. . .
HOME
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
Close Exit

Share to Your Friends

Facebook Twitter Whatsup Instagram SMS All Other

Follow Us On

Facebook Twitter Pinterest Instagram Google Plus Youtube Linkedin

On The Website

www.geniustoefl.com www.geniusedukasi.com

® Genius TOEFL © Genius Edukasi

Questions 4-5Close

(1)     The number thirteen has long been regarded as an omen of misfortune, and examples of the negative superstition attached to this number abound. Most tall buildings in the United States, for example, do not have a thirteenth floor, and airplanes often bypass a thirteenth row. In addition, many towns will give the street between 12th and 14th a name other than 13th. Fear of the number thirteen has even been accorded its own psychological jargon: triskaidekaphobia.
(2)      Even though American culture contains numerous examples of its tradition of suspicion of the misfortunes caused by the number thirteen, this number is also held in high esteem. The reason for the esteem that the United States holds for the number thirteen is that the United States consisted of thirteen colonies at its inception. The seal of the United States, found on the back of the modern bill, includes thirteen stars and thirteen stripes as well as a bald eagle holding thirteen arrows in one claw and a laurel branch, with thirteen leaves and thirteen berries in the other. This abundant use of the number thirteen in the seal of the United States, of course, commemorates the country's thirteen original colonies.
Close

Questions 6-7Close

(1)      One unusual type of trade that developed in the nineteenth century in America was the export of ice from colder areas in New England to warmer areas of the world. Before the era of refrigeration, ice was not available in areas where water did not freeze during winter months.
(2)      In 1805, Frederick Tudor came up with the idea of shipping a cargo of ice from a pond in Massachusetts to the West Indies. This seemed like a viable business opportunity to Tudor because ice was a commodity that was created free of charge by Mother Nature during Massachusetts' cold winters, yet was quite highly valued in tropical areas such as the West Indies in this era before the development of ice-making machinery, which occurred in the 1850s.
(3)      Tudor's idea was ridiculed by the citizens of Boston, who were quite sure that the ice would never arrive in the West Indies without melting and would in fact swamp the boat. Although most of the ice did melt on the first trip because it had not been packed effectively, the boat did not capsize, and Tudor was free to continue developing his ideas.
(4)      Tudor kept working to improve his techniques for insulating the ice during long voyages. By 1812, he had learned to pack the ice in sawdust to keep it from melting, and he had built up quite a profitable business. He gradually expanded his trade routes and eventually was shipping cargoes of ice to locations as distant as Calcutta.
Close

Questions 8Close

(1)      The words to "The Star-Spangled Banner," the national anthem of the United States, were created by Francis Scott Key, lawyer by trade and poet at heart. For these memorable words to have been written in the manner that they were, required both his training as a lawyer and his poetic soul.
(2)      At the time of the War of 1812 against the British, Key had a successful law practice in Washington, D.C. During a series of attacks by the British in 1814, the British occupied Washington, D.C., burned public buildings, including the White House, withdrew from Washington, and sailed up the Chesapeake Bay to attack Baltimore. As the British were withdrawing from Washington, they arrested local physician Dr. William Beanes and forced him to accompany them.
(3)      Some friends of Beanes' visited the lawyer Key and asked him to try to negotiate for Dr. Beanes' release from the British. Key, accompanied by a U.S. government official for prisoners of war, sailed out to the British fleet on Chesapeake Bay. Key was able to negotiate a promise from the British to release the doctor. However, since their attack on Baltimore was imminent, the British decided to detain the Americans on board until after the attack so that they would not have the chance to get word back to the American forces about the British plan to attack.
(4)      All through the night of September 13, the British navy bombarded one of the American forts guarding Baltimore, Fort McHenry. In the first light of dawn, Key, standing on the deck of a British warship, was overcome with emotion at the sight of the U.S. flag with its stars and stripes still flying over the fort. On seeing the flag, he was inspired to write the poem that begins "Oh, say can you see by the dawn's early light...." This quickly written poem was immediately printed on handbills and widely circulated.
Close

Questions 9Close

(1)      Another type of lizard, Jackson's chameleon is a remarkable model of adaptability, one whose ability to adjust to varying environments exceeds that of other members of its species. True to the reputation of the species, Jackson's chameleon is a master of camouflage. Special skin cells called chromatophores enable the chameleon to change the pigment in its skin rapidly and escape detection. While the lizard is stalking its prey, it moves very slowly, in a deliberate rocking gait so as to appear to be a part of a branch moved by a gentle breeze. Jackson's chameleon also has the ability to change the shape of its body. By elongating itself, it can look like a twig; by squeezing its sides laterally, it can appear flattened like a leaf. These camouflaging techniques also help the chameleon to escape detection from predators.
(2)      The color change that is characteristic of all chameleons is not solely for the purpose of camouflage. Jackson's chameleon, like all lizards, is an ectotherm that depends on the sun to maintain its body temperature. By changing to a darker color in the morning hours, it can absorb more heat. Once it has reached its optimal body temperature of 77 degrees Fahrenheit (25 degrees Celsius), it changes to a paler hue. Through color change, the chameleon can also communicate its mood to other members of the species. A color change may signal a warning to stay away or an invitation to draw closer.
(3)      Jackson's chameleon has further exemplified its adaptive nature in a way that surpasses other chameleons in its noteworthy migration to a new home: it has become a well-established resident of the Hawaiian Islands even though it is indigenous to the highland rain forests of Kenya and Tanzania. As the story goes, back in 1972 a pet shop owner on the island of Oahu imported several dozen Jackson's chameleons to be sold as pets.
Close

Questions 10Close

(1)      Weighing a mere 30 to 50 pounds, the wolverine is small, dense, and muscular, yet pound for pound it is the strongest predator in the wilderness of Alaska and Canada. The wolverine belies its family identity, more resembling a small black bear than a member of the weasel family. It has thick, dark fur with golden highlights along its sides and across its broad, stout head and cropped ears.
(2)     Traditional legend has typecast the wolverine as a vicious and ravenous carnivore. The Eskimos called this creature cavik or "evil one" because of its habit of raiding caches of food. Even its genus name Gulo means glutton. However, these stereotypes are not altogether accurate. The wolverine does have a voracious appetite, but like most predators, its life is one of feast and famine. It gorges itself when it locates a ready supply of food and fasts for days on end until it makes its next find. Wolverines prefer fresh meat, but they are not efficient predators.
(3)      Its reputation for fierceness is also greatly exaggerated. In spite of its notoriety for bravado, the wolverine is incredibly reclusive around man. In fact, one might live a lifetime in wolverine country and never once catch a glimpse of this elusive creature. When confronted by a larger predator such as a bear, the wolverine will square off, raise its hackles, and let out a hissing roar that sounds like a small jet engine. Snarling and baring its teeth, it appears so menacing that even a grizzly bear is loathe to tangle with the much smaller rival, though its posturing is for the most part bluff.
Close