English Education Fantastic!

Showing Happiness

2011-09-20T02:21:00.000-07:00

- It's really great. I'm so happy.
- It gives me a great pleasure.
- Good news! It make me happy.
- Hooray!

source: LKS aspirasi

Expressing Unconcern

2011-09-20T02:15:00.000-07:00

- Who cares?
- I don't care.
- What difference does make it?
- So what?
- Oh, really?
- What a surprised!
- Fantastic!
- I do not believe it.
- Are you serious?

source: LKS aspirasi

Expressing Concern

2011-09-20T02:10:00.000-07:00

- Is something the matter?
- Is everything OK?
- Are you all right?
- Take care of yourself.
- I care about you.
- I care about what you do.

source: LKSAspirasi

Expressing Intention

2011-09-19T21:02:00.000-07:00

-I'm going to ...
-I would like to ...
- (Yes, I think) I will ...
- I am planning to ...
- I have decided ...
- I'm thinking of ...
- I intend to ....
- My intention is to ...
- Perhaps/ May be I will ...

taken from:Aspirasi(lKS)

Expression of Fear/Afraid

2009-12-20T07:20:00.000-08:00

I am afraid
I am feared
I am scared
I am terrified
The sound is horrifying

The Responses:

Don't be afraid
There is nothing to be afraid of
It is nothing
cool down
calm down

Expression Of Anxiety

2009-12-19T06:40:00.000-08:00

I am worried about ....
I am anxious to know about ....
I wondered if ....
That made me worried
I have been thinking about ....
I am afraid if ....

Responses:

Take it easy
Calm down
I know you are worried but ....
It is not a big deal
Don't worry
Stay Cool

Simple Past Tense

2009-12-19T06:21:00.000-08:00

* Using in the Past event

Form:
(+) S + V2 + C

I got good mark yesterday
The students worked hardly two weeks ago

(-) S + did + not + V1 + C
I did not (didn't) get good mark yesterday
The students didn't work hardly two weeks ago

(?) Did + S + V1 + C
Did I get good mark yesterday?
Did the students work hardly two weeks ago?

Time Signals:

Yesterday, ago, Last

V2 : ed/d (Regular Verb)

Prefixes

2009-05-28T01:58:00.000-07:00

Prefixes and suffixes were originally words themselves but they are now groups of letters added to words or to roots to create new words. Prefixes [pre (before) + fix (fasten) = fasten before] are groups of letters placed before words or roots. Prefixes modify or extend the meanings of words and roots. Following is a list of commonly used prefixes and sample vocabulary.

A

* a-, ac-, ad-, af-, ag-, al-, an-, ap-, as-, at- to, toward, near, in addition to
o aside (adverb): to or toward the side
+ a + side
o accompany (verb): to go with someone as a companion
+ ac + com + pan + y
o adjust (verb): to correct, to move closer to a correct position
+ ad + just
o affix (verb): to attach to something, to fasten
+ af + fix
o aggression (noun): hostile behavior towards someone or something
+ ag + gress + ion
o allocate (verb): to distribute to specific people or for specific purposes
+ al + loc + ate
o annihilate (verb): to destroy
+ an + nihil + ate
o associate (verb): to join with
+ as + soci + ate
o attend (verb): to look after, to go to
+ at + tend

* a-, an- not, without
o apolitical (adjective): without interest in politics
+ a + polit + ic + al
o anemia (noun): the condition (disease) of not having enough red blood cells
+ an + em + ia

* ab-, abs- away from, off
o abrupt (adjective): unexpected change
+ ab + rupt
o absolve (verb): to be set free from one's actions or obligations
+ ab + solve

* ante- before
o anterior (adjective): before or near the front
+ ante + rior

* anti- against
o antipathy (noun): dislike, opposite feeling
+ anti + path + y

* auto- self
o automotive (adjective): related to self-propelled machines
+ auto + mot + ive

B

* bi- two
o biped (noun): a two-footed animal
+ bi + ped
o biennial (adjective): happening every two years bi + enni + al

C

* cat-, cata-, cath- down, with
o category (noun): a class or set to which a thing belongs
+ cate + gor + y
o catalogue (noun): a book or pamphlet that lists and describes
+ cata + log + ue
o catheter (noun): a medical device used to transfer fluids cath +eter

* circum- around
o circumvent (verb): to manage to get around a situation
+ circum + vent

* co-, cog-, col-, com-, con-, cor together, with
o cohesiveness (noun): the ability to stick together
+ co + hes + ive + ness
o cognate (adjective): related, similar in nature
+ cog + nate
o collaborate (verb): to work together
+ col + lab + or + ate
o commitment (noun): to entrust, to put into a place
+ com + mit + ment
o convenient (adjective): handy, nearby
+ con + veni + ent
o correct (verb): to set right, to be right
+ cor + rect

* contra- against, opposite
o contradict (verb) to state the opposite
+ contra + dict

D

* de- to do the opposite, to take away from
o decrease (verb): to grow smaller, to become less
+ de + cre + ase

* di-, dif-, dis- apart, separate, two, opposite, not
o divide (verb): to separate into two or more parts
+ di + vide
o differ (verb): to be unlike
+ dif + fer

* dis- not, opposite of, exclude
o distrust (verb): to have no confidence or trust
+ dis + trust

E

* e-, ex- out, out of, from
o emit (verb) to send out
+ e + mit
o expel (verb): to force out ex + pel

* en-, em- put into
o enamor (verb): to cause to love, to "put" someone "into" love
+ en + am + + or
o empower (verb): to give power, to put into power em + pow + er

* epi-, upon, beside, over
o epilogue (noun): the concluding section of a play or literary work
+ epi + logue

* extra- beyond
o extraordinary (adjective): going beyond normal
+ extra + ordin + ary

I

* il-, im-, in-, ir, not, in
o illegible (adjective): cannot be read
+ il + leg + ible
o imposter (noun): someone who poses as someone else
+ im + post + er
o inaction (noun): lack of motion, idle
+ in + act + ion
o irresolute (adjective): uncertain about hot to act, undecided, not having a solution
+ ir + re + solute

* in-, im-, il- in, into
o instead (adverb): in place of, an alternative
+ in + stead
o import (verb): to bring into a country from another country
+ im + port

* inter- between, among
o interject (verb): to throw something (usually a comment) between other things
+ inter + ject

* intro- into
o introspection (noun): to look into one's own thoughts and feelings
+ intro + spect + ion

M

* mal- bad
o malfunction (noun): when something does not work properly
+ mal + funct + ion

* mis- wrong
o misconduct (noun): wrong doing, bad behavior
+ mis + con + duct

* mono- one
o monologue (noun): a dramatic performance or speech given by one actor
+ mono + logue

* multi- many
o multiply (verb): to increase in number
+ multi + ply

N

* non- not, no
o nonsense (noun): something that has no meaning or makes no sense
+ non + sense

O

* ob-, oc-, of-, op- toward, against, in the way
o obtain (verb): to gain or get, to get a hold of
+ ob + tain
o occur (verb): to happen, to come to mind
+ oc + cur
o offer (verb): to attempt to give, to propose, to try to hand out
+ of + fer
o oppose (verb): to be against, to stand in the way of something
+ op + pose

* over- excessive, above
o overwork (verb): to have too much work
+ over + work

P

* para- beside
o paradox (noun): a statement that seems true and contradictory at the same time
+ para + dox

* per- through
o persecute (verb): to go after, to pursue
+ per + secute

* post- after
o postpone (verb): to put off to a later time, to delay
+ post + pone

* pre- before
o precede (verb): to go before, to come in front of
+ pre + cede

* pro- for, foward
o propel (verb): to push forward
+ pro + pel

R

* re- back, again
o readmit (verb): to allow in again
+ re + ad + mit

* retro- backward
o retrospect (noun) to look back at past events
+ retro + spect

S

* se- apart, move away from
o secede (verb): to withdraw from an organization
+ se + cede

* semi- half
o semiannual (adjective): occurring twice a year
+ semi + annu + al

* sub-, suc-, suf-, sup-, sur-, sus under, beneath, near, from below, secretly, above, up
o submarine (adjective): underwater
+ sub + mar + ine
o succeed (verb): to do well, to come after
+ suc + ceed
o suffice (verb): to be enough
+ suf + fice
o support (verb): to hold up, too keep up
+ sup + port
o survive (verb): to live, to live through something, to exist
+ sur + vive
o sustain (verb): to keep up, to hold up,
+ sus + tain

* super- over, above
o superimpose (verb): to place something on top of something else
+ super + im + pose

* syn-, sym- together, at the same time
o synchronous (adjective): happening at the same time
+ syn + chron + ous
o sympathy (noun): sharing another person's feelings, compassion
+ sym + path + y

T

* trans- across, beyond, change
o transform (verb): to change shape
+ trans + form

* tri- three
o tripod (noun): a three-legged stand
+ tri + pod

U

* un- not, against, opposite
o unceasing (adjective): never ending, continuous
+ un + ceas + ing

* uni- one
o uniform (adjective): having the same form or consistency
+ uni + form

taken from:www.learn4good.com

Coordinating Structure (Parallel Structure)

2009-05-28T01:42:00.000-07:00

One use of a conjunction is to connect words or phrases that have the same grammatical function in a sentence. This use of conjunctions is called "parallel structure." The conjunctions used in this pattern are and, but, or, nor. These words are called "coordinating conjunctions."

Regional Registration - TOEFL Center Locations List

2009-05-11T03:00:00.000-07:00

NOTE: The addresses and phone numbers of some test locations below may have changed since this list was made!

Region 1
AUSTRALIA/PACIFIC:
50794 Kuala Lumpur
Malaysia

Tel: 61-2-9640-5899 (Australian Phone Registration ONLY)
Tel: 60-3-7628-3333
Fax: 60-3-7628-3366

Region 2
INDONESIA:
Prometric
P.O. Box 12964
50794 Kuala Lumpur
Malaysia

Tel: 60 3 7628 3333
Fax: 60 3 7628 3366

Region 3
JAPAN:
R-Prometric K.K.
Kayabacho-Tower 15F
1-21-1 Shinkawa
Chuo-Ku
Tokyo 104-0033
Japan

Tel: 81-3-5541-4800
Fax: 81-3-5541-4810

Region 4
KOREA:
Korean-American Educational Comm. (KAEC)/Prometric
M.P.O. Box 112
Seoul, 121-600
Republic of Korea

Tel: 82-2-3211-1233
Fax: 82-2-3275-4029

Region 5
LATIN AMERICA/CARIBBEAN:
Prometric Latin America and Caribbean Regional Reg. Center
3110 Lord Baltimore Drive
Suite 200
Baltimore, Maryland 21244
USA

Tel: 1-443-923-8160
Fax: 1-443-923-8569

Region 6
ASIA:
Prometric
P.O. Box 12964
50794 Kuala Lumpur
Malaysia

Tel: 60-3-7628-3333
Fax: 60-3-7628-3366

Region 7
MIDDLE EAST/NORTH AFRICA:
Thomson Prometric Attn: PTC Registrations Middle East
P.O. Box 2024
8203 AA Lelystad
Lelystad
The Netherlands

Tel: 31 320 239 530
Fax: 31 320 239 531

Region 9
SOUTH AFRICA:
Thomson Prometric Attn: PTC Registrations Middle East
P.O. Box 2024
8203 AA Lelystad
Lelystad
The Netherlands

Tel: 31 320 239 593
Fax: 31 320 239 886

Region 10
TAIWAN:
Prometric
P.O. Box 12964
50794 Kuala Lumpur
Malaysia

Tel: 60 3 7628 3333
Fax: 60 3 7628 3366

Region 11
THAILAND:
Prometric
P.O. Box 12964
50794 Kuala Lumpur
Malaysia

Tel: 60 3 7628 3333
Fax: 60 3 7628 3366

Region 12
EUROPE/NEW INDEPENDENT STATES:
Thomson Prometric Attn: PTC Registrations Europe
P.O. Box 2024
8203 AA Lelystad
Lelystad
The Netherlands

Tel: 31 320 239 540
Fax: 31 320 239 541

Region 13
CHINA:
NEEA/Prometric
P.O. Box 8717
Beijing 100080
Peoples Republic of China

Tel: 86 10 8261 9995
Fax: 86 10 6251 5002

Region 14
INDIA:
Prometric
160-A, Senior Plaza, 3rd Floor
Gautam Nagar
Yusuf Sarai; Behind Indian Oil Bldg.
New Delhi 110049
India

Tel: 91-11-651-1649
Fax: 91-11-652-9741

CBT Test Center List

ARGENTINA
TO REGISTER:
REGION 5 - LATIN AMERICA/CARIBBEAN
CALL: 1-443-923-8160 (Woodlawn, Maryland (USA))
FAX: 1-443-923-8569

BUENOS AIRES
TEST CENTER NUMBER: 8303
TESTS OFFERED: GMAT, GRE, TOEFL
PERMANENT CENTER

ARMENIA
TO REGISTER:
REGION 12 - EUROPE/NEW INDEPENDENT STATES
CALL: 31 320 239 540 (The Netherlands)
FAX: 31 320 239 541

YEREVAN
TEST CENTER NUMBER: 8955
TESTS OFFERED: GMAT, GRE, TOEFL
PERMANENT CENTER

AUSTRALIA
TO REGISTER:
REGION 6 - ASIA
CALL: 60-3-7628-3333 (Kuala Lumpur, Malaysia)
FAX: 60-3-7628-3366

MELBOURNE
TEST CENTER NUMBER: 8408
TESTS OFFERED: GMAT, GRE, TOEFL
PERMANENT CENTER

SYDNEY
TEST CENTER NUMBER: 8401
TESTS OFFERED: GMAT, GRE, TOEFL
PERMANENT CENTER

BANGLADESH
TO REGISTER:
REGION 6 - ASIA
CALL: 60-3-7628-3333 (Kuala Lumpur, Malaysia)
FAX: 60-3-7628-3366

DHAKA
TEST CENTER NUMBER: 8815
TESTS OFFERED: GMAT, GRE, TOEFL
PERMANENT CENTER

BOLIVIA
TO REGISTER:
REGION 5 - LATIN AMERICA/CARIBBEAN
CALL: 1-443-923-8160 (Woodlawn, Maryland (USA))
FAX: 1-443-923-8569

LA PAZ
TEST CENTER NUMBER: 8314
TESTS OFFERED: GMAT, GRE, TOEFL
PERMANENT CENTER

BOTSWANA
TO REGISTER:
REGION 9 - SOUTH AFRICA
CALL: 31 320 239 593 (The Netherlands)
FAX: 31 320 239 886

GABORONE
TEST CENTER NUMBER: 8218
TESTS OFFERED: GMAT, GRE, TOEFL
PERMANENT CENTER

BRAZIL
TO REGISTER:
REGION 5 - LATIN AMERICA/CARIBBEAN
CALL: 1-443-923-8160 (Woodlawn, Maryland (USA))
FAX: 1-443-923-8569

BELO HORIZONTE
TEST CENTER NUMBER: 8365
TESTS OFFERED: GMAT, GRE, TOEFL
PERMANENT CENTER

BRASILIA, D.F.
TEST CENTER NUMBER: 8317
TESTS OFFERED: GMAT, GRE, TOEFL
PERMANENT CENTER

CURITIBA, PR
TEST CENTER NUMBER: 8318
TESTS OFFERED: GMAT, GRE, TOEFL
PERMANENT CENTER

PORTO ALEGRE, RS
TEST CENTER NUMBER: 8324
TESTS OFFERED: GMAT, GRE, TOEFL
PERMANENT CENTER

RECIFE, PE
TEST CENTER NUMBER: 8325
TESTS OFFERED: GMAT, GRE, TOEFL
PERMANENT CENTER

RIO DE JANEIRO, RJ
TEST CENTER NUMBER: 8326
TESTS OFFERED: GMAT, GRE, TOEFL
PERMANENT CENTER

SAO PAULO
TEST CENTER NUMBER: 8328
TESTS OFFERED: GMAT, GRE, TOEFL
PERMANENT CENTER

BULGARIA
TO REGISTER:
REGION 12 - EUROPE/NEW INDEPENDENT STATES
CALL: 31 320 239 540 (The Netherlands)
FAX: 31 320 239 541

SOFIA
TEST CENTER NUMBER: 8007
TESTS OFFERED: GMAT, GRE, TOEFL
PERMANENT CENTER

CHILE
TO REGISTER:
REGION 5 - LATIN AMERICA/CARIBBEAN
CALL: 1-443-923-8160 (Woodlawn, Maryland (USA))
FAX: 1-443-923-8569

SANTIAGO
TEST CENTER NUMBER: 8329
TESTS OFFERED: GMAT, GRE, TOEFL

CHINA
TO REGISTER:
REGION 13 - CHINA
CALL: 86 10 8261 9995 (Beijing, China)
FAX: 86 10 6251 5002

BEIJING
TEST CENTER NUMBER: 8501
TESTS OFFERED: GMAT, GRE
PERMANENT CENTER

BEIJING SUZHOUJIE
TEST CENTER NUMBER: 8528
TESTS OFFERED: GMAT, GRE
PERMANENT CENTER

CHANG SHA
TEST CENTER NUMBER: 8502
TESTS OFFERED: GMAT, GRE
PERMANENT CENTER

CHENGDU
TEST CENTER NUMBER: 8503
TESTS OFFERED: GMAT, GRE
PERMANENT CENTER

DALIAN
TEST CENTER NUMBER: 8504
TESTS OFFERED: GMAT, GRE
PERMANENT CENTER

GUANGZHOU
TEST CENTER NUMBER: 8505
TESTS OFFERED: GMAT, GRE
PERMANENT CENTER

HARBIN
TEST CENTER NUMBER: 8506
TESTS OFFERED: GMAT, GRE
PERMANENT CENTER

JINAN
TEST CENTER NUMBER: 8507
TESTS OFFERED: GMAT, GRE
PERMANENT CENTER

KUNMING
TEST CENTER NUMBER: 8508
TESTS OFFERED: GMAT, GRE
PERMANENT CENTER

NANJING
TEST CENTER NUMBER: 8513
TESTS OFFERED: GMAT, GRE
PERMANENT CENTER

SHANGHAI
TEST CENTER NUMBER: 8516
TESTS OFFERED: GMAT, GRE
PERMANENT CENTER

WUHAN
TEST CENTER NUMBER: 8522
TESTS OFFERED: GMAT, GRE
PERMANENT CENTER

XIAMEN
TEST CENTER NUMBER: 8523
TESTS OFFERED: GMAT, GRE
PERMANENT CENTER

XIAN
TEST CENTER NUMBER: 8524
TESTS OFFERED: GMAT, GRE
PERMANENT CENTER

COLOMBIA
TO REGISTER:
REGION 5 - LATIN AMERICA/CARIBBEAN
CALL: 1-443-923-8160 (Woodlawn, Maryland (USA))
FAX: 1-443-923-8569

BOGOTA
TEST CENTER NUMBER: 8331
TESTS OFFERED: GMAT, GRE, TOEFL
PERMANENT CENTER

CALI
TEST CENTER NUMBER: 8360
TESTS OFFERED: GMAT, GRE, TOEFL
PERMANENT CENTER

CROATIA
TO REGISTER:
REGION 12 - EUROPE/NEW INDEPENDENT STATES
CALL: 31 320 239 540 (The Netherlands)
FAX: 31 320 239 541

ZAGREB
TEST CENTER NUMBER: 8009
TESTS OFFERED: GMAT, GRE, TOEFL
PERMANENT CENTER

CZECH REPUBLIC
TO REGISTER:
REGION 12 - EUROPE/NEW INDEPENDENT STATES
CALL: 31 320 239 540 (The Netherlands)
FAX: 31 320 239 541

PRAGUE
TEST CENTER NUMBER: 8014
TESTS OFFERED: GMAT Mobile Testing Aug. 24 & 25, 2004

DOMINICAN REPUBLIC
TO REGISTER:
REGION 5 - LATIN AMERICA/CARIBBEAN
CALL: 1-443-923-8160 (Woodlawn, Maryland (USA))
FAX: 1-443-923-8569

SANTO DOMINGO
TEST CENTER NUMBER: 8336
TESTS OFFERED: GMAT, GRE, TOEFL
PERMANENT CENTER

EGYPT
TO REGISTER:
REGION 7 - MIDDLE EAST/NORTH AFRICA
CALL: 31 320 239 530 (The Netherlands)
FAX: 31 320 239 531

CAIRO
TEST CENTER NUMBER: 8708
TESTS OFFERED: GMAT, GRE, TOEFL
PERMANENT CENTER

FINLAND
TO REGISTER:
REGION 12 - EUROPE/NEW INDEPENDENT STATES
CALL: 31 320 239 540 (The Netherlands)
FAX: 31 320 239 541

HELSINKI
TEST CENTER NUMBER: 8022
TESTS OFFERED: GMAT, GRE, TOEFL
PERMANENT CENTER

FRANCE
TO REGISTER:
REGION 12 - EUROPE/NEW INDEPENDENT STATES
CALL: 31 320 239 540 (The Netherlands)
FAX: 31 320 239 541

PARIS
TEST CENTER NUMBER: 8028
TESTS OFFERED: GMAT, GRE, TOEFL
PERMANENT CENTER

TOULOUSE
TEST CENTER NUMBER: 8033
TESTS OFFERED: GMAT, GRE, TOEFL
PERMANENT CENTER

GEORGIA
TO REGISTER:
REGION 12 - EUROPE/NEW INDEPENDENT STATES
CALL: 31 320 239 540 (The Netherlands)
FAX: 31 320 239 541

TBILISI
TEST CENTER NUMBER: 8958
TESTS OFFERED: GMAT, GRE, TOEFL
PERMANENT CENTER

GERMANY
TO REGISTER:
REGION 12 - EUROPE/NEW INDEPENDENT STATES
CALL: 31 320 239 540 (The Netherlands)
FAX: 31 320 239 541

BERLIN
TEST CENTER NUMBER: 8034
TESTS OFFERED: GMAT, GRE, TOEFL
PERMANENT CENTER

FRANKFURT
TEST CENTER NUMBER: 8035
TESTS OFFERED: GMAT, GRE, TOEFL
PERMANENT CENTER

MUNICH
TEST CENTER NUMBER: 8037
TESTS OFFERED: GMAT, GRE, TOEFL
PERMANENT CENTER

GHANA
TO REGISTER:
REGION 9 - SOUTH AFRICA
CALL: 31 320 239 593 (The Netherlands)
FAX: 31 320 239 886

ACCRA
TEST CENTER NUMBER: 8238
TESTS OFFERED: GMAT, GRE, TOEFL
PERMANENT CENTER

GREECE
TO REGISTER:
REGION 12 - EUROPE/NEW INDEPENDENT STATES
CALL: 31 320 239 540 (The Netherlands)
FAX: 31 320 239 541

ATHENS
TEST CENTER NUMBER: 8038
TESTS OFFERED: GMAT, GRE, TOEFL
PERMANENT CENTER

THESSALONIKI
TEST CENTER NUMBER: 8039
TESTS OFFERED: GMAT, GRE, TOEFL
PERMANENT CENTER

GUATEMALA
TO REGISTER:
REGION 5 - LATIN AMERICA/CARIBBEAN
CALL: 1-443-923-8160 (Woodlawn, Maryland (USA))
FAX: 1-443-923-8569

GUATEMALA CITY
TEST CENTER NUMBER: 8344
TESTS OFFERED: GMAT, GRE, TOEFL
PERMANENT CENTER

HONG KONG
TO REGISTER:
REGION 6 - ASIA
CALL: 60-3-7628-3333 (Kuala Lumpur, Malaysia)
FAX: 60-3-7628-3366

HONG KONG
TEST CENTER NUMBER: 8591
TESTS OFFERED: GMAT, TOEFL
PERMANENT CENTER

HUNGARY
TO REGISTER:
REGION 12 - EUROPE/NEW INDEPENDENT STATES
CALL: 31 320 239 540 (The Netherlands)
FAX: 31 320 239 541

BUDAPEST
TEST CENTER NUMBER: 8042
TESTS OFFERED: GMAT, GRE, TOEFL
PERMANENT CENTER

INDIA
TO REGISTER:
REGION 14 - INDIA
CALL: 91-11-651-1649 (New Delhi, India)
FAX: 91-11-652-9741

AHMADABAD
TEST CENTER NUMBER: 8902
TESTS OFFERED: GMAT, GRE, TOEFL
PERMANENT CENTER

ALLAHABAD
TEST CENTER NUMBER: 8903
TESTS OFFERED: GMAT, GRE, TOEFL
PERMANENT CENTER

BANGALORE
TEST CENTER NUMBER: 8904
TESTS OFFERED: GMAT, GRE, TOEFL
PERMANENT CENTER

CALCUTTA
TEST CENTER NUMBER: 8906
TESTS OFFERED: GMAT, GRE, TOEFL
PERMANENT CENTER

CHENNAI
TEST CENTER NUMBER: 8909
TESTS OFFERED: GMAT, GRE, TOEFL
PERMANENT CENTER

HYDERABAD
TEST CENTER NUMBER: 8908
TESTS OFFERED: GMAT, GRE, TOEFL
PERMANENT CENTER

MUMBAI
TEST CENTER NUMBER: 8921
TESTS OFFERED: GMAT, GRE, TOEFL
PERMANENT CENTER

NEW DELHI
TEST CENTER NUMBER: 8913
TESTS OFFERED: GMAT, GRE, TOEFL
PERMANENT CENTER

TRIVANDRUM
TEST CENTER NUMBER: 8912
TESTS OFFERED: GMAT, GRE, TOEFL
PERMANENT CENTER

INDONESIA
TO REGISTER:
REGION 6 - ASIA
CALL: 60-3-7628-3333 (Kuala Lumpur, Malaysia)
FAX: 60-3-7628-3366

JAKARTA
TEST CENTER NUMBER: 8801
TESTS OFFERED: GMAT, GRE, TOEFL
PERMANENT CENTER

IRELAND
TO REGISTER:
REGION 12 - EUROPE/NEW INDEPENDENT STATES
CALL: 31 320 239 540 (The Netherlands)
FAX: 31 320 239 541

DUBLIN
TEST CENTER NUMBER: 8044
TESTS OFFERED: GMAT, GRE, TOEFL
PERMANENT CENTER

ISRAEL
TO REGISTER:
REGION 12 - EUROPE/NEW INDEPENDENT STATES
CALL: 31 320 239 540 (The Netherlands)
FAX: 31 320 239 541

TEL AVIV
TEST CENTER NUMBER: 8049
TESTS OFFERED: GMAT, GRE, TOEFL
PERMANENT CENTER

ITALY
TO REGISTER:
REGION 12 - EUROPE/NEW INDEPENDENT STATES
CALL: 31 320 239 540 (The Netherlands)
FAX: 31 320 239 541

MILAN POLI
TEST CENTER NUMBER: 8153
TESTS OFFERED: GMAT, GRE, TOEFL
PERMANENT CENTER

JAPAN
TO REGISTER:
REGION 3 - JAPAN
CALL: 81-3-5541-4800 (Tokyo, Japan)
FAX: 81-3-5541-4810

OSAKA
TEST CENTER NUMBER: 8605
TESTS OFFERED: GMAT, GRE, TOEFL
PERMANENT CENTER

TOKYO
TEST CENTER NUMBER: 8611
TESTS OFFERED: GMAT,GRE,TOEFL
PERMANENT CENTER

TOKYO KAYABACHO
TEST CENTER NUMBER: 8601
TESTS OFFERED: GMAT, GRE, TOEFL
PERMANENT CENTER

YOKOHAMA
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List of possible TOEFL writing section topics

2009-05-11T02:57:00.000-07:00

TOEFL Writing Topics

The following are TOEFL style essay examples:

1) If you could change one important thing about your country, what would you change? Use reasons and specific examples to support your answer.

2) What are some important qualities of a good school teacher? Use specific details and examples to explain why these qualities are important.

3)Many people say that the internet is the most important invention ever. Do you agree or disagree with this and if not, what do you believe to be more important? Use specific reasons and examples to support your opinion.

4) Do you agree or disagree with the following statement? People pay too much attention to the less important things in life and fail to see the larger issues. Use specific reasons and details to explain your opinion.

5) Which do you feel is more important in your life: security or freedom and independence? Use reasons and specific examples to support your opinion.

6) A job should mean a job for life. Do you agree or disagree? Use specific reasons and examples to support your answer.

7) Do you agree or disagree with the following statement? With the help of technology, life is easier today than in the past. Use specific reasons and examples to support your answer.

8) Do you agree or disagree with the following statement? A problem shared is a problem solved. Use specific reasons and examples to support your answer.

9) Some music is very inspirational. Other music seems boring and meaningless. Which type of music do you listen to and why do you think some music forms are much more popular than others? Use specific reasons and examples to support your answer.

10) If you could travel back in time or into the future, which would you choose and what exact period of time would you like to experience? Use specific reasons and examples to support your choice.

Adjectives

2009-05-11T02:54:00.000-07:00

Adjectives describe or modify nouns. Adjectives tell the reader more about the noun used in the sentence.

A

* -able, -ible
o Adjective: worth, ability
+ solvable : able to be solved or explained
# solv + able
+ incredible: not able to be believed, amazing
# in + cred + ible

* -al, -ial, -ical
o Adjective: quality, relation
+ structural : related to the physical make up of a thing
# struct + ure + al
+ territorial: related to nearby or local areas
# territ + or + ial
+ categorical: related to a category, aboslute
# cate + gor + ical

* -ant, -ent, -ient
o Adjective: kind of agent, indication
+ important : marked by worth
# im + port + ant
+ dependent: determined or relying upon something else
# de + pend + ent
+ convenient: at hand, easy to use
# con + ven + ient

* -ar, -ary
o Adjective: resembling, related to
+ spectacular : related to something that is eye-catching or amazing
# spectac + ul + ar
+ unitary : related to units or single groups representing quantities
# unit + ary

* -ate
o Adjective: kind of state
+ inviolate : not disturbed, pure
# in + viol + ate

E

* -ed
o Adjective: having the quality of
+ terraced : having terraces or steps
# terrac + ed

* -en
o Adjective: material
+ silken : made from silk, a fiber produced by worms
# silk + en

* -er
o Adjective: comparative
+ brighter : more light
# bright + er

* -est
o Adjective: superlative
+ strongest : having the most strength
# strong + est

F

* -ful
o Adjective: having, giving, marked by
+ fanciful : marked by imagination
# fanci + ful

I

* -ic
o Adjective: quality, relation
+ generic : related to a whole group
# gener + ic

* -ile
o Adjective: having the qualities of
+ projectile : something thrown with an outside force
# pro + ject + ile

* -ing
o Adjective: activity
+ cohering : the act of sticking together
# co + her + ing

* -ish
o Adjective: having the character of
+ newish : modern, recent
# new + ish

* -ive, -ative, -itive
o Adjective: having the quality of
+ festive : having the quality of a festival or party
# fest + ive
+ cooperative : being able or willing to work with another person or thing
# co + oper + ative
+ sensitive: easily felt, responsive to the senses
# sens + itive

L

* -less
o Adjective: without, missing
+ motiveless : a reason for someone to do something
# mot + ive + less

O

* -ous, -eous, -ose, -ious
o Adjective: having the quality of, relating to
+ adventurous : characterized by the desire to seek new experiences or risks
# ad + vent + ur + ous
+ courageous : characterized by courage, brave
# cour + ag + eous
+ verbose: having more words than needed
# verb + ose
+ fractious: characterized by being difficult or troublesome
# fract + ious

Y

* -y
o Adjective: marked by, having
+ hungry : having hunger, marked by a desire
# hungr + y

ADVERBS

Adverbs describe verbs, adjectives and other adverbs.

INDEX: F L W

F

* -fold
o Adverb: in a manner of, marked by
+ fourfold : being four times as great
# four + fold

L

* -ly
o Adverb: in the manner of
+ fluently : marked by ease of movement, effortlessly smooth
# flu + ent + ly

W

* -ward
o Adverb: in a direction or manner
+ homeward : toward home
# home + ward

* -wise
o Adverb: in the manner of, with regard to
+ timewise : with regard to time
# time + wise

taken from:www.learn4good.com

Suffixes

2009-05-11T02:51:00.000-07:00

Suffixes are groups of letters attached to the ends of roots, words, and word groups. Suffixes serve a grammatical function. A suffix can indicate what part of speech (noun, verb, adjective, adverb) the word belongs to. Suffixes can also change and extend the meaning. The following suffixes are grouped beneath the grammatical function they perform.

NOUNS

Nouns perform the function of naming. Nouns name persons, places animals or things, as well as groups, ideas and qualities. In a sentence, nouns can be subjects, objects, or appositives.

A

* -acy, -cy
o Noun: state or quality
+ privacy: the state of being alone
# priv + acy
+ infancy: the state of being a baby or young child
# in + fan + cy

* -age
o Noun: activity, or result of action
+ courage : having the spirit to overcome fear
# cour + age

* -al ,el, ul
o Noun: action, result of action
+ referral : the action of directing a person to another place, person or thing
# re + ferr + al

* -an
o Noun: person
+ artisan : a craftsperson
# arti + san

* -ance, -ence
o Noun: action, state, quality or process
+ resistance : the action of opposing something
# re + sist + ance
+ independence: the state of not being under the control of others, free, self-governing
# in + de + pend + ence

* -ancy, -ency
o Noun: state, quality or capacity
+ vacancy : an empty room or position
# vac + ancy
+ agency: the capacity to exert power or influence, a position or person that performs a function
# ag + ency

* -ant, -ent
o Noun: an agent, something that performs the action
+ disinfectant : an agent that destroys germs, somthing that cleans
# dis + in + fect + ant
+ dependent: a thing supported by another, a thing determined by another
# de + pend + ent

* -ate
o Noun: state, office, fuction
+ candidate : a person nominated for an office or position
# candid + ate

* -ation
o Noun: action, resulting state
+ specialization : the result of being distinguished by one quality or ability
# spec + ial + iz + ation

D

* -dom
o Noun: place, state of being
+ wisdom : possessing knowledge
# wis + dom

E

* -er, -or
o Noun: person or thing that does something
+ porter : a person who carries things
# port + er
+ collector: a person who collects or gathers things
# col + lect + or

F

* -ful
o Noun: an amount or quanity that fills
+ mouthful : an amount that fills the mouth
# mouth + ful

I

* -ian, an
o Noun: related to, one that is
+ pedestrian : a person who walks
# ped + estr + ian
+ human: a person
# hum + an

* -ia
o Noun: names, diseases
+ phobia : an illogical fear of something
# phob + ia

* -iatry
o Noun: art of healing
+ psychiatry : branch of medicine that deals with the mind and emotions
# psych + iatry

* -ic, ics
o Noun: related to the arts and sciences
+ arithmetic : a branch of math that usually deals with non-negative numbers
# arithm + et + ic
+ economics: the social science related to studying business
# eco + nom + ics

* -ice
o Noun: act
+ malice : the desire to do evil
# mal + ice

* -ing
o Noun: material made for, activity, result of an activity
+ flooring : a material made for floors
# floor + ing
+ swimming: the activity of swimming or moving through water
# swim(m) + ing
+ building: the result of making a structure
# build + ing

* -ion
o Noun: condition or action
+ abduction : the action of carrying someone away by force
# ab + duct + ion

* -ism
o Noun: doctrine, belief, action or conduct
+ formalism : a belief in sticking to prescribed forms or artistic styles
# form + al + ism

* -ist
o Noun: person or member
+ podiatrist : a foot doctor
# pod + iatr + ist

* -ite
o Noun: product or part
+ graphite : a black material used in making pencils
# graph + ite

* -ity, ty
o Noun: state or quality
+ lucidity : clear thinking
# luc + id + ity
+ novelty: something new or unusual
# nov + el + ty

* -ive
o Noun: condition
+ native : a person born in a specific place
# nat + ive

M

* -ment
o Noun: condition or result
+ document : an official paper usually showing proof or evidence of something
# docu + ment

N

* -ness
o Noun: state, condition, quality
+ kindness : the quality of being kind or nice
# kind + ness

O

* -or
o Noun: condition or activity
+ valor : bravery, courage
# val + or

* -ory
o Noun: place for, serves for
+ territory : an area around a place
# territ + ory

S

* -ship
o Noun: status, condition
+ relationship : the state of being related or connected to something or someone
# re + lat + ion + ship

U

* -ure
o Noun: act, condition, process, function
+ exposure : the condition of being exposed or unprotected
# pos + ure

Y

* -y
o Noun: state, condition, result of an activity
+ society : companionship
# soci + et + y
+ victory: the result of winning something
# vict + or + y

VERBS

Verbs make statements about nouns, ask questions, give commands, or show states of being. Verbs can be active or passive. Verbs also show tense or time of action.

INDEX: A E I U

A

* -ate
o Verb: cause to be
+ graduate : to give a degree to, to pass from one stage to the next
# gradu + ate

E

* -ed
o Verb: past tense
+ attained : something that has been reached or grasped
# at + tain + ed

* -en
o Verb: to cause to become
+ moisten : to cause to become moist or damp
# moist + en

* -er, -or
o Verb: action
+ ponder : to think about
# pond + er
+ clamor: to make noise, to call for loudly
# clam + or

I

* -ify
o Verb: cause
+ specify : to name or indicate in detail
# spec + ify

* -ing
o Verb: present participle
+ depicting : showing, describing with images or pictures
# de + pict + ing

* -ize
o Verb: cause
+ fantasize : to dream about something, to create images in the mind
# fant + as + ize

U

* -ure
o act
+ Verb: conjecture : to come to a conclusion by supposition or guesswork
# con + ject + ure

taken from:www.learn4good.com

Purpose of the TOEFL Test

2009-05-11T02:39:00.000-07:00

Purpose of the TOEFL Test

The purpose of the TOEFL test is to evaluate the English proficiency of people who are non-native English speakers. In addition, international companies, government agencies, scholarship programs, and recruitment agencies use TOEFL scores to evaluate English proficiency.

CBT: The TOEFL test on computer combines many of the same question types as the traditional paper-based test with new question types that can be offered only in the computer format. This is an easy-to-use testing system for even the most basic computer users.

The Computer-Based TOEFL Test has 4 sections

Section 1: Listening
Section 2: Structure (Grammar)
Section 3: Reading
Section 4: Writing

1. Listening Comprehension:
Measures the ESL student's ability to understand North American English.

2. Structure & Written Expression
Measures the ESL student's ability to recognize language appropriate for standard written English.

3. Vocabulary & Reading Comprehension
Measures the ESL student's ability to understand non-technical reading material.

4. Essay Writing
Measures the ESL student's ability to express ideas in standard written English.

Scoring:

The score range on the CBT TOEFL Test is: 0-300. In other words, the highest possible total score is 300 points.

This breaks down in each section as a scaled score:

Listening: 0-30
Structure/Writing: 0-30
Reading Comprehension: 0-30
TOTAL SCALED SCORE: 0-300

The score from the essay in the Writing Section is included in the Structure score. The essay is graded on a scaled score of 0 to 6. 6 is the highest possible total score on the Writing Section. Note: The essay score is one sixth of the total test score.

Number of Questions in the test and the time to complete each section:

Tutorials: 7 untimed tutorials explaining in detail the exam procedure

Listening: 30 to 49 questions with 15-25 minutes to answer the questions. 40-60 minutes to complete entire section. The clock runs while you are answering questions, but not while you are listening to conversations and talks.

Structure: 20-25 questions with 15-20 minutes to complete the questions.

Reading: 44-55 questions with 70-90 minutes to complete the section (includes time spent reading passages and answering questions).

Writing: One assigned essay topic, with 30 minutes to write the essay.

How often can I take the CBT TOEFL test?

If I cancel my scores, can I take the test again?

You may take the CBT TOEFL test only once in any calendar month, even if you took the test and cancelled your scores. For example, if you test in May, you must wait until June to take it again. IMPORTANT: If you take the test more than once in a calendar month, your new scores will not be reported and your test fee will not be refunded. Violation of this policy may also result in additional action being taken.

ESL Sentence Examples

2009-04-21T23:08:00.000-07:00

Using sample sentences taken directly from your ESL students is a great way for them to work on their editing and error recognition and corrections skills. There really isn't too much to complicate this idea as it is really quite simple in practice.

What you do is collect a series of sentence examples from your students' work. You can choose to select sentences that all display a similar problem (verb tense for example), or simply collect any examples you wish. I would suggest that you get permission from your students before you do this and then make sure to keep them anonymous. I've never had any student refuse, but it best to respect their privacy. On that note, be sure to choose sentences that are not personally revealing either in terms of personal information/experiences or just basic "I can guess who wrote this" information.

So what do you do with these example sentences? Well you give them to your students to work on. Their goal should be to find and correct any errors in logic, grammar, spelling, punctuation, word choice etc. Of course you as the teacher can limit them to working on only very specific issues (find all spelling mistakes). I typically give 3-4 sentences out to a class and give them about 20-30 minutes to work on them. Usually individually at first, and them in pairs or threes. Once you think they have done enough, be sure to go over them in class.

What you will find is that as long as you have used sentences from students at the same basic ESL level, they will struggle mightily with this task as they are trying to find the same errors that they typically make.

If you have access to a computer lab, you can have them do this in a word processor which allows them to manipulate and move the words around very easily. It is also very good to do the review on a computer with projector so that they can see you move the words around as well.

Without fail students come away from this activity with a much greater appreciation for error recognition and correction.

A simple extension of this into the speaking realm is to have students transcribe some free speech (a commentary on a picture perhaps) and then do the error hunt and fix afterwards.

Here are a few examples to give you an idea of some basic ESL sentence examples you could work with. There are from an intermediate academic prep class I taught a few years back.

1. It is hard to see snowing in my hometown so I am very exciting.
2. It is unreasonable for me, in fact I should be exciting and happy. Because she studys in University of British Columbia.
3. When my friend has arrived in Vancouver, British Columbia. This feeling is stronger than before.
4. Braised pork slices is my favorite but my mother is board chairman in her company she hasn’t time to cook for me. but she teached me to cook some of my favorite food, especially when I came to Canada.
5. I see other people wear less clothes than me, sometimes I think “why they can wear so less, and Don’t they feel cold?”.

Example sentences are very easy to collect, so I'd appreciate it if you didn't actually use these. Use examples from your class, they will match your students' levels better.

taken from: teachers-call.com

Expressing Wishes

2009-04-11T23:14:00.000-07:00

* I wish to ...
* I'll ...
* I've deiced ...
* I'm planning to ...
* I'll make an effort to ....
* I'll do all I can ..
* I reckon I'll ..
* I'll .... or bust!

Saying You Are Curious (Expressions)

2009-04-11T23:08:00.000-07:00

* I wonder ...
* Can someone tell me ...?
* I'd be very interested to know ...
* Can someone tell me about ...?
* I wish I knew more about ...
* I wish I knew ...
* Doesn't anyone know ...?
* I'd like to know ...
* I wish someone would tell me ...
* What I'd really like to find out is ...

Expressing Requesting

2009-04-11T23:02:00.000-07:00

* Would you mind ...,please?
* Can you ...?
* Could you ...?
* Will you...?
* Would you ...?
* Please ...

Expressing Speculating

2009-04-05T04:44:00.000-07:00

* I'm sure that ...
* It's my speculation that ...
* I guess...
* I hypothesize ...
* I bet ...
* I foresee that ...
* It's worth speculating.

Expressing Predicting

2009-04-05T04:31:00.000-07:00

* It looks like that ...
* I predict ...
* I suspect ...
* I suppose ...
* It seems as if ...
* I diagnose that ...
* I convincingly think ...
* I suppose ...

Expressing Planning

2009-04-05T04:21:00.000-07:00

* Our plan is to ...
* we're thinking of ...
* What we have in mind is ...
* What we plan to do is ...
* I'll tell you what we'll do.
* What a bout this for an idea.
* Here's the plan.
* How if first, ...
* Try ...
* Why don't we start by ...

Responses Expressing Encouraging

2009-04-05T03:43:00.000-07:00

* I'll think about it.
* I'll try.
* Do you think so?
* I'll consider it.

Expressing Encouraging

2009-04-05T03:29:00.000-07:00

* You can do it.
* I'm sure you will pass ...
* That's a piece of cake for you.
* That wouldn't be too hard.
* Come on, it's nothing.
* Hey, you'll succeed on that.
* Don't worry, I'm of certain that you'll ...
* You are a big boy/girl.
* You are used to do that, remember?
* I know you can do it.
* This is for your best ..
* There won't be any difficulties on ...

Responses Expressing Persuading

2009-04-05T03:27:00.000-07:00

* I'll think about it.
* Do you think I will succeed?
* It is fun.
* Will I enjoy it?

Expressing Persuading

2009-04-05T03:20:00.000-07:00

* Come on.
* Give it a try.
* Try them on.
* Believe me, you'll have fun times.
* Don't be a spoilsport.
* It will be fun, I'm sure.
* You'll enjoy it. Go.
* You won't regret it.
* This is once in your lifetime, don't waste it.
* It's your only chance, try it.
* You wouldn't find them twice, come on!
* You'll never feel sorry about it.

Responses Expressing Criticizing

2009-04-05T03:13:00.000-07:00

* Thank you.
* I keep your word.
* Thanks.
* I trust you.
* I believe you.

Expressing Criticizing

2009-04-05T02:57:00.000-07:00

* Do you think that would do any good?
* It's bitter. You should put more sugar in it.
* You look like a sack of cement on that dress.
* This is a really smart portion of chicken for Rp 12, 000.
* Your hand writing needs more shapes.
* Your writing is too argumentative.
* The service is too slow.
* Your moves need a lot of practice.

Expressing Curiousity

2009-04-05T02:12:00.000-07:00

* I wonder if you could ...
* What is that/are they?
* Can I ...
* I want to know if/whether ...
* I'm so curious about ...
* Would you tell me ...
* Tell me ...
* Please let me know ...
* I need some information about ...
* Will you be information about ...
* What about ...?
* Is true that ..?
* Can I rely on ...?
* Where can i get the information from?
* Who/What/When/Where/Why/How is/are ...
* I'm curious to dead!

Responses Expressing Blaming and Accusing

2009-04-05T02:09:00.000-07:00

^ I'm sorry. It's my fault.
^ Sorry for my fault.
^ I'm sorry fro the things I've done .
^ It's my responsibility. I'm sorry

Expressing Blaming and Accusing

2009-04-05T01:58:00.000-07:00

^ It is you fault!
^ You have to be responsible for this!
^ It's all because of you!
^ I accuse you on ...
^ I charge you for ...
^ Why you did this to me?
^ How can you did that to her!
^ You are behind all this!
^ I blame you on ...
^ You are to blame for punching the door!
^ It's your responsibility!
^ You should finish what you've started!

Responses Expressing Promising

2009-04-05T01:55:00.000-07:00

* Thank you.
* I keep your word.
* Thanks.
* I trust you.
* I believe you.

Expressing Promising

2009-04-05T01:49:00.000-07:00

* I promise you ...
* I will ...
* You can keep my words.
* Take my words.
* I'll give you my words.
* I swear ...
* Wait for me ...
* Trust me ...
* I will never ...
* I would not ....

Expressing Giving Instruction in the Classroom

2009-04-04T23:47:00.000-07:00

* I'd like you to form pairs.
* Okay now, listen everybody.
* Stop snapping your fingers, please.

* Come on, have a try.
* Fine. You can do better than that.
* For your homework answer the questions on ...
* Let's have a look at the words with ..
* Please repeat after me.
* Let's answer those questions on the next page.
* Try to find out what the people are talking about.
* Tell the story in about ten sentences.
* Read the text to your selves.

Responses Of Admitting and Regretting Mistakes

2009-04-04T23:43:00.000-07:00

* That's fine.
* Don't mention it.
* That's OK.

* It's fine. I forgive you.
* Get out your notebooks.
* No prompting, please.
*Can you rewrite the dialogue in reported speech.
*Listen to the cassette recorder.
*Look at the pictures.

Expressing Admitting and Regretting Mistakes

2009-04-04T23:38:00.000-07:00

*Sorry.
*I know this was my fault.
*Please fro give me.

*I'm deserve to have this.
*This is the price I should pay.
*I realize I've made mistakes.
*This has been my terrible mistake.
*I wouldn't do it anymore.
*I will pay for what I've done.
*Sorry, I didn't mean to do that.
*I didn't think of the consequences.
*It shouldn't be like this. Forgive me.
*It's OK.

Expressing Impossibilities

2009-04-04T23:35:00.001-07:00

* No way.
* No chance for that.
* That won't do.

* That's impossible!
* Yeah, why don't we just cut our neck?
* It won't work.
* I don't think he would be able to ...
* It's far from workable.
* That's beyond my capability.

Expressing Possiblity

2009-04-04T23:28:00.000-07:00

*If possible, why don't we ...?
*That will work.
*It will do.

*I think we could get it done.
*Is it possible if ...?
*It would do no harm, wouldn't it?
*Could we just possibly ...
*Would it be possible to ...
*Why don't we try first?
*I thik we still have chance for that.
*Will we get the wind?
*It's impossible for you to ...
*I don't think it would be possible to ...

Responses Of Expressing Begging

2009-04-04T23:27:00.001-07:00

*OK.
*Alright.

*That would be OK.

Expressing Begging

2009-04-04T23:23:00.000-07:00

*Please ...
*I beg you please ...

*Would you please ...
*I wish you could ...
*I wonder if you could just ...
*Do forgive me!
*I hope you can ...
*May I go with you, please?
*Let me go, please!

Responses Of Expression Suggesting

2009-04-04T23:21:00.000-07:00

*How if ...?
*Do you think so?

*Does it suit me?
*Really?

Expressing Suggesting

2009-04-04T23:13:00.000-07:00

*Why don't you try this?
*Why not having that one?
*Shall we take her along?

*Perhaps you could go to his house
*Have you thought about it?
*I have an idea.
*Let's go to the movie, shall we?
*The best thing for you is ...
*Take that one instead of this.
*Here, this one is better.
*You should see the doctor immediately.
Paying in advance will bring many advantages.
taken from: think smart Bahasa Inggris-Denny Kodrat

Responses Of Expressing Complaining

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*OK. I'm so sorry.
*I really can't forgive myself. I'm so sorry.

Expressing Complaining

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* Excuse me, I wanted to ...
*This is just not right.
* I said I want them overcooked. Bring me the new one.
*Please, accept my compalint.
* I want to complaint on the music. I think it's too heavy.
*I'm so sorry to say this but I think this soup is too salty.
*You are too much about it you know!
*Would you mind turning off the radio? It blows my ears off!
*We're very dissappointed with the food.
*Excuse me, I didn't order ...
*It took a really long time?forever ...
*Do you expect me to pay for this?
*Will we have to wait much longer for ...?
*I'm not satisfied with ...
*I'm so sorry, Sir.
*Sorry.

Expressions of Praise

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What a wonderful idea!
What a charming dress!
What a glorious weather!
How interesting!
That's good!
I wish I had your brain!
I knew you were the right man for the job!
He's a nice man.

Congratulation expression

2009-03-06T02:25:00.000-08:00

Congratulation!
Happy birthday!
Many happy returns!
Congratulations on passing your exam!
Happy new year!
The same to you!

Conditional sentence (Zero Conditional)

2009-02-12T02:14:00.000-08:00

• We use the so-called Zero Conditional when the result of the condition is always true, like a scientific fact.

If Present Simple, Present Simple or
Present Simple, If Present Simple,

1. If you heat ice, it melts.
2. If I miss the 7 o'clock bus, I am late for work.
3. If I am late for work, my boss gets angry.
4. If people don't eat, they get hungry.

Conditional Sentence Type 3

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The first conditional and second conditionals talk about the future.
The third Conditional we talk about the Past.
There is no possibility for this condition.
It is also like a dream, but no possibility of the dream coming true.
The Real Fact is Past Tense

If PAST PERFECT, WOULD HAVE + V3 or
WOULD HAVE +V3 If PAST PERFECT

If S + had + V3 + C, S + Would have + V3

If I had taken the money, I would have had a plane

(Real Fact: I didn't take the money)

If I had won the lottery, I would have bought a car

(real fact: I didn't win the lottery)

If PAST PERFECT, WOULD HAVE + Been + Noun/Adjective/Adverb or
If Subject + had + been + noun/Adj./Adv., Subject + would have + been + Noun/Adj./Adv. + C

If she had had a beautiful cat, she would have been a model
If they had not passed their exam, their teacher would have been sad.

Conditional Sentence (TYPE 2)

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Present Conditional (Because the real fact is Simple Present Tense)
Unreal Possibility (dream)

If Past Tense, Would + V1

If Subject + V2 + C, Subject + would + V1 + C
If Subject + was/were + Noun/Adjective/Adverb + C, Subject + Would + be +N/Adjective/Adverb + C

Example;

If I got a lottery, I would buy a car.
I would be sad, If he went to his city.
If Bryan was a pilot, his wive would have a plan.
If the cat had school, it would go to school.
If they were dancers, they would have much money.

Real Fact:

I don't get a lottery so I don't buy a car.
He doesn't go to his city so I'm not sad
Bryan isn't a pilot
The cat doesn't have school
They aren't dancers

NOTE:

If the conditional sentence is Positive sentence so the Real Fact is Negative Sentence
If the conditional sentence is Negative sentence so the Real Fact is Positive sentence

Conditional Sentence (TYPE 1)

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Conditional Sentence Type 1
It is called FUTURE CONDITIONAL
( Real Possibility )
There is no the real fact

The Pattern/form:

If Simple Present Tense, Future Tense. 0r

Future Tense, If Simple Present Tense

If Subject + V1 + C, S + will + V1 + C (Verbal Sentence)
If Subject + do/does + not + V1 + C, S + will + not + V1 + C ( Negative Sentence)
(note: both of them not always negative or positive )

If Subject + (is, am, are) + Noun/Adjective/Adverb + C (Nominal Sentence)
If Subject + (is, am, are) + not + Noun/Adjective/Adverb + C (Negative Sentence)

Example:

If I have a new boy friend, I will leave you. or (I will leave you, If I have a new boyfriend)
If He is a dentist, I will love him
If He is not in Germany, She can be happy
If they don't have money, they will hard work
Diego will be sad, If his mother is sick

Sometimes Will can be changed with Can, Must, May, Shall, etc.

Future Tense (Excercises 1)

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My brother (not, a doctor) next year. (be going to)
You (very thirsty) after running for twenty minutes. (will)
The weather (very cold) next winter?. (be going to)
I (have) lunch with my business partner after 12 o'clock. (shall)
Fred (at the meeting) tomorrow. (will)

Answer:

My brother isn't going to be a doctor next year.
You will be very thirsty after running for twenty minutes.
Is the weather going to be very cold next winter?.
I shall have lunch with my business partner after 12 o'clock.
Fred will be at the meeting tomorrow.

Conditional Sentence

2008-11-13T19:08:00.000-08:00

Future Tense

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Time Signals:
-Tomorrow: Tomorrow afternoon, Tomorrow night, Tomorrow morning, etc.
-Next : Next time, next weekend, next holiday, next month, etc.
-Tonight

WILL

-for all of the subjects, there are: I, You, We, They, She, He, It
-without prior plan.

I will ---> I'll
You will ---> You'll
We will ---> We'll
They will ---> They'll
She will ---> She'll
He will ---> He'll
It will -----> It'll

Example:

She will get the car next holiday
She will not (won't) get the car next holiday
Will she get the car next holiday?

(+) S + will + V1 + C
(-) S + will + not + V1 + C
(?) Will + S + V1 + C + ?

He will be a policeman tomorrow
He will not be a policeman tomorrow
Will he be a policeman tomorrow?
They will be rich next time
They will not be rich next time
Will they be rich next time?
Michael will be in the beach tonight
Michael will not be in the beach tonight.
Will Michael be in the beach tonight?

The pattern:
(+) S + will + be + Noun/ Adjective/ Adverb + C
(-) S + will + not + be + Noun/ Adjective/ Adverb + C
(?) Will + S + be + Noun/ Adjective/ Adverb + C + ?

SHALL

-for subject: I and We

(+) I/We + shall + V1 + C
(-) I/ We + Shall + not + V1 + C
(?) Shall + I/ We + V1 + C

I shall go to the beach next weekend
I shall not (shan't) go to the beach next weekend
Shall I go to the beach next weekend?

(+) I/We + shall + be + Noun/Adjective/Adverb + C
(-) I/We + shall + not + be + Noun/Adjective/Adverb + C
(?) Shall + I/We + be + Noun/Adjective/Adverb + C + ?

We shall be pilots next year
We shall not (shan't) be pilots next year
Shall we be pilots next year?

BE GOING TO

-for all of the subjects
BE : is, am, are

(+) S + (is, am, are) + going to + V1 + C
(-) S + (is, am, are) + not + going to + V1 + C
(?) (Is, Am, Are) + S + going to + V1 + C

They are going to watch movie tomorrow afternoon
They are not going to watch movie tomorrow afternoon
Are they going to watch movie tomorrow afternoon?

(+) S + (is, am, are) + going to + be + Noun/Adjective/Adverb + C
(-) S + (is, am, are) + not + going to + be + Noun/Adjective/Adverb + C
(?) (Is, Am, Are) + S + going to + be + Noun/Adjective/Adverb + C

She is going to be stewardess next month
She is not going to be stewardess next month
Is she going to be stewardess next month?

THE DIFFERENCES WILL AND BE GOING TO :

Will : without a prior plan
Be going to : with a prior plan

Example:

The phone is ringing. I will hung it. (Spontaneities)
My baby fell from his chair. I will help him

Next holiday, I am going to Mexico. (have a plan)
Tomorrow She is going to her teacher home, because he had promised with her teacher.

Imperative (Positive and Negative)

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Positive Imperative
-used for request, etc.
-there is no subject
-directly the VERB

Take along time!
Go straight on!
Turn off the lamp!
Turn left!
Open the door, please!
Please, Open the door!

*******V1 + C***************

Negative Imperative
-used for banned

Don't smile!
Don't open the window!
Don't disturb me!
Don't open dictionary!
Don't say it again, please!

***********Don't + V1 + C *****************

Expressing Warning

2008-11-09T23:54:00.000-08:00

Look out! There is a snake beside you.
Don't step on the grass!.
No smoking!
No hunting!
Be Silent
No camping without permission!
Do not cut down the trees!
Don't enter wildlife reserve!
Keep out of the reach of children!

Six Meanings of would

2008-11-09T17:37:00.000-08:00

Used for Request
:Would you please go to the drugstore for me?
Used for Invitation (ex: Would you have dinner with us to night?)
Used to Express Desire (would like) ==> ex: I'd like another cup of tea
Used to Express Preference (would rather) ==>ex: I'd rather live in suburb, not the city
Used in Reported Speech ==> ex: He said he would send the report
Used to Indicate Refusal (past of won't) ==> Ellen wouldn't speak to him for three days

(adapted from Welcome to English by Sheller)

Adjective Clause (Exercises 2)

2008-11-07T00:12:00.000-08:00

II. Make one sentence from two!

1. I know a man. His last name is Goose.
I know a man whose last name is Goose.

2. The people were nice. We visited their house.
The people whose house we visited were nice

3. The professor is excellent. I am taking her course.
The professor whose course I am taking is excellent

4. There was a time. Dinosaurs dominated the earth then.
There was a time when Dinosaurs dominated the earth

5. 1960 is the year. The revolution took place then.
1960 is the year when The revolution took place

6. The people were nice. We visited their house.
The people whose house we visited were nice.

7. That is the place. The accident occurred there.
That is the place where The accident occurred

8. There was a time. Movies cost a dime then.
There was a time when Movies cost a dime

9. A women’s purse was stolen. She called the police.
A women’s purse who called the police was stolen

10. You used a woman’s phone. You thanked her.
You used a woman's phone whom you thanked

Adjective Clause (Exercises 3)

2008-11-07T00:07:00.000-08:00

I. Complete each sentence using who/whom/whose/where/which/why/when !.

1. Yanto was a young writer whose novel won the first prize in the national competition.

2. “What is pediatrician?”
“Oh, it’s a doctor whose specialization is treating children.”

3. “I visited the university of California last year.”
“That’s the place where my brother is studying now.”

4. The man who wrote me a letter is very handsome.

5. I don’t know the reason why she stole my money.

6. This is the place where I date with him.

7. We saw some people whose car had broken down.

8. My sister put the money in the bank where I work.

9. The doctor is treating a patient whose leg was broken in an accident.

10. I know the person whom you introduced to me.

PRONOUN

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You could click the text for more details.

Kinds of Adjective Clause

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Who = used for people as Subject
Whom = used for people as Object
Which = used for things
That = used for both people and things
Whose = used for Possessive Pronoun (usually modifies people, but it may also be used to modify things)
Where/in which = used for place
When/ on which = used in an adjective clause to modify a noun of time (year, day, time, century, etc.)
Why = used for the reason

Adjective Clause (Exercise 1)

2008-11-05T01:31:00.000-08:00

Exercises 1

I saw the man. He closed the door.
The girl is happy. She won the race.
The student is from China. He sits next to me.
The students are from China. They sit in the front of row.
We are studying sentences. They contain adjective clause.
I am using a sentence. It contains an adjective clause.
Algebra problems contain letters. They stand for unknown numbers.
The taxi driver was friendly. He took me to the airport.

Answer:

I saw the man who closed the door.
The girl who won the race is happy.
The student who sits next to me is from China.
The students who sit in the front of row are from China.
We are studying sentences which contain adjective clause.
I am using a sentence which contains an adjective clause.
Algebra problems contain letters which stand for unknown numbers.
The taxi driver who took me to the airport was friendly.

taken from: understanding and using English grammar.

Adjective Clause (Who)

2008-11-03T01:52:00.000-08:00

Who : used for people

I thanked the woman. She helped me.

I thanked the woman who helped me.

I saw the man. He closed the door.

I saw the man who closed the door.

taken from understanding and using English grammar

Adjectives Clauses/ Relative Pronoun (meaning)

2008-11-03T01:36:00.000-08:00

Clause:
A clause is a group of words containing a subject and a verb.

Independent Clause:
An independents clause is a complete sentence. It contains the main subject and verb of a sentence. (It is also called "a main clause.")

Independent Clause:
A dependent clause is not a complete sentence. It must be connected to an independent clause.

Adjective Clause:
An adjective clause is a dependent clause that modifies a noun. It describes, Identifies, or gives further information about noun. (An adjective clause is also called "a relative clause".)

Adjective Clause Pronouns;
An adjectives clause uses pronoun to connect the dependent clause to the independent clause. The adjective clause pronouns are who, whom, which, that, and whose. (Adjective clause pronouns are also called "relative pronoun.")

Taken from: Understanding and using English grammar

SAYS and TELLS (Exercises)

2008-11-03T01:27:00.000-08:00

Read the following sentences, giving the correct word in parentheses.

She (says, tells) that the green car belongs to Harry.
They (said, told) me they had seen the movie already.
Patrick Henry (said, told), "Give me liberty or give me death!"
Would you please (say, tell) me the time?
He (talks, speaks) English with an accent
This clock (says, tells) 12:15
The governor (will talk, will speak) at the convention.
Mr. Lane always (says, tells) good after-dinner jokes.
Please (say, tell) me the truth.
I wish you (would say, would tell)me all about it.

Exercises Past Tense Vs Past Continuous Tense

2008-11-03T00:56:00.000-08:00

PART 1

What were you doing when I telephoned you last night? I was doing chemistry assignment
Was it cloudy when you got up this morning ? No, It wasn't
Was he feeling better when the doctor arrived?

PART 2

The students/speak/the teachers come.
The professor/drive/ a car/ they/speak with their friends.
We/wait/ a bus/ you/ arrive.
Sherly/smoke/ in her room/ Father/ pray/in the mosque.
My family / eat / They/ play/ football.
My sister/ turn-on the lamp/ My sister/ close the door.
The grandmother/cook/ in the kitchen/Della/ take- a bath .
Ani/ hit/ her friend/Ardi/ sit/ on his chair.
They / put/ the flowers/ Mr. Arlan / switch-on TV.
Dr. Tia/ take / a stereoscopes/ Indri / sleep.

Answer:

The students were speaking when the teachers came.
The professor was driving a car while they were speaking with their friends.
We were waiting a bus when you arrived.
Sherly was smoking in her room while father was praying in the mosque .
My family was eating while they were playing football.
My sister turned-on the lamp when my sister closed the door.
The grandmother was cooking in the kitchen while Dela was taking a bath.
Ani hit her friends while ardi was sitting on his chair.
They put the flowers when Mr. Arlan switched -on TV.]
Dr. Tia took a stereoscopes while Indri was sleeping.

Past Tense Vs Past Continuous

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Past Tense: The event which is just happened and finished
Past Continuous Tense : The event still continuous, and didn't yet finished

The conjunction are:
While and When

When is usually followed by PAST TENSE
While is usually followed by PAST CONTINUOUS TENSE

Example:

We had a flat tire while we were crossing the bridge
He was having a good time when I saw him at the party
Paul was writing a novel the last time When I saw him
The idea came to me while I was driving

The pattern:

_______ when Subject + V2 + C
When Subject + V2 + C , ______
_______ while Subject + was/were + V-ing + C
While Subject + was/were + V -ing + C , S + V2 + C

Gerund used for Idiomatic Expressions

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Go + Gerund
Examples:

Do you go sopping on Sunday?
We went fishing yesterday.
Did you sailing last week?
She will go camping next week.

Taken from: Essentials of English Grammar

Gerund used after Verbs (exception verb)

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Examples:

They enjoy playing football.
The wind stops blowing.
Let us stop laughing.
I don't anticipate meeting any position.
He postponed making a decision.
she suggested waiting till dawn.

taken from: Essentials of English Education

Gerund used after Noun + Preposition

2008-10-20T21:07:00.000-07:00

Examples:

There's a reason for leaving so early.
There's a possibility of acquiring this property at a good price.
John has no excuse for dropping out of school.
I don't like the idea of spending so much money.
She is glad to have this opportunity of coming to visit your country.

taken from: Essentials of English Grammar.

Gerund used after Adjective + Preposition

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Examples:

I am tired of doing the work again.
Mary is fond of dancing.
we are interested in reading this book.
Ali is intent on finishing school next year.
I am sorry for waking you up.

taken from: Essentials of English Grammar

Gerund used after Verb + Preposition

2008-10-20T20:20:00.000-07:00

Examples:

Umar gave up smoking because of his doctor advice.
Ali confessed to stealing the golds.
Henry is thinking of going to London.
You would be better of leaving now.
She insisted on paying the entire bill for dinner.

taken from: Essentials of english Grammar.

Gerund used after the Preposition

2008-10-20T20:05:00.001-07:00

The Prepositions are:

Without, after, before, instead of, about, by.

Examples:

Instead of working, they are talking.
He goes out without saying anything.
Before answering your question, I will ask you one.

taken from: Essentials English Grammar

Gerund used after (the exception Phrase)

2008-10-20T19:57:00.000-07:00

The phrase are:

It's no use ....
It is no good ....
Would you mind ...(-/?)
It's worth ...
Subject + can't help ...
Subject + can't stand ...

Example;

I think it is no use trying again.
I can't help feeling angry about it.
Would you mind waiting a moment
It's no good hoping for their help.
This book is worth reading.

taken from: essentials of English grammar

Gerund (used after Possessive Adjective or Possessive Noun)

2008-10-20T19:51:00.000-07:00

I don't mind your living here.
Do you mind my making suggestions?.
I am annoyed about John's forgetting to pay.
You can understand his feeling angry.
The idea of Hasan's getting job as salesman doesn't appeal to his wife.

taken from:Essentials of English grammar

Gerund as Appositive

2008-10-20T02:23:00.000-07:00

His method, shooting and killing, eventually came to an end.
She has a bad habit, gambling.
Her favorite exercise, swimming in the pool, makes her body strong.
That difficult work, sawing hard woo, makes him exhauested

Gerund (used for warning)

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No parking!
No smoking!
No loitering!
No spitting!

Gerund as Subjective Complement

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Her chief delight is swimming in the river.
My favorite past time is singing.
One of his worst habits is telling lies.

4. What she likes is watching the children play.

Gerund as Object

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Example;

He loves hunting
They finish speaking
I don't like smoking

Gerund as Subject

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Example:

Reading is my hobby.
Crossing the dessert is very tiresome.
Smoking is bad for your health.
Running is good for our health.

Spelling of -ING and -ED Forms

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taken from: Fundamentals of English Grammar

Distributive Adjective

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-each
-every
-either
-neither

taken from:Essentials of English Grammar

Possessive Adjective

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I ----> My
You ----> Your
We ----> our
They ----> their
She ----> Her
He ----> His
It ----> Its

Interrogative Adjective

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-What, Which, Whose are followed by NOUN

Example:
-What time will you come?
-Which man do you mean?
-Whose book is this?

taken from:Essentials of English Grammar

Proper Adjectives

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Proper Noun:
-England
-Holland
-Java
-Canada

Proper Adjectives;
-English
-Dutch
-Javanese
-Canadian, etc.

Demonstrative Adjective

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Definite: Singular (this, that, the same, the, etc); Plural (these, those, such other, etc)
Indefinite: Singular (another, a, an, any, a certain); Plural (any certain, such, some, any other)

taken from:Essentials of English Grammar

Adjective of Numeral or Numerical Adjective

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1. DEFINITE

a) Cardinal (one, two, three, etc)

b) Ordinal (first, second, third, etc)

c) Multiplications

- (single, double, triple)

-(twofold, threefold)

-(a pair, adozen, etc)

2.INDEFINITE

- all, few, some, a few, enough, one, many, several, etc.

Adjective of Quantity

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much
little
some
all
enough or sufficient
bit
no
any
half, etc.

taken from:Essentials of English Grammar

Adjective of Quality

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small
fat
large
poor
short, etc.

Adjective

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ADJECTIVE OF QUALITY
ADJECTIVE OF QUANTITY
ADJECTIVE OF NUMERAL
DEMONSTRATIVE ADJECTIVE
PROPER ADJECTIVE
INTERROGATIVE ADJECTIVE
POSSESSIVE ADJECTIVE
DISTRIBUTIVE ADJECTIVE

Exercises Past Tense (IRREGULAR VERBS) 1

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Complete the sentences by using the PAST TENSE of the given verbs. Use each verb only one time. All the verbs have irregular past forms.

begin
cut
drink
eat
find
go
hold
keep
lose
meet
read
shake
shut
speak
spend

Sue drank a cup of coffee before vclass this morning.
We _____ a delicious dinner at a Mexican restaurant last night.
When it ____ to rain yesterday afternoon, I _____ all of the windows in the apartement.
Christ hurt his finger when he was fixing his dinner last night. He accidentally ____ it with a sharp knife.
I don't have any money in my pocket. I ____ my last dime yesterday. I'm flat broke.
Jessice didn't throw her old shoes away. She ____ them because they were comfortable.
I ____ an interesting article in the newspaper yesterday.
Jack ____ his pocketknife at the park yesterday. This morning he ____ back to the park to look for it. Finally he ____ it in the grass. He was glad to have it back.
Peter was nervous when he ____ his baby in his arms for the first time.
I ____ Jennifer's parents when they visited her. She introduced me to them.
Yesterday I called Jason on the phone. He wasn't home, so I ____ to his sister.
When I introdused Tom to Ryan, They ____ hands and smiled at each other.

Taken From: Fundamentals of English Grammar- second edition -Betty Schampfer Azar

Personal Pronoun

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Nominative Subjective: I, You, She, He, It (Singular)

We, You, They (Plural)

Example: - I study English

- You read a new book

- She works hard

2. Objective/Accusative: I -------- me

You------ you

We------- us

They-----them

He--------His

She--------Her

It --------- it

Example: -She brings me a cup of coffee.

-I bought a new book for him.

PRONOUNS

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PERSONAL PRONOUN
DEMONSTRATIVE PRONOUN
INDEFINITE PRONOUN
INTERROGATIVE PRONOUN
REFLEXIVE PRONOUN
RECIPROCAL PRONOUN
POSSESSIVE PRONOUN

taken from: Essentials Of English Grammar-A Practical Guide-

By: Drs. Fuad Mas'ud

Collective Noun

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a team
a committee
a jury
a club
a regiment
a convoy
a troop
a squadron
etc.

Proper Nouns

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Amir
Yogyakarta
Indonesia
Bengawan Solo
Australia

Common Nouns

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book
invention
city
soldier
tool
bread
stone
etc.

Concrete Nouns

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Chair
Bread
People
Car
Perfume
etc.

Abstract Nouns

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Happines
Freedom
Health
Honesty
Courage
Wisdom

Kind Of Nouns

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Abstract and Concrete Nouns
Common Nouns
Proper Nouns
Collective Nouns
Material Nouns

NOUNS

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Noun is the word which show person, thing, place, tree, animal, etc.

example:
-Fatimah
-rose
-cat
-doctor
-chair
-water
-house
-happines
-honesty, etc.

The Parts of Speech

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NOUNS
PRONOUNS
ADJECTIVES
VERBS
ADVERBS
PREPOSITIONS
CONJUNCTIONS
INTERJECTIONS

Uncountable Noun

2008-07-23T22:54:00.000-07:00

Uncountable nouns are substances, concepts etc that we cannot divide into separate elements. We cannot "count" them. For example, we cannot count "milk". We can count "bottles of milk" or "litres of milk", but we cannot count "milk" itself. Here are some more uncountable nouns:
music, art, love, happiness
advice, information, news
furniture, luggage
rice, sugar, butter, water
electricity, gas, power
money, currency

We usually treat uncountable nouns as singular. We use a singular verb. For example:

This news is very important.
Your luggage looks heavy.

We do not usually use the indefinite article a/an with uncountable nouns. We cannot say "an information" or "a music". But we can say a something of:
-a piece of news
-a bottle of water
-a grain of rice

We can use some and any with uncountable nouns:
I've got some money.
Have you got any rice?

We can use a little and much with uncountable nouns:

*I've got a little money.

*I haven't got much rice.