2019-05-15 TOEFL: listening practice

Greg Malivuk
gmalivuk@staffordhouse.com
http://www.pastebin.com/u/gmalivuk - notes from all classes
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Today:
Discuss and justify your answers to reading paraphrase questions.
Review information about the listening section.
Identify clues to predict listening question types.
Practice listening on the computers.
Identify difficult question types and strategies for improving.
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https://ed.ted.com/lessons/how-do-self-driving-cars-see-sajan-saini
Lidar = Li D A R = Light Detection And Range
(radar = radio detection and range)
(laser = light amplification by stimulated emission of radiation)
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Homework: Oxford p. 146-153 - Read the passages and check your own understanding of underlined or bolded words. Answer the questions in parts 3R14 and 3R20.
Compare your answers with your partner’s. Convince your partner if you disagree.
p. 148
1 c (Not d, because DNA doesn’t change. “without ever altering the DNA sequence”)
2 b (Not c, because it’s the DNA coil that gets tightened or loosened, not the histones. B is correct because “preventing or promoting” is the same as “turned on or off”, for gene expression.)
3 a (c and d don’t mention epigenomes changing, which is key information in the sentence, and b incorrectly states that DNA also changes)
4 c (They don’t contain methyl [not d], they don’t interfere with methylation [not b], and “methylation diet” is not a concept that’s mentioned anywhere [not a].)
p. 152-153
1 b (They’re not “universal models”, they’re models of how the universe began, and there’s no mention of the notion being a prerequisite of anything.)
	theories = explanations = models
	concept = idea = notion
2 d (This is the only choice that correctly explains quantum fluctuations; the information about quantum field theory is not essential.)
3 b (Not d because the evidence supports the notion, it doesn’t counter it.)
4 a
5 c (Not b because the sentence is about understanding or describing the basic elements themselves, not describing how they were created.)
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Listening Section: second section, after reading;
- 60-90 minutes
- 2 or 3 sets, which each include
	- 3 listenings (1 conversation, 1 lecture, 1 discussion)
	- 17 questions (5, 6, 6)
	- 10 minutes to choose answers (not including the time to listen)
- You cannot return to earlier questions after you have answered them. Guess if you aren’t sure.
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Listening Question Types: How can you identify each of these on the test?
- attitude
- prediction
- main idea (gist content / gist purpose)
- inference
- purpose/method
- complete a chart or table
- fact/detail
- function (replay)
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What are some signals in a listening that can help you predict specific question types?
main idea: “Today we’re going to…”, “The topic for today is…”, “I wanted to see you because…”, answer to a question like “How can I help you today?”
prediction: Listen to student responses to suggestions or advice from other people. “That sounds like a good idea.” “Thanks, I think I’ll do that.”
attitude: Listen for tone of voice and other clues that suggest strong emotion.
purpose: Listen for examples that may seem unrelated to the topic.
function: Listen for rhetorical questions or sarcasm. (These usually get played again before you answer.) Pay close attention to professor/student exchanges in discussions.
detail: Any important detail can have a question about it (whether it’s about the speakers or the topic), so try to note or remember as many of these as possible. Good organization of your notes can really help with this.
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Go to the computer lab after break. Bring a pen or pencil and paper to take notes.
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BREAK
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Listening Practice - ETS Guide test 3 in the computer lab.
When you’re finished, “review” the section and make a note of which questions you got wrong.
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17 - function (listen again questions usually ask about the function of what someone says)
	rhetorical question - “Why haven’t we ever heard of them?”
	Jacques Cousteau is an example of a well-known filmmaker.
32 - fact/detail (Answers to these should be in your notes or memory.)
	If you didn’t write it in your notes, you can try to infer the answer from other information you remember.
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p. 531 Shows approximate TOEFL scores based on the number of raw points you got on this practice.
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28 - detail (Again, these questions should be in your notes, but if they’re not it’s most reasonable to guess that we can’t answer the “why” questions.)
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If you return to the same computers you used (before anyone else takes that practice test), you can review each question you got wrong and try to understand why.
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Homework: register at ed.ted.com and take notes on an older video of your choice