2.1.

1 Structure (Sentence Completion):

To answer the Structure questions, follow the steps below:

Step 1: Read through the entire sentence, analyse structure of the sentence, and then figure out what part of the sentence is missed

Step 2: Cover up answer choices and choose the answer choice that is most appropriate to what you think is omitted in the sentence

Here are some examples to illustrate my methodology

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6. Because the wood of the dogwood tree is very hard, _____ is used for objects, such as roller skate wheels, in which hardness is desired. (A) and (B) it (C) what (D) thus

To crack the question above, follow the steps below:

Step 1: Do not look at answer choices, look at the sentence first. Analyse the structure of the sentence. You can recognise that here is the complex sentence in which Because the wood of the dogwood tree is very hard is a subordinate clause (adverb clause). It can be inferred that the clause folowing the comma (,) is a main clause. Easily recognised, a subject should be filled in the blank to complete the main clause

Step 2: Cover up answer choices and figure out that (B) is the only best choice

13. Fossil records indicate _____ existing in the past have become extinct. (A) that many species of organisms (B) many species of organisms that (C) many species of organisms are (D) there are many organisms

To crack the question above, follow the steps below:

Step 1: Analyse the structure of the sentence. You can recognise that that is a complex sentence in which Fossil records is a subject and indicate is a verb (predicate) of the main clause. You can figure out that the sentence needs an object that can be a word, a noun phrase or a clause. Cover up the sentence, you can realise that have become is a verb. It can be inferred that an object, defining the verb indicate, must be a noun clause (in my classes, students are taught how to distinguish subordinate clauses and that a noun clause functions as a subject or an object of a complex sentence)

Step 2: Cover up answer choices, it is easy to find out that (A) is the only best answer. that is a noun clause maker, species of organisms is a subject of the noun clause

In addition, in my classes, students are also told that the sentence above can be rewritten in the other way, that is, Fossil records indicate that many species of organisms which exist in the past have become extinct

11. _____ the diffusion of heat upward to the Earth's surface, the temperature within the Earth remains constant. (A) That (B) Despite

(C) If (D) When

Step 1: Analyse the sentence, and figure out that the temperature within the Earth remains constant is an independent clause. It is easily inferred that we should choose a preposition rather than a conjunction to complete the sentence

Step 2: Cover up answer choices, and find out that (B) is the only best answer

Notes: In my lectures, students will be familiar with some terms that are used in this section. Terms include nouns, pronouns, verbs, modifiers (such as adjectives, adverbs), subjects, articles, prepositions, conjunctions, sentences (single, compound, and complex), and subordinate clauses (Adverb, Adjective/Relative, Noun clauses). In my experiences, it takes just an hour for students to be familiar with these terms

2.1.2 Methodology for Written Expression (Error Identification)

As a matter of fact, written expression part is a clue hunting process. Clues lead you to understanding both correct and incorrect answers. All correct and incorrect answers of ETS tests are constructed on a system of clues that unconsciously puts ETS in a dilemma. I unequivocally state that analytical reasoning rather than English knowledge is the key to cracking these questions. Please also note that you cannot find out any clue in many questions of non-ETS practice tests. You must interpret the sentences in order to find out correct answers. Please remember that SW section tests your grammar rather than your vocabulary

To illustrate my points, please observe the way I crack the following sentences:

33. Some maple trees are raised for their sap, which has a high sugar content for yeilds sugar and syrup ABCD

At the speed of light, you can find out clues that help to know choices A, B, and C are correct. Via POE (process of elimination), English teachers help students to recognise that choice D is incorrect. However, POE is only the second best policy that is not compelling enough to influence students. The question is why choice D is incorrect. Here is my way based on analytical reasoning rather than English knowledge:

The clue is the word yields. The word yeilds can be either a noun or a verb. Assuming that the word yeilds is a noun. Look back at sentence, we find that if yields is a noun, it cannot be in the plural form before the noun sugar. From a grammatical perspective, the word yeilds would be correct if it was a singular noun yeild or there was a preposition, say, of between the word yeilds and sugar (yeilds of sugar). It can be concluded that yeilds must be a singular verb and as a result, the word for in choice D must be replaced by a relative pronoun, say, that to complete the adjective clause that modifies the noun content. A piece of cake! That way, even the most mentally challenged English student can understand my methodology! Also, that methodology is compelling enough to influence any English teacher

2.2 Methodology for Reading Comprehension

In my experiences, test takers face the two biggest problems on this section: vocabulary and time pressure. In addition, most test takers approach the Reading Comprehension section as if they get points just for reading. When you eventually take the TOEFL, you can bet that most of the people in the room with you will spend most of their alloted time reading and reading the passages, trying to understand every word. They will be wasting valuable time. (It is a piece of cake to understand why students take this way of approach on RC section. English teachers, who believe that TOEFL is just a linguistic test, often teach them in conventional ways. ETS guys understand this well and know how to trap test takers)

Regarding challenges test takers encounter on RC section and typical features of TOEFL reading section, I strongly recommend the RC methodology introduced by The Princeton Review be applied to this syllabus

Summary of The Princeton Reviews methodology:

Do not read the passage. Go to the questions first Answer the questions in order of difficulty

RC questions are categorised into 2 main groups of questions: Specific Questions and General Questions. Specific questions include lead word questions/restatement questions, vocabulary-in-context and reference questions and except/not questions. General questions include main idea/tone/attitude/purpose, before and after questions, inference questions, and organization questions

First do the specific questions: Lead words use the words in the question to lead you to the answer. Sometimes, you need to paraphrase the answer you found. o Vocabulary-in-context questions make up your own word to replace the word in question o Reference questions plug each answer choice back into the sentence and see if the sentence makes sense. Remember, pronouns must agree in number and gender with the nouns they replace o Except/Not questions use lead words from the question or from the answer choices
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Then tackle the general questions:

1. Main idea use the specific questions to find the main idea 2. Before/after questions use the first or last sentence of the passage 3. Inference use lead words and look for a paraphrase, use POE (process of elimination) 4. Organization use transitional signals

Never get stuck on one question Use POE to eliminate, using common sense and outside knowledge if you can. Guess from whats left

Please also note that here is a summary of Princeton Reviews methodology. It will be further elaborated on ETS questions during my lectures. Specific strategies will be developed for each type of question.

3. Contents

- Notes: I strongly recommend only ETS tests be introduced in TOEFL preparation classes for the two following reasons:

- They are actual and accredited tests that have been published by the ETS. Non-ETS practice tests deviate from ETS tests. Practising ETS tests is the shortest and most effective way to TOEFL high scores

- Practising ETS tests is the most powerful way to challenge students and qualify teachers. Non-ETS TOEFL publications, which are available in markets, are self-study oriented books full of detail explanations. There are no explanations but only answer keys in ETS tests (is this a reason why English teachers do not like to use ETS books? I hope not!)