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GMAT > Idioms > Flashcards

Idioms Flashcards

1
Q

T or F: prohibit can only be used for an action or a person

A

T
E.g: The movement of the table to the other place was prohibited

Incorrect: The table was prohibited from being moved to the other place.

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2
Q

agree to ____

A

verb (ex: agree to do something)

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3
Q

regard with

A

To think of, consider, or look upon someone or something with a particular kind of mindset or attitude.

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4
Q

regard as

A

To think of, consider, or look upon someone or something as being a particular type of thing.

Ex: Mozart is regarded as a brilliant musician

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5
Q

credit with vs credit for

A

same meaning but the latter can only be used for passive voice
e.g: He got credit for my hard work

We use “credit with” as active verb
e.g: Pablo Picasso, the late Spanish painter, credited African art with having had a strong influence on his work.

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6
Q

progress in _______

A

noun/ Verb-ing
e.g: He shows progress in his muscular coordination

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7
Q

attempt ___

A

to + infinitive
e.g: He attempted to rob the bank in the broad daylight

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8
Q

on account of ___

A

noun
e.g: She was chosen as commencement speaker on account of the fact that she was an alumna of the school.

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9
Q

Synonym: on account of

A

Synonym: due to, because of, owing to

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10
Q

trouble/difficulty ____

A

Verb-ing
Ex: there’s trouble brewing downtown
Did you have any difficulty finding the theater?

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11
Q

aim at ____

A

1) Verb-ing: to intend to achieve an specific actions or results
e.g: The new program is aimed at helping struggling students get the tutoring they need to succeed in class.

2) noun (someone/something): to target at

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12
Q

What is the same expression that aim for/ aim to/ aim at idioms try to say?

A

express that you are trying to achieve a goal

Ex:The program aims to educate and prepare students for a challenging career.

He said he would aim for the 100 meter world record at the world championships in August.

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13
Q

What is the difference between “aim at” and “aim for”?

A

‘aim at’ is for an action that uses specific steps to achieve a specific result

‘aim for’ is for an action that is general to achieve something also general.

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14
Q

unfavorable ____

A

to something/ someone
e.g: I strongly disagree with the terms in the agreement, which are very unfavorable to my company

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15
Q

means of ___

A

noun/ verb-ing
e.g: Well, we’ll just have to find some other means of persuading her.

Television is an increasingly important means of communication.

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16
Q

of interest ____

A

to someone
interesting/exciting/engaging to someone
Ex: The film I saw last night might be of interest to you

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17
Q

distinguish __ A __ B

A

distinguish between A and B
distinguish A from B

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18
Q

ability ___

A

to + infinitive

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19
Q

require ____

A

direct object (noun) + infinitive
Someone + to infinitive
that someone/ST + ‘be + infinitive’

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20
Q

allow _____

A

to do ST
somebody to do ST
for noun

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21
Q

allow for ___

A

noun
permits the existence of

1) The total distance, allowing for detours, is about 10 miles.
2) The design of the system allows for easy upgrades.
3) The demolition of the old building allows for new construction

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22
Q

seem ____

A

to infinitive
that + clause ( for It seems that)
as if + clause (for It seems AS IF )

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23
Q

differ with/on/over

A

to disagree with someone about a subject

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24
Q

aim at something/somebody

A

to direct something at specific group or person
e.g: This product is aimed at wealthy customers and institutional investors.

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25
Q

How does “aim to” differ from “aim for”?

A

aim to Verb vs aim for someone/something (noun)

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26
Q

How does “aim to” differ from “aim at” ?

A

aim to Verb vs aim at Verb-ing or aim at someone/something

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27
Q

aim to _____

A

Infinitive
to intend, plan or mean to do something

e.g: I didn’t aim to offend him, but judging by the look on his face, I must have.

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28
Q

Instead of ____

A

noun/ Verb-ing

29
Q

the extent to which ____

A

+ full independent clause
e.g: The extent to which safety measures are followed varies from place to place.

30
Q

“so as to” meaning:

A

in order to (same meaning as “so that”)
e.g: We took off our shoes so as to avoid scratching the newly finished floors.

31
Q

T or F: “so as to” same meaning as “so [adj] as to [verb]”

A

F.
so as to = purpose/goal
so [adj] as to [verb] = the degree

32
Q

T or F: excepting for is a right idiom

A

F.
except for/ except/ except that

33
Q

accompanied by

A

to occur at the same time as or along with
e.g: a thunderstorm accompanied by high winds

34
Q

suggest/ recommend ___

A

suggest/recommend that ______
suggest/recommend + noun
Suggest/recommend + pronoun/person + be INFINITIVE
e.g: Finds of lead coffins suggested a cemetery north of the river

35
Q

responsible _____

A

+ FOR + someone/something
+ doing something

36
Q

T or F: Just as…..so….. correct idiom

A

T

37
Q

research ____

A

research + direct object (noun) - no preposition
e.g: A professor at the university has taken a sabbatical to research the books James Baldwin wrote while he lived in France

38
Q

forbid ____

A

forbid someone to do ST
forbid + noun
e.g: Environmental laws forbid alteration of the coast

39
Q

break with ____

A

someone/something
to end a relationship, connection, or agreement with (someone or something)

e.g: Camus broke with Sartre in a bitter dispute over the nature of Stalinism.

40
Q

reputation _____

A

of Verb-ing
e.g: He had a reputation of being late to class every Wednesday.

for NOUN
e.g: He had a reputation for procrastination

41
Q

expect ____

A

someone to + Infinitive form
Expect that ___
e.g: I expect him to respect me
No one expected the press to be fair

42
Q

likelihood ___

A

likelihood of NOUN
e.g: The likelihood of infection is minimal.

likelihood that
e.g: the deliberate and even brutal aggression integral to some forms of competitive athletics increase the likelihood that imitative violence will erupt among crowds of spectators dominated by young adult males.

43
Q

propose

A

1) Verb-ing: to intend to do ST
e.g: How do you propose tackling this problem?

2) to + infinitive form: to suggest or state (a possible plan or action) for consideration

e.g: She proposed to keep the schools open all summer.

44
Q

look to something

A

to consider something and think about how to make it better

e.g: This community is looking to its waterfronts to improve the quality of urban life and attract new businesses

45
Q

T or F: The adverse change in climate is probably very difficult for analysis

A

F.
Trick: Try to reverse the sentence to see it make more sense.
Fix: The adverse change in climate is probably very difficult to analyze

46
Q

compensate ___

A

1) noun
Ex: Her virtues compensate her faults.

2) for + noun
Ex: his enthusiasm compensates for his lack of skill

47
Q

prohibit

A

1) someone from doing something
2) +nouns (direct action)
e.g: President Carter prohibits the sale to other countries of any chemical banned in the USA

48
Q

T or F: For a list of more than two items: P,Q as well as R

A

F
1) P and Q, as well as R
2) P, Q, and R

49
Q

T or F: Immanuel Kant’s writings are characterized by sentences so dense and convoluted that they pose a significant hurdle for many readers interested in his works.

A

F - 1) they can ambiguously refer to writings or sentences
2) when we use so [adj]…we need a clarifying structure to avoid ambiguity with the main subject (p.829 - #899 OG 2021)
Fix: 1) …by sentences that are so dense and convoluted that they (sentences) pose a significant…
2) ….by sentences so dense and convoluted as to pose a significant…(also sentences)

50
Q

T or F. My first job was an apprenticeship of a sketch artist

A

F. My first job was an apprenticeship as a sketch artist

51
Q

Find the errors: The study indicates more men are working in education, traditionally considered as a “female profession”

A

considered (not as)

52
Q

T or F. What these scores tell us is that some schools lack of rigor.

A

F.
If lack is used as a verb form for active subject, it should be written as “lack for” or ‘are lack of’ for passive

53
Q

T or F. She is credited for solving numerous cases.

A

F. Since credit acts as verb in this case, we use “credit with” instead of credit for. We can say, however, she receives credit for solving numerous case

54
Q

compare something to something

A

to point out difference/ similarity between objects of a different order
Ex: He compared children to young trees, both still growing and able to be shaped.

55
Q

To compare with

A

to point out differences/similarities between objects of the same order.
Ex: His achievements do not compare with those of A. J. Ayer.

56
Q

concerned for vs concerned with

A

worried/ anxious
Her family was very concerned for her safety

interested in/ about
The memo is chiefly concerned with hiring policies.

57
Q

T or F. Her aid to walk the dog was appreciated

A

F.
Her aid in walking the dog was appreciated

58
Q

‘so that’ vs ‘so’

A

so that = purpose/ goal
Ex: We take some blankets so that we can keep warm

so = result/ effect
Ex: We take some blankets, so we aren’t cold

59
Q

what kind of verbs come after ‘so that’ ?

A

modal verbs: could, can, might, may, would, will

60
Q

X is to Y ___ A is to B

A

X is to Y what A is to B
i.e: Bob Ross hosted instructional television programs that did for oil painting what Julia Child’s programs did for french cooking.

61
Q

estimate ____

A

1) how much/many
i.e: We should be able to estimate how many customers we will have each month.

2) estimate that sth
i.e: Some analysts estimate that about a quarter of career-track hires in recent years have been women

3) estimate sth to be sth
i.e: OPEC estimates oil companies to be more conservative in setting exploration targets than they have been in the past

4) estimate sth at sth
i.e: Global oil reserves were estimated at 1,000 billion barrels.
We estimated his wealth at $500 million.

62
Q

How do you write the bold part with “so…that” structure?

Jane Austin created in her title character a young lady so outspoken as to repel any readers expecting the sweet-natured heroine typical of English novels.

A

..a young lady that is so outspoken that she repels any readers..
Note: Full clause in “so…that”

63
Q

T or F: not so much X than Y

A

F
not so much X as Y

64
Q

Pick correct one

In contrast ___ to/with?

A

In contrast to (require parallelism structure)

65
Q

overlap ___

A

____ with something
___ between
i.e:

66
Q

be the principal mechanism

A

to refer to something that is responsible for a certain process or action
i.e: Technology has become the principal mechanism for connecting people around the world

67
Q

___ accord (n) ___

A

in accord with = in complete agreement with (someone or something)

68
Q

give way (v)

A

to break, especially when under pressure from strong forces
Syn: cave, yield

69
Q

render something (as something)
render something (into something)

A

to express something in a different language
Syn: translate

i.e: The Italian phrase can be rendered as ‘I did my best’.
It’s a concept that is difficult to render into English.

GMAT (16 decks)

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