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(C) A teacher
(D) A student
(C) In a sandbox
(D) At an outdoor restaurant
Passive Statement
1) If the conversation contains a passive statement, the answer to the
question is often an active statement
2) If the conversation contains an active statement, the answer to the
questions is often a passive statement
Note : Check carefully who or what is doing the action in these questions
Example
Tom is not said
about the result
Other negativee :
nobody, none, nothing,
never.
Nobody
arrived on time nobody ... on time = late
Sal never works never work hard = lazy
hard
Correct answer
not sad = happy
Situation
Negative word (not, no
none) and a negative
prefix (in-, un-, dis- )
Double Negative
Example
Meaning
Did not like unclean
office = liked clean
office
implies that they
would go if it were
snowing
Meaning
almost none
almost never
The following chart outlines comparisons that you should be careful of when
they are used with negatives :
Comparative
more
- er
Skill 11 :
:
:
:
Man
Narrator
:
:
The following chart lists expressions that show agreement you should become
familiar with these expressions :
Expressions of Agreement
Agreement with Positive statements
Agreement with Negative statements
Neither do I
So do I
I dont either
Me, too
Ill say !
Isnt it !
you can say that again !
8
Skill 12 :
The following chart lists common expressions that show uncertainty and
suggestion :
Expressions of uncertainty and suggestion
Uncertainty
Suggestion
..........isnt it ( tag )
As far as I know
As far as In can tell
When surprise is expressed, it implies that the speaker did not expect
something to be true.
On the recording, you hear :
Woman : Did you see Paul driving around in his Mustang ?
Man
: Then, he DID get a new car
Narrator : What had the man thought ?
In your test book, you read :
(A) Paul would definitely get a Mustang
(B) Paul did not know how to drive
(C) Paul did not like Mustangs
(D) Paul would not get a new car
Emphatic Form
Example
be, with emphasis Then, he is here !
modal, with
Then, you can go !
emphasis
do(es) with
Then, you do play
emphasis
tennis !
Then, she did read
did, with emphasis
it
have, with
Then, he has gone
emphasis
there
Meaning
I thought he was not here
I thought you could not go
I thought you did not play
tennis
I thought she had not read
it
I thought he had not gone
there
The important idea to remember about wishes is that a wish implies that
the opposite of the wish is true
On the recording, you hear :
Woman : Its too bad that you have to stay here and work during
the school break
Man
: I really wish I could go with you and the others to
Palm Springs
Narrator : What does the man mean ?
In your test book, you read :
(A) Maybe he will go with the others on the trip
(B) He is unable to go on the trip
(C) Hes happy to be going on the trip
(D) Hes going on the trip, but not with the others
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The following chart outlines the key points that you should know about wishes :
Key Information About Wishes
Point
Example
An affirmative wish implies I wish I had time to help
a negative reality
Meaning
= no time to
help
= time to help
= is not at home
= was not at
home
Note :
* Remember that were is used instead of was in wishes
I wish I were going
Skill 15 :
11
The following box outlines the key points that you should know about untrue
conditions :
Key Information About Untrue Conditions
Point
Example
An affirmative condition
If she were at home, she
could do it *
implies a negative reality
Meaning
= not at home
= at home
Note :
* Remember that were is used instead of was in untrue conditions :
If i were there, I would help
** This has the same meaning as If I had had money.......
Note that the subject and had are inverted
IDIOMATIC LANGUAGE
Skill 16 : Listen for Two and Three Part Verbs
Two and three - part verbs are expressions that include a verb and one or
more particle ( such as in, on, or at ) ; the particle changes the meaning of
the verb.
Questions involving two and three part verbs can be difficult for students
because the addition of the particle changes the meaning of the verb in an
idiomatic way.
On the recording, you hear :
(Man)
: What time does the meeting start ?
(Woman)
: Didnt you hear that it was called off by the director
(Narrator) : What does the woman say about the meeting ?
In your test book, you read :
(A) The director called a meeting
(B) The director phoned her about the meeting
(C) The director called the meeting to order
(D) The director cancaled the meeting
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cut down
cut off
cut it out
get ahead
get along
brush it off
brush up on
come across
pick out
pick on
Skill 17 :
=
=
=
=
=
=
=
=
=
=
decrease it
stop the supply of
stop it
advance
be friendly
not let it have an effect
review ; relearn
unexpectedly find
choose
bother
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2.
3.
4.
5.
We should guess even if we are not sure. Never leave any answers
blank
6.
Use ony remaining time to look ahead at the answers to the questions
that follow
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Before Listening
Skill 18 :
Skill 19 :
While Listening
Skill 20 :
Since the first one or two sentences generally give the topic, we should be
asking ourselves what the topic is while we are listening carefully to the
first part of the conversation.
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Example
On the recording, we hear :
(Man)
(Woman)
(Narrator)
:
:
:
We think :
The topic of the conversation is the new car that the man just got
Skill 21 :
:
:
(Man)
We think :
Who is probably talking ?
Where are they ?
What course are they discussing ?
16
( two students )
( in the library )
( American History )
Skill 22 :
Other students find that they can answer more questions correctly if they
read along with the answers while the conversation is being spoken
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1. PREFACE
Module 2 is the further step of Module 1. The activities prepared in Module 2
will guide the students to conduct self-learning in mastering TOEFL TEST
throughout the entire learning activities.
This module consists of 3 (three) kinds of activity always discussed in TOEFL
materials known as Listening, Structure and Written Expression, and Reading.
Each kind of activity is provided to promote students competence in English
noted in instructional objectives of English syllabus.
2. GENERAL INSTRUCTIONAL OBJECTIVE
After accomplishing module 2, the students are expected to be able to understand
and comprehend oral/spoken language ( Listening Comprehension ), Structure
and Written expression, and Reading Comprehension.
3. SPECIFIC INSTRUCTIONAL OBJECTIVES.
PART A. LISTENING COMPREHENSION
After learning Listening Comprehension, the students will be able to:
1. Identify function
2. Analyze contrary meaning
3. Apply idiomatic language.
4. Determine the topic of the spoken language
5. Draw conclusions.
4. LEARNING ACTIVITY.
PART A. Learning LISTENING COMPREHENSION.
Learning how to ..
1. listen for expression of agreement in short dialogue
2. listen for expression of certainty and Uncertainty in short
dialogue
3. listen for emphatic expression of surprise
4. listen for wishes in short dialogue
5. listen for untrue and conditions in short dialogue
6. listen for two-and three-parts verbs in short dialogue
7. listen for idioms in short dialogue
8. anticipate the topics in long conversations.
9. anticipate the questions in long conversation
10. determine the topic in long conversation
11. draw conclusions about who,what,when,where in long
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12.
13.
14.
15.
16.
17.
conversation.
listen for answer in order in long conversations.
anticipate the topics in long talks
anticipate the questions in long talks
determine the topic in long talks.
draw conclusion about who,what,when, where in long talks
listen for answer in order in long talks.
Learning how to
use reduced adjective clauses correctly.
use reduced adverb clauses correctly.
invert the subject and verb with question words.
invert the subject and verb with negatives.
invert the subject and verb with conditionals
invert the subject and verb with comparations
2. WRITTEN EXPRESSION
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