Top 10 GMAT Verbal tips for Non-native speakers

Must read article : http://www.f1gmat.com/gmat-verbal-tips-non-native-speakers#

Building Your Strength in Reading Comprehension - Tips!

Reading newspapers and books may improve your general reading habit, but not your ability to crack GMAT RC. This is because the subject matter and structure of GMAT RC passages are quite different, and therefore, the mindset with which you approach them must also be different.

The best way to get better at GMAT RC is to practice official passages using the techniques taught in the CrackVerbal RC classes. However, if you have a 3-4month plan for the GMAT and want to build your strength in RC during this time, or if you don’t want to ‘use up’ official passages, here is a great way to build your strength in Reading Comprehension. Go to resources – magazines and websites – that host passages similar to GMAT RC passages, and practice your techniques on them. Here are some sources we recommend -

• economist.com – business, technology, culture.
• historytoday.com – history
• blogs.nature.com – science
• sociology.org – social sciences

Now that you have identified WHAT to read, here is HOW you should read them -

1. Give yourself 2-3 minutes to read each passage. Don’t forget to practice the critical reading, skimming and scanning techniques taught in class.
2. Make a map. If you don’t think the first map you made was useful, review and revise it. Practice till you master the art of capturing the essentials – and only the essentials – of any passage in a map.
3. Answer the Big Picture question.All GMAT RC passages will have a big picture question. And you already know how these will be worded. So try to answer the big picture questions about the article you read – what is the central theme? what is the primary purpose?
4. Analyze the Structure. Was the article a description of something? Was it an opinion or perspective? Were there opposing viewpoints? Was it an analysis or evaluation?
5. Understand the Tone. Was it positive or negative? Did it question facts or events? Did it criticize any steps taken or conclusions formed?

Let me take an example: Work on the world’s first underground railway started in 1860 when the Metropolitan Railway began building a tunnel more than three miles long from Paddington to Farringdon Street. It was largely financed by the City of London, which was suffering badly from horse-drawn traffic congestion that was having a damaging effect on business. The idea of an underground system had originated with the City solicitor, Charles Pearson, who had persuaded the City Corporation to put up money and he was probably the most important single figure in the underground’s creation. The first section linked the City with the railway stations at Paddington, Euston and King’s Cross, which had been built in the previous 30 years. A deep trench was excavated by the ‘cut and cover’ method along what are now the Marylebone Road and the Euston Road and turning south-east beside Farringdon Road. Brick walls were built along the sides, the railway tracks were laid at the bottom and then the trench was roofed over with brick arches and the roads were put back on top, though the last stretch to Farringdon was left in an open, brick-lined cutting. Stations lit by gas were created at Paddington, Edgware Road, Baker Street, Great Portland Street, Euston Road and King’s Cross on the way to Farringdon. The line was opened to the public on the following day, a Saturday, and people flocked to try it out. More than 30,000 passengers crowded the stations and pushed their way into packed trains. The underground had been mocked in the music halls and derisively nicknamed ‘the Drain’. There were predictions that the tunnel’s roof would give way and people would fall into it, while passengers would be asphyxiated by the fumes, and an evangelical minister had denounced the railway company for trying to break into Hell. In fact the railway was a tremendous success and The Times hailed it as ‘the great engineering triumph of the day’. In its first year it carried more than nine million passengers in gas-lit first-class, second-class and third-class carriages, drawn by steam locomotives that belched out choking quantities of smoke. As far as the City was concerned, the corporation was able to sell its shares in the Metropolitan Railway at a profit and the underground did ease congestion for a time. A more lasting consequence was to make commuting far easier and so cause London to sprawl out even more from its centre, while the number of people actually living in the City itself declined sharply. [Source: ‘First Day of the London Tube’, Richard Cavendish, History Today Volume 63 Issue 1 2013. http://www.historytoday.com/richard-cavendish/first-day-london-tube] Take 2 minutes to read this passage and create a map. Afterwards, spend 5-6 minutes thinking about the following questions:

• What is the primary purpose of this passage?
• What is the organization of the passage?
• What is the author’s tone?
• What are the interesting words/phrases/ideas in this passage?

Here is how I would work.

• What is the primary purpose of this passage?

As I read, I realize that the article is about the origin of the London Tube. The author is not evaluating or questioning anything, but merely repeating facts. So, I would say that the primary purpose is to ‘describe the birth of the London Tube’. Now that I have this ‘pre-phrased’ answer in mind, I can eliminate other options and arrive at the right answer.

• What is the organization of the passage?

Para 1 – how the Tube originated Para 2 – the construction of the Tube Para 3 – day 1 of operation Para 4 – outcome and reception

• What is the author’s tone?

The author is reporting facts, but his tone is overall positive and approving as can be seen from the last paragraph in which he summarizes the outcome. A key indicator of tone would be ‘tremendous success’ in line 1 of paragraph 4.

• What are the interesting words/phrases/ideas in this passage?

To me, the most interesting bits in the passage are in paragraphs 3 and 4, which describe the expected and actual outcome of the London underground. This information is sufficient for me to understand the passage sufficiently for now. The rest of my work depends on the questions I am posed, and the answer choices provided. Do this exercise for 2-3 articles every day, preferably those with different themes. Over a period of time, you will see your ability to read and comprehend GMAT RC passages improving. Have questions on any part of GMAT RC? Please fill in the form and we will get back to you ASAP!

GMAT Sentence Correction - Youtube Playlist by "CrackVerbal"

Has Sentence Correction on the ‪#‎GMAT‬ been quite of a challenge for you? Here is a complete video playlist that explains & answers all Sentence Correction questions from OG 13th edition! Good luck with your #GMAT prep! http://bit.ly/18S2zMS

https://www.youtube.com/playlist?list=PLBLqNpwm1D3U9WApc7aTwzfuUiIsoO9SD

Word to Learn, Remember and Use - "Lest"

What does lest mean and when do we use it?

Lest is a very rare word and quite old fashioned. 

Most people in Britain know it, because we see it written very often in the same place - on war memorials, on statues, which have been put up so that we remember people who died in wars; and what's very often written on these statues is ‘lest we forget’! Now, what lest means is ‘so that we don't’ or ‘so that you don't’. It's a warning. It's introducing a danger to be avoided. 

Another way of putting it would be "so as to avoid". It is just a faster way of saying it. if directed at a person it would mean something more like "so that you don't" 

Example: Wear gloves so as to avoid getting caustic chemicals on your hands. 

Using "Lest" Wear gloves lest you get caustic chemicals on your hands. 

Example: Put the parking brake on so as to avoid having to chase your car down the hill. 

Using "Lest": Put the parking brake on lest you have to chase your car down the hill. 

An archaic example: "He will bear you up lest you dash your foot upon a stone" meaning: He'll carry you so you don't cut your foot on a rock. 

Understanding the difference between Verbs and Verbals (Participles)

Understanding the differences between verbs and verbals such as participles helps you write more clearly and effectively. Verbs indicate action to a reader, while participles look like verbs but are actually describing words, or adjectives. Participles usually end in -ing or -ed.

1. Differentiating Verbs and Present Participles

   • Verbs either illustrate an action, such as "walk" or "sing," or a state of being, such as "am," "is," "are," "was" and "were." Present participles generally end in -ing, appear without a helping verb before them and modify nouns, such as, "The smiling clowns wave to the children." Here, "smiling" functions as a participle, describing what kind of clown it was. The participle may appear before or after the noun and can be part of an entire phrase: "The clowns smiling from ear to ear wave to the children." In contrast, the verb reveals the action the subject performs. In this sentence, the clowns perform the action "wave." Words ending in -ing cannot be verbs unless they have a helping verb such as a linking verb before them. For instance, "The boy walking his dog" has no verb, but in the sentence "The boy was walking his dog," the phrase "was walking" is the verb.

   Understanding Past Participles

   • Past tense verbs often add -ed to the end, as in the sentences, "She burned the candle" and this passive-voice use: "The candle was burned by her." Past participles also typically end in -ed but again function as adjectives, describing nouns rather than indicating action. For example, in "The burned candle flickered," the word "burned" describes what kind of candle and functions as a participle. The action the candle performed is "flickered," which is the verb. Past participles can appear in phrases, as well: "The candle burned last Halloween smelled like pumpkin." Here, the phrase "burned last Halloween" explains which candle performed the action "smelled."
   • Read more : http://www.ehow.com/info_8577485_difference-between-participles-verbs.html

English Grammar Practice - (Subject-Verb & Pronoun-Antecedent Agreement)

Directions: In each of the following sentences, a verb is needed. Using clues from the sentence, decide whether the verb should be singular or plural. Then select the correct verb from the choices given.

1. The governor, having met with her advisers and developed a negotiating strategy for dealing with the angry workers, (was, were) finally ready to join the bargaining session.

2. Here in the deepest recesses of the ocean (is, are) some of the most mysterious creatures on Earth.

3. Either the members of the defensive squad or Coach Mayo himself (is, are) sure to have some explanation for the way the game ended.

4. The story of the four hundred members of the 29th Cavalry and their heroic exploits on several battlefields (is, are) truly remarkable.

5. The elementary school cafeteria offers twelve kinds of sandwiches, yet peanut butter and jelly (remains, remain) the most popular of all.

Directions: In each of the following sentences, a pronoun is required. Select the correct pronoun, based upon clues from the sentence.

6. According to the police officer’s testimony, someone was seen entering the bank just before the robbery carrying a red pocketbook under (her, their) arm.

7. Both of the skydivers had brought (his, their) own parachutes and safety gear in preparation for tomorrow’s jump.

8. Anyone who wants to attend next Saturday’s dance at the Rotary Club can pick up (his or her, their) ticket at the information booth on Vincy Street.

9. No one knows whether any of the churches or synagogues in town will provide space in (its, their) buildings for a homeless shelter.

10. Either Nadia or her sister didn't finish (her, their) dinner.

Answers (Highlight the text below to see and evaluate your answers)

1. Here 'Governor' is the subject, which is singular, hence we need a singular verb 'WAS'.

2. The subject of the sentence is 'Some' (indefinite pronoun), the object of the prepositional phrase that follows 'creatures' is plural, so we need a plural verb 'ARE'

3. Here we have a compound subject; hence the verb should match the subject close to the verb. Therefore we need a singular verb in this case 'IS'

4. In this sentence there are a lot of words between the subject and the verb. Start by eliminating the prepositional phrases, so the subject is 'Story', therefore we need a singular verb 'IS'

5. The subject of the second clause here is 'peanut butter and jelly', even though we have the conjunction 'and' here the subject represents only one item, hence we need a singular verb 'REMAINS'

6. In the sentence the indefinite pronoun 'someone'  is the antecedent. Remember indefinite pronouns ending with -body/-one are singular. Hence in the sentence we need a singular pronoun 'HER'.

7. In the sentence we have the indefinite pronoun 'both' as the antecedent. 'Both' is a plural, hence we need the second pronoun 'THEIR' to match the antecedent.

8. Here the antecedent is 'Anyone'. Hence we need a singular pronoun to refer 'HIS OR HER'

9. Here the antecedent is 'any' (SANAM) pronoun. The object of the prepositional phrase 'churches' is plural hence we need a plural pronoun 'THEIR'.

10.When the antecedent of a possessive pronoun is a compound subject joined by the conjunction “or,” the pronoun must agree with the term that is closest to the verb: the antecedent is considered singular when the term closest to the verb is singular and plural when the term closest to the verb is plural. Therefore, since “her sister” (the term closest to the verb) is singular, we must use the singular possessive pronoun “HER.” (Had the sentence begun “Either Nadia or her sisters didn’t finish,” we would have used the plural possessive pronoun “their” instead to agree with “her sisters.”)

English Grammar Practice - Agreement (Singular and Plural)

Directions: In each of the following sentences, a verb is needed. Using clues from the sentence, decide whether the verb should be singular or plural. Then select the correct verb from the choices given.

1. Four hundred pages (seems, seem) like an awfully long reading assignment for the holiday weekend.

2. Neither of the injured dancers (is, are) feeling well enough to perform this evening.

3. The orchestra (has, have) recently completed a successful tour of several Asian countries.

4. All of the stone masons working on the cathedral (is, are) residents of Harlem.

5. Everyone in the class (was, were) surprised at how easy the final exam was.

Answers (Highlight the text below to see and verify your answers)

1. The subject here is 'Four hundred pages', looks like a plural, but remember a subject that describes an amount is singular. Therefore a singular verb "SEEMS" in this case would be correct.

2. The subject here is ‘Neither’ an indefinite pronoun, which is singular and hence the sentence needs a singular verb "IS".

3. In this sentence the subject is the collective noun 'Orchestra'. The subject is singular in form but refers to a large group of people. In the sentence orchestra is referred as a whole doing a single action. Hence the singular verb "HAS" is needed.

4. The subject of the sentence is the indefinite pronoun 'All'. Remember 'All' is one of the SANAM Pronouns (*some, *any, *none, *all, *most). To tell if the SANAM pronoun is singular or plural you need to look at the prepositional phrase; the object of the prepositional phrase will indicate the case. In the sentence the prepositional phrase is "of the stone masons", here the object of the preposition is "masons" which is plural. Hence we need a plural verb "ARE".

5. Here the indefinite pronoun 'Everyone' is used as the subject of the sentence. All indefinite pronouns ending with -body/-one are singular. So, we need a singular verb in this sentence "WAS".