill 1 and 2 

structure 1

You know that a sentence in English should have a subject and a verb. The most common types of problems that you will encounter in the Structure section of the TOEFL test are related to subjects and verbs; perhaps the sentence is missing either the subject, or the verb, or both; perhaps the sentence has an extra subject or verb.
Example I

______was ringing continuously for hours.

(A) Loudly
(B) In the morning
(C) The phone
(D) The bells

Analysis:

In this example, you should notice immediately that there is a verb, was ringing, but there is no subject. Answer (C) is the best answer because it is a singular subject that agrees with the singular verb was ringing. Answer (A), loudly, and answer (B), in the morning, are not subjects, so they are not correct. Although answer (D), bells, could be a subject, it is not correct because bells is plural and it does not agree with the singular verb was ringing.

Example II

Newspapers _______ every morning and every evening.

(A) delivery
(B) are delivered
(C) on time
(D) regularly


Analysis:

In this example, you should notice immediately that the sentence has a subject, newspapers, but that there is no verb. Because answer (B), are delivered, is a verb, it is the best answer. Answers (A), (C), and (D) are not verbs, so they are not correct.

Example III

The plane __________ landing at the airport in five minutes.

(A) it is
(B) it really is
(C) is descending
(D) will be

Analysis:

This sentence has a subject, plane, and has part of a verb, landing; to be correct, some form of the verb be is needed to make the verb complete. Answers (A) and (B) are incorrect because the sentence already has a subject, plane, and does not need the extra subject it. Answer (C) is incorrect because descending is an extra part of a verb that is unnecessary because of landing. Answer (D) is the best answer; will be together with landing is a complete verb.

SUBJECTS AND VERBS

A sentence in English must have at least one subject and one verb. The first thing you should do as you read a sentence in the Structure section of the TOEFL test is to find the subject and the verb.

EXERCISE 1

Underline the subjects once and the verbs twice in each of the following sentences. Then indicate if the sentences are correct (C) or incorrect ( I ).

1. My best friend always helpful with problems. ( I )

    Analysis:
 
    The subject of the sentence above is My best friend, but there is no Verb. So, incorrect.
    The correct sentence should be My best friend is always helpful and with problems. 

2. The bus schedule has changed since last week. (C)

    Analysis:

    The subject is The bus and verb is has changed, so the sentence is Correct.

3. Accidentally dropped the glass on the floor. ( I )

    Analysis:

   The sentence doesn't have a Subject. The verb is dropped, so it is incorrect.
   The correct sentence should be Accidentally she or he dropped the glass on the floor.

4. The customer paying the clerk for the clothes. (I)

    Analysis:

    The sentence doesn't have to be, is. So incorrect
    It should be The customer is paying the clerk for the clothes.

5. The professor handed the syllabus to the students. (C)

    Analysis:

    The sentence has subject, the professor and verb, handed. So it is correct

6. Each day practiced the piano for hours. (I)

    Analysis:

     The sentence doesn't have subject. The verb is practiced. So incorrect.
     It should be Each day they practiced the piano for hours.

7. The basketball player tossed the ball into the hoop. (C)

    Analysis:

    The sentence has subject, The basket ball player and verb, tossed. So it is correct

8. The new student in the class very talkative and friendly. (I)

    Analysis:

    The sentence has subject, The new student, but no verb. So incorrect.
    The correct sentence can be The new student in the class is very talkative and friendly.

9. Walking with the children to school.(I)

    Analysis:

    The sentence doesn't have a Subject. It has main verb, walking but without tobe. So incorrect.
    The correct sentence could be She/he is walking with the children to school


10. The whales headed south for the winter. (C)

      Analysis:

     The sentence has a subject, the whales and verb, headed. So, it correct

Contoh listening

Often the correct answer in Listening Part A is an answer that contains a restatement of the ideas in the second line of the conversation.

Example

On the recording, you hear:

(woman)     : Steve, is something the matter? You don’t look veiy good.
(man)          : Oh, I’m feeling a little sick today.
(narrator)    :  What does the man mean?

In your test book, you read:

(A) He’s not very good-looking.
(B) He’s a bit ill.
(C) He looks worse than he feels.
(D) His feet are a little thick.

In this conversation, sick means ill, and a little means a bit. The best answer to this question is therefore answer (B) because answer (B) restates the idea in the second line of the dialogue. Please note that answer (D) is definitely not a correct answer because it contains feet instead of feel and thick instead of sick. These words are similar in sound but not in meaning to the words that you hear on the recording.

THE BEST STRATEGY: CHOOSE ANSWERS WITH RESTATEMENTS

•  As you listen to the second line of the conversation, you should focus on the key idea(s) in that line.
• If you see a restatement of the key idea(s) in a particular answer, then you have probably found the correct answer.
• Do not choose answers with words that sound similar to the words on the recording.

EXERCISE 1: In this exercise, underline the key idea(s) in the second line of each short conversation. Then underline restatements of these key words in the answers, and choose the best answer to each question. Remember that the best answer is probably the answer that contains a restatement of the key idea(s) in the second line of the conversation.

1. (woman) : What do you like about your new house?
    (man)      : It’s very close to a park.
    (narrator): What does the man mean?

     (A).The house is closed up now.
     (B) He parks his car close to his house.
     (C) His home is near a park.
     (D) He doesn’t really like his new house.

2. (man)      : Mark said some really nice things to me.
    (woman) : He’s very grateful for what you did.
    (narrator): What does the woman say about Mark?

    (A) He did a great job.
    (B) He bought a crate full of fruit.
    (C) He made a great fool of himself. He’s thankful.
     (D) He’sthankful.

3. (woman) : Sam, you’ve been working at the computer for hours.
    (man)      : Yes, and I need to take a break.
    (narrator): What does the man mean?

    (A) The computer’s broken.
    (B) He needs to relax for a while.
    (C) He should keep working.
    (D) He’s broke.

TRICK TOEFL

Trik Menjawab soal TOEFL

Untuk trik yang sudah masuk ke dalam hal teknis akan saya bagi menjadi beberapa bagian, yaitu:
1. Trik Menjawab soal TOEFL Listening

A. Menyimpulkan Pernyataan Lewat Konteks
Perhatikan apa yang disampaikan oleh pembicara kedua dan keterkaitan antara frasa serta kata kunci lainnya yang dapat mengantarkan pada kesimpulan yang benar. Biasanya terjadi pada pecakapan, so sobat mesti fokus di orang kedua tanpa harus melupakan pernyataan orang pertama. Model pertanyaan yang sering ditanyakan adalah:

• What does the man mean?
• What does the woman mean?

Contoh soal listening TOEFL dan trik menjawab soal TOEFL:
(woman) : Why is Bobby felling so happy?
(man) : She just started working in a real estate company.
(narrator) : What does the man say about Bobby?
a. He always liked his word in real estate.
b. He began a new job.
c. He just bought some real estate.
d. He bought a real estate agency.
Dari contoh soal di atas kita harus perhatikan pernyataan orang kedua (man) tanpa harus melupakan pertanyaan pertama (woman). Jawaban benar adalah b.
B. Menentukan Who, What dan Where
Dalam soal TOEFL, para pembuat soal seringkali meminta peserta tes untuk menentukan dan menyimpulkan SIAPA (Who), APA (What) dan DI MANA (WHERE) yang dimaksud dalam percakapan. Pertanyaan yang biasa ditanyakan adalah:

• Who is probably talking?
• What are the speakers discussing?
• Where does the dialog/conversation probably take place?

Perhatikan kata kunci dan pertalian pembicaraan pertama dan kedua dalam percakapan guna menentukan who, what dan where.
Contoh soal listening TOEFL dan trik menjawab soal TOEFL:
(woman) : Did you get the bread, eggs and milk?
(man) : Now we need to stand in line at the checkout counter.
(narrator) : Where does this conversation probably take place?
a. In a restaurant.
b. At a bakery.
c. On a farm.
d. In a market.
Pada pertanyaan di atas menanyakan dimana percakapan itu mungkin terjadi, jawaban yang tepat adalah b.
C. Memahami Pernyataan Negatif
Menentukan jawaban dari sebuah ungkapan dan pernyataan negatif dalam percakapan dengan pernyataan positif yang memiliki kedekatan makna dengan ungkapan dan pernyataan negatif tersebut.
Contoh soal dan trik menjawab soal TOEFL:
(woman) : I can’t seem to get the door unlocked.
(man) : That isn’t the right key for the door.
(narrator) : What does the woman mean?
a. The key in the drawer is on the right.
b. The should write the message on the door.
c. The man has the wrong key.
d. The right key isn’t in the drawer.
Pada soal di atas, ungkapan bermakna negatif is not the right key yang dimaksudkan oleh orang kedua (man) sama arti dengan pilhan jawaban (c) The mas has the wrong key. Frasa is not the right key dalam ungkapan negatif memiliki makna yang sama dengan pernyataan positif has the wrong key.
D. Memahami Pernyataan Dengan Idiom
Soal TOEFL seringkali menggunakan ungkapan dan pernyataan berupa kontruksi frasa yang maknanya tidak sama dengan gabungan makna unsurnya. Contoh kata idiom adalah sebagai berikut:

• Burning the candle at both ends (melakukan terlalu banyak pekerjaan)
• Putting his foot in his mouth (mengucapkan hal-hal yang memalukan)
• Killing two birds with one stone (menyelesaikan dua tugas bersamaan)
• All in day’s work (tidak ada hal yang istimewa)
• Two heads are better than one (kerjasama merupakan hal yang lebih baik)
• be in the same boat (dalam situasi yang sama)

E. Memahami 2 Instrumen Negatif Bermakna Positif
Apabila pertanyaan disisipi oleh 2 bentuk instrumen negatif maka seringkali pilihan jawaban yang mengarah pada pertanyaan positif. Contoh pertanyaan ini adalah No one’s unhappy.
No (Instrumen 1) >> Unhappy (Instrumen 2)
Kesimpulan pertanyaan di atas adalah Everyone will be happy.
F. Memahami Ekspresi Persetujuan
Ungkapan persetujuan dengan ekspresi tertentu sering digunakan oleh para pembuat soal TOEFL. Terdapat beberapa bentuk pernyataan persetuujuan, diantaranya adalah:
Ekspresi Persetujuan Positif:

• I’ll say
• You can say that again
• So do I
• I do to
• Me, too

Ekspresi Persetujuan Negatif:

• Neither do I
• I don’t either

Trik menjawab soal TOEFL model ini:
Apabila sebuah pernyataan berbentuk positif maka bentuk persetujuannya pun berbentuk pernyataan positif. Sebaliknya, apabila pernyataan berbentuk negatif maka bentuk persetujuannya pun berbentuk negatif.

G. Memahami Pernyataan Wish
Kata wish kalau diartikan adalah menginginkan atau keinginan. Dalam tes TOEFL, kata wish menyiratkan makna bahwa pembicara menginginkan kondisi yang berlawanan dengan fakta. Contoh pernyataan dengan kata wish adalah sebagai berikut:

• I wish she would tell the truth (fact: She will not tell me the truth)
• I wish I knew Japanese (fact: I don’t know Japanese)
• I wish Rama has reviewed his lesson (fact: Rama didn’t review his lesson)

Jadi, trik menjawab soal TOEFL model ini adalah jawab pilihan yang berisi kondisi yang berlawanan dengan keinganan sang pembicara.
2. Trik Menjawab Soal TOEFL Structure
Untuk trik ini, lumayan banyak dan saya mendapatkan referensi dari blog teman. Kurang lebih trik menjawab soal toefl structure adalah sebagai berikut.
Untuk menjawab soal structure pada tes TOEFL hal yang pertama yang perlu sobat perhatikan adalah jangan mengartikan dulu. Jadikan proses mengartikan itu adalah alternatif terakhir. Perlu juga diketahui bahwa dalam soal structure, soalnya selalu berupa sentence (Subject + Verb).
Selanjutnya cari verb (kata kerja) yang tedapat dalam kalimat tersebut. Nah, disini ada aturannya. Aturan pencarian verbnya sebabagai berikut:

• Jika terdapat 1 verb saja maka tidak ada conjungtion (kata penghubung)
• Jika terdapat 2 verb maka ada 1 conjungtion (ingat! conjuntion itu menghubungkan antara kalimat dan kalimat)
• Jika ada 3 verb maka ada 2 conjangtion, dan begitu seterusnya

Aturan pencariaan ini berlaku untuk verb pada tenses, baik kalimat aktif maupun passif.
A. Ingat! Selalu ingat bahwa sentence (kalimat) itu terdiri dari subject dan predikat (verb)
Contohnya: _______ was backed up for miles on the freeway
a. Yesterday
b. In the morning
c. Traffic
d. Cars
Jawabannya adalah (c) Traffic. Karena kalimat diatas sudah terdapat verb (was backed) dan tidak ada conjungtion, sehingga berdasarkan aturan maka kita hanya membutuhkan subject. Jawaban (a) dan (b) merupakan kata keterangan, sedangkan jawaban (d) tidak sesuai dengan kalimat.
B. Hati-hati dengan present participles (V-ing)
Verb + ing akan berfungsi sebagai verb jika to be + V-ing
Contoh: The man is talking to his friends (verb)
The man talking to his friends has a bread (adjective), verb-nya adalah has.
C. Hati-hati dengan past participle (V3)
V3 akan berfungsi sebagai verb jika to be + V3
Contoh: The family has purchased a television (verb)
The television purchased yesterday was expensive (adjective), verbnya adalah was
Contoh soal:
The packages ______ mailed at the post office will arrive Monday
a. Have
b. Were
c. Them
d. Just
Jawabannya adalah (d) Just. Karena jika kita telusuri kalimat dalam soal terdapat verb (will arrive) dan tidak ada conjungtion. Jadi, kita hanya membutuhkan pelengkap. Jawaban (a) dan (b) merupakan verb, sedangkan jawaban (c) merupakan subject. Jika jawaban (c) dimasukkan dalam kalimat maka akan terjadi double subject dan them tidak memiliki fungsi dalam kalimat.
D. Hati-hati dengan Appositive (menjelaskan kata sebelumnya)
Appositif (App) memiliki bentuk sebagai berikut:

• APP,___________ (jika ada (,) di depan maka di depan koma adalah App)
• ____,App,__________ (Jika berada ditengah maka akan diapit oleh 2 tanda (,))
• ______________,App (Jika ada (,) dibelakang maka App berada setelah tanda (,))

Contoh soal:
__________,George, is attending the lecture
a. Right now
b. Happily
c. Because of the time
d. My Friends
Jawabannya adalah (d) my friends. Karena pada kalimat tersebut memiliki 1 verb (is attending) dan tidak ada conjungtion, sedangkan George merupakan Appositife. Jadi, kalimat tersebut membutuhkan subject yaitu My friends. Untuk jawaban (a) merupakan keterangan, (b) merupakan Adverb, (c) merupakan preposisi.
3. Trik Menjawab Soal TPA Reading
Untuk mengerjakan bagian ini dengan baik, maka kita harus memiliki kemampuan teknik membaca yang baik. Dua teknik membaca yang harus dikuasai adalah skimming dan scanning.
Skimming adalah membaca cepat sebuah teks untuk mendapatkan gagasan pokok, ide pokok, atau isi bacaan secara general. Pada skill ini kita tidak mencari informasi yang spesifik, hanya ide pokok bacaan yang kita cari. Sehingga tidak perlu membaca seluruh bagian bacaan.
Scanning adalah membaca cepat sebuah teks untuk mencari informasi tertentu. Jadi kita memiliki pertanyaan terlebih dahulu dan mencari jawabannya dengan cara di-scan. Pada scanning, informasi yang tidak relevan dengan apa yang kita cari diabaikan. Sehingga dalam suatu scanning, kita harus memiliki ke words yang hendak kita cari di dalam bacaan. Pada umumnya, skill scanning inilah yang kita gunakan dalam mengerjakan soal-soal Reading Comprehension.