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The Strategy and The Form of Question for Structure Part in TOEFL Test

STRATEGY

PART I: STUDY SKILLS

Maybe it’s been a while since you last studied for an exam, or maybe you have never had to prepare for a standardized test like the TOEFL exam. In any case, you may be unsure about the best way to get ready for this important exam. How much time you spend studying each week is important. But how you study is the key to your success. Use the study skills described in this chapter to make the most of your study time.

ENVIRONMENT AND ATTITUDE

To study means “to give one’s attention to learning a subject; to look at with careful attention.” Notice that the word attention comes up twice in this definition. To study well, you need to be able to focus all of your attention on the material. So the first step is to make sure you have the right kind of learning environment and attitude.

THE RIGHT MOOD

Studying can bring you wonderful rewards. You can gain new knowledge. You can do well on tests like the TOEFL exam that enable you to achieve your academic and professional goals. But it can still be difficult to get in the mood to study. After all, studying can be hard work, and you might be worried about how you will score on the exam.You may have many other things you would rather do, or you might just have trouble getting started. These are all reasons that may lead you to procrastinate to put off work that you need to do. But procrastinating can cause lots of trouble at test time. If you procrastinate too much or for too long, you won’t be prepared for the exam.

One of the best ways to beat procrastination is to use a reward system.We all like to be rewarded for a job well done. And if we know there’s going to be a reward at the end of our work, it’s easier to get started. So promise yourself a small reward for each study session. For example, you might promise yourself a trip to the gym or a phone call to a good friend as a reward for an hour of study.You might promise to treat yourself to a movie after you finish a chapter in a test-prep book. Or you could give yourself a nutritious snack after you finish a difficult lesson. You can also think about the reward you will give yourself when you pass the TOEFL exam.Make sure this reward is a big one!.

You can also get in the mood for studying by thinking about the short- and long-term rewards you will receive for your hard work. Keep in mind the benefits you will receive from your TOEFL exam study time:

·         You will read and write better in English.

·         You will understand more of what you hear.

·         You will be able to apply to U.S. colleges and universities.

·         You will get the education you need for a successful future.

Remember, your attitude is very important. It can dramatically affect how much you learn and how well you learn it.Make sure that you have a positive attitude. You will study, you will learn, and you will do well. Your study time will be time well spent.

THE RIGHT CONDITIONS

You can have the best attitude in the world, but if you are tired or distracted, you are going to have difficulty studying. To be at your best, you need to be focused, alert, and calm. That means you need to study under the right conditions.

Everyone is different, so you need to know what conditions work best for you.Here are some questions to consider:

1.      What time of day do you work best—morning, afternoon, or evening? How early in the day or late in the night can you think clearly?

2.      Do you work best in total silence? Or do you prefer music or other noise in the background?

3.      If you prefer music, what kind? Classical music often helps people relax because the music is soft and there are no words. But you may prefer music that energizes you, such as rock-n-roll. Others work best with music that has special meaning to them and puts them in a positive state of mind.

4.      Where do you like to work? Do you feel most comfortable sitting at the kitchen counter? At the dining room table? At a desk in your office or bedroom? (Try to avoid studying in bed. You will probably be relaxed, but you may be too comfortable and fall asleep.) Or do you prefer to study out of the house, in the library, or a local coffee shop?

5.      What do you like to have around you when you work? Do you feel most comfortable in your favorite chair? Do you like to have pictures of family and friends around?

6.      What kind of lighting do you prefer? Does soft light make you sleepy? Do you need bright light? If it’s too bright, you may feel uncomfortable. If it’s too dark, you may feel sleepy. Remember that poor lighting can also strain your eyes and give you a headache.

7.      How does eating affect you? Do you feel most energized right after a meal? Or does eating tend to make you feel sleepy? Which foods give you a lot of energy? Which slow you down?

8.      Can you put problems or other pressing concerns out of your mind to focus on a different task? How can you minimize distractions so you can fully focus on your work?

Think carefully about each of these questions. Write down your answers so you can develop a good study plan. For example, say you work best in the morning but need total silence to work. If you have children, you would be wise to schedule your study time early in the morning before the kids are up or first thing after they leave for school. If you wait until they are in bed, you will have a quiet house, but you may be too tired to study well. Similarly, if you have trouble concentrating when you are hungry, schedule study time for shortly after meals, or be sure to start your study sessions with a healthy snack.

THE RIGHT TOOLS

Help make your study session successful by having the right learning tools.As you study for the TOEFL exam, have:

·         a good English-language dictionary, such as Webster’s 10th Edition

·         paper or legal pads

·         pencils (and a pencil sharpener) or pens

·         a highlighter, or several, in different colors

·         index or other note cards

·         folders or notebooks

·         a calendar or Personal Digital Assistant, such as a Palm Pilot®

Keep your personal preferences in mind. Perhaps you like to write with a certain kind of pen or on a certain kind of paper. If so, make sure you have that pen or paper with you when you study. It will help you feel more comfortable and relaxed as you work.

LEARNING HOW YOU LEARN

Imagine that you need directions to a restaurant you’ve never been to before.Which of the following would you do?

·         Ask someone how to get there.

·         Look on a map.

·         List step-by-step directions.

·         Draw a map or copy someone’s written directions.

Most people learn in a variety of ways. They learn by seeing, hearing, doing, and organizing information from the world around them. But most of us tend to use one of these ways more than the others. That’s our dominant (strongest) learning style. How you would handle getting directions, for example, suggests which learning style you use most often:

·         Visual. Visual learners learn best by seeing. If you would look at a map for directions, you are probably a visual learner. You understand ideas best when they are in pictures or graphs. You may learn better by using different colors as you take notes. Use a highlighter (or several, in different colors) as you read to mark important ideas.Mapping and diagramming ideas are good learning strategies for visual learners.

·         Auditory. Auditory learners learn best by listening. If you would ask someone to tell you directions, you are probably an auditory learner. You would probably rather listen to a lecture than read a textbook, and you may learn better by reading aloud. Try recording your notes on a tape player and listening to your tapes. You may also benefit from listening to programs in English on the radio.

·         Kinesthetic. Kinesthetic learners learn best by doing. (Kinesthetic means feeling the movements of the body). They like to keep their hands and bodies moving. If you would draw a map or copy down directions, you are probably a kinesthetic learner. You will benefit from interacting with the material you are studying. Underline, take notes, and create note cards. Recopying material will help you remember it.

·         Sequential. Sequential learners learn best by putting things in order. If you would create a step-by-step list of driving directions, you are probably a sequential learner. You may learn better by creating outlines and grouping ideas together into categories.

Think carefully about how you learn.Which is your dominant learning style? Keep it in mind as you read about Learning Strategies in Part II of this chapter.

CREATING A STUDY PLAN

Sometimes we put off work because the task just seems too big to handle. But you can make any task manageable by creating a project plan. Follow these four steps to creating a successful study plan for the TOEFL exam:

1.        Get the correct information. Your first step is to find as much as you can about the exam. Get all the details about the TOEFL exam, including:

·           When will it be held?

·           Where will it be held?

·           How do you register?

·           When do you need to register?

·           How much does it cost?

·           What do you need to bring with you to the exam?

·           What exactly will be tested on the exam? (What subjects? What kinds of questions?)

Some of this information has already been covered in the introduction. Chapter 6 will provide additional information. Be sure to find out answers to any questions you have about the test that are not answered in this book. (You may need to contact the TOEFL exam testing center or the university you would like to attend for those answers.)

2.        Find out what you already know and what you need to learn. To create an effective study plan, you need to have a good sense of exactly what you need to study. Chances are you already know some of the test material well. Some of it you may only need to review. And some of it you may need to study in detail. Take a practice TOEFL exam to find out how you would do on the exam. How did you score? What do you seem to know well? What do you need to review? What do you need to study in detail?

3.        Set a time frame. Once you have a good sense of how much studying is ahead, create a detailed study schedule. Use a calendar to set specific deadlines. If deadlines make you nervous, give yourself plenty of time for each task. Otherwise, you might have trouble keeping calm and staying on track.

To create a good schedule, break your studying into small tasks that will get you to your learning goals. A study plan that says “Learn everything by May 1” isn’t going to be helpful. However, a study plan that sets dates for learning specific material in March and April will enable you to learn everything by May 1. For example, if you need to focus on building your reading comprehension skills, you might create a schedule like the following:

Week 1 Review basic reading comprehension strategies. Start vocabulary list.

Week 2 Practice finding main idea.

Week 3 Practice vocabulary in context questions.

Week 4 Practice specific detail questions.

Week 5 Practice inference questions.

Week 6 Practice finding references.

Week 7 Take reading comprehension practice test.

Week 8 Begin reviewing grammar/usage rules. Start reading novel.

Week 9 Continue reviewing grammar/usage rules. Continue novel.

Week 10 Take structure practice test. Finish novel.

Week 11 Review writing strategies. Do practice essay.

Week 12 Do two more practice essays.

Week 13 Start overall review.

Week 14 Continue overall review.

Every day: Read several articles in an English-language newspaper.

Each week:Watch two or three TV shows and several news programs in English to build listening skills. Watch at least one movie in English.

As you set your deadlines, think carefully about your day-to-day schedule. How much time can you spend on studying each week? Exactly when can you fit in the time to study? Be sure to be realistic about how much time you have and how much you can accomplish. Give yourself the study time you need to succeed.

4.        Stick to your plan. Make sure you have your plan written on paper and post your plan where you can see it. (Don’t just keep it in your head!) Look at it regularly so you can remember what and when to study. Checking your plan regularly can also help you see how much progress you have made along the way.

It’s very important that you don’t give up if you fall behind. Unexpected events may interrupt your plans. You may have to put in extra time at work, you may have to deal with a problem at home, or you may even come down with the flu. Or it might just take you longer to get through a task than you planned. That’s okay. Stick to your schedule as much as possible, but remember that sometimes, “life gets in the way.”

For example, if you have a family problem that’s keeping you from concentrating, you may need to postpone your studies to take care of that problem. And that’s okay—as long as you reschedule your study time. Better to study later when you can concentrate than to waste time “studying” when you are unable to focus.

So, if you miss one of your deadlines, don’t despair. Instead, just pick up where you left off. Try to squeeze in a little extra time in the next few weeks to catch up. If that doesn’t seem possible, simply adjust your schedule. Change your deadlines so that they are more realistic. Just be sure you still have enough time to finish everything before the exam.

HOW DO YOU KNOW WHAT YOU KNOW?

One of the keys to successful studying is knowing what you know, and knowing what you don’t know. Practice tests are one good way to measure this. But there are other ways.

One of the best ways to measure how well you know something is how well you can explain it to someone else. If you really know the material, you should be able to help someone else understand it. Use your learning style to explain it. For example, if you are an auditory learner, talk it out. If you are a visual learner, create diagrams and tables to demonstrate your knowledge. Rewrite your notes or make up your own quizzes with questions and answers like those on the exam. Provide an explanation along with the correct answer.

How do you know what you don’t know? If you feel uncertain or uncomfortable during a practice test or when you try to explain it to someone else, you probably need to study more. Write down all of your questions and uncertainties. If you write down what you don’t know, you can focus on searching for answers.

When you get the answers, you can write them out next to the question and review them periodically. And notice how many questions you answer along the way—you will be able to see yourself making steady progress.

If you are avoiding certain topics, it’s a good sign that you don’t know those topics well enough for the exam.Make up your mind to tackle these areas at your next study session. Don’t procrastinate!

PART II: LEARNING STRATEGIES

How successful you are at studying usually has less to do with how much you know and how much you study than with how you study. That’s because some study techniques are much more effective than others. You can spend hours and hours doing practice tests, but if you don’t carefully review your answers,much of your time will be wasted. You need to learn from your mistakes and study what you don’t know. The best method is to use several of the following proven study techniques. They can help you make the most of your learning style and store information in your long-term memory.

ASKING QUESTIONS

Asking questions is a powerful study strategy because it forces you to get actively involved in the material you want to learn. That, in turn,will help you better understand and remember the material.And there’s another important benefit—asking and answering your own questions will help you be comfortable with the format of the exam.

For example, when you are reading something in English, you can ask yourself questions like those you would see on the TOEFL exam, such as:

1.      What is this passage about?

2.      What is the main idea?

3.      What is the author’s purpose?

4.      What is the meaning of this word as it is used in the sentence?

5.      What does “it” refer to in this passage?

6.      Is this sentence a main idea or a detail?

Similarly, imagine you are on the subway.You hear two people talking about their jobs. Listen carefully to what they are saying. Then ask yourself the kinds of questions you might be asked about their conversation, such as:

1.      Why is the man upset?

2.      What does the man do at work?

3.      What is his supervisor’s name?

4.      When was his last vacation?

5.      What does the lady mean by “grin and bear it”?

Of course, you may not be able to answer all of your questions right away. You may need to do some extra work to find the answer.

HIGHLIGHTING AND UNDERLINING

Here’s a good habit to get into:Whenever you read books that belong to you, have a pen, pencil, or highlighter in your hand. That way, as you read, you can mark the words and ideas that are most important to learn or remember.Highlighting and underlining help make key ideas stand out. Important information is then easy to find when you need to take notes or review.

The key to effective highlighting or underlining is to be selective. Don’t highlight or underline everything. If you highlight every other sentence, nothing will stand out for you on the page.Highlight only the key words and ideas.

But how do you know what you should highlight or underline? As you study for the TOEFL exam, you should highlight or underline:

·         words that are defined in the text

·         main ideas

·         key details that support or explain main ideas

·         words, grammar rules, and other items that you need to remember

·         ideas or concepts that are new to you

·         vocabulary words and idiomatic expressions that you are unsure about

TAKING NOTES

Taking notes is a terrific study strategy. It helps you understand, organize, and remember information. The secret to taking good notes is knowing what it is you should write down. As with highlighting, the key is to be selective. Take notes about the same things you would underline, especially main ideas, rules, and other items you need to learn.

Whenever possible, include examples so that you can see the concept clearly. For example:

Rule: Don’t use the in front of noncount nouns (such as bread, wood, Spanish, peace, learning). They refer to the general thing, not a specific item or example.

Examples:

·         Please buy bread when you go to the store.

·         (But: The bread he bought was moldy. Here it’s a specific bread being referred to.)

·         We wish for peace.

·         (But: The peace did not last long. Here a specific period of peace is referred to.)

·         Spanish is my native language.

MAKING NOTES

Making notes is often as important as taking notes.Making notes means that you respond to what you read.

There are several ways you can respond (“talk back to”) the text:

·         Write questions. If you come across something you don’t understand, write a question. What does this mean? Why is this word used this way? Why is this the best title? Then answer all of your questions. Here is an example. Notice how the student hears a word used in an unfamiliar way, asks a question, and then provides a detailed answer for herself to study:

Q: Doesn’t flat mean smooth, without bumps or curves?Why did the lady in   

     the café say that her Coke was flat?

A: The word flat has several meanings.

MEANING                                                    EXAMPLE

horizontal, level                                               The prairie is flat.

spread out, lying at full length                        He fell flat on his face.

smooth and even                                             The stone was flat.

absolute, unqualified                                       She was flat broke.

dull,monotonous                                             The story was flat.

(regarding carbonated beverages) having

lost its effervescence (bubbles)                       The Coke was flat.

(in music) below the correct pitch                   Her singing is flat.

deflated                                                           The tire was flat from running over a nail.

·         Make connections. Any time you make connections between ideas, you improve your chances of remembering that material. For example, if Spanish is your native language, you might make the following connection:

dormir = to sleep in Spanish

dormitory = room with beds for students to sleep

·         Write your reactions. Your reactions work much like connections, and they can help you remember information. For example, if you read “It’s raining cats and dogs out there!” you might write:

What an odd expression! Funny image. Easy to remember.

OUTLINING AND MAPPING INFORMATION

Outlines are great tools, especially for sequential learners. They help you focus on what’s most important by making it easier to review key ideas and see relationships among those ideas.With an outline, you can see how supporting information is related to main ideas.

The basic outline structure is this:

I. Topic

1. Main idea

a. major supporting idea

i. minor supporting idea

Outlines can have many layers and variations, but this is the general form. Here’s an example: Verb + up and out

I. Make up

1. to determine

a. example: I made up my mind to pass the exam.

2. to invent

a. example: He made up a good excuse.

3. to compensate, repay

a. example: She will make up for her mistake by doing extra work.

II. Make out

1. to see clearly

a. I can barely make out what this says.

2. to fare (get through or do something)

a. How did you make out during the interview?

3. slang: to French kiss

a. The teenagers made out during the whole movie.

Mapping information is similar to making an outline. The difference is that maps are less structured. You don’t have to organize ideas from top to bottom. Instead, with a map, the ideas can go all over the page. The key is that you still show how the ideas are related.

MAKING FLASHCARDS

Flashcards are a simple but very effective study tool. First, buy or cut out small pieces of paper (3x5 index cards work well). On one side, put a question or word you need to learn. On the back, put the answer.You can use different colors and pictures, especially if you are a visual learner.

MEMORIZING VERSUS REMEMBERING

Imagine that you need to memorize a list of irregular verbs for the TOEFL exam. You go over and over the list until you are sure you know them. Then you take a practice test. Suddenly, you can’t seem to remember the list. The verbs are used in context (within sentences), and they are not in the order you memorized. You fail the practice test.

What happened? The problem is not that you didn’t study. The problem is that you didn’t study wisely. You focused on memorizing, not remembering. You didn’t learn the words in context. You didn’t use the verbs or practice them by writing sample sentences. That’s why, on the test, you couldn’t remember them.

It’s true that “repetition is the key to mastery.” Try repeating a new phone number over and over, for example. Eventually you will remember it. But it may only stay in your short-term memory. In a few days (or maybe even a few hours), you are likely to forget the number. You need to use it to really learn it and store the information in your long-term memory.While there are some tricks you can use to help remember things in the short term, your best bet is to use what you are learning as much as possible and as soon as possible.

For example, you can use new vocabulary words or idioms in your conversations throughout the day.You can also teach the new word or idiom to others. Here are some general strategies to help you remember information as you prepare for the TOEFL exam.

·         Learn information in small chunks. Our brains process small chunks of information better than large ones. If you have a list of 20 vocabulary words, break that list into four lists of five words each.

·         Spread out your memory work. Don’t try to remember too much at one time. For example, if you break up those 20 words into four lists, don’t try to do all four lists, one after another. Instead, try studying one list each day in several short, spaced-out sessions. For example, spend 20 minutes in the morning getting familiar with the new words. Review the words again for 15 minutes at lunchtime.

·         Take another 15 minutes while you are waiting at the bus stop on your way home. Add another 10 minutes review before bed. This kind of distributed practice is very effective. It’s also a sneaky way to add more study time to your schedule. And, it provides lots of repetition without tiring your brain.

·         Make connections. You learn best when you make connections to things you already know. (See “Make Connections” on page 11.)

·         Use visual aids, especially if you are a visual learner. Help yourself “see” in your mind what you need to learn. For example, if you are learning the meaning of the expression it’s raining cats and dogs, you can imagine cats and dogs actually raining down from the sky. This will help you remember what the expression means.

·         Use your voice, especially if you are an auditory learner. Say aloud what you need to learn; you can even sing it if you like, especially if you can make a rhyme (for example, “speak, spoke, spoken; break, broke, broken”). Any time you are learning grammar and structure, say a sample sentence aloud several times. Try different variations, too. For example, if you are trying to memorize the irregular past tense of verbs like wear and tear, you can say a sentence like:

My dress has a tear. It’s torn.

Her dress has a tear, too. It’s also torn.

Thinking of the sentence helps; hearing it aloud helps even more.And if you also write it down, you take an extra step toward sealing the material in your memory.

·         Use mnemonics. Mnemonics are tricks to help you remember information. The most common trick is to create an acronym. Say you need to remember a list of words. Take the first letter from each word, then make a word from those letters. For example, imagine you are trying to memorize the following list of helping verbs:

is/was

are/were

has/have/had

can/could

will/would

shall/should

be/been

may/most

You might make up the following acronyms: SWIM and BACH (the composer).

Another trick is to make a sentence using those same letters. Using the first letter from each of the words in the helping verb list, you could write:

I am hungry. Can we share more bread?

Of course, the sillier the better (the easier to remember). So you might try something crazy, like:

I ate Hannah’s car while she mashed bananas.

There are all kinds of other mnemonic tricks you can make up on your own.

For example, to distinguish between the homonyms where and wear, you might remember the sentence:

You wear an earring in your ear.

If you remember that “wear” includes the word “ear,” you can remember which meaning goes with which word.

PART III: TEST-TAKING STRATEGIES

Knowing the material you will be tested on improves your chances of succeeding. But it doesn’t guarantee that you will do your best on the test. The TOEFL exam doesn’t just test your knowledge of the English language. Like all standardized tests, it also measures your test-taking skills. In this section, you will learn strategies for taking standardized tests like the TOEFL exam.

LEARN ABOUT THE TEST

One sure way to increase your chances of test success is to find out as much as you can about the exam. If you don’t know what to expect on the test, you won’t know how to study. It is likely that you will be extra anxious about the exam, too. The more you know about the test you are going to take, the better you can prepare and the more relaxed you will be when the test comes.

You already know what kind of test the TOEFL exam is. You know that there are four sections: Listening Comprehension, Structure and Written Expression, Reading Comprehension, and Writing. You know that the test questions for the first three sections are all multiple-choice. You know how much time you have to complete each section. But until you look at actual sample questions, you still don’t really know what to expect. For example, in the Listening Comprehension section, what kind of passages will you listen to? What kind of questions will you be asked about those passages?

Getting sample tests and working with skill builders like this book can help you in many ways. You will get used to the kind of questions you will be asked and the level of difficulty of those questions. You will also become familiar with the format and comfortable with the length of the exam.

HANDLING TEST STRESS

Test anxiety is like the common cold.Most people suffer from it periodically. It won’t kill you, but it can make your life miserable for several days.

Like a cold, test anxiety can be mild or severe. You may just feel an underlying nervousness about the upcoming exam. Or you may be nearly paralyzed with worry, especially if there’s a lot riding on the exam. Whatever the case, if you have test anxiety, you need to deal with it. Fortunately, there are many strategies to help prevent and treat test anxiety.

PREVENTION

The best “cure” for test anxiety is to prevent it from happening in the first place. Test anxiety is often caused by a lack of preparation. If you learn all you can about the test and create and follow a study plan, you should be in good shape when it comes to exam time. Here are some other, more general strategies:

·         Establish and stick to a routine. Routines help us feel more comfortable and in control. Whenever possible, study at the same time and in the same place.Make your test preparation a habit that’s hard to break. Studying for the TOEFL exam will become easier as it becomes routine. You will be more likely to avoid distractions, and others will know not to disturb you during your TOEFL exam time. Set routines for other aspects of your life, too, such as exercise and paying the bills.

·         Keep your general stress level low. If there are a lot of other stresses in your life, chances are a big test will make those other stresses seem more difficult to manage. Remember to keep things in perspective. If something is beyond your control, don’t waste your energy worrying about it. Instead, think of how you can handle what is in your control.

·         Stay confident. Remind yourself that you are smart and capable. You can take this test and you can do well on it. Remember, you know more today than you did yesterday.

·         Stay healthy.When your body is run down or ill, your brainpower will suffer, too. And you are much more likely to be overtaken by worries. Take care of yourself throughout the test preparation process.

TREATMENT

If it’s too late to prevent test anxiety, don’t panic. You can still treat it effectively. Here are some strategies to help reduce test stress:

·         Face your fears. Admit that you are worried about the test and examine the reasons why. Your fears won’t change the fact that you have to take the test, but they can paralyze you and keep you from studying and doing well on the exam. Acknowledge your fears, put them in perspective, and refuse to let your fears hurt you.

One very helpful strategy is to write your fears down.When you put your worries on paper, they often seem more manageable than when they are bouncing around in your brain and keeping you up at night. Once you write down your fears, you can then brainstorm solutions. For example, imagine you are worried about not being able to find enough time to get your work done and finish studying. Once you put this fear down on paper, you can begin to figure out how to squeeze in the hours you will need to get everything done. And you will feel more in control.

·         Keep things in perspective. Yes, the TOEFL exam is a big deal; it’s an important test. But even if you do poorly on the test, is it the end of the world? Will your family stop loving you? Will you be less of a person? Of course not. Perspective is very important to performance. Of course you should be serious about succeeding. But don’t lose sight of other important aspects of your life.

·         Be sufficiently prepared. Anxiety often comes from feeling insecure in a new situation. But if you prepare well, using this and other books, the TOEFL exam will not be new to you. And if you follow your study plan, you will know how to answer the questions you will face on the exam. If you have fallen behind, remember that it’s not too late to catch up.

·         Stop making excuses. Excuses may give you some comfort in the short term, but they don’t take away test anxiety and they won’t help you do well on the exam. In fact, excuses often make things worse by making you feel guilty and powerless. Don’t let yourself feel like a victim. You may have a lot of things going on in your life and many things may interfere with your studies. But you have the power to choose how you deal with your circumstances.

·         Imagine yourself succeeding. Highly successful people will often tell you that one of their secrets is visualization. In their mind’s eye, they see themselves succeeding. They imagine the situations they will face, and they imagine themselves handling those situations beautifully.

Visualization is a very powerful tool. It’s a way of telling yourself that you believe you can do it. The power of this kind of belief is staggering. If you believe you can accomplish something, you are far more likely to accomplish it. Likewise, if you believe you can’t do something, you are far more likely to fail to achieve that goal. Positive visualization will make it easier for you to study and manage your entire test preparation process.

Anyone can use the power of visualization. Picture yourself sitting calmly through the exam, answering one question after another correctly. See yourself getting excellent test results in the mail. Imagine yourself telling family and friends how well you did on the exam. Picture yourself receiving the college acceptance letter or job offer you desire.

·         Stick to your study plan. Test anxiety can paralyze you if you let it. And before you know it, you have missed several deadlines on your study plan. Guess what? That will only make your test anxiety worse. As soon as you feel your stomach start to flutter with test anxiety, go back to your study plan.Make an extra effort to stick to your schedule.

BE HEALTHY

It’s difficult to do your best on a test when you are not feeling well. Your mind and body need to be in good shape for the test. If you let your body get run down, you may become ill. That, in turn, will set you back on your study schedule. And that may lead to test anxiety, which can make you feel run down again. This is a downward spiral you need to avoid. If you do feel run down, take a day or two to rest and feel better. Maybe you will be two days behind your study schedule, but when you continue, your studying will be more effective. As long as it’s not a constant problem for you and as long as you are not using illness to avoid studying, you will do yourself a favor by resting.

Take good care of yourself throughout the entire test preparation process and especially in the week before the exam. Here are some specific suggestions for staying healthy:

1.      Get enough rest. Some of us need eight or more hours of sleep each night. Others are happy with just five or six. You know what your body needs for you to feel clear-headed and energized.Make sleep a priority so that you are able to concentrate the day of the exam. If you have trouble sleeping, try one of the following strategies:

·         Get exercise during the day. A tired body will demand more sleep.

·         Get up and study. If you study in the night when you can’t sleep, you can cut out study time from the next day so you can take a nap or get to bed earlier. (Of course, sometimes studying will help you fall asleep in the first place.)

·         Relax with a hot bath, a good book (in English), or sleep-inducing foods. A glass of warm milk, for example, may help you fall back asleep.

·         Do some gentle stretching or seated forward bends. Try to touch your toes with your legs outstretched. This is a relaxing posture. Or, practice a few relaxation poses from yoga: child’s pose, corpse pose, or cat stretch (see a good website like www.yoga.com for details).

·         Spend a few minutes doing deep breathing. Fill your lungs slowly and completely. Hold for a few seconds and then release slowly and completely. You can practice deep breathing any time you need to relax or regain focus.

·         Write down your worries. Again, putting your fears on paper can help make them more manageable.

2.      Eat well. Keeping a healthy diet is often as hard as getting enough rest when you are busy preparing for a test. But how you eat can have a tremendous impact on how you study and how you perform on the exam. You may think you are saving time by eating fast food instead of cooking a healthy meal. But in reality, you are depriving your body of the nutrition it needs to be at its best. You may think that a couple extra cups of coffee a day are a good thing because you can stay up later and study. But in reality, you are “tricking” your brain into thinking that it’s awake and making yourself more dependent on caffeine.

Foods to avoid—especially at test-time—include high-sugar, high-calorie, low-nutrition foods, such as donuts, chips, and cookies. Instead, find healthy substitutes such as the following:

INSTEAD OF . . .                                                     EAT . . .

donuts                                                                                     low-sugar,multi-grain cereal

chips                                                                            carrot sticks

cookies                                                                        natural granola bar

ice cream                                                                     low-fat yogurt

sugary soda                                                                 fresh squeezed fruit juice

giant-sized                                                                   coffee green tea

3.      Get exercise. You hardly have the time to study, so how can you find the time to exercise? As difficult as it may be, it’s important to squeeze exercise into your busy schedule. Even light exercise, such as a brisk walk to the store, can dramatically improve your brainpower. For one thing, exercising can help you clear your head, especially if you are preoccupied with many things and need to get focused on your work. For another, if you exercise, you will have more energy during the day and sleep better at night. That means all of your study time will be more productive. In addition, your exercise time can actually double as study time. For example, you can review material while you are riding an exercise bike. You can go through verb conjugations while you are race-walking around the park. If you exercise with a partner, you can practice your English speaking and listening skills. You can watch TV in English while you run on the treadmill. And here’s another bonus: exercise helps relieve stress. So especially if you are dealing with test anxiety, make exercise a priority.

MULTIPLE-CHOICE TEST STRATEGIES

Multiple-choice is the most popular question format for standardized tests like the TOEFL exam. Understandably so:Multiple-choice questions are easy and fast to grade. They are also popular because they are generally considered objective. They are questions based solely on information and don’t allow the test taker to express opinions.

Multiple-choice questions have three parts:

Stem: the question

Options: the answer choices

Distracters: the incorrect answers

Stem: By “It’s raining cats and dogs,” the man probably means

Options:

a) It’s been a long time since it rained.

b) It is raining heavily.

c) He needs an umbrella.

d) His pets are out of control.

9In this question, the correct answer is b. The other options are all distracters. Here are some strategies to help you answer multiple-choice questions correctly:

1.      Circle or underline key words in the stem. These are the words that help you search for the correct answer. For example, in the stem:

The modern bicycle has all of the following safety features except

the key words are “modern,” “safety features” and “except.”You need to look in the passage for the safety features of modern bicycles. And you need to find the answer that is not specifically mentioned in the passage.

2.      Immediately cross out all answers you know are incorrect. This will help you find the correct answer. It is an especially important step if you have to guess at the answer.

3.      Beware of distracter techniques. Test developers will often put in look-alike options, easily confused options, and silly options. For example, in the “raining cats and dogs” example, choice c may be true according to the passage, but it doesn’t give the meaning of the idiom as asked in the stem. Therefore it is the wrong choice. Choice d is the silliest option and is the one you should probably eliminate first. Even if you don’t know the meaning of the idiom, you should have realized that it is an idiom and that the cats and dogs are not real; it is a figure of speech. Still, if you did choose this option, don’t despair. Just read more carefully next time and be aware that some choices can be tricky.

4.      Read stems carefully to be sure you understand exactly what is being asked.Watch for tricky wording such as “All of the following are true except.”You will find distracters that are accurate and may sound right but do not apply to that stem. For example, if you don’t notice the “except” on the bicycle question stem, you might choose a distracter that is a safety feature of the modern bicycle. The answer would be accurate but wrong because you did not read the question carefully.

5.      Beware of absolutes. Read carefully any stem that includes words like always, never, none or all. An answer may sound perfectly correct and the general principal may be correct. However, it may not be true in all circumstances.

ALMOST THERE: STRATEGIES FOR THE FINAL DAYS BEFORE THE EXAM

Your months of preparation will soon pay off.You have worked hard, and the test is just a week or two away. Here are some tips for making sure things go smoothly in the home stretch.

The week before the test:

·         Be sure you know exactly where you are taking the test. Get detailed directions. Take a practice drive so you know exactly how long it will take you to get there.

·         Review everything you have learned.

·         Get quality sleep each night.

·         Practice visualization—see yourself performing well on the TOEFL exam.

The day before the test:

·         Get to bed early.

·         Get light exercise. Don’t work out too hard. You don’t want to be sore or physically exhausted the day of the exam.

·         Get everything you will need ready: pencils/pens, admission materials/documentation, any mints or snacks you’d like to have along.

·         Make a list of everything you need to bring so you don’t forget anything in the morning.

The day of the test:

·         Get up early.Make sure you set your alarm. Ask a family member or friend to make sure you are up on time.

·         Eat a light, healthy breakfast, such as yogurt and granola or a low-fat, low-sugar cereal and fruit.

·         Dress comfortably.Wear layers so that you can take off a shirt or sweater if you are too warm in the test room.

·         Don’t drastically alter your diet. For example, if you drink coffee every morning, don’t skip it—you could get a headache. However, don’t go for that second cup or super-sized portion. Too much caffeine can make you jittery during the exam, and you can “crash” when the caffeine wears off.

At the test site:

·         Chat with others, but not about the test. That might only make you more nervous.

·         Think positive. Remember, you are prepared.

·         Avoid squeezing in a last-minute review. Instead, visualize your success and plan your reward for after the test is over.

·         Make sure you read and understand all test directions clearly. How should you fill out the answer sheet? What if you want to change an answer? Can you write on the test booklet? What is the time limit? What if you have technical difficulties during the exam? Don’t hesitate to ask questions about anything that is unclear.

After the test:

·         Celebrate!

EXAMPLE

1. The committee has met twice and ....

    A. they reached a final decision

    B. a final decision was reached

    C. its decision was reached

    D. it has reached a final decision

2. The manager won't be able to attend the shareholders' meeting tomorrow because....

    A. he must to give a lecture

    B. he will be giving a lecture

    C. of he will give lecture

    D. he will have giving a lecture

3. Brenda's score on the test is the highest in class.

    A. She should study hard last night.

    B. She should have studied hard last night.

    C. She must have studied hard last night.

    D. She had to study hard last night

4. To answer accurately is more important than...

    A. to finish quickly

    B. a quick finish

    C. you finish it quickly

    D. quick finish

5. Having been served lunch,....

    A. the problems were discussed by the participants.

    B. the participants discuss the problems.

    C. it was discussed by the participants.

    D. A discussion of the problems were made by the participants.

6. East Kalimantan relies heavily on income from oil and natural gas, and....

    A. Aceh province also.

    B. Aceh province too.

    C. Aceh province is as well.

    D. so does Aceh province.

7. The participants have had some problems deciding....

    A. when they should announce the result of the meeting.

    B. when are they sgoing to announce the result of the meeting.

    C. when should they announce the result of the meeting.

    D. the time when the result of the meeting to announce.

8. This year will be more difficult for our organization because....

    A. we have less money and volunteers than last year.

    B. there is a little money and volunteers than last year.

    C. it has less money and fewer volunteers than it had last year.

    D. it has fewer money and less volunteers than it had last year.

9. Professor Baker told his students that...

    A. they can turn over their reports on Mondays.

    B. the reports can turn over on Monday.

    C. they could hand in their reports on Monday.

    D. the reports they can hand in on Monday.

10. The adder is a venomous snake ... bite may prove fatal to humans.

      A. its

      B. whom its

      C. that

      D. whose

11. .... a bee colony gets, the more the queen's egglaying capability diminishers.

      A. It is more overcrowded.

      B. The more overcrowded.

      C. More overcrowded than.

      D. More than overcrowded.

12. The chairwoman requested that ....

      A. the participants studied more careful the problem.

      B. the participants study the problem more carefully.

      C. the participants studied  the problem with more careful.

      D. the problem be studied more carefully.

13. Unlike the earth, which rotates once every twenty-four hours ... once every ten hours.

      A. the rotation of Jupiter

      B. Jupiter rotates

      C. Jupiter rotation

      D. Jupiter rotate

14. Jackson,... capital of Mississippi, is the largest city in the state.

      A. the

      B. it is the

      C. is the

      D. where the

15. The various types of bacteria are classified according to...shapes.

      A. whose

      B. how they are

      C. have

      D. their

THE FORM OF QUESTION AND MATERIAL

I. Structure Grammar

A.    Basic Sentences Stucture

In general, there was no significant difference between the structure of English sentences with Indonesian, where a sentence is built upon four main components, namely.

Subject (S) + Verb (V) + Complement (C) + Modifier (M)

Example :

We studied grammar last week

We + studied + grammar + last week

S + V + C + M

1.      SUBJECT

Ø  is the agent of sentence in the active voice

Ø  is thing/person that performs or responsible for the action of a sentence 

Ø  normally precedes the verb

2.      VERB

Verb is the action of a sentence. Verb phrase: auxilaries combination with the main verb.

3.      COMPLEMENT

ü  Usually a noun or noun phrase

ü  usually found after the verb in the active sentence

ü  complement to answer the question what or whom

4.      MODIFIER

ü  Modifier describes the time, place, or manner of an action or actions

ü  The most common form of the modifier is a propositional phrase (group of words that begins with a preposition and ends with a noun. Preposition = on, out, under, behind, etc

ü  Modifier answer the questions when, where, or how

B.     Parallel Structure

Parallelism means that the words used in a series or group that should have the same form as grammar. When we use words or phrases that are connected by a chain, then it must be the same shape as grammar. Consider the following example:

        ·         Terry likes swimming and to dive. (False - not parallel)

        ·          Terry likes swimming and diving. (True - parallel)

        ·          Terry likes to swim and (to) dive. (True - parallel)

        ·          I'm taking history, math, and chemical. (False - Chemical not a noun)

        ·          I'm taking history, math, and chemistry

C.    Comparative Adjectives

When talking about the two objects, we can compare and see the differences as well similarities between the two objects. Maybe it has the same thing on one side and the difference on the other side. To compare the difference between the two objects we use comparative adjectives. Comparison is only using comparative adjectives to compare between two objects only.

There are two ways to create a comparative adjectives:
1. Adding the suffix-er (short adjectives)
2. Adding more prefix (long adjectives)

Addition of a suffix rule for short adjectives:

  ü  Generally only added adjective-er, for example: older, smaller, richer, etc.

ü  If the ending-e, just add r, for example: later, nicer, etc.

  ü   If the ending in a consonant-vowel-consonant, the final consonant plus, then plus-er, for example: bigger, hotter, etc.

  ü    If the ending-y, then y changed to i then added er, for example: happier, Earlier, busier, heavier, etc.

  ü  For long adjectives, the rule only adds more words only on adjectives, for example: expensive to be more expensive, more beautiful to be beautiful, and so on. Some adjectives have irregular shapes, such as good - better, well (healthy) - better, bad - worse, far - farther / further, etc.

Adjectives with two syllables can use-er or more: quiet - quieter / more quiet, clever - cleverer / more clever, narrow - narrower / more narrow, simple - Simpler / more simple. Comparative adjectives are not only used to compare two different objects, but can also be used to compare the same object that points to itself, and the object is not to say, as one example sentence above: I want to have a more powerful computer.

Adjectives with two syllables

If the adjective has two or more syllables, we add more before the adjective. example:

  ü  This book is more expensive than that book.

  ü   This picture is more beautiful.

However, there are many exceptions to the rule of one / two syllables it.
Some words with 2 syllables have properties similar to words that have 1 syllable.

“ Formula Grammar ”

1. Formula Capital                                 : S + Modal + V1 + O
    Example                                             : I will go to school

2. A Command Sentence Formula          : V1 + Object/adverb,
    Example                                              : Open the window!

3. Formula Simple present                     : S + V1 + O
    Example                                             : We always play football everyday

4. Formula Pasif Voice                           : S + to be (is,am,are) + V3 :
    Example                                              : The Ball is bought by me

5. Formula Causative Verbs                   : S + make/have + V1 + O,
    Example                                             : They have me study hard

6. Formula Conditional Sentence tipe 1 : if + simple present, simple future,
    Example                                               :   if i have much money, i will go to Bali Island.

7. Formula Conditional Sentence tipe 2 : if + simple past, past future,
    Example                                               : if i had a car, i would give him money

8. Formula Conditional Sentence tipe 3 : if + past perfect, past future perfect,
    Example                                               : if i had had money, i would have bought a house

Part 1 complete the sentence

1. The using of Verb. Example :

In 1776, when the Declaration of Independence …, the United States became a new country.

(A) Singed                                                   (C) Was signed

(B) That signed                                            (D) That it signed

2. Word order. Example :

The union won benefits….

(A) the members                                        (C) its members for

(B) for its members                                   (D) members for its

3. Subject+verb. Example :

In 1970 B.C….the most collection of early laws.

(A) then Hammurabi wrote                   (C) Hammurabi’s wrote

(B) Hammurabi wrote                            (D) Hammurabi, who wrote

 4. The word who begin with “wb-” dan “bow”, but do not have function as interrogative. Example :

: ….he got home last night is still a mystery to me.

(A) How                                                       (C) While

(B) Although                                                (D) Since

 5. Preposotional phrase. Example :

New York is a major center….

(A) at bank                                                    (C) of banking

(B) of bank                                                     (D) to banking

6. Parallel construction. Example :

Sleeping, resting,…. are the best ways to care for a cold.

(A) and that drinking fluids                    (C) which drank fluids

(B) and drinking fluids                              (D) and one drink fluids

 7. Infinitive, grund, and participle. Example :

Impressionist artists tended….imagination and light more important than faithful

reproduction of objects.

(A) considering                                           (C) consider to

(B) be consider                                            (D) to consider

 8. Adjective or adverb phrase. Example :

A ray swims rapidly … broad wing like appendages.

(A) by flapping its                                       (C) of the flapping

(B) its flapping                                              (D) the palp

 9. Comparison. Example :

The greater…. increase in population, the harder it is for people to find adequate housing.

(A) of                                                              (C) the

(B) is the                                                        (D) is of the

 10.Conjunction. Example :

….animals can survive without oxygen.

(A) Plants can neither                              (C) Plants, neither

(B) Neither can plants                              (D) Neither plants

11. Preposition. Example :

Excessive absenteeism result … problems for the schools.

(A) in                                                               (C) for

(B) with                                                           (D) to

 12. Adjective or adverb clause. Example :

…. left Europe in 1492, he was unaware of the changes that would accur as a result of his

voyage.

(A) From Columbus                                   (C) That Columbus was

(B) Because Columbus was                        (D) When Columbus

13. Inverted verb for empbasis. Example :

(A) that Americans walk                          (C) when did Americans walk

(B) did Americans walk                            (D) when Americans walk

14. Subject/noun phrase. Example :

….AIDS has engaged may researches in the last decade.

(A) By studying                                           (C) Important study

(B) The study of                                          (D) Now that the study

15. The usage of “there”. Example :

… during past centuries when people habe come to the west seeking gold

(A) Times                                                  (C) There have been times

(B) Throughout times                               (D) Times have been

16. Superlative. Example :

Of all the national parks in the United States, Yellowstone is….visited.

(A) one of the most                                  (C) one most

(B) of the most                                           (D) the most one

17. Cause and Result. Example :

Radio communication has changed…. the rapid development of other cmmunication media, such as tekevision.

(A) because its                                            (C) because of

(B) is it because                                          (D) is because its

18. Purpose and Reason. Example :

The day was… that people swarmed to the beach.

(A) such  hot                                               (C) very hot

(B) so hot                                                    (D) hot

19.Adjective. Example :

….felt hat is one of the symbols of a cowboy.

(A) A broad-brimmed                              (C) The brimm which is broad

(B) Broad                                                  (D) Broad brim

20. Condional andcontrary to fact. Example :

…. the ozone layer were destroyed, most living things would disappear from the Earth

in a few years.

(A) Besides                                                   (C) So

(B) If                                                             (D) For

21. “like” dan “unlike”. Example :

…. publich schools, private schools charge tuition.

(A) Do not like                                             (C) Dislike

(B) No likeness to                                         (D) Unlike

 22. “no”,”not”, dan “none”. Example

…two fingerprints are identical.

(A) Nor                                                           (C) No

(B) none                                                         (D) Not

23. Indefinite pronoun. Example :

Silver nitrate dyes…it touches black.

(A) somehow                                              (C) them

(B) there                                                     (D) everything

24. Countable and non-countable. Example :

….of buying and selling occurs internationally.

(A) A great deal                                          (C) Much greater

(B) A great many                                        (D) Many

Part 2: error identification

1. Word form. Example :

The season changes of weather cause color changes  in the leaves of deciduous trees.

          A                                        B                                          C                    D

Answer (the wrong part): A, It is supposed to “seasonal”.

2. Parallel construction. Example :

Victims of migraines are often unable tolarate ordinary sights, sound, odors and press

     A                                B                                     C                                                 D

Jawaban : D, It is supposed to “pressure”

3. Verb tense. Example :

No one was sure how many Americans suffer from chronic fague syndrome.

A                 B               C                                               D

Answer : B, It is supposed to “is sure”

4. Singular an plurarnoun. Example :

Science and technology are part of the knowledges of educated people.

    A                  B            C                             D

Answer : D, should “knowledge” without “s” 

5. Preposition. Example :

Some poeple believe that humans will never use away all the natural resource of earth

                          A                                   B              C          D

Answer : C, should “use up” 

6. Wrong word. Example :

some artists like their art to be shown in apart museum.

                     A      B          C                      D

Answer : D, should “separate”

7. Additional word. Example :

The invention of Alexander Graham Bell extremely greatly extended the limits of

             A                                                          B                                         C

comunication

       D                                                                                                                                     

Answer : B, eliminate “extremely” 

8. Omission of word. Example :

A delicious mixture called a smoothie si a blend several  different foods such as milk,

              A                                                       B                       C                        D

bananas and vanila

Answer : B, should “blend os several”

9. Word reversal. Example :

The Medal of National Science is the highest  award scientific that can be given to any

                                                             A                        B                          C

individual in the United States.

       D

 Answer : B . should ” scientific award”

10. Article. Example :

A milk can provide protein for a cheap, nutritionally balanced diet

A                  B                         C                               D

 Answer : A, eliminate “a” 

11. Pronoun. Example :

Scientists say that the color of the lake is a result of his unusual algae

                 A    B                                      C                 D

 Answer : D, should “its”

12. Conjunction. Example :

Three condition critical for growing plant are soil temperature, chemical balance or amount

                             A                B                                                                                C        D

of moisture

Answer : C, should “and”.

13. Verb agreement. Example :

A technical view of a new invention sometimes differ from an economic perspective.

          A                                                                    B             C                         D

 Answer : B, should “differ”

14. Comparative. Example :

Engines used in space shuttles are much larger and more strong than the ones used injetplanes

                A                                        B                         C                             D

 Answer : C, should “stronger” 

15. Infinitive dan gerund. Example :

when there are low sales, companies often decide developing new products.

   A                   B                                                          C                        D

 Answer : C, should “to develop”

16. “so”, “such” atau “so…that”.  Example :

Elephants have so long flexible trunks that they seem clumsy as they walk

                             A                                B                       C        D

 Answer : A, should “such long”

17. Adjective and adverb clause beginning with “wb-”. Misalnya :

Many people which know the Missouri River well doubt that it can ever really be tamed.

                        A                                                         B        C                                   D

Answer : A, should “who”

18. “other” dan “another”. Example :

Unlike another schools, fremont High School has a room and board program to provide

              A                                                                         B                                       C

assistance for out-of-town students

                  D

Answer : A, should “other”

19. “like”,”unlike” atau “alike”. Example :

Garlic smells somewhat alike onion and is a flavorful ingredient used in many dishes

                             A          B                                 C                                                  D

 Answer : B, should “like” 

20. Superlative. Example :

Many people believe that New York is the most great city in the united States

   A                                                           B       C                 D

Answer : C, should “greatest” 

21. Passive voice. Example :

New laws should be writing to accommodate changes in our society.

                                   A                    B                           C    D

Answer : A, should “be written”

22. “no”,”not”, atau “none”. Example :

With reforestration now, there are young forests where no long ago the land was gullied

                                                           A                    B        C                             D

and bare.

 Answer : C, should “not long”

23. “many” dan “much”. Example :

Of the billions of stars in the galaxy, how much are suitable for life?

                A                                                B                C             D

Answer : D, should “for”

24. “since” dan “for”. Example :

Victor served as president of the school club since fifteen years.

               A      B                 C                             D

 Answer : D, should “for” 

25. “each”,”every”,atau “all”. Example :

The majestic Rocky Mountains stretch each the way from Mexico to the Arctic

            A                                        B       C                    D

 Answer : C, should “all”

26. ” these” dan “those”. Example :

In those days of frequent air trafelm diseases can spread around the world in a very shorttime.

          A                   B                                                 C                                                   D

 Answer : A, should “these”.

II . Tenses

1.     Simple Present Tense

These Tenses are used to Declare/disclose activities that frequently performed or routines. For example, do every day, every week, every month, every year, etc.

Declare a State, the nature of the objects/animals/people who remain, meaning from past to present (cannot be disputed) and maybe later will not change. For example, blood red, the Earth is round, etc. Example :

I/we/they/you +          INFINITIF

He/she/it         +          INFINITIF + S                                                           

(+) We go to campus everyday.

I/we/they/you +         Do not    +       INFINITIF He/she/it         +         Does not  +       INFINITIF

(-) We don’t go to campus everyday.

Do     + I/we/they/you +          INFINITIF

Does + He/she/it         +          INFINITIF

(?) Do we go to campus everyday ?

WH Questions

a. What do we do everyday ?

2.      Present Progressive Tense

These Tenses are used to Describing an act that was in progress at the time now. Example :

Subject   +    To be  (am, are, is) + Present participle

(+) They are studying English now.

subject + to be (am, are, is)+ not + present participle

(-) They are not studying English Now

To be  (am, are, is) +  Subject + Present Participle

(?) Are They studying English Now ?

WH Questions

a. What are they studying now ?

3.     Present Perfect Tense

These Tenses are used to Describes an activity performed at the time of yesteryear that still has something to do with my time now but the timing is not clear however the time of is not clearly known. Indicates an act replay at certain time before now. This is often used in words like before, already, ever, never, yet. Example :

I/ we/ you/ they          +          HAVE   +          Past Participle

He/ she/ it                   +          HAS      +          Past Participle

 (+) I have ever been there.

I/ we/ you/ they          +  HAVE  Not   +          Past Participle

He/ she/ it                   + HAS Not        +          Past Participle

(-) I have not ever been there.

HAVE   +          I/ we/ you/ they          +   Past Participle

HAS      +          He/ she/ it                   +   Past Participle

(?) Have you ever been there ?

WH Questions

a.       Where place have you ever been ?

4.     Present Perfect Progressive tense

These Tenses are used to States act that began in the past and still lasts to this day. Example:

I/ we/ you/they           +          HAVE +            BEEN  +           Present Participle

He/ she/ it                   +          HAS   +           BEEN    +          Present Participle

(+) We have been waiting for you since seven o’clock.

I/ we/ you/they +        HAVE  Not + BEEN  + Present Participle

He/ she/ it          +       HAS  Not   + BEEN    + Present Participle

(-) We have not been waiting for you since seven o’clock. 

HAVE   + I/ we/ you/they        +          BEEN  +  Present Participle

HAS      + He/ she/ it                +          BEEN  + Present Participle

(?) Have You been waiting for me since seven o’clock ?

WH Questions

a. Who have You been waiting since seven o’clock ?

5.     Simple Past Tense

These Tenses are used to Declare an activity that was completed in the past and is known as the time of occurrence. Example :

Subject   + Past Tense(V2)

(+) They  went to Yogyakarta last week.

Subject   + did not+ INFINITIF(V1)

(-) They  didn’t go to Yogyakarta last week.

Did + Subject  + INFINITIF(V1)    

(?) Did they  go to Yogyakarta last week ?

WH Questions

a. Where did they go last week ?

6.     Past Progressive Tense.

These Tenses are used to Declare an activity that has already started and is still taking place in the past at a time when other events occur or other activities. State action is going on at the time past. Example:

I/ we/ you/they           +          WERE  +          Present Participle

He/ she/ it                   +          WAS     +          Present Participle

(+) I was watching Tv, when you played the game.

I/ we/ you/they           + WERE Not  + Present Participle

He/ she/ it                   + WAS Not    + Present Participle

 (-) I was not watching Tv, when you played the game.

WERE  +          I/ we/ you/they           +          Present Participle

WAS     +          He/ she/ it                   +          Present Participle

(?) Were you watching Tv, when I played the game ?

WH Questions.

a.       What were you doing, when I played the game ?

7.     Simple Future Tense

These Tenses are used to indicate the activities to be undertaken in the future. Example :

Subject   + Will + INFINITIF(V1)

 (+) He will meet you in Campus tomorrow morning.

Subject   + Will not + INFINITIF(V1)

(-) He will not meet you in Campus tomorrow morning.

Will + Subject  + INFINITIF(V1)

(?) Will he meet you in Campus tomorrow morning ?

WH Questions.

a.    When Will he meet you in Campus ?

Refrensi: 

1.      http://www.kursusmudahbahasainggris.com/2013/10/contoh-soal-toefl-structure-lengkap.html

2.      http://elibrary.bsu.az/kitablar/1095.pdf

3.       http://rudybyo.blogspot.com/2013/05/materi-toefl-structur-dan-tenses_20.html

4.      http://ishalmorons.blogspot.com/2013/05/materi-grammar-dalam-toefl_3756.html

5.      http://dezhi-myblogger.blogspot.com/2013/05/struktur-toefl-grammar.html

6.      http://trivenaellenlie.blogspot.com/2012/04/grammar-structure-of-toefl.html

7.      http://rizkyluppy.blogspot.com/