Tuesday, April 12, 2011

GMAT Idiom List

Daily word usage

1. Less / fewer
Use less, when we talk about things that can not count (less pollution, less violence), but less when we talk about things that you can count (less pollution, less violence).

2. Number / quantity
These words follow the same principle that fewer and fewer. The number is correct, when you can have what is described (the number of vehicles, number of persons), and the amount is correct, if they can not (the amount of love, the amount of pain).

3. Among / Between
Use between when there are only two options (the red car and blue car), and among more than two options (out of five response options, among many books).

4. Yes / Yes
If it is correct if we discussed two options (or you get chocolate or strawberry ice cream) and if it is true for more than two options (or eat ice cream, frozen yogurt or cookies.)
In the GMAT, if they are (almost) always great if
Bad: Your client does not say whether he had sent the payment.
Correct: Your client does not say whether he had sent the payment.

5. In comparison to the v / s. In comparison with
To show the comparison of unlike things, "compared to" is used. To show the comparison of things like "comparison" to be used.

§ The researchers compared the human brain to a computer. (Unlike)
§ The police in fake compared with the original signature. (In fact)

6. That vs Which
This requires a comma before it. If the coma is not on the GMAT, the choice is probably wrong.
eg Bring me a book which is mine.

• What should be used for things
• The second issue - the replacement of a noun, not a phrase or idea.

7. It should be
The Kaplan strategy to escape, the use of "be" is almost always bad.

8. Since v / s. In the case where:
When ETS says, "because" and "that" phrase, more often, that "they are correct." The action "in the preceding sentence, and" because "only to show a simple causal relationship.

9. typically v / s Normal:

He is faster than any man - is in order.
He is faster than usual - is correct

Mercedes is more expensive than normal for the car - not so
Mercedes is more expensive than the car - irregular
When something is compared to the subgroup to which it belongs, it is customary to use. When something is in relation to each other, is always good.
for example, is more attractive than usual.

10. They v / s. Do you:
If only something that "may" be used.
It can be used to: the possibility (John may be the person who stole money), condition (If I had more time traveling around the world), suggestions (you can spend your holiday here), the use of politeness ("Can you give me something to drink?)

11. Compared to what
Use as you want to highlight two names;
Use as you want to highlight two nouns do two things.

12. In relation to such as
In GMATLand similar form, as well as those of, for example. Check out these examples:
• Can I buy fruits such as oranges and grapefruits?
In GMATLand sentence means that you do not want oranges or grapefruit, but rather little fruit such as oranges and grapefruits. For example, you grapefruit, lemon or lime.
• Can I buy fruits such as oranges and grapefruits?
Yes, that's what we have to say GMATLand - oranges and grapefruit are examples of types of fruit we want.

13. Consider using
Consider must directly be followed by a sentence without an infinitive like "to be", "like", etc. "Think", "believe" to pay back options.

Practise is a verb and practice is a noun. I practice the piano is correct. Besides, I practice piano for the day is correct.

15. EACH v / s ALL:
Each refers to "two times, each visit" more than 2 times "

Dog bite my youngest son two times and each time had to be sent to his kennel.

If senetence showed that more than doubled, we should use "all."

Take additional Practice for GMAT

GMAT as an independent teacher with a flair for the unconventional, I have worked with many students who for whatever reason, could not break the GMAT only work through a formal statement or set of books by a particular company. Often, the difficulties these students in an impersonal classes or different learning styles, or simply a lack of structure. Repairing this type of situation often requires more than just play the same rules and tricks of the students could find elsewhere, but it requires creativity and, ultimately, adapatability.

One of the advantages of being independent GMAT teacher is that because I am unfettered by Orthodoxy and materials of any company, I have the luxury to choose between materials and problem sets, which I consider to be most effective for my students. For example, a well-kept secret among most of the commercial companies that reading comprehension questions in the Official Guide to RC are not replicated in the exam, but these companies continue to encourage students to focus on these issues. My approach, but focuses on the LAST passages. Because it is a bit more complex than the GMAT, focusing on the issues of the last practice often is the ideal tool for students who need more exercise and you want exposure to the kinds of uncomfortable questions, and GMAT passages throw at them. I also have the luxury to provide my students with a database of official GMAT hundreds of questions based on information from previous studies. For various reasons, most commercial companies can not have such an approach, but working independently, I can provide my students with questions to which I fully restore the content you see on the exam. The combination of this adaptive approach and unconventional style, which attracts many students eventually tutoring. It is certainly merit to stick to cut and dry approach recommended by many of these companies, but when I shape the nature of these strategies, think outside the box is often necessary to do the trick.