Comprehensive TOEFL ITP Study Guide: Listening Parts A, B, C & Structure Sentence Completion

Course Information, Syllabus, and Rules

• Course Title: MKWK Bahasa Inggris 2026 — TOEFL/TEP Preparation

• Institution: Universitas Negeri Surabaya (UNESA)

• Instructor: Dr. Henny Dwi Iswati, S.S., M.Pd.

Course Schedule & Syllabus Breakdown

• Total Course Duration: 16 Meetings

  • Meetings 1 – 8: TOEFL-like Preparation

  • Meetings 9 – 16: Academic Reading related to Sustainable Development Goals (SDGs)

Course Contract & Classroom Rules

• Email Account: Students must use their official UNESA email address (@unesa.ac.id) when joining Google Meet sessions.

• Late Policy: Maximum late tolerance is strictly 15 minutes.

• Permissions: Requesting permission for absences or leave must be communicated directly to the lecturer.

TOEFL ITP Test Architecture & General Listening Strategies

TOEFL ITP Section Breakdown

• Section 1: Listening Comprehension

  • Questions: 50 items

  • Time: 35 minutes

  • Structure:

    • Part A: 30 short conversations

    • Part B: 2 long conversations

    • Part C: 3 academic lectures/talks

• Section 2: Structure & Written Expression

  • Questions: 40 items

  • Time: 25 minutes

  • Structure: Sentence Completion & Error Recognition

• Section 3: Reading Comprehension

  • Questions: 50 items

  • Time: 55 minutes

General Strategies for TOEFL Listening

• Know Directions Beforehand: Learn test instructions prior to exam day to save time during audio introductions.

• Listen Carefully and Stay Focused: Audio tracks are played only once; full concentration is required.

• Use Question Order: Answer easier questions promptly to build confidence and manage pacing.

• Never Leave Blank Answers: Guess if uncertain, as there is no penalty for incorrect choices.

• Preview Answer Options: Look ahead at printed options whenever possible to anticipate question context.

TOEFL Listening Part A — Comprehensive Strategy Guide

Common Question Prompts in Part A

• What does the man/woman mean?

• What does the man/woman say about…?

• What does the man/woman imply?

• What does the man/woman suggest about…?

• What will the man/woman probably do next?

• What will probably happen?

• Where does this conversation probably take place?

• Who is the man/woman?

Core Listening Strategies for Short Conversations

Strategy 1: Focus on the Second Line

• Pay maximum attention to the second speaker's utterance.

• The first line establishes context, but the second line contains the core meaning or reaction being tested.

Strategy 2: Choose Answers with Synonyms

• Correct choices usually contain synonyms or restatements of key words from the second line rather than repeating verbatim phrasing.

• Example Exchange:

  • (Man): "Did you finish the report for Professor Harrison?"

  • (Woman): "I've been trying, but the library closes early on Fridays."

  • (Question): What does the woman mean?

  • (Correct Answer): She is having difficulty completing her work because of limited library access.

Strategy 3: Avoid Similar Sounds (Sound-Alike Distractors)

• Identify key words in the second speaker's statement.

• Be suspicious of answer options containing words that sound phonetically similar to words in the audio; these are deliberate distractors.

Strategy 4: Draw Conclusions (Who, What, Where)

• Infer background details based on contextual vocabulary clues.

• Example 1 (Inferring Situation/Meaning):

  • (Woman): "Was anyone at home at Barb's house when you went there to deliver the package?"

  • (Man): "I rang the bell, but no one answered."

  • (Question): What does the man imply?

  • (Options): (A) Barb answered the bell. (B) The house was probably empty. (C) The bell wasn't in the house. (D) The house doesn't have a bell.

  • (Analysis): The correct choice is (B).

• Example 2 (Inferring Detail/Restatement):

  • (Woman): "Why is Barbara feeling so happy?"

  • (Man): "She just started working in a real estate agency."

  • (Question): What does the man say about Barbara?

  • (Options): (A) She always liked her work in real estate. (B) She began a new job. (C) She just bought some real estate. (D) She bought a real estate agency.

  • (Analysis): The correct choice is (B) ("started working" = "began a new job").

• Example 3 (Inferring Meaning):

  • (Man): "Why couldn't Mark come with us?"

  • (Woman): "He was searching for a new apartment."

  • (Question): What does the woman say about Mark?

  • (Options): (A) He was in the department office. (B) He was looking for a place to live. (C) He was working on his research project. (D) He had an appointment at church.

  • (Analysis): The correct choice is (B) ("searching for a new apartment" = "looking for a place to live").

• Example 4 (Inferring Identity/Role):

  • (Woman): "Can you tell me what assignments I missed when I was absent from your class?"

  • (Man): "You missed one homework assignment and a quiz."

  • (Question): Who is the man?

  • (Options): (A) A newspaper editor. (B) A police officer. (C) A teacher. (D) A student.

  • (Analysis): The correct choice is (C).

• Example 5 (Inferring Action):

  • (Woman): "Are you going to read those books here in the library?"

  • (Man): "I think I'd rather check them out now and take them home."

  • (Question): What will the man probably do next?

  • (Options): (A) Sit down in the library. (B) Look for some more books. (C) Return the books to the shelves. (D) Go to the circulation desk.

  • (Analysis): The correct choice is (D) (books are checked out at the circulation desk).

• Example 6 (Inferring Location):

  • (Woman): "Are you going into the water, or are you just going to lie there on the sand?"

  • (Man): "I'll be there soon. First I need to put on some sunscreen."

  • (Question): Where does this conversation probably take place?

  • (Options): (A) At a beauty salon. (B) At the beach. (C) In a sandbox. (D) At an outdoor restaurant.

  • (Analysis): The correct choice is (B).

Strategy 5: Active vs. Passive Sentence Matching

• If the audio contains an active sentence, the correct option often uses a passive sentence with identical meaning (and vice versa).

• Example Exchange:

  • (Man): "Did Sally go to the bank this morning?"

  • (Woman): "Yes, she did. She opened a new checking account."

  • (Question): What does the woman imply?

  • (Options): (A) Sally wrote several checks. (B) Sally wanted to check up on the bank. (C) A new bank account was opened. (D) Sally checked on the balance in her account.

  • (Analysis): Active statement ("She opened a new checking account") corresponds to passive option (C) ("A new bank account was opened").

Strategy 6: More Than One Noun / Person

• When multiple names or nouns are mentioned, track who performed which action to avoid confusion.

• Example Exchange:

  • (Man): "Do you know who is in the band now?"

  • (Woman): "Yes, I heard that Mara replaced Robert."

  • (Question): What does the woman say about the band?

  • (Options): (A) Robert became a new member of the band. (B) Robert took Mara's place in the band. (C) Mara didn't have a place in the band. (D) Mara took Robert's place in the band.

  • (Analysis): Option (D) is correct.

Strategy 7: Negative Expressions

• When a statement contains a negative expression, the correct answer option frequently uses a positive word with an opposite meaning.

• Example Exchange:

  • (Man): "How did you get to your grandmother's house in Maine in only five hours?"

  • (Woman): "Well, we didn't exactly drive slowly."

  • (Question): What does the woman say about the trip?

  • (Options): (A) She drove rather quickly. (B) She couldn't have driven more slowly. (C) She wanted to drive slowly to Maine. (D) She didn't drive to Maine.

  • (Analysis): "Didn't drive slowly" means drove fast/quickly; option (A) is correct.

Strategy 8: Double Negative Expressions

• Two negative expressions in a single clause cancel each other out to form an affirmative/positive idea.

• Non-Standard vs. Standard Usage Warning:

  • Incorrect/Non-standard: "We don't never go to the movies." $\rightarrow$ Correct: "We don't ever go to the movies."

  • Incorrect/Non-standard: "Nobody doesn't want to pay high taxes." $\rightarrow$ Correct: "Nobody wants to pay high taxes."

  • Incorrect/Non-standard: "I didn't do no homework yesterday." $\rightarrow$ Correct: "I didn't do any homework yesterday."

• Example Exchange:

  • (Man): "I can't believe the news that I heard about the concert."

  • (Woman): "Well, it isn't impossible for the concert to take place."

  • (Question): What does the woman say about the concert?

  • (Options): (A) There's no possibility that the concert will happen. (B) The concert will definitely not happen. (C) The concert might happen. (D) The concert can't happen.

  • (Analysis): "Not impossible" = possible/might happen; option (C) is correct.

Strategy 9: Almost Negative Expressions

• Certain words function as near-negatives and shift the meaning close to zero or never.

• Example Exchange:

  • (Woman): "Were you able to pay the electric bill?"

  • (Man): "I had barely enough money."

  • (Question): What does the man imply?

  • (Options): (A) He had plenty of money for the bill. (B) He did not have enough money for the bill. (C) He paid the bill but has no money left. (D) He was unable to pay the bill.

  • (Analysis): Option (C) is correct.

Strategy 10: Agreement and Disagreement Expressions

Agreement with Positive Statements

• Expressions: So do I, So did I, So can I, I do too, I did too, I can too, Me too (informal).

• Example: "I think that lecture was really boring." $\rightarrow$ (Woman): "So do I! It was so dull!"

Agreement with Negative Statements

• Expressions: Neither do I, Neither did I, Neither can I, I don't either, I didn't either, I can't either, Me either (very informal).

• Example: "I don't think that homework was difficult." $\rightarrow$ (Woman): "Neither do I. It was pretty easy."

Expressions of General/Strong Agreement

• I agree.

• I'll say!

• You bet!

• You can say that again!

• I'll second that.

• Isn't it? / Wasn't he? / Didn't they?

• Isn't it, though? / Wasn't he, though?

• Who wouldn't? / Who doesn't?

• I couldn't agree with you more. (= I strongly agree.)

Expressions of Disagreement

• I disagree.

• I couldn't agree with you less. (= I strongly disagree.)

• That's not the way I see it.

• I can't say I agree.

• Well, I don't know about that.

• Example: "I think that lecture was really boring." $\rightarrow$ (Woman): "I couldn't agree with you less. It was fascinating!"

• Sample Dialogue Example:

  • (Man): "I really think our campus needs to build a new parking garage near the science building."

  • (Woman): "Are you kidding? That would destroy the main green space and encourage more traffic."

  • (Narrator): What does the woman imply?

  • (Correct Answer): She completely disagrees with the man's suggestion.

Strategy 11: Expressions of Uncertainty

• Uncertainty Signal Words & Phrases: As far as I know, As far as I can tell, If I'm not mistaken, As far as I remember (implies speaker may not know everything).

• Modal Verbs: might, maybe, perhaps, I think.

• Tag Questions & Intonation Rule:

  • When the intonation of tag questions (...isn't it?, ...didn't he?) goes UP at the end $\rightarrow$ expresses uncertainty ("I don't really know").

  • When the intonation goes DO WN at the end $\rightarrow$ expresses certainty ("I just want you to agree with me").

• Example Exchange:

  • (Woman): "Do you know when the movie starts?"

  • (Man): "It starts at 9:00, doesn't it?"

  • (Narrator): What does the man mean?

  • (Correct Answer Choice): He is not quite sure when the movie begins.

Strategy 12: Suggestions

Formulating Suggestions

• Why not + VERB?

• Why don't we + VERB?

• Let's + VERB.

• Have you ever thought of + VERB-ing?

• Do you want to + VERB?

• You might want to + VERB.

• You could always + VERB.

• Maybe you could + VERB.

• Try + VERB-ing

Agreeing with Suggestions

• Good idea! / That's an idea.

• Sounds good to me.

• Why not! (Exclamation, not a direct question).

• By all means.

• Why didn't I think of that? (Exclamation of agreement).

• That's worth a try. / Thanks, I'll give it a try.

• Example: "Why don't we go to Starbucks?" $\rightarrow$ (Woman): "Why not!"

Refusing Suggestions

• I don't think/believe so. / I don't think that will work.

• I already thought of that. (Implies it was tried and failed).

• Can I take a rain check? (= Can we reschedule for another time?)

• Don't look at me! (Implies refusal to perform the action).

• No way! (Strong, informal/impolite refusal).

• Example 1: "Let's memorize all the words in the dictionary!" $\rightarrow$ (Woman): "I don't think that will work."

• Example 2: "Why don't we go to Starbucks?" $\rightarrow$ (Man): "Can I take a rain check? I don't have time today."

Strategy 13: Emphatic Expressions of Surprise

• Emphatic structures express surprise because the speaker originally assumed the opposite was true.

• Often begins with then or so and uses stressed auxiliary verbs with no contractions.

• Example Sentence Comparisons:

  • Ordinary sentence: "The children are awake." (No surprise).

  • Emphatic sentence: "So the children ARE awake." (Surprise! I thought they were asleep).

  • Ordinary sentence: "You've finished your work." (No surprise).

  • Emphatic sentence: "Then you HAVE finished your work." (Surprise! I thought you hadn't finished).

• Example Exchange:

  • (Woman): "Did you see Paul driving around in his new Prius?"

  • (Man): "Then he DID get a new car."

  • (Question): What had the man thought?

  • (Options): (A) Paul would definitely get a Prius. (B) Paul did not know how to drive. (C) Paul's Prius was in the repair shop. (D) Paul would not get a new car.

  • (Analysis): Correct option is (D).

Strategy 14: Expressions of Wishes

• A wish implies that the opposite condition is true (Wish = reality is different/impossible).

• Example Exchange:

  • (Woman): "It's too bad you have to stay here and work."

  • (Man): "Yes, I really wish I could go with you to the concert."

  • (Question): What does the man mean?

  • (Options): (A) Maybe he will go with the woman to the concert. (B) He is unable to go to the concert. (C) He's happy to be going to the concert. (D) He's going to the concert, but not with the woman.

  • (Analysis): Option (B) is correct.

Strategy 15: Untrue / Unreal Conditional Sentences

• Express hypothetical/imaginary situations that are contrary to reality.

• Example Exchange:

  • (Man): "Do you think you'll be able to go to the party?"

  • (Woman): "If I had time, I would go."

  • (Question): What does the woman say about the party?

  • (Options): (A) Maybe she'll go. (B) She has time, so she'll go. (C) She is going even if she doesn't have time. (D) It's impossible for her to go.

  • (Analysis): Past tense conditional = present negative reality (she does not have time, so she cannot go); option (D) is correct.

Strategy 16: Phrasal Verbs and Idioms

Top 20 Phrasal Verbs for TOEFL

1. call off = to cancel

2. cheer up = to brighten / make happier

3. come across = to encounter / find

4. cut off = to disconnect

5. find out = to discover

6. get along with = to be on good terms with

7. go over = to review

8. hold on = to wait

9. keep up = to maintain

10. look after = to take care of

11. make up = to fabricate / invent

12. pass away = to die

13. put off = to postpone

14. run into = to encounter / meet by chance

15. set up = to establish

16. take after = to resemble

17. turn down = to reject

18. work out = to resolve / solve

19. break down = to malfunction

20. carry on = to continue

• Phrasal Verb Sample Exchange:

  • (Man): "What time does the meeting start?"

  • (Woman): "Didn't you hear that it was called off by the director?"

  • (Narrator): What does the woman say about the meeting?

  • (Correct Answer): The director cancelled the meeting.

Key TOEFL Idioms Table

• Idiom Sample Exchange:

  • (Man): "I have to take Advanced Biology next semester."

  • (Woman): "Don't worry about it. It's a piece of cake."

  • (Question): What does the woman mean?

  • (Correct Answer): The course is easy.

TOEFL Listening Part B — Longer Conversations

Structure & Expectations

• Format: Features two speakers involved in an extended dialogue set in a university campus context.

• Length: Considerately longer than Part A exchanges, developing a full narrative with a clear beginning, middle, and end.

• Audio Rule: Audio is played once only.

• Core Logical Flow: Situation $\rightarrow$ Problem $\rightarrow$ Solution.

Common Campus Topics

1. Class Registration: Adding/dropping courses, full classes, waitlists, timetable conflicts.

2. Assignments & Presentations: Deadlines, group member tasks, research topics, submission portals.

3. Library Services: Borrowing books, accessing online databases, library card registration, research assistance.

4. Professor's Office Hours: Setting appointments, extension requests, academic advice.

5. Student ID & Campus Facilities: Lost student IDs, door access issues, building facility queries.

6. Exams & Schedules: Test dates, grade reviews, scheduling conflicts.

The Part B Formula & Note-Taking System

Apply the W–T–P–S–N framework to every conversation:

• W (Who): Who are the speakers? (e.g., student + librarian, student + professor).

• T (Topic): What is the general subject of conversation?

• P (Problem): What difficulty, frustration, or issue is being experienced?

• S (Solution): What advice, suggestion, or resolution is offered?

• N (Next Action): What specific action will be taken next?

• Sample Abbreviated Notes:

  • W: student + librarian

  • T: online database access

  • P: cannot log in

  • S: go to IT help desk

  • N: go before next class

Common Part B Question Types

• Main Topic: What are the speakers mainly discussing? (Focus on global context).

• Problem: What problem does the man have? (Listen for trouble/frustration terms).

• Suggestion: What does the woman suggest? (Listen for maybe you could..., why don't you...).

• Location: Where does the conversation probably take place? (Infer using setting vocabulary).

• Next Action: What will the man probably do next? (Focus on the final decision/agreement at the end).

• Inference: What can be inferred about the woman? (Deduce from tone and context).

Part B Practice Example Breakdown

• Audio Transcript:
  
  

  • (Man): "I tried to register for Introduction to Psychology, but the class is already full."

  • (Woman): "Did you check if there is another section?"

  • (Man): "Yes, but it is at the same time as my biology lab."

  • (Woman): "Maybe you can put your name on the waiting list."

  • (Man): "That's a good idea. I'll email the professor this afternoon."

• Question: What is the man's problem?

  • (A) He failed his psychology exam.

  • (B) The psychology class is already full. [CORRECT]

  • (C) He lost his biology textbook.

  • (D) He forgot to email the professor.

• Analysis via W-T-P-S-N:

  • W: Male student + Female student/advisor

  • T: Course registration for Psychology

  • P: Psychology class is full; alternative section conflicts with Biology lab

  • S: Join the waiting list

  • N: Email the professor this afternoon

TOEFL Listening Part C — Short Academic Talks & Lectures

Structure & Expectations

• Format: Short academic talks or mini-lectures delivered by a single speaker (professor or campus official).

• Length: Structured like an academic presentation (Introduction $\rightarrow$ Body $\rightarrow$ Conclusion).

• Audio Rule: Played once only.

• Core Focus: Topic + Main Idea + Key Supporting Details.

Subject Categories

• Science & Biology: Ecosystems, natural phenomena, animal behavior, environmental issues.

• History & Geography: Civilizations, landmark discoveries, historical events, geographical landforms.

• Technology & Environment: Renewable energy, urban development, inventions, sustainability.

• Art, Culture & Campus: Art movements, cultural subjects, orientation announcements, study skills.

Note: Prior outside knowledge is never required; all answers are contained directly within the talk.

The Part C Formula & Note-Taking System

Map lectures using the 5-step structural model and the T–MI–D–Ex–C note-taking code:

1. T (Topic): Introduced in the first sentence.

2. MI (Main Idea): Central message stated clearly.

3. D1 / D2 (Details): Key supporting facts, causes, or reasons.

4. Ex (Example): Specific illustrations provided by the speaker.

5. C (Conclusion): Final summary or recommendation in the closing sentence.

Structural Signal Words

Part C Practice Example Breakdown

• Lecture Transcript:
      "Today, we are going to discuss urban heat islands. An urban heat island is an area in a city that is warmer than nearby rural areas. This happens because buildings, roads, and concrete surfaces absorb and hold heat. Cities can reduce this problem by planting more trees, creating parks, and using reflective materials on roofs."

• Question: What is the talk mainly about?

  • (A) The history of city parks

  • (B) The causes and solutions of urban heat islands [CORRECT]

  • (C) The cost of air conditioning in cities

  • (D) The design of rural houses

• Analysis via T-MI-D-C:

  • T: Urban heat islands

  • MI: Cities are warmer than rural areas

  • D1: Cause = roads, buildings, concrete absorb heat

  • C: Solutions = plant trees, create parks, reflective roofs

  • Trap Note: Option (A) ("history of city parks") is a repeated-word trap; "parks" is mentioned as a solution, not the overall topic.

Common Traps in Listening Parts B & C

1. Too-Specific Answer: Uses a minor supporting detail from the body of the talk as the answer choice for a "main idea" question.

2. Repeated-Word Trap: Reuses exact vocabulary words from the audio but alters the context or grammatical relationship to create an incorrect meaning.

3. Wrong Detail: Alters a key fact (e.g., changes a date, reason, person, or location slightly).

4. Extreme Answer: Contains absolute qualifiers like always, never, all, or only. Test speakers rarely speak in absolute terms; extreme options are almost always incorrect.

TOEFL Structure & Written Expression — Sentence Completion Overview

Format & Core Task

• Context: Part 1 of Section 2 in the TOEFL ITP.

• Task: Complete an incomplete academic sentence by selecting the option (A, B, C, or D) that makes it grammatically and structurally correct.

• Key Question to Ask: What grammatical element is missing from this sentence?

The Five-Step TOEFL Strategy

1. Step 1: Read $\rightarrow$ Read the full sentence quickly for overall context.

2. Step 2: Find the Subject $\rightarrow$ Identify the true grammatical subject; ignore distractor phrases between subject and verb.

3. Step 3: Find the Verb $\rightarrow$ Locate the main verb or verify that the verb is the missing element.

4. Step 4: Check the Signal $\rightarrow$ Scan for grammar signals (time words, comparison markers, passive indicators).

5. Step 5: Eliminate $\rightarrow$ Eliminate grammatically impossible choices first, then select the best choice.

Sentence Completion Grammar Focus 1 — Subject-Verb Agreement & True Subject Identification

Finding the True Grammatical Subject

• The Golden Rule: Prepositional phrases, appositives, and relative clauses located between the subject and verb are non-essential information. Never let intervening phrases alter verb agreement.

• Common Intervening Distractors: of education, of the survey, in rural areas, including all departments.

• Example: "The quality [of education in rural areas] is improving."

  • True Subject: The quality (singular noun)

  • Intervening Phrase: of education in rural areas (ignore)

  • Correct Verb: is (singular)

High-Frequency Subject-Verb Agreement Traps

• the number of + plural noun $\rightarrow$ ALWAYS SINGULAR (e.g., "The number of students is rising.")

• a number of + plural noun $\rightarrow$ ALWAYS PLURAL (e.g., "A number of students are attending.")

• each / every + noun $\rightarrow$ ALWAYS SINGULAR (e.g., "Each student has an ID card.")

• everyone / nobody / somebody $\rightarrow$ ALWAYS SINGULAR (e.g., "Everyone is responsible.")

• the quality of + plural noun $\rightarrow$ ALWAYS SINGULAR (e.g., "The quality of reports is high.")

Worked Example 1 (Subject-Verb Agreement)

• Sentence: "The quality of education _____ essential for sustainable development."

  • (A) are

  • (B) were

  • (C) is

  • (D) have

• Step-by-Step Rationale:
  
  

  1. True Subject = quality (singular noun).

  2. Intervening Distractor = of education (prepositional phrase, ignore).

  3. Verb Requirement = Singular present tense $\rightarrow$ is (C). Eliminate (A), (B), and (D).

Sentence Completion Grammar Focus 2 — Verb Tenses & Time Signals

Time Signal Matrix

Worked Example 2 (Verb Tense)

• Sentence: "The university _____ several sustainability programmes since 2022."

  • (A) launched

  • (B) launches

  • (C) has launched

  • (D) launching

• Step-by-Step Rationale:
  
  

  1. Time Signal = since 2022 $\rightarrow$ requires Present Perfect tense (has/have + past participle).

  2. Subject = The university (singular) $\rightarrow$ has launched (C).

  3. Distractor Analysis: (A) launched is Simple Past (used for finished times like in 2022); (B) launches is Simple Present; (D) launching is a participle and not a finite verb.

Sentence Completion Grammar Focus 3 — Active vs. Passive Voice

Active vs. Passive Rules

• Active Voice: Subject performs the action. (e.g., "The team conducted the survey.")

• Passive Voice: Subject receives the action.

  • Formula: be + past participle (e.g., "The survey was conducted by the team.")

• Decision Procedure: Ask: Does the subject perform the action or receive the action? If the subject receives the action, use passive voice matching the tense indicated by time signals.

Worked Example 3 (Passive Voice)

• Sentence: "More than 500 trees _____ on campus last year."

  • (A) planted

  • (B) were planted

  • (C) planting

  • (D) plant

• Step-by-Step Rationale:
  
  

  1. Subject = trees (receives action; trees cannot plant themselves $\rightarrow$ Passive Voice needed).

  2. Time Signal = last year $\rightarrow$ Simple Past passive (were + past participle).

  3. Correct Option = were planted (B).

Sentence Completion Grammar Focus 4 — Comparative and Superlative Forms

Rules & Comparison Signals

Double Comparison Error Warning

• NEVER combine -er with more or -est with most for the same adjective.

• Incorrect: *more better, *more easier, *most fastest, *more effectiver, *most sustainabler.

Worked Example 4 (Comparatives)

• Sentence: "Renewable energy is becoming _____ than fossil fuel in many countries."

  • (A) cheap

  • (B) cheaper

  • (C) cheapest

  • (D) more cheapest

• Step-by-Step Rationale:
  
  

  1. Comparison Marker = than $\rightarrow$ requires Comparative degree.

  2. One-syllable adjective cheap takes -er $\rightarrow$ cheaper (B). (Option D is an illegal double comparison).

Sentence Completion Practice Sets & Full Answer Keys

Guided Practice Set 1

1. Every student _____ access to quality education.

   • (A) has | (B) have | (C) having | (D) to have

   • Answer: A (has) — Signal: Every student is a singular subject requiring a singular verb.

2. The number of volunteers _____ increasing each year.

   • (A) are | (B) is | (C) were | (D) have

   • Answer: B (is) — Signal: The number of... is a singular construction.

3. The faculty _____ a green campaign last year.

   • (A) launches | (B) has launched | (C) launched | (D) launching

   • Answer: C (launched) — Signal: last year indicates completed Simple Past.

4. Several climate studies _____ recently.

   • (A) conducted | (B) have been conducted | (C) conducting | (D) conducts

   • Answer: B (have been conducted) — Signal: recently + passive subject (studies) requires Present Perfect Passive.

5. This programme is _____ than the previous one.

   • (A) effective | (B) more effective | (C) most effective | (D) more effectiver

   • Answer: B (more effective) — Signal: than requires comparative form; (D) is a double comparison error.

Guided Practice Set 2

1. The result of the survey _____ important for policy makers.

   • (A) are | (B) is | (C) have | (D) were

   • Answer: B (is) — Signal: True subject is result (singular); of the survey is an intervening prepositional phrase.

2. The report _____ by the research team yesterday.

   • (A) publish | (B) was published | (C) publishing | (D) publishes

   • Answer: B (was published) — Signal: yesterday + receiver subject (report) requires Past Passive (was + published).

3. Online learning _____ more common since 2020.

   • (A) became | (B) becomes | (C) has become | (D) becoming

   • Answer: C (has become) — Signal: since 2020 indicates ongoing relevance requiring Present Perfect.

4. Solar energy is one of the _____ solutions for clean power.

   • (A) promising | (B) more promising | (C) most promising | (D) more promise

   • Answer: C (most promising) — Signal: one of the... requires superlative form (one of the most + adjective).

5. The students in the environmental club _____ weekly reports.

   • (A) submits | (B) submit | (C) submitting | (D) to submit

   • Answer: B (submit) — Signal: True subject is students (plural); in the environmental club is a distractor phrase.

15-Question Sentence Completion Worksheet (Complete Test)

1. Each of the participants _____ required to complete the academic integrity form before joining the project.

   • (A) are | (B) is | (C) were | (D) have

   • Key: B (is) — Each of the... takes a singular verb.

2. The quality of the online learning materials _____ significantly since the beginning of the semester.

   • (A) improve | (B) improved | (C) has improved | (D) improving

   • Key: C (has improved) — since requires Present Perfect; true subject quality is singular.

3. The number of students participating in the sustainability program _____ every year.

   • (A) increase | (B) increases | (C) are increasing | (D) have increased

   • Key: B (increases) — The number of... is singular; every year signals Simple Present.

4. A number of researchers from different faculties _____ on the new climate education project.

   • (A) works | (B) work | (C) is working | (D) has worked

   • Key: B (work) — A number of... takes a plural subject (researchers) and plural verb.

5. Since 2023, the university _____ several digital literacy programs for first-year students.

   • (A) introduced | (B) introduces | (C) has introduced | (D) introducing

   • Key: C (has introduced) — Since 2023 requires Present Perfect (has + past participle).

6. Last semester, the faculty _____ a survey on students' use of artificial intelligence in learning.

   • (A) conducts | (B) conducted | (C) has conducted | (D) conducting

   • Key: B (conducted) — Last semester requires Simple Past.

7. The research team _____ the final report yet.

   • (A) did not submit | (B) does not submit | (C) has not submitted | (D) not submitting

   • Key: C (has not submitted) — yet signals Present Perfect negative.

8. Every year, the language center _____ workshops on academic reading and critical thinking.

   • (A) organize | (B) organizes | (C) organized | (D) has organize

   • Key: B (organizes) — Every year requires Simple Present; subject language center is singular.

9. The new sustainability policy _____ by the university senate last month.

   • (A) approved | (B) was approved | (C) has approved | (D) approving

   • Key: B (was approved) — last month + receiver subject (policy) requires Simple Past Passive.

10. Several energy-saving devices _____ in the classrooms recently.

    • (A) installed | (B) have installed | (C) have been installed | (D) are installing

    • Key: C (have been installed) — recently + plural passive subject (devices) requires Present Perfect Passive.

11. The survey results _____ to the international partner tomorrow.

    • (A) present | (B) presented | (C) will be presented | (D) have presented

    • Key: C (will be presented) — tomorrow + receiver subject (results) requires Future Passive.

12. This learning platform is _____ than the previous version.

    • (A) accessible | (B) more accessible | (C) most accessible | (D) more accessibler

    • Key: B (more accessible) — than requires Comparative form.

13. Solar energy is one of the _____ options for reducing campus carbon emissions.

    • (A) sustainable | (B) more sustainable | (C) most sustainable | (D) most sustainabler

    • Key: C (most sustainable) — one of the... requires Superlative form.

14. The new assessment procedure is as _____ as the one used last year.

    • (A) effective | (B) more effective | (C) most effective | (D) effectively

    • Key: A (effective) — as ... as requires the base adjective form.

15. Among the four proposals, the campus recycling program is _____.

    • (A) practical | (B) more practical | (C) the most practical | (D) the more practical

    • Key: C (the most practical) — Comparing four items (3+) requires Superlative with the.

Test Tips, Traps, and Course Assignments

Structure Section Traps & Pacing

1. Nearby Noun Distractor: Do not select a verb based on the noun closest to the blank; trace back to the true grammatical subject.

2. Misleading Time Signal: Note that since requires Present Perfect, whereas in [Year] or [X] ago requires Simple Past.

3. Hidden Passive: Combine time signals with subject-action analysis to identify when passive voice (be + past participle) is needed.

4. Comparison Confusion: than demands comparative (-er/more); one of the... demands superlative (-est/most).

5. Pacing Tip: Budget approximately 30 to 45 seconds per Structure question. When uncertain, eliminate obvious errors first, then make an educated choice.

Learning Log 3 Homework Assignment

• Task: Find one free online TOEFL-like Sentence Completion exercise and complete at least 15 items covering SVA, tenses, passive voice, and comparisons.

• Log Requirements: For each exercise, document:

  1. Website URL link and final score.

  2. Three specific questions found difficult.

  3. The underlying grammar rule, cause of error, and an improvement strategy.

• Submission: Upload completed log to Google Drive / LMS prior to Meeting 4.

Five Key Summary Takeaways

1. Analyse first: Never jump straight to the answer options without reading the sentence context.

2. Locate true subject and verb: Strip away distracting prepositional or clauses between them.

3. Utilise time signals: Time expressions define the required verb tense.

4. Recognise passive voice: Identify when the subject receives the action (be + past participle).

5. Identify comparison markers: Use than for comparative and one of the for superlative.

Bibliographic References

• Iswati, H. D. et al. (2024).

• ETS TOEFL ITP Official Test Preparation Resources.

• Phillips, D. (2001). Longman Preparation Course for the TOEFL Test: Next Generation IBT. Pearson Longman.