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KUNCI LISTENING 21
  1. Focus on The Last Dialogue   2. Choose Answers with Synonyms   3. Avoid Similar Sounds   4. Draw Conclusions About Who, What, and Where   5. Listen for Who and What In Passives   6. Listen for Who and What With Multiple Nouns   7. Listen for Negative Expressions   8. Listen for Double Negative Expressions   9. Listen for "Almost Negative" Expressions 10. Listen for Negatives With Comparatives 11. Listen for Expressions of Agreement 12. Listen for Expressions of Uncertainty and Suggestion 13. Listen for Emphatic Expressions of Surprise 14. Listen for Wishes 15. Listen for Untrue Conditions 16. Listen for Two and Three Part Verbs 17. Listen for Idioms 18. Strategies of Long Conversation 19. Listen for Answer in Order 20. Strategies of Long Talk 21. Listen for Answer in Order
KUNCI STRUCTURE 60
A. Sentences with One Clause   1. Be sure the sentence has a subject and a verb   2. Be careful of objects of prepositions   3. Be careful of appositives   4. Be careful of present participles   5. Be careful of past participles B. Sentences with Multiple Clauses   6. Use coordinate connectors correctly   7. Use adverb time And cause connectors correctly   8. Use other adverb connectors correctly C. More Sentences with Multiple Clauses   9. Use noun clause connectors correctly 10. Use noun clause connector/subjects correctly 11. Use adjective clause connectors correctly 12. Use adjective clause connector/subjects correctly D. Sentences with Reduced Clauses 13. Use reduced adjective clauses correctly 14. Use reduced adverb clauses correctly E. Sentences with Inverted Subjects and Verbs 15. Invert the subject and verb with question words 16. Invert the subject and verb with place expressions 17. Invert the subject and verb with negatives 18. Invert the subject and verb with conditionals 19. Invert the subject and verb with comparisons F. Problems with Subject/Verb Agreement 20. Make verbs agree after prepositional phrases 21. Make verbs agree after expressions of quantity 22. Make inverted verbs agree 23. Make verbs agree after certain words G. Problems with Parallel Structure 24. Use parallel structure with coordinate conjunctions 25. Use parallel structure with paired conjunctions 26. Use parallel structure with comparisons H. Problems with Comparatives and Superlatives 27. Form comparatives and superlatives correctly 28. Use comparatives and superlatives correctly 29. Use the irregular -er, -er structure correctly I. Problems with the Form of the Verb 30. After have, use the past participle 31. After be, use the present participle or the past participle 32. After will, would, or other modals, use the base form of the verb J. Problems with the Use of the Verb 33. Know when to use the past with the present 34. Use have and had correctly 35. Use the correct tense with time expressions 36. Use the correct tense with will and would K. Problems with Passive Verbs 37. Use the correct form of the passive 38. Recognize active and passive meanings L. Problems with Nouns 39. Use the correct singular or plural noun 40. Distinguish countable and uncountable nouns 41. Recognize irregular plurals of nouns 42. Distinguish the person from the thing M. Problems with Pronouns 43. Distinguish subject and object pronouns 44. Distinguish possessive adjectives and pronouns 45. Check pronoun reference for agreement N. Problems with Adjectives and Adverbs 46. Use basic adjectives and adverbs correctly 47. Use adjectives after linking verbs 48. Position adjectives and adverbs correctly O. More Problems with Adjectives 49. Recognize -ly adjectives 50. Use predicate adjectives correctly 51. Use -ed and -ing adjectives correctly P. Problems with Articles 52. Use articles with singular nouns 53. Distinguish a and an 54. Make articles agree with nouns 55. Distinguish specific and general ideas Q. Problems with Prepositions 56. Recognize incorrect prepositions 57. Recognize when prepositions have been omitted R. Problems with Usage 58. Distinguish make and do 59. Distinguish like, alike, and unlike 60. Distinguish other, another, and others
KUNCI READING 13
A. Question about the Ideas of the Passage   1. Answer Main Idea Questions Correctly   2. Recognize The Organization of Ideas B. Directly Answered Questions   3. Answer Stated Detail Questions Correctly   4. Find "unstated" Details   5. Find Pronouns Referents C. Vocabulary Questions   6. Answer Implied Detail Questions Correctly   7. Answer Transition Questions Correctly D. Vocabulary Questions   8. Find Definitions From Structural Clues   9. Determine Meanings From Word Parts 10. Use Context to Determine Meanings of Difficult Words 11. Use Context to Determine Meanings of Simple Words E. Overall Review Questions 12. Determine Where Specific Information Is Found 13. Use Context to Determine Meanings of Simple Words
PRAKTIK TES 5
    1. Practice One     2. Practice Two     3. Practice Three     4. Practice Four     5. Practice Five
STATISTIC 4
    1. Statistic Listening     2. Statistic Structure     3. Statistic Reading     4. Statistic Practice
INTERMEZZO 1
    1. Intermezzo
APPENDIX 9
    1. Irregular Verb     2. Idiomatic Expression     3. Preposition     4. Word Prefix     5. Word Suffix     6. Word Part     7. Tenses     8. TOEFL Words     9. Similar Sound
INFO TOEFL 8
    1. Tempat Tes TOEFL     2. Jenis Tes TOEFL     3. Strategi Tes TOEFL     4. Tips Tes TOEFL     5. Persyaratan TOEFL     6. Registrasi Tes TOEFL     7. Manfaat Tes TOEFL     8. Sertifikat TOEFL
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Questions 10-19Close

L.1       These stories of killer bees in the news in recent years have attracted a lot of attention as the
L.2 bees have made their way from South America to North America. Killer bees are reputed to be
L.3 extremely aggressive in nature, although experts say that their aggression may have been somewhat
L.4 inflated.
L.5       The killer bee is a hybrid -or combination- of the very mild European strain of honeybee and
L.6 the considerably more aggressive African bee, which was created when the African strain was
L.7 imported into Brazil in 1955. The African bees were brought into Brazil because their aggression was
L.8 considered an advantage: they were far more productive than their European counterparts in that
L.9 they spent a higher percentage of their time working and continued working longer in inclement
.10 weather than did the European bees.
.11       These killer bees have been known to attack humans and animals, and some fatalities have
.12 occurred. Experts point out, however, that the mixed breed known as the killer bee is actually not at
.13 all as aggressive as the pure African bee. They also point out that the attacks have a chemical cause. A
.14 killer bee stings only when it has been disturbed; it is not aggressive by nature. However, after a
.15 disturbed bee stings and flies away, it leaves its stinger embedded in the victim. In the vicera attached
.16 to the embedded stinger is the chemical isoamyl acetate, which has an odor that attracts other bees.
.17 As other bees approach the victim of the original sting, the victim tends to panic, thus disturbing
.18 other bees and causing them to sting. The new stings create more of the chemical isoamyl acetate,
.19 which attracts more bees and increases the panic level of the victim. Killer bees tend to travel in large
.20 clusters or swarms and thus respond in large numbers to the production of isoamyl acetate.
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Questions 20-28Close

L.1       There is a common expression in the English language referring to a blue moon. When people
L.2 say that something happens "only once in a blue moon," they mean that it happens only very rarely,
L.3 once in a great while. This expression has been around for at least a century and a half; there are
L.4 references to this expression that date from the second half of the nineteenth century.
L.5       The expression "a blue moon" has come to refer to the second full moon occurring in any given
L.6 calendar month. A second full moon is not called a blue moon because it is particularly blue or is any
L.7 different in hue from the first full moon of the month. Instead, it is called a blue moon because it is so
L.8 rare. The moon needs a little more than 29 days to complete the cycle from full moon to full moon.
L.9 Because every month except February has more than 29 days, every month will have at least one full
.10 moon (except February, which will have a full moon unless there is a full moon at the very end of
.11 January and another full moon at the very beginning of March). It is on the occasion when a given
.12 calendar month has a second full moon that a blue moon occurs. This does not happen very often,
.13 only three or four times in a decade.
.14       The blue moons of today are called blue moons because of their rarity and not because of their
.15 color; however, the expression "blue moon" may have come into existence in reference to unusual
.16 circumstances in which the moon actually appeared blue. Certain natural phenomena of gigantic
.17 proportions can actually change the appearance of the moon from Earth. The eruption of the
.18 Krakatao volcano in 1883 left dust particles in the atmosphere, which clouded the sun and gave the
.19 moon a bluish tint. This particular occurrence of the blue moon may have given rise to the expression
.20 that we use today. Another example occurred more than a century later. When Mount Pinatubo
.21 erupted in the Philippines in 1991, the moon again took on a blue tint.
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Questions 29-40Close

L.1       The organization that today is known as the Bank of America did start out in America, but
L.2 under quite a different name. Italian American A.P. Giannini established this bank on October 17,
L.3 1904, in a renovated saloon in San Francisco’s Italian community of North Beach under the name
L.4 Bank of Italy, with immigrants and first-time bank customers comprising the majority of his first
L.5 customers. During its development, Giannini's bank survived major crises in the form of a natural
L.6 disaster and a major economic upheaval that not all other banks were able to overcome.
L.7       One major test for Giannini’s bank occurred on April 18, 1906, when a massive earthquake
L.8 struck San Francisco, followed by a raging fire that destroyed much of the city. Giannini obtained two
L.9 wagons and teams of horses, filled the wagons with the bank’s reserves, mostly in the form of gold,
.10 covered the reserves with crates of oranges, and escaped from the chaos of the city with his clients'
.11 funds protected. In the aftermath of the disaster, Giannini’s bank was the first to resume operations.
.12 Unable to install the bank in a proper office setting, Giannini opened up shop on the Washington
.13 Street Wharf on a makeshift desk created from boards and barrels.
.14       In the period following the 1906 fire, the Bank of Italy continued to prosper and expand. By
.15 1918 there were twenty-four branches of the Bank of Italy, and by 1928 Giannini had acquired
.16 numerous other banks, including a Bank of America located in New York City. In 1930 he
.17 consolidated all the branches of the Bank of Italy, the Bank of America in New York City, and another
.18 Bank of America that he had formed in California into the Bank of America National Trust and
.19 Savings Association.
.20       A second major crisis for the bank occurred during the Great Depression of the 1930s. Although
.21 Giannini had already retired prior to the darkest days of the Depression, he became incensed when
.22 his successor began selling off banks during the bad economic times. Giannini resumed leadership of
.23 the bank at the age of sixty-two. Under Giannini's leadership, the bank weathered the storm of the
.24 Depression and subsequently moved into a phase of overseas development.
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Questions 41-50Close

L.1       Thunderstorms, with their jagged bursts of lightning and roaring thunder, are actually one of
L.2 natures primary mechanisms for transferring heat from the surface of the earth into the atmosphere.
L.3 A thunderstorm starts when low-lying pockets of warm air from the surface of the earth begin to rise.
L.4 The pockets of warm air float upward through the air above that is both cooler and heavier. The rising
L.5 pockets cool as their pressure decreases, and their latent heat is released above the condensation line
L.6 through the formation of cumulus clouds.
L.7       What will happen with these clouds depends on the temperature of the atmosphere. In winter,
L.8 the air temperature differential between higher and lower altitudes is not extremely great, and the
L.9 temperature of the rising air mass drops more slowly. During these colder months, the atmosphere,
.10 therefore, tends to remain rather stable. In summer, however, when there is a high accumulation of
.11 heat near the earths surface, in direct contrast to the considerably colder air higher up, the
.12 temperature differential between higher and lower altitudes is much more pronounced. As warm air
.13 rises in this type of environment, the temperature drops much more rapidly than it does in winter;
.14 when the temperature drops more than four degrees Fahrenheit per thousand feet of altitude,
.15 cumulus clouds aggregate into a single massive cumulonimbus cloud, or thunderhead.
.16       In isolation, a single thunderstorm is an impressive but fairly benign way for Mother Earth to
.17 defuse trapped heat from her surface; thunderstorms, however, can appear in concert, and the
.18 resulting show, while extremely impressive, can also prove extraordinarily destructive. When there is
.19 a large-scale collision between cold air and warm air masses during the summer months, a squall
.20 line, or series of thunderheads, may develop. It is common for a squall line to begin when an
.21 advancing cold front meets up with and forces itself under a layer of warm and moist air, creating a
.22 line of thunderstorms that races forward at speeds of approximately forty miles per hour. A squall
.23 line, which can be hundreds of miles long and can contain fifty distinct thunderheads, is a
.24 magnificent force of nature with incredible potential for destruction. Within the squall line, often
.25 near its southern end, can be found supercells, long-lived rotating storms of exceptional strength that
.26 serve as the source of tornadoes.
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