Learn English through Story Beauty and the Beast level 1

Learn English through Story Beauty and the Beast level 1

Listening for beginner 1 (dialogues)

Listening for beginner 1 (dialogues)

English-Lession1-20

nglish Listening Practice - LEARN English Listening Comprehension Exercises

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DAILY ROUTINE IN ENGLISH

Learn English through Hindi – Talking about your daily routine (टॉकिंग अबाउट डेली रूटीन)

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TENSES

Tenses in Hindi Part 1;

Tenses in Hindi (Explained) Part 2

Tenses in Hindi Part 3; How to Create Sentences

Tenses: Explained in Hindi, Part 4

Tenses Explained in Hindi Part 5

Tenses | Basic English Grammar in Hindi (all 12 parts of tenses)explanation in hindi

GED PASS TIPS

2017 GED New exam system and pass mark| ged | ged bd |

GED অনলাইনে পরীক্ষা দেয়ার নিয়ম কানুন। Online ged exam time 2017|

জিইডি ৪ টি সাবজেক্ট বিস্তারিত । New GED syllabus 2017 Bangladesh.

HSC ছাড়াই ভার্সিটিতে ভর্তি | GED success story| Arpita Dey | ace college| 2017 |

3 GED Subjects + Saying for the day 02.

3 GED Subjects for the day

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GED TALK SERIES [PART 2] MY JOURNEY!

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2016 GED test inspirational story.

GED common questions, answered in this video.

THE 2014 GED® TEST: RULES

What is the 2014 GED® test?

The 2014 GED® test is a four-part test administered by states and jurisdictions to measure the skills and knowledge similar to a high school course of study. GED® graduates earn a GED® credential. The type of credential issued (diploma or certificate) varies by state.

Who is eligible to take the test?

Anyone who is at least 16 years old and is not enrolled in high school is eligible for the program according to GED Testing Service policy. Each state has its own policy that may restrict eligibility to certain individuals. Log into your MyGED® account at GED.com to view your alerts drop-down and check the state policies where you plan to test.  

What is on the 2014 GED® test?

The 2014 GED® test is designed to measure the skills and knowledge equivalent to a high school course of study and supports an adult’s successful transition to careers or college. 

The GED® test has four content areas and takes roughly seven and a half hours:

The Reasoning Through Language Arts test is 150 minutes long and testing is broken down into three sections:

• Section 1 (35 minutes*) tests all content
• Section 2 (45 minutes) is the Extended Response portion of the test
• Student break (10 minutes)
• Section 3 (60 minutes*) tests all content

*The time allotted for sections 1 and 3 may vary slightly, but the total test time will always be 150 minutes.

The Mathematical Reasoning test is 115 minutes long and is one single section.

Part 1 – the first several (approximately 5-7 questions) calculators not allowed

Part 2 – (remaining test questions) calculators allowed

Students must submit their answers before moving on to the rest of the test. These parts are not timed separately.

The Social Studies test is 70 minutes long and is one single section.

The Science test is 90 minutes long and is one single section. There are two Short Answer questions included on the test, but they are not timed separately. Students are expected to manage their time and spend about 10 minutes on each of the Short Answer questions.

It is offered in English and Spanish and delivered on computer at an Official GED® Testing Center (not online).

View tutorials for each content area.

Do I have to take all four content areas at once?

No. You can choose to take one content area at a time, two at a time, or any combination that best suits your needs.

Is the 2014 GED® test available online?

You must appear in person, at an Official GED® Testing Center to take the GED® test. The test cannot be taken online. ToREGISTER for the 2014 GED® test, log in to MyGED® at GED.com and visit your dashboard. 

Why is the GED® test only offered on computer? 

Computer-based testing pulls all the information you need in one place and offers a flexible and reliable testing experience. The 2014 GED® program ensures that your high school equivalency provides you with the skills and knowledge necessary to take the next critical steps in your life and succeed in today’s digital world. Don’t take our word for it. Hear from people like you.

How much does it cost?

The cost of the GED® test varies from state to state. The price you will pay is set by your state. Check your state’s testing policies, by logging into MyGED® at GED.com and checking your alert dropdown.

Where do I go to take the GED® test?

You must take the GED® test at an Official GED® Testing Center. Find a local center near you.

How do I take the test?

The GED® test must be taken on computer at an Official GED® Testing Center. To schedule your test, firstCREATE AN ACCOUNT on MyGED® at GED.com. Once your account is created, Click “schedule” on your dashboard to get started. 

Is the test offered in a different language?

The GED® test is available in English and Spanish and accommodated formats to provide access to as many adult learners as possible. Check the local policies by visiting your MyGED® dashboard at GED.com and viewing your message drop down.

How do I contact my state’s GED AdministratorTM?

Find your local state’s GED AdministratorTM for information.

http://www.rea.com/downloads/ged/GED2014OnlinePractice.pdf
New GED 2014 Tutorial Series - Video 1 - Introduction to the new computer based GED test

New GED Test Tutorial Series Video 2 - The 4 Separate Subjects You Need To Know To Pass the GED Test

How to Pass the GED Writing Test: Video 3 - How to Write a Five Paragraph Essay (Outline Explained)

How To Pass the GED Writing Test: Video 4 - Essay Pre-writing (Brainstorming)

How To Pass the GED Writing Test: Video 5 - Introduction

How To Pass the GED Writing Test: Video 6 - 1st Middle Paragraph

How To Pass the GED Writing Test: Video 7 - 2nd Middle Paragraph

How To Pass the GED Writing Test: Video 8 - Third Paragraph

How To Pass the GED Writing Test: Video 9 - Conclusion

REASONING THROUGH LANGUAGE ARTS (RLA):

https://dierulunbbeq7.cloudfront.net/tutorial_pdfs/328-tg.pdf

http://www.testpreptoolkit.com/ged-reading/

GED® Reading & Writing Practice Test( 25 Questions )

GED® Reading & Writing Practice ( Tons Questions )

GED® Reading and Writing Lessons ( 10 Lessons )

Comparing and Contrasting Literature: Lesson One

Main Ideas and Supporting Details Video Lesson: Lesson Two

Part One: Video Lesson

Watch this short video about main ideas and supporting details.

Part Two: Example Questions

What will questions like this look like on the GED® Exam? 

• The main idea of the passage seems to be?
• What details form the text support the authors notion that….
• Which of the following quotations best describes the main idea of the third paragraph?

Part Three: Practice Questions

Below is an excerpt from SleepBearDunes.com, an informational, travel website about Sleeping Bear Dunes in Northern Michigan. Read the excerpt then answer the questions that follow.

“During the Ice Age, continental glaciers spread southward from Canada repeatedly burying the area under ice. Those massive glaciers enlarged river valleys and carved out the wide, deep basins of the Great Lakes. They also created “Perched Dunes” which are dunes formed by glacial sands deposited on plateaus high above the shore. The Sleeping Bear Dunes are an easily accessible, beautiful example of this type of dune. As the glaciers melted, many of their carvings were filled with melted water and the setting we know today began to emerge.”

1.  Which sentence below best describes the main idea of the paragraph?

A. The formation of the Sleeping Bear Dunes was a complex process.
B. It is impossible to understand how the Sleeping Bear Dunes were formed.
C. The Sleeping Bear Dunes are a new edition to the lakeshore.

Answer: Mouse over to see answer

2. Which of the following would be a supporting detail?

A. Knowing how many people visit the dunes every year
B. Discussing land erosion
C. Sharing an example of “Perched Dunes”

Applying Ideas of a Text to GED® Questions: Lesson Three

Part One: Example Questions

Here are some examples of what these types of questions might look like on the GED® test.

• Which of the following situations is most similar to the author’s experience?
• What might the author have felt about…
• What is a likely comment the author could have said about his situation?
• Based on what we know, which of the following statements might the author agree?

Part Two: Understanding How to Apply Ideas

Applying Ideas to a text is not as complicated as we readers tend to make it. When we are applying ideas to a text, all we are really doing istaking the information that we already know and then putting it in a different situation.

To make better sense of this process, let’s compare the process of reading to the experience of dating. Okay, stay with me here.

Let’s pretend you’ve been talking with someone on an online dating service. You know a handful of things about this person: what they do for a living, where they grew up, some activities they like to do with their friends. And now, after a few weeks of talking, you are ready to go on a date. This person has asked you to plan the date. You really want to impress this person, right? So what do you do? You take everything that you ALREADY know about them and then put all of the information into a new situation (which is the first date). Here, you have applied your ideasinto a new situation.

—> So, when you’re reading a text be sure to consider everything you know about the text. Be an active reader, don’t just simply skim the passage. Pick out details and important information, look for humor or satire, examine the piece for as much information as you can, just like you would if you were having a conversation with a stranger. Then, when it comes time for a question, take all of that information and use it to find different ideas about the text, just like you would do if you were planning a date.

Makes sense, right?

Part Three: GED® Practice Questions

When I arrived at the station, I was overcome by the noise. The train exited abruptly behind me, leaving a cloud of smoke to sit beside me in the heavy heat. (3) A family with mocha hair and thrilled smiles embraced one another: arms entangled like the spaghetti they would have for dinner later tonight. A man with a dog read the station time. (5)His dog, panted in short breaths, puff, puff, puff, a locomotive releasing steam to travel. Even animals were keenly aware of the rising temperatures of the season. I felt comforted by his natural instincts.

Despite the heat, people stood closely to one another as they waited for the train. Watching them from my bench, I felt relief that my train travels had ended for now. (10)They were sardines in a can, and I was happy to be admiring distance. I tried to acquaint myself with the culture around me. I had been planning my trip to Rome for three years, and now that I was here, I more than excited by my dream. I pulled my travel book from the front pouch of my hiking bag. I ruffled through some pages, then placed it back in my bag. It was too hot to make a decision, so I stood and began down the street. According to the map I had consulted on the train, my hostel was only three blocks from the station. I read a street sign, named after a historical figure, and walked down the street. My adventure was finally beginning and I was ready for what was to come.

1. What statements below would the author most like agree?

A. Traveling new places is stressful and not worth the energy to plan.
B. Traveling may be overwhelming, but it is also exciting.
C. The only good thing about traveling is people watching.

Answer:Mouse over to see answer

2. Based on what we know, what can we conclude about the author?

A. Even though he is excited, he is terribly homesick for his girlfriend.
B. He was regretting his trip.
C. He is experiencing some culture shock, despite his excitement.

Answer: Mouse over to see answer

3. What can we assume about the setting of the passage?

A. It was the middle of a hot, Italian summer.
B. The heater on the train was broken.
C. The author was lost in a train station and didn’t speak Italian.

Making Conclusions: Lesson Four

Part One: Example Questions

Here are some examples of what these types of questions might look like on the GED exam.

• What conclusion can you draw about the author’s attitude?
• The writer is:
• Based on what you have read, what can you conclude will happen next?

Part Two: Understanding How to Make Conclusions

In real life, we make all kinds of conclusions without even knowing it. When we draw conclusions, we are simply forming an opinion or solution as a result of the information we have been given.

Let’s look at some real life examples to get a better idea of what “making conclusions” actually entails.

–> Evening news stations are consumed by horrific news stories. If you are watching a news clip on TV about a murder, chances are you will immediately conclude whether or not the people involved are innocent or guilty.

–> When you meet someone for the first time, you instantly conclude whether or not you like them, based on how they present themselves.

–> If you see a doctor while you are sick, that doctor will make a diagnosis, or conclusion, about what illness you have.

In each situation above, all you have done is taken different pieces of information and put them together to figure out something new. Pretty simple, right?

—> Well, this is the same thing you should do when you draw conclusions during the GED Reading Exam. To make a conclusion from a text passage, you simply take all of the pieces of information, or clues, that the author has given you, and you put them together to form an opinion or solution.   

Part Three: Practice Questions

1. Think of a conclusion that you or someone you know has recently made.

Make a list of four pieces of information or clues employed to make the conclusion.

Read the except below, then answer questions 2 through 4.

When I arrived at the station, I was overcome by the noise. The train exited abruptly behind me, leaving a cloud of smoke to sit beside me in the heavy heat. (3) A family with mocha hair and thrilled smiles embraced one another: arms entangled like the spaghetti they would have for dinner later tonight. A man with a dog read the station time. (5)His dog, panted in short breaths, puff, puff, puff, a locomotive releasing steam to travel. Even animals were keenly aware of the rising temperatures of the season. I felt comforted by his natural instincts.

Despite the heat, people stood closely to one another as they waited for the train. Watching them from my bench, I felt relief that my train travels had ended for now. (10)They were sardines in a can, and I was happy to be admiring distance. I tried to acquaint myself with the culture around me. I had been planning my trip to Rome for three years, and now that I was here, I more than excited by my dream. I pulled my travel book from the front pouch of my hiking bag. I ruffled through some pages, then placed it back in my bag. It was too hot to make a decision, so I stood and began down the street. According to the map I had consulted on the train, my hostel was only three blocks from the station. I read a street sign, named after a historical figure, and walked down the street. My adventure was finally beginning and I was ready for what was to come.

2. What conclusions can we draw at the author’s character?

A. He is fearful and timid.
B. He is adventurous and outgoing.
C. He is selfish and nervous.

Mouse over to see answer

3. What advice might the author give other travelers?

A. Never take trains because they don’t always arrive on time.
B. To be spontaneous and embrace the culture as you travel.
C. Pack your own food, because foreign food isn’t easy to get used to.

Mouse over to see answer

4. What can you conclude will happen on the rest of the author’s trip?

A. He leaves Italy early because it is too hot.
B. He will fall asleep at the train station.
C. He wakes up each morning and plans a new trip day trip depending on how he feels.

Applying Figurative Language to Test Questions: Lesson Five

Part One: Examples Questions

Here are some examples of what these questions might look like on the GED® test.

• What does the personification in sentence four suggest?
• Why might the author have used the word “_______” in paragraph 2? 

Part Two: Understanding How to Apply Figurative Language”

When writing a passage, writers make specific choices about the language they use in order to best convey their meaning. Examining the author’s choice of figurative language helps readers to understand the text on a deeper level. To understand these choices and the impact they have on a passage, let’s first explore the different elements of figurative language and their meanings.

Figurative language is used as a way for words to appear as something other than their literal meaning. One technique is through using similes. Similes use “like” or “as” to make a comparison between two, unlike things. Chances are good that you hear cliched similes every day. Below are some common examples:

—> “snug as a bug in a rug”
We use this phrase to explain how comfortable someone is by comparing it to a small bug nestled in a  rug.

—>“life is like a box of chocolates, you never know what you’ll get”
We use this to compare the uncertainty of life to the uncertainty of choosing a random chocolate from a box.

Another technique of figurative language is a metaphor. A metaphor is simply a comparison of two unlike things.

—>On the drive home from work, the highway was a parking lot.
This comparison of a busy highway to a parking lot, telling readers that cars were caught in stand-still traffic.

The last technique we will discuss is personification. When an author uses personification they assign human characteristics to something that is not human.

Part Three: Now let’s read a text and get a little practice.

When I arrived at the station, I was overcome by the noise. The train exited abruptly behind me, leaving a cloud of smoke to sit beside me in the heavy heat. (3) A family with mocha hair and thrilled smiles embraced one another: arms entangled like the spaghetti they would have for dinner later tonight. A man with a dog read the station time. (5)His dog, panted in short breaths, puff, puff, puff, a locomotive releasing steam to travel. Even animals were keenly aware of the rising temperatures of the season. I felt comforted by his natural instincts.

Despite the heat, people stood closely to one another as they waited for the train. Watching them from my bench, I felt relief that my train travels had ended for now. (10)They were sardines in a can, and I was happy to be admiring distance. I tried to acquaint myself with the culture around me. I had been planning my trip to Rome for three years, and now that I was here, I more than excited by my dream. I pulled my travel book from the front pouch of my hiking bag. I ruffled through some pages, then placed it back in my bag. It was too hot to make a decision, so I stood and began down the street. According to the map I had consulted on the train, my hostel was only three blocks from the station. I read a street sign, named after a historical figure, and walked down the street. My adventure was finally beginning and I was ready for what was to come.

1. Why is the simile in sentence 3 important to the passage?

A. It gives a cultural influence to the setting.
B. It tells us that they are very skinny and need to eat.
C. It offers important information to the character description of the main character.

Answer:Mouse over to see answer

2. In sentence 4, the dog is being compared to what?

A. The heat
B. A train
C. His owner

Answer:Mouse over to see answer

3. Sentence 10 “They were sardines in a can, and I was happy to be admiring them from a distance” is an effective use of a metaphor because:

A. It helps describe the author’s intentions for coming to Rome.
B. It explains why the author doesn’t respect the culture he is visiting.
C. It gives readers a clearer visual image of the people and the setting.

Making Inferences: Lesson Six

Part One: Example Questions

Here are some examples of what these types of questions might look like on the GED® Exam.

• What might have happened prior to the excerpt?
• What is the likely reason that….
• How did the character generally feel about…
• Why did…

Part Two: But What Do “Inferences” Actually Mean?

Learning to infer changes the way we read passages. Applying inferences requires a simple shift in our mindset from being just a reader to becoming an “active reader”. But, to understand inferences better, we should look at how we make them in everyday life.

Sometimes when my friends and I go a movie that we love, we like to talk about what happened to the characters AFTER the movie ended. We pretend that the are real people  and we assume we know the answers about what would become of them. It’s fun for us to take when we know about them and insert our own background experiences to create their futures. When we do this, we are actually making inferences.

—>Have you ever heard the phrase, “reading between the lines”? Well that’s basically what making an inference is all about. In other words, inferences are guesses about what happens or is happening, even though it isn’t directly stated. An inference is simply the result of the information we know about the text, as well as what we personally know about the real world.You see, when we make inferences, we make our own ideas about what we think will happen, or what is happening in the text, based on what we’ve seen happen in our own lives. Inferences are what we assume the text is suggesting.

Part Three: Practice Questions

Read this excerpt from “The House on Mango Street” then answer the questions that follow.

Minerva Writes Poems

Minerva is only a little bit older than me but already she has two kids and a husband who left. Her mother raised her kids alone and it looks like her daughters will go that way too. Minerva cried because her luck is unlucky. Every night and day. And prays. But when the kids are asleep after she’s fed them their pancake dinner, she writes poems on little pieces of paper that she folds over and over and holds in her hand a long time, little pieces of paper that smell like a dime.

She lets me read her poems. I let her read mine. She is always sad like a house on fire – always something wrong. She has many troubles, but the big one is her husband who left and keeps leaving.

One day she is through and lets him know enough is enough. Out the door, he goes. Clothes, records, shoes. Out the window and the door locked. But that night he comes back and sends a big rock through the window. Then he is sorry and she opens the door gain. Same story.

Next week she comes over back and blue and asks what can she do? Minerva. I don’t know which way she’ll go. There is nothing I can do.

1. What can we assume about the nature of the neighborhood in which the two women live?

A. It is a neighborhood bustling with economic growth opportunities.
B. It has a cycle of perpetual social and economical issues.
C. There are not many people who live on the street.

2. How does the narrator generally feel about Minerva’s situation?

A. She seems to recognize a hopelessness of the situation.
B. She seems annoyed that Minerva will not embrace her inner-strength.
C. She seems confused about why Minerva would have married so young.

3. Both Minerva and the narrator enjoy poetry. Why do you believe poetry is a shared interest between them?

A. It offers an escape from the reality of their lives.
B. They both dropped out of school and are trying to continue their education.
C. They don’t each math and are trying avoid studying.

Tone and Point of View: Lesson Seven

Section A: Writer’s Tone

Part One: Sample Questions.

• Which of the following best describes the tone of the piece?
• Which of the statements best describes the tone of the author?

Part Two: But What Does “Tone” Actually Mean?

When an author writes a passage, they have a certain tone or point of view about the piece. To understand these elements, it’s important that we understand the meanings.

To understand an author’s tone, let’s discuss how we use and understand tone in real life. When you talk to your friend about something you feel passionate about, like politics or religion, you come to the conversation feeling a certain way. The way you feel about the subject can be heard in the tone of your voice. If you are passionate about a topic, you may talk louder, faster, or in a higher pitch. After all, you are trying to make a point and you want to be heard, right? Therefor, we understand your tone to be a reflection of your opinions.

To recap, tone is the way the author feels about the topic they are writing about.

—> Unlike when we’re in a conversation, when we read a passage, we cannot physically hear an author’s tone. Additionally, an author doesn’t come out and tell readers their tone. So, to find the tone, we have to look at other parts of the story. To determine the tone, we must ask ourselves, “How would the author read this aloud if they were here?” Answering this question helps us to better match our opinions of the author’s tone with the test-answers provided. 

—> It is also important that we notice the author’s word choice and the expressions they use.

1. Look at the word choice: Are the descriptive words pleasant or does the author use words with a negative connotation?
2. Look at the expressions: Do their opinions about the situation seem positive or do they seem to be feeling negative about a situation? 

Part Three: Practice Questions

1. Why is tone an essential element to the text?

1. It tells readers exactly why the piece was written?
2. It helps to explain the emotions of the author and also add an emotional impact to the passage.
3. It gives us clues about the main character’s background.

Answer:Mouse over to see answer

Section B. POINT OF VIEW

Part One: What these questions might look like on a test.

• Which of the following best summarizes the author’s point of view?
• From whose point of view is this written? 

Part Two: Understanding “Point of View”

When I hold a conversation with someone, I have a specific point of view in the conversation. Because of my background and experiences, I have certain opinions about the topic that will be discussed. Sometimes, my point of view may be liberal or conservative. My point of view in a conversation also tells how and why I feel what I do about a certain topic.

—> These same ideas apply to a reading passages. When an author writes a passage, they have their own point of view about the topic. Just like us, their point of view is affected by their background and past experiences. All of these things effect the greater meaning of the passage because in understanding the point of view, we can determine where the author is coming from. When we know the author’s point of view, we can apply that information to other elements of the piece to make greater literary connections.

Part Three: Practice Questions

“I have a dream” Martin Luther King Jr.

But we refuse to believe that the bank of justice is bankrupt. We refuse to believe that there are insufficient funds in the great vaults of opportunity of this nation. And so, we’ve come to cash this check, a check that will give us upon demand the riches of freedom and the security of justice.

We have also come to this hallowed spot to remind America of the fierce urgency of Now. This is no time to engage in the luxury of cooling off or to take the tranquilizing drug of gradualism. Now is the time to make real the promises of democracy. Now is the time to rise from the dark and desolate valley of segregation to the sunlit path of racial justice. Now is the time to lift our nation from the quicksands of racial injustice to the solid rock of brotherhood. Now is the time to make justice a reality for all of God’s children.

It would be fatal for the nation to overlook the urgency of the moment. This sweltering summer of the Negro’s legitimate discontent will not pass until there is an invigorating autumn of freedom and equality. Nineteen sixty-three is not an end, but a beginning. And those who hope that the Negro needed to blow off steam and will now be content will have a rude awakening if the nation returns to business as usual. And there will be neither rest nor tranquility in America until the Negro is granted his citizenship rights. The whirlwinds of revolt will continue to shake the foundations of our nation until the bright day of justice emerges.

1. Which is the following best describes Martin Luther King, Jr’s tone throughout the speech?

A. Outraged and angry
B. Violent and agitated
C. Inspired and hopeful

Answer:Mouse over to see answer

2. Of the options below, who would be most likely to agree with the speakers point of view?

A. A civil rights activist
B. A member of the KluKluxKlan
C. A conservative member of Congress in 1963

Answer:Mouse over to see answer

3. Which details about Martin Luther King, Jr would best help us to understand his point of view?

A. He was born the second son into a large family.
B. He was married young and began his family at a young age.
C. He was a minister in the South during the Civil Rights Movement

Understanding the Purpose of a Text: Lesson Eight

 Part One: Sample Questions

Here are some examples of what questions about conflict might look like on the GED® test. 

• What is the writer’s purpose of writing this passage?
• The purpose of this passage is to…
• How does the information in the ___ paragraph support the purpose of the text? 

Part Two: Basic Information about Purpose

The purpose of the text is pretty easy to understand. Purpose is just what it sounds like— the reason why the author wrote the text.  There are a few reasons why author’s write non-fiction pieces. Let’s explore them now.

•  To Narrate an Event—

A passage that is narrated retells an event as it happens. We call these types of writings “narratives”. Typically, these stories are told in chronological order.

• To Inform about Facts and other Information—

In this type of passage, the author is writing to present facts. Often they will use data to help explain the situation, idea or theory.

• To Persuade Someone to Feel a Certain Way—

Here, the writer is attempting to make someone change their mind about a particular subject matter. Examples of persuasive writings include, political speeches, editorials, and other types of reviews.

• To Simply Entertain—

And sometimes, authors like to write just for the fun of it; so that people can read just for the fun of it. Examples of entertainment pieces are memoirs and different types of articles.

Part Three: Practice Questions

1. On the way to the airport, I grabbed a celebrity gossip magazine to read on the flight. 
The purpose of this magazine would be which of the following below?

A. A narrative
B. To Informal
C. Entertainment

Answer:Mouse over to see answer

Read an excerpt from Helen Keller’s, “The Story of My Life,” then answer questions 2 through 4.

“The morning after my teacher came she led me into her room and gave me a doll. The little blind children at the Perkins Institution had sent it and Laura Bridgman had dressed it; but I did not know this until afterward. When I had played with it a little while, Miss Sullivan slowly spelled into my hand the word “d-o-l-l.” I was at once interested in this finger play and tried to imitate it. When I finally succeeded in making the letters correctly I was flushed with childish pleasure and pride. Running downstairs to my mother I held up my hand and made the letters for doll. I did not know that I was spelling a word or even that words existed; I was simply making my fingers go in monkey-like imitation. In the days that followed I learned to spell in this uncomprehending way a great many words, among them pin, hat, cup and a few verbs like sit, stand and walk. But my teacher had been with me several weeks before I understood that everything has a name.  One day, while I was playing with my new doll, Miss Sullivan put my big rag doll into my lap also, spelled “d-o-l-l” and tried to make me understand that “d-o-l-l” applied to both. Earlier in the day we had had a tussle over the words “m-u-g” and “w-a-t-e-r.” Miss Sullivan had tried to impress it upon me that “m-u-g” is mug and that “w-a-t-e-r” is water, but I persisted in confounding the two. In despair she had dropped the subject for the time, only to renew it at the first opportunity. I became impatient at her repeated attempts and, seizing the new doll, I dashed it upon the floor. I was keenly delighted when I felt the fragments of the broken doll at my feet. Neither sorrow nor regret followed my passionate outburst. I had not loved the doll. In the still, dark world in which I lived there was no strong sentiment of tenderness. I felt my teacher sweep the fragments to one side of the hearth, and I had a sense of satisfaction that the cause of my discomfort was removed. She brought me my hat, and I knew I was going out into the warm sunshine. This thought, if a wordless sensation may be called a thought, made me hop and skip with pleasure.”

2. In the first paragraph, Helen Keller says, “I did not know that I was spelling a word or even that words existed; I was simply making my fingers go in monkey-like imitation.”

Which of the reasons below best explains why she may have included it in the passage?

A. Because recounting the events chronologically allows readers to gain insight about the entire process
B. To explain to readers the hopelessness of the situation and to discourage parents from getting a teacher like Miss Sullivan.
C. Because she wanted to explain to readers the cause of her blindness.

Answer: Mouse over to see answer

3. The purpose of Keller’s writing can be best stated as:

A. A persuasive essay to convince the general public why blind children should be given free teachers.
B. To provide readers with an encouraging narrative that shows the challenges endured and overcome.
C. It is an entertaining text from the perspective of a teacher who dedicates her life to help young blind children.

Answer:Mouse over to see answer

4. How does the last sentence of the piece support the purpose of the text?

A. It mirrors the hopelessness of the first paragraph, leaving readers feeling sorry for the little girl.
B. It uses figurative language to describe the redeeming character traits of Helen Keller.
C. It narrates Helen’s feeling of pride, allowing readers to feel joyful about her growth opportunity.

Understanding Conflict: Lesson Nine

Part One: What questions about conflict will look like on the GED® Exam

Before you take the exam, let us show you what questions about conflict might look like in a test setting. Then, when you come across a question like this on the exam, you will think, “ah yes, this question is about conflict!” Knowing WHAT questions look like will take away your anxieties and increase your knowledge base.

Examples of conflict questions might look like….

• Which of the statements below best describes the main source of conflict in the passage?
• In the passage, the main character is battling which of the following?

Part Two: Basic information about Conflict

Throughout the GED® Reading Language Arts Exam, you will be asked to read different texts. In these texts, you might notice that the characters enter into a series of events. These events are known as “plot details”. Plot is the storyline that you are actually reading, including all major and minor events. And the details of this plot are the things that are actually happening to the characters.

Inevitably the series of events will lead to a conflict that the characters will have to overcome.  Sometimes the problem could be silly, or other times dangerous. There is no one way that the conflict will look. Each piece of literature will have different conflicts.

Conflict can occur in four forms:

1. Character vs. Himself

Here, the character is conflicting with himself/herself. Their biggest battle is internal, or mental.

2. Character vs. Society

Here, the character is conflicting with their community, society, family, or any other form of society.

3. Character vs. Nature

Here, the character is conflicting with nature, or outside forces. This is typically a battle for survival.

4. Character vs. Character

This battle pins one or more characters against one or more other characters.

As you read about these characters overcoming their problems, you will be responsible for determining and inferring why the characters are taking their actions to remedy the conflict. Have you ever heard the phrase “take a walk in their shoes”? This is exactly what you want to do when identifying conflict.

Part Three: Practice Questions

1. Read the excerpt from “The Call of the Wild,” by Jack London.

“At a particularly bad spot, where a ledge of barely submerged rocks jutted out into the river, Hans cast off the rope, and, while Thornton poled the boat out into the stream, ran down the bank with the end in his hand to snub the boat when it had cleared the ledge. This it did, and was flying down-stream in a current as swift as a mill-race, when Hans checked it with the rope and checked too suddenly. The boat flirted over and snubbed in to the bank bottom up, while Thornton, flung sheer out of it, was carried down-stream toward the worst part of the rapids, a stretch of wild water in which no swimmer could live.”

In the passage, the two men:

A. are battling the difficulties of a rapid river
B. seem to have an on-going issue with one another
C. are brothers who can’t seem to get along

Answer:Mouse over to see answer

2. On April 3, 1968, Dr. Martin Luther King, Jr, made a speech in Memphis, known as “I’ve been to the mountaintop.”

Read an excerpt below from this speech, then answer the question.

“Secondly, let us keep the issues where they are. The issue is injustice. The issue is the refusal of Memphis to be fair and honest in its dealings with its public servants, who happen to be sanitation workers. Now, we’ve got to keep attention on that. That’s always the problem with a little violence. You know what happened the other day, and the press dealt only with the window-breaking. I read the articles. They very seldom got around to mentioning the fact that one thousand, three hundred sanitation workers were on strike, and that Memphis is not being fair to them, and that Mayor Loeb is in dire need of a doctor. They didn’t get around to that.”

The conflict in the speech can best be described as:

A. Man vs. Nature
B. Man vs. Society
C. Man vs. Himself

How to Use Conjunctions: Lesson Ten

Part One: What are Conjunctions?

Below is a chart listing the most popular conjunctions. The list also tells you what each of the conjunctions is used for.

Part Two: Examples of Conjunctions in Sentences

Okay, but WHEN DO YOU USE CONJUNCTIONS? 

• Conjunctions are used when you are COMBING two independent clauses.

Examples of independent clauses:

I like winter.
I enjoy hot tea.
Hot chocolate is my favorite.
Watching the snow fall relaxes me.
I love to wear sweaters.
When the sun is out, we go skiing on the weekends.
During snow storms, I curl up with a book on the couch.
Boots are my favorite accessory.
There are so many outdoor activities to do.

Now we combine these independent clauses in varying ways by using conjunctions.

I like hot tea, BUT hot chocolate is my favorite.
–> “But” is used here to show a contrast between hot chocolate and tea.

When the sun is sun out, we go skiing on the weekends, OR during snow storms, I curl up on the couch.
–>”Or” is used here to show the choices between the two activities.

I love to wear sweaters AND boots are my favorite accessory.
–> “And” is used here to combine the two things.

I like winter, FOR there are so many outdoor activities to do.
–> “For” is used here to explain the reason why the person feels this way.

Watching the snow fall relaxes me, SO during snow storms, I curl up on the couch.
–>”So” is used here to show the effect that snow has on the person.

Part Three: Practicing Questions

1. Which conjunction would best combine the two ideas:

• Math problems are hard to study.
• Maintaining a consistent study schedule help.

A. but
B. for
C. or

Answer:Mouse over to see answer

2. Which conjunction best completes the sentence:

At the beginning of May we celebrate Cinco de Mayo _________ my parents have their anniversary at the end of the month.

A. so
B. and
C. or

Answer:Mouse over to see answer

3. As your child grows, it is helpful to expose them to more time outdoors. The outdoor air is healthy for their bodies, and nature encourages a sense of exploration in a child.

Which of the following changes should be made to the excerpt above?

A. Eliminate the comma after “bodies”
B. Change “and” to “or”
C. Eliminate the comma after “bodies” and put it after “and”

he GED Reasoning Through Language Arts Test is a three-part test. Two of the three sections will focus on the reading part, where your comprehension skills will be tested. The two sections will also look at your ability to analyze information.

You will have 35 minutes for the first reading section and 60 minutes for the second reading section. The time allotment may vary for these two reading sections, but the total time allowance for GED Reasoning Through Language Arts test will always be 150 minutes, including the Extended Response essay part.

What Will You Find in the Reasoning Through Language Arts Test?

You will be reading sentences or paragraphs and will be asked to do any of the following:

• Analyze how ideas, characters, and events develop in the text.
• Analyze the structure of the text
• Know the author’s point view
• Evaluate arguments and claims in the text
• Understand how two or more texts address similar themes or topics.
• Effectively use transitional words, conjunctive adverbs, and other words and phrases
• Eliminate run-on sentences, fused sentences, and sentence fragments.
• Eliminate dangling or misplaced modifiers or illogical word order.
• Ensure parallelism and correct subordination and coordination.
• Correct subject-verb agreement errors.
• Correct errors in subject-verb or pronoun antecedent agreement
• Correct errors in pronoun usage
• Ensure correct use of capitalization
• Ensure correct use of punctuation
• Correct errors involving frequently confused words
• Ensure correct use of apostrophes with possessive nouns
• Eliminate non-standard or informal use of English

Quick Tips to Remember When Answering the Reading Part of the GED Reasoning Through Language Arts Test

The best way to prepare for the GED Reasoning Through Language Arts test is by reading high-quality materials that will boost your analytic skills. Read articles published on high-quality newspapers. See how writers present an argument and support it with evidence. For each article that you read, try to formulate and answer “what,” “why, and “how” questions.

Also, answer GED practice tests that will help you become comfortable with the test structure and the kinds of questions you will encounter during the exam.

Here are few more tips to ace the Reading domain of the GED Language Arts test:

1. Read the text carefully. Don’t be in a hurry. While it is good to be aware of the time allotment, don’t let it pressure you into speed-reading. Understanding the text will help you answer the question correctly.
2. Understand what is being asked. Know what exactly is being asked. Then, check out the answer options.
3. When you’re not sure of your answer, always refer back to the text. Answers are often found within the given text.
4. Focus. Reading takes a lot of focus, so you can understand what you’re reading. Do what it takes to focus—get enough sleep, eat brain-boosting foods, have a filling meal before the test, and relax.
5. Take practice tests. Take our GED practice test and read quality publications that will help improve your reading comprehension skills.

Ready to study for the GED Reasoning Through Language Arts Test? Take our GED practice test for reading now.

How to Prepare for the GED Language Arts Test

Busy and don’t have time to prepare for the GED language arts test? Test Prep Toolkit makes it easy for you to review the essential English grammar and usage skills for the test. We also make it easy for you to practice your reading comprehension skills, especially when you don’t have time to read. Our GED practice tests for language arts will help you polish your English reading and writing skills as fast as possible.

Think you don’t need to review for GED language arts test because the subject is easy? Big mistake. Don’t skip language arts when reviewing for the exam. You may have always found the subject easy. However, if you haven’t studied the subject for years, you may have already forgotten some of the important English grammar and usage rules. You may also need to read more to improve your comprehension.

What’s on the GED® Reasoning through Language Arts Test?

GED® Study Guide is the place to study for the GED® Reasoning Through Language Arts section.

What Does the GED Language Arts Test Cover?

The GED language arts test is a three-section test. You will be given 150 minutes to complete it. It tests your ability to:

1. Read closely
2. Write clearly
3. Edit and understand the use of standard written English in context.

There are two types of materials that you will be expected to read. First is informational text, which is text from the workplace and non-fictional content. This makes up 75% of the test questions. Second is literary text, which comprises 25% of the test. You will be expected to READ, ANALYZE, and APPLY the information from the texts throughout the exam questions.
Poetry and poems aren’t included in the test.

Section 1 and 3 test all content. You will be given 35 minutes to answer the first section and 60 minutes to complete the third section. Another key point to remember is the length of texts on each test question. For reading comprehension, the text is usually is450-900 words.

The second section is the Extended Response portion or the essay part of the test. You will have 45 minutes to write the essay. You will be asked to read two short passages with opposing views on a topic. After reading these passages, you will be asked to choose which argument is better supported.

How Will My Essay Be Graded?

Your essay will be graded based on these three elements:

1. How you analyze arguments and use evidence
2. How you develop ideas and structure
3. How clear are you in expressing your ideas to check your command of Standard English

No one knows the exact texts and questions that will appear on the test. Also, you can’t determine what topic you will be asked to write about. For this reason, studying for the GED language arts is a MUST if you want to pass the test.

We know it is easy to get overwhelmed with so many rules and materials to read when studying, so we’ve made that part easy for you by creating short practice tests to sharpen your comprehension as well as reasoning skills. Our GED language arts practice tests only have 25 that you can answer at your own pace.

Tips for Success on the GED Language Arts Test for Reading Comprehension

1- Read the questions before you even start reading the passage.
This is because questions in the GED language arts test will be specific to the given texts. By doing so, you will have a better idea of what to look for in the text. This will also allow you to narrow your focus, so you do not become overwhelmed by information.

2- Understand WHAT the question is asking.
This can be achieved by having a firm understanding of literary vocabulary. Thus, we emphasize practicing your reading comprehension skills by taking practice tests and reading college-level reading materials.

3. Do a brief read-over of the entire text and then begin narrowing your focus around the questions asked. As you read, here are some examples of specific things you should be looking for in the text.

• Author Intent: In pieces of literature, the author is most often attempting to make an argument. Their intent, or purpose, or reason for writing the text can be found by looking for a thesis and gathering many ideas. An easy way to think of this is to ask yourself: what is the author trying to say to me, the reader?
• Main Idea: The main idea of a text will be found early on in the text. Look at the title for help. Also, look for repeated ideas and words throughout the text. Ask yourself: what is the text MOSTLY about?
• Supporting Details These are found throughout the text. Typically, they will be found in paragraphs that follow the introductory paragraph. These details will directly support the main idea. These details answer the “why” of the text. Why is the character like this? Why is this conflict occurring? Etc.
• Implicit Language: This is the implied meaning behind a figure of speech or phrase. Implicit language is important because it forces the reader to look beyond what is written.
• Explicit Language: This is what is written exactly in the written in the text. It is written just so and its purpose for appearing in the text is intentional.
• Allusion: It is an indirect reference to a historical event or person, literary character or popular event. Allusions are important because they can portray a complex idea, theme or trait in one image. An allusion can be simply mentioned, or it can be carried out during the entire text.
• Connotation: This is the implied feeling or association that accompanies a certain word. This is NOT the definition of a word, but rather how or what emotions the word provokes.
• Denotation: the exact definition, meaning of a word.

Important Words to Remember

Before taking the GED® language arts test, it is imperative that you become familiar with key literary terms and ideas. Below are important terms along with examples of questions for each term. Before taking a GED® reading test, you should become familiar with these terms and how they are used in questions.

1. Inferences: a reasoning or conclusion you can come to based on the details of the text.
   Example. “What inferences can you make about the character through her actions?”
   i. This question is asking you to make a decision about the character’s personality based on her actions.
2. Hypothesis: a prediction, or guess about what will happen.
   Example. “After reading the story what hypothesis can you make about the fate of the character?”
   i. This question is asking you to guess what will happen next to the character.
3. Generalizations: broad ideas or assumptions that can be made about the characters, environment, and/or happenings in the text.
   Example. “Which of the following is a generalization you can make about the community in the story?”
   i. This question is asking you to make an assumption about the community based on the details the author has provided.
4. Figurative language: Words that are not literally used. An author might do this to create an imagine for the reader that the actual meaning cannot create.
   Example. “Which of the following is an example of figurative language from the text?”
   i. This question is asking you to look for an example of figurative language. You should look at the text and decide which example creates a meaning different than it’s actual definition.

• Types of Figurative Language

1. Metaphor: a comparison between two unlike objects.
   • “Life is a journey. Enjoy the Ride.” Nissan
   • “Before I met my husband, I’d never fallen in love. I’d stepped in it a few times.” Rita Rudner
   • “Life is a zoo.”
2. Simile: a comparison between two unlike objects using the word “like” or “as”.
   • “blind as a bat”
   • “brave as a lion”
   • “like a rock”
   • “he ran like the wind.”
3. Personification: giving an object human or animal-like characteristics, in order to make them appear alive and with feeling.
   • The stars danced playfully in the moonlit sky.
   • The run down house appeared depressed.
   • The flowers waltzed in the gentle breeze.
4. Depiction
   • A. The author’s depiction of the main character can be seen in which of the following statements?
   • i. This question is asking you to read statements and decide which one best describes the author’s opinion, portrayal and/or description of the character.

This question is asking you to read statements and decide which one best describes the author’s opinion, portrayal and/or description of the character.

Complete GED Language Arts Guide Checklist

As you begin to study, you should be aware of WHAT concepts you will be expected to know for each test area. It should be a goal to become familiar with the concepts below. As you study, this checklist below to check off the concepts you know, then move on to the next.

CENTRAL IDEAS AND THEMES OF TEXTS. Analyze their development. Summarize key details and supporting ideas.
(Ask yourself…)
1. Can I COMPREHEND specific details and main ideas in the text?
2. Can I SUMMARIZE details and ideas in the text?
3. Can I make INFERENCES (at a sentence level) of the details presented in the text?
4. Can I make INFERENCES about the main idea of text (at a paragraph or whole text level)?
5. Can I DECIDE which details support the main idea?
6. Can I IDENTIFY theme? Can I identify which details support theme?
7. Can I MAKE generalizations and hypothesize based on the details of the text?
8. Can I MAKE conclusions that require the use of multiple main ideas of the whole text?

CHARACTERS, EVENTS, and IDEA DEVELOPMENT. How do these factors interact over the course of the text?
Ask yourself:
1. Can I make an order from the sequence of events?
2. Can I make INFERENCES about characters, events, setting, and ideas?
3. Can I ANALYZE relationships and events throughout the text? How are these aspects developed, distinguished, and connected throughout the text? How do they add to the overall theme and main ideas? How does the setting help construct the structure of the text?
4. Can I make INFERENCES about the relationships between the ideas of the text?
5. Can I ANALYZE the purpose and roles that the details play throughout the texts?

INTERPRET LANGUAGE of the TEXT. Examine how words and phrases appear. Consider connotative and figurative language. Analyze word choice, meaning, and tone.
Ask yourself:
1. Can I determine the meaning of words and phrases used in the text? Can I determine connotative and figurative language?
2. Can I analyze how tone is affected when certain words are replaced with one another?
3. Can I analyze the meaning of words and language in the text, specifically understanding the author’s intent to provide information OR construct their argument?

STRUCTURE of TEXTS. How specific sentences and paragraphs relate to one another and the whole text. Ask yourself:

1. Can I ANALYZE how a word, sentence or paragraph shapes and relates to the structureof the text? Can I ANALYZE also how a word sentence or paragraph contributes to thedevelopment of ideas?
2. Can I ANALYZE the structural relationship between two texts?
3. Can I ANALYZE transitional language and important words? Can I determine how the transitional language and signal words refine language, emphasize ideas and encourage the author’s purpose?emphasize key ideas, and support purpose?

AUTHOR’S PURPOSE/POINT OF VIEW. How are these elements effective in conveying content and style. Ask yourself:

1. Can I DETERMINE the author’s point of view?
2.Can I determine how the author uses point of view to distinguish their opinions and position from that of others in the text? How can I distinguish how the author acknowledges and responds to varying evidence and viewpoints?
3. Can I INFER implicit and explicit purposes of the text?
4. Can I ANALYZE how rhetorical techniques are used to enhance the point of view and purpose?

ARGUMENTS and CLAIMS in the TEXT. Effective reasoning and sufficient evidence. Ask yourself:

1. Can I trace specific steps of an argument? Can I determine how the author uses arguments to build their claims on one another?
2. Can I IDENTIFY specific pieces of evidence?
3. Can I EVALUATE how specific evidence is relevant and sufficient?
4. Can I DISTINGUISH supported claims from unsupported claims?
5. Can I DETERMINE whether the presented meaning is valid?
6. Can I IDENTIFY underlying meanings and assumptions in an argument? Can I evaluate logical support and evidence provided throughout the text?

ANALYZING THEMES and/or TOPICS in TWO or MORE TEXTS. 
Ask yourself:
1. Can I DRAW CONCLUSIONS between two texts that share similar themes and topics?
2. Can I COMPARE two texts that have similar ideas and themes? Can I apply my knowledge of perspective, tone, structure, and purpose of these two texts?
3. Can I COMPARE two argumentative texts with one another? Can I ANALYZE the evidence in each and draw conclusions?
4. Can I look at visual information and DETERMINE whether it supports or discreditsinformation and author intent of another piece of text?
5. Can I COMPARE two texts from different genres or formats? Can I find similarities or differences in purpose, overall meaning and audience intent?
6. Can I COMPARE two texts with differing genres, but with similar themes, to synthesizedetails, apply information and draw conclusions?

Quick Tips for the Extended Response Section

Many students dread this part of the test. You’re expected to clearly express your thoughts and arguments in clear English that’s free from grammar mistakes. What makes this hard is you need to accomplish this in just 45 minutes. But with the right techniques, this section should be easy for you to conquer. The most important thing to remember here is to use clear Standard English to write your essay. Here are tips to keep in mind when writing your essay:

1. Read the two passages carefully.
2. Choose the argument with the most support.
3. Gather evidence to support your argument.
5. Finish off with a concluding statement that highlights the argument you have chosen.

Additionally, remember to keep in mind the following tips for writing:
1. No text spelling, such as “u” or “ur.” Spell words correctly.
2. Take note of words that sound alike. Some words may confuse you, so keep in mind the difference between words that sound alike, such as “pail” and “pale” or “tail” and “tale.”
3. Proofread your work. Check for spelling, grammar, and punctuation errors.

Now, you’re ready to study for the GED language arts test! Answer our GED practice tests for language arts and get our GED study guide now.

What type of questions should I expect on the Reasoning Through Language Arts Test?

The RLA test focuses on three grouping of skills:

• The ability to read closely
• The ability to write clearly
• The ability to edit and understand the use of standard written English in context

How is the GED® Reasoning Through Language Arts test graded?

Understand how the GED® Reasoning Through Language Arts test is graded with the RLA Score Sheet.

What is the passing score for the RLA?

The passing score for the GED® Reasoning through Language Arts Test is the same as the other three parts. You will need to have a passing score of 145 or higher on the RLA.

How do GED® essay readers score papers? What do they consider the most important elements of good writing?

To further understand how your essay will be scored, view the Extended Response Score Sheet. 

What will the essay topic ask me to do? Can I find out what past topics have been on the writing test? Do I need any prior preparation for the essay?

To prepare for the essay topic, check out samples provided on GED Ready®: The Official GED® Practice Test on your dashboard.

Does the GED Testing Service® offer programs to help prepare GED® candidates to write essays for the Language Arts, Writing Test? Where can I get help with writing essays?

For help in certain content areas, locate a prep center near you.

How long does my essay have to be now?

There is neither a minimum or maximum length for the essay. However, we strongly encourage you to write enough to fully respond to the prompts they have been given.

Tips and advice to pass your GED RLA

2017 GED RLA examples.

2016 GED RLA English Using Grammar Correctly.

Amazing GED Language Arts 2016 - 2017 Study Guide

GED Language Arts Practice - Choosing the Correct Adjective

GED Reasoning through English Language Arts - Adverbs that Modify Adjectives

GED Reasoning though Language Arts Test - Common Comma Functions

2014 GED ® Test RLA Summary

GED Test Reasoning through Language Arts RLA Review

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