Download SKILL 18: INVERT THE SUBJECT AND VERB WITH NEGATIVES

TOEFL: Structure and Written
Expression
General Strategies
• Be familiar with the directions.
• Begin with questions 1-15 (Structure). Questions
1-5 are easier and 11-15 are harder.
• Continue with questions 16-40 (Written
Expression). Questions 16-20 are easier and 3640 are harder.
• Do not take too much time with each item. If you
have time left you can go back and check 11-15
and 36-40.
• Do not leave any blank answers on the answer
sheet.
Strategies for Structure Questions
• First, study the sentence.
• Then study each answer choice based on how well it
completes the sentence.
• Do not try to eliminate incorrect options by looking only
at the answers.
• Be aware that in this section most of the items will
require you to identify the subject or the verb (or both) in
the correct order of subject + verb (except on items with
inverted structure).
• Do not spend too much time on this section. Leave
enough time for the Written Expression Section.
Characteristics of a Sentence
• A sentence can be formed by one or more clauses.
• Clauses can be independent and dependent/subordinate
clauses. All sentences must have subject and verb.
• Sentences can be: simple, compound, complex, and
compound-complex.
• A simple sentence is formed by only one independent
clause.
I went to the movies yesterday afternoon.
Independent clause
• A compound sentence is formed by two or more independent
clauses connected by coordinate conjunctions (for, and, nor,
but, or, yet, so: FANBOYS).
I went to the movies last night, and I had a great time.
Independent clause
conjunction + Ind. clause
• A complex sentence is formed by one independent clause and
one or more dependent clauses.
I went to the movies after I had finished my homework.
Independent Clause
connector + Dependent Clause
• A compound-complex sentence is formed by more than one
independent clause and at least one dependent clause.
I went to the movies, and I had a great time because the movie
Indep. Clause
was terrific.
conj. +
Indep. Clause +
connector + Dep. Cl.
Characteristics of a Clause
• Every clause must have a subject and a verb. A
complement is optional.
• There are two types of clauses: independent
and dependent (or subordinated).
• Independent clauses have a complete idea and
can stand alone in a sentence.
• Dependent clauses complement the
independent clause, but do not have a complete
idea and cannot stand alone in a sentence.
• There are three types of dependent clauses:
• Noun clauses: function as a noun, so they can be
subjects, objects of a verb, or objects of a preposition.
I understand how you feel.
• Adjective clauses: function as an adjective and
describe a noun or pronoun from the main clause.
I know the man who works in that office.
• Adverb clauses: function as an adverb and give
additional information about the verb (how, when, where,
and why)
I know that man because he works with my father.
Note: We will see these in more detail in the skills.
Skills 1-5
Simple Sentences: one subject + one verb
SKILL 1: BE SURE THE SENTENCE HAS A SUBJECT AND A VERB:
Engineers are needed for work.
S
V
The boy will be going to the movies.
S
V
SKILL 2: BE CAREFUL OF OBJECTS OF PREPOSITIONS:
In the past a woman in politics wasn´t common.
OP
S
OP
V
For the fever he took aspirine tablets.
OP
S
V
SKILL 3: BE CAREFUL OF APPOSITIVES
An appositive is a noun or noun phrase which describes
another noun or pronoun. It is normally set off by commas.
Tom, a good mechanic, is fixing a car.
S
APP
V
A good mechanic, Tom is fixing a car.
APP
S
V
A good mechanic, Tom, is fixing a car.
S
APP
V
IT AND THERE
Strategy
Some sentences or clauses begin with it or there. Be aware of the
constructions that follow these subjects. In the Structure section, parts
of a sentence including it and there may be omitted.
A sentence or clause may begin with the words it or there.
1) It is used in three ways:
– It is used as subject followed by the verb to be:
It was in 1761 that she came to Boston. (It + to be + that)
– It is used as subject when the information is related to an
adjective:
It was important to be free. (It + to be + adjective + infinitive)
– It is used as a subject when it is used with a time phrase:
It took her a few years to learn English. (It + take + time
phrase + infinitive)
2) There shows that something or someone exists at a special time or
place. In this use, the word there follows this construction:
there + to be + subject
There are many books about Phyllis Wheatley today.
There was a big storm yesterday.
In these clauses the verb “to be” and the subject must agree on person.
“Expletive”:
• Function: noun
1 a : a syllable, word, or phrase inserted to fill a vacancy (as in
a sentence or a metrical line) without adding to the sense;
especially : a word (as it in "make it clear which you prefer")
that occupies the position of the subject or object of a verb in
normal English word order and anticipates a subsequent word
or phrase that supplies the needed meaningful content.
Source: Merriam Webster Online Dictionary: http://www.m-w.com/
SKILL 4: BE CAREFUL OF PRESENT PARTICIPLES (Adjectives):
Do not confuse them with present progressive:
The boy is standing in the corner.
S
V
The boy standing in the corner looks suspicious.
S
Adjective
V
• The present participle works as an adjective:
Tip: If it does not have a form of be, it is not a verb.
SKILL 5: BE CAREFUL OF PAST PARTICIPLES
Do not confuse them with the following:
1.
2.
3.
Simple past: She painted the picture.
Present/Past Perfect: She has/had painted the picture.
Passive Voice: The picture was painted by Karen.
•
The past participle works as an adjective:
The picture painted looks wonderful.
S
Adjective
V
Tip: If it does not have a form of be or have, it is not a verb.
Skills 6-8: Sentences with Multiple clauses:
1) Compound sentences: A compound sentence is a
sentence with two or more main or independent clauses that
can be connected with coordinating conjuctions: (acronym:
FANBOYS):
for
and
nor
but
or
yet
so
• These sentences normally have a comma before the
conjunction/connector.
Ana laughed, but she wanted to cry.
s
v
con. s
v
The TOEFL exam will be difficult, so we must study hard.
s
v
con. s
v
The weather was great, and the sun was shining.
s
v
con.
s
v
2) Complex Sentences: A complex sentence is one that has a
main or independent clause and a subordinated clause.
• Adverb Clauses: These clauses give information about the verb
in the independent clause:
Time:
Cause
after
because
as
since
as long as
now that
before
inasmuch as
as soon as
when
while
since
until
etc.
Condition
If
In case
provided
providing
unless
whether
Contrast
although
even though
though
while
whereas
Manner
as
in that
Place
where
wherever
Teresita went inside because it was raining.
Subject verb
con.
Subj. verb
I am going to go to the movies as soon as I finish my TOEFL
Sub. verb
con.
Subj. verb
exercises.
Although there is a lot of information to learn for the TOEFL
Con.
Subj.
verb
exam, you can get the 600 points if you work hard.
Subj. Verb
con. Subj. verb
SKILLS 9-12: Noun and Adjective
Clauses
• Noun clauses: They are the second type of subordinated clauses.
They work as nouns, so they can be subjects, objects of a verb, or
objects of a preposition.
•
Noun clauses as any other clause have the normal order of
Subject + Verb. Noun clauses you have used before:
Indirect/embedded/polite questions:
Where is the bank?
Could you tell me where the bank is?
Does he work here?
Do you know if he works here?
•
Noun clauses answer the question “What…?” and can be substituted
by “it”.
SKILL 9: USE NOUN CLAUSE CONNECTORS CORRECTLY
Noun connectors: what, when, where, why, how, whatever,
whenever, whether, if, that.
• As object of the verb: What do you know?
I know what you did.
S V
con.
S V
• As object of a preposition: What are you concerned about?
I am concerned about when he will arrive.
S V
Prep.
C
S
V
• As subject of the sentence: What is not important?
Con.
S
V
When he will arrive is not important.
Subject
V
SKILL 10: USE NOUN CLAUSE
CONNECTOR/SUBJECTS CORRECTLY
Who, whoever, what, whatever, which, whichever: Can be
connectors and subjects of the clause at the same time.
1. As object of the verb: What do you know?
I know what happened.
S V
C/S
V
2. As subject of the sentence: What was great?
What happened was great
C /S
V
V
3. As subject of all the sentence: What was wrong?
C S V
What you did was wrong
Subject
Verb
• Adjective clauses: These are the third type of dependent or
subordinate clause. They have the same function as an adjective:
describe a noun (person, place, thing).
This is the book which I bought yesterday.
Describes the book.
The man who is standing over there helped me.
Describes the man
• Adjective clauses, like all other clauses, need to have at least a
subject and a verb.
• Adjective clauses go immediately after the noun they are
describing, so they can appear in the middle or end of the
sentence.
• Adjective connectors: Who (people), whom (people/object and
after prepositions), which (things), that (people or things, but
cannot be used after prepositions or when the adjective clause
is between commas), where (places), whose (possessive).
I liked the book which you recommended.
S V
C
S
V
The man who you recommended was hired yesterday.
S
C
S
V
V
• Who (people), which (things) that (people or things): Can be
connector and subject of the clause at the same time.
She needs a secretary who can type fast
S
V
C/S
V
A secretary who can type fast is invaluable
S
C/S
V
V
Skills 13-14: Reduced Clauses
1) Adjective Clauses: Only adjective clauses where the connector
works as subject of the clause can be reduced.
• Clauses with a ‘be’ form: Omit the connector and the form of
‘be’:
The girl (that is) sitting over there is my sister.
The car (which was) bought by my father is a racing car.
The house (that is) on sale is very old.
• Clauses with no form of ‘be’: Omit the connector and change
the main verb to ‘-ing’ form.
I don’t understand the article (which appears) in today’s
paper.
I don’t understand the article appearing in today’s paper.
Adjective Clauses separated by commas
• If the original adjective clause was separated by commas the
reduced clause keeps the commas:
The homework, which was given by the math teacher, is due
tomorrow.
The homework, given by the math teacher, is due tomorrow.
•
We can also change the position of the adjective clause and put it at
the beginning of the sentence.
The president, (who is) now preparing to give a speech, is meeting with
his advisors.
Now preparing to give a speech, the president is meeting with his
advisors.
2) Adverb Clauses: Only adverb clauses that have the same
subject as the main clause can be reduced.
• Clauses with a form of ‘be’ : Keep the connector and omit the
subject and the form of ‘be’ of the adverb clause.
Although he is rather unwell, the speaker will take part in the
seminar.
Although rather unwell, the speaker will take part in the seminar.
• Clauses with no form of ‘be’:
Keep the connector, omit the subject and change the main verb
to ‘-ing’ form.
Although he feels rather sick, the speaker will take part in the
seminar.
Although feeling rather sick, the speaker will take part in the
seminar.
Some adverb clauses can only be reduced if they are in passive
voice. For example, with adverb clauses with “once” can only be
reduced if the verb is in passive voice:
Cannot be reduced:
Once you arrive, you can start the exam.
Can be reduced:
Once the exercises are answered, they are checked by the
teacher.
Once answered, the exercises are checked by the teacher.
• Adverb clauses of cause cannot be reduced:
as, because, inasmuch as, now that, since
Skills 15-19: Subject and verb inverted
1) In questions the normal order of subject and verb/aux. is
inverted:
Yes/No questions:
With verb “to be”
With other verbs:
Information questions:
With verb “to be”
With other verbs:
Are you a teacher?
V
S
Did you go to the beach?
Aux. S V
Where are you?
QW V S
What did you do?
QW A S V
2) Subject and Verb inverted after place expressions: When we
have place words or expressions at the beginning of a clause
we have to invert the normal order of subject + verb.
With verb “to be”: Here is the book you lent me.
V S
Around the corner is Sam’s house.
V S
With other verbs:
Nowhere have I seen such beautiful weather.
A S V
In the closet are the clothes that you need.
V
S
• The inversion of subject + verb with place expressions is only
necessary when the expression is essential to complete the
sentence.
Necessary: In the forest are many exotic birds.
V
S
Not necessary: In the forest, I walked for many hours.
S
V
3) Invert subject + verb with negatives or almost negative words:
The subject and verb are also inverted after certain negatives
and related expressions: no, not, never, neither, nor, barely,
hardly, only, rarely, scarcely, seldom
With verb “to be”: Rarely were they so happy.
V
With other verbs:
S
Not only did he pass, he got a 100.
A
S
V
4) Invert the subject with conditionals (Implied Conditionals). In
certain conditional structures, the subject and the verb may
also be inverted.
• When the conditional clause has: Had, should or were
Should + S + V base form: (First Conditional)
If I should finish early, I’ll help you.
Should I finish early, I’ll help you.
Were + S: (Second Conditional)
If he were here, he would help.
Were he here, he would help.
Had + S + V base form: (Third Conditional)
If you had studied more, you would’ve passed.
Had you studied more, you would’ve passed.
5) The inversion with comparatives is optional and it can be used
in formal writing.
• All of these forms are correct:
My sister spends more hours in the office than John.
My sister spends more hours in the office than John does.
INVERSION: COMPARATIVE + Aux/V + S
My sister spends more hours in the office than does John.
We were more prepared than the other performers.
We were more prepared than the other performers were.
INVERSION: COMPARATIVE + Aux/V + S
We were more prepared than were the other performers.
General Strategies for Written
Expression
• First, look at the underlined word or
groups of words to see if you can identify
an incorrect form or structure.
• Then, read all the sentence to verify the
correct form and structure of the four
answer choices. Some underlined options
are incorrect because of something in
another part of the sentence.
• Never leave any answers blank.
Skills 20-23 Subject-Verb Agreement
1) Be careful with: prepositional phrases
• If the subject is singular the verb is singular:
The key to the doors IS in the drawer.
Ob.Prep.
• If the Subject is plural the verb is plural:
The keys to the doors ARE in the drawer.
Ob.Prep.
.
2) Make verbs agree after expressions of quantity:
all/most/some/half of the.
Singular count noun:
All of the book was interesting
Plural count noun
All of the books were interesting
Non-count nouns
All of the information was
interesting.
3) When we have structures where we have to invert the normal
order of subject + verb we have to be careful to make the verb
agree with the subject. Remember this inversion is applied in
questions, after expressions of place, after negative or almost
negative words, in conditional clauses without “if”, and after
comparisons. After these structures the order is:
With verb “to be”: verb + subject
With other verbs: aux. + subject + verb
Never is she late to class.
Should Mary eat candy, she must brush her teeth.
In the first drawer is the book you are looking for.
How many times have your parents warned you to be careful?
4) After indefinite pronouns: everybody, nothing, somewhere,
etc., the verb or auxiliary are used in singular form:
Everybody was ready for the exam.
Does someone know the answer?
Skills 24-26: Parallel Structure
Parallel Structure means to make the language as even
and balanced as possible.
Example:
(not balanced: wrong)
I like to sing and dancing.
(balanced, correct)
I like to sing and dance.
or
I like singing and dancing.
1) Parallel Structure with coordinate conjuctions: and, but, and or.
They are not interested in what you say or what you do.
clause
+
clause
You can decide whether to go hiking or kayaking
gerund
+
gerund
I like to go home early, but my friends prefer to stay late.
Independent clause
+
Independent clause
2) With paired Conjuctions
both…and: I know both where you went and what you did.
either…or: The report you are looking for could be either in the
file or on the desk.
neither…nor: The tickets are neither in my pocket nor in my
purse.
Not only…. but also
He is not only an excellent student but also a great athlete.
• Parallel structures with comparisons
more…..than
less….than
as….as
the same as
-er….. than
similar to
My school is farther than yours.
To be rich is better than not to be.
What is spoken is more easily understood than what is
written.
Their car is as big as yours.
This book costs about the same as the other book.
The work that I did is similiar to yours.
English is less difficult than Spanish.
Some helpful hints on how to revise sentences for parallel structure: *
1) Figure out what parts of the sentence are being compared.
2) Decide whether they are parallel, i.e. arranged or constructed in the same way.
3) If they are not, make them parallel by making the grammatical construction the same in
each part.
* Source: http://www.evergreen.edu/writingcenter/handouts/grammar/parallel.pdf
Skill 27-29: Form Comparatives and
Superlatives Correctly
• Comparative: We compare two persons or things.
1) Add –er to one syllable words: harder, darker, faster.
2) Double the consonant and add –er to one syllable words with
v+c: bigger, hotter.
3) Change ‘y’ to ‘i’ and add –er to words with two syllables that
end in ‘y’: happier, easier.
4) Use more/less before words with two or more syllables: more
beautiful, more intelligent.
5) Add than after the comparative if you specify the second
person or object you are comparing:
Peter is taller than Joe.
• Superlative: We compare more than two persons or things.
(add ‘the’ before the adjective)
1) Add –est to one syllable words: the hardest, the darkest, the
fastest.
2) Double the consonant and add –est to one syllable words with
v+c: the biggest, the hottest.
3) Change ‘y’ to ‘i’ and add –est to words with two syllables that
end in ‘y’: the happiest, the easiest.
4) Use the most/least before words with two or more syllables: the
most beautiful, the most intelligent.
5) We can also use the words ‘in’, ‘of’ and ‘that after the
superlative forms:
You’re the most beautiful girl in the world.
Your’re the most beautiful of all the girls in the group.
You’re the most beautiful girl that I have ever seen.
• Use Comparatives and Superlatives Correctly.
Wrong: It is the better sports car that I´ve seen.
Right: It is the best sports car that I’ve seen.
• Use the Irregular –er, -er Structure Correctly: Two parrallel
comparatives introduced by ‘the’:
The more you read, the more you learn.
The harder you try, the more you’ll accomplish.
• Sometimes a verb is not necessary:
The greater the experience, the higher the salary.
• The rules to form the comparative of adverbs are similar to
adjectives except with two syllable adverbs that end in –y. The
comparative is formed with more/less, the most/least: more
easily.
• The comparative of nouns is formed only adding: more/less,
the most/least: more work, the most work.
Skills 30-32: Problems with the Form of the
Verb
• Base form: No person, tense, or number.
play
work
sing
come
• Present form: With tense, person and number.
play(s)
work(s)
sing(s)
come(s)
• Present participle: Verb + -ing. Use in prog. tenses.
playing working
singing
coming
• Past form: Used with the Simple Past
played
worked
sang
came
• Past Participle: Used with Perfect tenses and
Passive Voice.
played
worked
sung
come
Always check what comes:
•
After any form of have: have, has, had, having we should use the past
participle form of the verb:
Peter has worked a lot this week.
My parents have bought a new car.
I had finished my homework by 10 p.m.
Having finished my homework, I went out.
You should have studied a little more.
•
After any form of be: am, is, are, was, were, be, been, being the verb
can be in:
Present participle: for progressive tenses:
I am playing.
He is playing.
I was playing.
We were playing.
I have been playing.
I had been playing.
Tip: The subject does the action.
2) Past participle: for the passive voice:
I am checked by the doctor every year.
The water is bought every day.
The mail has been delivered on time.
The movie will be filmed in Mexico.
Tip: The subject receives the action.
• After modals or modal like expressions use the base form of
the verb: can, could, shall, should, will, would, must, ought to,
be able to, be supposed to, have to, had better.
You can work with us.
He should study a lot more.
They must finish the project.
I would help you, If I had time.
SKILL 33: KNOW WHEN TO USE THE PAST
WITH THE PRESENT
•
If you see a sentence with one verb in the past and one verb in
the present, the sentence is probably incorrect because it doesn´t
make any sense:
I tell him the truth when he asked me the question.
•
However, it is possible for a correct sentence to
have both past and present together and be
correct because the meaning is logical.
I understand that you were angry
SKILL 34: USE HAVE AND HAD CORRECTLY
TENSE
FORM
MEANING
USE
EXAMPLE
Present
perfect
Have + Past
Participle
Past up to
now
Not with a
past tense **
Sue has lived in L.A. for
10 years.
Past
perfect
Had + Past
Participle
Before
past up to
past
Not with a
present
tense
Sue had lived in L.A. for
10 years when she
moved to San Diego
**Except when the time expression since is part of the sentence, see skill 35.
SKILL 35: USE THE CORRECT TENSE WITH
TIME EXPRESSIONS
PAST PERFECT
SIMPLE PAST
Adverb clause simple
in 1990, ago, last
past tense: when, before, year, yesterday,
until, since, etc.
PRESENT PERFECT
since 1990, for… already,
lately, just, yet, recently, so
far, many times, ever,
never, still
SKILL 36: USE THE CORRECT TENSE WITH
WILL AND WOULD
VERB MEANING
USE
EXAMPLE
Will
After the
present
Do not use
with past
I think that I will leave
tomorrow
Would
After the
past
Do not use He knew that she would
with present come
NOTE: When would is used to make polite requests, it is used with the present tense:
“I would like to have a cup of coffee please”.
SKILL 37- 38: USE THE CORRECT FORM OF
THE PASSIVE
•
Active Voice: The subject does the action.
The man bought the books.
Subject
•
Verb
Object
Passive Voice: The subject receives the action:
The books were bought by the man.
Subject
verb
Agent
The passive voice is formed by:
Be (takes the tense) + Verb in past participle
Present:
am/is/are
bought
Pres.Prog.
Pres.Perf.
Past.
Past Prog.
Past Perf.
Future
Future Perf.
am/is/are being
have/has been
was/were
was/were being
had been
will be
will have been
bought
bought
bought
bought
bought
bought
bought
SKILL 39:
USE THE CORRECT SINGULAR OR
PLURAL NOUN
A singular noun is used where a plural noun is needed.
On the table there were many dish.
A plural noun is used where a singular noun is needed.
The lab assistant finished every tests.
KEY WORDS FOR SINGULAR AND PLURAL NOUNS
For singular nouns
Each every single one a
For plural nouns
Both two many several various
Skill 40: Distinguish countable and uncountable
nouns
Some common mistakes:
He has seen much* foreign films.
He didn’t have many* fun at the movies.
It should be:
He has seen many foreign films.
He didn’t have much fun at the movies.
Key words for countable and uncountable nouns
For countable nouns
For uncountable nouns
many number few fewer
much
amount
little
less
Skill 41: Recognize Irregular Plurals of Nouns
Many nouns in English have irregular plurals; the irregular forms that are the
most problematic are plural forms that do not end in S.
Different Criteria was* used to evaluate the performers
In this example the plural criteria looks singular because it does not end in S.
However, criteria is a plural noun, so the singular verb was used is incorrect.
The verb should be in the plural form were used.
IRREGULAR PLURALS
Vowel Change
Man / Men
Woman / Women
Add – EN
Child / Children
Same as Singular
Deer / Deer
Fish / Fish
-IS  -ES
Analysis / Analyses
Diagnosis / Diagnoses
Synthesis/Syntheses
Axis / Axes
Hypothesis / Hypotheses Thesis / Theses
Crisis / Crises
Parenthesis / Parentheses
Ends in –A
Bacterium / Bacteria
Criteria
Curriculum / Curricula
-US  -I
Foot / Feet
Tooth / Teeth
Goose / Geese
Mouse / Mice
Ox / Oxen
Salmon / Salmon
Sheep / Sheep
Alumnus / Alumni
Bacillus / Bacilli
Cactus / Cacti
Trout / Trout
Datum / Data
Criterion /
Phenomenon / Phenomena
Fungus / Fungi
Nucleus / Nuclei
Radius / Radii
Stimulus / Stimuli
Syllabus / Syllabi
Skill 42: Distinguish The Person From The Thing
Nouns in English can refer to persons or things; sometimes in the written
expression the person is used in place of the thing, or the thing is used in
place of the person.
Ralph Nader is an authorization* in the field of consumer affairs
There are many job oppotunities in accountant*
In the first example, autorization is incorrect because authorization is a
thing and Ralph Nader is a person; it should be authority.
In the second example, accountant is incorrect because accountant is a
person; it should be accounting.
Skill 43: DISTINGUISH SUBJECT AND OBJECT PRONOUNS
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
SUBJECT
OBJECT
I
You
He
She
It
We
They
Me
You
Him
Her
It
Us
Them
Sally gave the book to John.
She gave it to him.
SKILL 44: DISTINGUISH POSSESIVE
ADJECTIVES AND PRONOUNS
• Possessive adjectives and pronouns both show who or
what ¨owns¨ a noun.
• Adjectives and possessive pronouns do not have the
same function.
• A possessive adjective describes a noun, it must be
accompanied by a noun
• A possessive pronoun takes the place of a noun, it can’t
be accompanied by a noun
They lent me their book.
They lent me theirs.
The following chart outlines the possessives and their
uses:
POSSESSIVE
ADJECTIVES
POSSESSIVE
PRONOUNS
My
Your
His
Her
Its
Our
Their
Mine
Yours
His
Hers
Ours
Theirs
Must be accompanied by
noun
Cannot be accompanied
by a noun
Skill 45: CHECK PRONOUN REFERENCE FOR
AGREEMENT
After we check that the subject and object pronouns and the
possessives are used correctly, we should also check each of
these pronouns and possessives for agreement.
The boy will cause trouble if you let him.
Everyone must give his/her* name.
PRONOUN AGREEMENT
1.
Be sure that every pronoun and possessive agrees with the
noun it refers to.
2.
You generally check back in the sentence for agreement
*In informal speaking we can use their/them
SKILL 46: USE BASIC ADJECTIVES AND ADVERBS
CORRECTLY
Adjectives are used in place of adverbs, or adverbs are used in place of
adjectives. Adjectives and adverbs have very different uses. Adjectives
have only one job: they describe nouns or pronouns. Adverbs describe
verbs, adjectives, or other adverbs.
She is a beautiful woman.
ADJ.
She is beautiful.
NOUN
PRO.
She sings beautifully.
VERB
ADV.
She is a beautifully dressed woman.
ADV.
ADJ.
NOUN
She is a truly beautifully dressed woman.
ADV.
ADV.
ADJ.
NOUN
ADJ.
Skill 47: Use Adjectives after Linking Verbs
• Generally an adverb rather than an adjective will come directly
after a verb because the adverb is describing the verb.
She spoke nicely.
VERB
ADV.
This adverb (nicely) describes the verb spoke.
• You must be careful if the verb is a linking verb. A linking verb
is followed by an adjective rather than an adverb. A linking verb is
a non-action (describes a state) verb that needs a complement.
Examples:
LINKING VERBS:
She looks nice.
SUB.
ADJ.
appear
become
feel
prove
seem
taste
be
look
smell
SKILL 48. POSITION ADJECTIVES AND ADVERBS CORRECTLY
THE POSITION OF ADJECTIVES AND ADVERBS
ADJECTIVES
A one-word adjective comes before the noun it describes, it does not come
directly after.
ADVERBS
An adverb can appear in many positions. It cannot be used between a verb
and its object.
Adjectives and adverbs can appear in incorrect positions in the Written
Expression Section.
The two common errors are:
- The position of adjectives with the nouns they describe.
- The position of adverbs with objects.
In English it is correct to place a one-word adjective in front of the noun it
describes.
The information important is on the first page.
Here the adjective “important” should come before the noun information,
this is because important describes information.
The important information is on the first page.
• You should be aware of the position of adverbs with objects of verbs.
when a verb has an object, an adverb describing the verb should not come
between the verb and its object.
He has taken recently an English course.
Verb Adv. Object
• There are many possible corrections for this sentence.
Recently he has taken an English course
He has recently taken an English course
He has taken an English course recently.
SKILL 49: Do not confuse –ly Adjectives with
Adverbs ending in –ly
-LY ADJECTIVES
costly
likely
daily
quarterly
northerly
early
lively
hourly
weekly
easterly
friendly
lonely
monthly
yearly
southerly
kindly
manly
nightly
lovely
westerly
SKILL 50: USE PREDICATE ADJECTIVES
AFTER LINKING VERBS
The snake on the rock was alive. CORRECT
The alive* snake was lying on the rock. INCORRECT
• In the first example, the predicate adjective alive is used
correctly after the liking verb was to describe the subject
snake. In the second example, the predicate adjective alive
is used incorrectly in front of the noun snake. In this
position, the adjective live should be used.
SKILL 50: USE PREDICATE ADJECTIVES
CORRECTLY
Predicate adjectives
alike
alive
alone
afraid
asleep
Forms used in front of noun
like, similar
live, living
lone
frightened
sleeping
A predicate adjective appears after a linking verb such
as be. It cannot appear directly in front of the noun that
it describes.
SKILL 51: USE –ED AND -ING ADJECTIVES
CORRECTLY
The woman cleans the car.
VERB
The cleaning woman worked on the car.
ADJECTIVE
The woman put the cleaned car back in the garage.
ADJECTIVE
• In the first example, cleans is the verb of the sentence. In the second
example, cleaning is a verbal adjective describing woman. In the third
example, cleaned is a verbal adjective describing car.
The cleaning* car… is not correct because a car cannot do the action
of cleaning. (active)
The cleaned* woman… is not correct because a woman cannot
receive the action of the verb clean. (passive)
SKILL 51: USE –ED AND -ING ADJECTIVES
CORRECTLY
-ED AND -ING ADJECTIVES
TYPE
-ING
-ED
MEANING
Active
Passive
USE
EXAMPLE
It does the
action of the
verb.
… the happily playing
children….
(The children play.)
It receives the
action of the verb.
… the frequently played
record…
(Someone plays the
record.)
Skills: 52-54: PROBLEMS WITH ARTICLES:
Articles
Countable
Singular
Nouns
Contable
Plural Nouns
Uncontable
Nouns
Indefinite
(General)
a dollar
an apple
---- dollars
---- apples
----money
----juice
Definite
(Specific)
the dollar
the apple
the dollars
the apples
the money
the juice
SKILL 52: Use Articles with Singular
Nouns
A singular noun must have an article (a/an, the) or some other
determiner such as my or each. A plural noun or an uncountable
noun may or may not have an article.
I have money. (Uncountable--- no article needed)
I have books. (Countable plural--- no article needed)
I have a book. (Countable singular--- article needed)
SKILL 53: Distinguish A/An
A
A is used in front of a singular noun with a consonant
sound.
AN
AN is used in front of a singular noun with a vowel
sound.
Be careful of words beginning with letters such as u, o, e, x or h.
They may begin with either a vowel or a consonant sound.
A university
A hand
A one- way
street
A
euphemism
A xerox
machine
An unhappy
man
An hour
An omen
An event
An x-ray
machine
Skill 54: Make Articles agree with Nouns
• The definite article “the” is for both singular and plural nouns
• The indefinite article “a/an” is used only with singular nouns.
• One very common agreement error is to use the singular
indefinite “a/an” with a plural noun.
He saw a new movies. (incorrect)
He saw a new movie. (singular)
He saw new movies (plural)
Skill 55: Distinguish Specific and General Ideas
• With countable singular nouns, it is possible to use either the
definite or the indefinite article. BUT THEY HAVE DIFFERENT
MEANINGS.
¨A or An (versus) THE¨
• A or An:
1. Use it when there are many, and you don´t know which one it
is.
2. Use it when there are many, and you don´t care which one it is.
Tom will bring a book tomorow. (any book)
•
1.
2.
THE:
Use it when it is the only one.
Use it when there are many, and you and your listener
know which one it is.
Tom will bring the book tomorow. (a specific book.)
Skills 56-57: Problems with Prepositions
Prepositions
Literal way
Idiomatic way
Means exactly
what you expect
It’s very far
from the real
meaning
Example
The boy ran up the mountain.
Literal
/
v/s
Idiomatic meaning
I call up my friend.
Prepositions
Prepositions are not only used to show time, place, and
agent, but are also used in combination with verbs,
adjectives, nouns, and in many common set expressions. We
cannot list all prepositions, but some important groups are:
1.
2.
3.
4.
5.
6.
Verb + Preposition
depend on lead to
Adjective/Participle + Preposition
surprised at famous for
Noun + Preposition
example of possibility of
Other Combinations with Prepositions
as a result of in addition to
Prepositions of Time and Place
on May 16 in Washington
Prepositions in Common Expressions
at present in general
VERB + PREPOSITION
account for contribute to
believe in
depend on
belong to
detach from
confined to fight for
insist on
lead to
obtain from
overcome by
plan on
rely on
result in
withdraw from
ADJECTIVE/PARTICIPLE + PREPOSITION
accustomed to
different from necessary for
afraid of
expert at
opossed to
based on
free from
possible for
compared to
famous for
related to
NOUN + PREPOSITION
cause of
equivalent of
cost of
evidence of
danger of
example of
effect on
increase in
influence on
need for
possibility of
reason for
responsible for
successful in
surprised at
typical of
result of
use of
solution to
supply of
OTHER COMBINATIONS WITH PREPOSITIONS
according to
in the process of
as a consequence of
in view of
as a result of
on account of
because of
on behalf of
by means of
on the basis of
in addition to
prior to
in spite of
with the exception of
in terms of
with the purpose of
PREPOSITIONS IN COMMON EXPRESSIONS
at times
by land/sea/air
at present
by far
at first/last
by chance
at the moment
by accident
by day/night
in common
on fire
in general
on the other hand
in existence
on the whole
in the future/past
on purpose
in theory
on land
PREPOSITIONS OF TIME AND PLACE
• Prepositions of Time
at
time of day (at 8 a.m.)
noon, night midnight
in
parts of the day (in the
morning/evening/afternoon)
month (in July)
season (in the fall)
year (in 1980)
decade (in the 1980s)
century (in the nineteenth century)
on
days of the week (on Monday)
dates (on March 20)
for/since
duration of time (for three days)
point in time (since March 20)
from . . . to
from beginning time . . . to ending (from 8 a.m.
to 5 p.m.)
PREPOSITIONS OF TIME AND PLACE
• Prepositions of Place
at
address (at 200 Main Street)
on
street/road/avenue (on Kings Road)
in
building (in the drugstore)
city (in Los Angeles)
state (in California)
country (in Japan)
continent (in Africa)
from . . . to
from beginning point . . . to ending
point (from Alaska to California)
Skill 56-57: Problems with Prepositions
• Sometimes an incorrect preposition is given in a sentence in
the Written Expression section of the TOEFL test.
The game was called on because of the rain.
It must be called off – (canceled)
I knew I could count in you to do a good job.
It must be count on someone
• Sometimes a necessary preposition has been omitted from a
sentence in the Written Expression section of the TOEFL test.
Can you wait me after the game.
It should be: wait for me.
I plan attending the meeting.
It should be: plan on attending.
Skill 58: Distinguish Make and Do
• Make and Do can be confused in English because their
meanings are so similar.
• Make often has the idea of creating or constructing. The
following expressions show some of the possible uses of
make:
She likes to make her own clothes.
Would you like to make a cake for dessert?
If you make a mistake, you should correct it.
He was unable to make a response to the threat.
• Do often has the idea of completing or performing. The
following expressions show some of the possible uses of
do:
This morning she did all the dishes.
The students are doing assignments.
The janitors did the work they were assigned.
You can do your laundry at the laundromat.
Many uses of make and do are idiomatic and therefore
difficult to classify.
http://www.epcc.edu/ftp/Homes/tracyvm/dovsmake.html
Skill 59: Distinguish like, alike, unlike, and
dislike
• Like, alike, unlike and dislike sometimes are confused because
they look so similar but they have many different uses.
1) Like and alike
John and Tom are alike.
John and Tom worked in a like manner.
As you see like and alike are adjectives that have similar
meaning.
Alike is a predicate adjective, so we can only use it after a
linking verb.
Like is used immediately before a noun so it is an adjective
form.
2) Like and unlike
Jonh is like Tom.
John is unlike Tom.
Here both words have opposite meanings, they are working as
prepositions so they must be followed by objects.
The prepositions like and unlike can also be used at the beginning
of a sentence.
3) Like and dislike
John and Tom like the course.
John and Tom dislike the course.
Here both words are written as verbs, so they are used with
subjects.
SKILL 60: DINTINGUISH OTHER, ANOTHER,
AND OTHERS
To decide how to use other, another or others, we must
consider three things:
1.- If it is singular or plural.
2.- If it is definite (the) or indefinite (a).
3.- If it is an adjective ( it appears with a noun) or if it is a
pronoun (it appears by itself).
SINGULAR
INDEFINITE
DEFINITE
PLURAL
I have another
book.
I have other
books.
I have another.
I have others.
I have the other
book.
I have the other
books.
I have the other.
I have the others.