TOEFL iBT | 1 on 1 Coaching | Reading | Why Twigs & Leaves Fall off Trees

A coaching session with a student I hadn’t coach yet! after speaking to her four months ago, she is now preparing for her TOEFL exam and she’s doing an amazing job at answering these questions. However, before the techniques, she was lost with time. So in this session, I break down the questions so that she never wastes time again!

TOEFL iTP | Reading | Course Sneak Peek | Vocabulary-In-Context | Birds & Feathers

Boom! Another amazing TOEFL iTP Course Sneak Preview! In today’s episode,  I will show you how to understand correlative sentences, compare and contrast, and breaking down parallels in vocabulary questions. This is one of the many passages in the module on my course, and if you’re interested in purchasing it, the link is down below!

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TOEFL iBT | Speaking Q2 | 1 on 1 Coaching | New Study Area

We’re back with a FANTASTIC breakdown of the speaking question 2. Some of you are still confused about how to take reading notes. I’ve heard a Thai student, who you will hear next month, state conflicting information. In this episode, I break down the reading, and we go really deep in detail about the others. Let’s dive into it!

TOEFL iBT | Speaking | 1 on 1 Coaching | Questions 1-3: Her Road to a 28 In Speaking!

So, I decided to chop up a coaching session with my student who had recently gotten a 28 on the speaking section of TOEFL. My editing isn’t the best, but in this video, you’re going to hear a tremendous amount of feedback, as well as her answers to everything and those “moments of clarity.” She invested in 8 hours of coaching and got the mark of 28, and this is coaching session #3 so hear how I break everything down!

TOEFL iBT | Integrated Essay | The 40/60 Rule

We’re back with an amazing TOEFL iBT Membership Sneak Peek. In today’s episode, I have a wonderful Venezuelan dentist who submitted her Integrated task, and I’m here to help her in putting the structure together. So, because she had received a 17 in her writing, being the lowest of all bands, I was a bit nervous to see her writing. However, after seeing it, I know exactly why she received a low score, and it’s because she didn’t use the 40/60 rule. Tune in!

TOEFL iBT | Speaking Evaluation | Speaking Q2 | Sculpture Class

Let this be a dose of self-awareness for a lot of you out there who are probably making the same mistake in regards to your speaking sections. My wonderful student, who I’m coaching, sent me one of her speaking evaluations.  Now, because it wasn’t up to par, I walk her through the entire process, break it down, show what she said, and gave her a huge amount of suggestions. If you guys are interested in speaking evaluations, let me know!

TOEFL iTP | Reading | Electromagnetic Raditation

Let’s get back into another reading! This one is a bit more difficult than the previous one, so you better brace yourself. Again, if anyone is interested in the Structure Course that I’ve launched already, click the link here to gain access to the page!

TOEFL iTP Structure Course (priced at $57). Or, you can buy the Written Expression (now $27) and get the Structure Course for just $30! Inquire today!

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Although only a small percentage of electromagnetic radiation that is emitted by the Sun is ultraviolet (UV) radiation, the amount that is emitted would be enough to cause severe damage to most forms of life on Earth were it all to reach the surface of the Earth. Fortunately, all of the Sun’s ultraviolet radiation does not reach the Earth because of a layer of oxygen, called the ozone layer, encircling the Earth in the stratosphere at an altitude of about 15 miles above the Earth. The ozone layer absorbs much of the Sun’s ultraviolet radiation and prevents it from reaching the Earth.

Ozone is a form of oxygen in which each molecule consists of three atoms (O3) instead of the two atoms (O2) usually found in an oxygen molecule. Ozone forms in the stratosphere in a process that is initiated by ultraviolet radiation from the Sun. UV radiation from the Sun splits oxygen molecules with two atoms into free oxygen atoms, and each of these unattached oxygen atoms then joins up with an oxygen molecule to form ozone. UV radiation is also capable of splitting up ozone molecules; thus, ozone is constantly forming, splitting, and reforming, it is unable to reach Earth and cause damage there.

Recently, however, the ozone layer over parts of the Earth has been diminishing. Chief among the culprits in the case of the disappearing ozone, those that are really responsible, are the chloroflurocarbons (CFCs). CFCs meander up from Earth into the stratosphere, where they break down and release chlorine. The released chlorine reacts with ozone in the stratosphere to form chlorine monoxide (ClO) and Oxygen (O2). The chlorine then becomes free to go through the cycle over and over again. One chlorine atom can, in fact, destroy hundreds of thousands of ozone molecules in this repetitious cycle, and the effects of this destructive process are now becoming evident.

Longman
  1. According to the passage, ultraviolet radiation from the Sun
  1. Is causing severe damage to the Earth’s ozone layer
  2. Is only a fraction of the Sun’s electromagnetic radiation
  3. Creates electromagnetic radiation
  4. Always reaches the Earth
  • The word “encircling” in Line 5 is closest in meaning to
  1. Rotating
  2. Attacking
  3. Raising
  4. Surrounding
  • It is stated in the passage that the ozone layer
  1. Enables ultraviolet radiation to reach the Earth
  2. Reflects ultraviolet radiation
  3. Shields the earth from a lot of ultraviolet radiation
  4. Reaches down to the Earth
  • According to the passage, an ozone molecule
  1. Consists of three oxygen molecules
  2. Contains more oxygen atoms than the usual oxygen molecule does
  3. Consists of two oxygen atoms
  4. Contains the same number of atoms as the usual oxygen molecule
  • The word “free” in line 10 could best be replaced by
  1. Liberal
  2. Gratuitous
  3. Unconnected
  4. Emancipated
  • Ultraviolet radiation causes oxygen molecules to
  1. Rise to the stratosphere
  2. Burn up ozone molecules
  3. Split up and form as ozone
  4. Reduce the number of chloroflurocarbons
  • The pronoun “it” in line 13 refers to
  1. Radiation
  2. Process
  3. Formation
  4. Damage
  • The word “culprits” in line 16 closest in meaning to which of the following?
  1. Guilty parties
  2. Detectives
  3. Group members
  4. Leaders
  • According to the passage, what happens after a chlorine molecule reacts with an ozone molecule?
  1. The ozone breaks down into three oxygen atoms.
  2. Two different molecules are created
  3. The two molecules combine into one molecule.
  4. Three distinct molecules result
  1. Where in the passage does the author explain how much damage chlorine can do?
  1. Lines 1-3
  2. Lines 12-14
  3. Lines 18-19
  4. Lines 20-22
  1. The paragraph following the passage most likely discusses
  1. The negative results of the cycle of ozone destructions
  2. Where chloroflurocarbons (CFCs) come from
  3. The causes of the destruction of ozone molecules
  4. How electromagnetic radiation is created

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TOEFL iTP | Reading | Hope Diamond

We’re back with another! I told everyone that I would be taking care of them! Ha! I’m the go-to blog for all your TOEFL iTP needs (podcasts and YouTube, too). So, in saying that, here’s a great read for you!

TOEFL iTP Structure Course (priced at $57). Or, you can buy the Written Expression (now $27) and get the Structure Course for just $30! Inquire today!

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Perhaps better known than the Cullinan Diamond is the Hope Diamond, a valuable and rare blue gem with a background of more than 300 years as a world traveler. The 112-carat blue stone that later became the Hope Diamond was mined in India sometime before the middle of the seventeenth century and was first known to be owned by Shah Jahan, who built the Taj Mahal in memory of his beloved wife. From India, the celebrated blue stone has changed hands often, moving from location to location in distant corners of the world.

In the middle of the seventeenth century, a trader from France named Jean Baptiste Tavernier acquired the large blue diamond, which was rumored to have been illegally removed from a temple. Tavernier returned to France with the blue gem, where the stone was purchased by the Sun King, Louis XIV. Louis XIV had it cut down from 112 to 67 carats to make its shape symmetrical and to maximize its sparkle. The newly cut diamond, still huge by any standards, was passed down through the royal family of France until it arrived in the hands of Louis XVI and Marie Antoinette. During the French Revolution, Louis XVI and his wife met their fate on the guillotine in 1793, and the big blue diamond disappeared from public sight.

The diamond somehow managed to get from France to England, where banker Henry Hope purchased it from a gem dealer early in the nineteenth century. The huge bluestone was cut into a 45.5-carat oval, and at his point, it took on the name by which it is known today. The diamond stayed in the Hope family for around a century, when deep indebtedness brought on by a serious gambling habit on the part of one of Henry Hope’s heirs forced the sale of the diamond.

From England, the Hope Diamond may have made its way into the hands of the Sultan of Turkey; whatever route it took to get there, it eventually went on to the United States when American Evelyn Walsh McLean purchased it in 1911. Mrs. McLean certainly enjoyed showing the diamond off; guests in her home were sometimes astounded to notice the huge stone embellishing the neck of Mrs. McLean’s Great Dane as the huge pet trotted around the grounds of her Washington, D.C. home. The Hope Diamond later became the property of jeweler Harry Winston, who presented the stunning 45.5-carat piece to the Smithsonian in 1958. The Hope Diamond is now taking a well-earned rest following its rigorous travel itinerary and is on display at the Smithsonian Institution in Washington, D.C., where it had been since 1958.

LONGMAN
  1. The paragraph preceding the passage most likely discussed
  • Why gems are considered valuable
  • How the Hope Diamond was mined
  • A diamond other than the Hope Diamond
  • Methods for mining diamonds
  • The main idea of this passage is that the Hope Diamond
  • Came from India
  • Has moved around a lot
  • Has been cut several times
  • Now resides in the Smithsonian
  • The pronoun “it” in line 8 refers to
  • Its shape
  • The newly cut diamond
  • The royal family
  • The French revolution
  • It can be inferred from the passage that the author is not certain
  • Who bought the Hope Diamond in England
  • Who sold the Hope Diamond in England
  • How the Hope Diamond went from France to England
  • How big the Hope Diamond was in the nineteenth century
  • A “dealer” in line 12 is most likely a
  • Card player
  • Miner
  • Cutter
  • Businessman
  • It can be determined from the passage that Henry Hope most likely had how many carats cut off the Hope Diamond?
  • 21.5
  • 45.5
  • 66.5
  • 67
  • According to the passage, Mrs. McLean
  • Donated the Hope Diamond to the Smithsonian
  • Let her dog wear the Hope Diamond
  • Purchased the Hope Diamond from the French
  • Had the Hope Diamond cut to its present size of 45.5 carats
  • Which country is NOT mentioned in the passage as a place where the Hope Diamond spent some time?
  • India
  • France
  • England
  • Denmark
  • Where in the Passage does the author describe what happened to the royal French owners of the diamond?
  • Lines 7-8
  • Lines 10-11
  • Lines 12-14
  • Lines 15-16

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TOEFL iTP | Course Sneak Peek | Structure | Items Involving Verb Problems

We’re here with a sneak peek! I was going back and forth with a student who had followed me on IG and he/she was having difficulties with prepositions and verbs in general. From the past participle, passive verbs, verbs to be, relative pronouns, etc. All of it was very confusing, so I decided to share/do a video for the public (and this video will be one of the 23 lessons on my TOEFL iTP course) so you guys can not only see what’s in the course but also improve in the #1 area. Here we go! Also, the answers, if you would like to try to answer them, are on my IG Stories.

The answer choices for this type of problem are all or almost all different forms of the same verb. From the context of the sentence stem, you’ll have to decide which form works best in the sentence. Distractors are generally incorrect for one of these reasons:

  • The “verb” is not really a verb.

Used alone, an infinitive, a gerund, or participle cannot be a main verb.

  • The verb is active but should be passive, or it is passive but should be active.

If the subject of the sentence performs the action, the verb must be in the active voice. If the subject of the sentence performs the action, the verb must be in the active voice. If the subject of the sentence receives the action, the verb must be in the passive.

The architect designed the building.

(active verb)

The building was designed by the architect.

(passive verb)

  • The verb does not agree with its subject.

Singular subjects require singular verbs; plural subjects require plural verbs.

  • The verb is not in the right tense.

According to the time words or ideas in the sentence, the appropriate tense must be used.

  • An unnecessary element comes before the verb.

Personal pronouns (he, she, it), relative pronouns (who, which, that, and so on), or conjunctions (and, but, and so on) may be used unnecessarily before verbs in some sentences.

Sample Items

Before the late eighteenth century, most textiles _______ at home.

  1. Produced
  2. Was produced
  3. Producing
  4. Were produced

Choice D is the best answer. A can be considered either an active verb in the past tense or a past participle; both are incorrect. An active verb is incorrect because a passive verb is needed; a past participle is incorrect because a past participle cannot serve as a main verb. B is incorrect because the plural subject textiles requires a plural verb, were. C is incorrect because, by itself, an –ing form can never be a main verb.

Exercise

  1. R.M. Bartlett of Philadelphia __________ the first private business college in the United States in 1843.
  1. Founding
  2. Founded
  3. Was founded
  4. Founds
  • In 1989 the space probe Voyager 2 _________ by the planet Neptune.
  1. Fly
  2. Having flown
  3. Flying
  4. Flew
  • A cup full of stagnant water may _____ millions of microorganisms.
  1. Contains
  2. To contain
  3. Contain
  4. Containing
  • Computers and new methods of communication ______ revolutionized the modern office.
  1. Have
  2. To have
  3. That have
  4. Has
  • Sarah Knight ________ a fascinating account of a journey she made from Boston to New York in 1704.
  1. Written
  2. Write
  3. Wrote
  4. Writing
  • All animals ______ on other animals or plants.
  1. Feed
  2. Feeds
  3. Fed
  4. Feeding
  • Chromium ________ in the manufacture of stainless steel.
  1. Using
  2. Is used
  3. Uses
  4. Is using
  • The Baltimore and Ohio Railroad ________ the first air conditioning system for trains in 1931.
  1. Has installed
  2. Installed
  3. To have installed
  4. Installing
  • Porous rocks such as chalk and sandstone allow water _______ through them.
  1. Soaks
  2. Is soaked
  3. To soak
  4. Can soak
  1. By 1790, rice ______ an important crop in the South.
  1. Being
  2. Has been
  3. Was
  4. Was being
  1. Wavers are social birds that _______ complex nests housing hundreds of families.
  1. Build
  2. Are built
  3. Are building
  4. Built
  1. The American dancer Maria Tallchief first ______ prominent in Europe.
  1. To become
  2. Become
  3. Has become
  4. Became

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TOEFL iBT | TOEFL Membership Sneak Peek | Speaking Evaluation: S4 | Snow Avalanche

Welcome to an ultimate sneak peek! Now, keep in mind that if you sign up with my TOEFL membership, which is $50 a month (link down below), you get four of these types of evaluations FOR FREE! For any additional add-ons, it’s just 4$ per…but you’re going to see how great this is and how beneficial it could be for you.

In saying that, enjoy this speaking question 4 featuring one of my favorite Filipina students!

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