We’re back with a great TOEFL iTP podcast/video today! In today’s episode, I’m going to go over this structurally easy talk, but also emphasize how important it is to figure out a suitable technique for you to follow the questions. Remember, tests this year are extremely difficult, so what you see me go over on today’s podcast/video is completely different from what you’ll experience. Tune in!
How often does the man usually talk to his great-grandmother?
What did the man’s great-grandmother tell him on the phone this morning?
That she was eighty-five years old.
That a storm was coming.
That she was under a great deal of pressure.
That she wanted to become a weather forecaster.
Where does the man’s great-grandmother say when she feels a storm coming?
In her bones.
In her ears.
In her legs.
In her head.
What will the man probably do in the future?
Call his great-grandmother less often.
Watch the weather forecasts with his great-grandmother.
Help his great-grandmother relieve some of her pressures.
Believe his great-grandmother’s predictions about the weather.
Excited about launching this for you students! I’ve already spoken about the coaching that’s available, but it’s important to put out different products to cater to different price points, so today I’m officially launching the TOEFL iBT correction services! For those of you who are having difficulty on any of the speaking parts and would like to be corrected…you can now submit your recordings to me so that I can give you a write-up and a voice note in terms of areas that I think you should improve. The different questions I will give you will provide you genuine practice for the exam. And unlike other services out there, I will give you detailed/actionable items/points so that you can improve.
First speaking grade is free! Try the service and also inquire about packages. There are plenty of them that suit not only your financial needs but also the amount of practice you need before going into the exam. So, whether you need immediate support or you need something a little more short / long-term….hit any of the social links down below and inquire today!
You guys will be extremely excited about this! I will be going over a full test of TOEFL iTP today, doing the Longman test and walking you through a number of techniques. In saying that, I have all the questions down below but make sure you tune into the podcast and YouTube video for explanations.
In this podcast, I discuss with a student from Afghanistan HOW to answer questions. The majority of students out there in the world are unsure how to answer — if they should take two sides or how long they should spend on the reading versus the material they listen to. Regardless of what task it is, here’s a 1 on 1 coaching with me explaining the details in the podcast down below.
In this podcast/video, I’ll be breaking down (through transcription) what a speaking IV looks like, taking out the key details, and then formulating it. After that, I will play a two-minute recording for you guys to prepare, take notes, then send me voice messages either on my FB page or email so I can grade them. Whoever does the best in the challenge gets a free hour of coaching with me in any area of TOEFL! Let’s go!
Welcome back to another video! Well, for those of you reading this blog, this is the blog..and then you have the video and the podcast. Nonetheless, this is the first of it’s kind! A fantastic guide for writing a good introduction. Introductions should be quick and simple. 3-4 sentences (4 sentences max)….and in this short video/podcast, I’ll be explaining just that, along with good stance-markers for you guys to memorize so that you’re not repeating yourself in both essays. Let’s get into this!
It is critically important that students work as hard as possible when they are at school. Personally, I believe that teachers can motivate students to work hard by giving them grades. I feel this way for two reasons, which I will explore in the following essay.
Question: Grades encourage students to work harder in school. Do you agree or disagree?
Super grateful for this week! Live videos will be recorded, as well as pre-recorded videos for those of you out there who are studying TOEIC, TOEFL, and IELTS. So…in day 1, I’m going to be going over TOEFL Reading (iBT). So, this is going to be an extensive passage. For the video, YouTube and podcast, make sure you check my links down below! To hear my explanation, you’ll have to surely check out the podcast/video.
The Creators of Grammar
No student of a foreign language needs to be told that grammar is complex. By changing word sequences and by adding a range of auxiliary verbs and suffixes, we are able to communicate tiny variations in meaning. We can turn a statement into a question, state whether an action has taken place or is soon to take place, and perform many other word tricks to convey subtle differences in meaning. Nor is this complexity inherent to the English language. All languages, even those of so-called ‘primitive’ tribes have clever grammatical components. The Cherokee pronoun system, for example, can distinguish between ‘you and I’, ‘several other people and I’ and ‘you, another person and I’. In English, all these meanings are summed up in the one, crude pronoun ‘we’. Grammar is universal and plays a part in every language, no matter how widespread it is. So the question which has baffled many linguists is – who created grammar?
At first, it would appear that this question is impossible to answer. To find out how grammar is created, someone needs to be present at the time of a language’s creation, documenting its emergence. Many historical linguists are able to trace modern complex languages back to earlier languages, but in order to answer the question of how complex languages are actually formed, the researcher needs to observe how languages are started from scratch. Amazingly, however, this is possible.
Some of the most recent languages evolved due to the Atlantic slave trade. At that time, slaves from a number of different ethnicities were forced to work together under colonizer’s rule. Since they had no opportunity to learn each other’s languages, they developed a make-shift language called a pidgin. Pidgins are strings of words copied from the language of the landowner. They have little in the way of grammar, and in many cases it is difficult for a listener to deduce when an event happened, and who did what to whom. [A] Speakers need to use circumlocution in order to make their meaning understood. [B] Interestingly, however, all it takes for a pidgin to become a complex language is for a group of children to be exposed to it at the time when they learn their mother tongue. [C] Slave children did not simply copy the strings of words uttered by their elders, they adapted their words to create a new, expressive language. [D] Complex grammar systems which emerge from pidgins are termed creoles, and they are invented by children.
Further evidence of this can be seen in studying sign languages for the deaf. Sign languages are not simply a series of gestures; they utilise the same grammatical machinery that is found in spoken languages. Moreover, there are many different languages used worldwide. The creation of one such language was documented quite recently in Nicaragua. Previously, all deaf people were isolated from each other, but in 1979 a new government introduced schools for the deaf. Although children were taught speech and lip reading in the classroom, in the playgrounds they began to invent their own sign system, using the gestures that they used at home. It was basically a pidgin. Each child used the signs differently, and there was no consistent grammar. However, children who joined the school later, when this inventive sign system was already around, developed a quite different sign language. Although it was based on the signs of the older children, the younger children’s language was more fluid and compact, and it utilised a large range of grammatical devices to clarify meaning. What is more, all the children used the signs in the same way. A new creole was born.
Some linguists believe that many of the world’s most established languages were creoles at first. The English past tense –ed ending may have evolved from the verb ‘do’. ‘It ended’mayonce have been’It end-did’. Therefore it would appear that even the most widespread languages were partly created by children. Children appear to have innate grammatical machinery in their brains, which springs to life when they are first trying to make sense of the world around them. Their minds can serve to create logical, complex structures, even when there is no grammar present for them to copy.
1 In paragraph 1, why does the writer include information about the Cherokee language?
4 In paragraph 3, where can the following sentence be placed? It included standardised word orders and grammatical markers that existed in neither the pidgin language, nor the language of the colonizers.
Welcome back, everyone! In this episode, I’m going to do a thorough break down of this TOEFL iTP reading passage — North American Colonies. I’ve been doing a lot of coaching as of late, so I decided to make my first YouTube video + podcast that pertains to the passage down below. I will give you techniques, how to answer questions, doing the these questions first, and much more. Hope you enjoy this!
The technology of the North American colonies did not defer strikingly from that of Europe, but in one respect, the colonists enjoyed a great advantage. Especially by comparison with Britain, Americans had a wonderfully plentiful supply of wood.
The first colonists did not, as many people imagine, find an entire continent covered by a climax forest. Even along the Atlantic seaboard, the forest was broken at many points. Nevertheless, all sorts of fine trees abounded, and through the early colonial period, those who pushed westward encountered new forests. By the end of the colonial era, the price of wood had risen slightly in eastern cities, but wood was still extremely abundant.
The availability of wood brought advantages that have seldom been appreciated. Wood was a foundation of the economy. Houses and all manner of buildings were made of wood to a degree unknown in Britain. Secondly, wood was used as a fuel for heating and cooking. Thirdly, it was used as the source of important industrial compounds, such as potash, an industrial alkali; charcoal, a component of gunpowder; and tannic acid, used for tanning leather.
The supply of wood conferred advantages but had some negative aspects as well. Iron at that time was produced by heating iron ore with charcoal. Because Britain was so stripped of trees, she was unable to exploit her rich iron mines. But the American colonies had both iron ore and wood; iron production was encouraged and became successful. However, when Britain developed coke smelting, the colonies did not follow suit because they had plenty of wood and besides, charcoal iron was strong than coke iron. Coke smelting led to technological innovations and was linked to the emergence of the Industrial Revolution. In the early 19th nineteenth century, the former colonies lagged behind Britain in industrial development because their supply of wood led them to cling to charcoal iron.
What does the passage mainly discuss?
The advantages of using wood in colonies
The effects of an abundance of wood on the
The roots of the Industrial Revolution
The difference between charcoal iron and coke
The word “strikingly” in line 2 is closest in
Which of the following is a common assumption
about the forests of North America during the colonial period?
They contained only a few types of trees
They existed only along the Atlantic seaboard.
They had little or no economic value.
They covered te entire continent.
The use of the word “abounded” in line 8
Indicates that the trees were
Present in large numbers
Restricted to certain areas
According to the passage, by the end of the
colonial period, the price of wood in eastern cities
Rose quickly because wood was becoming so scarce
Was much higher than it was in Britain
Was slightly higher than in previous years
Decreased rapidly because of lower demand for
What can be inferred about houses in Britain
during the period written about it in the passage?
They were more expensive than American houses.
They were generally built with imported
They were typically smaller than homes in North
They were usually built from materials other
Why does the author mention gunpowder in line
To illustrate the negative aspects of some
To give an example of a product made with wood
To remind readers that the Colonial era ended in
To suggest that wood was not the only important
product of the colonies
The word “conferred” in line 21 is cloest in
The phrase “follow suit” in line 27 means
Do the same thing
Make an attempt
Have the opportunity
Take a risk
to the passage, why was the use of coke smelting advantageous?
It led to advances in technology
It was less expensive than wood smelting
It produced a strong type of iron than wood
It stimulated the demand for wood
phrase “cling to” in line 33 is closest in meaning to
Try to develop
Continue to use
in the passage does the author begin to discuss in detail the advantages that
an abundant supply of wood brought to the colonies?
Now this is going to be a GOOD ONE for most grammar enthusiasts. Just recently, I did a very basic podcast on basic parallel structures. In this podcast, things get a little bit crazier, but once you understand this, you won’t have just 1 or 2 — BUT THREE new sentence variations that you can not only include in your writing, but also understand when it comes to TOEFL. Come on in!
In certain Structure items, the correct use of parallel structures is tested. Parallel structures have the same grammatical form and function. Look at the following sentences:
She spends her leisure time hiking, camping, and fishing.
He changed the oil, checked the tire pressure, and filled the tank with gas.
Nancy plan to either study medicine or major in biology.
Nancy plans to study either medicine or biology.
All of the structures in italics are parallel. In the first, three gerunds are parallel; in the second, three main verbs; in the third, two simple forms; in the fourth, two nouns. Many other structures must be parallel in certain sentences: adjectives, adverbs, infinitives, prepositional phrases, noun clauses, and others.
The most common situation in which parallel structures are required is in a sequence (A, B, and C) as in the first two sentences above. Parallel structures are also required with correlative conjunctions such as either…or or not only……but also.
San Francisco has a pleasant climate, ____________ and many fascinating neighborhoods.
has exciting scenery
that the scenery is exciting
the scenery is exciting
This sentence contains a series of three objects after the verb has: the first and third are noun phrases (a pleasant climate and many fascinating neighborhoods). To be parallel, the second object must also be a noun phrase. Therefore, choice (A) is the correct answer; (B), (C), and (D) are not parallel.
TOEFL PBT Book
Example question in podcast….
Insects provide many beneficial services, such as ____________, breaking down deadwood, and pollinating plants.