Verb Aggreement

NAME: SAIFUL HUDA 093411053TBI 6B

VERB AGGREEMENT1

A singular subject demands a singular verb; a plural subject demands a plural verb. That is the simple principle behind subject-verb agreement.

a. Indefinite pronouns such as everyone and everybody feel plural, but they are always singular — and take a singular verb.

Example :- Everyone associated with the project is proud to be part of the effort.Someone has to be responsible.

Don’t be confused by phrases that come between the subject pronoun and its verb — phrases that may contain plural words.

Example :

- Each of the project partners is responsible for writing a chapter summary.

b. The verb that accompanies pronouns such as all and some will be determined by whether the pronoun is referring to something that is COUNTABLE or not.Example:

Some of the students in the cafeteria have voted already.Some of the grain was ruined by the flood.

None is usually regarded as singular, but it can be used as a plural pronoun.

Example :

- None of the representatives has indicated how he or she will vote.

OR

- None of the representatives have indicated how they will vote.c. With fractional expressions (fractions or decimal equivalents), the verb will be

determined by what is being measured: is it COUNTABLE or not.Example :

- Two-fifths of the grain is ruined- One-half of the students were convinced that there would be no

final exams this year.- Of all the returns we have counted so far, fifty percent are in favor

of the referendum.

1 http://www.freeclubweb.com/powerpoints/languagearts/subject-verb-agreement.html

“Students” is countable, but we cannot count.

“the grain”; it is one lump, one quantity.


- A majority of the student body is in favor of asking the Dean to stay another year.

d. Phrases such as together with, along with, and as well as seem to join subjects, but they do not work the same as and: they are not conjunctions.

Example : - Some of the hay in the barn, as well as some major pieces of farm

equipment, was ruined in the flood.- The major spending bill before Congress, together with some other

bills that are awaiting action, is going to cost taxpayers plenty.

e. In formal writing, when either and neither appear as a subject alone (without their sidekicks or and nor), they are singular. This is true even though the subject seems to be two things.

Example :- Neither of these choices appears to be satisfactory.- The purchasing office will lend me a company car or compensate

me for travel expenses. Either is fine with me.

When either and neither act as correlative conjunctions, the subject that is closer to the verb determines the number (singular or plural form) of the verb.

Example :

- Neither the principal nor the teachers are at fault.- Either the teachers or the principal has to be responsible for the

year-end festival.- Has either the President or his aides been in touch with you?

f. When an expletive construction (there is, there are, here is, etc.) begins a sentence, the subject (which determines the number of the verb) comes after the verb.

Example :- There are several explanations for the Civil War.- We were looking down the street when —all of a sudden — here

come Joe and his two brothers.- If the management team takes this attitude, there is very little

latitude for negotiation.

g. Be careful when lengthy or numerous modifying phrases come between the subject and its verb.

Example :- Tim Berners-Lee , one of America’s most prominent computer

scientists and —as a founder of the World Wide Web Consortium

http://cctc.commnet.edu/HP/pages/darling/grammar/conjunctions.htm


— one of the most important figures in the development of the Internet, has been working quietly at M.I.T. for many years.

Note : The fact that the plural “scientists” and “figures” appear in this sentence has no effect on our choice of a singular verb, “has”.

h. With “of phrases,” try turning the sentence “inside-out” to find the right subject-verb combination.

Example :- Connecticut is one of those states that HAVE/HAS adopted a state

income tax.

Turn this around to . . . .

- Of those states that have adopted a state income tax, Connecticut is one.

Note : This makes it easy to figure out the verb that belongs in a relative clause.

THE EXAMPLES

1. Each number in a binary system are formed from only two symbols.2

The answer : B ( because “Each” is indefinite ).

2. Only with a two – third vote by both houses are the U.S Congress able to override a

presidential veto.

The answer : B ( because “vote “ is uncountable).3

3. The great digital advances of the electronic age, such as integrated circuitry and a

microcomputer, has been planted in tiny chips.

The answer : C ( because “great digital advances” is plural).

PRONOUN

2 Second Edition Longman Preparation Course for The TOEFL Test, page : 1493 Second Edition Longman Preparation Course for The TOEFL Test, page : 150

A

AC A

A

B

AD A

A

A

AB

AC A

A D A

A

A

AB

AC A

A

D A

A

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A pronoun is used in place of a noun or nouns. Common pronouns include he, her, him, I, it, me, she, them, they, us, and we.4

1. Subjective PronounsA subjective pronoun acts as the subject of a sentence—it performs the action

of the verb. The subjective pronouns are he, I, it, she, they, we, and you.Example:

- He spends ages looking out the window.- After lunch, she and I went to the planetarium.

2. Objective Pronouns

An objective pronoun acts as the object of a sentence—it receives the action of the verb. The objective pronouns are her, him, it, me, them, us, and you.

Example: - I gave him a bag.- Look at me…!!!.

3. Possessive Pronouns

A possessive pronoun tells you who owns something. The possessive pronouns are hers, his, its, mine, ours, theirs, and yours.

Example: - This pen is mine.- Its cup is yours.

4. Demonstrative Pronouns

A demonstrative pronoun points out a noun. The demonstrative pronouns are that, these, this, and those.

Example: -

- That is a good idea.- These are hilarious cartoons.

A demonstrative pronoun may look like a demonstrative adjective, but it is used differently in a sentence: it acts as a pronoun, taking the place of a noun.

5. Interrogative PronounsAn interrogative pronoun is used in a question. It helps to ask about

something. The interrogative pronouns are what, which, who, whom, and compound words ending in "ever," such as whatever, whichever, whoever, and whomever.

Example: - What on earth is that?- Who ate the last Fig Newton?

An interrogative pronoun may look like an interrogative adjective, but it is used differently in a sentence: it acts as a pronoun, taking the place of a noun.

4 http://www.factmonster.com/ipka/A0885483.html


6. Indefinite Pronouns

An indefinite pronoun refers to an indefinite, or general, person or thing. Indefinite pronouns include all, any, both, each, everyone, few, many, neither, none, nothing, several, some, and somebody.

Example: - Something smells good.- Many like salsa with their chips.

An indefinite pronoun may look like an indefinite adjective, but it is used differently in a sentence: it acts as a pronoun, taking the place of a noun.

7. Relative Pronouns

A relative pronoun introduces a clause, or part of a sentence, that describes a noun. The relative pronouns are that, which, who, and whom.

Example:- You should bring the book that you love most.- That introduces "you love most," which describes the book.- Hector is a photographer who does great work.- Who introduces "does great work," which describes Hector.

8. Reflexive Pronouns

A reflexive pronoun refers back to the subject of a sentence. The reflexive pronouns are herself, himself, itself, myself, ourselves, themselves, and yourselves. Each of these words can also act as an intensive pronoun (see below).

Example: - I learned a lot about myself at summer camp. (Myself refers back to

I.)- They should divide the berries among themselves. (Themselves

refers back to they.)

9. Intensive Pronouns

An intensive pronoun emphasizes its antecedent (the noun that comes before it). The intensive pronouns are herself, himself, itself, myself, ourselves, themselves, and yourselves. Each of these words can also act as a reflective pronoun (see above).

Example: - I myself don't like eggs.- The queen herself visited our class.

A. Distinguish Subject and Object Pronouns5

5 Second Edition Longman Preparation Course for The TOEFL Test, page :


A subject pronoun is used as the subject of the verb. An object pronoun can be used as the object of a verb or the object of a preposition.

The example of the types of subject or object pronoun errors that you might see on the TOEFL test.

Him* and the girl are going shopping.

The gift was intended for you and I*.

In the first example, the object pronoun him is correct because this pronoun serves as the subject of the sentence, the object pronouns him should be changed to the subject pronoun he. It can be difficult to recognized that him is the subject because the verb are has a double subject, him and girl.

In the second example, the subject pronoun I is incorrect because this pronoun serve as the object of the preposition for. The subject pronoun I should be changed to the object pronoun me. It can be difficult to recognized that I is the object of the preposition for has two object.

B. Distinguish Possesive Adjective and Pronouns

A possessive adjective describes a noun: it must be accompanied by a noun. A possessive pronoun takes the place of a noun: it cannot be accompanied by a noun.

Example:

They lent me their book.ADJECTIVE

They lent me theirs. PRONOUN

Notice that in the first example the possessive their is accompanied the noun book. In the second example the possessive pronoun theirs is not accompanied by a noun.

Each morning they read theirs* newspaper.

Could you give me you*?.

The first example, the possessive pronoun theirs is incorrect because it is accompanied by noun newspaper, and a possessive pronoun cannot be accompanied by a noun. The possessive adjective their is needed in the first example.

In the second example, the possessive adjective your is incorrect because it is not accompanied by a noun. The possessive pronoun yours is needed in the second example.


THE EXAMPLES

1. Superman made their comic debut in 1938 in Action Comic.

The answer: B

2. When children experience too much frustration, its behavior ceases to be integrated.

The answer: C

3. Almost half of the pilgrims didi not survive theirs first winter in the new world.

SUBORDINATION

A

AB

AC A

A

D A

A

A

AB

AC A

A

D A

A

A

AB

AC A

A

D A

A


1. WHAT SUBORDINATE CLAUSES ARE6

A subordinate clause (SC), also called a dependent clause, is a group of words that has its own subject and predicate but cannot stand alone as a simple sentence. It must be included in or connected to an independent clause (IC).

Here is a list of subordinate conjunctions:

afteralthoughasbecausebeforeeven ifeven thoughifin order that

onceprovided thatrather thansinceso thatthanthatthoughunless

untilwhenwheneverwherewhereaswhereverwhetherwhilewhy

Here are your relative pronouns:

thatwhichwhichever

whowhoeverwhom

whosewhoseverwhomever

SC IC

Before she spoke to reporters, she conferred with her advisers.

IC SC

Medical researchers have long been seeking a cure for a disease that takes thousands of lives Beach year.

IC SC SC

Pavarotti was cheered as he finished the beautiful aria in which Rodolfo declares his love to Mimi.

A. Correctly attach a subordinate clause to a main clause.a. When you attach a subordinate clause in front of a main clause, use a

comma, like this:

subordinate clause + , + main clause.

6 http://www.chompchomp.com/terms/subordinateclause.htm

http://www.chompchomp.com/terms/mainclause.htm


Example:

Even though the broccoli was covered in cheddar cheese, Emily refused to eat it.

Unless Christine finishes her calculus homework, she will have to suffer Mr. Nguyen's wrath in class tomorrow.

While Bailey slept on the sofa in front of the television, Samson, the family dog, gnawed on the leg of the coffee table.

b. When you attach a subordinate clause at the end of a main clause, you will generally use no punctuation, like this:

main clause + Ø + subordinate clause.

Example:

Tanya did poorly on her history exam Ø because her best friend Giselle insisted on gossiping during their study session the night before.

Jonathon spent his class time reading comic books Ø since his average was a 45 one week before final exams.

Diane decided to plant tomatoes in the back of the yard Ø where the sun blazed the longest during the day.

B. Punctuate carefully when the subordinate clause begins with a relative pronoun.

Subordinate clauses can begin with relative pronouns [and thus are called relative clauses, a type of subordinate clause]. When a subordinate clause starts with who, whose, or which, for example, punctuation gets a little bit trickier. Sometimes you will need a comma, and sometimes you won't, depending on whether the clause is essential or nonessential.

When the information in the relative clause clarifies an otherwise general noun, the clause is essential and will follow the same pattern that you saw above:

main clause + Ø + essential relative clause.

Example:

Nick gave a handful of potato chips to the dog Ø who was sniffing around the picnic tables.

Dog is a general noun. Which one are we talking about? The relative clause who was sniffing around the picnic tables clarifies the animal that we mean. The clause is thus essential and requires no punctuation.

http://www.chompchomp.com/terms/essentialclause.htm

http://www.chompchomp.com/terms/relativeclause.htm

http://www.chompchomp.com/terms/relativeclause.htm


When a relative clause follows a specific noun, punctuation changes. The information in the relative clause is no longer as important, and the clause becomes nonessential. Nonessential clauses require you to use commas to connect them.

main clause + , + nonessential relative clause.

Example:

Nick gave a handful of potato chips to Button , who was sniffing around the picnic tables.

Button, the name of a unique dog, lets us know which animal we mean. The information in the relative clause is no longer important and needs to be separated from the main clause with a comma.

Relative clauses can also interrupt a main clause. When this happens, use no punctuation for an essential clause. If the clause is nonessential, separate it with a comma in front and a comma behind. Take a look at these examples:

After dripping mustard all over his chest, the man Ø who was wearing a red shirt Ø wished that he had instead chosen ketchup for his hotdog.

After dripping mustard all over his chest, Charles, who was wearing a red shirt, wished that he had instead chosen ketchup for his hotdog.

C. Use subordination to combine ideas effectively.

Writers use subordination to combine two ideas in a single sentence. Read these two simple sentences:

Rhonda gasped. A six-foot snake slithered across the sidewalk.

Since the two simple sentences are related, you can combine them to express the action more effectively:

Rhonda gasped when a six-foot snake slithered across the sidewalk.

If the two ideas have unequal importance, save the most important one for the end of the sentence so that your reader remembers it best. If we rewrite the example above so that the two ideas are flipped, the wrong point gets emphasized:

When a six-foot snake slithered across the side walk, Rhonda gasped.

A reader is less concerned with Rhonda's reaction than the presence of a giant snake on the sidewalk!

http://www.chompchomp.com/terms/nonessentialclause.htm


2. USING ADJECTIVE (RELATIVE) CLAUSESAn adjective clause, sometimes called a relative clause, normally begins with

a relative pronoun which, that, who, whom, or whose. The relative pronoun refers to a noun or noun phrase that is called its antecedent. The adjective clause modifies this antecedent, which usually appears just before the relative pronoun:

The dog that kept me awake all night lived next door.3. CHOOSING RELATIVE PRONOUNS

The relative pronoun you choose depends chiefly on the antecedent—the noun or pronoun the clause modifies.

a. Use who, whom, whose, or that when the antecedent is one or morepersons:

Women who miscalculate are called “mothers.”

b. Use which or that when the antecedent is one or more things: - A mind that is stretched to a new idea never returns to its original dimensions. - A team of shipwreck hunters recently found the wreck of the S.S. Leopoldville, which was sunk by a German torpedo on Christmas Eve 1944.

c. Use which when the antecedent is an entire clause—but only when nothing else can be mistaken for the antecedent:

Tim cackled maliciously, which infuriated Paul.The accident could have been avoided, which made it all the harder to bear.

d. Do not use that when the antecedent is a proper name, a clearly identified person, or a clearly identified thing:

who£

-20The world’s greatest jumpers include Carl Lewis, that has cleared nearly^

twenty-nine feet.which

£-20The Verrazano-Narrows Bridge, that links Brooklyn to Staten Island,

^has the longest suspension span in the world.

who£

-20Passengers on Flight 89 commended the pilot, that had guided the^

plane to safety despite the blizzard.


e. You may use whose with any antecedent to avoid writing of which:The children worked in a schoolroom whose windows were never opened.(COMPARE: The children worked in a schoolroom of which the windows were never opened.)She landed a helicopter whose pilot had collapsed over the controls.

f. You may use where or when as a relative pronoun when the antecedent is a place or a time:

That morning we drove to the town of Appomattox Court House, Virginia,where Lee surrendered to Grant at the end of the Civil War.

Her favorite season was spring, when the Earth seemed born again.

She felt a chill as she stood on the very spot where the murderer had beenhanged.

PARALLEL STRUCTURE

In good English an attempt should be made to make the language as even and balanced as possible. This balance is called parallel structure.

Example: I like to sing, I like dancing.


1. Use Parallel Structure with CoordinateThe job of the coordinate conjunction (and, but, or) is to join together equal

expression. In other word, what is on one side of these word must be parallel to what is on the other side. The conjunction can join nouns, or verbs, or adjective or phrases, or subordinate clauses, or main clauses; they just must join together two of the same thing.

PARALLEL STRUCTURE WITH COORDINATE CONJUNCTION

(same structure) (same structure)

(same structure), (same structure) (same structure)

2. Use Parallel Structure with Paired Conjunction

The paired conjunction both….and. either….or. neither…nor. and not only… but also require parallel structure.

Example:

I know both where you went and what you did

Either Mark or Sue has the bookThe tickets are neither in my pocket nor in my purse.

He is not only an excellent student but also an outstanding athlete.

The following is not parallel and must be corrected.

He wants either to go by train or by plane*.

It is not correct because to go by train is not parallel to by plane. It can be corrected in several ways.

He wants either to go by train or to go by plane.

He wants to go either by train or by plane.

He wants to go by either train or plane.

PARALLEL CONJUNCTION WITH PAIREDCONJUNCTION

andbuto

andbuto


( same structure) ( same structure)

3. Use Parallel Structure with Comparisons

When you make a comparison,you point out the similarities or differences between two things, and thse similarities or differences must be in parallel form. You can recognize a comparison showing how two things are different from –er…..than or the more….than

My school is farther than your school.

To be rich is better than to be poor.

What is written is more easily understood than what is spoken.

A comparison showing how two things are the same might contain as … as or expressions such as the same as or similar to.

Their car is as big as a small house.

Renting those apartements costs about the same as leashing them.

The work that I did is similar to the work that you did.

PARALLEL STRUCTURE WITH COMPARISONS

( same structure) ( same structure)

THE EXAMPLES

1. Fire extinguishers can contain liquefied gas, dry chemical, or watery.

The answer: D

2. A bankruptcy may be either voluntary nor involuntary.

The answer: D

WORD ORDER

BothEitherNeitherNot only

andornorbut also

BothEitherNeitherNot only

A

AB C D

A

AB C D


If we want to arrange noun phrase with more than one adjective we should obey this pattern:

Determiner-opinion-size-old-shape-color- material->noun

Example:

a famous, old paintinga big, round tablean American, cotton shirt

Subject and Verb Inversion Invert the subject and verb with question word Invert the subject and verb with place expression Invert the subject and verb with negatives Invert the subject and verb with conditionals Invert the subject and verb with comparison

Invert subjects and verbs with question wordWho What When Where Why whoWhen the question word introduce a question, the subject and verb are inverted

V S ?

What are they?

When the question word connects two clauses, the subject and verb that follow are not inverted

S V S V.

I know what they are.

Question Word

Question Word


In English, the subject and the verb sometimes can be inverted. This could be happened with single words expressing place (here, there, or now here.)

1. Here is the book that you lent me.2. There are the keys that I thought I lost.3. Now here have I seen such beautiful weather.

The subject and verb can also be inverted after prepositional phrases expressing place.1. In the closet are the clothes that you want.2. Around the corner is Sam’s house.3. Beyond the mountains lies the town where you will live.

Invert The Subject and Verb with Negative

- The subject and verb can also be inverted after certain negatives and related expression, when negatives expression, such as : no , not , or never.

- It is the list of the negatives expressionsno, not, never, neither, nor,

barely, hardly, only, rarely, scarcely andseldom

Pattern: negative expression v s E.g. :Rarely were they so happy

In certain conditional structures, the subject and verb may also be inverted. This can occur when the helping in verb in the conditional clause is had, should or were, and the conditional connector if is omitted.

Examples :


If he had taken more time, the results would have been better.Had he taken more time, the result would have been better.I would help you if I were in a position to help.I would help you were I in a position to help

Inverted Subjects and Verbs with Conditionals

had should were

when the verb in the conditional clause is had, should or were, it is possible to omit if and invert the subject and verb.

(omited if) V S

Were he here, he would help

It is also possible to keep if. Then the subject and the verb are not inverted

If S V

If he were here, he would help

Inverted Subject and Verbs with Comparisons

The subject and verb may invert after a comparisons. The following sentences are both possible

SWe

Vwere

ComparisonMore prepare than

SThe other performers

Vwere

Swe

Vwere

ComparisonMore prepared than

Vwere

SThe other performers

THE EXAMPLES

1. The result of the current experiment appear to be more consistent than……….the results of any previous testsa. Themb. Werec. They wered. Were they answe: B

2. The report would have been accepted______ in checking its accuracy.


(A)If more care(B) More care had been taken(C) Hedtaken more care(D)Had more care been taken answer:

3. Only in extremely dangerous situations….sloppeda. Will be the printing pressesb. The printing presses will bec. That the printing presses will bed. Will the printing presses be answer: D

READING

Reading strategy

1. PreviewingIt means reading a text at a glance to get impression of the topic. It can be done by reading the title if any; the first sentence each paragraph; and the last sentence of the passage.

Exercise

A black hole is region of space created by the total gravitational collapse of matter. It is so intense that nothing, not even light or radiation, can escape. In another words, it is one way surface through which matter can fall inward but cannot emerge.

Some astronomers believe that a black hole may be formed when a large star collapses inward from its own weight. So long as they are emitting heat and light into space, stars support themselves against their own gravitational pull with the outward thermal pressure generated by heat from nuclear reactions deep in their interiors. But if star eventually exhaust its nuclear fuel, then its unbalanced gravitational attraction could cause it to contract and collapse. Furthermore, it could begin to pull in surrounding matter, including, nearby comets and planets, creating a black hole.

What is the topic of this passage?The topic is black holes

2. Reading for main ideasReading for main idea is aimed to identify the point of view of the author; that is, what the writer’s thesis is. Specifically, what does the author propose to write about the topic? If you could reduce the reading to one sentence, what would it be?


Question about the main idea can be worded in many ways. For Example: 1) What the main idea? 2) What is the subject 3) What is the topic? 4) What would be a good tittle?

For more than a century, despite attacks by a few opposing scientists, Charles Darwin’s theory of evolution by natural selection has stood firm. Now, however, some respected biologists are beginning to question whether the theory accounts for major developments such as the shift from water to land habitation. Clearly, evaluation has not proceed steadily but has progressed by radical advances. Recent research in molecular biology, particularly genetic codes in the underlying structure of DNA could govern evolution.

Answer1. The main idea is that biologist are beginning to question Darwin’s theory

A good title would be “questions about Darwin’s Theory”

3. Using context for vocabularyWhat is context? Context is combination of vocabulary and grammar that surrounds a word. Context can be a sentence or paragraph or passage. Context helps you to make general prediction about meaning. If you know the general meaning of a sentence, you also know the general meaning of the words in the sentence. ExercisePassage excerpt 1“In the animal world the task of moving about is fulfilled in many ways. For some animals locomotion is accomplished by change in body shape …”The word locomotion in the passage is closet in meaning to

a) Evolutionb) Movementc) Survivald) escape

ExplanationLocomotion means “the ability to move from place to place.” In this example, it is a way for restating the phrase “the task of moving” in the preceding sentence. So the correct answer is b)

Passage Excerpt 2“Some poisonous snake bites need to be treated immediately or the victim will suffer paralysis …”

In stating the victim will suffer paralysis the author means that the victim will a) Lose the ability to moveb) Become unconsciousc) Undergo shockd) Feel great pain


Explanation

In this example, both the words tested from the passage and possible answers are phrases. Paralysis means “the ability to move” so if the poison from a snake bite causes someone to “suffer paralysis” that person will “lose the ability to move.” So the correct answer is a)

4. Scanning for detailsAfter reading a passage on the TOEFL, you will be expected to answer six to eight multiple choice questions. First, read a question and find the important content words. Content words are usually nouns, verb, or Adjectives. They are called content words because they contain the content or meaning of sentence.

Next, let your eyes travel quickly over the passage for the same content words or synonyms of the words. This is called scanning. By scanning, you can find a place in the reading passage where to answer to a question is found. Finally, read those specific sentence carefully and chose the answer that corresponds to the meaning of sentences you have read.

ExerciseTo prepare for career in engineering, a student must begin planning in high school. Mathematics and science should perform the core curriculum. For example, in a school where sixteen credits hours are required for high school graduation, should be in mathematics, one each in chemistry, biology, and physics. The remaining credits should include four in English and at least there in humanities and social sciences. The average in entering freshman in engineering should have achieved at least a 2.5 grade point average on a 4.0 scale in his or her high school. Although deficiencies can be corrected during the first year, student who needs additional work should expect to spend five instead of four years to complete a degree.

1) What is the average grade point for entering freshman in engineering?Answer: 2.5

2) When should a student begin planning for career in engineering?Answer: in high school

3) How can a student correct deficiencies in preparationAnswer: by spending five years.

5. Making inferencesSometimes, in a reading passage, you will find a direct statement of fact. That is called evidence. But other times, you will not find a direct statement. Then you will need to use the evidence you have make an inference. An inference is logical conclusion based on evidence. It can be about the passage itself or about the author’s viewpoint.The nineteenth century brought with it a burst of new discoveries and inventions that revolutionized the candle industry made lighting available to all. In the early-to-mid-nineteenth century, a process was developed to refine tallow (fat from animals) with alkali and sulfuric acid. The result was a product called stearin. Stearin is harder and


burns longer than unrefined tallow. This breakthrough meant that it was possible to make tallow candles that would not produce the usual smoke and rancid odor. Stearins were also derived from palm oils, so vegetables waxes as well as animal fats could be used to make candles …” Which of the following can be inferred from paragraph 1 about candles before the nineteenth century

a) They did not smoke when they were burnedb) They produced a pleasant odor as they burnedc) They were not available to alld) They contained sulfuric acid

ExplanationIn the first sentence from the excerpt the author says that “new discoveries and inventions” made lighting available to all.” The only kind of lighting discussed in the passage is candles. If the new discoveries were important because they made candles available to all, we can infer that before the discoveries, candles were not available to everyone. Therefore , is an inference about candles we can make from the passage.7

6. RestatingLike most languages, English has more than one grammatical structure to express the same meaning. On the TOEFL, you will be asked to find the best restatement for a given sentence. In other words, you must look for grammatical structures that express the same meaning.Example1. Dog still pull sleds over the ice and snow in Alaska.Restatement: Sleds are still pulled by dog teams over the ice and snow in Alaska.

7. PhrasingReading one word at one not only causes you read slowly but also causes you confuse the meaning. By the time you reach the end of a very long sentence or passage, you have forgotten the beginning.To read better as well as faster, you should not let your eyes stop on each word. You should let your eyes move over a phrase before stopping

Cumulative ExerciseAlthough each baby has an individual schedule of development, general patterns of growth have been observed. Three periods of development have been identified, including early infancy, which extends from the first to the sixth month; middle infancy, from sixth to the ninth month; and late infancy, from the ninth to the fifteenth month. Whereas newborn is concerned with his or her inner world and responds primarily to hunger and pain in early infancy, the baby is already aware of the surrounding world. During the second month, many infants are awake more and can raise their heads to look at things. They also begin to smile at people. By four months, the baby is searching for things but not yet grasping them with its hands. It is also

7 The official guide to the new toefl iBT Mc Graw Hill ETS second edition 2008


beginning to be wary of strangers and may scream when a visiting relative tries to pick it up. By five months, the baby is grabbing objects and putting them into its mouth. Some babies are trying to feed themselves with hands. In middle infancy, the baby concentrates on practicing a great many speech sounds. It loves to imitate actions and examine interesting objects. At about seven months, it begins to crawl, a skill that it masters at the end of middle infancy.

In late infancy, the baby takes interest in games, songs, and even books. Progress toward walking moves through standing, balancing, bouncing in place, and walking with others. As soon as the baby walks well alone, it has passed from infancy into the active toddler stage.

1) What is the main subject of this reading passage?a) Growth in early infancyb) The active toddler stagec) How a baby learns to walkd) The developmental stages of infancy

2) What does baby take an interest in books?a) After nine monthsb) At two monthsc) After five monthd) In middle infancy3) According to this reading passage, what would a six-month-old baby like to

do?a) Smile at peopleb) Crawl on the floorc) Imitate actionsd) Paly simple game4) What does grasp mean in the context of this passage?a) Watchb) Likec) Holdd) Fear

5) When does a baby become frightened of unfamiliar people?a) In early infancyb) In middle infancyc) In late infancyd) In the toddler infancy

Verb Aggreement

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