เตรียมสอบ gmat

ข้อสอบเรื่องการเคลื่อนที่

2011-02-23T19:55:00.000-08:00

ข้อสอบเรื่องการเคลื่อนที่
ส่วนที่ 1 คณิตศาสตร์ทั่วไป
1. นางสมศรีเดินทางจากบ้านไปทำงานด้วยอัตราเร็ว 15 กิโลเมตรต่อชั่วโมง ถึงที่ทำงานสายไป 5 นาที แต่ถ้าเดินทางด้วยอัตราเร็ว 20 กิโลเมตรต่อชั่วโมง จะถึงที่ทำงานก่อนเวลา 5 นาที จงหาระยะทางจากบ้านถึงที่ทำงาน
1. 5 กิโลเมตร 2. 10 กิโลเมตร 3. 12 กิโลเมตร
4.15 กิโลเมตร 5. 18 กิโลเมตร

2. จากข้อมูลในข้อข้างต้น จงหาว่านางสมศรีต้องเดินทางด้วยอัตราเร็วกี่กิโลเมตรต่อชั่วโมง เพื่อเดินทางให้ถึงที่ทำงานทันเวลาพอดี
1. 17.20 2. 17.14 3.17.50 4. 17.67 5. 17.75

3. นาย ก ขับรถจากเมือง A ไปยังเมือง B ซึ่งอยู่ห่าง 200 กม. ถ้านาย ก ใช้เวลา 2 ชั่วโมง ในการเดินทางช่วง 150 กิโลเมตรแรก อยากทราบว่า นาย ก ต้องใช้เวลาเดินทางอีกเท่าใด สำหรับระยะ 50 กิโลเมตรสุดท้าย เพื่อให้ได้ความเร็วเฉลี่ยในการเดินทางทั้งหมด = 80 กิโลเมตร/ชั่วโมง
1। 20 นาที 2। 25 นาที 3. 3นาที
4। 35 นาที 5। 40 นาที

4. รถคันหนึ่งแล่นด้วยความเร็ว v กม./ชม. ใช้เวลา t ชม. ได้ระยะทาง 75% ของระยะทางทั้งหมด ระยะทางที่เหลือรถจะวิ่งด้วยความเร็วเฉลี่ย s กม./ชม. จะใช้เวลาเท่าใด
1. 2. 3. 4. 5.

5. ก และ ข ออกจากบ้านพร้อมกันและเดินทางไปในทิศทางตรงกันข้ามกัน ด้วยความเร็วคงที่ V และ K ตามลำดับ นานเท่าใดทั้งสองจึงจะห่างกันเท่ากับ K กม.
1. 2. 3.
4. 5.

6. การเดินทางแบ่งเป็น 2 ช่วง โดยช่วงแรกใช้ความเร็วคงที่ ได้ระยะทาง และในช่วงที่สองใช้ความเร็วคงที่ ได้ระยะทาง จงหาความเร็วเฉลี่ยจากการเดินทางทั้งสองช่วง
1. 2. 3.
4. 5.
7. รถยนต์สามคันเดินทางใช้ระยะทางในสัดส่วน 1:2:3 ถ้าหากสัดส่วนการใช้เวลาในการเดินทางคือ 3:2:1 สัดส่วนของความเร็วรถทั้งสามคันนี้เท่ากับ
1. 1:1:1 2. 1:2:3 3. 1:3:9 4. 3:2:1 5. 3:4:3

8. จรวด A วิ่งด้วยความเร็ว 42,000 กิโลเมตรต่อชั่วโมง, จรวด B วิ่งด้วยความเร็ว 18,000 กิโลเมตรต่อชั่วโมง ถ้าจรวดทั้งสองอยู่ห่างกัน 3,526 กิโลเมตรและวิ่งสวนทางกัน อยากทราบว่าจรวดทั้งสองอยู่ห่างกันกี่กิโลเมตรก่อนชนกันหนึ่งนาที
1. 2468.2 ก.ม. 2. 1200.0 ก.ม. 3. 1000.0 ก.ม.
4. 900.0 ก.ม. 5. 600.0 ก.ม.

9. รถยนต์วิ่ง 100 ไมล์ใช้เวลา 2 ชั่วโมง รถไฟวิ่ง 100 ไมล์ใช้เวลา 4 ชั่วโมง รถยนต์จะวิ่งได้มากกว่ารถไฟกี่ไมล์ในการวิ่งที่ใช้เวลา 8 ชั่วโมง
1. 25 ไมล์ 2. 60 ไมล์ 3. 200 ไมล์ 4. 800 ไมล์ 5. 400 ไมล์

10. มีรถยนต์ 3 คันคือ A, B และ C ออกวิ่งจากจุดเริ่มต้นเดียวกัน ไปในทิศทางเดียวกันด้วยความเร็วคงที่ รถยนต์ B ออกหลัง C 5 นาที หลังจากนั้น 20 นาทีจึงจะวิ่งทันรถ C รถยนต์ A ออกหลัง B 10 นาที หลังจากนั้น 40 นาที จึงจะวิ่งทัน C ถามว่า A จะวิ่งทัน B หลังจาก A เดินทางแล้วกี่นาที
1. 85 2. 90 3. 95
4. 100 5. 105

11. นาย ก. และนาย ข. ขี่จักรยานจากตำบลของตนซึ่งอยู่ห่างกัน 48 กม. เวลาเดียวกัน นาย ก. ขี่จักรยานด้วยความเร็ว 2/3 เท่าของนาย ข. จงหาความเร็วของนาย ข. ถ้าเขาพบกันในเวลา 2 ชม. 24 นาที
1. 8 2. 10 3. 12
4. 24 5. ไม่มีข้อถูก

12. รถยนต์ 2 คันวิ่งออกจากจุดเดียวกัน คันหนึ่งวิ่งออกไปทางทิศเหนือด้วยความเร็ว 60 กม/ชม อีกคันหนึ่งออกวิ่งออกไปทางทิศตะวันตกด้วยความเร็ว 45 กม/ชม ทำมุม 90 องศา จงหาว่ารถวิ่งไปได้ 20 นาทีแล้วทั้งสองคันอยู่ห่างกันเท่าใด
1. 15 2. 20 3. 25
4. 30 5. ไม่มีข้อถูก

13. น้ำวิ่งนาทีแรกด้วยความเร็ว 10 เมตร/นาที และเพิ่มความเร็วอีก 2 เมตรทุกนาทีที่ผ่านระยะทางที่วิ่ง 220 เมตร จงหาเวลาที่น้ำใช้วิ่งกี่นาที
1. 9 2. 10 3. 11
4. 12 5. 20

14. บ้านนายสุขวิชอยู่ทิศเหนือของบ้านนายทนง 50 กม. บ้านนายเสนาะอยู่ทางทิศตะวันออกของบ้านนายทนง 60 กม. ถ้าทั้งสองเดินทางมาบ้านนายทนง นายสุขวิชใช้ความเร็ว 10 กม/ชม นายเสนาะใช้ความเร็ว 15 กม/ชม จงหาว่าเวลาผ่านไป 3 ชม นายสุขวิชห่างจากบ้านนายเสนาะกี่กม.
1. 15 2. 20 3. 25
4. 30 5. 35

15. รสาและภคพงศ์ทำงานบนอาคารสูง 30 ชั้น ภคพงศ์เดิน 20 วินาทีต่อชั้น โดยชั้นต่อไปเพิ่มจากชั้นก่อนหน้า 2 วินาที รสาเดินทางโดยลิฟท์ 8 นาที ถึงพร้อมกัน โดยใช้ความเร็วคงที่ไม่คิดค่าเสียเวลาลิฟท์เปิดปิดชั้นละ 2 วินาที ทั้งสองทำงานชั้นใด
1. 10 2. 15 3. 24
4. 26 5. ไม่มีข้อถูก

16. ความเร็วของรถถลางเท่ากับ 100 กม/ชม ความเร็วของรถทัวร์เท่ากับ 80 กม/ชม ถ้ารถทัวร์ออกเดินทางไปก่อน 6 นาที จงหาเวลาเท่าใดรถถลางจึงจะทันรถทัวร์ (เดินทางบนเส้นทางเดียวกัน)
1. 16 2. 20 3. 24
4. 30 5. 35

17. คุณแอนเดินทางจากเมือง ก ไปเมือง ง ด้วยรถโดยสารปรับอากาศ มีรถออกจากสถานีเมือง ก ทุกชั่วโมงตั้งแต่เวลา 8.00 น ใช้เวลา ชั่วโมงถึงสถานี ข ที่สถานีข มีรถออกจากสถานีทุก ๆ ชั่วโมงไปยังสถานีเมือง ค ตั้งแต่เวลา 8.15 น ใช้เวลา ชั่วโมง และมีรถออกจากสถานี ค ไปยังสถานีเมือง ง ทุก 20 นาที ตั้งแต่เวลา 9.00 น ใช้เวลาเดินทาง 45 นาที ถ้ารถโดยสารทุกคันสามารถรักษาเวลาในการเดินทางตามกำหนดการ อยากทราบว่า คุณแอนใช้เวลาในการเดินทางน้อยที่สุดเท่ากับเท่าใด ถ้าคุณแอนขึ้นเที่ยวที่ 2 จากสถานีเมือง ก
1. 5 ชม 2. 5 ชม 25 นาที 3. 5 ชม 41 นาที
4. 6 ชม 5. ไม่มีข้อถูก
18. รถไฟแล่นจากวงเวียนใหญ่ถึงมหาชัย ถ้าเพิ่มความเร็วขึ้น ชมละ 5 กม/ชม จะถึงปลายทางเร็วขึ้น 3 นาที ถ้าลดความเร็วลง ชม ละ 4 กม/ชม จะถึงปลายทางช้าลง 3 นาทีเช่นกัน จงหาระยะทางระหว่างสถานีและความเร็วของรถไฟขบวนนี้
1. ระยะทาง 16 ความเร็ว 38 2. ระยะทาง 17 ความเร็ว 39
3. ระยะทาง 18 ความเร็ว 40 4. ระยะทาง 19 ความเร็ว 41
5. ไม่มีข้อถูก

19. กัปตันขับเครื่องบินจากเชียงใหม่ไปกรุงเทพฯระยะทาง 800 กิโลเมตรด้วยความเร็ว 900 กม/ชม โดยบินตามกระแสลมที่มีความเร็ว 100 กม/ชม กัปตันใช้เวลาเดินทางแตกต่างจากกรุงเทพฯไปเชียงใหม่เท่าไร ถ้าความเร็วของเครื่องบินและกระแสลมไม่เปลี่ยนแปลง
1. ไม่มีความแตกต่าง 2. เร็วขึ้น 10 นาที
3. ช้าลง 10 นาที 4. เร็วขึ้น 12 นาที
5. ช้าลง 12 นาที

20. ในการแข่งขันแรลลี่การกุศลครั้งหนึ่ง วิทยานำพิทยาอยู่ 70 เมตร พิทยาพยายามเร่งความเร็วขึ้นโดยที่ทุก ๆ 3 เมตรที่วิทยาขับได้ พิทยาจะขับได้ระยะทาง 4 เมตร ดังนั้น วิทยาจะขับไปได้อีกกี่เมตรก่อนที่พิทยาจะแซงทัน
1. 70 เมตร 2. 140 เมตร 3. 210 เมตร
4. 280 เมตร 5. 350 เมตร

21. อินทร์ใช้เวลา 2 ชม ในการเดินทางด้วยอัตราเร็ว y กม/ชม หลังจากนั้นเดินทางกลับด้วยรถในเส้นทางยาวกว่าเดิม 2 เท่าของขามา แต่ด้วยอัตราความเร็วเป็น 3 เท่าของขามาอยากทราบว่าอินทร์ใช้เวลาเดินทางไปและกลับเท่าใด
1. 1 ชม 20 นาที 2. 2 ชม 20 นาที 3. 3 ชม
4. 3 ชม 20 นาที 5. 4 ชม 20 นาที

22. สมศักดิ์เดินทางจากเมือง A ไปยังเมือง B โดยเดินทางไปได้ 75% ด้วยความเร็วคงที่ V กม/ชม เวลา T ชม ถ้าสมศักดิ์เดินทางต่อไปอีกจนถึงเมือง B ด้วยความเร็วคงที่ S กม/ชม จงหาเวลาที่เหลือ
1. VT/X 2. VS/4T 3. 4VT/3S
4. 3S/VT 5. VT/3S

23. รถไฟขบวนหัวลำโพง-หัวหินขบวนที่หนึ่งวิ่งด้วยความเร็ว 60 กม/ชม ออกจากสถานีหัวลำโพงเวลา 8.00 น รถไฟขบวนที่สองวิ่งด้วยความเร็ว 75 กม/ชม ออกจากสถานีรถไฟหัวลำโพงเวลา 8.30 น เดินทางคู่ขนานไปยังหัวหิน ณ เวลาใดที่รถไฟขบวนที่สองวิ่งทันขบวนแรก
1. 10.15 น. 2. 10.20 น. 3. 10.30 น.
4. 10.35 น. 5. 10.45 น.

24. เที่ยวบิน TG 980 ออกจากกรุงเทพฯเวลา 22.55 คืนวันเสาร์ (เวลาในกรุงเทพฯ) ถึงโคเปนเฮเกน เวลา 6.45 น วันอาทิตย์ (ตามเวลาโคเปนเฮเกน) เวลาในกรุงเทพเร็วกว่าโคเปนเฮเกน 6 ชม เครื่องบินใช้เวลาเดินทางจากกรุงเทพฯถึงโคเปนเฮเกนเท่าไร
1. 7 ชม 50 นาที 2. 8 ชม 45 นาที 3. 13 ชม 45 นาที
4. 13 ชม 50 นาที 5. 14 ชม 5 นาที

25. รถด่วนขบวนหนึ่งออกเดินทางหลังขบวนรถเร็ว 3 ชม จากสถานีเดียวกัน และเดินทางไปจังหวัดเชียงใหม่เหมือนกัน รถด่วนวิ่งด้วยความเร็ว 80 กม/ชม ไปทันขบวนรถเร็วใน 5 ชม ถัดมา จงหาความเร็วของรถเร็ว
1. 16 กม/ชม 2. 26.67 กม/ชม 3. 50 กม/ชม
4. 60 กม/ชม 5. 72 กม/ชม

26. รถสองคันอยู่ห่างกัน 400 กม วิ่งเข้าหากันด้วยความเร็วในอัตรา 2:3 และพบกันในเวลา 5 ชม ถัดมา จงหาความเร็วของรถทั้งสองคัน
1. 20, 30 กม/ชม 2. 30,45 กม/ชม 3. 32, 48 กม/ชม
4. 40, 60 กม/ชม 5. 100, 150 กม/ชม

27. นาฬิกาเดินช้าไป ชม ละ 5 นาที ถ้าตั้งเวลาเมื่อ 6.00 น. ถ้าวันเดียวกัน นาฬิกาเวลา 16.00 น เวลาที่ถูกต้องคืออะไร
1. 15.05 2. 15.10 3. 16.25
4. 16.50 5. 16.55

28. เมือง ก และเมือง ข ห่างกัน 200 ไมล์
เวลาของรถบัสเท่ากับ 3 1/2 ชม จากเมือง ข ไป เมือง ก
เวลาของรถบัสเท่ากับ 4 1/2 ชม จากเมือง ก ไป เมือง ข
จงหาความเร็วเฉลี่ยจากเมือง ก ไป เมือง ข
1. 30 2. 40 3. 50
4. 55 5. 60

29. เรือเร็วออกจากท่าพระจันทร์ถึงราชบุรีด้วยความเร็ว 60 กม/ชม ออกเมื่อเวลา 8.00 น เรือด่วนออกเป็นสายที่ 2 ด้วยความเร็ว 75 กม/ชม ออกเมื่อเวลา 8.30 น เวลาเท่าไรที่เรือด่วนจะทันเรือเร็ว
1. 10.15 น 2. 10.20 น 3. 10.30 น
4. 10.35 น 5. 10.45 น

30. นายสุธีเดินทางไปสหรัฐอเมริกาด้วยเครื่องบิน FIFA โดยสายสุธีเดินทางจากกรุงเทพฯเวลา 22.10 น ในวันอังคารโดยเปลี่ยนเครื่องบินที่โอซากา ถึงโอซากา 6.00 น ของวันพุธแล้วออกเดินทางจากโอซากา ถึงวอชิงตันโดยออกจากโอซากาเวลา 12.00 น ถึงวอชิงตันเวลา 10.15 น ของวันพุธ
เวลาที่โอซากามากกว่ากรุงเทพ 2 ชม
เวลาที่วอชิงตันน้อยกว่ากรุงเทพฯ 12 ชม นายสุธีใช้เวลาเดินทางเท่าไร
1. 20 ชม 5 นาที 2. 20 ชม 50 นาที 3. 23 ชม 5 นาที
4. 24 ชม 5 นาที 5. 26 ชม 15 นาที

31. นกพิราบบินจากรุงเทพฯถึงอ่างทองซึ่งระยะทาง 950 กม นกพิราบต้องหยุดทุก 3.5 ชม เป็นเวลา 1 ชม โดยกรรมการจะจัดที่พักไว้ให้ นกพิราบบินทั้งวันยกเว้นพระอาทิตย์ตก (18.30 น) ถึงพระอาทิตย์ขึ้น (5.30 น) นกพิราบบินเฉลี่ยได้ 32 กม/ชม ถึงจุดหมายเมื่อไร ถ้าการแข่งขันเริ่ม 12.00 น ของวันอาทิตย์
1. วันจันทร์ 17 นาฬิกา 41 นาที 15 วินาที
2. วันอังคาร 8 นาฬิกา 41 นาที 15 วินาที
3. วันอังคาร 17 นาฬิกา 41 นาที 15 วินาที
4. วันพุธ 8 นาฬิกา 41 นาที 15 วินาที
5. วันพุธ 10 นาฬิกา 41 นาที 15 วินาที

ส่วนที่ 2 การใช้เหตุผล
1. นทีขับรถจากเมือง ก ไป เมือง ข เป็นระยะทาง 600 กม. เขาขับด้วยความเร็วเฉลี่ยเท่ากับเท่าใด
1. นทีขับรถ 300 กม. แรก ขับด้วยความเร็วเฉลี่ย 40 กม./ ชม.
2. นทีขับรถ 500 กม. สุดท้าย ขับด้วยความเร็วเฉลี่ย 50 กม./ ชม.

2. เครื่องบิน x บินด้วยความเร็ว s ไมล์/ชม. จาก B ไป A, เครื่องบิน y บินด้วยความเร็ว t ไมล์/ชม. จาก A ไป B, เครื่องบินออกจากสนามบินพร้อมกัน H อยู่ระหว่าง B และ A อยากทราบว่าเครื่องบินลำใดบินเร็วกว่า
1. H อยู่ใกล้ B มากกว่า A
2. เครื่องบิน x บินผ่าน H ก่อนเครื่องบิน y

3. นักวิ่งมาราธอนคนหนึ่งวิ่งผ่านหมู่บ้าน ก ข ค และ ง (ที่ตั้งหมู่บ้านไม่เรียงตามตัวอักษร) ถามว่าระยะทางหมู่บ้าน ก ห่างหมู่บ้าน ข กี่กิโลเมตร)
1. นักวิ่งผู้นั้นวิ่งด้วยความเร็ว 10 กิโลเมตรต่อชั่วโมง
2. หมู่บ้าน ง ห่างหมู่บ้าน ข 4 กม และห่างหมู่บ้าน ค 12 กม และหมู่บ้าน ก ห่างหมู่บ้าน ข 15 กม

4. นาย ก. วิ่งด้วยความเร็วเท่าไร
1. นาย ก. วิ่ง 10 รอบสนามวงกลมใช้เวลา 3 นาที
2. นาย ก. วิ่ง 5 รอบสนามวงกลมซึ่งมีรัศมี 25 เมตร ใช้เวลาเท่ากับที่นาย ข. วิ่ง 6 รอบ

5. เครื่องบิน ก. บินจากเมือง A ไปยังเมือง B ความเร็ว X ไมล์ต่อชั่วโมง และเครื่องบิน ข. ออกจากเมือง B ไปยังเมือง A ความเร็ว Y ไมล์ต่อชั่วโมง ถ้าเครื่องบิน 2 ลำ บินออกพร้อม ๆ กัน เครื่องบินลำใดบินได้เร็วกว่า
1. เมือง C อยู่ใกล้เมือง A มากกว่าเมือง B
2. เครื่องบิน ก. บินผ่านเมือง C ก่อนเครื่องบิน ข.

6. นายกมลขับรถด้วยความเร็วคงที่เท่าใด
1. เขาใช้เวลา 2 ชั่วโมงขับรถจนถึงจุดหมายปลายทาง
2. เมื่อเขาขับรถได้ 90 นาที เขาอยู่ห่างจากปลายทาง 50 กม.

7. นายนพดลเดินทางจากบ้านด้วยความเร็วเท่าใดจึงจะถึงที่ทำงานทันเวลาพอดี
1. ถ้าเดินเร็ว 4 กม/ชม จะถึงที่ทำงานสายไป 6 นาที
2. ถ้าเดินเร็ว 6 กม/ชม จะถึงที่ทำงานก่อนเวลาไป 5 นาที

8. รถคันหนึ่งวิ่งจากเมือง ก. ไปเมือง ข. วิ่งไปได้ 2 ชม. เหลือทาง 40 กม. จงหาระยะทางจากเมือง ก. ไปเมือง ข.
1. รถวิ่งด้วยความเร็วคงที่ 60 กม/ชม
2. รถวิ่งไปได้ระยะทาง 3 ใน 4 ของทางที่เหลือ

9. บ้านนายเอกอยู่ห่างจากบ้านของอ๋องไปทางทิศเหนือ 80 กม ณ เวลาเที่ยงอ๋องขับรถตรงมายังบ้านของนายเอก ขณะเดียวกันนายเอกก็ขับรถออกจากบ้านไปทางทิศตะวันออก อยากทราบว่าอ๋องขับรถด้วยความเร็วเฉลี่ยมากกว่านายเอกหรือไม่
1. ณ เวลา 13.00 น. อ๋องอยู่ห่างจากนายเอกเป็นระยะทาง 50 กม
2. นายเอกขับรถด้วยความเร็วเฉลี่ย 40 กม/ชม

10. ความเร็วเฉลี่ยของรถยนต์ที่วิ่ง 300 ไมล์ ระหว่างเมือง ก ไปเมือง ข เท่ากับเท่าใด
1. รถยนต์วิ่งโดยเฉลี่ย 50 ไมล์ต่อชั่วโมงในช่วงเวลา 3 ชั่วโมงแรก
2. รถยนต์วิ่งโดยเฉลี่ย 45 ไมล์ต่อชั่วโมงในช่วงเวลา 3 ชั่วโมงหลัง

11. จงหาอัตราการไหลของกระแสน้ำ
1. ชายคนหนึ่งพายเรือตามน้ำไปโรงพยาบาลใช้เวลา 45 นาที
2. ขากลับเสียเวลา 75 นาที

12. นายบรรหารเดินทางไปและกลับระหว่างกรุงเทพฯ และสุพรรณฯด้วยอัตราความเร็วเฉลี่ยเท่ากับเท่าใด
1. ระยะทางระหว่างกรุงเทพฯและสุพรรณฯเท่ากับ 80 กิโลเมตร
2. นายบรรหารเดินทางด้วยความเร็ว 50 กิโลเมตรต่อชั่วโมง

13. เครื่องบิน x เดินทางจากเมือง A ไปเมือง B ด้วยความเร็วคงที่ r กม/ชม
เครื่องบิน y เดินทางจากเมือง B ไปเมือง A ด้วยความเร็วคงที่ s กม/ชม
เมือง C อยู่ระหว่างเมือง A และเมือง B เครื่องบินทั้งสองเครื่องออกเดินทางพร้อมกัน ถามว่า เครื่องบินเครื่องใดมีความเร็วกว่ากัน
1. เมือง C อยู่ใกล้เมือง A กว่าเมือง B
2. เครื่องบิน x ข้ามเมือง C ก่อนเครื่องบิน y

14. เครื่องบิน Tx713 บินจากเมือง Piltigbarg ไปยังเมือง Philadelphia ด้วยความเร็ว T ไมล์ต่อชั่วโมง เครื่องบิน Vx713 บินจากเมือง Philadelphia ไปยังเมือง Piltigbarg ด้วยความเร็ว x ไมล์ต่อชั่วโมง ถ้าเครื่องบินทั้องสองเครื่องออกบินในเวลาเดียวกัน เครื่องบินใดถึงที่หมายก่อนกัน ถ้าเมือง Harrighurg อยู่ระหว่างเมือง Philadelphia และเมือง Piltigbarg
1. เครื่องบิน Tx713 บินผ่านเมือง Harrirhurg ก่อนเครื่องบิน Vx713
2. เมือง Harrirhurg อยู่ใกล้เมือง Philadelphia มากกว่าเมือง Piltigbarg

15. ประชาเดินทางจากบ้านถึงที่ทำงานซึ่งมีระยะทาง 180 กม จงหาเวลาที่ประชาเดินทางจากบ้านถึงที่ทำงาน

1. ใช้ความเร็วในการเดินทาง ระยะทาง 90 กม แรกเท่ากับระยะทาง 90 กม หลัง
2. ถ้าใช้เวลาน้อยกว่าเดิม 3 ชม จะทำให้ความเร็วเร็วกว่าเดิม 2 เท่า

16. รถวิ่งจาก A ไป B และ B ไป A ใช้เวลา 4 ชั่วโมง จงหาเวลาจาก A ไป B
1. เวลาจาก A ไป B มากกว่าเวลาจาก B ไป A 20%
3. C อยู่ระหว่าง A, B เวลาจาก A ไป C รวมกับเวลาจาก C ไป A = 2 ชั่วโมง

Answer Key
ส่วนที่ 1
1. 2 11. 3 21. 4 31. 4
2. 2 12. 3 22. 5
3. 3 13. 3 23. 3
4. 5 14. 3 24. 4
5. 2 15. 2 25. 3
6. 3 16. 3 26. 3
7. 3 17. 2 27. 4
8. 3 18. 3 28. 3
9. 3 19. 4 29. 3
10. 4 20. 4 30. 4

ส่วนที่ 2
1. 5 11. 5
2. 5 12. 3
3. 2 13. 5
4. 5 14. 5
5. 5 15. 2
6. 3 16. 1
7. 3
8. 4
9. 3
10. 5

รายละเอียดของข้อสอบ SAT

2011-02-23T19:41:00.000-08:00

รายละเอียดของข้อสอบ SAT
ตามที่ข้อสอบ SAT ได้มีการเปลี่ยนแปลงรูปแบบของข้อสอบตั้งแต่เดือนมีนาคม 2005 นั้นรูปแบบของข้อสอบใหม่ประกอบโดยข้อสอบ 7 ประเภทดังนี้
1 Math: Multiple Choice
- เป็นข้อสอบเลขระดับมัธยมปลายโดยมีตัวเลือกให้ 5 ข้อ
- เรียนวิชา Math ของ GMAT ได้ (GMAT ยากกว่า SAT)
2 Math: Grid-Ins
- เป็นข้อสอบเลขระดับมัธยมปลายโดยไม่มีตัวเลือกให้
- เรียนวิชา Math ของ GMAT ได้
3 Identifying Sentence Errors
- เป็นข้อสอบ Grammar เหมือน TOEFL CBT แต่มีตัวเลือก 5 ข้อ
- เรียนวิชา Error Identification ของ TOEFL ได้ (TOEFL ง่ายกว่า SAT)
4 Improving Sentences
- เป็นข้อสอบ Grammar และ Style โดยมีตัวเลือก 5 ตัวเลือก
- เรียนวิชา Sentence Correction ของ GMAT ได้ (GMAT ยากกว่า SAT)
5 Identifying Paragraph Errors
- เป็นข้อสอบ Writing โดยมีตัวเลือก 5 ตัวเลือก
- เรียนวิชา Paragraph ของ TOEFL iBT ได้
6Essay
- เป็นข้อสอบ Writing
- เรียนวิชา Writing ของ GMAT ได้
7Sentence Completion
- เป็นข้อสอบ Vocabulary และ Reading โดยผู้สอบต้องเลือกคำศัพท์เติมในช่องว่าง
- สามารถทดแทนด้วยการเรียน Vocabulary และ Reading ของ GMAT ได้
- ผู้เรียนควรท่องศัพท์เพิ่มเติม8। Reading Comprehension
- เป็นข้อสอบ Reading โดยมีตัวเลือก 5 ตัวเลือก
- เรียนวิชา Reading ของ GMAT ได้
โดยรวมแล้วข้อสอบ SAT “ใหม่” มีความใกล้เคียงกับข้อสอบ GMAT มากกว่าข้อสอบเดิมอย่างเด่นชัด (ในขณะที่ข้อสอบเดิมจะมีความใกล้เคียงกับข้อสอบ GRE ที่เน้นการท่องศัพท์แต่ในขณะที่ข้อสอบใหม่จะเน้นการวิเคราะห์) ดังนั้นผู้เตรียมตัวสอบ SAT สามารถฝึกฝนและเรียนเกี่ยวกับพื้นฐานและเทคนิคการทำข้อสอบโดยการเข้าเรียนหลักสูตร GMAT ได้ โดยรวมแล้วเนื้อหาของหลักสูตร GMAT จะยากกว่าข้อสอบ SAT ดังนั้นทางสถาบัน Kendall น่าจะแนะนำหลักสูตรดังกล่าวให้กับนักเรียนที่สามารถทำคะแนน TOEFL ได้มากกว่า 550 เท่านั้น*

***เนื่องจากนักเรียน SAT ส่วนใหญ่จะมีอายุน้อยดังนั้นจึงจำเป็นยิ่ง (กว่านักเรียน GMAT) ที่จะต้องตรวจสอบความสามารถทางภาษาอังกฤษก่อนเข้าเรียนเพราะหากให้เข้าเรียนโดยคะแนน TOEFL ยังไม่ถึงเกณฑ์อาจทำให้น้องมัธยมปลายท้อแท้กับการเรียน

Q & A: QUESTION & ANSWERคำถาม: ข้อสอบเพื่อการเรียนต่อมีอะไรบ้าง? ขอความกรุณาช่วย post link กับ internet ให้ด้วยคะ ขอบพระคุณอย่างยิ่งคะอาจารย์สิระคำตอบ: ข้อสอบมีทั้งหมดกี่ชนิดผมคงบอกไม่ได้นะครับแต่เอาเป็นข้อสอบที่นักเรียนพูดถึงกันบ่อยๆ คงมีดังนี้นะคะ • TOEFL: ข้อสอบภาษาอังกฤษเพื่อการเรียนต่อต่างประเทศ (USA, UK, Australia, และ New Zealand) รวมทั้ง Program Inter ของ จุฬา, ธรรมศาสตร์, มหิดล, ABAC, ศศิน, AIT, และ อื่นๆ รวมทั้งใช้ในการสอบทุน หากต้องการเตรียมตัวให้ดีที่สุดแนะนำให้เตรียมตัวสอบข้อสอบนี้เป็นอันดับแรก http://www.ets.org/portal/site/ets/menuitem.435c0b5cc7bd0ae7015d9510c3921509/?vgnextoid=69c0197a484f4010VgnVCM10000022f95190RCRD• GMAT: ข้อสอบคณิตศาสตร์และภาษาอังกฤษชั้นสูงซึ่งรวมทั้ง การอ่าน, ทักษะการวิเคราะห์(logic) และทักษะการเขียนเพื่อใช้ในการศึกษาต่อระดับปริญญาโทและปริญญาเอกทางด้านบริหารธุรกิจ http://www.mba.com/mba/TaketheGMAT• LSAT: ข้อสอบเพื่อศึกษาต่อด้านกฎหมาย https://os.lsac.org/Release/logon/logon.aspx • Usmle: ข้อสอบเพื่อศึกษาต่อด้านการแพทย์ http://www.usmle.org/ • GRE: ข้อสอบเพื่อศึกษาต่อในสาขาอื่นที่ไม่ใช่ ธุรกิจ, กฎหมาย, และ การแพทย์ http://www.ets.org/portal/site/ets/menuitem.435c0b5cc7bd0ae7015d9510c3921509/?vgnextoid=b195e3b5f64f4010VgnVCM10000022f95190RCRD • IELTS: ข้อสอบภาษาอังกฤษเพื่อการเรียนต่อต่างประเทศ http://www.ielts.org/ • CU-TEP: ข้อสอบทักษะภาษาอังกฤษเพื่อการเรียนต่อ Program Inter ทั้งปริญญาตรีและปริญญาโทของจุฬาลงกรณ์มหาวิทยาลัย ทางสถาบัน Kendall แนะนำให้นักเรียนของสถาบันไปลองสอบข้อสอบดังกล่าวเพื่อเป็นการ “ซ้อมมือ” ก่อนสอบข้อสอบ TOEFL จริงเพราะ CU-TEP ค่าสอบไม่สูงนัก http://www.atc.chula.ac.th/ • TU-GET: ข้อสอบทักษะภาษาอังกฤษเพื่อการเรียนต่อ Program Inter ทั้งปริญญาตรีและปริญญาโทของมหาวิทยาลัยธรรมศาสตร์ ทางสถาบัน Kendall แนะนำให้นักเรียนของสถาบันไปลองสอบข้อสอบดังกล่าวเพื่อเป็นการ “ซ้อมมือ” ก่อนสอบข้อสอบ TOEFL จริงเพราะ TU-GET ค่าสอบไม่สูงนัก• CU-BEST: ข้อสอบเพื่อเข้าหลักสูตรปริญญาโทของจุฬาลงกรณ์มหาวิทยาลัย http://www.mbachula.info/news_detail.asp?nid=53 • SAT: ข้อสอบเพื่อเข้าหลักสูตรปริญญาตรีของสหรัฐอเมริกาและ Program Inter ของจุฬาลงกรณ์มหาวิทยาลัยและธรรมศาสตร์ http://www.collegeboard.com/splash • ACT: ข้อสอบเพื่อเข้าหลักสูตรปริญญาตรีของสหรัฐอเมริกาและ Program Inter ของจุฬาลงกรณ์มหาวิทยาลัยและธรรมศาสตร์ http://www.act.org/ ทางผู้เขียนหวังเป็นอย่างยิ่งว่าข้อมูลอย่างต้นจะเป็นประโยชน์กับผู้ที่จะสอบทุกคนและขอให้ทุกคน “โชคดีในการสอบค่ะ”

รายละเอียดของข้อสอบ GMAT & SAT

2011-02-23T19:30:00.000-08:00

รายละเอียดของข้อสอบ “GMAT & SAT”

อาทิตย์นี้ Study Abroad Guide ขอแนะนำข้อมูลที่น่าสนใจในเรื่องการสอบทดสอบต่างๆเพื่อไปศึกษาต่อในต่างประเทศ หรือข้อสอบที่สำคัญเป็นอย่างมากในการใช้ยื่นสมัครเรียนในระดับมหาวิทยาลัยในต่างประเทศ วันนี้จะเล่าสั้นๆว่าอะไรคือ GMAT และ SAT ขอเริ่มต้นด้วยการอธิบายว่าอะไรคือ GMAT ก่อนจะเข้าถึงเรื่องการสอบข้อสอบ SAT นะคะ GMAT หรือ Graduate Management Admission Test หรือข้อสอบ GMAT เป็นข้อสอบที่ใช้วัดความสามารถของผู้ที่ต้องการเข้าศึกษาในระดับปริญญาโทและปริญญาเอกสาขาบริหารธุรกิจซึ่งรวมทั้ง MBA, M।S। Marketing, M।S. Finance, MIS (สำหรับสาขา MIS ของบางมหาวิทยาลัยอาจต้องใช้คะแนน GRE แทน), DBA, และ Ph.D. ด้านบริหารธุรกิจส่วนใหญ่ต้องใช้คะแนน GMAT ในการพิจารณารับนักศึกษา ภาพรวมของข้อสอบ เป็นการวัดความรู้ในการสื่อสารซึ่งรวมทั้งการอ่านและการเขียน, ทักษะการวิเคราะห์, และ ทักษะในการคำนวณ ที่จะสามารถใช้เป็นเครื่องชี้วัดความสำเร็จในการเรียนต่อทางด้านบริหารธุรกิจ จาก website ของผู้ออกข้อสอบ http://www.mba.com/ ระบุไว้ชัดเจนว่าข้อสอบ GMAT ไม่สามารถใช้วัดความสามารถในเรื่องต่อไปนี้• ความรู้เฉพาะทางของธุรกิจเช่น มาตรฐานของบัญชี หรือ กฎหมายธุรกิจ• ทักษะเฉพาะด้านของงาน (specific job skill) หรือเนื้อหาจากบทเรียนระดับปริญญาตรีด้านบัญชีและบริหาร• คุณสมบัติอื่นของการเป็นนักธุรกิจที่ดีเช่นความมุ่งมั่น, ความคิดริเริ่มสร้างสรรค์, และความสามารถในการทำงานร่วมกับผู้อื่นรูปแบบของข้อสอบและเวลา ข้อสอบ GMAT ประกอบด้วยข้อสอบ 3 ส่วนคือ 1। การเขียน (Analytical Writing Assessment) 2। คณิตศาสตร์ (Quantitative) และ 3। ภาษาอังกฤษ (Verbal) ข้อสอบการเขียน (AWA) ข้อสอบ GMATเริ่มจากการทำข้อสอบเขียนก่อนเสมอ โดยจะมีรูปแบบของข้อสอบ 2 ลักษณะได้แก่ 1।การเขียนเพื่อแสดงความคิดเห็น (Issue) และ 2।การเขียนเพื่อแสดงวิจารณ์บทความ (Argument) ผู้เข้าสอบจะมีเวลา 30 นาทีต่อหนึ่ง essay ข้อสอบคณิตศาสตร์ (Quantitative) หลังจากการพักจากข้อสอบการเขียน 10 นาที ผู้เข้าสอบจะต้องทำโจทย์เลขแบบ multiple-choice จำนวน 37 ข้อโดยมีรูปแบบของข้อสอบสองลักษณะนั้นคือ 1. Problem Solving ~24 ข้อ และ 2. Data Sufficiency ~13 ข้อ โดยมีเวลาทำข้อสอบทั้งสิ้น 75 นาที คอมพิวเตอร์จะหยุดการทำงานทันทีเมื่อเวลาหมด ข้อสอบภาษาอังกฤษ (Verbal) หลังจากการพักจากข้อสอบคณิตศาสตร์แล้ว ผู้เข้าสอบสามารถพักหรือทำข้อสอบภาษาอังกฤษ (Verbal) ต่อเนื่องเลยได้ โดยข้อสอบส่วนนี้จะเป็นโจทย์แบบ multiple-choice จำนวน 41 ข้อโดยมีรูปแบบของข้อสอบสามลักษณะนั้นคือ 1. การอ่าน (Reading Comprehension) ~14 ข้อ 2. การวิเคราะห์ (Critical Reasoning) ~14 ข้อและ 3. ไวยกรณ์และการเขียน (Sentence Correction) ~13 ข้อ โดยมีเวลาทำข้อสอบทั้งสิ้น 75 นาที คอมพิวเตอร์จะหยุดการทำงานทันทีเมื่อเวลาหมด สมัครสอบ GMAT อ่าน http://www.mba.com/mba/TaketheGMATจะสอบ GMAT

ต้องอ่าน http://www.toeflthailand.com/

Overview of Masters of Business Administration (MBA) The business world is competitive. Undergraduate students seeking to enter the business world ha

2008-11-12T16:10:00.001-08:00

Overview of Masters of Business Administration (MBA)

The business world is competitive. Undergraduate students seeking to enter the business world have found that a solid resume must now include additional course work. A Masters of Business Administration (MBA) has become the competitive edge in securing a lucrative job in the business world. Throughout the United States and the world, graduate schools offer MBA Programs that attract business students wishing to enhance their undergraduate studies. Entry into MBA Programs is competitive and requires that the student has at least a 3.0 to a 4.0 undergraduate grade point average (GPA). MBA Degrees are offered throughout the United States can be found locally at private and state institutions of higher education. For those students seeking an international experience, MBA Programs are offered throughout Europe and Asia. The top schools for pursuing an MBA are ranked according to coursework, curriculum, and the average GPA score of the student attending the school.

Students

A student may pursue an MBA degree full-time or part-time in the evening. Many MBA Degree Programs are tailored towards the career-oriented students who bring a solid work experience into the classroom. Similar to the Scholastic Aptitude Test (SAT) for High School Students is the Graduate Record Exam (GRE) for undergraduate students. Students applying for an MBA Program must take the Graduate Management Aptitude Test (GMAT) for admittance into a accredited degree program. The GMAT is used as a guideline for the institution’s admission committee on how successful the student will be in an MBA Program.

Financial Aid

Financial Aid is available for students needing financial assistance. Obtaining undergraduate financial aid, scholarships and loans were utilized to finance the degree. As a mature student, the financial agency that would offer a loan to prospective MBA student weighs the applications on the applicant’s ability to repay the loan in a timely manner and their future earning potential. The Federal government provides aid to MBA applicants who meet specified requirements. In order to receive Federal aid, students must complete a Free Application for Federal Students Aid (FAFSA). Generally scholarship or grants are not provided by most schools. Usually, MBA schools will provide a student with a loan and expect that an MBA’s salary will be sufficient to repay the debt.

GMAT The Graduate Management Admissions Test (GMAT) is used by most school to determine if an individual will be able to excel in an MBA program. The

2008-11-12T16:09:00.000-08:00

GMAT

The Graduate Management Admissions Test (GMAT) is used by most school to determine if an individual will be able to excel in an MBA program. The test uses a standardized, multiple choice format.

What it Tests

May people believe that the GMAT test a person’s business knowledge, case study analysis ability, creativity, and ability to work on a team. However, the GMAT does not directly test any of these. Rather, the GMAT focuses on an individual’s knowledge of English, Math, and Analytical writing skills. These basic skills are tested rather than business skills because it is thought that the business school should be the provider of a business education and it is not expected that an individual that does not have an MBA know all there is about business. If this were true, an MBA would be needless. The GMAT is made up of three sections. The GMAT Verbal, the GMAT Math, and the Analytical writing section (AWA).

GMAT Verbal

The verbal section consists of 41 questions that are required to be answered in 75 minutes. Sentence correction, critical reasoning, and reading comprehension are the three types of questions asked on the verbal section of the GMAT. Many students make the mistake of focusing on grammar parts rather than usage, which is what the GMAT is designed to test. A good way to think about the critical reasoning portion of the test is that it is designed to be tricky. The reading comprehension portion is designed to be straight forward. To secure a good score, the test taker must be able to shift gears effectively and quickly.

GMAT Math

This section of the GMAT consists of 37 questions that are to be answered within a time limit of 75 minutes. The two types of questions that are posed are problem solving and data sufficiency. Some of the most common mathematical concepts that are tested include ratio and proportion, percentage, speed and distance, simple and compound interest, areas and volumes, permutations and combinations, probability, set theory, functions, equations and inequalities, and algebraic expressions.

Writing Analysis

This portion of the test requires GMAT takers to write to essays. One issue concerns an issue while the other concerns and argument. These two essays are designed to measure a person’s ability to reason and persuade.

2008-09-03T18:11:00.000-07:00

GMAT หรือ Graduate management Admission Test: เป็น ข้อสอบ ที่ใช้วัดความรู้ความสามารถ และคุณสมบัติของผู้ที่ต้องการ เข้าศึกษาในหลักสูตรระดับบัณฑิตศึกษา สาขาบริหารธุรกิจ จากจำนวน มหาวิทยาลัยในประเทศอเมริกาทั้งหมด ที่เปิดสอนในสาขานี้ประมาณ 1,300 แห่ง หว่า 850 แห่ง ที่ใช้คะแนน GMAT ในการพิจารณาการับนักศึกษา

ประเภทของข้อสอบ GMAT
ลักษณะของข้อสอบจะเป็นข้อสอบแบบข้อเขียน 2 เรื่อง เรื่องละ 30 นาที และเป็นข้อสอบปรนัยตอนละ 25 นาที รวม 7 ตอน ลักษณะของข้อสอบจะเป็นการวัดความรู้ทางด้านภาษาอังกฤษ และคณิตศาสตร์ รวมทั้งความถนัดของการเขียนในเชิงวิเคราะห์ ซึ่งเป็นความสามารถที่นักศึกษา ควรจะมีในการศึกษาระดับบัณฑิตศึกษาด้านการบริหาร

ภาคการคำนวณ

การคำนวณ (Mathematic Ability)
การใช้เหตุผล (Data Sufficiency)
การอ่านกราฟ, แผนภูมิ และตาราง (Statistics)

ภาคที่ไม่ใช่การคำนวณ

การประเมินข้อมูล (Data Evaluation)
การวิเคราะห์ข้อมูล (Data Analysis)
การเปรียบเทียบข้อมูล (Data Comparison)
การทดสอบเชาว์และไหวพริบ (Aptitude Test)

การให้คะแนนของ GMAT จะแตกต่างจากการให้คะแนน TOEFL และ GRE คือมีการติดลบ 1 ใน 4 สำหรับข้อที่เลือกผิดทุกข้อ และการรายงานผลที่แตกต่างจาก TOEFL คือ จะเป็นการรายงานคะแนนสำหรับ 3 ครั้งล่าสุด มหาวิทยาลัยบางแห่งจะพิจารณาเฉพาะผลคะแนนครั้งที่ดีที่สุด แต่บางแห่งจะพิจารณาดูจากพัฒนาการของนักศึกษา จากผลการสอบที่ได้แต่ละครั้ง

คะแนน GMAT อยู่ในช่วง 200-800 ผลคะแนนของนักศึกษา ส่วนใหญ่อยู่ในช่วง 250-700 ในส่วนการเขียนเชิงวิเคราะห์ จะมีคะแนนในช่วง 0-6 ผู้ที่ไม่ทำข้อสอบ 2 ชุด คือทั้งการเขียนบทความ และการทำข้อสอบปรนัยจะไม่ได้รับผลคะแนน การสอบ GMAT เนื่องจากถือว่าทำข้อสอบไม่สมบูรณ์

ปัจจุบัน ได้มีการเปลี่ยนแปลงรูปแบบการสอบ GMAT ในประเทศไทย เป็นการสอบกับคอมพิวเตอร์ อัตราค่าสมัครสอบปัจจุบันเท่ากับ US$ 195.00 และสามารถเลือกวันสอบได้ โดยทาง IIE จัดสอบทุกวันวันละ 1 รอบ ตั้งแต่วันจันทร์ถึงวันศุกร์ ตลอดช่วงระยะเวลา 3 สัปดาห์สุดท้ายของแต่ละเดือน ไม่มีการจัดสอบในช่วงสัปดาห์แรกของเดือน การสอบแต่ละครั้งสามารถรับผู้สอบได้ 19 คน

นักศึกษาสามารถรับใบสมัครและสมัครสอบได้ที่ IIE นักศึกษาสามารถทราบผลการสอบในส่วนที่เป็นปรนัยทันทีหลังจากการสอบ แต่ในส่วนข้อเขียน ทาง IIE จะจัดส่งผลไปให้ภายหลัง ผู้ที่สนใจยังสามารถอ่านข้อมูลเพิ่มเติมเกี่ยวกับ GMAT ได้ที่ http://www.gmat.org

..ข้อมูลจาก US Study Guide

วิธีสมัครสอบ TOEFL ทาง Internet ที่ดีที่สุด

2008-05-02T13:24:00.000-07:00

วิธีสมัครสอบ TOEFL
วิธีสมัครสอบ TOEFL ทาง Internet ที่ดีที่สุด,วิธีสมัครสอบ TOEFL ไม่ยาก,รายละเอียด วิธีสมัครสอบ TOEFL

วิธีสมัครสอบ TOEFL ทาง Internet
เพื่อประหยัดเวลาในการสมัครสอบ, สถาบัน Kendall ใคร่แนะนำวิธีสมัคร TOEFL ทาง Internet ที่ใช้ขั้นตอนน้อยที่สุด โปรดปฏิบัติตามอย่างละเอียด หากไม่สามารถทำได้อย่าพึ่งหงุดหงิดเพราะ server ของ ETS เสียบ่อยมาก

เรามาเริ่มวิธีสมัครสอบ TOEFL
1. เปิด web www.toefl.org
2. ที่รูปผู้ชายมีหนวด click “Register for the Test”
3. เลือก Country “Thailand”
4. เลือก City “Bangkok”
5. click “Register Online”
6. click “Schedule an Exam” สีน้ำเงินเท่านั้น!!!
7. เมื่อพบหน้า web ใหม่ให้อ่านมาจนสุดหน้าแล้ว click “Next”
8. เลือก “I agree” แล้ว click “Next”
9. click “Schedule Appointment” สีฟ้าอ่อนเท่านั้น
10. click “Go” (ไม่ต้องเลือกเดือนและปีเพราะเราจะทำในขั้นตอนถัดไป)
11. click เลือกเวลาจากปฏิทินสามารถเลือกเดือนก่อนหน้าและหลังจาก link ที่ขอบบนซ้ายและขวาได้
12. กรอกข้อมูลส่วนตัวทั้งหมดแล้ว click “Next”
13. เลือกประเภทบัตรเครดิตในช่อง “Payment Options”และกรอกรายละเอียดของบัตรเครดิต
14. ยืนยันการสมัครครั้งสุดท้าย ทาง ETS จะส่ง e-mail ยืนยันการสมัครใน 24 ชั่วโมง

Tip เพิ่มเติม
1. ทำตามกระบวนการข้างต้นอย่างละเอียด
2. หมั่นเช็ค web บ่อยๆเพราะตารางมีการเปลี่ยนแปลงบ่อยและมักจะมีที่ว่างเพิ่มได้
3. ให้ลองดูข้อสอบแบบ Paper ที่จะมีในต่างจังหวัดด้วยหากสนใจในขั้นตอนที่ 4 ให้เลือกจังหวัดอื่นที่ไม่ใช่กรุงเทพ

จัดทำโดย: สถาบัน Kendall http://www.toeflthailand.com
วันที่: 5 มีนาคม 2549

ข้อสอบ gmat ฟรี

2008-05-02T13:22:00.000-07:00

ข้อสอบ gmat ฟรีี
ข้อสอบ gmat ฟรี
ข้อสอบ gmat ฟรี
ข้อสอบ gmat ฟรี

รายละเอียด ขั้นตอน สมัครสอบ gmat

2008-05-02T13:15:00.000-07:00

รายละเอียด ขั้นตอน สมัครสอบ gmat
GMAT-Graduate Management Admission Test
Structure

GMAT เป็นข้อสอบแบบปรนัย (Multiple-Choice) ใช้สำหรับผู้ที่ต้องการสมัคร เพื่อเข้าศึกษาต่อในหลักสูตรระดับบัณฑิตศึกษาด้านธุรกิจและบริหาร การสอบ GMAT ดำเนินการโดย Educational Testing Service (ETS) ภายใต้การสนับสนุนของ Graduate Management Admission Council ( GMAC ) กล่าวได้ว่า GMAT มีจุดมุ่งหมายในการวัด ทักษะขั้นพื้นฐานทางด้าน Verbal, Mathematical และ Analytical ที่ได้รับการพัฒนาสะสมมาจากการศึกษาและการทำงานที่ผ่านมา
GMAT มีรูปแบบของการสอบเป็นแบบ Computer-Adaptive Test-CAT ประกอบไปด้วย 3 ส่วน คือ
1. Analytical Writing Assessment : เป็นการเขียน essay 2 บทความ คือ analysis of an issue และ analysis of an argument บทความละ 30 นาที ซึ่งต้องทำข้อสอบ ทางคอมพิวเตอร์เท่านั้น
2. Quantitative Section : 75 นาที 37 คำถาม ลักษณะของข้อสอบเป็นการวัดระดับ ความสามารถทางด้าน Algebra, Arithmetic และ Geometry โดยมีคำถามใน 2 รูปแบบคือ Data Sufficiency และ Problem Solving
3. Verbal Section : 75 นาที 41 คำถาม เป็นการทดสอบความสามารถทางด้าน Reading, Grammar และ Analytical Reasoning ในระดับที่นักศึกษาควรจะมี ในการเข้าศึกษา หลักสูตรระดับบัณฑิตศึกษา ทางด้านบริหารธุรกิจ โดยมีคำถามใน 3 รูปแบบคือ Reading Comprehension, Critical Reasoning และ Sentence Correction
How to Apply

ค่าสมัครสอบ GMAT ในปัจจุบันเท่ากับ US$ 225 โดยสามารถชำระได้ทั้งในรูปแบบของบัตรเครดิต ( Visa, MasterCard or American Express ) ใบสั่งจ่ายเงิน หรือคูปอง UNESCO การสมัครสอบ GMAT ปัจจุบัน หน่วยงานที่ทำหน้าที่รับสมัครการสอบ GMAT สำหรับประเทศไทยคือ Regional Registration Center ( RRC ) Region 6 ซึ่งมีรายละเอียดดังนี้
Thomson Prometric
P . O . Box 12964 50794 Kuala Lumpur , Malaysia. E-mail: searrc@prometric.com Tel: 60-3-7628-3333 Fax: 60-3-7628-3366
สำหรับ สถานที่สอบ GMAT ในประเทศไทย คือที่
Institute of International Education-Southeast Asia (IIE)
6th Floor, Maneeya Center North 518/3 Ploenchit Road Pathumwan, Bangkok 10330
ศูนย์สอบในประเทศไทย เป็นศูนย์สอบแบบ Permanent ซึ่งเมื่อกำหนดสถานที่สอบได้แล้ว ผู้ที่ต้องการสอบสามารถตรวจสอบวันที่ และเวลาที่สามารถลงทะเบียนสอบได้ จาก http://www.gmat.org/mba/Service/GMATInfo/SelectTest.htm
สำหรับขั้นตอนการสมัครสอบ GMAT ในประเทศไทย สามารถกระทำได้ 4 วิธีคือ
1. แบบ online : ผู้สอบสามารถลงทะเบียนสอบ online ได้ ทาง website โดยต้องชำระค่า สมัครสอบด้วยบัตรเครดิตเท่านั้น นอกจากนี้ ผู้สอบยังต้องสมัครเป็นสมาชิกของ www.mba . com ก่อน จึงจะสามารถสมัครสอบแบบ online ได้
2. โทรศัพท์: การสมัครสอบทางโทรศัพท์จากประเทศไทย ผู้สมัครต้องโทรติดต่อไปที่ Regional Registration Center ( RRC ) หมายเลขโทรศัพท์ 60-3-7628-3333 พร้อมเตรียมข้อมูลส่วนตัว และบัตรเครดิตที่ต้องการใช้ในการชำระค่าสมัครสอบ
3 & 4. โทรสารและไปรษณีย์: สำหรับการลงทะเบียนทางโทรสารและทางไปรษณีย์ ผู้สมัครต้อง กรอก International Test Scheduling Form (สามารถ download จาก website ได้) จากนั้น จึงจัดส่งทางโทรสารหรือไปรษณีย์ ไปยัง RRCพร้อมชำระค่าสมัครสอบตามที่อยู่ ด้านบน
ผู้สอบสามารถเลือกให้จัดส่งผลสอบไปให้กับสถาบันการศึกษาได้ 5 แห่ง โดยไม่เสียค่าใช้จ่าย เพิ่มเติมและไม่สามารถเปลี่ยนแปลงรายชื่อ สถาบันภายหลังได้ ในกรณีที่ผู้สอบไม่ได้กำหนด สถาบันการศึกษาที่ต้องการให้จัดส่งผลสอบสามารถทราบผลสอบจากสถาบัน โดยต้องเสียค่า บริการ US$ 28
ผู้สอบสามารถสอบ GMAT ได้เพียง 1 ครั้ง ภายในระยะเวลา 1 เดือน (ตามปฏิทิน) และไม่สามารถ สอบได้เกินกว่า 5 ครั้ง ภายในระยะเวลา 12 เดือน (รวมถึงครั้งที่มีการยกเลิกผลคะแนนด้วย) หากสอบเกิน 5 ครั้ง ผลการสอบในครั้งที่เกินจะไม่มีการจัดส่งออกมาและอาจถูกห้าม ไม่ให้สอบ GMAT ในอนาคตได้อีก
สามารถทราบข้อมูลเพิ่มเติมเกี่ยวกับ GMAT สามารถดูได้จาก www.gmat.org หรือ www.gmac.org หรือ โทรไปที่ 0-2652-0653 เพื่อสอบถามข้อมูลทั่วไป
รายละเอียด ขั้นตอน สมัครสอบ gmat

ดาวน์โหลดดิกชันนารีไว้ใช้งาน ฟรี ! download dictionary free

2008-04-26T04:44:00.001-07:00

ดาวน์โหลดดิกชันนารีไว้ใช้งาน ฟรี ! download dictionary free
[1] ประเภทดิกชันนารี อังกฤษ – ไทย, ไทย - อังกฤษ

โปรแกรมที่ 1: LEXiTRON (ดิก อังกฤษ – ไทย & ไทย - อังกฤษ) ประมาณ 20 MB
http://home.dsd.go.th/freeenglish/LEXiTRON.exe

โปรแกรมที่ 2: My Buddy Dictionary ดิก อังกฤษ – ไทย รวมดิกจาก 3 ฐานข้อมูลไว้ในโปรแกรมเดียวกัน ประมาณ 25 MB
http://www.thaibuddy.com/

ดาวน์โหลดดิก: (หมดอายุ 1 มกราคม 2552)
http://home.dsd.go.th/freeenglish/MyBuddy2.1beta.zip

โปรแกรมที่ 3: Loy Dictionary อังกฤษ – ไทย ประมาณ 25 MB
http://home.dsd.go.th/freeenglish/_LoyDictSetupZipFiles.exe
(เป็นไฟล์ Setup และรายละเอียดในการติดตั้งทั้งหมด)

โปรแกรมที่ 4: HighLight Dictionary (อังกฤษ ->ไทย และ ไทย-อังกฤษ ) ขนาด 10.5 MB
http://www.thaiware.com/main/info.php?id=3342
มีคลังข้อมูลบรรจุคำศัพท์จากพจนานุกรมอิเล็คทรอนิกส์ ถึง 3 เล่ม รวมกันกว่า 180,000 รายการ สมบูรณ์แบบด้วย ความหมาย , ประเภทของคำศัพท์ , คำย่อ , คำพ้องเสียง , คำเหมือน , คำไกล้เคียง , คำตรงข้าม, ตัวอย่างประโยค เป็นต้น สามารถใช้ร่วมกับโปรแกรมต่าง ๆ ได้ โดยจะแปลศัพท์ที่ คุณต้องการรู้ความหมายจริง ๆ โดยไม่ต้องพิมพ์คำศัพท์ใหม่ เพียงแค่คุณลาก Highlight คำศัพท์ที่ต้องการแล้วกดปุ่ม Windows Key + X โปรแกรมก็จะทำการแปลและแสดงผล ...

ดาวน์โหลดดิกชันนารีไว้ใช้งาน ฟรี ! download dictionary free
[2] ประเภท ดิกชันนารี อังกฤษ – อังกฤษ
โปรแกรมที่ 1: WordWeb 5 เป็นดิกอังกฤษ – อังกฤษ ใช้ฟรีที่ดีที่สุด [ขนาดประมาณ7 MB]
ดาวน์โหลด:
http://www.download.com/WordWeb/3000-2279_4-1000320

โปรแกรมที่ 2: Merriam Webster´s Concise Dictionary 2.1 [ขนาด 1.59 MB]
ดาวน์โหลด: http://www.download.com/Merriam-Webster-s-Concise-Dictionary/3000-2279_4-10059666.html?tag=lst-0-1

โปรแกรมที่ 3: TheSage´s English Dictionary and Thesaurus 1.1.2 [ขนาด 8.06 MB]
ดาวน์โหลด:
http://www.tucows.com/preview/412035
http://www.snapfiles.com/get/thesage.html

ดาวน์โหลดดิกชันนารีไว้ใช้งาน ฟรี ! download dictionary free

ลิงค์เพื่อความสุดยอดเก่งภาษาอังกฤษ

2008-04-25T21:23:00.000-07:00

เรื่อง	Web site
British Council Organization Thailand	http://www.britishcouncil.or.th/th/index.asp
Advance English Lessons	http://www.englishpage.com
Tower of English Lobby	http://www.towerofenglish.com
Nation Junior Newspaper	http://www.njconnex.com/
NLL Free Resource	http://www.nll.co.uk/free/exercises.shtml
American University Alumni (AUA)	http://www.auathailand.org/
English Exercise Online	http://www.smic.be/smic5022
Dictionary.com	http://dictionary.reference.com
Acronym Dictionary (ค้นหาตัวย่อ)	http://www.yindii.com/dictionary/acronym.htm
American Slang (คำศัพท์แสลง)	http://www.yindii.com/ref/slang.htm
Forms of Address (การเขียนจดหมาย)	http://www.yindii.com/ref/address.htm
Idioms	http://www.yindii.com/ref/idioms/idiom1.htm
Online Dictionaries	http://www.yindii.com/dictionary/rhyme.htm
Online Grammar	http://www.yindii.com/ref/grammar/index.htm
Proverbs (สุภาษิต)	http://www.yindii.com/ref/proverbs/proverb1.htm
SuperKids Vocabulary Builders	http://www.superkids.com/aweb/tools/words
World English test, learn, and study online	http://www.world-english.org
Learn English - British Council	http://www.learnenglish.org.uk
Learn English Free With EnglishClub.com	http://www.englishclub.com
The Internet Picture Dictionary	http://www.pdictionary.com
Oxford Teachers Club Oxford Teachers' Club	http://www.oup.com/elt/teachersclub/?cc=th
ESL-Pro.com - ESL PRO Products	http://www.esl-pro.com/store.aspx
เกมอักษรไขว้ se-ed	http://ww2.se-ed.net/acc2003/cross/cross1.htm
Crossword Puzzle Games	http://www.crosswordpuzzlegames.com/create.html
Teach with movies	http://www.teachwithmovies.net/index.html
Fun English Study	http://www.manythings.org/
English-4U	http://www.english-4u.com/
Vacabulary Can be Fun	http://www.vocabulary.co.il/
Better English	http://www.better-english.com/grammar.htm
คำศัพท์อังกฤษ	http://www.vocabulary.com/
Crossword Puzzle ต	http://www.mrtawat.com/xword.htm
Teaching English Organization	http://www.teachingenglish.org.uk/
Webster Dictionary Online	http://www.websters-online-dictionary.org/
Lyrics For All	http://www.lyricsforall.com
English Puzzle	http://www.puzzles.bambamscorner.nl/ englishpuzzles.html
Grammar Songs	http://gardenofpraise.com/mugram.htm
Basic guide to essey writing	http://members.tripod.com/~lklivingston/ essay/index.html

ตัวอย่างข้อสอบ gmat CHECKING EXTREME CASES

2008-04-25T08:39:00.000-07:00

ตัวอย่างข้อสอบ gmat

CHECKING EXTREME CASES

• When drawing a geometric figure or checking a given one, be sure to include drawings of extreme cases as well as ordinary ones.

Example 1: In the figure to the right, AC is a chord and B is a point on the circle. What is the measure of angle x?

Although in the drawing AC looks to be a diameter, that cannot be assumed. All we know is that AC is a chord. Hence, numerous cases are possible, three of which are illustrated below:

In Case I, x is greater than 45 degrees; in Case II, x equals 45 degrees; in Case III, x is less than 45 degrees. Hence, the given information is not sufficient to answer the question.

Example 2: Three rays emanate from a common point and form three angles with measures p, q, and r. What is the measure of q + r ?

It is natural to make the drawing symmetric as follows:

In this case, p = q = r = 120, so q + r = 240. However, there are other drawings possible. For example:

In this case, q + r = 180. Hence, the given information is not sufficient to answer the question.

Problems:

1. Suppose 3p + 4q = 11. Then what is the value of q?

(1) p is prime.
(2) q = -2p

Solution: (1) is insufficient. For example, if p = 3 and q = 1/2, then 3p + 4q = 3(3) + 4(1/2) = 11. However, if p = 5 and q = -1, then 3p + 4q = 3(5) + 4(-1) = 11. Since the value of q is not unique, (1) is insufficient.

Turning to (2), we now have a system of two equations in two unknowns. Hence, the system can be solved to determine the value of q. Thus, (2) is sufficient, and the answer is B.

2. What is the perimeter of triangle ABC above?

(1) The ratio of DE to BF is 1: 3.
(2) D and E are midpoints of sides AB and CB, respectively.

Solution: Since we do not even know whether BF is an altitude, nothing can be determined from (1). More importantly, there is no information telling us the absolute size of the triangle.

As to (2), although from geometry we know that DE = AC/2, this relationship holds for any size triangle. Hence, (2) is also insufficient.

Together, (1) and (2) are also insufficient since we still don't have information about the size of the triangle, so we can't determine the perimeter. The answer is E.

3. A dress was initially listed at a price that would have given the store a profit of 20 percent of the wholesale cost. What was the wholesale cost of the dress?

(1) After reducing the asking price by 10 percent, the dress sold for a net profit of 10 dollars.
(2) The dress sold for 50 dollars.

Solution: Consider just the question setup. Since the store would have made a profit of 20 percent on the wholesale cost, the original price P of the dress was 120 percent of the cost: P = 1.2C. Now, translating (1) into an equation yields:

P - .1P = C + 10

Simplifying gives

.9P = C + 10

Solving for P yields

P = (C + 10)/.9

Plugging this expression for P into P = 1.2C gives

(C + 10)/.9 = 1.2C

Since we now have only one equation involving the cost, we can determine the cost by solving for C. Hence, the answer is A or D.

(2) is insufficient since it does not relate the selling price to any other information. Note, the phrase "initially listed" implies that there was more than one asking price. If it wasn't for that phrase, (2) would be sufficient. The answer is A.

4. What is the value of the two-digit number x?

(1) The sum of its digits is 4.
(2) The difference of its digits is 4.

Solution: Considering (1) only, x must be 13, 22, 31, or 40. Hence, (1) is not sufficient to determine the value of x.

Considering (2) only, x must be 40, 51, 15, 62, 26, 73, 37, 84, 48, 95, or 59. Hence, (2) is not sufficient to determine the value of x.

Considering (1) and (2) together, we see that 40 and only 40 is common to the two sets of choices for x. Hence, x must be 40. Thus, together (1) and (2) are sufficient to uniquely determine the value of x. The answer is C.

5. If x and y do not equal 0, is x/y an integer?

(1) x is prime.
(2) y is even.

Solution: (1) is not sufficient since we don't know the value of y. Similarly, (2) is not sufficient. Furthermore, (1) and (2) together are still insufficient since there is an even prime number--2. For example, let x be the prime number 2, and let y be the even number 2 (don't forget that different variables can stand for the same number). Then x/y = 2/2 = 1, which is an integer. For all other values of x and y, x/y is not an integer. (Plug in a few values to verify this.) The answer is E.

6. Is 500 the average (arithmetic mean) score on the GMAT?

(1) Half of the people who take the GMAT score above 500 and half of the people score below 500.
(2) The highest GMAT score is 800 and the lowest score is 200.

Solution: Many students mistakenly think that (1) implies the average is 500. Suppose just 2 people take the test and one scores 700 (above 500) and the other scores 400 (below 500). Clearly, the average score for the two test-takers is not 500. (2) is less tempting. Knowing the highest and lowest scores tells us nothing about the other scores. Finally, (1) and (2) together do not determine the average since together they still don't tell us the distribution of most of the scores. The answer is E.

7. The set S of numbers has the following properties:

I) If x is in S, then 1/x is in S.
II) If both x and y are in S, then so is x + y.

Is 3 in S?

(1) 1/3 is in S.
(2) 1 is in S.

Solution: Consider (1) alone. Since 1/3 is in S, we know from Property I that 1/(1/3) = 3 is in S. Hence, (1) is sufficient.

Consider (2) alone. Since 1 is in S, we know from Property II that 1 + 1 = 2 (Note, nothing in Property II prevents x and y from standing for the same number. In this case both stand for 1.) is in S. Applying Property II again shows that 1 + 2 = 3 is in S. Hence, (2) is also sufficient. The answer is D.

8. What is the area of the triangle above?

(1) a = x, b = 2x, and c = 3x.
(2) The side opposite a is 4 and the side opposite b is 3.

Solution: From (1) we can determine the measures of the angles: a + b + c = x + 2x + 3x = 6x = 180

Dividing the last equation by 6 gives: x = 30

Hence, a = 30, b = 60, and c = 90. However, different size triangles can have these angle measures, as the diagram below illustrates:

Hence, (1) is not sufficient to determine the area of the triangle.

Turning to (2), be careful not to assume that c is a right angle. Although from the diagram c appears to be a right angle, it could be 91 degrees or 89 degrees--we can't tell. Hence, (2) is not sufficient to determine the area of the triangle.

However, with both (1) and (2), c is a right angle and the area of the triangle is (1/2)(base)(height) = (1/2)(4)(3). The answer is C.

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ตัวอย่างข้อสอบ gmat GMAT EXAM - GMAT TEST Data Sufficiency

2008-04-25T08:38:00.000-07:00

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EXAM - GMAT TEST Data Sufficiency

Most people have much more difficulty with the Data Sufficiency problems than with the Standard Math problems. However, the mathematical knowledge and skill required to solve Data Sufficiency problems is no greater than that required to solve standard math problems. What makes Data Sufficiency problems appear harder at first is the complicated directions. But once you become familiar with the directions, you'll find these problems no harder than standard math problems. In fact, people usually become proficient more quickly on Data Sufficiency problems.

THE DIRECTIONS

The directions for Data Sufficiency questions are rather complicated. Before reading any further, take some time to learn the directions cold. Some of the wording in the directions below has been changed from the GMAT to make it clearer. You should never have to look at the instructions during the test.

Directions: Each of the following Data Sufficiency problems contains a question followed by two statements, numbered (1) and (2). You need not solve the problem; rather you must decide whether the information given is sufficient to solve the problem.

The correct answer to a question is

A if statement (1) ALONE is sufficient to answer the question but statement (2) alone is not sufficient;
B if statement (2) ALONE is sufficient to answer the question but statement (1) alone is not sufficient;
C if the two statements TAKEN TOGETHER are sufficient to answer the question, but NEITHER statement ALONE is sufficient;
D if EACH statement ALONE is sufficient to answer the question;
E if the two statements TAKEN TOGETHER are still NOT sufficient to answer the question.

Numbers: Only real numbers are used. That is, there are no complex numbers.

Drawings: The drawings are drawn to scale according to the information given in the question, but may conflict with the information given in statements (1) and (2).

You can assume that a line that appears straight is straight and that angle measures cannot be zero.

You can assume that the relative positions of points, angles, and objects are as shown.

All drawings lie in a plane unless stated otherwise.

Example:

In triangle ABC to the right, what is the value of y?

(1) AB = AC
(2) x = 30

Explanation: By statement (1), triangle ABC is isosceles. Hence, its base angles are equal: y = z. Since the angle sum of a triangle is 180 degrees, we get x + y + z = 180. Replacing z with y in this equation and then simplifying yields x + 2y = 180. Since statement (1) does not give a value for x, we cannot determine the value of y from statement (1) alone. By statement (2), x = 30. Hence, x + y + z = 180 becomes 30 + y + z = 180, or y + z = 150. Since statement (2) does not give a value for z, we cannot determine the value of y from statement (2) alone. However, using both statements in combination, we can find both x and z and therefore y. Hence, the answer is C.

Notice in the above example that the triangle appears to be a right triangle. However, that cannot be assumed: angle A may be 89 degrees or 91 degrees, we can't tell from the drawing. You must be very careful not to assume any more than what is explicitly given in a Data Sufficiency problem.

ELIMINATION

Data Sufficiency questions provide fertile ground for elimination. In fact, it is rare that you won't be able to eliminate some answer-choices. Remember, if you can eliminate at least one answer choice, the odds of gaining points by guessing are in your favor.

The following table summarizes how elimination functions with Data Sufficiency problems.

Statement	Choices Eliminated
(1) is sufficient	B, C, E
(1) is not sufficient	A, D
(2) is sufficient	A, C, E
(2) is not sufficient	B, D
(1) is not sufficient and (2) is not sufficient	A, B, D

Example 1: What is the 1st term in sequence S?

(1) The 3rd term of S is 4.
(2) The 2nd term of S is three times the 1st, and the 3rd term is four times the 2nd.

(1) is no help in finding the first term of S. For example, the following sequences each have 4 as their third term, yet they have different first terms:

0, 2, 4
-4, 0, 4

This eliminates choices A and D. Now, even if we are unable to solve this problem, we have significantly increased our chances of guessing correctly--from 1 in 5 to 1 in 3.

Turning to (2), we completely ignore the information in (1). Although (2) contains a lot of information, it also is not sufficient. For example, the following sequences each satisfy (2), yet they have different first terms:

1, 3, 12
3, 9, 36

This eliminates B, and our chances of guessing correctly have increased to 1 in 2.

Next, we consider (1) and (2) together. From (1), we know "the 3rd term of S is 4." From (2), we know "the 3rd term is four times the 2nd." This is equivalent to saying the 2nd term is 1/4 the 3rd term: (1/4)4 = 1. Further, from (2), we know "the 2nd term is three times the 1st." This is equivalent to saying the 1st term is 1/3 the 2nd term: (1/3)1 = 1/3. Hence, the first term of the sequence is fully determined: 1/3, 1, 4. The answer is C.

Example 2: In the figure to the right, what is the area of the triangle?

(1)
(2) x = 90

Recall that a triangle is a right triangle if and only if the square of the longest side is equal to the sum of the squares of the shorter sides (Pythagorean Theorem). Hence, (1) implies that the triangle is a right triangle. So the area of the triangle is (6)(8)/2. Note, there is no need to calculate the area--we just need to know that the area can be calculated. Hence, the answer is either A or D.

Turning to (2), we see immediately that we have a right triangle. Hence, again the area can be calculated. The answer is D.

Example 3: Is p <>

(1) p/3 < q/3
(2) -p + x > -q + x

Multiplying both sides of p/3 < q/3 by 3 yields p < q.

Hence, (1) is sufficient. As to (2), subtract x from both sides of -p + x > -q + x, which yields -p > -q.

Multiplying both sides of this inequality by -1, and recalling that multiplying both sides of an inequality by a negative number reverses the inequality, yields p < q.

Hence, (2) is also sufficient. The answer is D.

Example 4: If x is both the cube of an integer and between 2 and 200, what is the value of x?

(1) x is odd.
(2) x is the square of an integer.

Since x is both a cube and between 2 and 200, we are looking at the integers:

which reduce to

8, 27, 64, 125

Since there are two odd integers in this set, (1) is not sufficient to uniquely determine the value of x. This eliminates choices A and D.

Next, there is only one perfect square, 64, in the set. Hence, (2) is sufficient to determine the value of x. The answer is B.

Example 5: Is CAB a code word in language Q?

(1) ABC is the base word.
(2) If C immediately follows B, then C can be moved to the front of the code word to generate another word.

From (1), we cannot determine whether CAB is a code word since (1) gives no rule for generating another word from the base word. This eliminates A and D.

Turning to (2), we still cannot determine whether CAB is a code word since now we have no word to apply this rule to. This eliminates B.

However, if we consider (1) and (2) together, then we can determine whether CAB is a code word:

From (1), ABC is a code word.

From (2), the C in the code word ABC can be moved to the front of the word: CAB.

Hence, CAB is a code word and the answer is C.

UNWARRANTED ASSUMPTIONS

Be extra careful not to read any more into a statement than what is given.

• The main purpose of some difficult problems is to lure you into making an unwarranted assumption.

If you avoid the temptation, these problems can become routine.

Example 6: Did Incumbent I get over 50% of the vote?

(1) Challenger C got 49% of the vote.
(2) Incumbent I got 25,000 of the 100,000 votes cast.

If you did not make any unwarranted assumptions, you probably did not find this to be a hard problem. What makes a problem difficult is not necessarily its underlying complexity; rather a problem is classified as difficult if many people miss it. A problem may be simple yet contain a psychological trap that causes people to answer it incorrectly.

The above problem is difficult because many people subconsciously assume that there are only two candidates. They then figure that since the challenger received 49% of the vote the incumbent received 51% of the vote. This would be a valid deduction if C were the only challenger (You might ask, "What if some people voted for none-of-the-above?" But don't get carried away with finding exceptions. The writers of the GMAT would not set a trap that subtle). But we cannot assume that. There may be two or more challengers. Hence, (1) is insufficient.

Now, consider (2) alone. Since Incumbent I received 25,000 of the 100,000 votes cast, I necessarily received 25% of the vote. Hence, the answer to the question is "No, the incumbent did not receive over 50% of the vote." Therefore, (2) is sufficient to answer the question. The answer is B.

Note, some people have trouble with (2) because they feel that the question asks for a "yes" answer. But on Data Sufficiency questions, a "no" answer is just as valid as a "yes" answer. What we're looking for is a definite answer.

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ตัวอย่างข้อสอบ gmat GMAT EXAM VERBAL and GMAT READING TEST SECTION

2008-04-25T08:37:00.000-07:00

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GMAT EXAM VERBAL and GMAT READING TEST SECTION

The verbal portion of the test consists of three types of questions: Reading Comprehension, Arguments, and Sentence Correction. They are designed to test your ability to reason using the written word. There is roughly the same number of each type of question, for a total of 41 questions.

READING COMPREHENSION

GMAT READING and VERBAL FORMAT

The GMAT reading comprehension section passages are about 200 to 400 words long. The subject matter of a passage can be almost anything, but the most common themes are politics, history, culture, science, and business.

GMAT READING METHODS

Some books recommend speed-reading the passages. This is a mistake. Speed reading is designed for ordinary, nontechnical material. Because this material is filled with "fluff," you can skim over the nonessential parts and still get the gist--and often more--of the passage. However, GMAT passages are dense. Some are actual quoted articles. Most often, however, they are based on articles that have been condensed to about one-third their original length. During this process no essential information is lost, just the "fluff" is cut. This is why speed reading will not work here--the passages contain too much information. You should, however, read somewhat faster than you normally do, but not to the point that your comprehension suffers. You will have to experiment to find your optimum pace.

Many books recommend reading the questions before the passage. But there are two big problems with this method. First, some of the questions are a paragraph long, and reading a question twice can use up precious time. Second, there are up to seven questions per passage, and psychologists have shown that we can hold in our minds a maximum of about three thoughts at any one time (some of us have trouble simply remembering phone numbers). After reading all seven questions, the student will turn to the passage with his mind clouded by half-remembered thoughts. This will at best waste his time and distract him. More likely it will turn the passage into a disjointed mass of information.

However, one technique that you may find helpful is to preview the passage by reading the first sentence of each paragraph. Generally, the topic of a paragraph is contained in the first sentence. Reading the first sentence of each paragraph will give an overview of the passage. The topic sentences act in essence as a summary of the passage. Furthermore, since each passage is only three or four paragraphs long, previewing the topic sentences will not use up an inordinate amount of time.

The passages presented depend on how well you are performing on the test. However, unlike other parts of the test, the questions presented do not depend on your performance. The longer passages will require you to scroll through the passage.

THE SIX QUESTIONS

The key to performing well on the passages is not the particular reading technique you use (so long as it's neither speed reading nor pre-reading the questions). Rather the key is to become completely familiar with the question types--there are only six--so that you can anticipate the questions that might be asked as you read the passage and answer those that are asked more quickly and efficiently. As you become familiar with the six question types, you will gain an intuitive sense for the places from which questions are likely to be drawn. This will give you the same advantage as that claimed by the "pre-reading-the-questions" technique, without the confusion and waste of time. Note, the order in which the questions are asked roughly corresponds to the order in which the main issues are presented in the passage. Early questions should correspond to information given early in the passage, and so on.

The following passage and accompanying questions illustrate the six question types.

There are two major systems of criminal procedure in the modern world--the adversarial and the inquisitorial. The former is associated with common law tradition and the latter with civil law tradition. Both systems were historically preceded by the system of private vengeance in which the victim of a crime fashioned his own remedy and administered it privately, either personally or through an agent. The vengeance system was a system of self-help, the essence of which was captured in the slogan "an eye for an eye, a tooth for a tooth." The modern adversarial system is only one historical step removed from the private vengeance system and still retains some of its characteristic features. Thus, for example, even though the right to institute criminal action has now been extended to all members of society and even though the police department has taken over the pretrial investigative functions on behalf of the prosecution, the adversarial system still leaves the defendant to conduct his own pretrial investigation. The trial is still viewed as a duel between two adversaries, refereed by a judge who, at the beginning of the trial has no knowledge of the investigative background of the case. In the final analysis the adversarial system of criminal procedure symbolizes and regularizes the punitive combat.

By contrast, the inquisitorial system begins historically where the adversarial system stopped its development. It is two historical steps removed from the system of private vengeance. Therefore, from the standpoint of legal anthropology, it is historically superior to the adversarial system. Under the inquisitorial system the public investigator has the duty to investigate not just on behalf of the prosecutor but also on behalf of the defendant. Additionally, the public prosecutor has the duty to present to the court not only evidence that may lead to the conviction of the defendant but also evidence that may lead to his exoneration. This system mandates that both parties permit full pretrial discovery of the evidence in their possession. Finally, in an effort to make the trial less like a duel between two adversaries, the inquisitorial system mandates that the judge take an active part in the conduct of the trial, with a role that is both directive and protective.

Fact-finding is at the heart of the inquisitorial system. This system operates on the philosophical premise that in a criminal case the crucial factor is not the legal rule but the facts of the case and that the goal of the entire procedure is to experimentally recreate for the court the commission of the alleged crime.

MAIN IDEA QUESTIONS

The main idea is usually stated in the last--occasionally the first--sentence of the first paragraph. If it's not there, it will probably be the last sentence of the entire passage.

Because main idea questions are relatively easy, the GMAT writers try to obscure the correct answer by surrounding it with close answer-choices ("detractors") that either overstate or understate the author's main point. Answer-choices that stress specifics tend to understate the main idea; choices that go beyond the scope of the passage tend to overstate the main idea.

The answer to a main idea question will summarize the author's argument, yet be neither too specific nor too broad.

Example: (Refer to the first passage.)

The primary purpose of the passage is to

(A) explain why the inquisitorial system is the best system of criminal justice
(B) explain how the adversarial and the inquisitorial systems of criminal justice both evolved from the system of private vengeance
(C) show how the adversarial and inquisitorial systems of criminal justice can both complement and hinder each other's development
(D) show how the adversarial and inquisitorial systems of criminal justice are being combined into a new and better system
(E) analyze two systems of criminal justice and deduce which one is better

The answer to a main idea question will summarize the passage without going beyond it. (A) violates these criteria by overstating the scope of the passage. The comparison in the passage is between two specific systems, not between all systems. (A) would be a good answer if "best" were replaced with "better." Beware of extreme words. (B) violates the criteria by understating the scope of the passage. Although the evolution of both the adversarial and the inquisitorial systems is discussed in the passage, it is done to show why one is superior to the other. As to (C) and (D), both can be quickly dismissed since neither is mentioned in the passage. Finally, the passage does two things: it presents two systems of criminal justice and shows why one is better than the other. (E) aptly summarizes this, so it is the best answer.

Description Questions

Description questions, as with main idea questions, refer to a point made by the author. However, description questions refer to a minor point or to incidental information, not to the author's main point.

The answer to a description question must refer directly to a statement in the passage, not to something implied by it. However, the correct answer will paraphrase a statement in the passage, not give an exact quote. In fact, exact quotes ("Same language" traps) are often used to bait wrong answers.

Caution: When answering a description question, you must find the point in the passage from which the question is drawn. Don't rely on memory--too many obfuscating tactics are used with these questions.

Not only must the correct answer refer directly to a statement in the passage, it must refer to the relevant statement. The correct answer will be surrounded by wrong choices which refer directly to the passage but don't address the question. These choices can be tempting because they tend to be quite close to the actual answer.

Once you spot the sentence to which the question refers, you still must read a few sentences before and after it, to put the question in context. If a question refers to line 20, the information needed to answer it can occur anywhere from line 15 to 25. Even if you have spotted the answer in line 20, you should still read a couple more lines to make certain you have the proper perspective.

Example: (Refer to the first passage.)

According to the passage, the inquisitorial system differs from the adversarial system in that

(A) it does not make the defendant solely responsible for gathering evidence for his case
(B) it does not require the police department to work on behalf of the prosecution
(C) it does not allow the victim the satisfaction of private vengeance
(D) it requires the prosecution to drop a weak case
(E) a defendant who is innocent would prefer to be tried under the inquisitorial system

This is a description question, so the information needed to answer it must be stated in the passage--though not in the same language as in the answer. The needed information is contained in the fourth sentence of Paragraph 3, which states that the public prosecutor has to investigate on behalf of both society and the defendant. Thus, the defendant is not solely responsible for investigating his case. Furthermore, the paragraph's opening implies that this feature is not found in the adversarial system. This illustrates why you must determine the context of the situation before you can safely answer the question. The answer is (A).

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ตัวอย่างข้อสอบ GMAT EXAM - GMAT TEST GRAMMAR SECTION

2008-04-25T08:35:00.000-07:00

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GMAT EXAM - GMAT TEST GRAMMAR SECTION

FORMAT OF THE GMAT GRAMMAR TEST SECTION

The field of grammar is huge and complex--tomes have been written on the subject. This complexity should be no surprise since grammar deals with the process of communication.

GMAT grammar tests only a small part of standard written English. Grammar can be divided into two parts: Mechanics and Usage.

Mechanics concerns punctuation, capitalization, etc. It is not tested on the GMAT nearly as often as is usage. So don't spend too much time worrying whether the comma is in the right place or whether a particular word should be capitalized.

Usage concerns how we choose our words and how we express our thoughts: in other words, are the connections between the words in a sentence logically sound, and are they expressed in a way that conforms to standard idiom? This is the part of grammar that the GMAT concentrates on. Six major categories of usage are tested:

Pronoun Errors
Subject-Verb Agreement
Misplaced Modifiers
Faulty Parallelism
Faulty Verb Tense
Faulty Idiom

PRONOUN ERRORS

A pronoun is a word that stands for a noun, known as the antecedent of the pronoun. The key point for the use of pronouns is this: pronouns must agree with their antecedents in both number (singular or plural) and person (first, second, or third).

Example:
Steve has yet to receive his degree.

Here, the pronoun his refers to the noun Steve.

Following is a list of the most common pronouns:
PRONOUNS
Singular Plural Both Singular and Plural
I, me we, us any
she, her they none
he, him them all
it these most
anyone those more
either some who
each that which
many a both what
nothing ourselves you
one any
another many
everything few
mine several
his, hers others
this
that
Reference

• A pronoun should be plural when it refers to two nouns joined by and.

Example:
Jane and Katarina believe they passed the final exam.

The plural pronoun they refers to the compound subject Jane and Katarina.

• A pronoun should be singular when it refers to two nouns joined by or or nor.
Faulty Usage

Neither Jane nor Katarina believes they passed the final.

Correct: Neither Jane nor Katarina believes she passed the final.

• A pronoun should refer to one and only one noun or compound noun.

This is probably the most common error on the GMAT. If a pronoun follows two nouns, it is often unclear which of the nouns the pronoun refers to.
Faulty Usage

The breakup of the Soviet Union has left nuclear weapons in the hands of unstable, nascent countries. It is imperative to world security that they be destroyed.

Although one is unlikely to take the sentence to mean that the countries must be destroyed, that interpretation is possible from the structure of the sentence. It is easily corrected:

The breakup of the Soviet Union has left nuclear weapons in the hands of unstable, nascent countries. It is imperative to world security that these weapons be destroyed.
Faulty Usage

In Somalia, they have become jaded by the constant warfare.

This construction is faulty because they does not have an antecedent. The sentence can be corrected by replacing they with people:

In Somalia, people have become jaded by the constant warfare.

Better: The people of Somalia have become jaded by the constant warfare.

• In addition to agreeing with its antecedent in number, a pronoun must agree with its antecedent in person.
Faulty Usage

One enters this world with no responsibilities. Then comes school, then work, then marriage and family. No wonder, you l ook longingly to retirement.

In this sentence, the subject has changed from one (third person) to you (second person). To correct the sentence either replace one with you or vice versa:

You enter this world with no responsibilities. Then comes school, then work, then marriage and family. No wonder, you look longingly to retirement.

One enters this world with no responsibilities. Then comes school, then work, then marriage and family. No wonder, one looks longingly to retirement.

Example:

In the following sentence, part or all of the sentence is underlined. The answer-choices offer five ways of phrasing the underlined part. If you think the sentence as written is better than the alternatives, choose A, which merely repeats the underlined part; otherwise choose one of the alternatives.

Had the President's Administration not lost the vote on the budget reduction package, his first year in office would have been rated an A.

(A) Had the President's Administration not lost the vote on the budget reduction package, his first year in office would have been rated an A.
(B) If the Administration had not lost the vote on the budget reduction package, his first year in office would have been rated an A.
(C) Had the President's Administration not lost the vote on the budget reduction package, it would have been rated an A.
(D) Had the President's Administration not lost the vote on its budget reduction package, his first year in office would have been rated an A.
(E) If the President had not lost the vote on the budget reduction package, the Administration's first year in office would have been rated an A.

Choice (A) is incorrect because his appears to refer to the President, but the subject of the subordinate clause is the President's Administration, not the President.

Choice (B) changes the structure of the sentence, but retains the same flawed reference.

In choice (C), it can refer to either the President's Administration or the budget reduction package. Thus, the reference is ambiguous.

Choice (D) adds another pronoun, its, but still retains the same flawed reference.

Choice (E) corrects the flawed reference by removing all pronouns. The answer is (E).

SUBJECT-VERB AGREEMENT

Within a sentence there are certain requirements for the relationship between the subject and the verb.

• The subject and verb must agree both in number and person.

Example:
We have surpassed our sales goal of one million dollars.

Here, the first person plural verb have agrees with its first person plural subject we.

Note, ironically, third person singular verbs often end in s or es:

He seems to be fair.

• Intervening phrases and clauses have no effect on subject-verb agreement.

Example:
Only one of the President's nominees was confirmed.

Here, the singular verb was agrees with its singular subject one. The intervening prepositional phrase of the President's nominees has no effect on the number or person of the verb.

• When the subject and verb are reversed, they still must agree in both number and person.

Example:
Attached are copies of the contract.

Here, the plural verb are attached agrees with its plural subject copies. The sentence could be rewritten as

Copies of the contract are attached.

Example:
The rise in negative attitudes toward foreigners indicate that the country is becoming less tolerant, and therefore that the opportunities are ripe for extremist groups to exploit the illegal immigration problem.

(A) indicate that the country is becoming less tolerant, and therefore that
(B) indicates that the country is becoming less tolerant, and therefore
(C) indicates that the country is becoming less tolerant, and therefore that
(D) indicates that the country is being less tolerant, and therefore (E) indicates that the country is becoming less tolerant of and therefore that

Choice (A) has two flaws. First, the subject of the sentence the rise is singular, and therefore the verb indicate should not be plural. Second, the comma indicates that the sentence is made up of two independent clauses, but the relative pronoun that immediately following therefore forms a subordinate clause.

Choice (C) corrects the number of the verb, but retains the subordinating relative pronoun that.

Choice (D) corrects the number of the verb and eliminates the subordinating relative pronoun that. However, the verb being is less descriptive than the verb becoming: As negative attitudes toward foreigners increase, the country becomes correspondingly less tolerant. Being does not capture this notion of change.

Choice (E) corrects the verb's number, and by dropping the comma makes the subordination allowable. However, it introduces the preposition of which does not have an object: less tolerant of what?

Choice (B) both corrects the verb's number and removes the subordinating relative pronoun that. The answer is (B).

MISPLACED MODIFIERS

• As a general rule, a modifier should be placed as close as possible to what it modifies.

Example:
Following are some useful tips for protecting your person and property from the FBI.

As written, the sentence implies that the FBI is a threat to your person and property. To correct the sentence put the modifier from the FBI next to the word it modifies, tips:

Following are some useful tips from the FBI for protecting your person and property.

• When a phrase begins a sentence, make sure that it modifies the subject of the sentence.

Example:
Coming around the corner, a few moments passed before I could recognize my old home.

As worded, the sentence implies that the moments were coming around the corner. The sentence can be corrected as follows:

As I came around the corner, a few moments passed before I could recognize my old home.

or

Coming around the corner, I paused a few moments before I could recognize my old home.

Example:
By focusing on poverty, the other causes of crime--such as the breakup of the nuclear family, changing morals, the loss of community, etc.--have been overlooked by sociologists.

(A) the other causes of crime--such as the breakup of the nuclear family, changing morals, the loss of community, etc.--have been overlooked by sociologists.
(B) the other causes of crime have been overlooked by sociologists--such as the breakup of the nuclear family, changing morals, the loss of community, etc.
(C) there are other causes of crime that have been overlooked by sociologists--such as the breakup of the nuclear family, changing morals, the loss of community, etc.
(D) crimes--such as the breakup of the nuclear family, changing morals, the loss of community, etc.--have been overlooked by sociologists.
(E) sociologists have overlooked the other causes of crime--such as the breakup of the nuclear family, changing morals, the loss of community, etc.

Choice (A) is incorrect since it implies that the other causes of crime are doing the focusing.

Choice (B) has the same flaw.

Choice (C) is incorrect. The phrase by focusing on poverty must modify the subject of the sentence, but there cannot be the subject since the construction there are is used to introduce a subject.

Choice (D) implies that crimes are focusing on poverty.

Choice (E) puts the subject of the sentence sociologists immediately next to its modifying phrase by focusing on poverty. The answer is (E).

FAULTY PARALLELISM

• For a sentence to be parallel, similar elements must be expressed in similar form.

• When two adjectives modify the same noun, they should have similar forms.

Example:
The topology course was both rigorous and a challenge.

Since both rigorous and a challenge are modifying course, they should have the same form:

The topology course was both rigorous and challenging.

• When a series of clauses is listed, the verbs in each clause must have the same form.

Example:
During his trip to Europe, the President will discuss ways to stimulate trade, offer economic aid, and trying to forge a new coalition with moderate forces in Russia.

In this example, the first two verbs, discuss and offer, are active. But the third verb in the series, trying, is passive. The form of the verb should be active:

During his trip to Europe, the President will discuss ways to stimulate trade, offer economic aid, and try to forge a new coalition with moderate forces in Russia.

• When the first half of a sentence has a certain structure, the second half should preserve that structure.

Example:
To acknowledge that one is an alcoholic is taking the first and hardest step to recovery.

The first half of the above sentence has an infinitive structure, to acknowledge, so the second half must have a similar structure:

To acknowledge that one is an alcoholic is to take the first and hardest step to recovery.

Example:
This century began with war brewing in Europe, the industrial revolution well-established, and a nascent communication age.

(A) war brewing in Europe, the industrial revolution well-established, and a nascent communication age.
(B) war brewing in Europe, the industrial revolution surging, and a nascent communication age.
(C) war in Europe, the industrial revolution well-established, and a nascent communication age.
(D) war brewing in Europe, the industrial revolution well-established, and the communication age beginning.
(E) war brewing in Europe, the industrial revolution well-established, and saw the birth of the communication age.

Choice (A) is incorrect. Although the first two phrases, war brewing in Europe and the industrial revolution well-established, have different structures, the thoughts are parallel. However, the third phrase, and a nascent communication age, is not parallel to the first two.

Choice (B) does not make the third phrase parallel to the first two.

Choice (C) changes the meaning of the sentence: the new formulation states that war already existed in Europe while the original sentence states that war was only developing.

Choice (E) is not parallel since the first two phrases in the series are noun phrases, but saw the birth of the communication age is a verb phrase. When a word introduces a series, each element of the series must agree with the introductory word. You can test the correctness of a phrase in a series by dropping the other phrases and checking whether the remaining phrase agrees with the introductory word. In this series, each phrase must be the object of the preposition with:

This century began with war brewing in Europe

This century began with the industrial revolution well-established

This century began with saw the birth of the communication age

In this form, it is clear the verb saw cannot be the object of the preposition with.

Choice (D) offers three phrases in parallel form. The answer is (D).

FAULTY VERB TENSE

A verb has four principal parts:
1. Present Tense

a. Used to express present tense.

He studies hard.

b. Used to express general truths.

During a recession, people are cautious about taking on more debt.

c. Used with will or shall to express future time.

He will take the GMAT next year.
2. Past Tense

a. Used to express past tense.

He took the GMAT last year.
3. Past Participle

a. Used to form the present perfect tense, which indicates that an action was started in the past and its effects are continuing in the present. It is formed using have or has and the past participle of the verb.

He has prepared thoroughly for the GMAT.

b. Used to form the past perfect tense, which indicates that an action was completed before another past action. It is formed using had and the past participle of the verb.

He had prepared thoroughly before taking the GMAT.

c. Used to form the future perfect tense, which indicates that an action will be completed before another future action. It is formed using will have or shall have and the past participle of the verb.

He will have prepared thoroughly before taking the GMAT.
4. Present Participle (-ing form of the verb)

a. Used to form the present progressive tense, which indicates that an action is ongoing. It is formed using is, am, or are and the present participle of the verb.

He is preparing thoroughly for the GMAT.

b. Used to form the past progressive tense, which indicates that an action was in progress in the past. It is formed using was or were and the present participle of the verb.

He was preparing for the GMAT.

c. Used to form the future progressive tense, which indicates that an action will be in progress in the future. It is formed using will be or shall be and the present participle of the verb.
He will be preparing thoroughly for the GMAT.

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PASSIVE VOICE

The passive voice removes the subject from the sentence. It is formed with the verb to be and the past participle of the main verb.

Passive: The bill was resubmitted.

Active: The Senator has resubmitted the bill.

Unless you want to de-emphasize the doer of an action, you should favor the active voice.

Example:
In the past few years and to this day, many teachers of math and science had chosen to return to the private sector.

(A) had chosen to return to the private sector.
(B) having chosen to return to the private sector.
(C) chose to return to the private sector.
(D) have chosen to return to the private sector.
(E) have chosen returning to the private sector.

Choice (A) is incorrect because it uses the past perfect had chosen, which describes an event that has been completed before another event. But the sentence implies that teachers have and are continuing to return to the private sector. Hence, the present perfect tense should be used.

Choice (B) is incorrect because it uses the present progressive tense having chosen, which describes an ongoing event. Although this is the case, it does not capture the fact that the event began in the past.

Choice (C) is incorrect because it uses the simple past chose, which describes a past event. But again, the sentence implies that the teachers are continuing to opt for the private sector.

Choice (D) is the correct answer because it uses the present perfect have chosen to describe an event that occurred in the past and is continuing into the present.

Choice (E) is incorrect because it leaves the thought in the sentence uncompleted.

IDIOM & USAGE

Accept/Except:

Accept means "to agree to" or "to receive." Except means "to object to" or "to leave out."

We will accept (receive) your manuscript for review.

No parking is allowed, except (leave out) on holidays.

Account for:

When explaining something, the correct idiom is account for:

We had to account for all the missing money.

When receiving blame or credit, the correct idiom is account to:

You will have to account to the state for your crimes.

Adapted to/for/from

Adapted to means "naturally suited for." Adapted for means "created to be suited for." Adapted from means "changed to be suited for."

The polar bear is adapted to the subzero temperatures.

For any "New Order" to be successful, it must be adapted for the continually changing world power structure.

Lucas' latest release is adapted from the 1950 B-movie "Attack of the Amazons."

Affect/Effect:

Effect is a noun meaning "a result."

Increased fighting will be the effect of the failed peace conference.

Affect is a verb meaning "to influence."

The rain affected their plans for a picnic.

All ready vs. Already

All ready means "everything is ready."

Already means "earlier."

Alot vs. A lot

Alot is nonstandard; a lot is the correct form.

Among/Between:

Between should be used when referring to two things, and among should be used when referring to more than two things.

The young lady must choose between two suitors.

The fault is spread evenly among the three defendants.

Being that vs. Since:

Being that is nonstandard and should be replaced by since.

(Faulty) Being that darkness was fast approaching, we had to abandon the search.

(Better) Since darkness was fast approaching, we had to abandon the search.

Beside/Besides:

Adding an s to beside completely changes its meaning: Beside means "next to." Besides means "in addition."

We sat beside (next to) the host.

Besides (in addition), money was not even an issue in the contract negotiations.

Center on vs. Center around

Center around is colloquial. It should not be used in formal writing.

(Faulty) The dispute centers around the effects of undocumented workers.

(Correct) The dispute centers on the effects of undocumented workers.
Conform to (not with):

Stewart's writing does not conform to standard literary conventions.
Consensus of opinion

Consensus of opinion is redundant: consensus means "general agreement."
Correspond to/with:

Correspond to means "in agreement with":

The penalty does not correspond to the severity of the crime.

Correspond with means "to exchange letters":

He corresponded with many of the top European leaders of his time.
Different from/Different than:

The preferred form is different from. Only in rare cases is different than acceptable.

The new Cadillacs are very different from the imported luxury cars.
Double negatives:

(Faulty) Scarcely nothing was learned during the seminar.

(Better) Scarcely anything was learned during the seminar.
Doubt that vs. Doubt whether

Doubt whether is nonstandard.

(Faulty) I doubt whether his new business will succeed.

(Correct) I doubt that his new business will succeed.
Farther/Further:

Use farther when referring to distance, and use further when referring to degree.

They went no further (degree) than necking.

He threw the discs farther (distance) than the top seated competitor.
Fewer/Less:

Use fewer when referring to a number of items. Use less when referring to a continuous quantity.

In the past, we had fewer options.

The impact was less than what was expected.
Identical with (not to):

This bid is identical with the one submitted by you.
In contrast to (not of):

In contrast to the conservative attitudes of her time, Mae West was quite provocative.
Independent of (not from):

The judiciary is independent of the other branches of government.
Not only . . . but also:

In this construction, but cannot be replaced with and.

(Faulty) Peterson is not only the top salesman in the department and also the most proficient.

(Correct) Peterson is not only the top salesman in the department but also the most proficient.
On account of vs. Because:

Because is always better than the circumlocution on account of.

(Poor) On account of his poor behavior, he was expelled.

(Better) Because he behaved poorly, he was expelled.
One another/Each other:

Each other should be used when referring to two things, and one another should be used when referring to more than two things.

The members of the basketball team (more than two) congratulated one another on their victory.

The business partners (two) congratulated each other on their successful first year.
Plus vs. And:

Do not use plus as a conjunction meaning and.

(Faulty) His contributions to this community are considerable, plus his character is beyond reproach.

(Correct) His contributions to this community are considerable, and his character is beyond reproach.

Note: Plus can be used to mean and so long as it is not being used as a conjunction.

(Acceptable) His generous financial contribution plus his donated time has made this project a success.

In this sentence, plus is being used as a preposition. Note, the verb has is singular because an intervening prepositional phrase (plus his donated time) does not affect subject verb agreement.
Regard vs. Regards:

Unless you are giving best wishes to someone, you should use regard.

(Faulty) In regards to your letter, we would be interested in distributing your product.

(Correct) In regard to your letter, we would be interested in distributing your product.
Regardless vs. Irregardless

Regardless means "not withstanding." Hence, the "ir" in irregardless is redundant. Regardless is the correct form.
Retroactive to (not from):

The correct idiom is retroactive to:

The tax increase is retroactive to February.
Speak to/with:

To speak to someone is to tell them something:

We spoke to Jennings about the alleged embezzlement.

To speak with someone is to discuss something with them:

Steve spoke with his friend Dave for hours yesterday.
The reason is because:

This structure is redundant. Equally common and doubly redundant is the structure the reason why is because.

(Poor) The reason why I could not attend the party is because I had to work.

(Better) I could not attend the party because I had to work.
Whether vs. As to whether

The circumlocution as to whether should be replaced by whether.

(Poor) The United Nations has not decided as to whether to authorize a trade embargo.

(Better) The United Nations has not decided whether to authorize a trade embargo.
Whether vs. If

Whether introduces a choice; if introduces a condition. A common mistake is to use if to present a choice.

(Faulty) He inquired if we had decided to keep the gift.

(Correct) He inquired whether we had decided to keep the gift.

Example:
The studio's retrospective art exhibit refers back to a simpler time in American history.

(A) The studio's retrospective art exhibit refers back to
(B) The studio's retrospective art exhibit harkens back to
(C) The studio's retrospective art exhibit refers to
(D) The studio's retrospective art exhibit refers from
(E) The studio's retrospective art exhibit looks back to

Choice (A) is incorrect. Retrospective means looking back on the past. Hence, in the phrase refers back, the word back is redundant.

Choice (B) is incorrect because harkens back is also redundant.

Choice (C) is correct. Dropping the word back eliminates the redundancy.

Choice (D) is incorrect because the preposition from is non-idiomatic.

Choice (E) is incorrect because looks back is also redundant.

Note: One could argue that the phrase American history also makes the sentence redundant. However, it is not underlined in the sentence. It is not at all uncommon to find questionable structures in parts of the sentence that are not underlined. In fact, you may even find questionable structures in the underlined part of the sentence that are not corrected by any of the answer choices because the writers are testing a different mistake. Concern yourself with correcting only the underlined part of the sentence.

ตัวอย่างข้อสอบ GMAT

ตัวอย่างข้อสอบ gmat

2008-04-25T08:33:00.000-07:00

ตัวอย่างข้อสอบ gmat

INEQUALITIES

Inequalities are manipulated algebraically the same way as equations with one exception:

Multiplying or dividing both sides of an inequality by a negative number reverses the inequality. That is, if x > y and c <>

Example: For which values of x is 4x + 3 > 6x - 8?

As with equations, our goal is to isolate x on one side:

Subtracting 6x from both sides yields -2x + 3 > -8

Subtracting 3 from both sides yields -2x > -11

Dividing both sides by -2 and reversing the inequality yields x < 11/2

Positive & Negative Numbers

A number greater than 0 is positive. On the number line, positive numbers are to the right of 0. A number less than 0 is negative. On the number line, negative numbers are to the left of 0. Zero is the only number that is neither positive nor negative; it divides the two sets of numbers. On the number line, numbers increase to the right and decrease to the left.

The expression x > y means that x is greater than y. In other words, x is to the right of y on the number line.

We usually have no trouble determining which of two numbers is larger when both are positive or one is positive and the other negative (e.g., 5 > 2 and 3.1 > -2). However, we sometimes hesitate when both numbers are negative (e.g., -2 > -4.5). When in doubt, think of the number line: if one number is to the right of the number, then it is larger.

Miscellaneous Properties of Positive and Negative Numbers

1. The product (quotient) of positive numbers is positive.
2. The product (quotient) of a positive number and a negative number is negative.
3. The product (quotient) of an even number of negative numbers is positive.
4. The product (quotient) of an odd number of negative numbers is negative.
5. The sum of negative numbers is negative.
6. A number raised to an even exponent is greater than or equal to zero.

Absolute Value

The absolute value of a number is its distance on the number line from 0. Since distance is a positive number, absolute value of a number is positive. Two vertical bars denote the absolute value of a number: | x |. For example, | 3 | = 3 and | -3 | = 3.

Students rarely struggle with the absolute value of numbers: if the number is negative, simply make it positive; and if it is already positive, leave it as is. For example, since -2.4 is negative, | -2.4 | = 2.4 and since 5.01 is positive | 5.01 | = 5.01.

Further, students rarely struggle with the absolute value of positive variables: if the variable is positive, simply drop the absolute value symbol. For example, if x > 0, then | x | = x.

However, negative variables can cause students much consternation. If x is negative, then | x | = -x. This often confuses students because the absolute value is positive but the -x appears to be negative. It is actually positive--it is the negative of a negative number, which is positive. To see this more clearly let x = -k, where k is a positive number. Then x is a negative number. So | x | = -x = -(-k) = k. Since k is positive so is -x. Another way to view this is | x | = -x = (-1)x = (-1)(a negative number) = a positive number.

Transitive Property

If x <>

Example: If 1/Q > 1, is 1 > QQ ?

Since 1/Q > 1 and 1 > 0, we know from the transitive property that 1/Q is positive. Hence, Q is positive. Therefore, we can multiply both sides of 1/Q > 1 by Q without reversing the inequality:

Q(1/Q) > 1(Q)
Reducing yields 1 > Q
Multiplying both sides again by Q yields Q > QQ
Using the transitive property to combine the last two inequalities yields 1 > QQ

FRACTIONS

I. To compare two fractions, cross-multiply. The larger number will be on the same side as the larger fraction.

Example: Example: Which fraction is greater 9/10 or 10/11 ?

Cross-multiplying gives (9)(11) versus (10)(10), which reduces to 99 versus 100. Now, 100 is greater than 99. Hence, 10/11 is greater than 9/10.

III. To solve a fractional equation, multiply both sides by the LCD (lowest common denominator) to clear fractions.

Example: If (x + 3)/(x - 3) = y, what is the value of x in terms of y?

(A) 3 - y (B) 3/y (C) (2 + y)/(y - 2) (D) (-3y -3)/(1 - y) (E) 3y/2

First, multiply both sides of the equation by x - 3: (x - 3)(x + 3)/(x - 3) = (x - 3)y

Cancel the (x - 3's) on the left side of the equation: x + 3 = (x - 3)y

Distribute the y: x + 3 = xy - 3y

Subtract xy and 3 from both sides: x - xy = -3y - 3

Factor out the x on the left side of the equation: x(1 - y) = -3y - 3

Finally, divide both sides of the equation by 1 - y: x = (-3y -3)/(1 - y)

Hence, the answer is (D).

IV. When dividing a fraction by a whole number (or vice versa), you must keep track of the main division bar.

Example: a/(b/c) = a(c/b) = ac/b. But (a/b)/c = (a/b)(1/c) = a/(bc).

V. Two fractions can be added quickly by cross-multiplying: a/b + c/d = (ad + bc)/bd

Example: 1/2 - 3/4 =

(A) -5/4 (B) -2/3 (C) -1/4 (D) 1/2 (E) 2/3

Cross multiplying the expression 1/2 - 3/4 yields [1(4) - 2(3)]/2(4) = (4 - 6)/8 = -2/8 = -1/4. Hence, the answer is (C).

VI. To find a common denominator of a set of fractions, simply double the largest denominator until all the other denominators divide into it evenly.

VII. Fractions often behave in unusual ways: Squaring a fraction makes it smaller, and taking the square root of a fraction makes it larger. (Caution: This is true only for proper fractions, that is, fractions between 0 and 1.)

Example: 1/3 squared equals 1/9 and 1/9 is less than 1/3. Also the square root of 1/4 is 1/2 and 1/2 is greater than 1/4.

AVERAGES

Problems involving averages are very common on the GMAT. They can be classified into four major categories as follows.

I. The average of N numbers is their sum divided by N, that is, average = sum/N.

Example: The average of x, 2x, and 6 is (x + 2x + 6)/3 = (3x + 6)/3 = 3(x + 2)/3 = x + 2.

II. Weighted average: The average between two sets of numbers is closer to the set with more numbers.

Example: If on a test three people answered 90% of the questions correctly and two people answered 80% correctly, then the average for the group is not 85% but rather [3(90) + 2(80)]/5 = 430/5 = 86. Here, 90 has a weight of 3--it occurs 3 times. Whereas 80 has a weight of 2--it occurs 2 times. So the average is closer to 90 than to 80 as we have just calculated.

III. Using an average to find a number.

Sometimes you will be asked to find a number by using a given average. An example will illustrate.

Example: If the average of five numbers is -10, and the sum of three of the numbers is 16, then what is the average of the other two numbers?

(A) -33 (B) -1 (C) 5 (D) 20 (E) 25

Let the five numbers be a, b, c, d, e. Then their average is (a + b + c + d + e)/5 = -10. Now three of the numbers have a sum of 16, say, a + b + c = 16. So substitute 16 for a + b + c in the average above: (16 + d + e)/5 = -10. Solving this equation for d + e gives d + e = -66. Finally, dividing by 2 (to form the average) gives (d + e)/2 = -33. Hence, the answer is (A).

IV. Average Speed = Total Distance/Total Time

Although the formula for average speed is simple, few people solve these problems correctly because most fail to find both the total distance and the total time.

Example: In traveling from city A to city B, John drove for 1 hour at 50 mph and for 3 hours at 60 mph. What was his average speed for the whole trip?

(A) 50 (B) 53 1/2 (C) 55 (D) 56 (E) 57 1/2

The total distance is 1(50) + 3(60) = 230. And the total time is 4 hours. Hence, Average Speed = Total Distance/Total Time = 230/4 = 57 1/2. The answer is (E). Note, the answer is not the mere average of 50 and 60. Rather the average is closer to 60 because he traveled longer at 60 mph (3 hrs) than at 50 mph (1 hr).

RATIO & PROPORTION

Ratio

A ratio is simply a fraction. Both of the following notations express the ratio of x to y: x:y, x/y. A ratio compares two numbers. Just as you cannot compare apples and oranges, so too must the numbers you are comparing have the same units. For example, you cannot form the ratio of 2 feet to 4 yards because the two numbers are expressed in different units--feet vs. yards. It is quite common for the GMAT to ask for the ratio of two numbers with different units. Before you form any ratio, make sure the two numbers are expressed in the same units.

Proportion

A proportion is simply an equality between two ratios (fractions). For example, the ratio of x to y is equal to the ratio of 3 to 2 is translated as x/y = 3/2. Two variables are directly proportional if one is a constant multiple of the other:

y = kx, where k is a constant.

The above equation shows that as x increases (or decreases) so does y. This simple concept has numerous applications in mathematics. For example, in constant velocity problems, distance is directly proportional to time: d = vt, where v is a constant. Note, sometimes the word directly is suppressed.

Example: If the ratio of y to x is equal to 3 and the sum of y and x is 80, what is the value of y?

(A) -10 (B) -2 (C) 5 (D) 20 (E) 60

Translating "the ratio of y to x is equal to 3" into an equation yields: y/x = 3

Translating "the sum of y and x is 80" into an equation yields: y + x = 80

Solving the first equation for y gives: y = 3x.

Substituting this into the second equation yields

3x + x = 80
4x = 80
x = 20

Hence, y = 3x = 3(20) = 60. The answer is (E).

In many word problems, as one quantity increases (decreases), another quantity also increases (decreases). This type of problem can be solved by setting up a direct proportion.

Example: If Biff can shape 3 surfboards in 50 minutes, how many surfboards can he shape in 5 hours?

(A) 16 (B) 17 (C) 18 (D) 19 (E) 20

As time increases so does the number of shaped surfboards. Hence, we set up a direct proportion. First, convert 5 hours into minutes: 5 hours = 5 x 60 minutes = 300 minutes. Next, let x be the number of surfboards shaped in 5 hours. Finally, forming the proportion yields

3/50 = x/300
3(300)/50 = x
18 =x

The answer is (C).

If one quantity increases (or decreases) while another quantity decreases (or increases), the quantities are said to be inversely proportional. The statement "y is inversely proportional to x" is written as

y = k/x, where k is a constant.

Multiplying both sides of y = k/x by x yields

yx = k

Hence, in an inverse proportion, the product of the two quantities is constant. Therefore, instead of setting ratios equal, we set products equal.

In many word problems, as one quantity increases (decreases), another quantity decreases (increases). This type of problem can be solved by setting up a product of terms.

Example: If 7 workers can assemble a car in 8 hours, how long would it take 12 workers to assemble the same car?

(A) 3hrs (B) 3 1/2hrs (C) 4 2/3hrs (D) 5hrs (E) 6 1/3hrs

As the number of workers increases, the amount time required to assemble the car decreases. Hence, we set the products of the terms equal. Let x be the time it takes the 12 workers to assemble the car. Forming the equation yields

7(8) = 12x
56/12 = x
4 2/3 = x

The answer is (C).

To summarize: if one quantity increases (decreases) as another quantity also increases (decreases), set ratios equal. If one quantity increases (decreases) as another quantity decreases (increases), set products equal.

EXPONENTS & ROOTS

Exponents

There are five rules that govern the behavior of exponents:

Problems involving these five rules are common on the GMAT, and they are often listed as hard problems. However, the process of solving these problems is quite mechanical: simply apply the five rules until they can no longer be applied.

Roots

There are only two rules for roots that you need to know for the GMAT:

FACTORING

To factor an algebraic expression is to rewrite it as a product of two or more expressions, called factors. In general, any expression on the GMAT that can be factored should be factored, and any expression that can be unfactored (multiplied out) should be unfactored.

Distributive Rule

The most basic type of factoring involves the distributive rule:
ax + ay = a(x + y)

For example, 3h + 3k = 3(h + k), and 5xy + 45x = 5xy + 9(5x) = 5x(y + 9). The distributive rule can be generalized to any number of terms. For three terms, it looks like ax + ay + az = a(x + y + z). For example, 2x + 4y + 8 = 2x + 2(2y) + 2(4) = 2(x + 2y + 4).

Example: If x - y = 9, then (x - y/3) - (y - x/3) =

(A) -4 (B) -3 (C) 0 (D) 12 (E) 27

(x - y/3) - (y - x/3) =
x - y/3 - y + x/3 =
4x/3 - 4y/3 =
4(x - y)/3 =
4(9)/3 =
12

The answer is (D).

Difference of Squares

One of the most important formulas on the GMAT is the difference of squares:

Example: If x does not equal -2, then

(A) 2(x - 2) (B) 2(x - 4) (C) 8(x + 2) (D) x - 2 (E) x + 4

In most algebraic expressions involving multiplication or division, you won't actually multiply or divide, rather you will factor and cancel, as in this problem.

2(x - 2)

The answer is (A).

Perfect Square Trinomials

Like the difference of squares formula, perfect square trinomial formulas are very common on the GMAT.

For example,.

ALGEBRAIC EXPRESSIONS

A mathematical expression that contains a variable is called an algebraic expression. Some examples of algebraic expressions are 3x - 2y, 2z/y. Two algebraic expressions are called like terms if both the variable parts and the exponents are identical. That is, the only parts of the expressions that can differ are the coefficients. For example, x + y and -7(x + y) are like terms. However, x - y and 2 - y are not like terms.

Adding & Subtracting Algebraic Expressions

Only like terms may be added or subtracted. To add or subtract like terms, merely add or subtract their coefficients:

You may add or multiply algebraic expressions in any order. This is called the commutative property:
x + y = y + x xy = yx

For example, -2x + 5x = 5x + (-2x) = (5 - 2)x = -3x and (x - y)(-3) = (-3)(x - y) = (-3)x - (-3)y = -3x + 3y.

Caution: the commutative property does not apply to division or subtraction.

When adding or multiplying algebraic expressions, you may regroup the terms. This is called the associative property:
x + (y + z) = (x + y) + z x(yz) = (xy)z

Notice in these formulas that the variables have not been moved, only the way they are grouped has changed: on the left side of the formulas the last two variables are grouped together, and on the right side of the formulas the first two variables are grouped together.

For example, (x -2x) + 5x = (x + [-2x]) + 5x = x + (-2x + 5x) = x + 3x = 4x and 24x = 2x(12x) = 2x(3x4x) = (2x3x)4x = 6x4x = 24x

Caution: the associative property doesn't apply to division or subtraction.

Notice in the first example that we changed the subtraction into negative addition: (x - 2x) = (x + [- 2x]). This allowed us to apply the associative property over addition.

Parentheses

When simplifying expressions with nested parentheses, work from the inner most parentheses out:

5x + (y - (2x - 3x)) = 5x + (y - (-x)) = 5x + (y + x) = 6x + y

Sometimes when an expression involves several pairs of parentheses, one or more pairs are written as brackets. This makes the expression easier to read:

2x(1 -[y + 2(3 - y)]) =
2x(1 -[y + 6 - 2y]) =
2x(1 -[-y + 6]) =
2x(1 + y - 6) =
2x(y - 5) =
2xy - 10x

Order of Operations: (PEMDAS)

When simplifying algebraic expressions, perform operations within parentheses first and then exponents and then multiplication and then division and then addition and then subtraction. This can be remembered by the mnemonic:
PEMDAS Please Excuse My Dear Aunt Sally

GRAPHS

Questions involving graphs rarely involve any significant calculating. Usually, the solution is merely a matter of interpreting the graph.

1. During which year was the company's earnings 10 percent of its sales?

(A) 85 (B) 86 (C) 87 (D) 88 (E) 90

Reading from the graph, we see that in 1985 the company's earnings were $8 million and its sales were $80 million. This gives 8/80 = 1/10 = 10/100 = 10%. The answer is (A).

2. During what two-year period did the company's earnings increase the greatest?

(A) 85-87 (B) 86-87 (C) 86-88 (D) 87-89 (E) 88-90

Reading from the graph, we see that the company's earnings increased from $5 million in 1986 to $10 million in 1987, and then to $12 million in 1988. The two-year increase from '86 to '88 was $7 million--clearly the largest on the graph. The answer is (C).

3. During the years 1986 through 1988, what were the average earnings per year?

(A) 6 million (B) 7.5 million (C) 9 million (D) 10 million (E) 27 million

The graph yields the following information:

Year	Earnings
1986	$5 million
1987	$10 million
1988	$12 million

Forming the average yields (5 + 10 + 12)/3 = 27/3 = 9. The answer is (C).

4. If Consolidated Conglomerate's earnings are less than or equal to 10 percent of sales during a year, then the stockholders must take a dividend cut at the end of the year. In how many years did the stockholders of Consolidated Conglomerate suffer a dividend cut?

(A) None (B) One (C) Two (D) Three (E) Four

Calculating 10 percent of the sales for each year yields

Year	10% of Sales (millions)	Earnings (millions)
85	.10 x 80 = 8	8
86	.10 x 70 = 7	5
87	.10 x 50 = 5	10
88	10 x 80 = 8	12
89	.10 x 90 = 9	11
90	.10 x 100 = 10	8

Comparing the right columns shows that earnings were 10 percent or less of sales in 1985, 1986, and 1990. The answer is (D).

WORD PROBLEMS

Although exact steps for solving word problems cannot be given, the following guidelines will help:

(1) First, choose a variable to stand for the least unknown quantity, and then try to write the other unknown quantities in terms of that variable.

For example, suppose we are given that Sue's age is 5 years less than twice Jane's and the sum of their ages is 16. Then Jane's age would be the least unknown, and we let x = Jane's age. Expressing Sue's age in terms of x gives Sue's age = 2x - 5.

(2) Second, write an equation that involves the expressions in Step 1. Most (though not all) word problems pivot on the fact that two quantities in the problem are equal. Deciding which two quantities should be set equal is usually the hardest part in solving a word problem since it can require considerable ingenuity to discover which expressions are equal.

For the example above, we would get (2x - 5) + x = 16.

(3) Third, solve the equation in Step 2 and interpret the result.

For the example above, we would get by adding the x's: 3x - 5 = 16. Then adding 5 to both sides gives 3x = 21. Finally, dividing by 3 gives x = 7. Hence, Jane is 7 years old and Sue is 2x - 5 = 2(7) - 5 = 9 years old.

Motion Problems

Virtually, all motion problems involve the formula Distance = Rate x Time, or

D = R x T

Example: Scott starts jogging from point X to point Y. A half-hour later his friend Garrett who jogs 1 mile per hour slower than twice Scott's rate starts from the same point and follows the same path. If Garrett overtakes Scott in 2 hours, how many miles will Garrett have covered?

(A) 2 1/5 (B) 3 1/3 (C) 4 (D) 6 (E) 6 2/3

Following Guideline 1, we let r = Scott's rate. Then 2r - 1 = Garrett's rate. Turning to Guideline 2, we look for two quantities that are equal to each other. When Garrett overtakes Scott, they will have traveled the same distance. Now, from the formula D = R x T, Scott's distance is D = r x 2 1/2 and Garrett's distance is D = (2r - 1)2 = 4r - 2. Setting these expressions equal to each other gives 4r - 2 = r x 2 1/2. Solving this equation for r gives r = 4/3. Hence, Garrett will have traveled D = 4r - 2 = 4(4/3) - 2 = 3 1/3 miles. The answer is (B).

Work Problems

The formula for work problems is Work = Rate x Time, or W = R x T. The amount of work done is usually 1 unit. Hence, the formula becomes 1 = R x T. Solving this for R gives R = 1/T.

Example : If Johnny can mow the lawn in 30 minutes and with the help of his brother, Bobby, they can mow the lawn 20 minutes, how long would take Bobby working alone to mow the lawn?

(A) 1/2 hour (B) 3/4 hour (C) 1 hour (D) 3/2 hours (E) 2 hours

Let r = 1/t be Bobby's rate. Now, the rate at which they work together is merely the sum of their rates:

Total Rate = Johnny's Rate + Bobby's Rate
1/20 = 1/30 + 1/t
1/20 - 1/30 = 1/t
(30 - 20)/(30)(20) = 1/t
1/60 = 1/t
t = 60

Hence, working alone, Bobby can do the job in 1 hour. The answer is (C).

Mixture Problems

The key to these problems is that the combined total of the concentrations in the two parts must be the same as the whole mixture.

Example : How many ounces of a solution that is 30 percent salt must be added to a 50-ounce solution that is 10 percent salt so that the resulting solution is 20 percent salt?

(A) 20 (B) 30 (C) 40 (D) 50 (E) 60

Let x be the ounces of the 30 percent solution. Then 30%x is the amount of salt in that solution. The final solution will be 50 + x ounces, and its concentration of salt will be 20%(50 + x). The original amount of salt in the solution is 10%(50). Now, the concentration of salt in the original solution plus the concentration of salt in the added solution must equal the concentration of salt in the resulting solution: 10%(50) + 30%x = 20%(50 + x). Multiply this equation by 100 to clear the percent symbol and then solving for x yields x = 50. The answer is (D).

Coin Problems

The key to these problems is to keep the quantity of coins distinct from the value of the coins. An example will illustrate.

Example : Laura has 20 coins consisting of quarters and dimes. If she has a total of $3.05, how many dimes does she have?

(A) 3 (B) 7 (C) 10 (D) 13 (E) 16

Let D stand for the number of dimes, and let Q stand for the number of quarters. Since the total number of coins in 20, we get D + Q = 20, or Q = 20 - D. Now, each dime is worth 10 cents, so the value of the dimes is 10D. Similarly, the value of the quarters is 25Q = 25(20 - D). Summarizing this information in a table yields

	Dimes	Quarters	Total
Number	D	20 - D	20
Value	10D	25(20 - D)	305

Notice that the total value entry in the table was converted from $3.05 to 305 cents. Adding up the value of the dimes and the quarters yields the following equation:

10D + 25(20 - D) = 305
10D + 500 - 25D = 305
-15D = -195
D = 13

Hence, there are 13 dimes, and the answer is (D).

Age Problems

Typically, in these problems, we start by letting x be a person's current age and then the person's age a years ago will be x - a and the person's age a years in future will be x + a. An example will illustrate.

Example : John is 20 years older than Steve. In 10 years, Steve's age will be half that of John's. What is Steve's age?

(A) 2 (B) 8 (C) 10 (D) 20 (E) 25

Steve's age is the most unknown quantity. So we let x = Steve's age and then x + 20 is John's age. Ten years from now, Steve and John's ages will be x + 10 and x + 30, respectively. Summarizing this information in a table yields

	Age now	Age in 10 years
Steve	x	x + 10
John	x + 20	x + 30

Since "in 10 years, Steve's age will be half that of John's," we get

(x + 30)/2 = x + 10
x + 30 = 2(x + 10)
x + 30 = 2x + 20
x = 10

Hence, Steve is 10 years old, and the answer is (C).

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ตัวอย่างข้อสอบ gmat GMAT EXAM - GMAT TEST MATH SECTION

2008-04-25T08:24:00.001-07:00

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GMAT EXAM - GMAT TEST MATH SECTION

FORMAT OF THE GMAT MATH TEST SECTION

The Math section consists of 37 multiple-choice questions. The questions come in two formats: the standard multiple-choice question which we will study in this section and the Data Sufficiency question which we will study in the next section. The math section is designed to test your ability to solve problems, not to test your mathematical knowledge.
GMAT TEST VS. SAT TEST

GMAT math is very similar to SAT math, though slightly harder. The mathematical skills tested are very basic: only first year high school algebra and geometry (no proofs). However, this does not mean that the math section is easy. The medium of basic mathematics is chosen so that everyone taking the test will be on a fairly even playing field. Although the questions require only basic mathematics and all have simple solutions, it can require considerable ingenuity to find the simple solution. If you have taken a course in calculus or another advanced math topic, don't assume that you will find the math section easy. Other than increasing your mathematical maturity, little you learned in calculus will help on the GMAT.

As mentioned above, every GMAT math problem has a simple solution, but finding that simple solution may not be easy. The intent of the math section is to test how skilled you are at finding the simple solutions. The premise is that if you spend a lot of time working out long solutions you will not finish as much of the test as students who spot the short, simple solutions. So if you find yourself performing long calculations or applying advanced mathematics--stop. You're heading in the wrong direction.

Don't worry if you fail to reach the last few questions. It's better to work accurately than quickly.
SUBSTITUTION

Substitution is a very useful technique for solving GMAT math problems. It often reduces hard problems to routine ones. In the substitution method, we choose numbers that have the properties given in the problem and plug them into the answer-choices.

Example:

If n is an odd integer, which one of the following is an even integer?

(A) 3n + 2 (B) n/4 (C) 2n + 3 (D) n(n + 3) (E) nn

We are told that n is an odd integer. So choose an odd integer for n, say, 1 and substitute it into each answer-choice. In Choice (A), 3(1) + 2 = 5, which is not an even integer. So eliminate (A). Next, n/4 = 1/4 is not an even integer--eliminate (B). Next, 2n + 3 = 2(1) + 3 = 5 is not an even integer--eliminate (C). Next, n(n + 3) = 1(1 + 3) = 4 is even and hence the answer is possibly (D). Finally, in Choice (E), the nn = 1(1) = 1, which is not even--eliminate (E). The answer is (D).

When using the substitution method, be sure to check every answer-choice because the number you choose may work for more than one answer-choice. If this does occur, then choose another number and plug it in, and so on, until you have eliminated all but the answer. This may sound like a lot of computing, but the calculations can usually be done in a few seconds.

When substituting in quantitative comparison problems, don't rely on only positive whole numbers. You must also check negative numbers, fractions, 0, and 1 because they often give results different from those of positive whole numbers. Plug in the numbers 0, 1, 2, -2, and 1/2, in that order.

Example : If n is an integer, which of the following CANNOT be an even integer?
(A) 2n + 2 (B) n - 5 (C) 2n (D) 2n + 3 (E) 5n + 2

Choose n to be 1. Then 2n + 2 = 2(1) + 2 = 4, which is even. So eliminate (A). Next, n - 5 = 1 - 5 = -4. Eliminate (B). Next, 2n = 2(1) = 2. Eliminate (C). Next, 2n + 3 = 2(1) + 3 = 5 is not even--it may be our answer. However, 5n + 2 = 5(1) + 2 = 7 is not even as well. So we choose another number, say, 2. Then 5n + 2 = 5(2) + 2 = 12 is even, which eliminates (E). Thus, choice (D), 2n + 3, is the answer.

Sometimes instead of making up numbers to substitute into the problem, we can use the actual answer-choices. This is called Plugging In. It is a very effective technique but not as common as Substitution.

Example: The digits of a three-digit number add up to 18. If the ten's digit is twice the hundred's digit and the hundred's digit is 1/3 the unit's digit, what is the number?
(A) 246 (B) 369 (C) 531 (D) 855 (E) 893

First, check to see which of the answer-choices has a sum of digits equal to 18. For choice (A), 2 + 4 + 6 = 12. Eliminate. For choice (B), 3 + 6 + 9 = 18. This may be the answer. For choice (C), 5 + 3 + 1 = 9. Eliminate. For choice (D), 8 + 5 + 5 = 18. This too may be the answer. For choice (E), 8 + 9 + 3 = 20. Eliminate. Now, in choice (D), the ten's digit is not twice the hundred's digit, 5 does not equal 2(8). Eliminate. Hence, by process of elimination, the answer is (B). Note that we did not need the fact that the hundred's digit is 1/3 the unit's digit.

DEFINED FUNCTIONS

Defined functions are very common on the GMAT, and most students struggle with them. Yet once you get used to them, defined functions can be some of the easiest problems on the test. In this type of problem, you will be given a symbol and a property that defines the symbol.

Example: Define x # y by the equation x # y = xy - y. Then 2 # 3 =

(A) 1 (B) 3 (C) 12 (D) 15 (E) 18

From the above definition, we know that x # y = xy - y. So all we have to do is replace x with 2 and y with 3 in the definition: 2 # 3 = 2(3) - 3 = 3. Hence, the answer is (B).
GMAT NUMBER THEORY

This broad category is a popular source for GMAT questions. At first, students often struggle with these problems since they have forgotten many of the basic properties of arithmetic. So before we begin solving these problems, let's review some of these basic properties.

• "The remainder is r when p is divided by q" means p = qz + r; the integer z is called the quotient. For instance, "The remainder is 1 when 7 is divided by 3" means 7 = 3(2) + 1.

Example: When the integer n is divided by 2, the quotient is u and the remainder is 1. When the integer n is divided by 5, the quotient is v and the remainder is 3. Which one of the following must be true?

(A) 2u + 5v = 4
(B) 2u - 5v = 2
(C) 4u + 5v = 2
(D) 4u - 5v = 2
(E) 3u - 5v = 2

Translating "When the integer n is divided by 2, the quotient is u and the remainder is 1" into an equation gives n = 2 u + 1. Translating "When the integer n is divided by 5, the quotient is v and the remainder is 3" into an equation gives n = 5v + 3. Since both expressions equal n, we can set them equal to each other: 2u + 1 = 5v + 3. Rearranging and then combining like terms yields 2u - 5v = 2. The answer is (B).

• A number n is even if the remainder is zero when n is divided by 2: n = 2z + 0, or n = 2z.

• A number n is odd if the remainder is one when n is divided by 2: n = 2z + 1.

• The following properties for odd and even numbers are very useful--you should memorize them:

even x even = even
odd x odd = odd
even x odd = even

even + even = even
odd + odd = even
even + odd = odd

• Consecutive integers are written as x, x + 1, x + 2, . . .

• Consecutive even or odd integers are written as , x + 2, x + 4, . . .

• The integer zero is neither positive nor negative, but it is even: 0 = 2(0).

• A prime number is an integer that is divisible only by itself and 1.

The prime numbers are 2, 3, 5, 7, 11, 13, 17, 19, 23, 29, 31, 37, 41, . . .

• A number is divisible by 3 if the sum of its digits is divisible by 3.

For example, 135 is divisible by 3 because the sum of its digits (1 + 3 + 5 = 9) is divisible by 3.

• The absolute value of a number, | |, is always positive. In other words, the absolute value symbol eliminates negative signs.

For example, | -7 | = 7. Caution, the absolute value symbol acts only on what is inside the symbol, | |. For example, -| -7 | = -(+7) = -7. Here, only the negative sign inside the absolute value symbol is eliminated.

Example: If a, b, and c are consecutive integers and a < b < c, which of the following must be true?

I. b - c = 1
II. abc/3 is an integer.
III. a + b + c is even.

(A) I only (B) II only (C) III only (D) I and II only (E) II and III only

Let x, x + 1, x + 2 stand for the consecutive integers a, b, and c, in that order. Plugging this into Statement I yields b - c = (x + 1) -(x + 2) = -1. Hence, Statement I is false.

As to Statement II, since a, b, and c are three consecutive integers, one of them must be divisible by 3. Hence, abc/3 is an integer, and Statement II is true.

As to Statement III, suppose a is even, b is odd, and c is even. Then a + b is odd since even + odd = odd. Hence, a + b + c = (a + b) + c = (odd) + even = odd. Thus, Statement III is not necessarily true. The answer is (B).
GEOMETRY on the GMAT TEST

One-fourth of the math problems on the GMAT involve geometry. (There are no proofs.) Fortunately, except for Data Sufficiency section, the figures on the GMAT are usually drawn to scale. Hence, you can check your work and in some cases even solve a problem by "eyeballing" the drawing.

Following are some of the basic properties of geometry. You probably know many of them. Memorize any that you do not know.

1. There are 180 degrees in a straight angle.

2. Two angles are supplementary if their angle sum is 180 degrees.

3. Two angles are complementary if their angle sum is 90 degrees.

4. Perpendicular lines meet at right angles.

5. A triangle with two equal sides is called isosceles. The angles opposite the equal sides are called the base angles.

6. The altitude to the base of an isosceles or equilateral triangle bisects the base and bisects the vertex angle.

7. The angle sum of a triangle is 180 degrees.

8. In an equilateral triangle all three sides are equal, and each angle is 60 degrees.

9. The area of a triangle is bh/2, where b is the base and h is the height.

10. In a triangle, the longer side is opposite the larger angle, and vice versa.

11. Two triangles are similar (same shape and usually different size) if their corresponding angles are equal. If two triangles are similar, their corresponding sides are proportional.

12. Two triangles are congruent (identical) if they have the same size and shape.

13. In a triangle, an exterior angle is equal to the sum of its remote interior angles and is therefore greater than either of them.

14. Opposite sides of a parallelogram are both parallel and congruent.

15. The diagonals of a parallelogram bisect each other.

16. If w is the width and l is the length of a rectangle, then its area is A = lw and its perimeter is P=2w + 2l.

17. The volume of a rectangular solid (a box) is the product of the length, width, and height. The surface area is the sum of the area of the six faces.

18. If the length, width, and height of a rectangular solid (a box) are the same, it is a cube. Its volume is the cube of one of its sides, and its surface area is the sum of the areas of the six faces.

19. A tangent line to a circle intersects the circle at only one point. The radius of the circle is perpendicular to the tangent line at the point of tangency.

20. An angle inscribed in a semicircle is a right angle.
Example: In the figure to the right, what is the value of x?

(A) 30
(B) 32
(C) 35
(D) 40
(E) 47

Since 2x + 60 is an exterior angle, it is equal to the sum of the remote interior angles. That is, 2x + 60 = x + 90. Solving for x gives x = 30. The answer is (A).

Most geometry problems on the GMAT require straightforward calculations. However, some problems measure your insight into the basic rules of geometry. For this type of problem, you should step back and take a "birds-eye" view of the problem. The following example will illustrate.
Example: In the figure to the right, O is both the center of the circle with radius 2 and a vertex of the square OPRS. What is the length of diagonal PS?

(A) 1/2
(B) 1
(C) 4
(D) 2
(E) 2/3

The diagonals of a square are equal. Hence, line segment OR (not shown) is equal to SP. Now, OR is a radius of the circle and therefore OR = 2. Hence, SP = 2 as well, and the answer is (D).
COORDINATE GEOMETRY

Distance Formula:

The distance between points (x, y) and (a, b) is given by the following formula:

Example: In the figure to the right, the circle is centered at the origin and passes through point P. Which of the following points does it also pass through?

(A) (3, 3)
(B)
(C) (2, 6)
(D) (1.5, 1.3)
(E) (-3, 4)

Since the circle is centered at the origin and passes through the point (0,-3), the radius of the circle is 3. Now, if any other point is on the circle, the distance from that point to the center of the circle (the radius) must also be 3. Look at choice (B). Using the distance formula to calculate the distance between and (0, 0) (the origin) yields

Hence, is on the circle, and the answer is (B).
Midpoint Formula:

The midpoint M between points (x, y) and (a, b) is given by
M = ([x + a]/2, [y + b]/2)

In other words, to find the midpoint, simply average the corresponding coordinates of the two points.
Example: In the figure to the right, polygon PQRO is a square and T is the midpoint of side QR. What are the coordinates of T ?

(A) (1, 1)
(B) (1, 2)
(C) (1.5, 1.5)
(D) (2, 1)
(E) (2, 3)

Since point R is on the x-axis, its y-coordinate is 0. Further, since PQRO is a square and the x-coordinate of Q is 2, the x-coordinate of R is also 2. Since T is the midpoint of side QR, the midpoint formula yields T = ([2 + 2]/2, [2 + 0]/2) = (4/2, 2/2) = (2, 1). The answer is (D).
Slope Formula:

The slope of a line measures the inclination of the line. By definition, it is the ratio of the vertical change to the horizontal change. The vertical change is called the rise, and the horizontal change is called the run. Thus, the slope is the rise over the run. Given the two points (x, y) and (a, b) the slope is
M = (y - b)/(x - a)

Example: In the figure to the right, what is the slope of line passing through the two points?

(A) 1/4
(B) 1
(C) 1/2
(D) 3/2
(E) 2

The slope formula yields m = (4 - 2)/(5 - 1) = 2/4 = 1/2. The answer is (C).
Slope-Intercept Form:

Multiplying both sides of the equation m = (y -b)/(x - a) by x-a yields

y - b = m(x - a)

Now, if the line passes through the y-axis at (0, b), then the equation becomes

y - b = m(x - 0)
y - b = mx
y = mx + b

This is called the slope-intercept form of the equation of a line, where m is the slope and b is the y-intercept. This form is convenient because it displays the two most important bits of information about a line: its slope and its y-intercept.

Example: If The equation of the line above is y = 9x/10 + k, which line segment is longer AO or BO?
Since y = 9x/10 + k is in slope-intercept form, we know the slope of the line is 9/10. Now, the ratio of BO to AO is the slope of the line (rise over run). Hence, BO/AO = 9/10. Multiplying both sides of this equation by AO yields BO = 9AC/10. In other words, BO is 9/10 the length of AO. Hence, AO is longer.

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ตัวอย่างข้อสอบ gmat PASSIVE VOICE

2008-04-25T08:21:00.000-07:00

PASSIVE VOICE

The passive voice removes the subject from the sentence. It is formed with the verb to be and the past participle of the main verb.

Passive: The bill was resubmitted.

Active: The Senator has resubmitted the bill.

Unless you want to de-emphasize the doer of an action, you should favor the active voice.

Example:
In the past few years and to this day, many teachers of math and science had chosen to return to the private sector.

(A) had chosen to return to the private sector.
(B) having chosen to return to the private sector.
(C) chose to return to the private sector.
(D) have chosen to return to the private sector.
(E) have chosen returning to the private sector.

Choice (A) is incorrect because it uses the past perfect had chosen, which describes an event that has been completed before another event. But the sentence implies that teachers have and are continuing to return to the private sector. Hence, the present perfect tense should be used.

Choice (B) is incorrect because it uses the present progressive tense having chosen, which describes an ongoing event. Although this is the case, it does not capture the fact that the event began in the past.

Choice (C) is incorrect because it uses the simple past chose, which describes a past event. But again, the sentence implies that the teachers are continuing to opt for the private sector.

Choice (D) is the correct answer because it uses the present perfect have chosen to describe an event that occurred in the past and is continuing into the present.

Choice (E) is incorrect because it leaves the thought in the sentence uncompleted.

_{IDIOM & USAGE}

Accept/Except:

Accept means "to agree to" or "to receive." Except means "to object to" or "to leave out."

We will accept (receive) your manuscript for review.

No parking is allowed, except (leave out) on holidays.

Account for:

When explaining something, the correct idiom is account for:

We had to account for all the missing money.

When receiving blame or credit, the correct idiom is account to:

You will have to account to the state for your crimes.

Adapted to/for/from

Adapted to means "naturally suited for." Adapted for means "created to be suited for." Adapted from means "changed to be suited for."

The polar bear is adapted to the subzero temperatures.

For any "New Order" to be successful, it must be adapted for the continually changing world power structure.

Lucas' latest release is adapted from the 1950 B-movie "Attack of the Amazons."

Affect/Effect:

Effect is a noun meaning "a result."

Increased fighting will be the effect of the failed peace conference.

Affect is a verb meaning "to influence."

The rain affected their plans for a picnic.

All ready vs. Already

All ready means "everything is ready."

Already means "earlier."

Alot vs. A lot

Alot is nonstandard; a lot is the correct form.

Among/Between:

Between should be used when referring to two things, and among should be used when referring to more than two things.

The young lady must choose between two suitors.

The fault is spread evenly among the three defendants.

Being that vs. Since:

Being that is nonstandard and should be replaced by since.

(Faulty) Being that darkness was fast approaching, we had to abandon the search.

(Better) Since darkness was fast approaching, we had to abandon the search.

Beside/Besides:

Adding an s to beside completely changes its meaning: Beside means "next to." Besides means "in addition."

We sat beside (next to) the host.

Besides (in addition), money was not even an issue in the contract negotiations.

Center on vs. Center around

Center around is colloquial. It should not be used in formal writing.

(Faulty) The dispute centers around the effects of undocumented workers.

(Correct) The dispute centers on the effects of undocumented workers.

**Conform to (not with):**

Stewart's writing does not conform to standard literary conventions.

Consensus of opinion

Consensus of opinion is redundant: consensus means "general agreement."

Correspond to/with:

Correspond to means "in agreement with":

The penalty does not correspond to the severity of the crime.

Correspond with means "to exchange letters":

He corresponded with many of the top European leaders of his time.

Different from/Different than:

The preferred form is different from. Only in rare cases is different than acceptable.

The new Cadillacs are very different from the imported luxury cars.

Double negatives:

(Faulty) Scarcely nothing was learned during the seminar.

(Better) Scarcely anything was learned during the seminar.

Doubt that vs. Doubt whether

Doubt whether is nonstandard.

(Faulty) I doubt whether his new business will succeed.

(Correct) I doubt that his new business will succeed.

Farther/Further:

Use farther when referring to distance, and use further when referring to degree.

They went no further (degree) than necking.

He threw the discs farther (distance) than the top seated competitor.

Fewer/Less:

Use fewer when referring to a number of items. Use less when referring to a continuous quantity.

In the past, we had fewer options.

The impact was less than what was expected.

Identical with (not to):

This bid is identical with the one submitted by you.

In contrast to (not of):

In contrast to the conservative attitudes of her time, Mae West was quite provocative.

**Independent of (not from):**

The judiciary is independent of the other branches of government.

Not only . . . but also:

In this construction, but cannot be replaced with and.

(Faulty) Peterson is not only the top salesman in the department and also the most proficient.

(Correct) Peterson is not only the top salesman in the department but also the most proficient.

On account of vs. Because:

Because is always better than the circumlocution on account of.

(Poor) On account of his poor behavior, he was expelled.

(Better) Because he behaved poorly, he was expelled.

One another/Each other:

Each other should be used when referring to two things, and one another should be used when referring to more than two things.

The members of the basketball team (more than two) congratulated one another on their victory.

The business partners (two) congratulated each other on their successful first year.

Plus vs. And:

Do not use plus as a conjunction meaning and.

(Faulty) His contributions to this community are considerable, plus his character is beyond reproach.

(Correct) His contributions to this community are considerable, and his character is beyond reproach.

Note: Plus can be used to mean and so long as it is not being used as a conjunction.

(Acceptable) His generous financial contribution plus his donated time has made this project a success.

In this sentence, plus is being used as a preposition. Note, the verb has is singular because an intervening prepositional phrase (plus his donated time) does not affect subject verb agreement.

Regard vs. Regards:

Unless you are giving best wishes to someone, you should use regard.

(Faulty) In regards to your letter, we would be interested in distributing your product.

(Correct) In regard to your letter, we would be interested in distributing your product.

Regardless vs. Irregardless

Regardless means "not withstanding." Hence, the "ir" in irregardless is redundant. Regardless is the correct form.

**Retroactive to (not from):**

The correct idiom is retroactive to:

The tax increase is retroactive to February.

Speak to/with:

To speak to someone is to tell them something:

We spoke to Jennings about the alleged embezzlement.

To speak with someone is to discuss something with them:

Steve spoke with his friend Dave for hours yesterday.

The reason is because:

This structure is redundant. Equally common and doubly redundant is the structure the reason why is because.

(Poor) The reason why I could not attend the party is because I had to work.

(Better) I could not attend the party because I had to work.

Whether vs. As to whether

The circumlocution as to whether should be replaced by whether.

(Poor) The United Nations has not decided as to whether to authorize a trade embargo.

(Better) The United Nations has not decided whether to authorize a trade embargo.

Whether vs. If

Whether introduces a choice; if introduces a condition. A common mistake is to use if to present a choice.

(Faulty) He inquired if we had decided to keep the gift.

(Correct) He inquired whether we had decided to keep the gift.

Example:
The studio's retrospective art exhibit refers back to a simpler time in American history.

(A) The studio's retrospective art exhibit refers back to
(B) The studio's retrospective art exhibit harkens back to
(C) The studio's retrospective art exhibit refers to
(D) The studio's retrospective art exhibit refers from
(E) The studio's retrospective art exhibit looks back to

Choice (A) is incorrect. Retrospective means looking back on the past. Hence, in the phrase refers back, the word back is redundant.

Choice (B) is incorrect because harkens back is also redundant.

Choice (C) is correct. Dropping the word back eliminates the redundancy.

Choice (D) is incorrect because the preposition from is non-idiomatic.

Choice (E) is incorrect because looks back is also redundant.

Note: One could argue that the phrase American history also makes the sentence redundant. However, it is not underlined in the sentence. It is not at all uncommon to find questionable structures in parts of the sentence that are not underlined. In fact, you may even find questionable structures in the underlined part of the sentence that are not corrected by any of the answer choices because the writers are testing a different mistake. Concern yourself with correcting only the underlined part of the sentence.

ตัวอย่างข้อสอบ gmat PASSIVE VOICE

2008-04-25T08:19:00.000-07:00

PASSIVE VOICE

The passive voice removes the subject from the sentence. It is formed with the verb to be and the past participle of the main verb.

Passive: The bill was resubmitted.

Active: The Senator has resubmitted the bill.

Unless you want to de-emphasize the doer of an action, you should favor the active voice.

Example:
In the past few years and to this day, many teachers of math and science had chosen to return to the private sector.

Choice (C) is incorrect because it uses the simple past chose, which describes a past event. But again, the sentence implies that the teachers are continuing to opt for the private sector.

Choice (D) is the correct answer because it uses the present perfect have chosen to describe an event that occurred in the past and is continuing into the present.

Choice (E) is incorrect because it leaves the thought in the sentence uncompleted.

_{IDIOM & USAGE}

Accept/Except:

Accept means "to agree to" or "to receive." Except means "to object to" or "to leave out."

We will accept (receive) your manuscript for review.

No parking is allowed, except (leave out) on holidays.

Account for:

When explaining something, the correct idiom is account for:

We had to account for all the missing money.

When receiving blame or credit, the correct idiom is account to:

You will have to account to the state for your crimes.

Adapted to/for/from

Adapted to means "naturally suited for." Adapted for means "created to be suited for." Adapted from means "changed to be suited for."

The polar bear is adapted to the subzero temperatures.

For any "New Order" to be successful, it must be adapted for the continually changing world power structure.

Lucas' latest release is adapted from the 1950 B-movie "Attack of the Amazons."

Affect/Effect:

Effect is a noun meaning "a result."

Increased fighting will be the effect of the failed peace conference.

Affect is a verb meaning "to influence."

The rain affected their plans for a picnic.

All ready vs. Already

All ready means "everything is ready."

Already means "earlier."

Alot vs. A lot

Alot is nonstandard; a lot is the correct form.

Among/Between:

Between should be used when referring to two things, and among should be used when referring to more than two things.

The young lady must choose between two suitors.

The fault is spread evenly among the three defendants.

Being that vs. Since:

Being that is nonstandard and should be replaced by since.

(Faulty) Being that darkness was fast approaching, we had to abandon the search.

(Better) Since darkness was fast approaching, we had to abandon the search.

Beside/Besides:

Adding an s to beside completely changes its meaning: Beside means "next to." Besides means "in addition."

We sat beside (next to) the host.

Besides (in addition), money was not even an issue in the contract negotiations.

Center on vs. Center around

Center around is colloquial. It should not be used in formal writing.

(Faulty) The dispute centers around the effects of undocumented workers.

(Correct) The dispute centers on the effects of undocumented workers.

**Conform to (not with):**

Stewart's writing does not conform to standard literary conventions.

Consensus of opinion

Consensus of opinion is redundant: consensus means "general agreement."

Correspond to/with:

Correspond to means "in agreement with":

The penalty does not correspond to the severity of the crime.

Correspond with means "to exchange letters":

He corresponded with many of the top European leaders of his time.

Different from/Different than:

The preferred form is different from. Only in rare cases is different than acceptable.

The new Cadillacs are very different from the imported luxury cars.

Double negatives:

(Faulty) Scarcely nothing was learned during the seminar.

(Better) Scarcely anything was learned during the seminar.

Doubt that vs. Doubt whether

Doubt whether is nonstandard.

(Faulty) I doubt whether his new business will succeed.

(Correct) I doubt that his new business will succeed.

Farther/Further:

Use farther when referring to distance, and use further when referring to degree.

They went no further (degree) than necking.

He threw the discs farther (distance) than the top seated competitor.

Fewer/Less:

Use fewer when referring to a number of items. Use less when referring to a continuous quantity.

In the past, we had fewer options.

The impact was less than what was expected.

Identical with (not to):

This bid is identical with the one submitted by you.

In contrast to (not of):

In contrast to the conservative attitudes of her time, Mae West was quite provocative.

**Independent of (not from):**

The judiciary is independent of the other branches of government.

Not only . . . but also:

In this construction, but cannot be replaced with and.

(Faulty) Peterson is not only the top salesman in the department and also the most proficient.

(Correct) Peterson is not only the top salesman in the department but also the most proficient.

On account of vs. Because:

Because is always better than the circumlocution on account of.

(Poor) On account of his poor behavior, he was expelled.

(Better) Because he behaved poorly, he was expelled.

One another/Each other:

Each other should be used when referring to two things, and one another should be used when referring to more than two things.

The members of the basketball team (more than two) congratulated one another on their victory.

The business partners (two) congratulated each other on their successful first year.

Plus vs. And:

Do not use plus as a conjunction meaning and.

(Faulty) His contributions to this community are considerable, plus his character is beyond reproach.

(Correct) His contributions to this community are considerable, and his character is beyond reproach.

Note: Plus can be used to mean and so long as it is not being used as a conjunction.

(Acceptable) His generous financial contribution plus his donated time has made this project a success.

In this sentence, plus is being used as a preposition. Note, the verb has is singular because an intervening prepositional phrase (plus his donated time) does not affect subject verb agreement.

Regard vs. Regards:

Unless you are giving best wishes to someone, you should use regard.

(Faulty) In regards to your letter, we would be interested in distributing your product.

(Correct) In regard to your letter, we would be interested in distributing your product.

Regardless vs. Irregardless

Regardless means "not withstanding." Hence, the "ir" in irregardless is redundant. Regardless is the correct form.

**Retroactive to (not from):**

The correct idiom is retroactive to:

The tax increase is retroactive to February.

Speak to/with:

To speak to someone is to tell them something:

We spoke to Jennings about the alleged embezzlement.

To speak with someone is to discuss something with them:

Steve spoke with his friend Dave for hours yesterday.

The reason is because:

This structure is redundant. Equally common and doubly redundant is the structure the reason why is because.

(Poor) The reason why I could not attend the party is because I had to work.

(Better) I could not attend the party because I had to work.

Whether vs. As to whether

The circumlocution as to whether should be replaced by whether.

(Poor) The United Nations has not decided as to whether to authorize a trade embargo.

(Better) The United Nations has not decided whether to authorize a trade embargo.

Whether vs. If

Whether introduces a choice; if introduces a condition. A common mistake is to use if to present a choice.

(Faulty) He inquired if we had decided to keep the gift.

(Correct) He inquired whether we had decided to keep the gift.

Example:
The studio's retrospective art exhibit refers back to a simpler time in American history.

Choice (A) is incorrect. Retrospective means looking back on the past. Hence, in the phrase refers back, the word back is redundant.

Choice (B) is incorrect because harkens back is also redundant.

Choice (C) is correct. Dropping the word back eliminates the redundancy.

Choice (D) is incorrect because the preposition from is non-idiomatic.

Choice (E) is incorrect because looks back is also redundant.

ตัวอย่างข้อสอบ gmat GMAT EXAM - GMAT TEST GRAMMAR SECTION

2008-04-25T08:18:00.000-07:00

GMAT EXAM - GMAT TEST GRAMMAR SECTION

FORMAT OF THE GMAT GRAMMAR TEST SECTION

The field of grammar is huge and complex--tomes have been written on the subject. This complexity should be no surprise since grammar deals with the process of communication.

GMAT grammar tests only a small part of standard written English. Grammar can be divided into two parts: Mechanics and Usage.

Mechanics concerns punctuation, capitalization, etc. It is not tested on the GMAT nearly as often as is usage. So don't spend too much time worrying whether the comma is in the right place or whether a particular word should be capitalized.

Usage concerns how we choose our words and how we express our thoughts: in other words, are the connections between the words in a sentence logically sound, and are they expressed in a way that conforms to standard idiom? This is the part of grammar that the GMAT concentrates on. Six major categories of usage are tested:

Pronoun Errors
Subject-Verb Agreement
Misplaced Modifiers
Faulty Parallelism
Faulty Verb Tense
Faulty Idiom

_{PRONOUN ERRORS}

A pronoun is a word that stands for a noun, known as the antecedent of the pronoun. The key point for the use of pronouns is this: pronouns must agree with their antecedents in both number (singular or plural) and person (first, second, or third).

Example:
Steve has yet to receive his degree.

Here, the pronoun his refers to the noun Steve.

Following is a list of the most common pronouns:

PRONOUNS

Singular	Plural	Both Singular and Plural
I, me	we, us	any
she, her	they	none
he, him	them	all
it	these	most
anyone	those	more
either	some	who
each	that	which
many a	both	what
nothing	ourselves	you
one	any
another	many
everything	few
mine	several
his, hers	others
this
that

Reference

• A pronoun should be plural when it refers to two nouns joined by and.

Example:
Jane and Katarina believe they passed the final exam.

The plural pronoun they refers to the compound subject Jane and Katarina.

• A pronoun should be singular when it refers to two nouns joined by or or nor.

Faulty Usage

Neither Jane nor Katarina believes they passed the final.

Correct: Neither Jane nor Katarina believes she passed the final.

• A pronoun should refer to one and only one noun or compound noun.

This is probably the most common error on the GMAT. If a pronoun follows two nouns, it is often unclear which of the nouns the pronoun refers to.

Faulty Usage

The breakup of the Soviet Union has left nuclear weapons in the hands of unstable, nascent countries. It is imperative to world security that they be destroyed.

Although one is unlikely to take the sentence to mean that the countries must be destroyed, that interpretation is possible from the structure of the sentence. It is easily corrected:

The breakup of the Soviet Union has left nuclear weapons in the hands of unstable, nascent countries. It is imperative to world security that these weapons be destroyed.

Faulty Usage

In Somalia, they have become jaded by the constant warfare.

This construction is faulty because they does not have an antecedent. The sentence can be corrected by replacing they with people:

In Somalia, people have become jaded by the constant warfare.

Better: The people of Somalia have become jaded by the constant warfare.

• In addition to agreeing with its antecedent in number, a pronoun must agree with its antecedent in person.

Faulty Usage

One enters this world with no responsibilities. Then comes school, then work, then marriage and family. No wonder, you l ook longingly to retirement.

In this sentence, the subject has changed from one (third person) to you (second person). To correct the sentence either replace one with you or vice versa:

You enter this world with no responsibilities. Then comes school, then work, then marriage and family. No wonder, you look longingly to retirement.

One enters this world with no responsibilities. Then comes school, then work, then marriage and family. No wonder, one looks longingly to retirement.

Example:

In the following sentence, part or all of the sentence is underlined. The answer-choices offer five ways of phrasing the underlined part. If you think the sentence as written is better than the alternatives, choose A, which merely repeats the underlined part; otherwise choose one of the alternatives.

Had the President's Administration not lost the vote on the budget reduction package, his first year in office would have been rated an A.

(A) Had the President's Administration not lost the vote on the budget reduction package, his first year in office would have been rated an A.
(B) If the Administration had not lost the vote on the budget reduction package, his first year in office would have been rated an A.
(C) Had the President's Administration not lost the vote on the budget reduction package, it would have been rated an A.
(D) Had the President's Administration not lost the vote on its budget reduction package, his first year in office would have been rated an A.
(E) If the President had not lost the vote on the budget reduction package, the Administration's first year in office would have been rated an A.

Choice (A) is incorrect because his appears to refer to the President, but the subject of the subordinate clause is the President's Administration, not the President.

Choice (B) changes the structure of the sentence, but retains the same flawed reference.

In choice (C), it can refer to either the President's Administration or the budget reduction package. Thus, the reference is ambiguous.

Choice (D) adds another pronoun, its, but still retains the same flawed reference.

Choice (E) corrects the flawed reference by removing all pronouns. The answer is (E).

_{SUBJECT-VERB AGREEMENT}

Within a sentence there are certain requirements for the relationship between the subject and the verb.

• The subject and verb must agree both in number and person.

Example:
We have surpassed our sales goal of one million dollars.

Here, the first person plural verb have agrees with its first person plural subject we.

Note, ironically, third person singular verbs often end in s or es:

He seems to be fair.

• Intervening phrases and clauses have no effect on subject-verb agreement.

Example:
Only one of the President's nominees was confirmed.

Here, the singular verb was agrees with its singular subject one. The intervening prepositional phrase of the President's nominees has no effect on the number or person of the verb.

• When the subject and verb are reversed, they still must agree in both number and person.

Example:
Attached are copies of the contract.

Here, the plural verb are attached agrees with its plural subject copies. The sentence could be rewritten as

Copies of the contract are attached.

Example:
The rise in negative attitudes toward foreigners indicate that the country is becoming less tolerant, and therefore that the opportunities are ripe for extremist groups to exploit the illegal immigration problem.

(A) indicate that the country is becoming less tolerant, and therefore that
(B) indicates that the country is becoming less tolerant, and therefore
(C) indicates that the country is becoming less tolerant, and therefore that
(D) indicates that the country is being less tolerant, and therefore (E) indicates that the country is becoming less tolerant of and therefore that

Choice (A) has two flaws. First, the subject of the sentence the rise is singular, and therefore the verb indicate should not be plural. Second, the comma indicates that the sentence is made up of two independent clauses, but the relative pronoun that immediately following therefore forms a subordinate clause.

Choice (C) corrects the number of the verb, but retains the subordinating relative pronoun that.

Choice (D) corrects the number of the verb and eliminates the subordinating relative pronoun that. However, the verb being is less descriptive than the verb becoming: As negative attitudes toward foreigners increase, the country becomes correspondingly less tolerant. Being does not capture this notion of change.

Choice (E) corrects the verb's number, and by dropping the comma makes the subordination allowable. However, it introduces the preposition of which does not have an object: less tolerant of what?

Choice (B) both corrects the verb's number and removes the subordinating relative pronoun that. The answer is (B).

_{MISPLACED MODIFIERS}

• As a general rule, a modifier should be placed as close as possible to what it modifies.

Example:
Following are some useful tips for protecting your person and property from the FBI.

As written, the sentence implies that the FBI is a threat to your person and property. To correct the sentence put the modifier from the FBI next to the word it modifies, tips:

Following are some useful tips from the FBI for protecting your person and property.

• When a phrase begins a sentence, make sure that it modifies the subject of the sentence.

Example:
Coming around the corner, a few moments passed before I could recognize my old home.

As worded, the sentence implies that the moments were coming around the corner. The sentence can be corrected as follows:

As I came around the corner, a few moments passed before I could recognize my old home.

Coming around the corner, I paused a few moments before I could recognize my old home.

Example:
By focusing on poverty, the other causes of crime--such as the breakup of the nuclear family, changing morals, the loss of community, etc.--have been overlooked by sociologists.

(A) the other causes of crime--such as the breakup of the nuclear family, changing morals, the loss of community, etc.--have been overlooked by sociologists.
(B) the other causes of crime have been overlooked by sociologists--such as the breakup of the nuclear family, changing morals, the loss of community, etc.
(C) there are other causes of crime that have been overlooked by sociologists--such as the breakup of the nuclear family, changing morals, the loss of community, etc.
(D) crimes--such as the breakup of the nuclear family, changing morals, the loss of community, etc.--have been overlooked by sociologists.
(E) sociologists have overlooked the other causes of crime--such as the breakup of the nuclear family, changing morals, the loss of community, etc.

Choice (A) is incorrect since it implies that the other causes of crime are doing the focusing.

Choice (B) has the same flaw.

Choice (C) is incorrect. The phrase by focusing on poverty must modify the subject of the sentence, but there cannot be the subject since the construction there are is used to introduce a subject.

Choice (D) implies that crimes are focusing on poverty.

Choice (E) puts the subject of the sentence sociologists immediately next to its modifying phrase by focusing on poverty. The answer is (E).

_{FAULTY PARALLELISM}

• For a sentence to be parallel, similar elements must be expressed in similar form.

• When two adjectives modify the same noun, they should have similar forms.

Example:
The topology course was both rigorous and a challenge.

Since both rigorous and a challenge are modifying course, they should have the same form:

The topology course was both rigorous and challenging.

• When a series of clauses is listed, the verbs in each clause must have the same form.

Example:
During his trip to Europe, the President will discuss ways to stimulate trade, offer economic aid, and trying to forge a new coalition with moderate forces in Russia.

In this example, the first two verbs, discuss and offer, are active. But the third verb in the series, trying, is passive. The form of the verb should be active:

During his trip to Europe, the President will discuss ways to stimulate trade, offer economic aid, and try to forge a new coalition with moderate forces in Russia.

• When the first half of a sentence has a certain structure, the second half should preserve that structure.

Example:
To acknowledge that one is an alcoholic is taking the first and hardest step to recovery.

The first half of the above sentence has an infinitive structure, to acknowledge, so the second half must have a similar structure:

To acknowledge that one is an alcoholic is to take the first and hardest step to recovery.

Example:
This century began with war brewing in Europe, the industrial revolution well-established, and a nascent communication age.

(A) war brewing in Europe, the industrial revolution well-established, and a nascent communication age.
(B) war brewing in Europe, the industrial revolution surging, and a nascent communication age.
(C) war in Europe, the industrial revolution well-established, and a nascent communication age.
(D) war brewing in Europe, the industrial revolution well-established, and the communication age beginning.
(E) war brewing in Europe, the industrial revolution well-established, and saw the birth of the communication age.

Choice (A) is incorrect. Although the first two phrases, war brewing in Europe and the industrial revolution well-established, have different structures, the thoughts are parallel. However, the third phrase, and a nascent communication age, is not parallel to the first two.

Choice (B) does not make the third phrase parallel to the first two.

Choice (C) changes the meaning of the sentence: the new formulation states that war already existed in Europe while the original sentence states that war was only developing.

Choice (E) is not parallel since the first two phrases in the series are noun phrases, but saw the birth of the communication age is a verb phrase. When a word introduces a series, each element of the series must agree with the introductory word. You can test the correctness of a phrase in a series by dropping the other phrases and checking whether the remaining phrase agrees with the introductory word. In this series, each phrase must be the object of the preposition with:

This century began with war brewing in Europe

This century began with the industrial revolution well-established

This century began with saw the birth of the communication age

In this form, it is clear the verb saw cannot be the object of the preposition with.

Choice (D) offers three phrases in parallel form. The answer is (D).

_{FAULTY VERB TENSE}

A verb has four principal parts:

1. Present Tense

a. Used to express present tense.

He studies hard.

b. Used to express general truths.

During a recession, people are cautious about taking on more debt.

c. Used with will or shall to express future time.

He will take the GMAT next year.

2. Past Tense

a. Used to express past tense.

He took the GMAT last year.

3. Past Participle

a. Used to form the present perfect tense, which indicates that an action was started in the past and its effects are continuing in the present. It is formed using have or has and the past participle of the verb.

He has prepared thoroughly for the GMAT.

b. Used to form the past perfect tense, which indicates that an action was completed before another past action. It is formed using had and the past participle of the verb.

He had prepared thoroughly before taking the GMAT.

c. Used to form the future perfect tense, which indicates that an action will be completed before another future action. It is formed using will have or shall have and the past participle of the verb.

He will have prepared thoroughly before taking the GMAT.

**4. Present Participle (-ing form of the verb)**

a. Used to form the present progressive tense, which indicates that an action is ongoing. It is formed using is, am, or are and the present participle of the verb.

He is preparing thoroughly for the GMAT.

b. Used to form the past progressive tense, which indicates that an action was in progress in the past. It is formed using was or were and the present participle of the verb.

He was preparing for the GMAT.

c. Used to form the future progressive tense, which indicates that an action will be in progress in the future. It is formed using will be or shall be and the present participle of the verb.

He will be preparing thoroughly for the GMAT.

ตัวอย่างข้อสอบ gmat IDIOM & USAGE

2008-04-25T08:17:00.001-07:00

_{IDIOM & USAGE}

Accept/Except:
Accept means "to agree to" or "to receive." Except means "to object to" or "to leave out."

We will accept (receive) your manuscript for review.

No parking is allowed, except (leave out) on holidays.

Account for:
When explaining something, the correct idiom is account for:

We had to account for all the missing money.

When receiving blame or credit, the correct idiom is account to:

You will have to account to the state for your crimes.

Adapted to/for/from
Adapted to means "naturally suited for." Adapted for means "created to be suited for." Adapted from means "changed to be suited for."

The polar bear is adapted to the subzero temperatures.

For any "New Order" to be successful, it must be adapted for the continually changing world power structure.

Lucas' latest release is adapted from the 1950 B-movie "Attack of the Amazons."

Affect/Effect:
Effect is a noun meaning "a result."

Increased fighting will be the effect of the failed peace conference.

Affect is a verb meaning "to influence."

The rain affected their plans for a picnic.

All ready vs. Already
All ready means "everything is ready."

Already means "earlier."

Alot vs. A lot
Alot is nonstandard; a lot is the correct form.

Among/Between:
Between should be used when referring to two things, and among should be used when referring to more than two things.

The young lady must choose between two suitors.

The fault is spread evenly among the three defendants.

Being that vs. Since:
Being that is nonstandard and should be replaced by since.

(Faulty) Being that darkness was fast approaching, we had to abandon the search.

(Better) Since darkness was fast approaching, we had to abandon the search.

Beside/Besides:
Adding an s to beside completely changes its meaning: Beside means "next to." Besides means "in addition."

We sat beside (next to) the host.

Besides (in addition), money was not even an issue in the contract negotiations.

Center on vs. Center around
Center around is colloquial. It should not be used in formal writing.

(Faulty) The dispute centers around the effects of undocumented workers.

(Correct) The dispute centers on the effects of undocumented workers.

Conform to (not with):
Stewart's writing does not conform to standard literary conventions.

Consensus of opinion
Consensus of opinion is redundant: consensus means "general agreement."

Correspond to/with:
Correspond to means "in agreement with":

The penalty does not correspond to the severity of the crime.

Correspond with means "to exchange letters":

He corresponded with many of the top European leaders of his time.

Different from/Different than:
The preferred form is different from. Only in rare cases is different than acceptable.

The new Cadillacs are very different from the imported luxury cars.

Double negatives:
(Faulty) Scarcely nothing was learned during the seminar.

(Better) Scarcely anything was learned during the seminar.

Doubt that vs. Doubt whether
Doubt whether is nonstandard.

(Faulty) I doubt whether his new business will succeed.

(Correct) I doubt that his new business will succeed.

Farther/Further:
Use farther when referring to distance, and use further when referring to degree.

They went no further (degree) than necking.

He threw the discs farther (distance) than the top seated competitor.

Fewer/Less:
Use fewer when referring to a number of items. Use less when referring to a continuous quantity.

In the past, we had fewer options.

The impact was less than what was expected.

Identical with (not to):
This bid is identical with the one submitted by you.

In contrast to (not of):
In contrast to the conservative attitudes of her time, Mae West was quite provocative.

Independent of (not from):
The judiciary is independent of the other branches of government.

Not only . . . but also:
In this construction, but cannot be replaced with and.

(Faulty) Peterson is not only the top salesman in the department and also the most proficient.

(Correct) Peterson is not only the top salesman in the department but also the most proficient.

On account of vs. Because:
Because is always better than the circumlocution on account of.

(Poor) On account of his poor behavior, he was expelled.

(Better) Because he behaved poorly, he was expelled.

One another/Each other:
Each other should be used when referring to two things, and one another should be used when referring to more than two things.

The members of the basketball team (more than two) congratulated one another on their victory.

The business partners (two) congratulated each other on their successful first year.

Plus vs. And:
Do not use plus as a conjunction meaning and.

(Faulty) His contributions to this community are considerable, plus his character is beyond reproach.

(Correct) His contributions to this community are considerable, and his character is beyond reproach.

Note: Plus can be used to mean and so long as it is not being used as a conjunction.

(Acceptable) His generous financial contribution plus his donated time has made this project a success.

In this sentence, plus is being used as a preposition. Note, the verb has is singular because an intervening prepositional phrase (plus his donated time) does not affect subject verb agreement.

Regard vs. Regards:
Unless you are giving best wishes to someone, you should use regard.

(Faulty) In regards to your letter, we would be interested in distributing your product.

(Correct) In regard to your letter, we would be interested in distributing your product.

Regardless vs. Irregardless
Regardless means "not withstanding." Hence, the "ir" in irregardless is redundant. Regardless is the correct form.

Retroactive to (not from):
The correct idiom is retroactive to:

The tax increase is retroactive to February.

Speak to/with:
To speak to someone is to tell them something:

We spoke to Jennings about the alleged embezzlement.

To speak with someone is to discuss something with them:

Steve spoke with his friend Dave for hours yesterday.

The reason is because:
This structure is redundant. Equally common and doubly redundant is the structure the reason why is because.

(Poor) The reason why I could not attend the party is because I had to work.

(Better) I could not attend the party because I had to work.

Whether vs. As to whether
The circumlocution as to whether should be replaced by whether.

(Poor) The United Nations has not decided as to whether to authorize a trade embargo.

(Better) The United Nations has not decided whether to authorize a trade embargo.

Whether vs. If
Whether introduces a choice; if introduces a condition. A common mistake is to use if to present a choice.

(Faulty) He inquired if we had decided to keep the gift.

(Correct) He inquired whether we had decided to keep the gift.

Example:

The studio's retrospective art exhibit refers back to a simpler time in American history.

Choice (A) is incorrect. Retrospective means looking back on the past. Hence, in the phrase refers back, the word back is redundant.

Choice (B) is incorrect because harkens back is also redundant.

Choice (C) is correct. Dropping the word back eliminates the redundancy.

Choice (D) is incorrect because the preposition from is non-idiomatic.

Choice (E) is incorrect because looks back is also redundant.

ตัวอย่างข้อสอบ gmat FAULTY PARALLELISM

2008-04-25T08:16:00.001-07:00

_{FAULTY VER}Publish Post_{B TENSE}

A verb has four principal parts:

1. Present Tense
a. Used to express present tense.

He studies hard.

b. Used to express general truths.

During a recession, people are cautious about taking on more debt.

c. Used with will or shall to express future time.

He will take the GMAT next year.

2. Past Tense
a. Used to express past tense.

He took the GMAT last year.

3. Past Participle
a. Used to form the present perfect tense, which indicates that an action was started in the past and its effects are continuing in the present. It is formed using have or has and the past participle of the verb.

He has prepared thoroughly for the GMAT.

b. Used to form the past perfect tense, which indicates that an action was completed before another past action. It is formed using had and the past participle of the verb.

He had prepared thoroughly before taking the GMAT.

He will have prepared thoroughly before taking the GMAT.

4. Present Participle (-ing form of the verb)
a. Used to form the present progressive tense, which indicates that an action is ongoing. It is formed using is, am, or are and the present participle of the verb.

He is preparing thoroughly for the GMAT.

b. Used to form the past progressive tense, which indicates that an action was in progress in the past. It is formed using was or were and the present participle of the verb.

He was preparing for the GMAT.

c. Used to form the future progressive tense, which indicates that an action will be in progress in the future. It is formed using will be or shall be and the present participle of the verb.

He will be preparing thoroughly for the GMAT.

PASSIVE VOICE

The passive voice removes the subject from the sentence. It is formed with the verb to be and the past participle of the main verb.

Passive: The bill was resubmitted.

Active: The Senator has resubmitted the bill.

Unless you want to de-emphasize the doer of an action, you should favor the active voice.

Example:

In the past few years and to this day, many teachers of math and science had chosen to return to the private sector.

Choice (C) is incorrect because it uses the simple past chose, which describes a past event. But again, the sentence implies that the teachers are continuing to opt for the private sector.

Choice (D) is the correct answer because it uses the present perfect have chosen to describe an event that occurred in the past and is continuing into the present.

Choice (E) is incorrect because it leaves the thought in the sentence uncompleted.

ตัวอย่างข้อสอบ gmat FAULTY PARALLELISM

2008-04-25T08:15:00.001-07:00

_{FAULTY PARALLELISM}

For a sentence to be parallel, similar elements must be expressed in similar form.

When two adjectives modify the same noun, they should have similar forms.

Example:

The topology course was both rigorous and a challenge.

Since both rigorous and a challenge are modifying course, they should have the same form:

The topology course was both rigorous and challenging.

When a series of clauses is listed, the verbs in each clause must have the same form.

Example:

During his trip to Europe, the President will discuss ways to stimulate trade, offer economic aid, and trying to forge a new coalition with moderate forces in Russia.

In this example, the first two verbs, discuss and offer, are active. But the third verb in the series, trying, is passive. The form of the verb should be active:

During his trip to Europe, the President will discuss ways to stimulate trade, offer economic aid, and try to forge a new coalition with moderate forces in Russia.

When the first half of a sentence has a certain structure, the second half should preserve that structure.

Example:

To acknowledge that one is an alcoholic is taking the first and hardest step to recovery.

The first half of the above sentence has an infinitive structure, to acknowledge, so the second half must have a similar structure:

To acknowledge that one is an alcoholic is to take the first and hardest step to recovery.

Example:

This century began with war brewing in Europe, the industrial revolution well-established, and a nascent communication age.

Choice (B) does not make the third phrase parallel to the first two.

Choice (C) changes the meaning of the sentence: the new formulation states that war already existed in Europe while the original sentence states that war was only developing.

This century began with war brewing in Europe

This century began with the industrial revolution well-established

This century began with saw the birth of the communication age

In this form, it is clear the verb saw cannot be the object of the preposition with.

Choice (D) offers three phrases in parallel form. The answer is (D).

ตัวอย่างข้อสอบgmat MISPLACED MODIFIERS

2008-04-25T08:14:00.000-07:00

_{MISPLACED MODIFIERS}

As a general rule, a modifier should be placed as close as possible to what it modifies.

Example:

Following are some useful tips for protecting your person and property from the FBI.

As written, the sentence implies that the FBI is a threat to your person and property. To correct the sentence put the modifier from the FBI next to the word it modifies, tips:

Following are some useful tips from the FBI for protecting your person and property.

When a phrase begins a sentence, make sure that it modifies the subject of the sentence.

Example:

Coming around the corner, a few moments passed before I could recognize my old home.

As worded, the sentence implies that the moments were coming around the corner. The sentence can be corrected as follows:

As I came around the corner, a few moments passed before I could recognize my old home.

Coming around the corner, I paused a few moments before I could recognize my old home.

Example:

By focusing on poverty, the other causes of crime--such as the breakup of the nuclear family, changing morals, the loss of community, etc.--have been overlooked by sociologists.

Choice (A) is incorrect since it implies that the other causes of crime are doing the focusing.

Choice (B) has the same flaw.

Choice (D) implies that crimes are focusing on poverty.

Choice (E) puts the subject of the sentence sociologists immediately next to its modifying phrase by focusing on poverty. The answer is (E).

ข้อสอบ gmat SUBJECT-VERB AGREEMENT

2008-04-25T08:12:00.000-07:00

_{SUBJECT-VERB AGREEMENT}

Within a sentence there are certain requirements for the relationship between the subject and the verb.

The subject and verb must agree both in number and person.

Example:

We have surpassed our sales goal of one million dollars.

Here, the first person plural verb have agrees with its first person plural subject we.

Note, ironically, third person singular verbs often end in s or es:

He seems to be fair.

Intervening phrases and clauses have no effect on subject-verb agreement.

Example:

Only one of the President's nominees was confirmed.

Here, the singular verb was agrees with its singular subject one. The intervening prepositional phrase of the President's nominees has no effect on the number or person of the verb.

When the subject and verb are reversed, they still must agree in both number and person.

Example:

Attached are copies of the contract.

Here, the plural verb are attached agrees with its plural subject copies. The sentence could be rewritten as

Copies of the contract are attached.

Example:

The rise in negative attitudes toward foreigners indicate that the country is becoming less tolerant, and therefore that the opportunities are ripe for extremist groups to exploit the illegal immigration problem.

(A) indicate that the country is becoming less tolerant, and therefore that
(B) indicates that the country is becoming less tolerant, and therefore
(C) indicates that the country is becoming less tolerant, and therefore that
(D) indicates that the country is being less tolerant, and therefore
(E) indicates that the country is becoming less tolerant of and therefore that

Choice (C) corrects the number of the verb, but retains the subordinating relative pronoun that.

Choice (E) corrects the verb's number, and by dropping the comma makes the subordination allowable. However, it introduces the preposition of which does not have an object: less tolerant of what?

Choice (B) both corrects the verb's number and removes the subordinating relative pronoun that. The answer is (B).

ตัวอย่างข้อสอบgmat PRONOUN ERRORS

2008-04-25T08:10:00.000-07:00

_{PRONOUN ERRORS}

Example:

Steve has yet to receive his degree.

Here, the pronoun his refers to the noun Steve.

Following is a list of the most common pronouns:

PRONOUNS

Singular	Plural	Both Singular and Plural
I, me	we, us	any
she, her	they	none
he, him	them	all
it	these	most
anyone	those	more
either	some	who
each	that	which
many a	both	what
nothing	ourselves	you
one	any
another	many
everything	few
mine	several
his, hers	others
this
that

Reference

A pronoun should be plural when it refers to two nouns joined by and.

Example:

Jane and Katarina believe they passed the final exam.

The plural pronoun they refers to the compound subject Jane and Katarina.

A pronoun should be singular when it refers to two nouns joined by or or nor.

Faulty Usage

Neither Jane nor Katarina believes they passed the final.

Correct: Neither Jane nor Katarina believes she passed the final.

A pronoun should refer to one and only one noun or compound noun.

This is probably the most common error on the GMAT. If a pronoun follows two nouns, it is often unclear which of the nouns the pronoun refers to.

Faulty Usage

The breakup of the Soviet Union has left nuclear weapons in the hands of unstable, nascent countries. It is imperative to world security that they be destroyed.

Although one is unlikely to take the sentence to mean that the countries must be destroyed, that interpretation is possible from the structure of the sentence. It is easily corrected:

The breakup of the Soviet Union has left nuclear weapons in the hands of unstable, nascent countries. It is imperative to world security that these weapons be destroyed.

Faulty Usage

In Somalia, they have become jaded by the constant warfare.

This construction is faulty because they does not have an antecedent. The sentence can be corrected by replacing they with people:

In Somalia, people have become jaded by the constant warfare.

Better: The people of Somalia have become jaded by the constant warfare.

In addition to agreeing with its antecedent in number, a pronoun must agree with its antecedent in person.

Faulty Usage

One enters this world with no responsibilities. Then comes school, then work, then marriage and family. No wonder, you look longingly to retirement.

In this sentence, the subject has changed from one (third person) to you (second person). To correct the sentence either replace one with you or vice versa:

You enter this world with no responsibilities. Then comes school, then work, then marriage and family. No wonder, you look longingly to retirement.

One enters this world with no responsibilities. Then comes school, then work, then marriage and family. No wonder, one looks longingly to retirement.

Example:

Had the President's Administration not lost the vote on the budget reduction package, his first year in office would have been rated an A.

Choice (A) is incorrect because his appears to refer to the President, but the subject of the subordinate clause is the President's Administration, not the President.

Choice (B) changes the structure of the sentence, but retains the same flawed reference.

In choice (C), it can refer to either the President's Administration or the budget reduction package. Thus, the reference is ambiguous.

Choice (D) adds another pronoun, its, but still retains the same flawed reference.

Choice (E) corrects the flawed reference by removing all pronouns. The answer is (E).

รายละเอียดของข้อสอบ GMAT

2008-04-18T10:09:00.000-07:00

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รูปแบบของข้อสอบและเวลา
ข้อสอบ GMAT ประกอบด้วยข้อสอบ 3 ส่วนคือ 1. การเขียน (Analytical Writing Assessment) 2. คณิตศาสตร์ (Quantitative) และ 3. ภาษาอังกฤษ (Verbal)

ข้อสอบการเขียน (AWA)
ข้อสอบ GMATเริ่มจากการทำข้อสอบเขียนก่อนเสมอ โดยจะมีรูปแบบของข้อสอบ 2 ลักษณะได้แก่ 1.การเขียนเพื่อแสดงความคิดเห็น (Issue) และ 2.การเขียนเพื่อแสดงวิจารณ์บทความ (Argument) ผู้เข้าสอบจะมีเวลา 30 นาทีต่อหนึ่ง essay

ข้อสอบคณิตศาสตร์ (Quantitative)
หลังจากการพักจากข้อสอบการเขียน 10 นาที ผู้เข้าสอบจะต้องทำโจทย์เลขแบบ multiple-choice จำนวน 37 ข้อโดยมีรูปแบบของข้อสอบสองลักษณะนั้นคือ 1. Problem Solving ~24 ข้อ และ 2. Data Sufficiency ~13 ข้อ โดยมีเวลาทำข้อสอบทั้งสิ้น 75 นาที คอมพิวเตอร์จะหยุดการทำงานทันทีเมื่อเวลาหมด

ข้อสอบภาษาอังกฤษ (Verbal)
หลังจากการพักจากข้อสอบคณิตศาสตร์แล้ว ผู้เข้าสอบสามารถพักหรือทำข้อสอบภาษาอังกฤษ (Verbal) ต่อเนื่องเลยได้ โดยข้อสอบส่วนนี้จะเป็นโจทย์แบบ multiple-choice จำนวน 41 ข้อโดยมีรูปแบบของข้อสอบสามลักษณะนั้นคือ 1. การอ่าน (Reading Comprehension) ~14 ข้อ 2. การวิเคราะห์ (Critical Reasoning) ~14 ข้อและ 3. ไวยกรณ์และการเขียน (Sentence Correction) ~13 ข้อ โดยมีเวลาทำข้อสอบทั้งสิ้น 75 นาที คอมพิวเตอร์จะหยุดการทำงานทันทีเมื่อเวลาหมด

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GMAT (Graduate Management Admission Test) เป็นแบบทดสอบความสามารถในการใช้ภาษาอังกฤษ (Verbal), คณิตศาสตร์ (Mathmetical) และ การเขียนเชิงวิเคราะห์ (Analy

2008-04-18T05:27:00.000-07:00

GMAT คืออะไร?

GMAT (Graduate Management Admission Test) เป็นแบบทดสอบความสามารถในการใช้ภาษาอังกฤษ (Verbal), คณิตศาสตร์ (Mathmetical) และ การเขียนเชิงวิเคราะห์ (Analytical Writting) โดยมีวัตถุประสงค์เพื่อวัดระดับและพัฒนาทักษะทางด้านการจัดการและการบริหารธุรกิจ สำหรับผู้ที่มีความประสงค์จะศึกษาต่อในระดับปริญญาโทหรือสูงกว่า

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I.I.E. ชั้น 9 อาคารซิตี้แบคก์ ถนนสาทรเหนือ

โทร. 639-2703 โทรสาร 639-2706

* ค่าใช้จ่ายในการสอบ อาจมีการเปลี่ยนแปลงได้โดยมิต้องแจ้งล่วงหน้า (ณ ตุลาคม 2542) โปรดตรวจสอบที่ I.I.E.

The GMAT CAT Format

	Questions	Timing
Computer Tutorials	N/A	N/A
Analytical Writing Analysis of an Issue Analysis of an Arrangement	1 Topic 1 Topic	30 minutes 30 minutes
Optional Rest Break	N/A	5 minutes
Quantitative Problem Solving & Data Sufficiency	37 Questions	75 minutes
Optional Rest Break	N/A	5 minutes
Verbal Reading Comprehension, Critical Reasoning & Sentence Correction	41 Questions	75 minutes

การคิดคะแนนของ GMAT

2008-04-18T05:26:00.001-07:00

การคิดคะแนนของ GMAT

จะมีการติดลบ 1 ใน 4 สำหรับข้อที่เลือกผิดทุกข้อ และการรายงานผลจะรายงานคะแนน 3 ครั้งล่าสุด มหาวิทยาลัยบางแห่ง อาจจะพิจารณาเฉพาะ ผลคะแนนครั้งที่ดีที่สุด แต่บางแห่ง อาจจะพิจารณาคะแนนเฉลี่ยของ ทั้ง 3 ครั้ง ในคณะที่มหาวิทยาลัยบางแห่ง อาจจะพิจารณาจากพัฒนาการของนักศึกษาจากผลที่ได้แต่ละครั้ง คะแนน GMAT จะอยู่ระหว่าง 200- 800 คะแนน ส่วนใหญ่นักศึกษาจะทำได้ประมาณ 250-700 ในส่วนการเขียนเชิงวิเคราะห์ จะมีคะแนนในช่วง 0-6 ผู้ที่ไม่ทำข้อสอบทั้ง 2 ชุด คือ ทั้งการเขียนบทความ และการทำข้อสอบปรนัย จะไม่ได้รับผลคะแนน เนื่องจากถือว่าทำข้อสอบ ไม่สมบูรณ์ ปัจจุบัน ได้มีการเปลี่ยนแปลงรูปแบบการสอบ GMAT ในประเทศไทย ให้เป็นแบบการสอบกับคอมพิวเตอร์

คะแนน GMAT กับ Business Schools

คะแนน GMAT ที่ผู้สอบจะได้รับ จะมีแบ่งเป็นส่วนๆ ดังต่อไปนี้

Quantitative ระดับคะแนน อยู่ในช่วง 0 ถึง 60
Verbal ระดับคะแนนอยู่ในช่วง 0 ถึง 60
Overall ระดับคะแนนอยู่ในช่วง 200 ถึง 800 ซึ่งเป็นคะแนนหลังจากนำ สองส่วนแรกมารวมกันแล้วนำมาเทียบให้อยู่ในช่วงคะแนน สองร้อยถึงแปดร้อย
Analytical Writing Assessment ระดับคะแนน อยู่ในช่วง 0 ถึง 6 โดยจะเป็นคะแนนแยกจากสองส่วนแรก ส่วนนี้สำคัญน้อยกว่าสอง ส่วนแรก

การเรียน MBA ในมหาวิทยาลัยดังๆ ส่วนใหญ่ ก็หมายถึง การที่จบมาแล้วได้งานทำดีๆ เงินเดือนมาก ฉะนั้น การแข่งขันเข้ามหาวิทยาลัยดัง จึงค่อนข้างสูง ฉะนั้น ผล GMAT ที่จะใช้เพื่อให้ได้รับการตอบรับเข้าเรียน ก็สูงตามไป อย่างช่วยไม่ได้ ตารางข้างล่าง เป็นคะแนนโดยเฉลี่ย ของ ผู้ที่จะเข้าเรียน MBA ในมหาวิทยาลัย ต่างๆ ใน สหรัฐอเมริกา

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tanford University	730
Cornell Univeristy	670
Georgetown University	655
University of Pittsburgh	620

ลักษณะของข้อสอบ

2008-04-18T05:25:00.001-07:00

ลักษณะของข้อสอบ

เป็นการวัดความรู้ทางภาษาอังกฤษ และ คณิตศาสตร์ รวมทั้งความถนัดของการเขียน ในเชิงวิเคราะห์ ซึ่งเป็นความสามารถ ที่นักศึกษาควรจะมี ในระดับบัณฑิตศึกษา ด้านบริหารธุรกิจ ประกอบไปด้วย ข้อสอบแบบ ปรนัย สองส่วนด้วยกัน คือ Quantitative และ Verbal และมี ส่วน การเขียนความเรียง ที่เรียกว่า Analytical Writing Assessment (AWA).

Quantitative Section

37 คำถาม

75 นาที

คำถาม Problem Solving ~ 24 คำถาม

คำถาม Data Sufficiency ~ 13 คำถาม

Verbal Section

41 คำถาม

75 นาที

Reading Comprehension ~14 คำถาม

Sentence Correction ~13 คำถาม

Critical Reasoning ~14 คำถาม

Essay คำถาม (Analytical Writing Assessment):

จะเริ่มต้นด้วย AWA สองคำถาม ในแต่ละส่วนจะมีเวลาทำ สามสิบนาที ในการพิมพ์ความเรียงในคอมพิวเตอร์โดยใช้โปรแกรมเวิร์ด อย่างง่าย ความเรียงแต่ละส่วนนั้น จะมีการเตรียมไว้ล่วงหน้าแล้วในขณะที่ อีกสองส่วนนั้นไม่ได้เรียงลำดับก่อนหลังเอาไว้

อัตราค่าสอบgmat

2008-04-18T05:24:00.001-07:00

อัตราค่าสอบ

อัตราค่าสอบปัจจุบันเท่ากับ US$ 195 และสามารถเลือกวันสอบได้ โดยทาง IIE จัดสอบทุกวัน วันละ 1 รอบ ตั้งแต่วันจันทร์ถึงศุกร์ ตลอดช่วงเวลา 3 สัปดาห์สุดท้ายของแต่ละเดือน ไม่มีการจัดสอบในช่วงสัปดาห์แรกของเดือน การสอบแต่ละครั้งสามารถรับผู้สมัครได้ 19 คน นักศึกษาสามารถรับใบสมัครและสมัครสอบได้ IIE นักศึกษาสามารถทราบผลปรนัยทันทีหลังการสอบ ผู้สนใจสามารถศึกษาข้อมูลเพิ่มเติมได้จาก www.gmat.org

สำหรับประเทศไทย สามารถติดต่อ Institute of International Education (IIE) ชั้น 9 ตึกซิตี้แบงค์ 82 ถ.สาทรเหนือ บางรัก กทม. 10500 โทร. 639-2700-2 E-mail : iiethai@bkk.iie.org

gmat คืออะไร

2008-04-18T05:15:00.000-07:00

GMAT-Graduate Management Admission Test
Structure
GMAT เป็นข้อสอบแบบปรนัย (Multiple-Choice) ใช้สำหรับผู้ที่ต้องการสมัคร เพื่อเข้าศึกษาต่อในหลักสูตรระดับบัณฑิตศึกษาด้านธุรกิจและบริหาร การสอบ GMAT ดำเนินการโดย Educational Testing Service (ETS) ภายใต้การสนับสนุนของ Graduate Management Admission Council ( GMAC ) กล่าวได้ว่า GMAT มีจุดมุ่งหมายในการวัด ทักษะขั้นพื้นฐานทางด้าน Verbal, Mathematical และ Analytical ที่ได้รับการพัฒนาสะสมมาจากการศึกษาและการทำงานที่ผ่านมา
GMAT มีรูปแบบของการสอบเป็นแบบ Computer-Adaptive Test-CAT ประกอบไปด้วย 3 ส่วน คือ
1. Analytical Writing Assessment : เป็นการเขียน essay 2 บทความ คือ analysis of an issue และ analysis of an argument บทความละ 30 นาที ซึ่งต้องทำข้อสอบ ทางคอมพิวเตอร์เท่านั้น
2. Quantitative Section : 75 นาที 37 คำถาม ลักษณะของข้อสอบเป็นการวัดระดับ ความสามารถทางด้าน Algebra, Arithmetic และ Geometry โดยมีคำถามใน 2 รูปแบบคือ Data Sufficiency และ Problem Solving
3. Verbal Section : 75 นาที 41 คำถาม เป็นการทดสอบความสามารถทางด้าน Reading, Grammar และ Analytical Reasoning ในระดับที่นักศึกษาควรจะมี ในการเข้าศึกษา หลักสูตรระดับบัณฑิตศึกษา ทางด้านบริหารธุรกิจ โดยมีคำถามใน 3 รูปแบบคือ Reading Comprehension, Critical Reasoning และ Sentence Correction
How to Apply
ค่าสมัครสอบ GMAT ในปัจจุบันเท่ากับ US$ 225 โดยสามารถชำระได้ทั้งในรูปแบบของบัตรเครดิต ( Visa, MasterCard or American Express ) ใบสั่งจ่ายเงิน หรือคูปอง UNESCO การสมัครสอบ GMAT ปัจจุบัน หน่วยงานที่ทำหน้าที่รับสมัครการสอบ GMAT สำหรับประเทศไทยคือ Regional Registration Center ( RRC ) Region 6 ซึ่งมีรายละเอียดดังนี้
Thomson Prometric
P . O . Box 12964 50794 Kuala Lumpur , Malaysia. E-mail: searrc@prometric.com Tel: 60-3-7628-3333 Fax: 60-3-7628-3366
สำหรับ สถานที่สอบ GMAT ในประเทศไทย คือที่
Institute of International Education-Southeast Asia (IIE)
6th Floor, Maneeya Center North 518/3 Ploenchit Road Pathumwan, Bangkok 10330
ศูนย์สอบในประเทศไทย เป็นศูนย์สอบแบบ Permanent ซึ่งเมื่อกำหนดสถานที่สอบได้แล้ว ผู้ที่ต้องการสอบสามารถตรวจสอบวันที่ และเวลาที่สามารถลงทะเบียนสอบได้ จาก http://www.gmat.org/mba/Service/GMATInfo/SelectTest.htm
สำหรับขั้นตอนการสมัครสอบ GMAT ในประเทศไทย สามารถกระทำได้ 4 วิธีคือ
1. แบบ online : ผู้สอบสามารถลงทะเบียนสอบ online ได้ ทาง website โดยต้องชำระค่า สมัครสอบด้วยบัตรเครดิตเท่านั้น นอกจากนี้ ผู้สอบยังต้องสมัครเป็นสมาชิกของ www.mba . com ก่อน จึงจะสามารถสมัครสอบแบบ online ได้
2. โทรศัพท์: การสมัครสอบทางโทรศัพท์จากประเทศไทย ผู้สมัครต้องโทรติดต่อไปที่ Regional Registration Center ( RRC ) หมายเลขโทรศัพท์ 60-3-7628-3333 พร้อมเตรียมข้อมูลส่วนตัว และบัตรเครดิตที่ต้องการใช้ในการชำระค่าสมัครสอบ
3 & 4. โทรสารและไปรษณีย์: สำหรับการลงทะเบียนทางโทรสารและทางไปรษณีย์ ผู้สมัครต้อง กรอก International Test Scheduling Form (สามารถ download จาก website ได้) จากนั้น จึงจัดส่งทางโทรสารหรือไปรษณีย์ ไปยัง RRCพร้อมชำระค่าสมัครสอบตามที่อยู่ ด้านบน
ผู้สอบสามารถเลือกให้จัดส่งผลสอบไปให้กับสถาบันการศึกษาได้ 5 แห่ง โดยไม่เสียค่าใช้จ่าย เพิ่มเติมและไม่สามารถเปลี่ยนแปลงรายชื่อ สถาบันภายหลังได้ ในกรณีที่ผู้สอบไม่ได้กำหนด สถาบันการศึกษาที่ต้องการให้จัดส่งผลสอบสามารถทราบผลสอบจากสถาบัน โดยต้องเสียค่า บริการ US$ 28
ผู้สอบสามารถสอบ GMAT ได้เพียง 1 ครั้ง ภายในระยะเวลา 1 เดือน (ตามปฏิทิน) และไม่สามารถ สอบได้เกินกว่า 5 ครั้ง ภายในระยะเวลา 12 เดือน (รวมถึงครั้งที่มีการยกเลิกผลคะแนนด้วย) หากสอบเกิน 5 ครั้ง ผลการสอบในครั้งที่เกินจะไม่มีการจัดส่งออกมาและอาจถูกห้าม ไม่ให้สอบ GMAT ในอนาคตได้อีก
สามารถทราบข้อมูลเพิ่มเติมเกี่ยวกับ GMAT สามารถดูได้จาก www.gmat.org หรือ www.gmac.org หรือ โทรไปที่ 0-2652-0653 เพื่อสอบถามข้อมูลทั่วไป

gmat

2008-04-08T07:35:00.001-07:00


	Weaken and Strengthen Questions. They sound like these: - Which of the following, if true, would most seriously weaken the conclusion - Which of the following, if true, is the best ground to reject the conclusion that.....? - Which of the following, if true, would support the proposition above? Flaw in Reasoning of Questions. Their patterns look like the following: - Which ot the following statements suggests that the above argument is flawed. - The argument is flawed since it omit...... Assumption Questions. Typical formats are as below: - The conclusion above is based on the assumption that... - The argument above would be more reasonable if which of the following were true.

		Unstated Assumption: The inner sanctum of GMAT critical reasoning.

ข้อสอบเรื่องการเคลื่อนที่

2008-04-08T07:32:00.000-07:00

พื้นที่ตรงนี้เอาไว้สำหรับให้ download ตัวอย่างข้อสอบและแบบฝึกหัดไปลองทำกัน เนื่องจากพื้นที่เรามีจำกัด และอีกเหตุผลหนึ่งก็คือสมการคณิตศาสตร์ + รูปภาพ เอามาลงใน web ลำบากมาก ลองเอาไปทำดูแล้วถ้าสงสัยอะไรก็ mail มาถามได้

Part 1 (ข้อสอบ)

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