TOEFL Listening Strategies and Exercises

TOEFL Practice – UPT Bahasa Unisba i
TOEFL Practice
A Compilation of TOEFL Strategies and Exercises
Compiled by : Dr. Chairiawaty, Dra., Dipl.Tesol., M.Si.

Design and Layout by : Neng Sri Nur Endah, S.ST.
UPT Bahasa Universitas Islam Bandung

Jl. Tamansari No.1 Bandung Telp. (022) 4203368 ext.212
uptbahasaunisba@gmail.com

TABLE OF CONTENTS
Table of Contents ........................................................................................... i

LISTENING ...................................................................................................... 1
General Strategies .............................................................................................................. 2
Short Dialogue ..................................................................................................................... 4
Short Conversations .......................................................................................................... 6
Contrary Meanings...........................................................................................................17
Idiomatic Language .........................................................................................................27
Long Conversations .........................................................................................................31
Long Talks............................................................................................................................39
STRUCTURE .................................................................................................. 47
General Strategies ............................................................................................................48
Verb .......................................................................................................................................49
Pronouns ..............................................................................................................................71
Noun & Noun Phrase......................................................................................................78
READING .................................................................................................... 103
Main Idea Question and Stated Detail Question ............................................... 104
Find "Unstated" Details and Implied Detail Question...................................... 109
Vocabulary in Context Questions and “Where” Questions............................ 113
Types of Problems in The Reading Comprehension Section ........................ 116
Cumulative Review Exercise for Reading Comprehension............................. 125
Guessing Word Meanings .......................................................................................... 128
Refference......................................................................................................................... 132
Bibliography .............................................................................................. 140

LISTENING
TOEFL Practice – UPT Bahasa Unisba 1

LISTENING
General Strategies
1. Be familiar with the directions. The directions on every TOEFL test are
the same, so it is not necessary to spend time reading the directions
carefully when you take the test. You should be completely familiar
with the directions before the day of the test.
2. Listen carefully to the passages. You should concentrate fully on
what the speakers are saying on the recording because you will hear
the recording one time only.
3. Know where the easier and the more difficult questions are generally
found. Within each part of the Listening Comprehension section on
the paper test, the questions generally progress from easy to
difficult.
4. Be familiar with the pacing of the test. You have twelve second
between each question on the recording, so you must answer each
question within twelve seconds and then be prepared for the next
question on the recording.
5. Never leave any answer blank on your answer sheet. Even if you are
not sure of the correct response, you should answer each question.
There is no penalty for questing.
6. Use any remaining time to look ahead at the answer to the questions
that follow. When you finish with one question, you may have time
to look ahead at the answer to the next question.

This Listening Comprehension for TOEFL Test is divided into four types:
1. Short Dialogues consist if two- to four-line dialogues between two
speakers. Each dialogue is accompanied by a context-setting visual
and is followed by one multiple choice question. You will listen to
each short dialogue as you see a context-setting visual on the screen.
Then you will listen to a question as you see the question and four
answer choices on the screen. The eleven to seventeen short
dialogues and questions about them make up Part A on the
computer TOEFL test.
2. Casual conversations consist of five- to seven- line conversations on
casual topics between students. Each conversation is accompanied
by a context setting visual and is followed by two or three multiple
choice questions. You will listen to each casual conversation as you
see the question and the four answer choices on the screen. The two
to four conversations and the questions that accompany them ate
found in Part B on the computer TOEFL test.
3. Academic Discussions consist of 120 – 150 second discussions on
academic topics by two to five speakers. Each discussion is
accompanied by a number of context-setting and content visuals
and is followed by three to six questions of varying types. You will
listen to each academic discussion as you see a series of contact-
setting and content visuals on the screen. Then you will listen to each
question as you see the various types of questions and answers on
the screen. The one or two academic discussions and the questions
that accompany them are found in Part B on the computer TOEFL
test.
4. Academic Lectures consists of 120-15 – second lectures on academic
topics by university professor. Each lecture is accompanied by a
number of context-setting and content visuals and is followed by
three to six questions of varying types. You will listen to each
academic lecture as you see a series of context-setting and content
visuals on the screen. The two to four academic lectures and the
questions that accompany them are found in Part B on the computer
TOEFL test.

SHORT DIALOGUE
Short dialogues are found in Part A in the Listening Comprehension
section of the paper TOEFL test. For each of the thirty short dialogues in this
part of the test, you will hear a two-line dialogue between two speakers
followed by a multiple choice question. After you listen to the dialogue and
the question, you must choose the best answer to the question from your
test book. Look at the example of a short dialogue from the paper TOEFL
test.
Example :
On the recording, you hear:
(Man) Have you finished studying for the math test?
(Woman) Not quite
(Narrator) What does the woman mean?
In your test book, you will read:

(A) She is quite finished with her studies.
(B) She thinks it is quite a difficult test.
(C) She has a little more studying to do.
(D) She has not finished the math test.
In the dialogue, the man asks if the woman has finished studying, and
the woman says not quite. This means that she has not quite finished
studying and that she has a little more studying to do.
Answer (C) is therefore the best answer to this question.

Procedures for The Short Dialogues
1. As you listen to each short dialogue, focus on the second line of the
conversation. The answer to the question is generally found in the
second line.
2. Keep in mind that the correct answer is probably a restatement of a
key word or idea in the second line of the dialogue. Think of possible
restatements.
3. Keep in mind that certain structures and expression are tested
regularly in the short dialogues. Listen for these structures and
expressions: restatements, negatives, suggestions, passives, who and
where, and 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
and questions 26 through 30 will be the hardest.
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 answer blank.
6. Even if you do not understand the complete dialogue, you can still
find the correct answer.
a. If you only understand a few words or ideas in the second
line, choose the answer that contains a restatement of those
words or ideas.
b. If you did not understand anything at all in the second line of
the dialogue, choose the answer that sounds the most
different from you heard.
c. Never choose an answer because it sound like what you
heard in the dialogue.
7. Be prepared for the next question. You have only 12 seconds
between questions.

Short Conversations
Strategies
FOCUS ON THE LAST LINE

The short dialogues involve conversations between two people, each
followed by a question. It is important to understand that the answer to this
type of question is most often (but not always!) found in the last line of the
conversation.
Example :
(man) Billy really made a big mistake this time.
(woman) Yes, he forgot to turn in his research paper.
(narrator) What does the woman say about Billy?
In your test book, you read:

(A) It was the first time he made a mistake.
(B) He forgot to write his paper.
(C) He turned in the paper in the wrong place.
(D) He didn’t remember to submit his assignment.
The last line of this dialogue indicates that Billy forgot to turn in his research
paper and this means that he didn’t remember to submit it. The best answer
is therefore answer (D).

The following chart outlines the most important strategy for the short
dialogues.
STRATEGY 1: FOCUS ON THE LAST LINE

1. The last line of the conversation probably contains the answer to
the question.
2. Listen to the first line of the conversation. If you understand it
that’s good. If you don’t understand it, don’t worry because it
probably does not contain the answer.
3. Be ready to focus on the last line of the conversation because it
probably contains the answer. Repeat the last line in your mind
as you read through the answer in the text.
CHOOSE ANSWERS WITH SYNONYMS

Often the correct answer in a short dialogue is an answer that contains
synonyms (words with similar meanings but different sounds) for key words
in the conversation.
Example :
(woman) Why is Barbara feeling so happy?
(man) She just started working in a real estate agency.
(narrator) What does the man say about Barbara?

(A) She always liked her work in real estate.
(B) She began a new job.
(C) She just bought some real estate.
(D) She bought a real estate agency.

In this dialogue, the key word started means began, and the key word
working refers to job. The best answer to this question is therefore answer
(B).
The following chart outlines a very important strategy for short dialogues.
STRATEGY 2: CHOOSE ANSWER WITH SYNONYMS

1. As you listen to the last line of the dialogue, focus on key words
in that line.
2. If you see any synonyms for key words in a particular answer,
then you have probably found the correct answer.
AVOID SIMILAR SOUNDS

Often the incorrect answers in the short dialogues are answers that contain
words with similar sounds but very different meanings from what you hear
on the recording. You should definitely avoid these answers.
Example :
(man) Why couldn’t Mark come with us?
(woman) He was searching for a new apartment.
(narrator) What does the woman say about Mark?

(A) He was in the department office.
(B) He was looking for a place to live.
(C) He was working in his research project.
(D) He had an appointment at church.

The key words in the last line of the dialogue are searching and apartment.
In answers (C) and (D), the words research and church sound like search, so
these answers are incorrect. In answers (A) and (D), the words department
and appointment sound like apartment, so these answers are incorrect. The
best answer is therefore answer (B).
The following chart outlines a very important strategy for the short
dialogues.
STRATEGY 3: AVOID SIMILAR SOUNDS

1. Identify key words in the last line of the dialogue.
2. Identify words in the answer that contain similar sounds, and do
not choose these answer.
NOTE: In Appendix A there are drills to practice distinguishing similar sounds.

You may want to complete these practice drills before trying the following
exercises.
DRAW CONCLUSIONS ABOUT WHO, WHAT, WHERE

It is common in the short dialogues 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 dialogue. One kind
of conclusion that is common in this part of the test is to ask you to
determine who the speakers is, based on clues given in the dialogue.

Example :
(woman) Can you tell me what assignments I missed when I was
absent from your class?
(man) You missed one homework assignment and a quit.
(narrator) Who is the man?

(A) A newspaper editor.
(B) A police officer.
(C) A teacher.
(D) A student.
The clues class, homework, and quiz in the dialogue tell you that the man is
probably a teacher. Answer (C) is therefore the correct answer.
Another type of conclusion that is common in the short dialogues is to
determine what will probably happen next, based on clues given in the
dialogue.
Example :
(woman) Are you going to read those books here in the library?
(man) I think I’d rather check them out now and take them
home.
(narrator) What will the man probably do next?

(A) Sit down in the library.
(B) Look for some more books.
(C) Return the books to the shelves.
(D) Go to the circulation desk.
The man mentions books and says that he would like to check them out
now. Since the circulation desk is where you go to check books out from a
library, the man will probably go to the circulation desk next. The correct
answer is therefore answer (D).

A final type of conclusion that is common in the short dialogues is to
determine where the conversation probably takes place, based on clues
given in the conversation.
Example :
(woman) Are you going into the water, or are you just going to
be there on the sand?
(man) I think I need to put on some suntan lotion.
(narrator) Where does this conversation probably take place?

(A) At a beauty salon.
(B) At the beach.
(C) In a sandbox.
(D) At an outdoor restaurant.
The clues water, sand, and suntan lotion in the dialogue tell you that this
dialogue probably takes place at the beach. Answer (B) is therefore the
correct answer.
The following chart outlines the key point that you should remember about
this type of question:
CONCLUSIONS ABOUT WHO, WHAT, WHERE
It is common for you to be asked to draw one of the following
conclusions in the short dialogues:
1. WHO is probably talking?
2. WHAT will s/he probably do next?
3. WHERE does the dialogue probably take place?

LISTEN FOR WHO AND WHAT IN PASSIVES
It is sometimes difficult to understand who or what is doing the action in a
passive sentence. This problem is often tested in the short dialogues.
Example :
(man) Did Sally go to the bank this morning?
(woman) Yes, she did. She got a new checking account.
(narrator) What does the woman imply?

(A) Sally wrote several checks.
(B) Sally wanted to check up on the bank.
(C) A new checking account was opened.
(D) Sally checked on the balance in her account.
In this dialogue, the woman uses the active statement She got a new
checking account, which means that Sally opened a checking account. The
correct answer uses the passive structure that a new checking account was
opened to express the same idea. Therefore, the best answer to the question
above is answer (C).
You should note the following about passive sentences in the short
dialogues:
PASSIVE STATEMENTS
1. If the dialogue contains a passive statement, the answer to the
question is often an active statement.
2. If the dialogue contains an active statement, the answer to the
question is often a passive statement.
NOTE: Check carefully who or what is doing the action in these questions.

LISTEN FOR EXPRESSIONS OF AGREEMENT
Expressions of agreement are common in the short dialogues, so you should
become familiar with them. The following example shows agreement with a
positive statement.
Example :
(man) I think that the hypothesis is indefensible.
(woman) So do I.
(narrator) What does the woman mean?

(A) She is unsure about the hypothesis.
(B) The hippopotamus is behind the fence.
(C) She thinks that the hypothesis can be defended.
(D) She agrees with the man.
The expressions So do I is an expression that shows agreement with a

positive statement, so the woman means that she agrees with the man. The
best answer is therefore answer (D).
Other expressions are used to show agreement with negative statements.
Example :
(woman) I don’t think that our history teacher is very interesting.
(man) Neither do I.
(narrator) What does the man mean?

(A) He disagrees with the woman.
(B) He thinks the history teacher is interesting.
(C) He shares the woman’a opinion.
(D) He doesn’t think the woman’a idea is good.

The expression Neither do I is an expression that shows agreement with a
negative statement, so the man shares the woman’s opinion. The best answer
is therefore answer (C).
The following chart lists common expressions that show agreement. You
should become familiar with these expressions:
EXPRESSIONS OF AGREEMENT
Agreement with Positive Statements Agreement with Negative Statements
So do I
Me, top. Neither do I.
I’ll say! I don’t either.
Isn’t it!
You can say that againts.
LISTEN FOR EXPRESSIONS OF UNCERTAINTY AND SUGGESTION

Expressions of uncertainty and suggestion are common in the short
dialogues, so you should become familiar with them. The following example
shows an expression of uncertainty.
Example :
(man) Do you know anything about the final exam in physics?
(woman) It’s going to be rather difficult, isn’t it?
(narrator) What does the woman mean?

(A) The exam is not going to be too difficult.
(B) She’s positive that it’s going to be hard.
(C) She thinks that it might be hard.
(D) She has no idea about the exam.

The tag question isn’t it changes a definite statement into a statement that
shows uncertainty, so the best answer is one that express uncertainty. The
best answer to this question is answer (C) because the words thinks and
might express uncertainty.
Other expressions that are common in the dialogues are expressions of
suggestion.
Example :
(man) I’ll never have time to type my paper tomorrow.
(woman) Why not do it now?
(narrator) What does the woman suggest?

(A) Finishing the paper today.
(B) Not working on the paper now.
(C) Never typing the paper.
(D) Taking time out from the paper now.
In this example, the expression Why not is an expression of suggestion, so

the woman suggests doing it now. In this suggestion the woman is referring
to the paper that the man needs to type, so the best answer is answer (A).
The following chart lists common expressions that show uncertainty and
suggestion:
EXPRESSIONS OF UNCERTAINLY AND SUGGESTION
Uncertainly Suggestion
Isn’t it (tag)?
As far as I know Why not
As far as I can tell Let’s

LISTEN FOR EMPHATIC EXPRESSIONS OF SURPRISE
Emphatic expressions of surprise are common in the short dialogues, so you
should become familiar with them. When surprise is expressed, it implies
that the speaker did not expect something to be true.
Example :
(woman) Did you see Paul driving around in his Mustang?
(man) Then he DID get a new car.
(narrator) What had the man thought?

(A) Paul would definitely get a Mustang.
(B) Paul did not know how to drive.
(C) Paul did not like Mustangs.
(D) Paul would not get a new car.
In this dialogue the emphatic form he did get is used to show the man’s
surprise that Paul got a new car. It means that the man expected that Paul
would not get a new car, so the best answer is answer (D).
The following chart outlines various ways to express emphatic surprise:
EXPRESSIONS OF EMPHATIC SURPRISE
Verb Emphatic Form Example Meaning

Be Be, with emphasis Then, he is here! I thought he was
not here.
Modal Modal, with emphasis Then, you can go! I thought you
could not go.
Present tense Do(es), with emphasis Then, you do play I thought you did
tennis! not play tennis.
Past tense Did, with emphasis Then, she did read I thought she had
it. not read it.
Perfect tense Have, with emphasis Then, he has gone I thought he had
there. not gone there.

Contrary Meanings
LISTEN FOR WISHES

Conversations about wishes can appear in the short dialogues. The
important idea to remember about wishes is that a wish implies that the
opposite of the wish is true.
Example :

(woman) It’s too bad that you have to stay here and work during
the school break.
(man) I really wish I could go with you and the others to Palm
Springs.

(A) Maybe he will go with the others on the trip
(B) He is unable to go on the trip
(C) He’s happy to be going on the trip
(D) He’s going on the trip, but not with the others
Or try to anticipate the question:

How long has (something) been going on?
In this dialogue the man wishes that he could go with the others on the trip,
so the implied meaning is that he is unable to go. The correct answer is
therefore answer (B).

The following chart outlines the key points that you should know about
wishes:
KEY INFORMATION ABOUT WISHES
Point Example Meaning

 An affirmative wish I wish I had time to help = no time to help
implies a negative
reality.
 A negative wish
implies an I wish I did not have = time to help
affirmative reality. time to help
 A past tense verb I wish he were at = is not at home

implies a present home.*
reality.
 A past perfect tense
I wish he had been at
verb implies a past = was not at home
home.
reality.
*Remember that were is used instead of was in wishes. I wish I were going.

Exercise 14
In this exercise, underline the wish in each short dialogue. Then read the
question and choose the best answer to that question. Remember that the
best answer is one that implies the opposite of what is said.
1. (man) Do you think we’ll be (A) The sky is not very cloudy.
able to have the
(B) The sky yesterday was
picnic today?
cloudier than it is today.
(woman) I wish the sky weren’t
(C) The sky is too cloudy.
so cloudy.
(D) The sky is rather clear.
(narrator) What does the
woman mean?
2. (woman) Did you enjoy the (A) He didn’t eat very much.
Thanksgiving dinner?
(B) He plans on eating a lot.
(man) I wish I hadn’t eaten
(C) He thinks he is eating a lot.
so much.
(D) He ate too much.
(narrator) What does the man
mean?
3. (man) Are you coming to (A) She is coming to the party.
the party tonight?
(B) She might come to the
(woman) I wish I could. party.
(narrator) What does the (C) She will try to come to the
woman mean? party.
(D) She is not coming to the
party.
* Get audio listening on the following link

https://bit.ly/ListeningUPT

Now begin the recording at TOEFL Exercise 14.
1. (A) The line is short.

(B) There are not very many people in front of them.
(C) The line in front of them is too long.
(D) Not many people want to get tickets to the concert.
2. (A) The woman told him about the ticket.

(B) He wanted the woman to get a ticket.
(C) He was happy to find out about the ticket.
(D) The woman did not tell him about the ticket.
3. (A) She is not working too many hours next week.

(B) She doesn’t have enough hours next week.
(C) She is working too many hours next week.
(D) She likes working so much.
4. (A) The department did not change the requirements.

(B) She likes the new requirements.
(C) She changed her apartment just before graduation.
(D) She does not like the changes that the department made.
5. (A) He is going to the theater.

(B) He doesn’t have enough money.
(C) He isn’t afraid to go.
(D) He doesn’t want to spend the money.
6. (A) Harry did not prepare enough for the exam.

(B) Harry studied hard for the exam.
(C) He has not heard anything about Harry.
(D) He had a bet with Harry.
7. (A) The algebra course that she is taking is not her favorite.
(B) She doesn’t need to take the algebra course.
(C) She has a good schedule of courses this semester.
(D) She’s good at math, but she’s taking the algebra course anyway.

8. (A) He was able to find a cheap apartment.
(B) His apartment is too expensive.
(C) He doesn’t like the apartment’s location.
(D) The apartment is cheap because of its location.
9. (A) He arrived early at the auditorium.

(B) He got one of the best seats in the auditorium.
(C) He was not early enough to get a seat at the front.
(D) He prefers sitting at the back.
10. (A) He’d like to work on his social skills at the game.
(B) He wishes he could work on his term paper for sociology.
(C) He can’t attend the game because of his schoolwork.
(D) Sociology is less important to him than football this weekend.

LISTEN FOR UNTRUE CONDITIONS
Conversations containing conditions can appear in the short dialogues. The
important idea to remember about conditions is that a condition implies
that the opposite of the condition is true.
Example :

(woman) It’s too bad that you have to stay here and work during
the school break.
(man) I really wish I could go with you and the others to Palm
Springs.

(E) Maybe he will go with the others on the trip
(F) He is unable to go on the trip
(G) He’s happy to be going on the trip
(H) He’s going on the trip, but not with the others

In this question, the condition If I had time implies that the opposite is true:
The woman does not have time for the party, so it’s impossible to go.
Therefore, the best to this question is answer (D).

The following box outlines the key points that you should know about
untrue conditions:
KEY INFORMATION ABOUT WISHES
Point Example Meaning

 An affirmative If she were at home, she = not at home
condition implies a could do it.*
negative reality.
 A negative condition
If she weren’t at home,
implies an = at home
she could do it.
affirmative reality.
 A past tense implies If I had money, I would = do not have money

a present reality. buy it.
 A past perfect verb If I had had money, I
= did not have money
implies a past reality. would have bought it.
 Had can be used Had I had money, I = did not have money
without if. would have bought it.**
*Remember that were is used instead of was in untrue conditions: “If I were
there, I would help.”
**This has the same meaning as “If I had had money….” Note that the
subject and “had” are inverted.

Exercise 15
In this exercise, underline the condition in each short dialogue. Then read
the question and choose the best answer to that question. Remember that
the best answer is one that implies the opposite of what is said.
1. (man) Are you going to have (A) She is not going to eat.
something to eat?
(B) The food looks fresh.
(woman) If the food looked
(C) She doesn’t like fresh food.
fresh, I would eat
some. (D) She already ate something.

woman mean?
2. (woman) The flight must have (A) It arrived early.
taken longer than
(B) It was unusually short.
usual.
(C) It left on time.
(man) Had the flight left on
time, we would not (D) It departed late.
have arrived so late.
say about the flight?
3. (man) Are you sure you (A) She really is feeling fine.
want to go out? You
(B) There is plenty of aspirin in
do not seem to be
the medicine cabinet.
feeling very well.
(C) It is necessary to get some
(woman) If there were some
aspirin.
aspirin in the
medicine cabinet I (D) She does not need to go
would not need to go out.
to the drugstore.
woman mean?

1. (A) The woman did not need to call him.

(B) The woman called to let him know about the meeting.
(C) He’s not glad that the woman called.
(D) He already knew about the meeting when the woman called.
2. (A) The man often drives too quickly.

(B) The police do not stop the man too much.
(C) The man drove rather slowly.
(D) The police should not stop the man so often.
3. (A) She’s so happy they don’t have to work on Friday.

(B) It would be nice if they could finish their work on Friday.
(C) She wonders if the man would be nice enough to come in to
work in her place on Friday.
(D) It’s too bad they must work on Friday.
4. (A) She did not put enough postage on the letter.

(B) The letter arrived last week.
(C) The letter did not need more postage.
(D) She did not put any postage on the letter.
5. (A) He has a dog.

(B) He doesn’t pay attention to dogs.
(C) He wishes he had a dog.
(D) Dogs do not need much attention.
6. (A) They knew they had to prepare for the exam.

(B) They didn’t prepare for the exam.
(C) As soon as they knew about the exam, they began to prepare for it.
(D) They knew that the preparation for the exam would take a lot of time.
7. (A) It costs too much for him to go.

(B) He agrees to go with them.
(C) He is unworried about the cost of the restaurant.
(D) The restaurant is rather inexpensive.

8. (A) When Joe saw the car coming, he tried to get out of the way.
(B) Joe was able to get out of the way because he saw the car coming.
(C) Joe jumped out of the way of the oncoming car.
(D) Because Joe didn’t see the car coming, he couldn’t get out of the way.
9. (A) The woman didn’t come.

(B) The woman wanted to be there.
(C) The woman was going to leave immediately.
(D) The woman was not really there.
10. (A) Kathy didn’t work as hard as possible because she didn’t know
what the reward was.
(B) Kathy couldn’t have put more effort into the project to win the prize.
(C) Kathy won first prize because of her hard work on the art project.
(D) Kathy worked so hard that she knew first prize was hers.

Idiomatic Language
LISTEN FOR TWO AND THREE PART VERBS

Two and three part verbs appear in some questions in the short dialogue.
These verbs are expressions that include a verb and one or more particles
(such as in, on, or at); the particle changes the meaning of the verb.
Questions involving two-and three-part verbs can be difficult for students
because the addition of the particle changes the meaning of the verb in an
idiomatic way.
Example :

(man) What time does the meeting start?
(woman) Didn’t you hear that it was called off by the director?
(narrator) What does the woman say about the meeting?

(A) The director called a meeting.
(B) The director phoned her about the meeting.
(C) The director called the meeting to order.
(D) The director canceled the meeting.
In this question, the two-part verb called off has a different meaning from
the verb call, which means phone. The two-part verb call off means cancel,
so the best answer is answer (D).
NOTE: A list of common two-and three-part verbs and exercises using these
verbs appear in Appendix B. You may want to study these two-and three-part
verbs before you try the following exercises.

Exercise 16
In this exercise, underline the two- or three-part verb in each short

dialogue. Then read the question and choose the best answer to that
question. Remember that the best answer is one that is related to the
meaning of the two- or three part verb and might not seem to be meaning
of the verb without the particle.
1. (man) Did you have your (A) She would like to put it out
history exam today? of her mind.
(woman) No, the professor put (B) The professor canceled it.
it off for another
(C) It was moved to another
week.
location.
(D) It was delayed.
woman say about the
exam?
2. (woman) Do we have any more (A) He will run to the store.
soap?
(B) He needs soap to wash
(man) We’ve run out of it. himself after running.
Someone will have to
(C) There is no more soap.
go to the store.
(D) They have a store of soap at
home.
mean?
3. (man) I need to take the (A) Reapply for his driver’s
written test to renew license.
my driver’s license.
(B) Sweep around the lawn.
(woman) Then, you’ll have to
(C) Learn the laws for the first
brush up on the laws.
time.
(D) Review the information that
need to do?
will be on the test.

1. (A) Phone their neighbors.

(B) Call to their neighbors over the fence.
(C) Help the neighbors move in.
(D) Visit their neighbors.
2. (A) The course is becoming more interesting.

(B) The course used to be more interesting.
(C) The course is about the same as it was.
(D) He’s not as bored in the class as the woman.
3. (A) Her headache is getting worse.

(B) She felt better this morning than now.
(C) She seems to be feeling better now.
(D) She is just getting another headache now.
4. (A) The man should stop breaking his cigarettes in half.

(B) The man should decrease the number of cigarettes he smokes.
(C) The man should cut the ends off his cigarettes.
(D) The man should stop smoking completely.
5. (A) The client presented his case to the lawyer.

(B) The client was upset about the lawyer’s rejection.
(C) The client was annoyed because the lawyer returned the suitcase.
(D) The client made the lawyer unhappy about the case.
6. (A) She gets along with lots of people.

(B) She gets back at people who cross her.
(C) She gets rid of people she doesn’t want to spend time with.
(D) She tries to get ahead of everyone else.
7. (A) He must try to find the children.

(B) It is necessary for him to clean up after the children.
(C) The children need to be watched.
(D) He’s going to see what the children have done.

8. (A) They are going on strike.
(B) They are lying down on the job.
(C) They are being released from their jobs.
(D) They are relaxing too much at the factory.
9. (A) He is betting that the football team will win.

(B) He really wants to succeed.
(C) It is not so difficult to play on the football team.
(D) He pulled a muscle while playing football.
10. (A) She’s unsure why she tolerates the man.

(B) She doesn’t know where she put her keys.
(C) She is actually the one who put the keys in the car.
(D) She can’t understand why the man did what he did.

Long Conversations
Part B of the Listening Comprehension section of the paper TOEFL

test consists of two long conversations, each followed by a number of
questions. You will hear the conversation 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 the written your test book.
The conversations are often about some aspect of school (how
difficult a class is, how to write a research paper, how to register for a
course) or about general living (renting an apartment, playing sports, going
to the bank). The conversations can also be about topics currently in the
news in the United States (desalination of the water supply, recycling of used
products damage from a storm or some other type of natural phenomenon).
Example :
(narrator) Question 1 through 4. Listen to a conversation between
two people who are decorating an apartment.
(woman) Hey, Walt. Do you think you could help me hang these
pictures on the wall? There are only two of them.
(man) Sure, Monica. Where do you want them to go?
(woman) I’d like the picture of the mountains over the fireplace,
and I’d like the picture of my family over the sofa. What
do you think?
(man) I think they’ll look fine there. How about if you hold the
pictures while I hammer the nails into the wall?
(woman) Okay. Let’s start with the picture of my family.

Questions:
1. On the recording you hear:
(narrator) What are the man and woman discussing?
In your test book you read:
(A) Taking some pictures
(B) Hanging some plants
(C) Taking a trip to the mountains
(D) Putting some pictures on the wall

(narrator) How many pictures are there?
(A) One
(B) Two
(C) Three
(D) Four

(narrator) What is Walt probably going to do next?
(A) Sit on the sofa
(B) Photograph Monica’s family
(C) Hammer the nails into the wall
(D) Climb the wall
The first question asks what the man and woman are discussing. Since
the woman asks the man to help hang these pictures on the wall, the
best answer to this question is answer (D), putting some pictures on
the wall. The second question asks how many pictures there are, and
the woman clearly says that there are two, so the best answer or
answer (B). the third question asks where the family picture is going.
The woman says that she would like the family picture over the sofa,
so the best answer (B), above the sofa. The last question asks what
Walt is probably going to do. Walt suggested that he should hammer
the nails into the wall, so the best is answer (C).

Procedures for The Long Conversations
1. If you have the time, preview the answers to the questions. While you
are looking at the answers, you should try to anticipate the topics of
the conversations you will hear and anticipate the questions for each
of the groups of answer.
2. Listen carefully to the first line of the conversation. The first line of
the conversation often contains the main idea, subject, or topic of
the conversation, and you will often be asked to answer such
questions.
3. As you listen to the conversation, draw conclusions about the
situation of the conversation: who is talking, where the conversation
takes place, or when it takes place. You will often be asked to make
such inferences about the conversation.
4. As you listen to the conversation, follow along with the answers in
your test book and try to determine the correct answers. Detail
questions are generally answered in order in the conversation, and
the answers often sound the same as what is said on the recording.
5. You should guess even if you are not sure. Never leave any answers
blank.
6. Use any remaining time to look ahead at the answers to the
questions that follow.

Long Conversation
The Questions, The Topic
and The Order of The Answers
THE QUESTIONS
It is very helpful to your ability to answer individual questions accompanying
the long conversations if you can anticipate what the questions will be and
listen specifically for the answers to the questions.
Example :

(A) On Monday
(B) Next Week
(C) Tomorrow
(D) After class
You try to anticipate the question:

When will something happen?
In this example, you can be quite certain one of the questions will be
about when something will happen. Since you are sure that this is one
of the questions, you can listen carefully for clues that will give you
the answer. This example shows that a helpful strategy therefore is to
look briefly at the answer in the test book, before you actually hear
the conversations on the recording, and try to determine the
questions that you will be asked to answer.

THE TOPIC
As you listen to each long conversation, you should be thinking about the
topic (subject) or main idea for each conversation. Since the first one or two
sentences generally given the topic, you should be asking yourself what the
topic is while you are listening carefully to the first part of the conversation.
Example :

(narrator) Listen to the conversation between two students.
(man) What did you think of that history exam?
(woman) That was the hardest exam I’ve ever seen.
(man) And it wasn’t just hard! It was long, too!
You think:
The topic of conversation is very long and difficult history exam.

THE ORDER OF THE ANSWERS
The answers to questions accompanying long conversations 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
order that they listed in the test book.
Example :

(narrator) Question 1 and 2. Listen to two students on a university
campus
(man) Can you help me? I’m lost.
(woman) Sure. Where are you trying to go?
(man) I have a class in Stanfield Hall at 3:00, I thought I knew
where I was going, but I guess I was wrong.
(woman) You certainly are lost. Stanfield Hall is on the other side
of the university. I’m heading in that direction. Come on
with me, and I’ll show you the way.
(man) Thanks. You’re a lifesaver.

(narrator) 1. What problem does the man have?
2. Where is Stanfield Hall?
In your test book, you read (some time)

1. (A) He’s sick
(B) He’s lost
(C) He’s tired
(D) He’s broke
2. (A) Directly in front of them

(B) To the left
(C) Quite nearby
(D) On the other side of campus

When you read the answers to the first question, you can anticipate that the
first question is about a man and some type of problem he has. As you
listen, you hear the man say I’m lost. Therefore, you can anticipate that the
best answer to the first question will be answer (B).
When you read the answers to the second question, you can anticipate that
the second question is going to ask where something is. In the conversation,
the woman explains that Stanfield Hall is on the other side of the university.
Therefore, as you are listening you can anticipate that the correct answer to
the second question is answer (D).
1. (A) Find work on campus. 5. (A) Fill out a form.

(B) Work in the employment (B) Give her some additional
office. information.
(C) Help students find jobs. (C) Tell her some news.
(D) Ask the woman questions. (D) Phone her.
2. (A) In the library. 6. (A) Just before a vacation.

(B) In a classroom. (B) Just after the end of a school
(C) In a campus office. semester.
(D) In an apartment. (C) At the end of the summer.
(D) Just after a break from
3. (A) No more than ten. school.
(B) At least twenty.
(C) No more than twenty. 7. (A) A trip to visit the Eskimos.
(D) Up to ten. (B) A trip the woman is planning
to take.
4. (A) Every morning. (C) A trip the man has already
(B) Afternoons and weekends. taken.
(C) When he’s in class. (D) A camping trip the man and
(D) Weekdays. woman took.

8. (A) Three hours. 12. (A) Nuclear power.
(B) Three complete days. (B) Electricity.
(C) Three classes. (C) Burning coal and oil.
(D) Three weeks. (D) Solar power.
9. (A) Sleeping outside on the 13. (A) From sulfur dioxide and
ground. water vapor.
(B) Spending time in a hot (B) From sulfur dioxide and
tub. nitrogen oxide.
(C) Relaxing at the lodge. (C) From nitric acid and sulfur
(D) Enjoying excellent food. dioxide.
(D) From water vapor and
10. (A) She’d be scared, but she’d nitric acid.
like to try.
(B) She can’t wait. 14. (A) Only in North America.
(C) It would be quite exciting (B) At the North and South
for her. Poles.
(D) She’d prefer not to try. (C) In parts of several
northern continents.
11. (A) All kinds of pollution. (D) In equatorial areas.
(B) How acid rain has harmed
the earth. 15. (A) She should protect herself
(C) Pollution from cars and from the rain.
factories. (B) She should clean up the
(D) The causes and possible water supply.
effects of acid rain. (C) She should read a novel.
(D) She should get more
information about acid
rain.


Long Talks
Part C Listening Comprehension section of the paper TOEFL test

consists of three long talks, each followed by a number of questions. You
will hear the talks 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. Like the conversations in
Listening Part B, the talks are often about some aspect of school life or
topics currently in the news. It is also very common for the talks to be
shortened versions of the lectures from courses thought in American
colleges and universities.
Example :
(narrator) Questions 1 through 4. Listen to a lecture in a history
class.
(woman) Salt, which today seems so plentiful to us, in the past
used to be a valuable commodity. In the ancient past in
China, salt was used to make coins, and in parts of
Africa it was traded in place of money. In the Roman
Empire, soldiers were not paid in money but were
instead paid in salt. In fact, the English word “salary”,
which means the amount of money that one earns,
comes from the Latin roof for “salt”.

Questions:
(narrator) What is the topic of the talk?
(A) Valuable commodities
(B) Salt
(C) Ancient Chine
(D) Money

(narrator) What was salt used for in China?
(A) To spice food
(B) To build houses
(C) To make coins
(D) To located Africa

(narrator) What does “salary” mean in English?
(A) Coins
(B) Earnings
(C) Soldiers
(D) Commodities

(narrator) What is the meaning of the toot “salt” in Latin?
(A) Salt
(B) Rome
(C) Money
(D) Trade

The first question asks about the topic of the talk. The speaker begins
with salt and continues to talk about it throughout the passage, so the
best answer is answer (B). the second question asks about the use of
salt in China. The speaker says that in China, salt was used to make
coins, so the best answer is answer (C). the third question asks the
meaning of “salary”. The speaker says that salary means the amount of
money that one earns, so the best answer is answer (B). the last
question asks about the meaning of the root “salt”. The speaker says
that “salary” …… comes from the Latin foot for “salt”, so the best
answer is answer (A).
Procedures for The Long Talks

1. If you have the time, preview the answers to the questions. While you
are looking at the answers, you should try to anticipate the topics of
the talks you will hear and anticipate the questions for each of the
groups of answer.
2. Listen carefully to the first line of the talk. The first line of the talk
often contains the main idea, subject, or topic of the talk, and you
will often be asked this type of questions.
3. As you listen to the talk, draw conclusions about the situation of the
talk: who is talking, where or when the talk takes place, which course
this lecture might be given in. You will often be asked to make such
inferences about the talk.
4. As you listen to the talk, follow along with the answers in your test
book and try to determine the correct answers. Detail questions are
generally answered in order in the talk, and the answers often sound
the same as what is said on the recording.
5. You should guess even if you are not sure. Never leave any answers
blank.
6. Use any remaining time to look ahead at the answers to the
questions that follow.

Long Talks
The Questions, The Topic
and The Order of The Answers
THE QUESTIONS
It is very helpful to your ability to answer individual questions accompanying
the long talks if you can anticipate what the questions will be and listen
specifically for the answers to those questions (as you did with the long
conversation).
Example :

(A) For a week
(B) Since yesterday
(C) For two days
(D) Since 10:00 this morning

In this example, you can be quite certain that one of the questions will be
about how long something has been going on. Since you are sure that this is
one of the questions, you can listen carefully for clues that will give you the
answer. This example shows a helpful strategy in Listening Part C (just as in
Listening Part B) therefore is to look briefly at the answers in the test book,
before you actually hear the talks on the recording, and try to determine the
questions that you will be asked to answer.

THE TOPIC
As you listen to each long talk, you should be thinking about the topic
(subject) or main idea for each talk (as you did with the long conversations).
Since the first sentence generally a topic sentence, you should be asking
yourself what the topic is while you are listening carefully to the first part of
the talk.
Example :

(narrator) Listen to a talk at the start of a meeting.
(woman) I’d like to call this meeting to order now. This is the
third monthly meeting of the Science club this semester, and today
we need to discuss the upcoming science fair.
You think:
The topic of the talk is a meeting of the science club to discuss the
science fair.
THE ORDER OF THE ANSWERS

The answer to questions accompanying long talks are generally found in
order in the talks (as they were with the long conversations). This means that
as you listen to a talk, you should be thinking about the answers to the
questions in order that they are listed in the test book.

Example :

(narrator) Questions 1 through 3. Listen to talk about cats.
(woman) Many people are allergic to cats. If they come in
contact with cats, the sneeze, their skin turns red, and
their eyes begin to bur. However, it’s not only people
why suffer from allergies. Cats may also be allergic to
pollen, dust, and perfumes, many of the same agents
that cause allergies in people. Perhaps your cat is
sneezing and has watery eyes. If you think that your cat
has some allergies, a veterinarian can prescribe
medication to help solve the problem.

(narrator) 1. What happens to people who suffer from allergies?
2. Where is mentioned about cats?
3. What can someone do with a cat that has allergies?
In your test book, you read (some time)

1. (A) They shout
(B) They drive red cars
(C) They sneeze
(D) They close their eyes
2. (A) They often wear perfume

(B) They can have allergies
(C) They don’t ever suffer
(D) They like dust and pollen
3. (A) Do nothing
(B) Bathe it frequently
(C) Put it outside
(D) Give it medicine

The first question asks what happens to people who suffer from allergies.
This speaker says that they sneeze, so the best answer is answer (C). The
second question asks what is mentioned about cats. The speaker says that
the cats may also be allergic, so the best answer is answer (B), they can have
allergies. The third question asks what to do with a cat that has allergies. The
speaker says that a veterinarian can prescribe medication, so the best
answer is answer (D), give it medicine.
1. (A) During a biology 5. (A) Exams and lab work.

laboratory session. (B) Reading and writing
(B) In a biology study group. assignments.
(C) On the first day of class. (C) Class participation and
(D) Just before the final exam. grades on examinations.
(D) Lecture and laboratory
2. (A) Once a week. attendance.
(B) Two times a week.
(C) Three times a week. 6. (A) What caused the Ring of
(D) For fifteen hours. Fire.
(B) The volcanoes of the Ring
3. (A) To do the first laboratory of Fire.
assignment. (C) Hawaiian volcanoes.
(B) To take the first exam. (D) Different types of
(C) To study the laboratory volcanoes.
manual.
(D) To read one chapter of 7. (A) The Ring of Fire.
the text. (B) The characteristics of
volcanoes in the Ring of
4. (A) Room assignments. Fire.
(B) Exam topics. (C) The volcanoes of Hawaii.
(C) Reading assignments. (D) Mauna Loa.
(D) The first lecture.

8. (A) In Hawaii. 13. (A) The National Air and
(B) In the United States. Space Museum.
(C) Along the Ring of Fire. (B) The Museum of Natural
(D) Within the Ring of Fire. History.
(C) The American History
9. (A) They are not so violent. Museum.
(B) They are located along (D) The Smithsonian Arts and
the Ring of Fire. Industries Building.
(C) They contain a lot of gas.
(D) They contain thick lava.
14. (A) The American History
Museum.
10. (A) A volcano on the Ring of
(B) The Smithsonian Arts and
Fire.
Industries Building.
(B) An island in Hawaii.
(C) The Washington Museum.
(C) A long, low volcanic
(D) The National Air and
mountain.
Space Museum.
(D) An explosive volcano.
11. (A) An artist. 15. (A) To the White House.

(B) A tour guide. (B) To the Smithsonian.
(C) An Indian. (C) To the mall.
(D) Orville Wright. (D) To various other
museums.
12. (A) Several.
(B) Sixty thousand.
(C) Sixteen million.
(D) Millions and millions.


STRUCTURE

STRUCTURE
General Strategies
1. Be familiar with the directions. The directions on every TOEFL test are
the same, so it is not necessary to spend time reading the directions
carefully when you take the test. You should be completely familiar
with the directions before the day of the test.
2. Begin with questions 1 through 15. Anticipate that questions 1
through 5 will be the easiest. Anticipate that questions 11 through 15
will be the most difficult. Do not spend too much time on questions
11 through 15. There will be easier questions that come later.
3. Continue with questions 16 through 40. Anticipate that questions 16
through 20 will be the easiest. Anticipate that questions 36 through
40 will be the most difficult. Do not spend too much time on
questions 36 through 40.
4. If you have time, return to questions 11 through 15. You should
spend extra time on questions 11 through 15 only after you spend
the time that you want on the easier questions that follow.
5. Guess to complete the section before time is up. There is no penalty
for guessing, so it can only increase your score to guess the answers
to questions that you do not have time to complete.
Procedures for The Structure Questions

1. First, study the sentence. Your purpose is to determine what is
needed to complete the sentence correctly.
2. Then study each sentence based on how well it complete the
sentence.

VERB
The verb follows the subject; it generally shows the action of the sentence.
NOTE: Every sentence must have a verb. The verb may be a single word.
John drives too fast.
They hate spinach.
The verb may be a verb phrase. A verb phrase consists of one or more
auxiliaries and one main verb. The auxiliaries always precede the main verb.
John is going to Miami tomorrow. (auxiliary-is; main verb-going)
Jane has been reading that book. (auxiliary-has, been; main verb-
reading)
Examples of verbs and verb phrases:

She will go to Boston next week.
Jane is very tall.
She must have gone to the bank.
Joe has gone home.
Mary is watching television.
It was raining at six o’clock last night.

THE VERB PHRASE
The verb phrase consists of the main verb and any auxiliaries.
 Tenses and aspects:
Simple present – He walks to school every day.
Simple past – He walked to school yesterday.
Present progressive (continuous) – He is walking to school now.
Past progressive (continuous) – He was walking to school when he saw Jane.
Present perfect – He has walked to school several times.
Past perfect – He had walked to school before he hurt his foot.
 Simple present tense:

This tense is usually not used to indicate present time. However, it is
used to indicate present time (now) with the following stative verbs.
Know Believe Hear See Smell Wish

Understand Hate Love Like Want Sound
Have Need Appear Seem Taste Own
NOTE: The verbs listed above are almost never used in the present or past
progressive (continuous), although it is possible in some cases.
Simple present is used to indicate a regular or habitual action.
John walks to school every day.
Examples of simple present tense:
They understand the problem now. (stative verb)
Henry always swims in the evening. (habitual action)
We want to leave now. (stative verb)
The coffee tastes delicious. (stative verb)
Mark usually walks to school. (habitual action)
Your cough sounds bad. (stative verb)

 Present progressive (continuous):
Use the following rule to form the present progressive.
am
subject + is + [verb + ing] …
are
The present progressive is used to indicate present time (now) with all
but the stative verbs listed previously.
John is eating dinner now.
It is also used to indicate future time.
We are leaving for the theater at seven o’clock.
Examples of present progressive:
The committee members are examining
the material now. (present time)
George is leaving for France tomorrow. (future time)
Henry is walking to school tomorrow. (future time)
The president is trying to contact
his advisors now. (present time)
The secretary is typing the letter now. (present time)
We are flying to Venezuela next month. (future time)
 Simple past tense:

The simple past is used for a completed action that happened at one
specific time in the past. The italicized words are important because they
show that simple past is not the same as past progressive or present
perfect.

John went to Spain last year.
Bob bought a new bicycle yesterday.
Maria did her homework last night.
Mark washed the dishes after dinner.
We drove to the grocery store this afternoon.
George cooked dinner for his family Saturday night.
 Past progressive (continuous):

Use the following rule to form the past progressive.
was
subject + + [verb + ing] …
were
The past progressive is used to indicate:

(1) An action which was occurring in the past and was interrupted by
another action. In this case, the general rule is:
when + subject1 + simple past tense + subject2 + past progressive …
OR
subject1 + past progressive + when + subject2 + simple past tense …
When Mark came home, Martha was watching television.

OR
Martha was watching television when Mark came home.
(2) Two actions occurring at the same time in the past. In this case, the
following rules usually apply.
subject1 + past progressive + while + subject2 + past progressive …
OR
while + subject1 + past progressive + subject2 + past progressive …

Martha was watching television while John was reading a book.
OR
While John was reading a book, Martha was watching television.

NOTE: The following construction is also possible, but it is not as
common as the preceding two.
while + subject1 + past progressive + subject2 + simple past …
While Martha was watching television, John read a book.
(3) An action which was occurring at some specific time in the past.
Martha was watching television at seven o’clock last night.
What were you doing at one o’clock this afternoon?
Examples of past progressive:
John was walking to class when he lost his pen.
The student was reading while the professor was speaking.
George was watching television when his brother called.
Henry was eating a snack at midnight last night.
When Marry came home, her husband was cooking dinner.
Mark was driving on Main Street when his car broke down.
 Present perfect:
Use the following rule to form the present perfect.
has
subject + + [verb in past participle] …
have

The present perfect is used to indicate:
(1) An action that happened at an indefinite time in the past.
John has traveled around the world. (We don’t know when).
(2) An action that happened more than once in the past.
George has seen this movie three times.
(3) An action that began in the past and is still occurring in the present.
John has lived in the same house for twenty years. (He still lives there).
OR
John has lived in the same house since 2000. (He still lives there).
If it is now 2020:
Since 2000 for 20 years 2020 (now)
 For/since:
Use for + duration of time: for five hours, for thirty years, for ten minutes.
Use since + beginning time: since 1972, since five o’clock, since January.
 Yet/already:
The adverbs yet and already are used to indicate that something has
happened (or hasn’t happened) at an unspecified time in the past.
These adverbs are often used with the present perfect.
already – affirmative sentences

yet – negative sentences and questions
NOTE: Already usually appears between the auxiliary and the main verb;
however, it can appear at the beginning or end of the sentence. Yet
appears at the end of the sentence.

has
subject + + [verb in past participle] …
have
has
subject + + not + [verb in past participle] … + yet …
have
Examples of yet and already:

We have already written our reports.
We haven’t written our reports yet.
Gabriel has already read the entire book.
The president hasn’t decided what to do yet.
Sam has already recorded the results of the experiment.
Maria hasn’t called her parents yet.
NOTE: Another option with the use of yet is sometimes possible. In this
case, the verb is positive and the adverb yet does not appear at the end
of the sentence.
has
subject + + yet + [verb in infinitive] …
have
John has yet to learn the material. = John hasn’t learned the material
yet.
We have yet to decide what to do with the money. = We haven’t
decided what to do with the money yet.

 Present perfect progressive (continuous):
For category of the present perfect rules only, it is also possible to use
the present perfect progressive (continuous). Use the following rule to
form this aspect.
has
subject + + been + [verb + ing] …
have
John has been living in the same house for twenty years. = John has
lived in the same house for twenty years.
Examples of present perfect:
Jorge has already walked to school. (indefinite time)
He has been to California three times. (more than once)
John has worked in Washington for
three years.
OR (not yet completed)
John has been working in Washington
for three years.
Mary has seen this movie before. (indefinite time)
They have been at home all day. (not yet completed)
We haven’t gone to the store yet. (indefinite time)
 Past perfect:
Use the following rule to form the past perfect.
subject + had + [verb in past participle] …
The past perfect is used to indicate:

(1) An action that happened before another action in the past;
there usually are two actions in the sentence.

John had gone to the store before he went home.
1st action 2nd action
Jack told us yesterday that he had visited England in 1970.

2nd action 1st action
past perfect simple past now

1st action 2nd action
The past perfect is usually used with the adverbs before, after, or when.
Study the following formulas.
subject + past perfect + before + subject + simple past tense
John had gone to the store before he went home.
subject + simple past tense + after + subject + past perfect
John went home after he had gone to the store.
before + subject + simple past tense + subject + past perfect
Before John went home, he had gone to the store.
after + subject + past perfect + subject + simple past tense
After John had gone to the store, he went home.

NOTE: The adverb when can be used in place of before or after in any
of these four formulas without change in meaning. We still know
which action happened first because of the use of past perfect.
(2) A state which continued for a time in the past, but stopped before
now. This is similar to rule number (3) for present perfect, but in this
case, there is no connection with the present.
Abdu had lived in New York for ten years before he moved to
California.
ten years moved now
 Past perfect progressive (continuous):

For category (2) of past perfect only, we can also use the past perfect
progressive (continuous). Study the following rule.
subject + had + been + [ verb + ing ] …
Abdu had been living in New York for ten years before he moved to
California.
Examples of past perfect:
The professor had reviewed the material before he gave the quiz.
After Henry had visited Puerto Rico, he went to St. Thomas.
Before Ali went to sleep, he had called his family.
George had worked at the university for forty-five years before he retired.
OR
George had been working at the university for forty-five years before he
retired.

VERBS AS COMPLEMENTS
 Verbs that are always followed by the infinitive:
Some verbs can take another verb as the complement instead of a
noun. Sometimes the verb functioning as the complement must be in
the infinitive (to + verb) and sometimes it must be in the gerund (verb +
ing) form. The following verbs are always followed by the infinitive if the
complement is a verb.
agree attempt claim decide demand
desire fail forget hesitate hope
intend learn need offer plan
prepare pretend refuse seem strive
tend try want wish
John expects to begin studying law next semester.

Mary learned to swim when she was very young.
The budget committee decided to postpone this meeting.
The president will attempt to reduce inflation in the next four years.
The soldiers are preparing to attack the village.
Cynthia has agreed to act as a contact between the two countries.
 Verbs that are always followed by the gerund:

Other verbs must always be followed by the gerund. These verbs
include:
admit appreciate avoid can’t help consider
delay deny enjoy finish mind
miss postpone practice quit recall
regret report resent resist resume
risk suggest

John admitted stealing the jewels.
We enjoyed seeing them again after so many years.
You shouldn’t risk entering that building in its present condition.
Michael was considering buying a new car until the prices went up.
The Coast Guard has reported seeing another ship in the Florida Straits.
Would you mind not smoking in this office?
NOTE: These sentences are made negative by adding the negative
particle not before the infinitive or gerund.
John decided not to buy the car.
We regretted not going to the party last night.
The following verbs can be followed by either the infinitive or the
gerund with no change in meaning.
begin can’t stand continue dread hate

like love prefer start
He started to study after OR He started studying after dinner.

dinner.
Joan hates to ride her bicycle OR Joan hates riding her bicycle to
to school. school.
 Verbs + prepositions followed by the gerund:

If a verb + preposition, adjective + preposition, noun + preposition, or
preposition alone is followed directly by a verb, the verb will always be
in the gerund form. The following list consists of verbs + prepositions.
approve of be better off count on depend on
give up insist on keep on put off
rely on succeed in think about think of
worry about

The following expressions contain the preposition to. The word to in
these expressions must not be confused with the to in the infinitive.
These verb + preposition expressions must also be followed by the
gerund.
object to look forward to confess to
John gave up smoking because of his doctor’s advice.

Mary insisted on taking the bus instead of the plane.
Fred confessed to stealing the jewels.
We are not looking forward to going back to school.
Henry is thinking of going to France in August.
You would be better off leaving now instead of tomorrow.
 Adjectives + prepositions followed by the gerund:

The following adjectives + prepositions are also followed by the gerund.
accustomed to afraid of capable of fond of

intent on interested in successful in tired of
Mitch is afraid of getting married now.

We are accustomed to sleeping late on weekends.
Jean is not capable of understanding the predicament.
Alvaro is intent on finishing school next year.
Craig is fond of dancing.
We are interested in seeing this film.

 Nouns + prepositions followed by the gerund:
The following nouns + prepositions are also followed by the gerund.
choice of excuse for intention of method for

possibility of reason for (method of)
George has no excuse for dropping out of school.

There is a possibility of acquiring this property at a good price.
There is no reason for leaving this early.
Connie has developed a method for evaluating this problem.
Any time a preposition is followed directly by a verb, the verb will be in

the gerund form.
After leaving the party, Ali drove home.
He should have stayed in New York instead of moving to Maine.
 Adjectives followed by the infinitive:

The following adjectives are always followed by the infinitive form of the
verb and never by the gerund.
anxious Boring dangerous hard

eager easy good strange
pleased prepared ready able*
usual common difficult
*Able means the same as capable in many instances, but the grammar is
very different. While able is followed by the infinitive, capable is
followed by of + [ verb + ing ].
These students are not yet able to handle such difficult problems.
These students are not yet capable of handling such difficult
problems.

Examples of adjectives followed by infinitives:
Mohammad is anxious to see his family.
It is dangerous to drive in this weather.
We are ready to leave now.
It is difficult to pass this test.
It is uncommon to find such good crops in this section of the country.
Ritsuko was pleased to be admitted to the college.
Some verbs can be followed by either the infinitive or the gerund, but
the meaning changes.
stop remember forget
John stopped studying. (John is not going to study anymore.)

John stopped to study. (John stopped doing something in order
to study.)
CAUSATIVE VERBS
The causative verbs are used to indicate that one person causes a second
person to do something for the first person. One can cause somebody to do
something for him or her by paying, asking, or forcing the person. The
causative verbs are: have, get, make.
 Have / get:
The clause following have or get may be active or passive. Study the
following rules.
(1) ACTIVE
subject + have + complement + [verb in simple form] …

(any tense) (usually person)

(2) ACTIVE
subject + get + complement + [verb in infinitive] …

(any tense) (usually person)
(3) PASSIVE
subject + have + complement + [verb in past participle] …

get (usually thing)
(1) Mary had John wash the car. (John washed the car.) active
(2) Mary got John to wash the car. (John washed the car.) active
(3) Mary got the car washed.
(The car was washed by somebody.) passive
Mary had the car washed.
Examples of active clauses in causative sentences:

The president had his advisors arrange a press conference.
George is getting his teachers to give him a make-up exam.
Mary has had a friend type all of her papers.
John is having his father contact the officials.
The editor had the contributors attend a composition workshop.
Morris got his dog to bring him the newspaper.
Examples of passive clauses in causative sentences:

James has his shirts cleaned at the drycleaners.
Pat is having her car repaired this week.
Anna got her paper typed by a friend.
The president is having a press conference arranged by his advisors.
Rick was having his hair cut when John called.

 Make:
Make can be followed only by a clause in the active voice. It is stronger
than have or get. It means force.
subject + make + complement + [verb in simple form] …
(any tense)
The robber made the teller give him the money.

(The robber forced the teller to give him the money.)
NOTE: force + [verb in infinitive]
Examples of make:
The manager made the salesman attend the conference.
The teacher always makes the children stay in their seats.
George made his son be quiet in the theater.
The president is making his cabinet members sign this document.
The teacher had made the students’ parents sign release forms
before he let the students jump on the trampoline.
 Let:
Let is usually added to the list of causatives in grammar textbooks. It is
not actually causative. It means allow or permit. Notice the difference in
grammar.
subject + let + complement + [verb in simple form] …
permit
subject + + complement + [verb in infinitive] …
allow
NOTE: Let is NOT INTERCHANGEABLE WITH leave, which means to go away.

Examples:
John let his daughter swim with her friends.
(John allowed his daughter to swim with her friends.)
(John permitted his daughter to swim with her friends.)
The teacher let the students leave class early.
The policeman let the suspect make one phone call.
Dr. Jones is letting the students hand in the papers on Monday.
Mrs. Binion let her son spend the night with a friend.
We are going to let her write the letter.
Mr. Brown always lets his children watch cartoons on Saturday
mornings.
 Help:
Help is not actually a causative verb either, but is generally considered
with causative verbs in grammar textbooks. It is usually followed by the
simple form, but can be followed by the infinitive in some cases. It
means assist.
[verb in simple form]
subject + help + complement +
[verb in infinitive]
John helped Mary wash the dishes.

Jorge helped the old woman with the packages (to) find a taxi.
The teacher helped Carolina find the research materials.

Exercise 1
In some sentences in part A of the structure and written Expression section,

you will be asked to identify the correct verb. In fact, most of the sentences
in this part are verb problems. A verb is a word or phrase the expresses
action or condition. A verb can be classified further according to the kind of
complement it requires, including not only Nouns, pronouns, adjectives, and
adverbs, but also –ing or infinitives.
1. Al’s doctor insists __________ 2. The team really looks good

for a few days. tonight because the coach
(A) That he is resting had them __________ every
(B) His resting night this week.
(C) Him to rest (A) Practice
(D) That he rest (B) To Practice
(C) Practiced
(D) The practice
3. I don’t like ice tea, and 4. Would you mind __________

__________ please ?
(A) She doesn’t too (A) To answer the telephone
(B) Either doesn’t she (B) Answering the telephone
(C) Neither does she (C) Answer the telephone
(D) She doesn’t neither (D) To the telephone
answering
5. We wish that you __________ 6. You __________ your seats

such a lot of work, because today if you want to go the
we know that you would game.
have enjoyed the party. (A) Had better to reserve
(A) Hadn’t had (B) Had to better reserve
(B) Hadn’t (C) Had better reserve
(C) Didn’t have had (D) Had to reserve better
(D) Hadn’t have

7. Since your roommate is 8. If it __________ so late, we
visiting her family this could have coffee.
weekend, __________ you like (A) Wasn’t
to have dinner with us (B) Isn’t
tonight? (C) Weren’t
(A) Will (D) Not be
(B) Won’t
(C) Do
(D) Wouldn’t
9. Please __________ photocopies 10. Your sister used to visit you

of documents. quite often, __________?
(A) Not to submit (A) Didn’t she
(B) Do not submit (B) Doesn’t she
(C) No submit (C) Wouldn’t she
(D) Not submit (D) Hadn’t she
11. I __________ bacon and eggs 12. If Bob __________ with us, he
every morning. would have had a good time.
(A) Am used to eat (A) Would come
(B) Used to eathing (B) Would have come
(C) Am used to eating (C) Had come
(D) Use to eat (D) Came
13. Frankly, I’d rather you 14. We were hurrying because we

__________ anything about it thought that the bell
for the time being. __________
(A) Do (A) Had already rang
(B) Didn’t do (B) Has already rang
(C) Don’t (C) Had already rung
(D) Didn’t (D) Have already ringing
15. Since they aren’t answering

their telephone they _________
(A) Must have left
(B) Should have left
(C) Need have left
(D) Can have left

Exercise 2
1. I hadn’t expected james to 2. My husband lived at home

apologize but I had hoped before we were married, and
__________ so __________
(A) Him calling me (A) Did I
(B) That he would call me (B) Had I
(C) Him to call me (C) I had
(D) That he call me (D) I did
3. Does your new secretary 4. Tommy had his big brother

__________ shorthand __________ his shoes for him
(A) Know to take (A) To tie
(B) Know how to take (B) Tie
(C) Know how take (C) Tied
(D) Know how taking (D) Tying
5. I wish that the weather 6. His English teacher

__________ not so warm recommends that he
(A) Was __________ a regular degree
(B) Be program.
(C) Were (A) Begin
(D) Is (B) Begins
(C) Will begin
(D) Is beginning
7. Let’s go out for 8. I’d __________ the operation

dinner,__________ ? unless it is absolutely
(A) Will we necessary.
(B) Don’t we (A) Rather not have
(C) Shall we (B) Not rather had
(D) Are we (C) Rather not to have
(D) Rather not having

9. Would you please __________ 10. The old man asked her to
write on the test books? move because he __________
(A) Don’t in that chair.
(B) Not to (A) Used to sit
(C) Not (B) Was used to sit
(D) To not (C) Used to siting
(D) Was used to sitting
11. If I __________ the flu I would 12. After the way she treated you,
have gone with you. if I __________ In your place, I
(A) Hadn’t wouldn’t return the call.
(B) Hadn’t had (A) Be
(C) Didn’t have (B) Am
(D) Wouldn’t have had (C) Was
(D) Were
13. He’s taken his medicine , 14. Your mother and I are looking
__________ ? forward __________ you.
(A) Hasn’t he (A) Of seeing
(B) Didn’t he (B) For seeing
(C) Doesn’t he (C) To see
(D) Isn’t he (D) To seeing
15. It is imperative that you

__________ there in person.
(A) Be
(B) Will be
(C) Will
(D) Are

PRONOUNS
There are five forms of pronouns in English: subject pronouns, complement

pronouns (object pronouns), possessive pronouns, possessive adjectives,
and reflexive pronouns.
SUBJECT PRONOUNS
Subject pronouns occur in the subject position of a sentence or after the
verb be. Study the following list of subject pronouns.
I we NOTE:
you you Also use the subject pronoun

after than, as, and that.
he
she they
it
I am going to the store.

subject
We have lived here for twenty years.

subject
It was she who called you. (after the verb be)

She and I have seen this movie before.
subject
George and I would like to leave now.

subject
We students are going to have a party.

subject
NOTE: We, you, and us can be followed directly by a noun. In the above
sentence we students makes it more clear exactly who we refers to.

COMPLEMENT PRONOUNS
Complement pronouns occur in complement position or after prepositions
unless the preposition introduces a new clause.
Study the following list.
me us NOTE:
you you You and it are the same for

subject or complement
him
position. The others are
her them different.
it
They called us on the telephone.

complement
The teacher gave him a bad grade.

complement
John told her a story.

complement
The policeman was looking for him.

after preposition
To us, it seems like a good bargain.

after preposition
Mary is going to class with me.

after preposition

POSSESSIVE ADJECTIVES
Possessive adjectives are not the same as possessive pronouns. These simply
modify, rather than replace, nouns; possessive pronouns replace nouns.
Possessive forms indicate ownership. Study the following adjectives.
my our NOTE:
your your Possessive adjectives are used

to refer to parts of a body.
his
her their
its
John is eating his dinner.

This is not my book.
The cat has injured its foot.
The boy broke his arm yesterday.
She forgot her homework this morning.
My food is cold.
NOTE: Its is not the same as It’s, It’s mean it is.
POSSESSIVE PRONOUNS
These pronouns cannot precede a noun. They are pronouns and thus
replace the noun. The noun is understood from the context and is not
repeated. Study the following pronouns.
NOTE: mine = my + noun; for example, my book
yours = your + noun; for example, your pen
hers = her + noun; for example, her dress.

mine ours NOTE:
yours yours His and its are the same

whether they precede a noun
his
or not.
hers theirs
its
Examples of possessive pronouns:

This is my book. This is mine.
Your teacher is the same as his teacher. Yours is the same as his.
Her dress is green and my dress is red. Hers is green and mine is red.
Our books are heavy. Ours are heavy.
Their coats are too small. Theirs are too small.
I forgot my homework. I forgot mine.
REFLEXIVE PRONOUNS
These pronouns usually follow the verb and indicate that the subject is both
giving and receiving the action. Study the following list.
myself ourselves NOTE: In the plural, the self changes to selves.
yourself yourselves NOTE: Most forms are made by adding the

suffix to the possessive adjective; however,
himself
himself, itself and themselves are made by
herself theiselves adding the suffix to the complement form. The
itself forms hisself and theirselves are ALWAYS
INCORRECT.
NOTE: John bought him a new car. (him = another person)

John bought himself a new car. (himself = John)

Examples of reflexive pronouns:
I washed myself.
He sent the letter to himself.
She served herself in the cafeteria.
We pushed ourselves playing football.
They were talking among themselves.
You can see the difference for yourselves.
Reflexive pronouns can also be used for emphasis. This means that the
subject did the action alone. In this case, it normally follows the subject.
I myself believe that the proposal is good.
He himself set out to break the long distance flying record.
She herself prepared the nine-course meal.
The students themselves decorated the room.
You yourself must do this homework.
John himself bought these gifts.
NOTE: by + reflexive pronoun can also mean alone.
John washed the dishes by himself = John washed the dishes alone.

Exercise 3
1. Alexander Fleming, __________ 2. John James Audubon, who

received the Nobel Prize in was a naturalist and an artist,
1945. wrote great work __________
called "Birds of America"
(A) who discovered penicillin (A) which it is
(B) he discovered penicillin (B) which is
(C) which discovered (C) whom is
penicillin (D) is
(D) that discovered penicillin
3. Immigrants __________ after 4. Hawaii, which is a part of a

1880 settled mainly in large group of islands, __________
cities. active volcanoes.
(A) which came to America (A) that has
(B) they came to America (B) which has
(C) came to America (C) has
(D) who came to America (D) who has
5. In the ear, just above the 6. Amsterdam, Holland, which is

cochlea, there are three small sometimes called Venice of
semicircular canals __________ Northern Europe __________.
as an organ of balance. (A) which has many canals
(A) that function together (B) with many canals
(B) are functioning together (C) it has many canals
(C) function together (D) has many canals
(D) they function together

7. The Egyptians constructed 8. Ernest Hemingway, a novelist
walls and embankments and short-story writer,
__________ marvels even developed a prose style
today. __________.
(A) they are considered (A) who influenced an entire
(B) are considered generation of authors
(C) which are considered (B) influenced an entire
(D) who are considered generation of authors
(C) that influenced an entire
generation of authors
(D) has influenced an entire
generation of authors
9. It looked dark and heavy 10. __________ I get your call, I will
__________ it was going to leave.
rain. (A) As soon as
(A) although (B) By the time
(B) as if (C) As though
(C) unless (D) Now that
(D) whereas
11. __________ he had read the 12. __________ he cannot afford a

instructions several times, he car, he rides a bicycle.
knew what to do. (A) Unless
(A) Whereas (B) Though
(B) Until (C) Whereas
(C) After (D) Because
(D) While

NOUN & NOUN PHRASE
NOUNS THAT ARE ALWAYS PLURAL

The following nouns are always considered plural. They cannot be singular.
In order to speak of them as singular, one must say: “a pair of
__________________”.
scissors shorts pants jeans tongs
trousers glasses pliers tweezers
The pants are in the drawer.

A pair of pants is in the drawer.
The pliers were on the table.
The pair of pliers was on the table.
These scissors are dull.
This pair of scissors is dull.
NOUNS FUNCTIONING AS ADJECTIVES

In English, many nouns can function as adjectives when they appear before
other nouns (a wool coat, a gold watch, a history teacher). The first noun of
the combination functions as an adjective, describing the second one, which
functions as a noun. The nouns which function as adjectives are always in
the singular even though they may modify a plural noun. Number-noun
combinations always appear hyphenated.

We took a tour that lasted five weeks.
(Weeks functions as a noun in this sentence.)
We took a five-week tour.
adjective noun
His subscription to that magazine is for two years.

(Years functions as a noun in this sentence.)
He has a two-year subscription to that magazine.
adjective noun
That student wrote a report that was ten pages long.

(Pages functions as a noun in this sentence.)
That student wrote a ten-page report.
adjective noun
These shoes cost twenty dollars.

(Dollars functions as a noun in this sentence.)
These are twenty-dollar shoes.
adjective noun
THE NOUN PHRASE

The Noun Phrase is a group of words that ends with a noun. It can contain
determiners (the, a, this, etc.), adjectives, adverbs, and nouns. It CANNOT
begin with a preposition. Remember that both subjects and complements
are generally noun phrases.
 Count and non-count nouns:

A count noun is one that can be counted.
Book – one book, two books, three books, …
Student – one student, two students, three students, …
Person – one person, two people, three people, …

A non-count noun is one that cannot be counted.
Milk – you cannot say: one milk, two milks, …
It is possible, however, to count some non-count nouns if the substance
is placed in a countable container.
Glass of milk – one glass of milk, two glasses of milk, …
Some determiners can be used only with count or non-count nouns,
while others can be used with either. Memorize the words in the
following chart.
WITH COUNT NOUNS WITH NON-COUNT NOUNS
a, the, some, any the, some, any

this, that, these, those this, that
none, one, two, three, … none
many much (usually in negatives or questions)
a lot of a lot of
a large
number of a large amount of
great
(a) few (a) little
fewer … than less … than
more … than more … than
It is very important to know if a noun is count or non-count. Students

often make mistakes with the following nouns. Be sure that you know
the plurals of irregular count nouns. The following list contains some
irregular count nouns that you should know.
person – people child – children tooth – teeth

foot – feet mouse – mice

The following list contains some non-count nouns that you should know.
sand food information air mathematics Money
news soap economics meat politics
measles mumps physics advertising* homework
*NOTE: Although advertising is a non-count noun, advertisement is a

count noun. If you wish to speak of one particular advertisement, you
must use this word.
There are too many advertisements during television shows.

Some non-count nouns, such as food, meat, money, and sand, may be
used as count nouns in order to indicate different types.
This is one of the foods that my doctor has forbidden me to eat.
(indicates a particular type of food)
He studies meats.
(for example, beef, lamb, etc.)
The word time can be either countable or non-countable depending on
the context. When it means an occasion, it is countable. When it means
a number of hours, days, years, etc., it is non-countable.
We have spent too much time on this homework. (non-count)
She has been late for class six times this semester. (count)
To decide if a noun that you are not sure of is countable or non-
countable, decide if you can say: one ______ or a ______. For example, you
can say “one book” so it is a count noun. You cannot say “one money”
so it is not a count noun. Also, of course, by the very nature of non-
count nouns, a non-count noun can never be plural. Remember that,
while some of the nouns in the list of non-count nouns appear to be
plural because they end in-s, they are actually not plural.

 A and an:
A or an can precede only singular count nouns; they mean one. They
can be used in a general statement or to introduce a subject which has
not been previously mentioned.
A baseball is round. (general – means all baseballs)
I saw a boy in the street. (We don’t know which boy.)
An is used before words that begin with a vowel sound. A is used before
words that begin with a consonant sound.
a book an apple
Some words can be confusing because the spelling does not indicate
the pronunciation.
a house (begins with a consonant sound)
an hour (begins with a vowel sound)
a university (begins with a consonant sound)
an umbrella (begins with a vowel sound)
The following words begin with a consonant sound and thus must
always be preceded by a.
house home heavy half
uniform university universal union
The following words begin with a vowel sound and thus must always be
preceded by an.
uncle umbrella hour heir
The initial sound of the word that immediately follows the indefinite
article will determine whether it should be a or an.
an umbrella a white umbrella
an hour a whole hour

 The:
The is used to indicate something that we already know about or
something that is common knowledge.
The boy in the corner is my friend. (The speaker and the listeners
know which boy.)
The earth is round. (There is only one earth.)
With non-count nouns, one uses the article the if speaking in specific
terms, but uses no article if speaking in general.
Sugar is sweet. (general-all sugar)
The sugar on the table is from Cuba. (specific-the sugar that
is on the table)
Normally, plural count nouns, when they mean everything within a

certain class, are not preceded by the.
Oranges are green until they ripen. (all oranges)
Athletes should follow a well-balanced diet. (all athletes)
Normally a proper noun is not preceded by an article unless there are

several people or things with the same name and the speaker is
specifying one of them.
There are three Susan Parkers in the telephone directory.
The Susan Parker that I know lives on First Avenue.
Normally words such as breakfast, lunch, dinner, school, church, home,

and college do not use any article unless to restrict the meaning.
We ate breakfast at eight o’clock this morning.
We went to school yesterday.
Use the following generalizations as a guide for the use of the article
the.

USE THE WITH DON’T USE THE WITH
oceans, rivers, seas, gulfs, plural singular lakes

lakes Lake Geneva, Lace Erie
the Road Sea, the Atlantic
Ocean, the Persian Gulf, the
Great Lakes
mountains mounts
the Rocky Mountains, the Mount Vesuvius, Mount
Andes McKinley
earth, moon planets, constellations

the earth, the moon Venus, Mars, Orion
schools, colleges, universities schools, colleges, universities

when the phrase begins with when the phrase begins with a
school, etc. proper noun
the University of Florida, the Santa Fe Community College,
College of Arts and Sciences Cooper’s Art School, Stetson
University
ordinal numbers before nouns Cardinal numbers after nouns

the First World War, the third World War One, chapter three
chapter
wars (except world wars)

the Crimean War, the Korean War
countries with more than one countries with one world

word (except Great Britain) China, Venezuela, France
the United States, the Central
African Republic
continents
Europe, Africa, South America
states
Florida, Ohio, California

historical documents
the Constitution, the Magna
Carta
ethnic groups
the Indians, the Aztech
sports
baseball, basketball
abstract nouns
freedom, happiness
general areas of subject matter

mathematics, sociology
holidays
Christmas, Thanksgiving
 Other:
The use of the world other is often a cause of confusion for foreign
students. Study the following formulas.
WITH COUNT NOUNS WITH NON-COUNT NOUNS
An + other + singular noun (one xxxxx

more)
another pencil = one more pencil
the other + singular noun (last of xxxxx
the set)
the other pencil = the last pencil
present
other + plural noun (more of the other + non-count nouns (more of
set) the set)
other pencil = some more pencils other water = some more water
the other + plural noun the other + non-count noun (all the
(the rest of the set) rest)
The other pencil = all remaining the other water = the remaining
pencils water

NOTE: Another and other are nonspecific while the other is specific. If the
subject is understood, one can omit the noun and keep the determiner and
other so that other functions as a pronoun. If it is plural count noun that is
omitted, other becomes others. The word other can NEVER be plural if it is
followed by noun
.
I don’t want this book. Please give me another.
(another = any other book-not specific)
I don’t want this book. Please give me the other.
(the other = the other book-specific)
This chemical is poisonous. Others are poisonous too.
(others = other chemicals-not specific)
I don’t want these books. Please give me the others.
(the others = the other books-specific)
NOTE: Another way of substituting for the noun is to use other + one or
ones.
I don’t want this book. Please give me another one.
I don’t want this book. Please give me the other one.
This chemical is poisonous. Other ones are poisonous too.
I don’t want these books. Please give me the other ones.

Exercise 4
In some sentences in Part A of the structure and written expression section,

you will be asked to identify the correct noun. A noun is a word that names
persons, objects, and ideas. There are two basic classification of nouns in
English : count nouns and noncount nouns.Count nouns are those that can
be made plural by –s, -es, or an irregular form. They are used in agreement
with either singular or plural verbs. Noncount nouns are those that cannot
be know whether a noun is count or noncount to maintain verb agreement
and to choose correct adjective modifiers.
1. Please go to __________ to pick 2. May I have two __________

up your id card. instead of beans, please?
(A) Third window (A) Corn’s ear
(B) The window three (B) Ear of corns
(C) Window third (C) Corn ears
(D) The third window (D) Ears of corn
3. If you want to find good 4. Let’s buy our tickets while I

information about graduate still have __________ left.
programs in the United (A) A few money
States, look in __________ of (B) A little moneys
the College Blue Books. (C) A few dollars
(A) Volume two (D) A few dollar
(B) Volume second
(C) The volume two
(D) Second volume
5. The assignment for Monday 6. I always put my

was to read __________ in your best__________ in a safe-
textbooks. deposit box.
(A) chapter tenth (A) Jewelries
(B) the chapter ten (B) Jewelry’s pieces
(C) chapter the tenth (C) Pieces of jewelry
(D) the tenth chapter (D) Piece of jewelries

7. It’s a shame that you have 8. We haven’t had __________
__________ time in New York news from the disaster site
on the tour. since the earthquake.
(A) So few (A) Many
(B) So little (B) Quite a few
(C) A few (C) Much
(D) A little (D) Some
9. John F. Kennedy was 10. I’ll have a cup of tea and

__________ of the United __________.
States. (A) Two toasts
(A) The thirty-five president (B) Two piece of toasts
(B) The trirty-fifth president (C) Two pieces of toast
(C) The president thirty-fifth (D) Two pieces of toasts
(D) President the trirty-five
11. The ticket agent said that the 12. I will need __________ about
plane would be boarding at the climate before I make a
__________. final decision.
(A) The gate six (A) A few informations
(B) Sixth gate (B) A few information
(C) Gate six (C) A little informations
(D) The six gate (D) A little information
13. Sending __________ “express 14. The Chicago bus is parked at

mail” costs about ten times as __________.
much as sending it “ regular (A) The lane two
delivery”. (B) The two lane
(A) Mails (C) Lane two
(B) A mail (D) Lane the two
(C) A piece of mail
(D) Pieces of mail
15. We don’t have _________

tonight.
(A) Many home works
(B) Much homeworks
(C) Many homework
(D) Much home work

Exercise 5

you will be asked to identify the correct modifier. A modifier can be an
adjective or an adjectival phrase that describes a noun or an –ing form. A
modifier can also be an adverb or an adverbial phrase that adds information
about the verb, adjective , or another verb. Adjectives do not change form to
agree with the nouns or –ing forms that they describe , but some adjectives
are used only with count nouns and other are used only with noncount
nouns.
1. She hasn’t seen her family 2. Just put your coat in__________
__________ three years ago. (A) The hall closet
(A) Since (B) The closet of the hall
(B) For (C) The hall’s closet
(C) From (D) Hall closet
(D) Before
3. Bill came to work at the 4. This drink tastes a little

University thirty years __________ to me.
__________ today. (A) Strongly
(A) Since (B) So strong
(B) Before (C) Strong
(C) From (D) Too much strong
(D) Ago
5. I like these dishes, but 6. My sister has a __________

__________ is a little too Small. baby.
(A) The tea cup (A) Two-months-old
(B) The cup of tea (B) Two-month-olds
(C) The tea’s cup (C) Two-months-olds
(D) The cup for the tea (D) Two-month-old

7. The one in the window was 8. We used to go skiing in
__________ expensive that I Michigan every winter, but I
couldn’t afford it. haven’t gone __________ the
(A) So past five seasons.
(B) Too (A) From
(C) Too much (B) For
(D) Very (C) To
(D) Since
9. It is __________ day that travel 10. Our reservations are for
advisories have been issued __________.
for most of the major (A) Sixth June
highways. (B) Six June
(A) Such snowy (C) The sixth of June
(B) So snowy (D) The six of June
(C) Such a snowy
(D) Such snowy a
11. They listened __________ while 12. The cookie that you sent over
the examiner gave them the were __________ that I ate
directions for part I. them all.
(A) attentive (A) Very good
(B) attentively (B) Too good
(C) attentiveness (C) So good
(D) attention (D) Good
13. Jacobson’s is one of the most 14. I don’t understand how john
expensive __________ in the could have made __________ in
city. judgment.
(A) Department store (A) Such big mistake
(B) Department stores (B) Such a big mistake
(C) Departemens store (C) So a big mistake
(D) Departemen stores (D) So big mistake
15. You can give me a receipt if you want to, but your word is __________
for me.
(A) Enough good
(B) Good as enough
(C) Good enough
(D) Good than enough

Exercise 6
1. Sam usually does his work 2. Besides being expensive ,

very __________ and well, but the food in the cafeteria
today he seemed a little tastes __________.
preoccupied. (A) Badly
(A) Careful (B) Too badly
(B) Careful manner (C) Too much bad
(C) Carefully (D) Bad
(D) Care
3. __________ Here since 1976 4. We’ll get __________ by train

when her parents moved from if we leave to night.
New York. (A) Fast enough there
(A) She’s lived (B) There fast enough
(B) She’s living (C) There enough fast
(C) She was living (D) Enough fast there
(D) She’d live
5. If the cab arrives __________ you 6. It was __________ that we

will miss your flight. went camping in the
(A) Lately mountains last weekend.
(B) Lateness (A) Such nice weather
(C) More later (B) So nice a weather
(D) Late (C) Too nice weather
(D) Nice weather so
7. The homecoming football 8. Mary overslept and was

game will played on __________ __________ late that she
(A) Two September missed her bus.
(B) The second of September (A) So
(C) September two (B) Too
(D) The two of September (C) Much
(D) Very

9. Could you please tell me the 10. I think it’s __________ to take
__________ for Biology 457 and a few more pictures.
Chemistry 610. (A) Enough light
(A) Rooms numbers (B) Light as enough
(B) Rooms number (C) Light enough
(C) Room’s number (D) Enough as light
(D) Room number
11. Last Sunday was __________ 12. The conference was

that we took a drive in the organized for all of the
country. __________ in the state.
(A) So beautiful day (A) Mathematic teachers
(B) Such a beautiful (B) Mathematics teachers
(C) Such a beautiful weather (C) Mathematics teacher
(D) So beautiful a day (D) Mathematic’s teachers
13. It is difficult to find a __________ 14. I am especially glad that

in the Washington area for Bob decided to come to the
less than $1200 a month. party because we hadn’t
(A) Two-bedroom apartment seen him __________ several
(B) Two-bedrooms apartment months.
(C) Two-bedrooms (A) Since
apartments (B) Until
(D) Two-bedroom apartments (C) Before
(D) For
15. John and I like to watch the

games on TV because we can
see more _________ than we
could from a seat in the
stadium.
(A) Clear
(B) Clearness
(C) Clearly
(D) Clearer

Exercise 7
In some sentences in Part A of the structure and written Expression section,

you will be asked to identify the correct comparative. A comparative can be
a word or phrase that expresses similarity or difference. A comparative can
also be word ending like –er or –est that expresses a degree of comparison
with adjective and adverbs.
1. I will return your notes as 2. __________ The worse I seem

soon as __________ copying to feel.
them. (A) When I take more
(A) I will finish medicine
(B) I do finish (B) The more medicine I take
(C) I finish (C) Taking more of the
(D) I be finish medicine
(D) More medicine taken
3. We will have to be careful 4. My new glasses cost me

not to get our suitcases __________ the last pair that I
mixed up because yours is bought.
almost the same __________ (A) Pretty as
mine. (B) As pretty
(A) Like (C) Prettier than
(B) To (D) More pretty than
(C) As
(D) That
5. Although she is very popular, 6. We are going to Florida as

she is not __________ her soon as __________ taking our
sister. final exams.
(A) Pretty as (A) We’re finish
(B) As pretty (B) We’ll finish
(C) Prettier than (C) We’d finish
(D) More pretty than (D) We finish

7. This new soap is not much 8. Ms. Jones isn’t as nice
__________ the others that I __________ Ms. Smith.
have tried. (A) As
(A) Different (B) For
(B) Different than (C) Like
(C) Different from (D) To
(D) Different that
9. The rooms in graduate 10. We’ll be there as soon as we

towers are __________ __________ a babysitter for our
Patterson Hall. son.
(A) Larger than (A) Will find
(B) Larger than that of (B) Found
(C) Larger than those in (C) Find
(D) Larger than in (D) Are finding
11. The final will be __________ the 12. They are __________ my other
midterm. neighbors.
(A) Alike (A) More friendlier than
(B) Like (B) Friendly than
(C) Same (C) Friendlier as
(D) Similar (D) Friendlier than
13. Tuition at an American 14. __________ I get to know her,

university runs __________ six the more I like her.
thousand dollars a semester. (A) For more
(A) So high as (B) More
(B) As high to (C) The more
(C) As high as (D) The most
(D) As high than
15. I would have paid _________ for my car if the salesman had insisted,
because I really wanted it.
(A) As much twice
(B) Much twice
(C) Twice as much
(D) Times two

Exercise 8

you will be asked to identify the correct connector. A connector is a word or
phrase that joins words, phrase, or clauses. A connector expresses
relationships between the words, phrases, and substitution, addition,
exception, and purpose.
1. We are considering buying a 2. Betty moved from the

house in Gainesville, but we dormitory __________ the
want to find out __________ noise.
there first. (A) Because
(A) What the taxes are (B) Cause
(B) What are the taxes (C) Because of
(C) The taxes what are (D) Caused from
(D) The taxes are
3. I didn’t hear __________ the 4. He had to borrow a little

bus was late. money from his brother
(A) What the professor says __________ he could finish his
(B) That the professor said education without working.
(C) What the professor said (A) So as
(D) Which the professor says (B) That
(C) So that
(D) In order so
5. Could you please tell me 6. Both Marry and Ellen,

where __________ ? __________ Jane , are studying
(A) Is the nearest bus stop nursing at New York
located University.
(B) The nearest bus stop is (A) As well as
located (B) Well
(C) Is located the nearest bus (C) As well to
stop (D) And well as
(D) Located is the nearest bus
stop

7. We had a disagreement 8. __________ The light rain, the
__________ the bus was late. baseball game will not be
(A) Because of cancelled unless the other
(B) Caused of team.
(C) Because (A) Despite of
(D) Caused (B) Despite in
(C) In spite
(D) Despite
9. I don’t have any idea what 10. We were both pleased
__________ for graduation. __________ honored to be
(A) Does she want guests of the president.
(B) She wants (A) Also
(C) She want (B) And
(D) Is she wanting (C) Alike
(D) As
11. I wonder __________ on sale. 12. We moved to the front row
(A) How much cost these __________ we could hear and
shoes see better.
(B) How much do these (A) So as
shoes cost (B) So that
(C) How much these shoes (C) Such
cost (D) Such that
(D) How much are these
shoes cost
13. I wonder where __________. 14. __________ His wealth, he is not
(A) He did go spoiled.
(B) Did he go (A) Despite of
(C) He went (B) In despite
(D) Went he (C) In spite of
(D) In spite
15. James plays not only the basketball squad __________ James plays not
only the basketball squad.
(A) But on the baseball team
(B) But on the baseball team also
(C) Also on the baseball team
(D) But also on the baseball team

Exercise 9
Each Question on this mini-test consists of a sentence in which four words

or phrases are underlined. The four underlined parts of the sentence are
marked, A, B, C, D. you are to identify the one underlined word or phrase
that would not be acceptable in standard written English. Circle the letter of
the underlined portion which is not correct. Example:
The study of these animals are truly fascinating, and
A B
many books have been written about them.
C D
In this sentence, the verb are in answer B is incorrect because the subject is
study which is singular. Thus B is the correct answer. Remember that if a
prepositional phrase separates a subject and verb, it has no effect on the
verb.
The study [of these animals] is . . .
Singular subject singular
verb
1. Buying clothes are often a very time-consuming practice because those

A B C
clothes that a person likes are rarely the ones that fit him or her.
D
2. Because they head spent too many time considering the new contract,
A B C
the students lost the opportunity to lease the apartment.
D
3. George has not completed the assignment yet, and Maria hasn’t neither.
A B C D
4. Some of the plants in this store require very little care, but this one needs
A B
much more sunlight than the others ones.
C D

5. Many theories on conserving the purity of water has been proposed, but
A B
not one has been as widely accepted at this one.
C D
6. The food that Mark is cooking in the kitchen is smelling delicious.

A B C D
7. The work performed by these officers are not worth our paying
A B C
them any longer.
D
8. Those homework that your teacher assigned is due on Tuesday unless

A B C
You have made prior arrangements to turn it in late
D
9. Please give me a few coffee and some donuts if you have any left.
A B C D
10. There are ten childs playing in the yard near her house, but your child
A B C
is not among them.
D

Exercise 10
In some sentences in Part B of the Structure and Written Expression Section,

you will be asked to identify errors in point of view. Point of view is the
relationship between the verb in the main clause of a sentence and others
verbs, or between the verbs in a sentence and the adverbs that express time.
1. Although there are approximately 120 intensive language institutes in

(A) (B) (C)
the United States in 1970, there are more than three times as many now.
(D)
2. Cartographers did not make an accurate map because the political

situation in the area changes so rapidly that they were not able to draw
(A) (B) (C)
the boundaries correctly.
(D)
3. This year designers are showing very bright colors and styles that were
(A) (B)
worn closer to the body than those shown last year.
(C) (D)
4. Everyone who saw Star Wars said that it is one of the best science
(A) (B) (C)
fiction movies that had ever been released.
(D)
5. If there were no alternative we will try to get enough people interested

(A) (B) (C) (D)
to charter a bus.
6. Before he retired last April, Mr. Thompson is working as foreign student

(A) (B)
advisor for thirty year at Community College.
(C) (D)

7. When he tried to make a reservation, he found that the hotel that he
(A)
wants was completely filled because of a conventions.
(B) (C) (D)
8. The secretary thought that she will have to wait until tomorrow to send
(A) (B)
the letters because the mail had already gone, but her boss suggested
(C)
that she take them to the post office instead.
(D)
9. Although Emily Dickinson publishes only three of her verses before she
(A) (B)
died, today there are more than one thousand of her poems printed in
(C) (D)
many important collections.
10. Between one thing and another, Anna does not get through with her
(A) (B) (C)
term paper last Friday.
(D)
11. Dew usually disappeared by seven o’clock in the morning when the sun
(A) (B) (C) (D)
comes up.
12. She was among the few who want to quit smoking instead of cutting down.
(A) (B) (C) (D)
13. It is an accepted custom for guests to take their gifts to the wedding
(A) (B) (C)
reception when the couple invited them to attend.
(D)
14. I thought that they are arriving at the airport today, but so far no one
(A) (B)
from embassy has called to confirm the time.
(C) (D)

15. On October 19, 1781, Cornwallis surrenders his army to General
(A) (B) (C)
Washington, a gesture that signaled the end of the Revolutionary War.
(D)
16. The price of coffee is low last month, but everyone knows that it is
(A) (B) (C)
going to go up this month.
(D)
17. Until the day she died, the old lady who lives by the University was
(A) (B) (C)
working part time at the language lab.
(D)
18. In a special report last year, Dan Rather said that the crime rate is
(A)
increasing in spite of community and government programs aimed at
(B) (C)
providing education and employment opportunities for first offenders.
(D)
19. In 1990, Public Opinion Magazine reported that 57 percent of all

Americans strongly believe that mothers with young children should not
(A) (B) (C)
work outside of the home unless their families badly needed the extra
(D)
income.
20. Last year the instructor told us that to remember details, it is important
(A) (B)
to take notes while listening to the lecture, but the new instructor does
(C) (D)
not agree.
21. The fruit and vegetables at the Shop Mart are always very fresh because
(A)
they were shipped in every day from the local farm markets.
(B) (C) (D)

22. The maid does not finish cleaning the rooms at College Dormitory
(A) (B)
yesterday because she had to help scrub the floors in the kitchen and
(C) (D)
the cafeteria.
23. Since banks usually give gifts to customers who deposited large
(A) (B)
amounts to saving accounts, it is a good idea to ask the bank officials
(C)
whether you are entitled to receive one.
(D)
24. The race driver accelerated to 190 miles per hour and qualifies for the
(A) (B)
Indianapolis 500, America’s most celebrated auto racing competition.
(C) (D)
25. It is necessary to put a return address that included your name, street
(A) (B) (C)
number, city, state, and zip code on all correspondence.
(D)

READING

MAIN IDEA QUESTION
and
STATED DETAIL QUESTION
MAIN IDEA QUESTIONS

Almost every reading passage the paper TOEFL test will have a
multiple choice questions bout the main idea of a passage. Such a question
may be worded in a variety of way: you may, for example be asked to
identify the topic, subject, title, primary idea. These questions are really
asking what primary point the author is trying to get cross in the passage.
Since TOEFL passage generally written in the topic sentences, which are
most probably found at the beginning of each paragraph.
Example :
The passage
Basketball was invested in 1891 by a physical education
instructor in Springfield, Massachusetts, by the name of James
Naismith. Because of the terrible weather in winter his physical
education students were indoors rather than outdoors. They really did
not like the idea of baring, repetitive exercises and preferred the
excitement and challenged of a game.
Naismith figured out a team sport that could not played indoors on
gymnasium floor, that involved a lot of running, that kept all team
members involved, and that did not allowed the tackling and physical
contact of American-style football.
The question :
Hat is the topic of this passage?
(A) The life of James Naismith
(B) The history of sport
(C) Physical education and exercise
(D) The origin of basketball

The first sentence of this passage states that basketball was invented, so the
invention of basketball is probably the topic. A quick check of the rest of the
sentences in the passage confirms that the topic is in fact the beginnings of
the sport of basketball. Now you should check each of the answer to
determine which one comes closest to the topic that you have determined.
Answer (A) mention James Naismith but not basketball, so it is not the topic.
Answer (B) is too general it mentions sport but does not mention basketball.
Answer (C) is also too general, it mentions physical education but does not
mention basketball. The best answer is (D) the origin of basketball means
that the way that basketball was invented is going to be discussed.
Is passage consist of more that on paragraph, you should study the
beginning of the paragraph to determine the main idea. Look at a multiple
choice example from the following TOEFL test that asks about the title of a
passage with more that one paragraph.
Example :
The passage
Early map of the North American continent showed a massive
river that began in the Rocky Mountains, flowed into the Great Salt
Lake, and from there continued west word into the Pacific Ocean. This
river, named the Buenaventura River, on some maps rivaled the great
Mississippi River. As late as the middle of the nineteenth century, this
river was still on maps and explorers were still searching for it.
This mythical river of course does not exist, thought there are
several possible theories about how it come to be an maps. Perhaps
an early mapmaker hypothesized that such as river probably existed;
then this hypothesized river was actually seen, and its path from the
Rockies to the pacific was assumed.
The question
Which of the following would be the best title for this passage?
(A) Early Maps of North America
(B) A Non-Existent River on Maps
(C) A Comparison of Two Rivers
(D) Rivers in Mythology

This quest ion asks you. About the best title for the passage. In a passage
with more than one paragraph, you should be sure to read the first sentence
of each paragraph to determine the subject, topic, title or main idea in this
example the first sentence of the first paragraph states that early Maps of
the North.
American continent showed a massive rivers and the first sentence of the
second paragraph states that this mythical river of course does not exist. If
you look only at the first paragraph, you might choose the fist answer,, but
this answer does not mention that the river does not exist. The third answer
is incorrect because a comparison of the Buenaventura and Mississippi
Rivers is only one small detail in the first paragraph The last answer is
incorrect because this passage is not about mythology. The best answer to
this answer to this question is the second answer the first paragraph says
that the river is on the maps, and the second paragraph says that the river
does not exist, which means that it is non-existent.
The following chart outlines the key information that you should
remember about main idea questions.
MAIN IDEA QUESTIONS

What is the topic of passage?
What is the subject of the passage?
What is the main idea of the passage ?
HOW TO IDENTIFY
What is the author’s main point in the passage?
THE QUESTION
With what is the author primarily concerned?
Which of the following would be the best title?
The answer to this type question can generally be

WHERE TO FIND determined by looking at the first sentence of each
THE ANSWER paragraph
1. Read the first line of each paragraph

2. Look for a common theme or idea in the first lines
3. Pass your eyes quickly over the rest of the
HOW TO ANSWER passage to check that you have really found the
THE QUESTION topic sentence (s)
4. Eliminate any definitely wrong answer and choose
the best answer from the remaining choices

STATED DETAIL QUESTIONS
Stated detail question are found on TOEFL test. A stated detail
question asks about one pece of information in the passage rather than the
passage as whole The answers to these questions are generally given in
order in the passage and the correct answer of ten expresses the same idea
as what is written in the passage. But the word are not exactly the same. The
questions that test stated details are generally multiple choice questions.
Look at multiple choice example from TOEFL test that asks about a stated
detail from the passage.
Example :
The passage
Flutes have been around for quite some time an all sorts of
shapes and sizes and made from a variety of materials. The oldest
known flutes are about 20.000 years old; they were made from
hallowed-out bones with holes cut in them. In addition to bone. Older
flutes were often constructed from bamboo or hallowed-out wood.
Today’s flutes are generally made of metal and in addition to the
holes they have a complicated system of keys, levers and pods. The
instrument belonging to well-known flutist James Galway is not just
made of any metal, it is made of gold.
The question :
According to the passage, the oldest flutes
(A) Had holes cut in them
(B) Were made of metal
(C) Were made 200.000 years ago
(D) Had a complicated set of levers and pads
Since the question asks about the oldest flutes, you should see that this
question is answered in the second sentence. The passage states that the
oldest known flutes were bones with holes cut in them, so the best answer is
answer (A) answer (B) and (D) are true out today’s number : the oldest flutes
are 20.000 years old not 200.000 years old.

The following chart outlines the key information that you should remember
about stated detail questions:
STATED DETAIL QUESTIONS

According to the passage….
It is stated in the passage….
HOW TO IDENTIFY
The passage indicates that….
THE QUESTION
Which of the following is true…?
The answer to these question are found in order in

WHERE TO FIND
the passage
THE ANSWER
1. Choose a key in the question

2. Skim in the appropriate part of the passage for
the key word or idea
3. Read the sentence that contains the key word or
HOW TO ANSWER
idea carefully
THE QUESTION
4. Eliminate the definitely wrong answers and
choose the best answer from the remaining
choices

FIND "UNSTATED" DETAILS
and
IMPLIED DETAIL QUESTION
FIND "UNSTATED" DETAILS

You will sometimes be asked in the reading section of both the
paper TOEFL test and the computer TOEFL test to find an answer that is not
stated or not mentioned or not true in the passage. This type of question
really means that three of the answers are stated, mentioned, or true in the
passage, while one answer is not.
Example :
The passage
The Florida Keys are a beautiful chain of almost 1.000 coral
and limestone islands. These islands form an arc that heads first
southwest and then west from the mainland. U.S. Highway I called the
Overseas Highway, connects the main forty-two bridges over the
ocean to cover the 159 miles from Miami, on the mainland, to Key
West, the farthest island on the highway and the southernmost city in
the United States.
The question :
Which of the following is NOT mentioned about the Florida Keys?
(A) The Florida Keys are a chain of islands.
(B) The Florida Keys contain coral and limestone.
(C) The Florida Keys are in the shape of an arc
(D) The Florida Keys are not all inhabited

You should note that there are two kinds of answers to this type of
question: (I) there are three true answers and one that is not mentioned in
the passage, or (2) there are three true answers and one that is not true
according to the passage. Look at a multiple choice example from the paper
TOEFL that asks you to find the one answer that is not mentioned.
This question asks for one answer that is not mentioned about the Florida
Keys. The passage state that the Florida Keys are a chain (Answer A) with
coral and limestone (answer B) in the shape of on arc (answer C), so these
answers are not correct. The best answer is there fore answer (D). The
passage does not mention whether or not the keys are all inhabited.
remember about "unstated" detail questions.
"UNSTATED” DETAIL QUESTIONS

Which of the following is not stated …?
Which of the following is not mentioned …?
HOW TO IDENTIFY
Which of the following is not discussed…?
THE QUESTION
All of the following are true except…!
The answers to these questions are found in order in

WHERE TO FIND
the passage
THE ANSWER
1. Choose a key word in the question.

2. Scan the appropriate place in the passage for the
key word (or related idea).
3. Read the sentence that contains the key word or
idea carefully.
HOW TO ANSWER
4. Look for answers that are definitely true
THE QUESTION
according to the passage. Eliminate those
answers.
5. Choose the answer that is not true or not
discussed in the passage.

IMLPIED DETAIL QUESTIONS
Implied detail questions may be found on bath the paper TOEFL test
and the computer TOEFL test. In this type of question, you will be asked to
answer a multiple choice question about a reading passage by drawing o
conclusion from a specific detail or details in the passage. Questions of this
type contain the words implied, inferred, likely, or probably to let you know
that the answer to the question is not directly stated. In this type of
question, it is important to understand that You do not have pull the answer
out of thin air ". Instead, Some information will be passage given in the
passage and you will draw a conclusion from that information. Look at
multiple choice example of an implied detail question from the TOEFL test.
Example :
The passage
The number of rings in a tree can be used to determine how
old a tree really is. Each year a produces a ring that is composed of
one light-colored ends dark-colored narrow band. The wider band is
produced during the spring and early summer when tree stem calls
grow rapidly and become larger. The narrower band is produced in
fall and early winter when cell growth is much slower and cells do not
get very large. No cells are produced during the harsh winter and
summer months.
The question :
It is implied in the passage that if a tree has 100 wide bands and 100
narrow bonds, then it is
(A) a century old
(B) two century old
(C) fifty years old
(D) two hundred years old
This question asks about the age of a tree with 100 wide bonds and
100 narrow bands. The passage does not tell the age of the tree with 100
wide and narrow bands, but it does indicate the one …wide band and one ...
narrow ore produced each year. From this, you can draw the conclusion that
a tree with 100 wide and narrow bands is 100 years, or century, old. The best
answer to this question is therefore answer (A).

remember about implied detail questions.
IMPLIED DETAIL QUESTIONS

It is implied in the passage that ….
It can be inferred from the passage that ….
HOW TO IDENTIFY
It is most likely that ….
THE QUESTION
What probably happened ….?
The answer to these question are generally found in

WHERE TO FIND
order in the passage
THE ANSWER
1. Choose a key word in the question

2. Scan the passage for the key word (or related
idea)
HOW TO ANSWER 3. Carefully read the sentence that contains the key
THE QUESTION word
4. Look for an answer that could be true according
to that sentence.

VOCABULARY IN CONTEXT QUESTIONS
and
“WHERE” QUESTIONS

On TOEFL test you may be asked to determine the meaning of a
difficult word or expression that you do not know. In this case, the passage
often gives you a clear indication of what the word or expression means.
Look at a multiple choice example from the TOEFL test of c vocabulary word
that is explained in the context.
Example :
The passage
Professor Richmond's hobby is philately. The professor
has been quite interested in collecting stamps for a number of years
The question :
The word "philately" in line I could be best replaced by
(A) a philanthropic attitude.
(B) a common profession
(C) stamp collecting
(D) teaching classes
In this question, you are asked to choose an expression to replace

philately. You ere. not expected to know the meaning of the word philately.
Instead, you should understand from the context that if the professor is
interested in collecting stamps, then philately is most likely stamp collecting.
Answer (C) is therefore the best answer to this question.

remember about vocabulary questions.

What is the meaning of "X" in line Y ?
HOW TO IDENTIFY
The word "X" in line Y could best replaced by
THE QUESTION
Information to help you to understand the meaning

WHERE TO FIND of a vocabulary word can often be found in the
THE ANSWER context surrounding the word
1. Find the word in the passage

2. Read the sentence that certain the word
carefully.
HOW TO ANSWER
3. Look for context clue to help you understand the
THE QUESTION
meaning.
4. Choose the answer that the context indicates.
"WHERE" QUESTIONS
Sometimes the final question accompanying a reading passage (or
one paragraph of a passage) on TOEFL test will ask you to determine where
in the passage a piece of information is found. This type of question is
worded differently on TOEFL test. On the test, there will be a multiple choice
question that asks where certain information is found. The answer choices
will list possible locations for that information. Look at the multiple choice
example form the TOEFL test that asks you to identify where certain
information is found.
To answer this question, you should skim for the word capital and
then look for it meaning. A capital is the location of the center of
government, and this t ion is given in the fourth and fifth lines. Answer (B) is
therefore the hest answer to this question.

Example :
The passage
The words "capital" and "capitol" are confused in spelling and
in meaning by a lot of people who try to use them. Path their spelling
and their meanings are quite closely related. A "capital" is the location
of the center of government, while a "capitol" is the actual building
where the government officials meet. Thus, in the United States, for
example, the Capitol building is located in Washington D.C., which is
the capitol city of the United States.
The question :
Where in the passage does the author define the word “capital"?
(A) lines 1-2
(B) lines 4-5
(C) line 6
(D) line 8
remember when you are trying to determine where in the passage
something found:
QUESTIONS ABOUT WHERE IN THE PASSAGE

HOW TO IDENTIFY Where in the passage ….?
THE QUESTION
The answer can be in any of the lines listed in the
WHERE TO FIND
answers to the question
THE ANSWER
1. Choose a key word or idea in the question.

2. Skim the appropriate part(s) of. the passage
HOW TO ANSWER looking for the key word or idea.
THE QUESTION 3. Choose the answer that contains the key word or
idea.

TYPES OF PROBLEMS IN THE READING COMPREHENSION SECTION
Problem like those in this Review of Reading Comprehension frequently

appear on Section 3 of TOEFL.
To prepare for section 3 of the TOEFL, study the problem in this chapter.
Reading Comprehension
1. Previewing
2. Reading for Main Idea
3. Using Context for Vocabulary
4. Scanning for Details
5. Making Inferences
6. Identifying Exceptions
7. Locating References
8. Referring to the Passage

1. Previewing
Research shows that it is easier to understand what you are reading
it you begin with a general idea of what the passage is about. Previewing
helps you form a general idea or the topic in your mind.
To preview, read the title, if there is one; the first sentence of each
paragraph; and the last sentence of the passage you should do this as
possible. Remember you are not reading for specific information but for an
impression of the topic.
Exercise
Directions: Preview the following passage. Focus on the first sentence in

each paragraph and the last sentence of the passage. Can you identify the
topic ?
A black hole is a region of space created by the total gravitational
collapse of matter. It is so intense that nothing, not even light or radiation,
can space. In other words, it is a one-way surface through which matter can
fall in ward but cannot emerge.
Some astronomers believe that a black hole may be formed when a
large star collapses inward from its own weight. So long as they are
emitting heat and light into space, start support themselves against their
own gravitational pull with the outward thermal pressure generated by heat
from nuclear reactions deep in their interiors. But if a star eventually
exhausts its nuclear fuel, then its unbalanced gravitational attraction could
cause it to contract and collapse. Furthermore, it could begin to pull in
surrounding matter, including nearby comets and planets, creating a black
hole.

2. Reading For Main Ideas
By previewing, you can form a general idea of what a reading
passage is about; that is, you identity the topic. By reading for main ideas,
you identify the point of view of the author that is, what the writer’s thesis is.
Specifically, what does the author propose to write about the topic? If you
could reduce the reading to one sentence, what would it be?
Questions about the main idea can be worded in many ways. For
example, the following questions are all asking for the same information: (1)
What is the main idea? (2) What is the subject? (3) What is the topic? (4)
What would be a good title?
Exercise
Directions: The main idea usually occurs at the beginning of a reading

passage. Look at the first two sentences in the following passage. Can you
identify the main idea? What would be a good title for this passage?
For more than a century, despite attacks by a few opposing scientists,

Charles Darwin’s theory of evolution by natural selection has stood firm.
Now, however, some respected biologists are beginning to question
whether the theory accounts for major developments such as the shift from
water to land habitation Clearly, evolution has not proceeded steadily but
has progressed bay radical advances. Resent research in molecular biology.
Particularly in the study of DNA Provides us with a new possibility. Not
only experimental changes but also genetic codes in the underlying
structure of DNA could govern evolution.

3. Using Contexts for Vocabulary
Before you can use a context, you must understand what a context is.
In English, a context is the combination of vocabulary and grammar that
surrounds a word. Context can be a sentence or a paragraph or a passage.
Context helps you make a general prediction about meaning. if you know
the general meaning of a sentence, you also know the general meaning of
the words in the sentence,
Making predictions from contexts is very important when you are reading a
foreign language. In this way, you can read and understand the meaning of
a passage without stopping to look up every new word in a dictionary. On
an examination like the TOEFL, dictionaries are not permitted in the room.
Exercise
Directions: Read the following passage, paying close attention to the

underlined words. Can you understand their meanings from the context
without using a dictionary?
At the age of sixty-six, Harland Sanders had to auction off everything he

owned in order to pay his debts. Once the successful proprietor of a large
restaurant, Sanders saw his business suffer from the construction of a new
freeway that bypassed his establishment and rerouted the traffic that had
formerly passed.
With an income of only $105 a month in Social Security, he packed his car
with a pressure cooker, some chickens, and sixty pounds of the seasoning
that he had developed for frying chicken. He stopped at restaurants. Where
he cooked chicken for owners to sample. If they liked it, he offered to show
them how to cook it. Then he sold them the seasoning and collected a
royalty of four cents on each chicken they cooked. The rest is history. Eight
years later, there were 638 Kentucky Fried Chicken franchises, and Colonel
Sanders had sold his business again—this time for over two million dollars.

4. Scanning for Details
After reading a passage on the TOEFL, you will be expected to
answer eight to ten multiple-choice questions. First, read a question and find
the important content words. Content words are usually nouns, Verbs, or
adjectives. They are called content words because they contain the content
or meaning of a sentence.
Next, let your eves travel quickly over this passage for the same content
words or synonyms of the words. This is called scanning. By scanning, you
can find a place. In the reading passage where the answer to a question is
found. Finally, read those specific sentences carefully and choose, the
answer that corresponds to the meaning of the sentences you have read.
Exercise
Directions: First, read the following passage. then read the questions after
the reading passage and look for the content words. Finally, scan the
passage for the same words or synonyms. Can you answer the questions?
To prepare for a career, in engineering. A student must begin planning in

high school. Mathematics and science should form the corgi curriculum. For
example, in a school where sixteen credit hours are required for high school
graduation, four should be in mathematics, one each in chemistry, biology.
and physics. The remaining credits should include four in English and at least
three in the humanities and social sciences. The average entering freshman
in engineering should have achieved at least a 2.5 grade point average on a
4.0 scale in his or her high school. Although deficiencies can be corrected
during the first year, the student who needs additional work should expect
to spend five instead of four years to complete a degree.
1. What is the average grade point for an entering freshman in
engineering?
2. When should a student begin planning for a career in engineering?
3. How can a student correct deficiencies in preparation?
4. How many credits should a student have in English?
5. How many credits are required for a high school diploma?

5. Making inferences
Sometimes, in a reading passage, you will find a direct statement of
fact. That is called evidence. But other times, you will not find a direct
statement. Then you will need to use the evidence you have to make an
inference. An inference is a logical conclusion based on evidence. It can be
about the passage itself or about the author's viewpoint.
Exercise
Directions: First, read the following passage. Then, read the questions after
the passage, and make inferences. Can you find the evidence for your
inference in the reading passage?
When an acid is dissolved in water, the acid molecule divides into two parts,
a hydrogen ion and another ion. An ion is an atom or a group of atoms that
has an electrical charge. The charge can be either positive or negative. If
hydrochloric acid is mixed with water, for example, it di-vides into hydrogen
ions and chlorine ions.
A strong acid ionizes to a great extent but a weak acid does not
ionize so much. The strength of an acid, therefore, depends on how much it
ionizes, not on how many hydrogen ions are produced. It is interesting that
nitric acid and sulfuric acid become greatly ionized whereas boric acid and
carbonic acid do not.
1. What kind of acid is sulfuric acid?
2. What kind of acid is boric acid?

6. Identifying Exceptions
After reading a passage on the TOEFL, you will be asked to select
from four possible answers the one that is NOT mentioned in the reading.
Use your scanning skills to locate related words and phrases-in the passage
and the answer choices.
Exercise
Directions: First, read the following passage. Then, read the question after
the reading passage. scan the passage again for related words and phrases.
Try to eliminate three of the choices.
All music consists of two elements—expression and design.

Expression is inexact and subjective, and may be enjoyed in a personal or
instinctive way. Design, on the other hand is exact and must be analyzed
objectively in order to be understood and appreciated. The folk song, for
example, has a definite musical design which relies on simple repetition with
a definite beginning and ending. A folk song generally consists of one
stanza of music repeated for each stanza of verse.
Because of their communal, and usually uncertain origin, folk songs
are often popular verse set to music. They are not always recorded, and tend
to be passed on in a kind of musical version of oral history. Each singer
revises and perfects the song. In part as a consequence of this continuous
revision process, most folk songs are almost perfect in their construction
and design. A particular singer's interpretation of the folk song may provide
an interesting expression, but the simple design that underlies the song
itself is stable and enduring.
All of the following is true of a folk song EXCEPT
(A) there is a clear start and finish
(B) the origin is often not known
(C) the design may change in the interpretation
(D) simple repetition is characteristic of its design

7. Locating References
After reading a passage on the TOEFL, you will be asked to find the
antecedent is a word or phrase to which a pronoun refers. Usually, you will
be given a pronoun such as "it, "its, "them," or "their," and you will be
askedto locate the reference word or phrase in the passage. First, find the
pronoun in passage, place of the pronoun. The meaning of the sentence if
the context of the passage will not change what you substitute the correct
antecedent.
Exercise
Directions: First find the pronoun in the following passage. Next start
reading several sentences before the sentence in which the pronoun is
found, and continue reading several sentences after it. Then, substitute the
words or phrases in the answer choices. Which one does not change the
meaning of the sentence?
The National Road, also known as the Cumberland Road, was
constructed in the early 1800s to provide transportation between the
established commercial areas of the East and Northwest Territory. By
Line 1818 the road had reached Wheeling, West Virginia, 130 miles from its
(5) point of origin in Cumberland, Maryland. The cost was a monumental
thirteen thousand dollars per mile.
Upon reaching the Ohio River. the National Road became one of
the major trade routes to the western states and territories, providing
Baltimore with a trade advantage over neighboring cities. In order to
(10) compete New York state authorized the construction of the Erie Canal,
and Philadelphia initiated a transportation plan to link it with Pittsburgh.
Towns along the (10) rivers, canals, and the new National Road became
important trade centers.
The word "its" in line 4 refers to

(A) the Northwest Territory
(B) 1818
(C) the road
(D) Wheeling, West Virginia

8. Referring to the Passage
After reading the passage on the TOEFL, you will be asked to find
certain information in the passage, and identify it by line number, first, read
the question. Then refer to the line numbers in the answer choices to scan
for the information in the question.
Exercise
Directions: First, read the following passage. Then, refer to the passage
using the line numbers in the answer choices.
In September of 1929 traders experienced a lack of confidence
in the stock market’s ability to continue. its phenomenal rise. Prices fell.
For many inexperience investors, the drop produced a panic. They had all
Line their money tied up in the market, and they were pressed to sell before
(5) the prices fell even lower. Sell orders were coming in so fast that the
ticket tape at the New York Stock Exchange could not accommodate all
the transactions.
To try to reestablish confidence in the market, a powerful group
of New York bankers agreed to pool their funds and purchase stack
(10) above current market values. Although the buy orders were minimal,
they were counting on then reputations to restore confidence on the
part of the smaller investors, thereby affecting the number of sell orders.
On Thursday, October 24 Richard Whitney, the Vice President of the New
York Stock Exchange and broker for the Morgan Company, made the
(15) effort on their behalf. Initially, it appeared to have been successful, then,
on the following Tuesday, the crash began again and accelerated. By
1932, stocks were worth only twenty percent of their value at the 1929
high. The results of the crash had extended into every aspect of the
economy. Causing a long and painful depression, referred to in American
(20) history as the Great Depression.
1. Where in the passage does the author refer to the reason for the
stock market crash?
2. Where in the passage does the author suggest that there was a
temporary recovery in the stock market?

CUMULATIVE REVIEW EXERCISE FOR READING COMPREHENSION
Directions: Read the following passage, using the skills you have learned.
Preview, read for main ideas. and use contexts for vocabulary. To read faster,
read phrases instead of words. Then, answer the questions that follow the
passage. Scan for details and evidence.
Although each baby has an individual schedule of development,
general patterns of growth have been observed. Three periods of
development have been identified, including early in-fancy, which
Line extends from the first to the sixth month; middle infancy, from the sixth
(5) to the ninth month; and late infancy, from the ninth to the fifteenth
month Whereas the newborn is concerned with his or her inner world
and responds primarily to hunger and pain. in early infancy the baby is
already aware of the surrounding world During the second month, many
infants are awake more and can raise their heads to look at things. They
(10) also begin to smile at people, By four months, the baby is searching, for
things but not yet grasping them with its hands. It is also beginning to
be wary of strangers and may scream when a visiting relative tries to pick
it up, By five months. the baby is grabbing objects and putting them into
its mouth. Some babies are trying to feed themselves with their hands.
(15) In middle infancy, the baby concentrates on practicing a great

many speech sounds. It loves to imitate actions and examine interesting
objects. At about seven months, it begins to crawl, a skill that it masters
at the end of middle infancy.
In late infancy, the baby takes an interest in games, songs, and
(20) even books. Progress toward walking moves through standing,
balancing, bouncing in place, and walking with others. As soon as the
baby walks well alone, it has passed from infancy into the active toddler
stage.
1. What does this passage mainly discuss?

(A) In early infancy
(B) The active toddler stage.
(C) How a baby learns to walk
(D) The developmental stages of infancy

2. Where in the passage does the author mention use characteristics of
newborns?
(A) Lines 4-5
(B) Lines 5-7
(C) Lines 8-10
(D) Lines 10-11
3. The word "primarily" in line 5 could best be replaced by

(A) often
(B) naturally
(C) for the most pan
(D) in a loud way
4. When does a baby become frightened of unfamiliar people?

(A) In early infancy
(B) In middle infancy
(C) In late infancy
(D) In the toddler stage
5. The word "grasping" in line 8 is the closest in meaning to

(A) watching
(B) liking
(C) holding
(D) fearing
6. The word "it" in line 12 refers to

(A) the baby
(B) speech
(C) skill
(D) to imitate
7. According to this reading passage, what would a six-month-old baby

like to do?
(A) Smile at people
(B) Crawl on the floor
(C) Imitate actions
(D) Play simple games

8. According to the passage, what can be inferred about babies that are
standing and balancing?
(A) They can walk.
(B) They are about seven months old.
(C) They ale in the late infancy stage.
(D) They are developing on schedule.
9. A baby in late infancy would be able to do all of the following

EXCEPT
(A) Make many speech sound
(B) Walk well alone
(C) Show interest in games
(D) Initiate action
10. The next paragraph will probably discuss

(A) Speech
(B) School
(C) Toddlers
(D) Activities

GUESSING WORD MEANINGS
You do not always know every word in passage. But you can often guess the
words you do not know. You can tell what kind of word the unknown word
must be. Read the words around the words you do not know, and the
context to guess the meaning. In this unit you are going to learn this skill.
Sometimes you can understand a new word because you know some of the
parts of the new words. For example. if a word cock in letters –er /-or. that
word might be the name for a person or thing that does a certain action.
Some times it is not enough to know the parts of a new word to understand
it, but it will help you many times.
-er / -or a person of thing that does a certain action
Mr. Smith teaches English.
He is an English teacher.
-ly in the manner of, this word tells how
Sandra is quick swimmer
She swim very quickly
re- do again
Paul has to count the money again
He has to recount the money.
in- not, negative
im- (in- becomes before the letters b, m, and p)
il- il- before the letter 1 ; and
ir- ir- before the letter r.
His answer was not complete.
It was incomplete. It is not probable that we will have an easy test. It is
improbable that we will have an easy test.
The use of drugs is not legal. The use of drugs is illegal.
The verb be is not regular. It is irregular.

Exercise
Word parts forming new words

Write the new words. Use the new word parts that you learned.
1. A person who teaches is
2. In a rapid manner is
3. Write again is
4. In a show manner is
5. A. person who sings is
6. In a careful way is
7. Not correct is
8. The thing that sharpens pencils is
9. Read again is
10. In a correct incliner is
11. Not literate is
12. A person who plays (a sport) is
13. Not Proper is
14. Make again is
15. Not active is
You can also determine the meaning of a word by using the context of a
sentence.
Example:
I forgot to have breakfast, so I am now.
From the context we can guess that the word "hungry" is suitable for the
blank.

Exercise
Read the sentences below. Each contains a word (in italic) which will not
appear in a dictionary. Use the context to determine which of the choices,
(A), (B), (C), or (D) is the most likely the same meaning for the word.
1. An average prangic / begins to talk after about a year, and has a

good command of the language by age of five,
(A) person
(B) child
(C) dolphin
(D) lizard
2. The 1975 earthquake in Guatemala-caused a lot of nambickist.

(A) unhappiness
(B) problems
(C) damage
(D) illness
3. Smoking has been shown to be extremely kroon to the health.

(A) dangerous
(B) sick
(C) expensive
(D) cruel
4. In January and February the gradsfig months of the year. people try
to stay indoors as much as possible.
(A) coldest
(B) driest
(C) nicest
(D) funniest
5. The summer months are the ……………. of the year. With them comes
the risk of flooding.
(A) wettest
(B) driest
(C) nicest
(D) coldest

6. Large-scale vaccination programs have helped reduce the ………….. so
much that cases are becoming quite rare.
(A) death
(B) disease
(C) disaster
(D) danger
7. The rapid increase in ynKfi-isty has brought jobs and foreign

currency to the island, but also several unsightly hotels, organized
crime, and, most seriously, the widespread abandonment of
traditional occupations.
(A) employment
(B) literacy
(C) tourism
(D) harvest
8. Unlike its plant-eating relative, the polar bear is tygradic.

(A) carnivorous
(B) herbivorous
(C) white
(D) black and white
9. The young cubs yerdrerg close to their mother during the first six
months.
(A) eat
(B) learn
(C) stay
(D) run
10. Improved medical care, better dietary practices and economic

change have led to a tropier in the infant mortality rate.
(A) rise
(B) fall
(C) deterioration
(D) brake

REFFERENCE
In English, as in other languages, it would be clumsy and boring to have to

repeat the same word or phrase every time you used it. Instead of repeating
the word or phrase several times, after it has been used. we can usually refer
to it rather than repeat it. For this purpose we use reference words.
Sometimes pronouns are used instead or nouns. They are small words. but
they are very important when you are reading. You will understand more if
you pay attention to pronouns.
I you he/she/it we they
my your his/her/its our their
me you him/her/it us them
In these Examples, the pronouns are underlined:
Example A
Mary Simms lives in New York City. She has an apartment near Central Park.
Mary jogs in the park. She thinks that jogging is good for her. So she jogs
three times a week.
All the underlined pronouns take the place of the noun. Mary, Simms. "Mary
Simms" is called the referent.

Example B
Jogging is food for your health for a few reasons. It is especially good for
your heart. If you do it a few days a week, your heart will be stronger. It is
also good for your legs. And many people believe it is good for your mind it
its rood for our mind.
All of the underlined pronouns take the place of the noun are the
referent.
Exercise
In these sentences, the pronouns are underlined. Circle the referent.

1. Running is not a new sport. People were doing it hundred of years ago.
2. Running know that a good diet is important. They eat very healthy foods.
especially before a race.
3. Every year, there are many long races in man parts of the world. Sports
fans watch them on television.
4. The Boston race is called the Boston Marathon. This is one of the oldest
races in the United States.
5. In some races, the winners get large amounts of money. But for almost
100 years. They got no money at all in the Boston race.
6. In I 985. more than 6.000 people ran in the Boston Marathon. They came
from all over the world.

Exercise
The pronouns are underlined. Write the pronouns and their referents on the
lines below.
The Boston Marathon
Every year in the middle of April, thousands of people go to Boston. They go
to run the Boston Marathon. This is one of the oldest road races in the
United States. It began in 1897. Each year, more runners join the Boston
Marathon. They come from every part of the world. In 1984, 6.164 runners
from 34 different Countries ran in the Marathon. About 5.290 of them
finished it.
The Boston race is 26.2 miles, or 42 kilometers. The runners go through
thirteen towns during the race. It ends in the center of Boston. Crowds of
people watch them as they go through the towns. They clap their hands and
cheer for them.
Pronouns Referents
_________ _______________________________
_________ _______________________________
_________ _______________________________
_________ _______________________________
_________ _______________________________
_________ _______________________________
_________ _______________________________
_________ _______________________________
_________ _______________________________

Exercise
In this passage. the pronouns are underlined. Write the pronouns and their
referents on the lines below.
Jogging is a very popular activity in New York City. In the winter. The
weather is too cold for it. But in the spring, it is warmer and many New
Yorkers go out to join Central Park. This is a very good place to run.
Other New Yorkers also like to go to Central Park. Many of them co there
with their dogs. Dogs can run in the park. Sometimes the dogs run after the
Joggers. They may try to bite them. So the joggers sometimes kick the dogs
or throw stones at them. The dog, owners do not understand. They wonder
why the joggers do not like dogs. The park police are trying to solve this
problem. They want all of the people to use the park in peace.
Pronouns Referents
_________ _______________________________
_________ _______________________________
_________ _______________________________
_________ _______________________________
_________ _______________________________
_________ _______________________________
_________ _______________________________
_________ _______________________________
_________ _______________________________

Exercise
Read this text and underline the pronouns and the referent.
ORDINARY ASPIRIN IS TRULY A WONDER DRUG
[Aspirin is the most popular drug in the World today. Many people take
aspirin When they have a headache. It is effective in relieving other pains
too. This article discusses the history and uses of aspirin.]
Americans this year will swallow 15.000 tons of aspirin, one of the safest and
most effective drugs invented by man. The most popular medicine in the
world today, it is an effective pain reliever. Its bad effects are relatively mild,
and it is cheap.
For millions of people suffering from arthritis, it is the only thing that works.
Aspirin, in short, is truly the 20th-century wonder drug. It is also the second
largest suicide drug and is the leading cause of poisoning among children. It
has side effects that, although relatively mild, are largely unrecognized
among users.
Although aspirin was first sold by a German company in 1899, it has been
around much longer than that. Hippocrates, in ancient Greece, understood
the medical value of the leaves and tree bark which today are known to
contain salicylates, the chemical in aspirin. During the 19th century, there
was a great deal of experimentation in Europe with this chemical, and it led
to the introduction of aspirin. By 1915, aspirin tablets were available in the
United States.
A small quantity of aspirin (two five-grain tablets) relieves pain and
inflammation. It also reduces fever by interfering with some of the body's
reactions. Specifically, aspirin seems to slow down the formation of the acids
involved in pain and the complex chemical reactions that cause fever. The
chemistry of these acids is not fully understood, but the slowing effect of
aspirin is well known.
Aspirin is very irritating to the stomach lining, and many aspirin takers
complain about upset stomach. There is a right way and a wrong way to
take aspirin. The best way is to chew the tablets before swallowing them
with water, but few people can stand the bitter taste. Some people suggest
crushing the tablets in milk or orange juice and drinking that.

Exercise
Read the passage and then choose the one best answer, (A), (B), (C), or (D)
to each question.
A relatively new feature of radio broadcasts in the USA is the call-in

therapy shows, in which callers get the opportunity to air problems, however
intimate, while the hosts offer them free, and immediate, advice. They
started, like so many other self-help psychology ideas, in California in the
early 1970's; but now they have spread to many other parts of the country
and enjoy considerable popularity. This phenomenon certainly does not
please all psychologists and he shows have become a matter of some
concern to their professional association, the APA.
Present APA guidelines merely prohibit psychologists from
diagnosing problems, or from offering psychotherapy on the radio, while the
earlier ones had prohibited all giving of advice outside the traditional
therapist-patient relationship. This prohibition, fails to satisfy many
psychologists. Some consider all giving of psychological advice over the
radio totally unacceptable but there are others who believe there should be
even more of it.
The former are typified by a Hastings Centre psychiatrist. who
describes the activity as "disgusting”. On one occasion, he backed up his
view by walking out of a radio program when the host insisted he answer
listeners calls. But radio therapy hosts. who are mostly attractive, youngish
and qualified women, are fully capable of backing up theirs, and do so
charmingly and effectively, as might be expected from professionals
combining psychological expertise with entertainment know-how.
1. them (line 3) refers to

(A) problems
(B) call-in therapy shows
(C) callers
(D) hosts

2. they (line 3) refers to
(A) problems
(B) call-in therapy shows
(C) callers
(D) hosts
3. this phenomenon (line 6) refers to

(A) the fact that the shows started in California
(B) the fact that callers air intimate problems
(C) the fact that the shows started in the early 1970’s
(D) the fact that the shows enjoy considerable popularity
4. their (line 8) refers to

(A) therapy shows
(B) self-help psychology ideas
(C) the host
(D) psychologists
5. ones (line 11) refers to

(A) APA guidelines
(B) psychologists
(C) problems
(D) the shows
6. this prohibition (line 12) refers to

(A) that no advice be given outside the traditional therapist-patient
relationship
(B) that psychologists do not diagnose problems or offer
psychotherapy on the radio
(C) that not all psychologists are pleased
(D) that it is a matter of concern to the APA
7. it (line 15) refers to

(A) this prohibition
(B) the traditional therapist-patient relationship
(C) giving of psychological advise over the radio
(D) psychological advise

8. the former (line 16) refers to
(A) psychologists who object to call-in therapy shows
(B) psychologists who advocate more advice-giving over the radio.
(C) the APA's present prohibitions
(D) dispensing psychological advice
9. he (line 17) refers to

(A) a Hastings Centre psychiatrist
(B) the host
(C) a listener
(D) the former
10. theirs (line 20) refers to

(A) activity
(B) radio-therapy programs
(C) listeners
(D) views

BIBLIOGRAPHY
Chairiawaty dkk. 2016. TOEFL (Test Of English as a Foreign Language).

Bandung: UPT Bahasa Universitas Islam Bandung.
J. Matthiesen, Steven. 2011. Barron’s The Leader in Test Preparation
Essential Words for The TOEFL. Barron’s Educational Series.
J. Sharpe, Pamela. 1995. Barron’s Students’ #1 Choice Practice Exercises
for The TOEFL Test. Northern Arizona University-Yuma.
Phillips, Deborah. 1999. Longman Preparation Course for The TOEFL
Test. Volume B. Addison-Wesley Publishing Company.
Phillips, Deborah. 1999. Longman Preparation Course for The TOEFL
Test. Volume cbt. Addison-Wesley Publishing Company.
Pyle, Michael dkk. 1986. Cliffs TOEFL Guide Test of English as a Foreign
Language.
Yusdi, Muhammad. 2012. TOEFL Complete Listening, Structure, and
Reading Test & Practices. Tanggerang: PT. Niaga Swadaya.

TOEFL Listening Strategies and Exercises

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TOEFL Practice – UPT Bahasa Unisba i

Compiled by : Dr. Chairiawaty, Dra., Dipl.Tesol., M.Si.

UPT Bahasa Universitas Islam Bandung

TOEFL Practice – UPT Bahasa Unisba i

Table of Contents ........................................................................................... i

TOEFL Practice – UPT Bahasa Unisba i

TOEFL Practice – UPT Bahasa Unisba 1

TOEFL Practice – UPT Bahasa Unisba 2

TOEFL Practice – UPT Bahasa Unisba 3

In your test book, you will read:

TOEFL Practice – UPT Bahasa Unisba 4

TOEFL Practice – UPT Bahasa Unisba 5

FOCUS ON THE LAST LINE

In your test book, you read:

TOEFL Practice – UPT Bahasa Unisba 6

STRATEGY 1: FOCUS ON THE LAST LINE

CHOOSE ANSWERS WITH SYNONYMS

In your test book, you read:

TOEFL Practice – UPT Bahasa Unisba 7

STRATEGY 2: CHOOSE ANSWER WITH SYNONYMS

AVOID SIMILAR SOUNDS

In your test book, you read:

TOEFL Practice – UPT Bahasa Unisba 8

STRATEGY 3: AVOID SIMILAR SOUNDS

NOTE: In Appendix A there are drills to practice distinguishing similar sounds.

DRAW CONCLUSIONS ABOUT WHO, WHAT, WHERE

TOEFL Practice – UPT Bahasa Unisba 9

In your test book, you read:

In your test book, you read:

TOEFL Practice – UPT Bahasa Unisba 10

In your test book, you read:

TOEFL Practice – UPT Bahasa Unisba 11

In your test book, you read:

TOEFL Practice – UPT Bahasa Unisba 12

In your test book, you read:

The expressions So do I is an expression that shows agreement with a

In your test book, you read:

TOEFL Practice – UPT Bahasa Unisba 13

LISTEN FOR EXPRESSIONS OF UNCERTAINTY AND SUGGESTION

In your test book, you read:

TOEFL Practice – UPT Bahasa Unisba 14

In your test book, you read:

In this example, the expression Why not is an expression of suggestion, so

EXPRESSIONS OF UNCERTAINLY AND SUGGESTION

TOEFL Practice – UPT Bahasa Unisba 15

In your test book, you read:

Verb Emphatic Form Example Meaning

TOEFL Practice – UPT Bahasa Unisba 16

LISTEN FOR WISHES

On the recording, you hear:

In your test book, you read:

Or try to anticipate the question:

TOEFL Practice – UPT Bahasa Unisba 17

Point Example Meaning

 A past tense verb I wish he were at = is not at home

TOEFL Practice – UPT Bahasa Unisba 18

* Get audio listening on the following link

TOEFL Practice – UPT Bahasa Unisba 19

1. (A) The line is short.

2. (A) The woman told him about the ticket.

3. (A) She is not working too many hours next week.

4. (A) The department did not change the requirements.

5. (A) He is going to the theater.