How to improve your Reading Skill - Identify weakness

I wasn't expecting at all. After talking to bunch of TOEFL test takers with poor score, I have realized one thing, "READING Section is one of the pit fall for low score."
So, I had to go to the root of the problem. Why do test takers are not getting good scores in reading section. Read it carefully, few of them might be yours.

Symptoms:

{I ran out of time. I understand most of the passages but I don't get enough time to finish}

(Slow reader)

{I finish way before the clock stops but my score is low}

 (Fast reader)

{I don't understand the questions even though I understand the passage

(Blind reader)

{I don't understand the passages- they are ready hard to understand}

(Lost reader)

Now if you know your problem lets cure it! 

Read carefully -

For the Reading section you will have 3 – 4 passages from academic texts; and there will be 12 -- 14 questions per passage
You will get 60 – 80 min.
and score will be between 0 – 30

So it is clear that you will get approx. 20 minutes for each passage (what ever their length is)

Remedy-  
Slow reader - GET A WATCH!
Read this Passage in 10 minutes. If you can't finish is it by 10 minute, don't worry, count how many minutes do you take. Then try another passage and always target 10 minutes. 

Fast reader - GET A WATCH!
Read this Passage TWICE  in 10 minutes. If you can't finish is it by 10 minute, don't worry, count how many minutes do you take. Then try another passage and always target 10 minutes.

Blind Reader - Get this book and Go through the READING section of this book. There are 10 Types of Questions you need to understand. 

Lost reader - Work on your vocabulary and try easier passages from Here! 

Get this book too

More exercises are coming to improve Reading skills!

TOEFL Listening Practice Test - American Colonies!

Click the PLAY Button (The conversation starts after few seconds) and Listen to this conversation once. During the conversation try to take as many notes as possible using you scratch paper. Then answer to the questions below.

12: What is the talk mainly about?

A) The three main areas colonists settled in the New World
B) The importance of the Lost Colony
C) The impact of the London company
D) The significance of the settlement of Jamestown



13: Why does the professor mention sir Walter Raleigh?

A) To Explain that he organized the new settlement in a colony
B) To explain that he was fearless
C) To provide information about the first child born in the New World belonging to English parents
D) To give an example of how he convinced the Queen to grant him the land in the New World



14: What does the professor say about Jamestown

A) it was the first successful colony in Virginia.
B) It had strong leadership to survive
C) Its settlers had to cooperate with the Native Americans to maintain their existence.
D) All of the above


15: According to the professor, what is the significance of tobacco being grown in Kamestown?

A) It developed into a cash crop that South depended on.
B) The crop was profitable to the London Company
c) it helped Jamestown prosper
D) The professor does not say



16: Why does the professor discuss the archaeological digs that have taken place in Jamestown?

A) To explain how historians learned that tobacco was grown in Jamestown
B) It demonstrates the importance of the artifacts which have been uncovered
c) It is not clear from the paragraph why the digs were discussed
D) To explain why a company on site is producing Jamestown glass


17: Why does the professor say this?

A) To make sure the students read the material
B) to have the students analyze the significance of the two types of colonies
C) To explain that the New England colonies will be different from the Virginia colonies
D) To encourage students to think creatively



More exercises:
TOEFL listening speed writing exercise








Answers: 

12: d
13: a
14: d
15: c
16: b
17: b

TOEFL Reading Diagnostics Test from ETS!

Meteorite Impact and Dinosaur Extinction

There is increasing evidence that the impacts of meteorites have had important effects on Earth, particularly in the field of biological evolution. Such impacts continue to pose a natural hazard to life on Earth. Twice in the twentieth century, large meteorite objects are known to have collided with Earth.

⁵ If an impact is large enough, it can disturb the environment of the entire Earth and cause an ecological catastrophe. The best-documented such impact took place 65 million years ago at the end of the Cretaceous period of geological history. This break in Earth’s history is marked by a mass extinction, when as many as half the species on the planet

¹⁰ became extinct. While there are a dozen or more mass extinctions in the geological record, the Cretaceous mass extinction has always intrigued paleontologists because it marks the end of the age of the dinosaurs. For tens of millions of years, those great creatures had flourished. Then, suddenly, they disappeared.

¹⁵ The body that impacted Earth at the end of the Cretaceous period was a meteorite with a mass of more than a trillion tons and a diameter of at least 10 kilometers. Scientists first identified this impact in 1980 from the worldwide layer of sediment deposited from the dust cloud that enveloped the planet after the impact. This sediment layer is enriched in the rare metal iridium and other elements that are relatively abundant in a meteorite but

²⁰ very rare in the crust of Earth. Even diluted by the terrestrial material excavated from the crater, this component of meteorites is easily identified. By 1990 geologists had located the impact site itself in the Yucatán region of Mexico. The crater, now deeply buried in sediment, was originally about 200 kilometers in diameter.

²⁵ This impact released an enormous amount of energy, excavating a crater about twice as large as the lunar crater Tycho. The explosion lifted about 100 trillion tons of dust into the atmosphere, as can be determined by measuring the thickness of the sediment layer formed when this dust settled to the surface. Such a quantity of material would have blocked the sunlight completely from reaching the surface, plunging Earth into a period

³⁰ of cold and darkness that lasted at least several months. The explosion is also calculated to have produced vast quantities of nitric acid and melted rock that sprayed out over much of Earth, starting widespread fires that must have consumed most terrestrial forests and grassland. Presumably, those environmental disasters could have been responsible for the mass extinction, including the death of the dinosaurs.

³⁵ Several other mass extinctions in the geological record have been tentatively identified with large impacts, but none is so dramatic as the Cretaceous event. But even without such specific documentation, it is clear that impacts of this size do occur and that their results can be catastrophic. What is a catastrophe for one group of living things, however,

⁴⁰ may create opportunities for another group. Following each mass extinction, there is a sudden evolutionary burst as new species develop to fill the ecological niches opened by the event.

Impacts by meteorites represent one mechanism that could cause global catastrophes and

⁴⁵ seriously influence the evolution of life all over the planet. According to some estimates, the majority of all extinctions of species may be due to such impacts. Such a perspective fundamentally changes our view of biological evolution. The standard criterion for the survival of a species is its success in competing with other species and adapting to slowly changing environments. Yet an equally important criterion is the ability of a species to

⁵⁰ survive random global ecological catastrophes due to impacts.

Earth is a target in a cosmic shooting gallery, subject to random violent events that were unsuspected a few decades ago. In 1991 the United States Congress asked NASA to investigate the hazard posed today by large impacts on Earth. The group conducting the

⁵⁵ study concluded from a detailed analysis that impacts from meteorites can indeed be hazardous. Although there is always some risk that a large impact could occur, careful study shows that this risk is quite small.

Reading Comprehension questions:

Question 1: The word “pose” on line 2 is closest in meaning to

claim
model
assume
present

Question 2: In paragraph 2, why does the author include the information that dinosaurs had flourished for tens of millions of years and then suddenly disappeared?

To support the claim that the mass extinction at the end of the Cretaceous is the best-documented of the dozen or so mass extinctions in the geological record
To explain why as many as half of the species on Earth at the time are believed to have become extinct at the end of the Cretaceous
To explain why paleontologists have always been intrigued by the mass extinction at the end of the Cretaceous
To provide evidence that an impact can be large enough to disturb the environment of the entire planet and cause an ecological disaster

Question 3: Which of the following can be inferred from paragraph 3 about the location of the meteorite impact in Mexico?

The location of the impact site in Mexico was kept secret by geologists from 1980 to 1990.
It was a well-known fact that the impact had occurred in the Yucatán region.
Geologists knew that there had been an impact before they knew where it had occurred.
The Yucatán region was chosen by geologists as the most probable impact site because of its climate.

Question 4: According to paragraph 3, how did scientists determine that a large meteorite had impacted Earth?

They discovered a large crater in the Yucatán region of Mexico.
They found a unique layer of sediment worldwide.
They were alerted by archaeologists who had been excavating in the Yucatán region.
They located a meteorite with a mass of over a trillion tons.

Question 5: The word “excavating” on line 25 is closest in meaning to

digging out
extending
destroying
covering up

Question 6: The word “consumed” on line 32 is closest in meaning to

changed
exposed
destroyed
covered

Question 7. According to paragraph 4, all of the following statements are true of the impact at the end of the Cretaceous period EXCEPT:

A large amount of dust blocked sunlight from Earth.
Earth became cold and dark for several months.
New elements were formed in Earth’s crust.
Large quantities of nitric acid were produced.

Question 8. The phrase “tentatively identified” on line 36 is closest in meaning to

identified after careful study
identified without certainty
occasionally identified
easily identified

Question 9. The word “perspective” on line 46 is closest in meaning to

sense of values
point of view
calculation
complication

Question 10. Paragraph 6 supports which of the following statements about the factors that are essential for the survival of a species?

The most important factor for the survival of a species is its ability to compete and adapt to gradual changes in its environment.
The ability of a species to compete and adapt to a gradually changing environment is not the only ability that is essential for survival.
Since most extinctions of species are due to major meteorite impacts, the ability to survive such impacts is the most important factor for the survival of a species.
The factors that are most important for the survival of a species vary significantly from one species to another.

Question 11. Which of the sentences below best expresses the essential information in the following sentence?

Earth is a target in a cosmic shooting gallery, subject to random violent events that were unsuspected a few decades ago.

Incorrect choices change the meaning in important ways or leave out essential information.
Until recently, nobody realized that Earth is exposed to unpredictable violent impacts from space.
In the last few decades, the risk of a random violent impact from space has increased.
Since most violent events on Earth occur randomly, nobody can predict when or where they will happen.
A few decades ago, Earth became the target of random violent events originating in outer space.

Question 12. According to the passage, who conducted investigations about the current dangers posed by large meteorite impacts on Earth?

Paleontologists
Geologists
The United States Congress
NASA

Question 13. Look at the four letters (A, B, C, and D) that indicate where the following sentence could be added to the passage in paragraph 6.

This is the criterion emphasized by Darwin’s theory of evolution by natural selection.

Where would the sentence best fit?
Impacts by meteorites represent one mechanism that could cause global catastrophes and seriously influence the evolution of life all over the planet. (A) According to some estimates, the majority of all extinctions of species may be due to such impacts. (B) Such a perspective fundamentally changes our view of biological evolution. (C) The standard criterion for the survival of a species is its success in competing with other species and adapting to slowly changing environments. (D) Yet an equally important criterion is the ability of
a species to survive random global ecological catastrophes due to impacts.

Choose the place where the sentence fits best.
Option A
Option B
Option C
Option D

Question 14:

An introductory sentence for a summary of the passage is found below. Complete the summary by choosing the THREE answer choices that contain the most imporant ideas in the passage. Some sentences do not fit in the summary because they provide ideas that are not mentioned in the passage or are only minor ideas from the passage. This question is worth 2 points.

Scientists have linked the mass extinction at the end of the Cretaceous with a meteorite impact on Earth.

(1) Scientists had believed for centuries that meteorite activity influenced evolution on Earth.
(2) The site of the large meteorite impact at the end of the Cretaceous period was identified in 1990.
(3) There have also been large meteorite impacts on the surface of the Moon, leaving craters like Tycho.
(4) An iridium-enriched sediment layer and a large impact crater in the Yucatán provide evidence that a large meteorite struck Earth about
65 million years ago.
(5) Large meteorite impacts, such as one at the end of the Cretaceous period, can seriously affect climate, ecological niches, plants, and
animals.
(6) Meteorite impacts can be advantageous for some species, which thrive, and disastrous for other species, which become extinct.

Most important ideas -  Choice no 1 , 2 , 4
Most important ideas -  Choice no 3 , 4 , 6
Most important ideas -  Choice no 4 , 5 , 6
Most important ideas -  Choice no 1 , 5 , 6

TOEFL Reading Exercise : Tornadoes

This exercise is helpful for both TOEFL and IELTS test takers.

Tornadoes

[1] Tornadoes are one of the most severe types of weather phenomena. While many people fear tornadoes and their destructive power, few people understand their real causes and effects, nor are they aware of how to protect themselves from their devastating force.

[2] Tornadoes, violently rotating columns of air, occur when a change in wind direction, coupled with an increase in wind speed, results in a spinning effect in the lower atmosphere. These whirling movements, which may not be visible to the naked eye, are exacerbated when the rotating air column shifts from a horizontal to a vertical position. As the revolving cloud draws in the warm air that surrounds it at ground level, its spinning motion begins to accelerate, thereby creating a funnel that extends from the cloud above it to the ground below. In this way, tornadoes become pendent from low pressure storm clouds.

[3] When a tornado comes into contact with the ground, it produces a strong upward draft known as a vortex, a spiraling column of wind that can reach speeds in excess of 200 miles per hour. Traveling across the landscape, the tornado wreaks a path of concentrated destruction. It is not uncommon for these twisters to lift heavy objects, like cars or large animals, and throw them several miles. Houses that succumb to the force of the tornado seem to explode as the low air pressure inside the vortex collides with the normal air pressure inside the buildings.

[4] Tornadoes can occur at any time of the year, but are typically most frequent during the summer months. Equally, tornadoes can happen at any time during the day, but usually occur between 3:00 in the afternoon and 9:00 in the evening. While these fierce funnels occur in many parts of the world, they are most common in the United States. On average, there are 1,200 tornadoes per year in this vast nation, causing 70 fatalities and 1,500 injuries.

[5] Although taking myriad shapes and sizes, tornadoes are generally categorized as weak, strong, or violent. The majority of all tornadoes are classified as weak, meaning that their duration is less than 10 minutes and they have a speed under 110 miles per hour. Comprising approximately 10 percent of all twisters, strong tornadoes may last for more than 20 minutes and reach speeds up to 205 miles per hour. Violent tornadoes are the rarest, occurring less than one percent of the time. While uncommon, tornadoes in this classification are the most devastating, lasting more than one hour and resulting in the greatest loss of life. Even though only violent tornadoes can completely destroy a well-built, solidly-constructed home, weaker ones can also cause great damage.

[6] Owing to the powerful and destructive nature of these winds, there are, perhaps not surprisingly, a number of myths and misconceptions surrounding them. For instance, many people mistakenly believe that tornadoes never occur over rivers, lakes, and oceans; yet, waterspouts, tornadoes that form over bodies of water, often move onshore and cause extensive damage to coastal areas. In addition, tornadoes can accompany hurricanes and tropical storms as they move to land. Another common myth about tornadoes is that damage to built structures, like houses and office buildings, can be avoided if windows are opened prior to the impact of the storm. Based on the misunderstanding that open windows might equalize the pressure inside the structure and minimize the damage to it, this action can instead result in fatal injury.

[7] Because of the profound effects that tornadoes have on communities and their inhabitants, safety measures are of paramount importance during adverse weather conditions. Drivers often attempt to outrun tornadoes in their cars, but it is extremely unsafe to do so. Automobiles offer very little protection when twisters strike, so drivers should abandon their vehicles and seek safe shelter. Mobile homes afford little shelter, so residents of these homes should go to an underground floor of the sturdiest nearby building. 

In the case of a building having no underground area, a person should go to the lowest floor of the building and place him or herself under a piece of heavy furniture. If no building is available, a person caught in a tornado should lie prostate in a nearby ditch or other depressed area of land and cover his or her head.

Now answer to these questions below

Question 1. The word "whirling" in the passage is closest in meaning to

A.invisible

B. rotating

C. extended

D. worsening

Question 2.  Which of the sentences below is the best paraphrase of the following sentence from paragraph 3?

Traveling across the landscape, the tornado wreaks a path of concentrated destruction.

A. The tornado causes great damage to landscaped areas, such as parks and gardens.

B. The tornado focuses its damage primarily upon localities that have been heavily landscaped. 

D. The tornado only causes damage to open areas, but the damage is usually very severe.

E. As the tornado moves through the countryside, it causes extensive, geographically centralized damage.

Question 3. The word "pendent" in the passage is closest in meaning to

A. revolving

B.quickening

C. hanging

D. parallel

Question 4. The phrase these twisters in paragraph 3 refers to

A. tornadoes

 B. concentrated destruction

 C. landscapes

 D. explosions

Answer: 1.B  2. C3.D 4. A

TOEFL IELTS Reading exercise 07

This exercise is helpful for both TOEFL and IELTS test takers.

Government subsidies to farmers

(Level - Hard)

<-----     TOEFL IELTS Reading Exercise 06

All these activities may have damaging environmental impacts.  For example, land clearing for agriculture is the largest single cause of deforestation; chemical fertilisers and pesticides may contaminate water supplies; more intensive farming and the abandonment of fallow periods tend to exacerbate soil erosion; and the spread of monoculture and use of high-yielding varieties of crops have been accompanied by the disappearance of old varieties of food plants which might have provided some insurance against pests or diseases in future.  Soil erosion threatens the productivity of land in both rich and poor countries.  The United States, where the most careful measurements have been done, discovered in 1982 that about one-fifth of its farmland was losing topsoil at a rate likely to diminish the soil's productivity.  The country subsequently embarked upon a program to convert 11 per cent of its cropped land to meadow or forest.  Topsoil in India and China is vanishing much faster than in America. 

Government policies have frequently compounded the environmental damage that farming can cause.  In the rich countries, subsidies for growing crops and price supports for farm output drive up the price of land.  The annual value of these subsidies is immense: about $250 billion, or more than all World Bank lending in the 1980s.  To increase the output of crops per acre, a farmer's easiest option is to use more of the most readily available inputs: fertilisers and pesticides.  Fertiliser use doubled in Denmark in the period 1960-1985 and increased in The Netherlands by 150 per cent.  The quantity of pesticides applied has risen too: by 69 per cent in 1975-1984 in Denmark, for example, with a rise of 115 per cent in the frequency of application in the three years from 1981. 

In the late 1980s and early 1990s some efforts were made to reduce farm subsidies.  The most dramatic example was that of New Zealand, which scrapped most farm support in 1984.  A study of the environmental effects, conducted in 1993, found that the end of fertiliser subsidies had been followed by a fall in fertiliser use (a fall compounded by the decline in world commodity prices, which cut farm incomes).  The removal of subsidies also stopped land-clearing and over-stocking, which in the past had been the principal causes of erosion.  Farms began to diversify.  The one kind of subsidy whose removal appeared to have been bad for the environment was the subsidy to manage soil erosion. 

In less enlightened countries, and in the European Union, the trend has been to reduce rather than eliminate subsidies, and to introduce new payments to encourage farmers to treat their land in environmentally friendlier ways, or to leave it fallow.  It may sound strange but such payments need to be higher than the existing incentives for farmers to grow food crops.  Farmers, however, dislike being paid to do nothing.  In several countries they have become interested in the possibility of using fuel produced from crop residues either as a replacement for petrol (as ethanol) or as fuel for power stations (as biomass).  Such fuels produce far less carbon dioxide than coal or oil, and absorb carbon dioxide as they grow.  They are therefore less likely to contribute to the greenhouse effect.  But they are rarely competitive with fossil fuels unless subsidised - and growing them does no less environmental harm than other crops. 

01 Research completed in 1982 found that in the United States soil erosion - 

A  reduced the productivity of farmland by 20 per cent. 

B  was almost as severe as in India and China. 

C  was causing significant damage to 20 per cent of farmland. 

D  could be reduced by converting cultivated land to meadow or forest. 

02 By the mid-1980s, farmers in Denmark - 

 A  used 50 per cent less fertiliser than Dutch farmers. 

B  used twice as much fertiliser as they had in 1960. 

C  applied fertiliser much more frequently than in 1960. 

D  more than doubled the amount of pesticide they used in just 3 years. 

03 Which one of the following increased in New Zealand after 1984? 

A  farm incomes 

B  use of fertiliser 

C  over-stocking 

D  farm diversification 

1. C 

2. B 

3. D

TOEFL IELTS Reading Exercise (Topic: Short Term Memory)

Short Term Memory

1    Most people can remember a phone number for up to thirty seconds. When this short amount of time elapses, however, the numbers are erased from the memory. How did the information get there in the first place? Information that makes its way to the short term memory (STM) does so via the sensory storage area. The brain has a filter which only allows stimuli that is of immediate interest to pass on to the STM, also known as the working memory.

2    There is much debate about the capacity and duration of the short term memory. The most accepted theory comes from George A. Miller, a cognitive psychologist who suggested that humans can remember approximately seven chunks of information. A chunk is defined as a meaningful unit of information, such as a word or name rather than just a letter or number. Modern theorists suggest that one can increase the capacity of the short term memory by clunking or classifying similar information together. By organizing information, one can optimize the STM, and improve the chances of a memory being passed on to long term storage.

3   When making a conscious effort to memorize something, such as information for an exam, many people engage in "rote rehearsal". By repeating something over and over again, one is able to keep a memory alive. Unfortunately, this type of memory maintenance only succeeds if there are no interruptions. As soon as a person stops rehearsing the information, it has the tendency to disappear. When a pen and paper are not handy, people often attempt to remember a phone number by repeating it aloud. If the doorbell rings or the dog barks to come in before a person has the opportunity to make a phone call, he will likely forget the number instantly.* Therefore, rote rehearsal is not an efficient way to pass information from the short term to long term memory.* A better way is to practice "elaborate rehearsal". *This involves assigning semantic meaning to a piece of information so that it can be filed along with other preexisting long term memories.*

4     Encoding information semantically also makes it more retrievable. Retrieving information can be done by recognition or recall. Humans can easily recall memories that are stored in the long term memory and used often; however, if a memory seems to be forgotten, it may eventually be retrieved by prompting. The more cues a person is given (such as pictures), the more likely a memory can be retrieved. This is why multiple choice tests are often used for subjects that require a lot of memorization.

Glossary:
semantic: relating to the meaning of something


Reading Comprehension questions:

Question 1: According to the passage, how do memories get transferred to the STM?

They revert from the long term memory.
They are filtered from the sensory storage area.
They get chunked when they enter the brain.
They enter via the nervous system.

Question 2: The word elapses in paragraph 1 is closest in meaning to:

passes
adds up
appears
continues

Question 3: All of the following are mentioned as places in which memories are stored EXCEPT the:

STM
long term memory
sensory storage area
maintenance area

Question 4: Why does the author mention a dog's bark?

To give an example of a type of memory
To provide a type of interruption
To prove that dogs have better memories than humans
To compare another sound that is loud like a doorbell

Question 5: Look at the four stars (*) that indicate where this sentence can be added to the passage. Where would the sentence fit best?

For example, a reader engages in elaborate rehearsal when he brings prior knowledge of a subject to a text.

After 1st Star (*)
After 2nd Star (*)
After 3rd Star (*)
After 4th Star (*)

Question 6: How do theorists believe a person can remember more information in a short time?

By organizing it
By repeating it
By giving it a name
By drawing it

Question 7: The author believes that rote rotation is:

the best way to remember something
more efficient than chunking
ineffective in the long run
an unnecessary interruption

Question 8: The word it in the last paragraph refers to:

encoding
STM
semantics
information

Question 9: The word elaborate in paragraph 3 is closest in meaning to:

complex
efficient
pretty
regular

Question 10: Which of the following is NOT supported by the passage?

The working memory is the same as the short term memory.
A memory is kept alive through constant repetition.
Cues help people to recognize information.
Multiple choice exams are the most difficult.

Question 11: The word cues in the passage is closest in meaning to

questions
clues
images
tests

Question 12: Which of the following best provides the important informaton in the highlighted sentence from the passage. Incorrect answer choices leave out essential information or change the meaning of it

Prompting is the easiest way to retrieve short term memory after an extended period of time.
A memory can be retrieved by prompting, in a case where it has been rarely used.
It's easier to remember short term memories than long term memories due to regular prompts.
Recalling a long term memory that is often used is easy, while forgotten memories often require prompting.

Question 13:

An introductory sentence for a summary of the passage is found below. Complete the summary by choosing the THREE answer choices that contain the most imporant ideas in the passage. Some sentences do not fit in the summary because they provide ideas that are not mentioned in the passage or are only minor ideas from the passage. This question is worth 2 points.

The brain stores information that a person may need in the immediate future in a place called the short term memory (STM).

1. Most people can only remember numbers for a short time.
2. Many psychologists agree that only a certain amount of information can be stored in the STM at once.
3. Some techniques for memorization don't work because of potential interruptions.
4. Elaborate rehearsal is generally considered less effective than rote rehearsal.
5. Assigning meaning to information makes it easier for the brain to retrieve.

Most important ideas -  Choice no 1 , 2 , 3
Most important ideas -  Choice no 1 , 2 , 4
Most important ideas -  Choice no 2 , 3 , 5
Most important ideas -  Choice no 1 , 3 , 5

More Exercises Search!

TOEFL IELTS Vocabulary Fun - Post 02

<--- See TOEFL Vocabulary Fun - Post 01

These words are frequently found on TOEFL and IELTS tests. I have provided useful meaning and Memory tricks to memorizing them. Learn them, Above all practice!

Vocabulary Fun!

berate

Definition:

(verb) censure severely or angrily; to scold; rebuke:

Example:

He berated them in public.

Memory Trick:

His friends berated(criticized) him for showing them b-rated movie.

"Why you litter ....!" Homer scolded his son

biased

Definition:

(adj) favoring one person or side over another;having or showing bias or prejudice.

Example:

They gave us a biased report on immigration trends.

Memory trick:

Look at the word bi - means both as ed ( a cartoon character) who is always Biased towards his friends.

Ed is always biased towards his best friends EDD and EDDY!

bitterly

Definitions:

(adj)

1.having a harsh, disagreeably acrid taste, like that of aspirin, quinine, wormwood, or aloes.

2.producing one of the four basic taste sensations; not sour, sweet, or salt.

3.hard to bear; grievous; distressful: a bitter sorrow.

4.causing pain; piercing; stinging: a bitter chill.

5.characterized by intense antagonism or hostility: bitter hatred.

6.hard to admit or accept: a bitter lesson.

7.resentful or cynical: bitter words.

Examples:

- she complained bitterly.

- he was bitterly disappointed

- it was bitterly cold

Bitter cold

Memory Trick:
Just think of Bitter Coffee or think as Bit of Tar (Black substance found from petroleum). it looks ugly and unbearable to watch on the garage floor. 

Bitter coffee!

bulk

Definition:

(noun)

1. magnitude in three dimensions: a ship of great bulk.

2. the greater part; main mass or body: The bulk of the debt was paid.

3. goods or cargo not in packages or boxes, usually transported in large volume, as grain, coal, or petroleum.

4. (of paper, cardboard, yarn, etc.) thickness, especially in relation to weight.

Example:

- the bulk of the work is finished

- it is cheaper to buy it in bulk

- The parcel bulked in the sack

Memory Tricks:

bulk sounds like HULK. Hope you know this BIG guy!

HULK!

bureaucratic

Definition

(adj) of or relating to or resembling a bureaucrat or bureaucracy (especially of a government or government department)

Example:

- his bureaucratic behavior annoyed his colleagues.

- a bureaucratic nightmare.

Memory tricks:

Look at the word Bureau Sound like government offices like National Bureau of Statistics, Bureau of National Health Insurance etc and the last part Ratic - someone who is like RAT (work without understanding)

Logo of a bureau

TOEFL IELTS Reading Exercise 06

This exercise is helpful for both TOEFL and IELTS test takers.

Gases in the air

(Level - Easy)

We hardly ever notice the mixture of gases that surround us. We only realize it if there is a strong wind, or when fog or smog cuts off our view into the distance. Yet we depend on the air in many ways. It provides the oxygen that we breathe. Plants, on which all animals depend for food, could not live without the carbon dioxide in the air. And it is a barrier, hundreds of miles deep, protecting us from the burning ultra-violet rays of the sun. Fast-moving pieces of stone called meteoroids are burnt up when they enter the atmosphere from space, before they can reach the ground. And cosmic rays, which are made up of fragments of atoms traveling from distant parts of space, are slowed down before they can do damage.

1. It is obvious in the passage that we ----.

A) nearly are not aware of the combination of gases in nature
B) do not depend on the air due to its complexities
C) are unconscious that there is strong wind around us
D) have no inclinations to learn something more about air
E) notice the advantages of the mixture of gases


2. It is stated in the passage that air ----.

A) provides us with carbon dioxide
B) enables the plants to get enough oxygen to breathe
C) is vital both for human beings and plants
D) makes it difficult to protect us from ultra-violet rays of the sun
E) has the cosmic rays which are made up of fragments of atoms which damage the atmosphere


3. Meteoroids ----.

A) cannot reach the ground as theyare
B) are made of pieces of atoms
C) have great power to protect us from cosmic rays
D) damage the ground
E) travel from distant parts of space




1. A  2. C  3.A

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TOEFL IELTS Reading Exercise 05

This exercise is helpful for both TOEFL and IELTS test takers.

Rocks

(Level - Easy)

Mapping surface rocks is the first stage in modern oil exploration. By studying the rocks on the surface, geologists can guess at the structure of the rocks beneath the surface. Another method that helps them do this is to use an instrument called a gravimeter. This measures the slight differences in the gravitational force at different points on the surface of the Earth. The denser rocks have a greater gravitational attraction than the lighter rocks in the surface layers. By taking gravimeter readings at a number of places along the surface, it is possible to "map" the density of the rocks below, thus helping to find oil.

1. According to the passage, ----.

A) the rocks should be cracked first to drill oil
B) the rocks underneath the soil are spotted by the help of gravimeter
C) by examining the rocks, geologists find the coal
D) gravimeter is only used in the mountainous places to locate oil reservations
E) oil reserves are closely bound up with dead creatures

2. Rocks ----.

A) which have the denser gravitational force have more oil than the lighter ones
B) can be located by studying structure of the soil
C) can be found at different parts of the Earth
D) are first studied so as to locate the oil reservations
E) deal only with the structure of the gravimeter but not the gravitation

3. It could be drawn out of the passage that ----.

A) gravimeter readings are denser on the surface
B) oil exploration needs some steps to be taken before drilling
C) to be sure whether it's rocky, geologists use gravitational force
D) the bigger rocks absorb the gravitational force
E) if it's rocky, there are huge oil reservations underneath the surface

1.B 2. D 3. B
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TOEFL Reading Exercise 06

TOEFL IELTS Reading Exercise 04

This exercise is helpful for both TOEFL and IELTS test takers.

Edna Ferber
(Level - Hard)

1      Edna Ferber (1887-1968) was a popular American novelist in the first half of the twentieth century. She embarked on her career by working as a newspaper reporter in Wisconsin and soon began writing novels. Her first novel, Dawn O’Hara, the Girl Who Laughed, was published in 1911, when she was only twenty-four years old.

2     Her big break came with the novel So Big (1924), which was awarded the Pulitzer Prize in Literature. The main conflict in the novel is between a mother who places a high value on hard work and honor and a son who repudiates his mother’s values, instead preferring the easier path to fortune and celebrity. Like many of Ferber’s novels, this novel features a tenacious female protagonist with strong character who struggles to deal with ethical dilemmas about the importance of status and money.

3      Probably the best known of Ferber’s novels was Show Boat (1926), which tells the story of a Southern woman married to a charismatic but irresponsible man who leaves her with a daughter she must take great pains to support. In 1927, the novel was made into a musical that has endured to the present.

4     Other well-known novels by Ferber include Cimarron (1930) and Giant (1952), both of which were made into movies. These were epic novels about the settlement and growth of the West, centering on strong female lead characters who marry men lacking the same strength of character.

1. The phrase embarked on in paragraph 1 is closest in meaning to:
a) took a trip to
b) started out on
c) improved upon
d) had an opinion about

2. The word break in paragraph 2 could best be replaced by:
a) rupture
b) revelation
c) opportunity

3. The word places in paragraph 2 could best be replaced by
a) locates
b) puts
c) recites
d) positions

4. The word repudiates in 2 is closest in meaning to
a) refuses to accept
b) lives up to
c) tries to understand
d) makes the best of

5. The word protagonist in paragraph 2 is closest in meaning to
a) arch enemy
b) voracious reader
c) skilled worker
d) lead character

6. The phrase take great pains in paragraph 3 is closest in meaning to:
a) work diligently
b) recognize hurtfully
c) accept unequivocally
d) hurt agonizingly

7. The word endured in paragraph 3 is closest in meaning to
a) lasted
b) tested
c) waited
d) limited

8. The word epic in paragraph 4 could best be replaced by
a) lengthy narrative
b) detailed non-fictional
c) emotionally romantic
d) rousing Western

9. The phrase centering on in paragraph 4 could be replaced by
a) circling around
b) pointing to
c) focusing on
d) arranging for
d) rest

Answer key: 1.B 2.C 3.B 4.A 5.D 6.A 7.A 8.A 9.C


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TOEFL reading Exercise 05