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MOHON MAAF, TIDAK ADA NIATAN BURUK, BERKAS

INI TIDAK UNTUK DIKOMERSILKAN, INI HANYA
UNTUK KEBERMANFAATAN KEILMUAN.
ILMU ITU LEBIH BAIK DISEBARLUASKAN SEHINGGA
MENJADI ILMU JARIYAH.
-TERIMA KASIH PINLABS UNAIR-

-DOKUMEN LENGKAP ADA DI PUSAT BAHASA UNAIR-
- SEMOGA BERKAH-
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47
47 INTRODUCTION
THE COURSE
20 hour lnstensive Course is a course program provided by Pusat Bahasa- FIB Universitas
Ailangga to prepare students for UA's ELPT test. This program is intended for students whose score
b between 453 - 500. This program consists of 10 meetings (which is equal to 20 hour sessions), 7
dwhich are the materials and the others are for the tests. During the program, the program takers will
be intensively trained and thus finally better equipped with strategies and skills to answer questions in
IIA's ELPT test.
ABOUT THE MODULE AND WHAT IS IN THE MODUL
Thb module is specifically designed to meet the above objectives. This module contains a variety of
materials which together provide a comprehensive and intensive program:
ELPT General Strategies. This will provide a broad picture of ELPT test and things to prepare
before sitting for the test
Score Conversion Table. This will allow the program takers to estimate their ELPT score after
taking the test. There is also a clear example of how to use the table.
Skill Based General Strategies. For each section of the test, Listening Section, Structure Section,
and Reading Section, there will be general strategies to help them to cope with technical difficulties
in each seclion of the test.
Skill Based Specific Strategies. ln each section of the test, there will be clearly defined skills to
improve performance on the test. .
Exercises. ln each section of the test, lhe program takers will be provided with exercises to
practice their skills and eventually to improve their skills on the test.
GENERAL STRATEGIES
1' Use your time wisely' The ELPT
is a timed test. You must work very
finish all of the quesiions in tre guiJdy and efficienily to
timJyou are ailowed. rne sm .qaery
course will help you learn to budget practice
your time on eacn seaon ofG'E[pr't-"-"t.taught in this
you shourd bring a watch to rn addition,
tne teiiso that you can keep track
d your time-
2' Don't read the instructions to each
ELPT test sectinn- The test insbuctions
during the course..are exactly the used in exercises
same as the ones used on the ELpr
become familiarwith tnese insiructi"*. test. you should
lt you are r.rara.mr, them before you
test' you do not have to reao them
wr,rn yo, @in the test lnstead, when permitted,the ELpr
take
move immediatety to the test questions you can
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3' lf you do not know the answer to question,
a GUESS. This is
when taking the ELPT test' rneie important strategy to use
is-io penalty tor guessing. ?-very
y.ou have a twenty{ive
chance of guessing the correct percent
counted as wrong and will lower yor,
*"*"rto each !r""iion. unmarked answers wi,
be
""or".
4' Mark your answer sheet very carefully.
should follow your.place on yor, _To
q9r".l] marking answers in the wrong order, you
sheet with one tinter. check to
next to this finser is the same as"nrui"r see that the number
tne numn-ei';iilil;"lilon
booklet' when you. choose yorirn"*"., ,o., are rooking at in your tesr
fill
the answer, erase it compretery,anJ'marx'vo* in tne-circre compretery. ltrf you
you-need
nee to change
n"* *.iiJr]"-ot"tely'
s' booklet' You are not altowed to i
ff"ffi1I.1,nJ,,f!:Ji" make any marks on your ELpr test
The night before the test,-relax'

Do not try to do any serious studying
This will only make vou.nervous the night before the test.
and tired. ftre nigritL;t"* tn" Erpr
relax and go to bed-earry. Th;;, test, it is a good idea to
y;;;ir#" at yorir best foi tn" t""t.
7. It is a good idea to eat something

substantial
and having something to eat bef5r"h;;;;;. before the ELpr test. This test is a long exam,
nerp you t t".r"'""0 concentrate on t6etest.
ahead of time. tf you are tate for

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SCORE CONVERSION TABLE

hfollowing table to estimate your ELPT scores
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Use the following formura to estimate your totar

ELpr score
Your total score is equal to:
f- Section 1 + Section 2 + Section 3l X 10 = your Score

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Following is an example of how the score conversion

Tabt*lroiG
Sample Score Conversion
Andi, a student who has just finished taking Practice Test

one, had the following scores
Section 1,
Number Correcl = 27 Converted Score = 49
Section 2,
Number Conect = 2g Converted Score = 53
Section 3,
Number Correct = 87 Converted Score = 53
Using Score conversion table, Andican estimate

his total ELpT score for practice Test one,
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3-J r.. X 1o = s17
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}e E-;Pose of listening section is to test your understanding of spoken English. Vocabulary, spoken
s,ciures. and English sounds are tested. For the most part, topics used in this section are informal
trrc lcrllversational. Some general academic topics are used in the short lecture segments of this
sEffEr. Even in these topics, however, the language is not as formal as that used in written English.
50 questions. The questions and the information you need to answer them are
S.enna;s O,ne contains
mqpffi cn a tape. Only the answer choices are printed in the test booklet. All Section One questions
me soken just one time. You are allowed 12 seconds to answer each question. lt takes
ryeronntely 40 minutes to complete this section of the test.
There are three parts in this section.
H A: Short-Dialogues
"ti'u choose the correct answer to a spoken question based on a very short spoken dialogue.
h B: Longer Conversation
Y;u choose the correct answers to a series of questions about a longer spoken dialogue between two
recple.
HC: Talks . .k
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The part A questions in Section One of the test measure your ability to understands short dialogues
retween two people as well as to understand and respond to spoken questions about each dialogue.
Each short dialogue in this section is two lines long and involves two speakers. A third person asks a
*restion about what was said. You hear each dialogue and the question about it just one time.
'kier you hear the question, you have 12 seconds to read the four answer choices and decide which
me is the best answer to the question you heard. There are 30 questions in this section.
1. KEY WORDS AND KEY WORD SYNONYMS

AI short dialogues in Part A contain key words. Key words are important words in the sentence that
3rt'e you an overall understanding of the statement. Listen carefully for the key words in Part A.
lin addition, look for repeated words and their synonyms in the answer choices for part A questions.
lihese words are also key words because they usually relate to the key meaning in the short-
Ctalogues.
Erample
Yor.r will hear

'rU: What is this?
il.(: lt's a composition Peter wrote for his business class
D: What does the man mean?
You will read:

A. This class was for Peter
B. This is an essay Peter composed for a course
C. Peter's taking this composition to class.
D. Peter is not interested in his composition course
Explanation
ir this question, the key words Peter, wrote, composition, and class give you important information
ahout the overall meaning of the sentence. All four answer choices for this question contain the key
*ord Peter. However, only answer (B) contains key word synonyms for wrote, composition, and class.
l[hese words are composed
Listening Section | 1
2. tDloms
ln Part A questions, idioms are often included in the sentences you hear. When you hear an idibm
used in a sentence, you must look for the best restatement of ine meaning in the answer choices.
lncorrect answer choices often contain the literal or non-idiomatic meaning of -irlioms.
Example
You will hear

W: Look what you've donel
M: Wait a minute! Jane had a hand rn this mess, too!
Q: What does the woman say about Jane?
You will read:

A. Jane's job is messy.
B. Jane is partly responsible for this situation.
C. Jane put her hand in the dirt.
D. Jane applauded.
Explanation
ln this question, the meaning of the idiom fo have a hand in is being tested. Answer (A) contains a
form of the key word mess, but it does not contain a restatement of the idiom. Answer (C) contains a
literal (non-idiomatic) restatement of the meaning of the individual parts of the idiom. However, the
meaning of dn idiom cannot be understood by understanding its parts. Answer (D) restates the
meaning of a different idiom, to give a hand, which sometimeJmeans to apptaud. Answer (B) is the
correct answer to the question. lt is the only answer that contains an accurate restatement of the
meaning of the idiom to have a hand rn. This idiom means to be partly responsible for.
3. WORDS WITH MANY MEANINGS

Some English words have only one meaning and one function. Many, however, have several
functions and many meanings. Look at the following examples:
I would like to buy a new winter coat

This wall needs a second coatof paint.
She coafed her ice cream with chocolate syrup.
ln Part A questions, you will often hear a key word having one meaning. Then, in the answer choices,
you might see the same word again, but it will have a different meaniig. Answer choices containing
words with many meanings are usually not the correct answers. You should be careful not to be
tricked by words with many meanings.
Example
You will hear

W: Jack's been very busy lately, hasn't he?
M: Yes. He's running his father's office.
Q: What does the woman mean?
You will read:

A. Jack runs to his father's office.
B. Jack's father is running for a public office.
C. Jack manages his father's office.
D. Jack is running away from his father's office.
Explanation
ln this question, the many meaning of run and office are tested. ln the sentence you hear runs means
manages and office means place of work. ln answer (A) runs means goes faster than a watk. ln
answer (B) is running means is trying to win a political race, and office means political position. ln
answer (D), running is combined with away to mean leaving without permission. Answer (C) is the
correct answer to the question. !t replaces runs with manages, and office has the same meaning as it
does in the statement you hear.
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4. SOUNO.ALIKES
'l['*se are many words in English that sound almost the same. These
sound-alikes include minimal
mBtre. r]r.rTtbers, and longer sound-alikes. Some sound-alikes are separated by only one difference in
sffi.ru. ltdords which differ by only one sound are called minimal pairs.
'llltp
hll- ball bft - beat pick - pit
ifrerent sound in a minimal pair can occur at the beginning of a word (as in a talllbalf). lt can also
!r f-, ffie middle of a word (as in bitlbeat) or at the end of a word (as in picklpif). Although minimal
pmms if,er by only one sound, they usually differ a great deal in meaning. lf you cannot distinguish
mmmi*ra pair, you will have difficulty in understanding English sentences.
ll..enger English phrases also can be sound-alikes

make a mistake - bake acake clearing out the store - cleaning up the floor
'lllie tryo phrases
above contains minimal pair (makelcake) as well as other similar sounding words
m plhrases (clearinglcleaning, a cakelmistake, and the floorlthe store). lf you cannot distinguish
these longer sound-alikes, you will have difficulty in understanding English sentences.
Ennple
Yru will hear
rflil': 'rd{hat
are Jane Smith's children up to these days?
f: Tennessee. Her thirty-year-old son is living with his father
il-ler daughter is in
fr What does the woman say about Jane Smith's son?
uru will read:

A. Her son, who is thirteen years old, is leaving his father.
ts. Her son, who is thirty years old, stays with his dad.
C. Her thirty-year-old son will go a little farther.
D. Her third son lives with his father.
Eptanation
|r' ffiis question, several sound-alikes are used. Answer (A) contains the number thirteen, which
srurd likes thirty. lt also contains leaving his fatherwhich sound like living with his father. Answer (C)
arntains farther, which soundslike father. Answer (D) contains third,which sounds like thirty. Answer
E rs the correct answer to the question even though it sounds the least like the spoken sentence
5. NEGATIVES
l[eEative meaning is common in English sentences. There are several negative structures.
1. Not (-n't) and other negative words such as never, nobody, no, none, not one, nothing and
nowhere
,are is not here (isn't) here tod Nothine makes him better
,-here is no reason to worry about.
/No one cares about this matter
iEnnes has never been here before None of us took the offer
2. Negative prefixes such as de-, dis-, il-, im-, in-, ir-, non-, and un- These prefixes can be
added to the beeinni of some words to c them to their o site meaninss:
hasize (not emphasize) impossible (not possible)
i sinterested (not interested inconsiderate (not considerate)
cal (not logical) irreplaceable (not replaceable
ent (lack of payment) u nattractive (not attractive)
Almost negative expressions such as barely, hordly, and scarcely (which describe how
much), and rorely and seldom (which describe how often):
We barely
scarcely had enough money to pay for the concert.
hardly
We rarely go to concert
seldom
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It is common for one negative structure to occur in an English sentence. ln addition,
two or more
negatives can be used in one sentence. When this happens, the total meaning
of the sentence is
sometimes difficult to understand.
John was not impressed.

John was not unimpressed. (John was impressed)
!
. )r- Example 1
t-
w"
e. You will hear
l*". W: I think John is in big trouble.
M: Why? He didn't disobey his father
Q: What does the man mean?
You will read:
A. John didn't do what his father wanted him to do.
B. John did what his father wanted him to do.
C. John's father was not happy with him.
D. This wasn't approved by John,s father.
Explanation
There are two negatives in the mas's sentence, (not) and dis- (disobey). These two negatives give
the sentence an affirmative meaning. Answers 11.1
(n), iC), and (D) all have-negative meanings. Answer
(B) is the correct answer to this question necause 'even tnolgh it contain
i',o n"griir" structures, it
accurately restates the meaning of the spoken sentence.
Example 2
You will hear

W: Peter is so modest about his accomplishments!
Y, .Tg can't deny that he is very clever. Everybody knows it!
Q: What does the woman mean?
You will read:
A. Peter must admit that he is clever.
B. No one can say that peter is clever.
C. Peter is not very clever.
D. Peter pays careful attention to details.
Explanation
ln the woman's sentence,_ the negative
-n't (not) is used to change the meaning of deny from not
admit to admit. Answer (A) is thecorrect answei to this question even
though itloes not contain a
negative.
6. WHO DOES WHAT

It is sometimes difficult to understand who does what in English sentences. This can
whenever there is more than one person being talked about. li is
be true
especiarry Jitticurt to understand
who does what in passive sentences and in causative constructions
using have, let, make and get.
Jamie gave Louise ring.
Who gave the ring? Jamie
The ring was given to Louise by Jamie. (Passive sentence)

Who gave the ring? Jamie
Jamie got Andrew to give Louise a ring. (Causative construction)

Who gave thering? Andrew
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Ihrrl hear
ft tncan help us cook for the party?
f lIttayeSarah do it?
C ffi does the woman mean?
hflead:
* f, Sarah will cook for the party for her.
,f B. Sarah is at the party.
'* G- She will cook for the party for Sarah.
* ID- Sarah cooked for her.
Elrnation
I b itpodant to understand that Sarah is the one who will do the cooking for the party. Answer (B)
roanns Sarah, but does not talk about cooking. Answer (C) has the opposite meaning of the
mrrr's sentence. Answer (D) takes place in the past tense, while the dialogue takes place in the
;lseot Answer (A) is the correct answer because it restates what the woman means.
r: S]TUATION
llHerstanding the situation in which a dialogue takes place is an important part of understanding the
of a dialogue. lt is important to understand who is speaking and where or in what
-aning
a*lrlls;tance they are talking.
Ernple 1
Ihrrillhear
t I strould be able to perform your surgery tomorrow morning.
ft 1I be glad when it's over.
G lYhat job does the woman probably have?
kr will read:
A Doctor
B. Performer
C- Lawyer
D. Plumber
fulanation
]llle question specifically asks about the situation. You need to be able to infer that the woman in the
frgue is a doctor. The key word surgery makes it possible for you to do this. Answer (A) is the
qrect answer to this question because it identifies wholhe woman is in the situation.
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(hce you understand the situation in which a dialogue takes place, it is important to understand the
fiic of the dialogue, or whatlhe speakers are talking about.
Ernple 1
Yur will hear
* Today is my birthday.
E Really? How old are you?
G What does the woman want to know about the man?
Yan will read:

A. What he does for a living.
B. How many days he will be staying in town.
C. His age
D. His name
9. LANGUAGE FUNCTION
ln English conversation, one sentence can have several different
context in which it is used' These functions lncluoe-op**ngfurrctbns, depending upon theo
complaining; showing excitement, confusion or surprise;
agreement or disagreement;
rnakiing and refirdng requests; stressing the
importance of an idea; and making suggestions rnO girilg'rffi;.
Some Expressions Used
r.
rd.
Requesting permission Do you mind il I use your pen?
w Would it be OK (wi$r you) if I came, too?
1)*.
I wonder if I couH bonow your pencil.
Requesting information Do you lanow where the library is?

Can you tell rre how to get to Church Street?
ls there a tibrary around here?
Would you mind opening the window?

Requesting that someone do something Would you please take out the trash?
Could you please get me that book?
What do you think of this dress?

Requesting advice or an opinion Do you think Larry will come?
Would it be better for me to call or write?
Should I ask for a raise?
Shouldn't you eat before you go out?

Giving advice or an opinion Why not do your homework now?
Try calling him in the afternoon.
You really should be carefulon the highway.
Why don't we go to the concert tonight?

Suggesting speaker and listener Let's see that movie we were talkinj about
do something together What would you say to a vacation?
How about going to dinner on Tuesday?
Shall I do that for you?

Offering to do something May ltake your hat?
Can I take your coat?
Would you like me to get you some more tea?
sure, Sound good to me.

Agreeing with suggestions, advice, etc. l'llsay! No kidding.
No problem. So do l.
Great idea. Neither do l.
Sure, why not. lsn,tMon,VDoesn,t it.
Disagreeing with suggestions, No, thanks. I really shouldn,t.

advice, opinions, etc. Thank's anyway, but I can,t.
Sorry, but I don't really agree with you.
Refusing offers and requests That's out of the question.

Not likely!
You must be kidding.
Listening Section
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PART B & C:
LONGER CONVERSATION AND TALKS
10. ANTICIPATE THE TOPIC AND THE QUESTIONS
lffs very helpful to your overall comprehension if you know what topic to expect in the long
crversation.
Tqe following is a set of answer choices for a longer dialogue. While you read through the answer
mnmes, try to predict the topic of the conversation and some of the questions that might be asked
ffi1.!tit.
Ya-l will read :

'1. (A) Buy a car. 4. (A) The woman should make her
(B) Have her car repaired. decision right away.
(C) Borrow her friend's car. (B) The woman should get a loan
(D) Walk to the gas station. from the bank.
(c) The woman should wait until the
2. (A) At a car dealership. prices are reduced.
(B) ln the man's apartment. (D) The car is too expensive for the
(C) On the freeway. woman
(D) ln the woman's new car.
(A)She doesn't know yet.
(B) The black one.
(C) The red one.
(D) The white one.
Erylanation
fflfrtrrout hearing the passage, you can predict the topic and some of the questions that will be asked
f,mut it simply by thinking about the answer choices. Related key words can be found in all four sets
C answer choices. Related key words can be found in all four sets of answer choices. These key
mrds include buy, cat, car dealership, get a loan from the bank, and prices. With these key word in
nnnd. you might predict that the topic of this passage will be buying a car.
Yan can also predict the question or at least part ol the questions in this set of answer choices.
TS,rc: buying a car
C.estions:
'r What does the woman want to do
2 Where does this conversation take place?
3 Which car does the woman want?
! til/hat does the man advise the woman to do
.I1. THE FIRST LINE OF EACH PASSAGE
--e first few lines of any talk or longer conversation contain information that is essential for
;noerstanding overall meaning. These lines give information about the situation (who and where) of
fe passage, as well as about the topic (what) of the passage.
urnderstanding who, where, and what italics in each passage is important to understand overall
-eaning. Some part B and part C questions specifically ask for this information. These italics
a-estions include: what is the topic of this conversation? Where does this conversation take place?
rlrtsro is the speaker? What is the woman's / man's job? Often this information is not stated directly in
t'e passage, but can be inferred from the first few lines. Other times this information will be stated
cireotly in the beginning of the passage.
'v:n- will hear :
frl :May I help you?

'WI' Well I hope so. I'm thinking about buying a new car, and I saw one that I liked in your showroom.
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Explanation
These are the first two lines from a longer conversation. Just from these two lines, you learn that the
speakers are a car salesman and a woman shopping for a car. You also leam that the conversation
probably takes place where cars are sold - at a car dealership. The key epression, May I help you?,
which is used by the salespeople, and the key words buying, car, and showroom help you infer this
information.
At least part of this information will be asked about in the spoken questions for this conversation. This
information is also important lor understanding the rest of the conversation.
,.2. FACT AND INFERENCE QUESTIONS

Although the first lines of passages in Part B and Part C are important for amwering fact and inference
questions, it is also important to listen carefully to the rest of the passage. You should concentrate on
the overall meaning of the passage. From this information, you will be asked to make further
inferences.
what can we assume about the speaker?
What can be inferred about X?
What willthe speaker do next?
When you listen to the rest of the passage, you should also listen lor facts. These facts may include
general information about what the speakers say. They may also include detailed information such as
numbers, dates, amounts, and names. Many fact questions are possible. The following are
examples:
Whai does the speaker say about his job?
How long has the speaker been living in the dorm?
Which book does the professor recommend?
When willthe students have their exam?
Example
You will hear

M: May I help you?
W: Well I hope so. I'm thinking about buying a new car, and I saw one that I liked in your showroom.
M: Which one is that?
W: The red one with the black interior. Sitting next to the big white one.
W: Oh, that little beauty. Well, you're in luck. That one's on sale - today only. The sale ends at 6:00
this evening.
Question: Which car does the woman want?
You will read:

A. She doesn't know yet.
B. The black one.
C. The red one.
D. The white one.
Question: What does the man imply?
You will read:

A. The woman should make her decision right away.
B. The woman should get a loan from the bank.
C. The woman should wait untilthe prices are reduced.
D. The car is too expensive for the woman.
Explanation
These two questions ask about information that comes in the middle and at the end of the passage.
Question 3 is a fact question. To answer this question correctly, you need to listen carefully for the
details in the passage. Answer (C) is the correct answer to this question.
Question 4 is an inference question. The man does not directly say that the woman should buy the
car right away; however, he does mention that lhe car will be on sale for only one day. From this
information, we can infer that he thinks the woman should hurry and buy the car. Answer (A) is the
correct answer to this question.
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The purpose of Section Two of the ELPT is to test your knowledge of the structure of standard written
English. The language tested in this section is mostly formal, not conversational. Many of the
entence topics used in this section are of a generalacademic nature.
The Structure questions in Section Two of the ELPT measure your understanding of basic grammar.
Il** are 15 incomplete sentences in this part of the test. Foui possible completions are provided in
Ire answer choices for each of the sentences. You must choose the one correct answerthatcomplete
hsentences.
The Written Expression questions in Section Two of the ELPT measure your understanding of the
grammar written English. There are 25 sentences in this part of the test. Each sentence has four
uderlined segments. You must choose the one inconect segment.
Gareful review of grammar and practice with Structure and Written Expression questions outlined
bdo\il will help you prepare for Section Two of the ELPT. General language study inside and outside
ltc dassroom will develop your overall mastery of English grammar. The following points will help you
rreter the specific points of grammar tested on the test. These combined types of study will greatly
isease your chances to succeed on the ELPT.
I. SUBJECTS, OBJECTS AND NOUN COMPLEMENTS

flof the English sentences tested in Section Two of the ELPT contain subjects. ln addition, many of
t-rn contain objects (direct, indirect, or objects of prepositions) and noun complements.
iln subjects, objects, and noun complements of English sentences normally occur as noun (phrase),
Funoun, gerund (phrase), infinitive (phrase), or noun clause.
S{r!ect: Doer of the action in a sentence
fumple: Andihas breakfast at 07.00 in the morning.
(f{ect:
l- Direct receiver of the action of a sentence (DO)
2 lndirect receiver of the action of a sentence (lO)
t Object of a preposition (O of Prep)
I
Eample: I gave Andrew a CD for his birthday
IO DO O of prep
to
I gave a CD Andrew for his birthdav
DO O of prep O of prep
bun Complement:
l- Subject identifier-after the verb BE (SC)
2- Object identifier-after the direct object of a sentence (OC)
Flampls; Drew is a teagher.

They elected him pregjglent
Iltrre subjects, objects, and noun complements of English sentences normally occur as one of the five
mrn structure forms given below.
itrun (phrase): Bali is a beautiful island.

SSC
Pronoun: We love lndonesia.
e
I taught them mathematics last semester.
SDO
lBerund (phrase): Readinq books is my favorite hobby
S
I relax by readinq books.
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lnfinitive (phrase): We like to read books.

DO
Noun Clause: Everyone says that vou like readinq books
DO
Modeltest:
They didn't know
i (A) What to do
(B) Do
(C) To do what
t (D) They should do
What is needed in this sentence? The direct object
Explanation: ln this question, the direct object is being tested. Answer (B) is a verb. lt cannot be a
direct object. ln answer (C), the word order of the direct object is incorrect. ln answer (D), the direct
object is incomplete. Answer (A) is the correct answer to the question because it contains all the parts
of a direct object in the correct order.
2, SUBJECTS AND VERBS

The most common types of problems in the structure section of ELPT test have to do with subjects
and verbs. The sentence may miss a subject, a verb, or both a subject and a verb.
Modeltest:
was backed up for miles on the freeway.
(A) At the beach

(B) ln the morning
(C) Traffic
(D) Cars
Explanation: ln this example, there is a verb (was), but there is no subject. Answer (C) is the best
answer because it is a singular subject that agrees with the singular verb uras.
3. EXPRESSIONS OF QUANTIW
Some English expressions of quantity are used only with countable nouns (nouns which can be made
plural, e.g. boy - boys). Other expressions of quantity are used only with uncountable nouns (nouns
that normally cannot be made plural, e.g. happiness. Still other expressions of quantity are used with
both countable and uncountable nouns.
USED WITH COUNTABLE NOUNS USED WITH UNGOUNTABLE NOUNS
many much
number of amount of
few little
a few a little
fewer /ess
none none
so/ne some
any any
a lot of a lot of
one, two, three,.
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Iodeltest:
The professor will require us to conduct research, manv of which can be done in our own library.
ABCD
Uhat is wrong with this sentence? Many and research are not in agreement.
Explanatiou ln this question research is an uncountable noun. The expression of quantity, many,
refers back to research, but many cannot be used with uncountable nouns. Answer (C) is the correct
aLswer to the question because many is incorrect.
Gorrection: much
4. ARTICLES
fhe English articles are a/an and the. The article a/anis used with singular, countable indefinite nouns
{rreuns referring to things that are new to either the speaker or the listener). The spelling of the article
dtanges from a to an when the word it precedes begins with a vowel sound.
lneed to buy a book.

I need to buy an English book.
The article fhe is used with singular and plural nouns as well as uncountable nouns. However, the
rlide, the only occurs with definite nouns (nouns referring to things the speaker and listener already
lnow about or which are made specific by their use in a sentence.)
trlre book I wanted is lhe ELPT Preparation Course.
kltest
l- Patricia is takinq a very difficult classes this semester.
BCD
ttat is wrong with this sentence? This article and the noun it refers to do not agree.
@nation: ln this question, a singular article is being used with a plural noun. The article a should
uly be used with singular, indefinite, countable nouns. ln this sentence, a is used with the noun
rlasses which is plural. Answer (C) is the correct answer because c/asses is the incorrect form of the
Etn.
Gorection: c/ass
2-The monqoose is very clever creature that catches snakes.

BCD
ftiat is wrong with this sentence? An article is missing.
ion: ln this question, the singular indefinite noun creature needs an article. Answer (B) is the
answer to the question because is very clever-is ineorrect.
'. is a very clear
A sun was shining brightly when we arrived at the lake..

A B C. D'
is wrong with this sentence? An incorrect article has been used.
hnation: ln this question the wrong article has been chosen. Sun is a definite noun. There is only
sun above the earth; it is definite to everyone. Definite nouns do not take the article a. Answer (A)
fie correct answer to this question because a sun is incorrect.
: the sun
Structure Section | 32
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5. PERSONAL, POSSESSIVE, AND REFLEXIVE PRONOUNS
ln English, pronouns are used to replace or refer to nouns, gerunds, infinitives, and
sometimes entire
clauses. Pronouns change form depending on their functioniln sentences.
PRONOUN
Personal I possessive
Keflexave
Subject Object Adjective Pronoun
lme my mine myself

You you your yours yourself
He him him his himself
She her her hers herself
It it its itself
We us OUr OUrS ourselves
They them their theirs themselves
One one one's oneself
Model test
Althour yh Alexander liked him new apartment very much, he found it somewhat noisy.
ABCD
What i s wrong with this sentence? The possessive adjective form
Explan ation: ln this question, the pronoun him is in object form. lt should
be in possessive adjective
form. A nswer (A) is the correct answer to this question because him is incorrect.
Gorrec tion:his
6. At )JECTIVES AND NOUNS

English nouns are often modified.byadjectives. Adjectives usually come
before the nouns they modify.
Adjecti' res cannot be made plural. Nouns must be made plural when
they are countable and plural in
meanin g.
Model test:
1. A bo l! of lightning travels twentv thousands miles in one second.

A BCD
What ir i wrong with this sentence? The form of an adjective
Explani fiion: ln this question, twenty thousands is a compound adjective

modifying m/es. As
discuss ed above, adjectives cannot be made plural in English. Answ"r is tne
1ej to this
questio r because twentythousands is incorrect. "orr""t "i"*",
Correc' lion: twenty thousand
2. Somr 2 trees qrow to be over three hundred foot high.

A BCD
What is i wrong with this sentence? The form of a noun
Explant tion: ln this question, three hundred is a compound adjective. lt is plural in meaning,
and the
nun it n rodifies should be plural. Foof is not in its pluraiform in t-his sentence. Answer (D) is
tf,e correct
answer to this question.
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3. The paint briqht vellow that she chose for her bedroom creates a cheery atmosphere.
ABCD
What is wrong with this sentence? The order of the adjectives
Explanation: ln this question, the adjectives bright and yellow come after the noun painf, which they
modify. They should come before this noun. Answer (A) is the correct answer to this question because
paint bright yellow is incorrect.
Correction: bright yellow paint
7. VERB TENSE FORM

ln English, only two tenses are marked in the verb alone, present (as in "he sings") and past (as in "he
sang"). Other English language tenses, are marked by other words called auxiliaries.
The basic form (or root of the verb is the form listed in the dictionary and is usually identical to the
first person sinqular form of the simple present tense (except in the case of the verb "to be"):walk,
paint, think, grow, and sing
The past form of verbs is a little trickier. lf the verb is regular (you can create the past form by adding
"-ed", "-d", or "-t" to the present form. When a basic form ends in "-y", you changed the "-y" to "-i-"; in
many cases you should also double terminal consonants before adding "-ed": walked, painted,
thought, grew, and sang).
There are three most common problematic situations with verbs:
. Check what comes after haye

Whenever you see the verb have in any of its forms (have, has, having, had), be sure that the
verb that follows it is in the past participle form.
Have + Past Participle
For example:
They had walk* to school. (should be had walked)
We have see*the show (should be hatze seen)
He has fook the test (should be has taken)
Having afe*, he went to school (should be having eaten)
She shou/d have did* the work (should be should have done)
Check what comes after be

The verb be in any of its forms (am, is, are, was, were, be, been, being) can be followed by
another verb. This verb should be in the present participle or the past participle.
BE + (1) Present Participle

(2) Past Participle
For example:
We are do* our homework (should be are doing)
The homework uras do* early (should be was done)
Tom ls fake* the book (should be is taking)
The book was take* by Tom (should be uras taken)
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whenever you see a m@ ail, shourd, can, courd, may, might, or

musf, you shourd be sure that the verb that fortowsit
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MODAL + Main form of the Verb
For example:
The boat willleaving* at 3.00 (should be willleave)
The doctor may arrives* soon (should be may anive)
The students musf taken" the exam (should be must tak)
Modeltest:
1. The assiq.nment was did !y most of the class
ABCD
what is wrong with this sentence? The formation of the passive
Explanation: ln this question, the passive is incorrecfly

formed. The past form of do has been used
when the past participle is needed. Answer (B) is
the torr""i to the question because was did
is incorrect. "n.*",
Correction: was done
2' Fhe people of this csuntrv have been qxpressed great

concern about the environment
ABCD
what is wrong with this sentence? The passive has
been used when the active is needed
E1ola.n1tr.om ln this question, the passive
form of the verb is used. However, the sentence contains
direct objecl, great con.c.ern- Direct objects come a
after active verbs, not passive verbs. Answer (c) is
the correct answer to this question betause has
been is incorrect.
Gorrection: have expressed "*pr"""La
3. The books and toys to the orphanage.
(A) being donated
(B) that was donated
(C) donated
(D) was donated
What is needed in this sentence? The passive

form.
Explanation; In this question, the passive form
of the verb is needed. Answer (A) does not contain
finite verb' Answer (B) contains more tnan a a
finite verb. Answer (c) looks like an active finite
However' the books ald toys cannot be the,subje verb.
ct or aoiiite. ipiano cannot oonate prings. only
humans can donate' Answer (D), which
a correcily formed passive verb, indicates that
someone donated the piano. Using this passive
"ontrin.veru roim, in" pirno
doer, of the action. Answer (D) is tie becomes the receiver, not the
answer to tnil qr.liion.
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8. VERB TENSE MEANING
They have walked

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The meaning of a tense used in an English sentence must agree with the time meaning of the rest of
trc sentence. The time meaning of a sentence is often determined by word or expressions that act as
lime markers. some of the most common English time markers are listed below.
Simple Present today; usually; during

Present Perfect
Simple Past yesterday; in..; during;
Simple Continuous now; tomorrow;
Future tomorrow
Iodeltest
h 1992, Bill Clinton has become president of the United States, beatinq his opponent by a wide
margin.
ABCD
Uhat is wrong with this sentence? There is no agreement in meaning between the time marker and
the verb.
Erylanation; in this sentence, the verb has become does not agree in meaning with the rest of the
sentence. The time marker in 1992 indicates that action in this sentence took place in the past only.
l'Ias become indicates an action that began in the past and has continued to the present. Answer (A)
Ethe correct answer to the question because has become is incorrect.
Gonection: became
9. PASSIVE AND ACTIVE SENTENCES

To help you to minimize the problems in this area, you need to be able to recognize the passive form
dthe passive and to be able to determine when a passive verb rather than an active verb is needed in
a sentence.
Tle difference between an active and a passive verb is that the subject in an active sentence does
!E action of the verb, and the subject in a passive sentence receives the action of the verb.
Tro changes must be made to convert active to passive sentence:
t- The subject of the active sentence becomes the object of the passive sentence
2 The verb in the passive sentence is formed by putting the helping verb be in the same form in the
active sentence and then adding the past participle of this verb.
I-ok at this example:

Marqaret wrote the letter
OBJECT
The letter was written by Marqaret

SUBJECT OBJECT
tshould be noted that in a passive sentencelojl objectdoes not need to be included to have a
ornplete sentence. The following are both exbm-ples of correct sentences.
The letter was written yesterday by Margaret.
The letter was written yesterday.
Following are examples of passive errors that might be appear on the test.
1. The portrait is painting* by a famous artist.
(present participle painting is incorrect, it should be the past participle, painted)
2.The project will finished. by Tim
(some form of be is necessary for a passive sentence which has not been included yet, it
should be will be finished)
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Modeltest
1. The assiqnment was done by most of the students.

ABCD
what is wrong with this sentence? The formation of the passive
Explanatio.n: this question, the passive is inconectly formed. The past form of know has
.ln
been used when the past participle is needed. Answer (B) is the conect
answer to the question
because was knew is incorrect.
Correction: was known
2. The people of this cguntrv have been exoressed great concern about
A Bcr the environment.
What is wrong with this sentence? The passive has been used when the active is
needed
Explanation: ln this question, the passive form of the verb is used. However, the
sentence contains a
direct object, great concern. Direct objects come after active verbs, not passive
verbs. Answer (C) is
the correct answer to this question because has been expressed is incorrect.
Gorrection: have expressed
3. The books and toys to the orphanage.

(A) being donated
(B) that were donated
(C) donated
(D) were donated
What is needed in this sentence? The passive
Explanation: ln this question, the passive form of the verb is needed.

Answer (A) does not contain a
finite verb. Answer (B) contains more than a finite verb. Answer (c)
looks like an active finite verb.
However, piano cannot be the subject of donate. A piano cannot
donate things. Only humans can
donate' Answer (D), which contains a correctly formed passive verb, indicates
that someone donated
the piano' Using this passive verb form, the piano becomes the receiver,
not the doer, of the action.
Answer (D) is the corect answer to this question.
10. MODALS AND MODAL-LIKE VERBS

ln English sentences, modals (also called modal verbs, modal auxiliary
verbs, modal auxiliaries) and
modal-like verbs are followed by the base form of the main verb.
They give additional information
about the function of the main verb that follows them.
Modeltest
1. Accordinq to Joe, his puppy can recoqnizinq its own name
AB'D
what is wrong with this sentence? The verb form that follows a modal
Explanation: ln this sentence, the verb following can is in its present participle
form. lt should be in its
base form' Answer (B) is the correct answer to the question because
can recognizing is incorrect.
Correction: can recognize
2. The book in the library.

(A) can be finding
(B) found
(C) to be found
(D) can be found
What is needed in this sentence? A modal passive
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Explanation: ln this question, a modal passive is needed. Answer (A) contains a present participle
where a past participle is needed. Answer (B)and (C) do not contain modal. Answer (D) is the correct
answer to the question because it contains the conect forms for this sentence.
11. SUBJECT - VERB AGREEMENT

Subject-Verb Agreement is actually simple: if the subject of a sentence is singular, the verb must be
singular; if the subject of a sentence is plural, the verb must be plural as well.
For example: The boy walks to school (singular/simple present tense)

The boys walk to school (plural/simple present tense)
However, you should be careful because the questions found in the ELPT test are often tricky. Verbs
don't always follow the subject immediately. There are often phrases, inverted verbs, and other words
coming in between.
Strategy: Always identify the 'real' subject and verb
. Phrases
Prepositional phrase is a group of words beginning with a preposition (Ex.: to the main hall, on my
desk, durinq the session, etc). lt usually contains a noun or verb word, so people often get confused in
identifying the subject and verb of the sentence. Be extra careful when the prepositional phrase is ln
the middle of the sentence.
A. The climbers on the sheer face of the mountain needs to be rescued. (incorrect)
B. The climbers on the sheer face of the mountain need to be rescued. (correct)
S Prep. phrase V
ln above example, the subject is the climbers, not the mountair.r. We can see that the word mountain
i
follows a preposition. lt is prepositional phrase. ln the examdle, there are actually two prepositional
phrases: 'on the sheer face' and 'of the mountain'. Either sheer face or the mountain is not the subject.
Other Examples:
Everybody are going to the theatre. (incorrect)

Evervbody is going to the theatre. (correct)
SV
AI of the book was interesting.
Singular
AX of the books Were interesting.
Plural
All of the information was interesting.
UncounVsingular
Iodeltest
Mv friends and my teacher is cominq to my show toniqht.
ABCD
What is wrong with this sentence? Subject - Verb agreement
Explanation; ln this question, the subject has two parts, my friends and teacher. These two together
make the plural subject. The form rs is used for singular subject. Answer B is the correct answer to
the question because is coming is incorrect.
Correction: are coming
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12. PREPOSITION
Many English sentences contain preposition. ELPT tests your understanding of preposition by:
1.
Leaving out necessary prepositions or parts of compound prepositions;
2.Using incorrect prepositions, especially after certain verbs or adjectives;
3.
Adding extra words to prepositional phrases.
Modeltest
1. Anne relaxes by she swimminq in the lake gerv afternoon after class.
ABCD
What is wrong with this sentence? Extra parts have been added to a prepositional phrase.
Exptanation; A prepositional phrase consists of a preposition and an object. By she swimming

contains a preposiiion, a subject, and an object. Answer (B) is the correct answer to the this question
because by she swimming is incorrect
Gorrection: by swimming
2. Last meeting, We talked the discovery of gold in California in the 1800s.

(A) on
(B) in
(C) for
(D) about
What is needed in this sentence? A preposition

FT
i Explanation: ln this question, a verb + preposition combination is being tested. The verb talk is
followed by the preposition about. Answer (D) is the correct answer to the question.
13. MAIN AND SUBORDINATE CLAUSE MARKERS

All English sentences contain at least one main clause. A main clause contains a subject and a verb and can
stand alone as a sentence
Example: Karina has a new book. = main clause

SV
Many English sentences also contain subordinate clauses. Like a main clause, a subordinate
contains a subject and a verb. However, a subordinate clause cannot stand alone as a sentence.
Example:Although Karina has a new book = subordinate clause
SV
There are three types of subordinate clauses in English:
1. Noun clauses
2. Adjective clauses
3. Adverb clauses
1. A noun clause functions as a subject, object, or complement in a sentence.

I like what vou said.
Noun clause direct object
What vou said is unbelievable

Noun clause direct object
2. An adjective clause functions as an adjective in a sentence.
I like the book that vou save me.

Adjective clause describing book
I
The man who qave vou the book is my old friend.
Adjective dause describing the man
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3. An adverb clause functions as an adverb in a sentence.

Tom is singing while Paul is dancing.
Adverb clause
Because it is raining outside, I am taking the umbrella with nre.

Adverb clause
Clause markers (CM) are used to connect clauses in English. Each English clause type has its own special
clause markers.
Modeltest
1. Stephen is stillcoming to schooleven althouqh it is raininq.
YYhat is wrong with this sentence? The clause marker has extra part.
Explanation; A prepositional phrase consists of a preposition and an object. By she swimming
contains a preposition, a subject, and an object. Answer (B) is the correct answer to the this question
because by she swimming is incorrect
Gorrection: by swimming
2. Last meeting we talked the discovery of gold in California in the 1800s.

(A) on
(B) on
(C) for
(D) about
What is needed in this sentence? A preposition
Explanation: ln this question, a verb + preposition combination is being tested. The verb falk is often
fflowed by the preposition about. Answer (D) is the correct answer to the question.
14. PREPOSITIONAL PHRASES AND SUBORDINATE CLAUSES

English prepositional phrase and subordinate clauses are easily confused. Confusion often happens
because, although they are formed differently, prepositional phrases and subordinate clauses can
function in similar ways in English.
Because of her financial difficulties, Anne could not go.

Prepositional phrase
Because she had financialdifficulties, Anne could not go

$rbordinate phrase
Iodeltest
1- . we have nothing in common, We can work well and submit the assignment on
time.
(A) lnspite of
(B) That
(C) Although
(D) Despite
that is needed in this sentence? An adverb clause marker
@lanation: ln this question, there are two clauses, We have nothing in common and we can work
rell and submit the assignment on time. A clause marker is needed at the beginning of the first
dause. Answers (A) and (D) do not contain a clause marker. lnstead, they contain prepositions.
fuiswer (B) contains a clause marker. However, this clause marker would create a noun clause or an
adiective clause. The clause in this sentence is an adverb clause. Answer (C) is the correct answer
b this question because it contains a clause marker that can begin an adverb clause.
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we have nothing in common, we can work well and submit the assignment
time.
(A) lnspite of
(B) That
(C) Although
(D) DesPite
What is needed in this sentence? An adverb clause marker

, We have nothing in common and uve can work
Explanation: ln this question, there are two clauses
the beginning of the first
wel and submit tne issignment on time. A clause marker is needed at they contain prepositions'
clause. Answers (nland'(D) do not contain a clause marker. lnstead,
would create a noun clause or an
Answer (B) contains a clause marker. However, this clause marker correct answer
,Oil"tird The clause in this sentence is an adverb clause. Answer (C) is the
"1"r.".because it contains a clause marker that can begin an adverb clause'
t" ini. question
15. APPOSITIVE AND THE NOUN STRUCTURES THEY RENAME

has the same meaning'
An appositive is a noun that comes before or after another noun and
Sa//y, the best sfudenf in the class, got an A on the exam'
can easily be recognized as

ln this example Sa//y is the subject of the sentence and the besf student
Sa//y and the best
an appositive phrase because of the noun student and because of the comma.
student are the same Person.
Modeltest
1. George, is attending the lecture.
(A) Right now

-,
(B) HapPilY
(C) Because of the time
(D) My friend
What is needed in this sentence? A subject
and not a Subject'
Explanation: This sentence still needs a subject, because George is an appositive
Ani*"r (A), (B), and (C) is not a Subject. Therefore, the best answer is (D).
16. ONE-WORD.ING AND -ED ADJECTIVES
Verb forms ending in -ed and -ing can be used as adjectives. For example, the
verbal adjectives
cleaned and cleaning come from the verb to clean'
For example
The woman cleans the car. (c/eans is the verb of the sentence)
VERB
The cleaninq woman worked on the car'

ADJ
(cteaning is a verbal adjective describing the woman)
The woman put the ql?B:ecl car back in the garage'
(Cleaned is a verbal adjective describing car)
Remember:
The -rng adjective means that ihe noun it describes is DOING the action'
the action from the verb'
The -ed adjective means that the noun it describes is RECEIVING
Look at the table below
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active It does the action of the verb ...the happily playing children.
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-ed passrve ll receives the action of the verb ...the frequently played record.
(Someone plavs the record)
17. -ING AND -ED MODIFYING PHRASE

The -ing form of the verb (a present participle) can cause confusion because it can be either a part of
the verb or an adjective. lt is part of the verb when it is preceded by some form of the verb be.
e.g. : The man ls talking to his friend.
A present participle is an adjective when it is not accompanied by some form of the verb be.
e.g. : The man talking to his friend has a beard.
Modeltest
1. The child playing in the yard is my son.

(A) now
(B) is
(C) he
(D) was
Explanation: 'Playing in the yard'is not part of the verb. lt is an -ing modifying phrase. ln this sentence
there is a complete subject (child) and a complete verb (is), so this sentence does not need another
subject or verb. The best answer is (A).
The -ed form of the verb (a past participle) can cause confusion because it can be eithela part of the
verb or an adjective. lt is part of the verb when it appears with haye or be.
e.g.: The family has purchased a television.
The poem was written by Paul.
A past participle is an adjective when it is not accompanied by some form of the verb be or have.
e.g.: The television purchased yesterday was expensive.
Hodeltest
2. The packages mailed at the post office will arrive Monday.

(A) have
(B) were
(C) them
(D) just
Explanation: 'Mailed at the post officetis not part of the verb. lt is an

-ed modifying phrase. ln this
sentence there is a complete subject (The packages) and a complete verb (will arrive), so this
sentence does not need another subject or verb. The best answer is (D).
18. GERUNDS AND INFINITIVES

Gerunds and infinifi'iles are verb forms that can take the place of a noun in a sentence. The following
guidelines will help you figure out whether a gerund or infinitive is needed.
Following a verb (gerund or infinitive)

Both geiunds and infinitives can replace a noun as the object of a verb. Whether you use a
gerund or an infinitive depends on the main verb in the sentence.
I expect to have the report done by Friday. lrNFrNrTrvEI

I anticipate having the report done by Friday. IGERUNDI
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Following a preposition lgerund onlyl
Gerunds can follow a preposition; infinitMes cannot.
Can you touch your toes withouf bending your knees?

He was fined fordriving over the speed limit.
She got the money byselling the car.
Note: Take care not to_confuse the preposition "to" with an infinitive
form, or with an auxiliary form
such as have to, used to, going to
He went back fo writing his paper. IPREPOSITION + GERUNDI

I used fo live in Mexico.
[AUXILIARY + VERB]
I wantto go home.
IVERB + INFtNtTtVEI
Following an indirect object (infinitive only)

Some verbs are followed by a pronoun or noun referring to a person,
and then an infinitive.
Gerunds cannot be used in this position.
I must ask you to reconsider your statement.

They begged her to stay for ahother term.
His findings caused him to investigate further.
Modeltest
ln automotive companies, employees are rewarded for

with the firm for lengthy time periods.
(A) to stay
(B) staying
(C) to staying
(D) stay
What is needed in this sentence? A gerund
Explanation: The clue in this sentence is the preposition

Answers (A), (C), and (D) are not prepositions. Therefore,
for. Preposition is followed by a gerund.
Answer (B) is the best answer.
19. /TAND THERESENTENCES
THERE
There is used as a dummy subject with part of the verb
be followed by a noun phrase
. To introduce a new topic:
There is a meeting this evening. lt will start at seven.
There has been an accident. I hope no one is hurt.
. With numbers or quantities:

There was a lot of rain last night.
There must have been more ihan five hundred in the
audience.
To say where something is:

fhere used to be a playground at the end of the street.
There are fairies at the bottom of the garden.
with an indefinite pronoun or expressions of quantity and the fo-infinitive:

fhere is nothinq to do in the village.
There was plentv to read in the apartment
There is a lot of work to do
with an indefinite pronoun or expressions of quantity and an -ing verb:

Ihere is someone waitinq to see you.
There were a lot of oeople shoutinq and wavinq.
. A singular verb is used if the noun phrase is singular:

There is a meeting this evening. lt will start at seven.
There was a lot of rain last night.
. A plural verb is used if the noun phrase is plural:

There are more than twenty people waiting to see you.
There were a lot of people shouting and waving.
IT
We use ff to talk about:
Times and dates:

It's nearly one o'clock.
It's my birthday.
Weather:
It's a lovely day.
It was getting cold.
To give an opinion about a place:

It's very cold in here.
It will be nice when we get home.
To give an opinion followed by fo-infinitive:

It's nice to meet you.
It will be great to qo on holiday.
To give an opinion followed by an -rng verb:

It's great livinq in Spain.
It can be hard work lookinq after young children.
20. WORD FORM AND FUNCTION

The form of an English word must agree with its function in a sentence. For many English words
several forms are possible. Different word forms are created by endings, called suffixes, to the original
form of word.
Below are some of the common suffixes used to create different word forms.
NOUN ffHING) SUFFIXES

-rsm socialism -ment government
-ence excellence 4y specialty
-ion education -age marriage
-ness kindness -ship friendshio
NOUN (PERSON) SUFFIXES
-er teacher -/st specialist
-or actor -ian mathematician
ADJECTIVE SUFFIXES
-ent excellent -ive effective
-ant important -ous dangerous
-ful beautiful -al natural
-ic panic -able capable
-/ess careless -ible sensible
VERB SUFFIXES
-ate educate -en darken
-ifv beautifv -ize oroanize
ADVERB SUFFIXES
-lv beautifullv -ward backward
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Modeltest
1. She told the truthful when we asked her about her oast.
What is wrong with this question? An adjective form has been used where a noun form is needed.
Explanation: ln this question, a noun is needed after the article the. Truthfulis not a noun; it is an
adjective. Answer (B) is the correct answer to this question because truthful is incorrect.
Gorrection: frufh
2. The happilv man spoke cheerfully about his family and ftiends.
What is wrong with this sentence? An adverb form has been used where an adjective form is
needed.
Explanation; ln this question, and adjective form is needed to describe man. Happily is an adverb
formed from the adjective happy. Answer (A) is the correct answer to this question because happily is
incorrect.
Gorrection: happy
21. WORDS THAT DON'T EXIST IN ENGLISH

Occasionally, a word that does not exist in English is used on the ELPT. This form is always closely
related to a real English word form. Below are a few examples of words that don't exist and their
corresponding real English word forms.
silf;z:l;E N Hlr li##Ji:ilfi LoRt :,-
adaptator adaptor
estable stable
explorator explorer
olastical olastic
Modeltest
Christopher Columbus mav not have been the first explorator to discOver America.
ABCD
What is wrong with this sentence? A word has been used that does not exist in English.
Explanation: ln this question, the word explorator is a word that does not exist in English. Answer (C)
is the correct answer to this question because exploratory is incorrect.
Correction: explorer
22. EQUATIVE, COMPARATIVE AND SUPERLATIVE DEGREE

To make the equative, comparative, and superlative degree of adjectives and adverbs, the following
forms are used:
NOTE: Some words have inegular degree forms. The most common of these are:
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ADJECTIVE ADVERBS
good better best well better best
bad worse worst badly worse worst
much/many more most much more most
little less least little less least
far farther farthest far farther farthest
tar further furthest far further furthest
. The equative degree rs used to show equality

Annie rs as fal/ as Jacob.
This sentence tells us that Annie and Jacob are the same height.
. The comparative degreeis used to compare two things that are not equal.
Annie is taller than Jacob
This sentence tells us that Annie's height are not the same. ln addition, it tells us that Annie's
height is greater than Jacob's.
. The superlative degree rs used to compare three or more things that are not equal.
Annie is the taltest studentrn the c/ass.
This sentence tells us that there are more than two students in the class and that Annie's
height is the greatest of all the students.
todeltest
't. Atthouqh Tom's paper was long.er than Alice's, Alice's paper was more insiqhtful that Tom's.
ABCD
What is wrong in this sentence? The comparative degree has been incorrectly formed.
Explanation: ln this question, there are two comparative structures. The firsl, longer than, is correctly
furmed. However, the second, more insightful that, is incorrectly formed. That is not used in forming
the comparative degree. Answer (D) is the correct answer to this question because more insightfulthat
b incorrect.
Gorrection: more insightful than
2. Professor Clark's chemistry class is Professor Smith's.

A. more than difficult
B. to the difficult
C. as difficult as
D. the most difficult
What is needed in this sentence? the equative degree
Explanation; ln this question, two classes are being compared. Therefore, either the comparative or
the equative degree is needed. Answer (A) contains an incorrectly formed comparative degree.
Answer (B) contains a prepositional phrase. Answer (D) contains the superlative degree. Answer (C) is
the correct answer to this question because it contains a correctly formed equative degree.
23. STANDARD WORO ORDER

The standard word order of the principal parts of English sentence is:
SUBJECT + VERB (+OBJECTAND/OR + COMPLEMENT)
The subject comes before the verb. The verb comes before its object and/or before the complement of
the sentence.
Kathv is eatinq
s
Kathv is happv
S Y Comp
Kathv is eatinq chocolate

svDo
Modeltest
1. Karen's home _ on a busy downtown street

(A) Small, is an apartment
(B) A small apartment is
(C) An apartment is small
(D) ls a smallapartment
What is needed in this sentence? A verb and a complement
Explanation; ln this question, the verb is missing. The verb BE is contained in all of the
choices. A complement, a small apartmenf is also contained in all of the sentences. However,
word order is incorrect in all of the answer choices except for answer (D). Answer (D) is the corr
answer to this question.
24. WORD ORDER IN SUBORDINATE CLAUSES BEGINNING WITH

QUESTIONS WORDS
Question words such as who, what, when (ever), where (ever), why, how (ever), how long, how
and how many occur in many English sentences. These words are often used to begin su
clauses that do not ask a direct question. The sentences that contain these clauses are not
by a question mark (?). ln these clauses the subject and the verb are nof inverted.
I don't know who she is

Noun Clause
When she arrtves. please show her in.
Adverb clause
Tett me the reason
Modeltest
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1. I don't know why
(A) did she leave me
' (B) she leaves me
(C) she did leave me
(D) she left me
What is needed in this sentence? A subject and a verb
Explanation; ln this question, the word why is used to connect the two clauses so a subject and
are needed after this connector; this is not a question, so the subject and verb should not be inverted.
The best answer is therefore answer (D).
25. INVERTED SUBJECT.VERB WORD ORDER

WITH SPECIAL EXPRESSIONS AND IN CONDITIONAL SENTENCE
The standard word order of subject + verb (+ object and/or + complemenf) is not followed in all English
Sentences. ln certain situations, inverted subject-verb word order is used. That is, the subject of a
sentence is placed after the first helping verb or other BE. lf there is no verb BE or if there is no
helping verb, the helping verb DO is added as the first verb of the sentence. This inverted subject-verb
word order is most common in direct questions, but it is also common in other situations.
1. After special expressions of location:

On the beach were five beach umbrellas
Expression of location s
Nowhere did he see her
Expresslon of location first s
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2. After special negative (no, not, and never) and almost negative (hardly, rarely, scarcely, not
only, no time, barely, only, seldom, etc) expressions:
Never had lseen such a glorious sight
Negative first V S
Onlv after he sau/ her did he understand *

Almost negative first V S
*NOTE: When the negative or almost negative expression is a part of a subordinate clause,
the subject and verb of subordinate clause are not inverted. The subject and the verb of the
main clause are inverted
3. After the special expressions so and either

So happy was she that she danced around the room
VS
I liked the coffee, so did Mike
vs
I didnt like the coffee, and neither did Mike
vs
4. ln conditional sentences that do not begin with if
With if lf he had seen you, he would have greeted you
sv
Without if Had he seen you, he would have greeted you first
iVS
Modeltest
1. Rarely happy.
(A) John is ever
(B) ls john ever
(C) Ever John is
(D) John ever is
What is needed in this sentence? An inverted subject and verb
Explanation; ln this question, rarely is the first word of the senterlce. lnverted subject-verb word order
occurs afler rarely. Answer (B) is the correct answer to this question. lt is the only answer choice that
contains inverted subject-verb word order.
2. he would have understood the movie better.

(A) Carl had read the book
(B) The book had been read by Carl
(C) Had Carl read the book
(D) Read the book had Cad
What is needed in this sentence? A conditionalthat does not begin with lf
Explanatiou ln this question, each answer choice contains parts of a conditional without ff ln these
types of conditionals, inverted subject-verb word order is needed. Answer (A) does not contain
inverted word order. Answer (B) contains a passive construction. This is not the inverted structure that
is needed. Answer (D) contains inverted word order, but using the wrong part of the verb. Answer (C)
is the correct answer to the question because it contains correct inverted subject-verb word order.
26. PARALLEL STRUCTURE in Comparisons and in Series

Joined By And, But, or Or
When words, phrases, or clauses have parallel (similar) functions in English sentences, they should
have parallel structure as well. lt is important to maintain parallel structure in English sentences.
Clarice is beautiful, sueb and talented.

Adj Adj Adi
He won the lottery, zu[-[jsj.q!, and bouqht presents for all his friends.
Verb phrase Verb phrase Verb phrase
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You should be especially careful about parallel structure when:
1. Parallel structure in words, phrases, and clauses used in series joined by and, but, or or.
lncorrect: He likes to swim. to hike, and ridinq his bike.

infinitive infinitive gerund
Correct: He likes to swim, to hike. and to ride his bike.
infinitive infinitive infinitive
lncorrect: She went home because she needed money and due to her mother's illness.
Subordinate ctause Prepositional phrase
Correct: She went home because she needed monev and because her mother was ill.
Subordinate clause Subordinate clause
lncorrect: Her cheerful outward manner and she told interestinq stories made her very popular-
Noun phrase Main clause
Correct: Her cheerful outward manner and her interestinq stories made her very popular.
Noun phrase Noun phrase
2. Parallel structure with equative (as...as) and comparative (-er than/more...than) constru
and with other expressions of comparison (e.g., similar to, the same as):
lncorrect: How to pronounce English is more difficult than readinq it.

lnfinitive phrase Gerund phrase
Correct: Pronouncinq Enolish is more difficult than readinq it.

Gerund phrase Gerund phrase
ln comparisons, you must be especially careful that the two compared things are parallel in both
meaning and structure.
lncorrect: The shelves in Durick library are taller than Norwich Library
ln this sentence, she/yes and Norwich Library are being compared. These two nouns are
not comparable (parallel in meaning) even though they are parallel in structure.
Correct: The shelves in Durick library are taller than those in Norwich Library
ln this sentence, she/yes are being compared to she/ves, referred to by the pronoun
fhose. These two structures are parallel in meaning and in structure.
Modeltest
1 . Lance's efforts led to a promotion,-, and an award of $10,000.

(A)His peers recognized him
(B) recognition by his peers
(C) he received recognitions from his peers
(D) to receive recognition from his peers
What is needed in this sentence? A noun phrase parallel lo a promotion and an award
Explanation: ln this sentence, noun phrase are being joined in a series with and. Answers (A) and (C)
contain more than a noun phrase. They contain complete sentences. Answer (D) contains an infinitive
phrase. Answer (B) is the correct answer to this question. lt contains a noun phrase that is paralleled
in structure to a promotion and an award.
2. Sleeping well is as important to good health as to eat well

ABCD
What is wrong with this sentence? A comparison is being made between two structures which are
not parallel
Exptanation: ln this question, the gerund steeping is compared to the infinitive to eat. These two
structures are not parallel. Answer (D) is the correct answer to this question because fo eat is
incorrect.
Correction: eating
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27. PAIRED EXPRESSION

There are pairs of expressions in English which can be especially confusing. These paired
expressions are:
both....and
either....or
neither....nor
not only....but also
Paired expressions can act as clause markers, or they can function to join words or phrases.
As clause markers:
Either he will qo to the movie. or he will so to the play
Joining phrases:
He will go either to the movie or to the plav
C Prep phrase CM Prep phrase
Joining words:
He will go either todav or tomorrow
CM Word CM Word
Paired expressions need to be checked for a variety of things. Parallelism is important for paired
expressions. The same grammatical from should follow each word of a paired expressions.
lnconect: Laura both eniovs books and music
Correct: Laura enjoys both books and music

Noun Noun
Model Test
1. We must but also our clothes.

(A) Not only pack our books
(B) Pack not only our books
(C) Our books not only pack
(D) Not our only books pack
What is needed in this sentence? The first half of a paired expression + a noun phrase
Explanation: ln this question, the second half of a paired expression, but also, is present. Buf a/so is
followed by the noun phrase our clothes. To keep parallel structure in this sentence, not only followed
by a noun phrase is needed. Answers (A) and (C) contain not onty followed by a verb. Answer (D)
separates not trom only, which creates an incorrect form. Answer (B) is the correct answer to the
question because it contains notonly followed by a noun phrase.
2. Both Leo also Margaret were waitinq for the bus when the storm began
What is wrong with this sentence? A paired expression has been incorrectly formed
Explanation; ln this question, the first part of a paired expression, both, is used. However, the second
part of this expression is missing and has been replaced by a/so. Answer (A) is the correct answer to
the question because a/so is incorrect.
Correction: and
28. CONFUSING WORDS AND EXPRESSION

very
are especially confusing' because they sound
There are words and expressions in English which
functions in English sentences'
much alike and/or because they have very similar
a car dealer
lncorrect: He was formally a teacher, but now he is
a car dealer
Correct: He was formerly a teacher, but now he is
function'
sound very much alike and have similar
Formally and formerly in this nair 9j. sentences and does not have the meaning
However, their meanings are quite differeli:i;;;ily
meansomcially
has the ;onect meaning for this sentence'
necessary for this ,.niEn"". ri,imerty, whilh means'before,
lncorrect: Melissa often does a cake for dessert
Correct: Melissa often makes a cake for dessert

as verb, and
not sound alike. However, they both function
-ffi
Does and make in this pair of sentences do the idea of
they have ,irniLiities in ,""ninii il" bo, however' often expresses
in
"or" idea of creating or constructing' The difference
performing of completing. Make often expiesses the had
that they noi inierchangeabre' Since Mellissa
meaning between rna[Jano do is great enougn "r" for this sentence'
the correct verb
created rather tnan perfoim"O tn" Jake, makJis
Model Test
l.Thetestsinthisclassarelessdifficultthantestsinanotherclasses
A=CD
rike the correct word has been substituted
what is wrong with this sentence? A word that sounds
for the conect word
is used
been used to describe classes. However, another
Explanation: ln this question, another.has-norn". answer to this question
only with singular, Jou-ntrUr", indefinite
An"*"r (D) is the correct
because another is incorrect'
t Correction: other
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20-H lntensive Course ffi Pusatffief*m*,#
The purpose of Reading Section is to test your knowledge of the
meanings and uses of words in
written English and your ability to understand a variety oireading
materiall. Thi ieading topics in
Section Three are taken from general and formal 'engrish. For
the most part, informal and
conversational language is not tested in this section. The-questions
based on the reading passage
will not require you to have outside knowledge of the topics. '
1. SKIMMING
Skimming means reading quickly for general meaning. You skim reading
topic, the main ideas, and the generaiorganization oia passage.
--.-".s material to find out about the
2. SCANNING
Scanning means knowing what information you need to find before you read.
Then your eyes move
quickly to find that particular information. You can scan when you
are looking for a fact or a detail or a
particular vocabulary word.
Model Test
People are still reading books, and lots of them. The number of new
books published keeps
growing-90,000 new titles in the United States during the last year
by tne ta6siinJrsiry
The number is double the total output two decader igo. neaoint "ount.
is still an importanl'part of
our lives.
1. What is this passage about?

A. The amount of reading people do
B. Book reviews
C. Leisure time activities
D. A popular new book
2. new books were pubrished in the United States rast year?

fow_1any
A. 60,000
B. 900
c. 9,000
D. 90,000
Explanation
The conect answer to question 1 is (A) The amount of reading people
sentence of the passage y9.u find the phrases reading
do. By reading the first
booksano 6ts orinei.-ns y6u'quickly read the
rcst of the paragraph you find these words and ideis ,"f"rGJin
different *ryr.' %u could answer
the question by quickry skimming the passage for the genbrar
idla.
The correct answer to questionl is (o) go,oo-0. The" qu".iion-r.ks
how many, and this tells you to
bok for a number. By scanning the passage for a number,
90,000. vo, able to find the correct answer of
"r"
3. TOPIC AND MAIN IDEAS
Almost all passages contain one question about either the

topic or subject, or the main ideas of a
q^,."-1i_on r1 ,ru"riv ir," n*i'.ri*,i"."ti.jrl',n""
n",l}"l?.""9i^ IlL'^..y.1^:,:l
q?!'19?: not just,a part or th; d;",s". r" ;;;";';
;:::il:*i#"!
;ffi;J;"";
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questions, you shoutd use the s[imming ana J;;i.g';;ri;il":
Io answer questions about the topic and the main ideas of a passage,
follow these steps:
1. Read the first severar sentences for the topic and ,rin io"r..
2' Read the last sentences for the conclusion and a por"ior" restatement
of the topic and the
main ideas.
3' Skim the rest of the passage for the key words that will confirm the
topic and the main ideas
and show the organization of the passage.
.
1.
5' I"r9 the first question about the passage and answer it.
Read the answer choices. Eliminate aiy answers that are definitely wrong, and choose the
best answer from the remaining ones.
Reading Section | 79
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Model Test
ln the critical area of food production, new cooperative efforts in agricultural research and
development are paying off. Food scientists are discovering that humankind is nowhere near
the limits of plant, livestock, and soil productivity. There is still room to boost yields and learn
how to use more efficiently the earth's acreage for animal and crop husbandry. lnvestigation
of irrigation procedures, pest control, intercropping, and multi cropping are several areas that
are providing useful information for the world's farmers.
1. What is the topic of the passage?

A. Agricultural research and food production.
B. Farmers throughout the world.
C. Food scientists.
D. lnvestigation of irrigation procedures.
2.The passage supports which of the following statements?
A. New information from agricultural research can increase world food production.
B. Food production is declining around the world.
C. Agricultural research and development will be expensive.
D. There are few initiatives to help today's farmers.
Explanation
Question 1 asks about the topic of the passage, which is the most general statement you make about
the passage. ln the first sentence of this passage the phrases food production and agricultural
research and development give you this basic concept. Answer (B), (C) and (D) are too specific to be
the topic of the passage. Answer (A) is the most general statement in the passage
Question 2 asks you about idea of the passage. A main idea of a passage tells you something more
about the topic. ln this passage the author tells us that effods in agricultural research and
developmenf (in the area of food production) are paying off, which means they are beneficial. The
correct answer is (A) New information from agricultural research can increase world food production.
Answer (B) and (D) are not true, and answer (C) is not mentioned in the passage.
4. VOCABULARY IN CONTEXT
The Reading Section tests your knowledge of vocabulary by asking questions about certain words in
the reading passages. For the most part, you can answer these questions about word meanings by
using the context of the sentence in which the word was found or of the passage in general.
Model Test
The hippopotamus spends as much time in the water as on land. lt swims and dives well,
but prefers to spend its days submerged in the water with only its eyes and ears sticking out. lt
lives in the swamps, streams and marshes of tropical Africa.
1. As used in lines 2 and 3, the phrase "submerged in the water" means that the animal is
A. swimming in the water
B. standing covered with water
C. floating in the water
D. wading in water
Explanation
Since all of the answers choices involve the water, you must read carefully for context clues in the
sentence. The sentence states that it spends ifs days .... in the water with only its eyes and ears
sticking ouf. Using the full context of the sentence, we read that the hippo suzims and dives well, but
prefers to spend lfs days submerged ....; therefore answer (A) swimming .... is not the same as
submerged. You know that answers (C) floating on the water and (D) wading in water both expose
more than the eyes and ears of the hippo, and are incorrect. The correct answer choice is (B)
standing covered with water.
You reach this conclusion by inferring information from the passage and from the answer choices and
by using logical reasoning.
NOTE: ln some questions, however, you cannot rely on context for figuring out the meaning of the
words. ln this case your knowledge of synonyms, word forms, Latin and Greek roots, prefixes, and
suffixes will help you to answer the questions about word meanings.
-_-
20-H lntensive Course ffi,pusatffiW$Xmgg

ln the following example sentences, common context cues in written
discourse are illustrated for the
word "adversity".
Contrast It.was adversity, not prosperity, that shaped the lives of early American pioneers.
Example Pioneer women met adversity head on; they used paper foiwindows, carried
water for
miles fo_r the weekly washing, and made do with'corn meal rather than flour
for the
daily baking.
Definition The adversities for the winter - that is, the hardships and calamities that the family
lived with. daily - disappeared with the warmth of spring.
Appositive Locusts (the dreaded migratory grasshoppers of the could destroy a family,s
frairies)
*lol." .corn crop in a matter of minutes. From these adversities, the trials and
tribulations of the times, came the legends of the hardy American pioneers.
Series The diaries of the early farmers told of hardships, talamities, and adversities that
made their lives miserable: Lack of water for daily use, sudden epidemics that
wifed
out whole families, and severe blizzards that kept people house-bound for weeks.
Parallelism Th-e settlers never gave up. They struggled through'the early years, dealt with their
difficulties, and in the end, overcame theii adversities.
WH marker (where, when, which, who, whom, that) Relative pronouns often suggest
the meaning
ofwords and phrases.
e.g.,The cold-cellar was where the farmers stored their fruits and vegetables for the
winter.
Reason logically to make sense of unfamiliar words and phrases in a reading passage
by using
other words in the sentence and the passage.
e'9.' fhq s9!!lerg.never gave up. They struggled through the early years, deatt with
their difficulties, and in the end, overcame their adversities.
The general meaning of adversities can be deduced by considering the ,,core,,
meanings that the other key words in the context shlre: persistince (never
p (strussre' dirricurties)
use your knowredse 3?HJHJfiX',5'i:["i:XT:];:n1**:t
e'g', Pioneer women met adversity head on; they used paper for windows, carried
water for miles for the weekly washing, and made oo witn corn meal rather
than
flour for the daily baking.
what you know about windows, washing, and baking from your personar
knowledge and experience will help you io infer that ihe life of the pioneer
ryg-Ia.n was very difficult and that adversity must include this concept of
d ifficulty or hardship.
5. PURPOSE AND ORGANIZATIONAL PATTERN

Some. Reading comprehension questions ask about the author's purpose
for the passage or about the
organization of the passage.
The purpose of passage is the reason the author wrote the passage
or the intent of the author in
writing the passage' The organizational pattern. of a reading
arranges the information to carry out his or her writing rather 1""."g" is the way that the author
thln the pJrpose of the whote passage.
Model Test
The art of writing itself is a good example of what students of

the past call independent
invention, since systems of wriiing have evolved in isolation
at different times in different parts
of the world' For example, one system{he Chinese ideojram-can
be traced to its origin in
arc.haic. signs engraved on the scapular bones of sheep
oi tn" shells of turiles in the second
millennium B.C. as a means of asking questions of heaven. Roughly
1,000 years later an
entirely independent system of writing arose halflrvay around the
world in Mesoamerica. It
combined a simple system of numerical notation with complex hieroglyphs
principally used to indicate the dates of various events according
and was
to an etaboiate calendrical
system.
1. lffhat is the purpose of this passage?

Io show that writing is an exampre of independent
t)H To invention.
explain theorigin of writing
C. To describe two systems of writing
D. To compare writing in China to writing in Mesoamerica
Reading Section | 8i
2. Which of the following best describes the organization of the passage?

A. A comparison of two competing systems.
-8. An examination of a problem
(C) A statement supported by examples.
U. A chronological development.
3. Where in the passage does the author describe the early writing system of Mesoamerica?
A. Lines 1-3
B. Lines 3-6
C. Lines 5-7
A
\,i
Lines 7-9
Explanation
The correct answer to Question 1 is (A). The sentence ...writing is an example of independent
invention contains both topic and main idea of the passage. The use of examples to support this is
represented by To show that. Answer (B) and (C) are not true, and answer (D) is not specific enough
to this passage.
The correct answer to Question 2 is (C). The first sentence of the passage states that systems of
writing have evolved in isolation at different times in different parts of the world. From this we
understand the topic (systems of writing) and the main idea (evolved in isolation). Answer (C) correctly
represents the organization of the passage answer (A) is incorrect because there is no comparison
made, and the systems of writing are not competing. Answer (B) is incorrect because the main idea is
not a problem but a statement of fact. Answer (D) is incorrect because although dates and years are
mentioned in the passage, they are used to support the main idea and not the organizational pattern.
The correct answer to Question 3 is (D). in line 7 we find the word Mesoamerica. The question asks
about the description of the writing system of Mesoamerica, which is found in line 7-9.
6. REFERENCE WORDS
Reference words are those words in a passage that refer back to words or phrases mentioned earlier
in the passage or refer fonrvard to words or phrases that will be introduced.
ln determining the referent (the word or phrase that reference words refer to), you should use both the
structure and the meaning of the sentence.
Throughout the year, chimpanzee food is quite varied, but it is mainly vegetable material. At
times, however, the Gombe Park is loaded with insects-termites, ants, caterpillars- and the
chimpanzees will eat huge numbers of them. The chimpanzees' really remarkable behavior
appears when they gather termites. According to Suzuki and van Lawick-Goodall, when
chimpanzees see that termites have pushed open their tunnels on the surface, they will go
off to find a suitable termiting tool. lt may look simple, but the job takes skill and patience.
1. The word "thei/' in line 6 refers to?

@ tne termites'
B. the tunnels'
C. the chimpanzees'
D. Suzuki's and van Lawick-Goodall's
2. The pronoun 'they" in line 6 refers to?
A. Suzuki and van Lawick-Goodall
B. termites
C. tools
.D) chimpanzees
3. The pronoun "lt" in line 6 refers to

A suitable termite tool
id
-c.
The job
skiil
D. patience
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Explanation
The answer to Question.l is (A) the termites'. This question
might be confusing because you know
thattheir can referto a plural noun. The sentence, suzuki
and ........chimpanzees, .... termitesare all
plural concepts. Logical reasoning will tell you
t hat termites are the ones that live in tunnels.
The answer to Question2 is (D)-chimpanzees. ln
this case, the plural pronoun they could refer to
either chimpanzees or termites. The meaning of the ,r,orc
larrrge, however, makes it clearthat the
chimpanzees are looking for a tool to gather termites, and they refe-rs'to
chimpanzees.
The answer to Question 3 is (B) the iob. The pronoun ff could be possibly refer
to any singular object,
and at first glance you might choose a suitabie fool. However, as you read on,
it becomes clear that
what /ooks simple is the job. ln this sentence the pronoun refers fonryard.
7. DETAIL and FACTUAL TNFORMATTON
l[ere are two types of fact and detail questions: questions about what lS true according to the
informationand questions about what lS NoT true. Answer choices for questions about facts and
details may use the exact words of the passage, but more often they are
restatements of the
information and require that you know synonyms a-nd related words.
Model Test
Throughout the year, chimpanzee food is quite varied, but it is mainly vegetable
material. At
times, however, the Gombe Park is loaded with insects-termites, ,ntr, 6rt"rpillars-
and the
chimpanzees will eat huge numbers of them. The chimpanzees' really
remaikable behavior
appears when they gather termites. According to Suzuki and van Lawick-Goodall,
when
chimpanzees see that termites have pusheo ope-n their tunnels on the
surface, they will go off
skill and jrii"n"".
to find a suitable termiting tool. lt may look simple, but the job takes
1' According to.the-passage, which of the following are NoT mentioned as part of the
chimpanzees' diet?
A. Termites
B. Vegetable materials
C. Ants
D. Mosquitoes
2' The author states in the passage that the chimpanzees's most remarkable
behavior can
best be seen
A. when they are hungry
B. as they are resting
C. when they are looking for termites
D. in the spring
3' According to the author, when chimpanzees gather termites
they show
A. a dependence on each other
B. remarkable strength
C. understanding and caring
D. ability and persistence
Explanation
The correct answer to Question 1 is (D) Mosquitoes. This question
asks to you to identify the answer
that is NOT in the passage. By knowing where in the passaje the
food chimpanzees eat is mentioned,
you.can quickly look at those sentences and match the
itenis in the sentence with those in the answer
choices. Mosquitoes are not mentioned in the passage.
NOTE: in the questions that ask what is NoT in the passage, information
that is true is not the correct
answer.
The correct answer to Question 2 is (C) when they are looking for
termites. To answer this question
you need to match the_words chimpanzees' moif remarkabie
behavior in the luestion with those
words.in the passage. This will tell you in what part of the passage you
will find the answer. After
reading of the sentence, you can match the information in thd pissage
9a19fut with the answer choice.
ln this case the passage states when they gather termites, and restatement
of this is found in answer
choice (C).
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The correct answer to Question 3 is (D) abiltty and persistence. ln this question you are asked to find
what chimpanzees show rather than do when they gather termites. The last sentence of the passage
states that the job (of gathering termites) takes skill and patience. Scanning the answer choices will tell
you that the best restatement of the information in the passage is ability and persistence.
8. MAKING INFERENCE
Making inference (a prediction or conclusion) ask you to use your understanding of the facts and
details which are directly stated in a reading passage. lnformation that is not directly stated in the
passage is said to be implied by the author. Questions about implied information may be about a part
of the passage or about what came before or will come after the passage. You may be asked to draw
conclusions about the passage itself, or to make predictions about another related situation.
Model Test
Think about the following sentence and questions:
ln last year's competition of the five contestants chosen, one was from White Springs, two from
other towns in ldaho, and the rest from neighboring areas of the Pacific Northwest.
Using the facts of the text itself, you can make several inferences (conclusions based on facts)
about this sentence.
1. What or where is White Springs?

We can infer White Springs is a town in ldaho based on the phrase other towns in ldaho.
2. Where is ldaho?
We can infer that both White Springs in ldaho are in the Pacific Northwest, based on from
neighboring areas of the Pacific Northwest.
How many contestants are from the rest of the Pacific Northwest?
We can infer there where two contestants from the neighboring areas of the Pacific North
West by using simple arithmetic.
9. ATTITUDE OF THE AUTHOR AND TONE OF THE PASSAGE

A question on the test that asks about the attitude of the author or the tone of the passage requires
that you think about the whole passage. Most often reading passage give information in an objective
way, and the author's point of view is neutral. The tone of these passages is informational. However,
in some passages the author may express how or she feels about the topic, the ideas, or the issue
that he or she has written about.
Exercise
Match the word on the left with the best explanation on the right. Then, write the letter of the correct
explanation in the space provided. Use your dictionary if you need help.
_ 1. emotional A. disinterested; neutral

_ 2. informative B. trying to change an attitude, an opinion, or a behavior
_ 3. humorous C. objective;factual reporting; neutral
_ 4. descriptive D. angry
_ 5. sarcastic E. giving chronological facts about the pas
_ 6. complimentary F. showing emotion; happy, sad
_ 7. critical G. making fun of something
_ B. indifferent H. disagreeing with something
_ 9. sympathetic l. giving reasons and support for a point
_ 10. cautionary J. funny
_ 11. persuasive K. worried; very interested; distressed
_ 12. explanatory L. agreement with a point; showing understanding
_ 13. outraged M. describing something - a process, a place, a person
_ 14. concerned N. giving a warning
_ 15. historical O. showing approval or praise

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#"8

MOHON MAAF, TIDAK ADA NIATAN BURUK, BERKAS

-TERIMA KASIH PINLABS UNAIR-

ABOUT THE MODULE AND WHAT IS IN THE MODUL

ff"ffi1I.1,nJ,,f!:Ji" make any marks on your ELpr test

The night before the test,-relax'

7. It is a good idea to eat something

ahead of time. tf you are tate for

SCORE CONVERSION TABLE

Use the following formura to estimate your totar

Your total score is equal to:

f- Section 1 + Section 2 + Section 3l X 10 = your Score

Following is an example of how the score conversion

Andi, a student who has just finished taking Practice Test

Using Score conversion table, Andican estimate

1. KEY WORDS AND KEY WORD SYNONYMS

Yor.r will hear

You will read:

You will hear

You will read:

3. WORDS WITH MANY MEANINGS

I would like to buy a new winter coat

You will hear

You will read:

ll..enger English phrases also can be sound-alikes

uru will read:

John was not impressed.

You will hear

6. WHO DOES WHAT

The ring was given to Louise by Jamie. (Passive sentence)

Jamie got Andrew to give Louise a ring. (Causative construction)

Yan will read:

Requesting information Do you lanow where the library is?

Would you mind opening the window?

What do you think of this dress?

Shouldn't you eat before you go out?

Why don't we go to the concert tonight?

Shall I do that for you?

sure, Sound good to me.

Disagreeing with suggestions, No, thanks. I really shouldn,t.

Refusing offers and requests That's out of the question.

Ya-l will read :

TS,rc: buying a car

.I1. THE FIRST LINE OF EACH PASSAGE

'v:n- will hear :

frl :May I help you?

,.2. FACT AND INFERENCE QUESTIONS

You will hear

Question: Which car does the woman want?

You will read:

You will read:

I. SUBJECTS, OBJECTS AND NOUN COMPLEMENTS

S{r!ect: Doer of the action in a sentence

fumple: Andihas breakfast at 07.00 in the morning.

Flampls; Drew is a teagher.

itrun (phrase): Bali is a beautiful island.

lnfinitive (phrase): We like to read books.

They didn't know

What is needed in this sentence? The direct object