STRUCTURE TOEFL

STRUCTURE TOEFL

The main points in the TOEFL Structure that should be considered in the groups by way of finding out where the Subject, Verb, Object, and Adverb. Of the four, the most important is to be known as Subject and Verb, because it eliminates most of the TOEFL Subject and verb of the sentence to be analyzed or ask questions.

          1.      INDEFINITE PRONOUNS

Somebody	Someone	Something
Anybody	Anyone	Anything
Nobody	No one	Nothing
Everybody	Everyone	Everything

·         We use indefinite pronouns to refer to people or things without saying exactly who or what they are. We use pronouns ending in -body or -one for people, and pronouns ending in -thing for things:

Example: Everybody enjoyed the concert.

·         We use a singular verb after an indefinite pronoun:

Example: Everybody loves Sally.

·         When we refer back to an indefinite pronoun we normally use a plural pronoun:

Example: Everybody enjoyed the concert. They stood up and clapped.

·         We can add -'s to an indefinite pronoun to make a possessive.

Example: They were staying in somebody’s house.

·         We use indefinite pronouns with no- as the subject in negative clauses (not pronouns with any.)

Example: Anybody didn’t come >> Nobody came.

·         We do not use another negative in a clause with nobody, no one or nothing:

Example: Nothing happened.

        2.      GERUND

·         A gerund is a noun made from a verb by adding "-ing." The gerund form of the verb "read" is "reading." You can use a gerund as the subject, the complement, or the object of a sentence.

Examples: Reading helps you learn English.

·         Infinitives are the "to" form of the verb. The infinitive form of "learn" is "to learn." You can also use an infinitive as the subject, the complement, or the object of a sentence.

Examples: To learn is important.

·         Both gerunds and infinitives can be used as the subject or the complement of a sentence. However, as subjects or complements, gerunds usually sound more like normal, spoken English, whereas infinitives sound more abstract. In the following sentences, gerunds sound more natural and would be more common in everyday English. Infinitives emphasize the possibility or potential for something and sound more philosophical. If this sounds confusing, just remember that 90% of the time, you will use a gerund as the subject or complement of a sentence.

Examples: Learning is important. 

·         As the object of a sentence, it is more difficult to choose between a gerund or an infinitive. In such situations, gerunds and infinitives are not normally interchangeable. Usually, the main verb in the sentence determines whether you use a gerund or an infinitive.

Examples: He enjoys swimming. 

·         Some verbs are followed by gerunds as objects. List of Verbs Followed by Gerunds

Examples: She suggested going to a movie.

·         Some verbs are followed by infinitives. List of Verbs Followed by Infinitives

Examples: She wants to go to a movie.

3.      VERBS AND PREPOSITION

Prepositional verbs are a group of multi-word verbs made from a verb plus another word or words. Many people refer to all multi-word verbs as phrasal verbs. Prepositional verbs are made of:

verb + preposition

Because a preposition always has an object, all prepositional verbs have direct objects.

Here are some other verbs with their dependent prepositions.

·         Verbs with ‘for’

Example: He apologised for being late. You can also ‘apologise to someone’

·         With ‘from’

Example: This spray should protect you from mosquitoes.

·         With ‘in’

Example: She believes in ghosts.

·         With ‘of’

Example: I don’t approve of your language, young man.

·         With ‘on’

Example: The film is based on the novel by Boris Pasternak.

·         With ‘to’

Example: Nobody responded to my complaint.

·         With ‘with’

Example: I agree with everything you’ve said.

           4.         WILL AND TO BE GOING TO

A very confusing concept is when to use WILL and when to use BE GOING TO when we refer the future. Both refer to the future but there is a slight difference but in most cases they can be used interchangeably with no difference in meaning. Even if you misuse them, a native speaker is going to understand you without any problems.

A.      WILL

(+)  SUBJECT  +  WILL  + VERB-1

(-)  SUBJECT  +  WILL  +  NOT  + VERB-1

(?) WILL +  SUBJECT  +  VERB-1?

·         To give or ask for information or facts about the future.

Example: Her parents will be here in about an hour.

·         To make predictions about the future.

Example: I think it will rain tomorrow.

·         To make predictions about the present.

Example: Don't phone her now, she'll be busy.

·         To offer to do something.

Example: I'll take you to the airport tomorrow.

·         To agree to do something.

Example: Okay, I'll come with you.

·         To promise to do something.

Example: I promise I won't tell anyone you broke the window.

·         To make requests (or give orders).

Example: Will you open the door for me please?

·         To refuse to do something or talk about refusals.

Example: No, I won't cook your dinner, you can cook it yourself.

B.      BE GOING TO

(+)  SUBJECT  +  TO BE +  GOING TO + VERB-1

(-)  SUBJECT  +  TO BE  +  NOT  +  GOING TO + VERB-1

(?) TO BE  +  SUBJECT  +  GOING TO  +  VERB-1?

·         For plans or decisions made before speaking.

Example: Is John coming home soon? - Yes, I'm going to meet him at the airport tomorrow.

·         To make predictions about the future based on present evidence.

Example: Germany have just scored. England are going to loseagain.

          5.      SO, NEITHER

A.     SO

SO is used to show agreement with positive statements.

SO + Auxiliary + Subject (pronoun)

Example:   A: They have finished their homework

B: So I have

B.      NEITHER

Neither is used to show agreement with negative statements.

Neither + Auxiliary + Subject (pronoun)

The Auxiliary needs to agree with the verb tense in the original statement.

It is similar to using either at the end of a sentence, although Neither is more commonly used, especially in spoken English.

Example:   A: I don't understand Spanish.
B: Neither do I. (= I don't understand Spanish either.)

              6.      TENSES

A.      SIMPLE PRESENT TENSE

(+) S + to be 1(am, is, are) + Adj / Noun / Adverb

(-) S + to be 1 + not + ANA

(?) To be 1 + S + ANA ?

EXAMPLE:

(+) My father goes to post office.

(-) My father does not go to post office.

(?)  Does your father go to post office?

B.      PRESENT CONTINUOUS TENSE

(+) subject + to be (am, is, are) + Verb – ing + object

(-) subject + to be + not + verb – ing + object

(?) to be + subject + verb – ing + object

EXAMPLE:

(+) I am watching TV now

(-) Mr. Khanafi isn’t going to Jakarta

(?) Is Mrs. Annisa cooking in the kitchen ?

C.      PRESENT PERFECT TENSE

( + )- Subject + has/have + been + object
- Subject + has/have + Verb III + object

( – ) - Subject + has / have + not + been + object
- Subject +has / have + not + verb III + object

( ? )- Have / has + Subject + verb III + object
- Have / has + subject + been + object

EXAMPLE:

(+) - You have seen that movie many times
- There have been many earthquakes in California

(-) - People have not traveled to the moon
- He has not been here since morning

(?) - Have you read the book yet?

- Has there ever been a war in the United States?

D.      SIMPLE PAST TENSE

(+) - Subject + was/were + complement (pelengkap)
- Subject + Verb II + Object

(-) - Subject + to be (was/were) + not + complement
- Subject + did not + Verb I + Object

( ? ) - Did + Subject + Verb I + Object + ?

EXAMPLE:

(+) - I saw a movie yesterday

- Last year, Daniel was here

(-) - I did not see him yesterday

- She was not here yesterday

(?) - Did you play football yesterday ?

E.       PAST CONTINUOUS TENSE
(+) Subject + to be (was/were) + verb-ing + object
(-)Subject + was/were + not + verb-ing + object
(?) was/were + subject + verb-ing + object ?

EXAMPLE:
(+)He was sleeping when I came
(-)He was not sleeping when I came
(?)Was he sleeping when I came ?

F.       PAST PERFECT
(+)Subject + had + verb III + (past participle) + object
(-)Subject + had + not + verb III + object
(?)Had + subject + verb III + object ?

EXAMPLE:
(+)They had been here before 1945
(-)They had not been here before 1945
(?)Had they been here before 1945 ? 

        7.       QUESTION TAG

Question tags are questions tailed whose function is to reinforce a statement. Could be interpreted as a “right?”

S + V1 + O, AUXILIARY NOT + S?

S + AUXILIARY NOT + V + O, AUXILIARY + S?

EXAMPLE: They played football on Sundays, didn`t they?

          8.       CONJUCTION

BESIDES                          = STILL AND YET

HOWEVER                    = THOUGH/ ALTHOUGH, IN SPITE OF/DESPITE

OTHERWISE                 = FOR, BECAUSE, SINCE

SO                                    = AS/ WHEN/ WHILE

THEREFOR                     = WHEREAS

EXAMPLE: If a man should challenge me to a duel, i would take him kindly and forgivingly by the hand and lead him to a quite place to kill him

http://learnenglish.britishcouncil.org/en/english-grammar/pronouns/indefinite-pronouns

http://www.englishpage.com/gerunds/part_1.htm

http://learnenglish.britishcouncil.org/en/grammar-reference/verbs-prepositions

http://www.cilad.unissula.ac.id/download/ModuleTOEFL.pdf

http://cepatbisainggris.com/2013/12/07/pengertian-rumus-dan-contoh-simple-present-tense/

http://www.belajaringgris.net/present-continuous-tense-793.html

http://pou-pout.blogspot.com/2011/01/activepassive-participle.html

http://www.myenglishteacher.eu/blog/causative-form-causative-verbs-examples-exercises-and-quiz/

http://www.englisch-hilfen.de/en/grammar/qu_tags.htm

Jokowi entertains kindergartners

While it is usually not easy to organize meetings with high-ranking officials, dozens of young pupils have proven otherwise.

As many as 104 pupils of Cahaya Permata Indonesia kindergarten and Jendela Dunia learning group in Marunda low-cost apartments in North Jakarta on Tuesday visited City Hall on their first ever field trip and were personally greeted by Jakarta Governor Joko “Jokowi” Widodo.

The pupils, donning blue uniforms, arrived at around 10:30 a.m. and were escorted to the main hall.

While waiting for the governor, the teachers asked them to sing a number of children’s songs and the kindergarten’s anthem. A number of meetings were being simultaneously held in two different rooms, but were not disrupted by the children’s loud voices belting out songs.

Though they appeared excited, most of them seemed perplexed when asked whether they knew where they were.

“In the Presidential Palace? We’re meeting the President!” a pupil said. 

When asked who the current President was, the students answered “SBY [Susilo Bambang Yudhoyono]!” 

The older children from the Jendela Dunia learning group were more aware of the building they were visiting.

“We’re meeting Jokowi, the governor of Jakarta,” an elementary schoolboy said.

About an hour later, Jokowi emerged from his office and was warmly greeted by the children and their teachers.

The governor played a question and answer game with the children while handing out backpacks full of books, snacks and stationery. 

“What’s the name of the Jakarta governor?” Jokowi asked first, which was met with an immediate answer “Jokowi!”

Jokowi later made sure that his partner shared the same popularity, asking “what about the deputy governor? What’s his name?” to which the children answered “Ahok [Basuki Tjahaja Purnama]!” 

They grew ecstatic when the governor handed over backpacks featuring pictures of various cartoon characters, including Spider-Man, Barbie, Princess, Hello Kitty, Angry Birds and Ben 10. Some of them were not patient enough to wait for their turn to answer the questions, walking toward the governor and other high-ranking officials and asking for a backpack themselves.

“I am happy to meet these students. They look happy too. They need field trips to visit various places like museums and botanical gardens to broaden their knowledge,” Jokowi said.

Kindergarten teacher Yusnita said that the field trip was the first for the pupils of the kindergarten, which was established in December last year.

Heru said that the field trip aimed to boost the children’s self esteem.
“They used to live in slum areas before relocating to the Marunda low-cost apartments. An experience like this — visiting City Hall and being greeted by the governor — will be a valuable experience for them. It will remain in their memories and hopefully it will boost their self-esteem and belief that they can achieve something in the future,” he said.

He emphasized the city administration’s commitment to providing proper education facilities for children living in Marunda low-cost apartments, which were among the first apartments that accommodated squatters from Pluit reservoir in North Jakarta.

“We plan to build facilities for elementary students inside the compound. The facilities, as well as learning activities will be affiliated with the nearest public elementary schools — because opening a new public school is a lengthy process,” Heru cited

(http://www.thejakartapost.com/news/2014/04/23/jokowi-entertains-kindergartners.html)

OPINION:

In my opinion, what has been exercised the figure of Jokowi this very lofty. As by a bustle very dense in running his role as governor he was still takes time every day to meet and entertain the kindergarten kids who lack of attention education is. Behold by the presence of Jokowi in the middle of the sons of this highly entertaining because jokowi brought up children to play with him, and not only that, Jokowi also taught children, though only for a little while but it really allows the kindergarten kids to be motivated.

What has been exercised jokowi it needs in an example by Indonesians another, good ordinary people of this country, or official if we people ordinary course want to go down the hand to help Indonesia ' s education, child there is no reason for dignitaries this country not to dive headlong give education and give attention to children who do need education, very dispirited see street children that they should learn at school is singing in the traffic light. How this land will go up if the next generation we expert singing and filch.

Better to officials of this country should pay more attention to his people that is less capable of being, moreover, to children who are needed to reck education, because after all also children are young generation, children if indonesia course not away education of them small, how can they could be the next generation.

strategy listening toefl

The Listening Comprehension section tests your ability to understand both short and long conversations in English. The section contains recorded material that is similar to what you might hear if you were with a group of students at an English-speaking college or university. The language includes

·         vocabulary and idiomatic expressions common to spoken English

·         special grammatical constructions used in speech

The key to success in working on TOEFL listening :

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

·     If you only understood a few words or ideas in the second line, choose the answer that contains a restatement of those words or ideas.

·   If you did not understand anything at all in the second line of the conversation, choose the answer that sounds the most different from what you heard.

·     Never choose an answer because it sounds like what you heard in the conversation.

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

     3.     Understanding Negative Declaration

Determining the answer of a phrase and negative statements with positive statements in conversations that have meaning to the phrase proximityand negative statements.

     4.     Understanding Statement With Idiom

Problem TOEFL frequently used phrases and statements in the form ofconstruction of phrases whose meaning is not the same as the combinedmeaning of the element.

     5.     Understanding Expressions Approval

The phrase consent of certain expressions used by makers about theTOEFL.

     6.     Statement of Understanding Wish

The word that means wish or desire is desire. In the TOEFL test, thewish to imply the meaning that the speaker wants condition contrary tofact.

     7.     Listen to spoken English from multiple sources as much as possible.

Listen to English spoken movies and English spoken TV channels, listen to the radio and as many other listening sources as you may find. It would be better if your passages are academic or close to what is in TOEFL iBT. The more you practice listening, the better listener you will become

     8.     Listen for the main idea.

It is usually found at the beginning of the listening passages, while the details are dispersed throughout the lecture. The main idea will give you understanding of what the conversation/lecture is about. Then you may listen for details.

·        Learn to find how the ideas are presented in the listening passage. Some of the main relations between ideas include cause/effect, compare/contrast, and steps in a process.

·        Learn to listen for signal words that indicate different part of the passage - introduction, major steps, examples, conclusions, etc.

     9.     Build your vocabulary.

While listening, try to guess the meaning of unfamiliar words from context. It is very important since there is a big chance to come across words you don't know at the real test. Then, you should guess their meaning. Write down every word you don't know and include it in your wordlist. Try to memorize it and use it in your speaking and writing. Flashcards could be a great way to improve your vocabulary.

     10.   Summarize in writing what you have heard, using your notes. Thus, you will learn to find the purpose and main idea of the listening, and also the most important details. You will also learn to take and use notes. It also helps in improving your writing skills.

     11.       Forget about the Reading section.

 Now it is time to fully concentrate on the Listening section.

·    The clock is ticking only when you are answering the questions and not when you are listening to the passages. So, when you listen, forget about the clock.

      12.   Prepare for note-taking.

Before the section starts, write down the words 'main idea', 'major points', and 'important details'. Under which word you will place your notes from the listening passage.

     13.     Answering is different.

In the Listening section you may not return to the previous questions to correct your answers. Nevertheless, you have to confirm twice that you want to move to the next question. First, when you provide your answer you have to press the NEXT button. After pressing the NEXT button you may alter you answer. To move to the next question you have to press OK button. Sometimes test takers forget this and lose important time. Please, set your mind that you have to press two buttons.

      14.  Take a guess.

There is no penalty for an incorrect answer in TOEFL iBT. It doesn't bring any points. If you see you are running out of time, just take a guess and mark answers for all remaining questions. There is 25 % chance to guess the right answer.

      15.   Strengthen your Listening by Reading. Presenting, and Transcribing

Many people think that the best way to improve your listening is to listen, listen, listen. And, yes: this will help. But listening to English is just one of four ways to improve your listening. In addition, we have our students read academic lecture, give presentations on academic topics, and copy written versions of lectures.

     16.  Ear Training

Many students have trouble understanding lectures and conversations because they are unable to hear the words that native speakers of English either verbally contract together or "swallow" when talking. Our ear training exercises help you hear these verbal contractions and these swallowed words so that you will have a better understanding of what you're listening to.

    17.   Explain Wrong Answers

It's not only important to know which answer choice is correct. It is also very important to know why a wrong answer choice is wrong. As we train you to explain why an incorrect answer choice is wrong, you will strengthen your critical ability to answer questions more quickly.

     18.   Write TOEFL Test Questions

If you can begin thinking like a TOEFL-test writer, then you'll be able to identify the tricks and traps TOEFL puts into their answer choices. So we have you wr ite your own TOEFL questions to various TOEFL lectures.

     19.  Align the TOEFL books from easiest to hardest

Because some TOEFL books are more advanced than others, Strictly English has sequenced the TOEFL books on the market from easiest to hardest so that as your study of Listening will become more challenging as you go.

Items test comprehension listening consist of 3 shares, for example :

1.    Short Conversations (Short Dialogues)

In the face of a short conversation test, the easiest trick is to look for similarities or synonym of the core conversation itself. The types are: restate (restatement), negative and positive response statement or otherwise, suggestions (suggestion), passive sentences (passives), who and where (who and where), and approval (agreement).

In this part, you will hear short conversations between two people. After each conversation, you will hear a question about the conversation. The conversations and questions will not be repeated. After you hear a question, read the four possible answers in your test book and choose the best answer. Then, on your answer sheet, find the number of the question and fill in the space that corresponds to the letter of the answer you have chosen.

Example:

(woman)	I don't like this painting very much.
(man)	Neither do I.
(narrator)	What does the man mean?

In your test book, you will read:

A.    He doesn't like the painting either. B.     He doesn't know how to paint. C.     He doesn't have any paintings. D.     He doesn't know what to do.

You learn from the conversation that neither the man nor the woman likes the painting. The best answer to the question, "What does the man mean?" is A, "He doesn't like the painting either." Therefore, the correct choice is A.

2.     Dialog Length (Long Dialogues)

In a long dialogue, we are not only required to understand the main idea of the conversation, but also must be able to recall the details of things that are in the conversation. The main requirement to make it easier to answer questions of this type is the ability to hear (listening skills) and advanced levels given the level of capability that is really good.

In this part of the test you will hear longer conversations. After each conversation you will hear several questions. The conversations and questions will not be repeated.

After you hear a question, read the four possible answers in your test book and choose the best answer. Then, on your answer sheet, find the number of the question and fill in the space that corresponds to the letter of the answer you have chosen.

Remember, you are not allowed to take notes or write in your test book.

Example:

(narrator) Listen to a conversation between two friends.

(woman)  Wasn't that a fascinating lecture on dolphins? I didn't know that dolphins traveled in such large groups, or were able to communicate with other members of their group with those whistle like sounds. 

(man) And they also use clicks as a sort of sonar.

(woman) I really couldn't understand that part of the lecture. You could?

(man) Yes, the dolphins use clicks to identify objects in the water; they can even identify tiny objects more than 100 meters away using these clicks. Scientists believe that a dolphin may even have a sonar-like image in its brain of a distant object so that it can identify the object long before the dolphin can actually see the object. 

(woman) So the dolphins use these clicks mostly to identify objects in the water? 

(man) I think so, and they have considerably more ability to do this than humans do.

(woman) It is hard to believe that, in addition to these sonar clicks, dolphins are actually learning some human language.

(man) Yes, I believe that the lecturer said that some dolphins had already 

learned around fifty human commands, and that those dolphins were able to understand not only individual words but words clustered together in sentences! 

(woman) Dolphins must certainly be amazing animals to do all of that.

(man) I'm sure they are, and we're only just beginning to find out how intelligent they are. 

Where did the woman learn about dolphins?

A.    Ina book

B.     From a television program 

C.     During a trip that she took 

D.    From a lecture.

3.    Discussion long (Long Talks)

Process to answer this question is no different from the process of answering a long dialogue. In addition to the ability level of advance, notice that the questions in the order issued definitive information that we listen to.

In this part of the test you will hear several talks. After each talk, you will hear some questions. The talks and questions will not be repeated.

After you hear a question, read the four possible answers in your test book and choose the best answer. Then, on your answer sheet, find the number of the question and fill in the space that corresponds to the letter of the answer you have chosen.

Example:

	(Narator)Listen to an instructor talk to his class about a television program.
	(Man)I'd like to tell you about an interesting TV program that'll be shown  this coming Thursday. It'll be on from 9 to 10 p.m. on Channel 4. It's part  of a series called "Mysteries of Human Biology." The subject of the program  is the human brain — how it functions and how it can malfunction. Topics  that will be covered are dreams, memory, and depression. These topics  are illustrated with outstanding computer animation that makes the  explanations easy to follow. Make an effort to see this show. Since  we've been studying the nervous system in class, I know you'll find it very helpful. In your test book, you will read:   A. To demonstrate the latest use of computer graphics. B. To discuss the possibility of an economic depression. C. To explain the workings of the brain. D. To dramatize a famous mystery story. The best answer to the question, "What is the main purpose of the program?" is C,  "To explain the workings of the brain." Therefore, the correct choice is C SUMBER: http://www.ets.org/toefl/pbt/prepare/sample_questions/listening_comprehension_practice_section1 http://i-courses.org/listening-tips http://www.studyabroad18.com/articles/toefl-strategies-for-listening-section.php http://www.strictlyenglishusa.com/listening_strategies/ http://pratiwi-19.blogspot.com/2013/04/strategy-section-toefl-listening-to.html