2019-11-14 TOEFL: speaking 4, biology vocab

Greg Malivuk
gmalivuk@staffordhouse.com
http://www.pastebin.com/u/gmalivuk - notes from all classes
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https://ed.ted.com/lessons/why-do-humans-have-a-third-eyelid-dorsa-amin
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Homework: finish the handout
2.2.C
6 D
7 B
8 A
9 B
10 D
2.2.D
1 A
2 C
3 D
4 D
5 B C
6 C
7 D
8 A D
9 B
10 A
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Speaking Section: third section, after the break; 17 minutes total; 4 tasks
1 (old 2) independent, choice question - 15 seconds to prepare / 45 seconds to speak
2 (old 3) integrated reading/listening/speaking, campus announcement and conversation - 30/60
3 (old 4) integrated R/L/S, academic text and lecture - 30/60
4 (old 6) integrated L/S, academic lecture - 20/60
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Speaking task 4 is very similar to 3, except the general introduction of the topic is also part of the lecture, instead of being presented in a text.
Oxford p. 382-383 has an outline for this task (which used to be task 6).
- When you listen, take notes on the general topic and pay close attention to what points the speaker makes about that topic.
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Example: ETS 2.2 (babies and empathy)
You can organize your response like this:
1 Introduction: explain the general topic (“Empathy is a complex emotion and we don’t know if babies…”)
2 Lead-in: explain what kind of point(s) the professor makes (“The professor describes an experiment to see if babies…”)
3 First point: “First, researchers played a recording of another baby crying, and babies cried when they heard this sound.”
4 Detail: “The common beleif was that babies cried because it was a loud sound and they didn’t like it.”
5 Second point: “Then they played a recording of the baby’s own cries, and the baby didn’t cry in response.”
6 Detail: “This means that the babies could recognize the difference between their cries and another baby’s cries, and it might mean that they felt empathy for the other crying babies.”
(In this case, the detail for the second part of the experiment includes the conclusion researchers drew.)
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In this case, I divided the experiment into the two groups of subjects and what happened with each one.
Another way some experiments (or studies or real-life case examples) can be divided is into method and results. (What did experimenters do? What happened?)
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Subliminal perception example from last week:
points = groups of subjects
	1 one group saw a short image of an angry boy, and then described him negatively later
	2 another group saw a short image of a happy boy, and then described him positively later
points = method and results
	1 two groups saw a short image of a boy with a cake; one group saw him angry and one happy
	2 later they saw a neutral picture of the same boy, the angry group described him negatively and…
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If it’s not an experiment, the two points are usually two examples.
1 Introduction: summarize the problem of insects cooling their bodies
2 Lead-in: The professor gives two examples of different types of bees and how they keep cool.
3 First point
4 Detail
5 Second point
6 Detail
(7 Conclusion - if there’s still time “With these two examples, the professor showed that there are a variety of possible solutions to the problem of insect cooling.”)
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Example from ETS 2.1 - Two examples of a general concept or definition is a more common format than an experiement or case study.
The professor talks about two types of plant defenses (physical and chemical), and then gives one example of each type (passion plant and potato plant).
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Record your responses to ETS 2 tests 3-5.
Listen to your own responses and choose the best one.
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BREAK
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Listen to your classmates’ responses. What’s good or bad about each one?
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https://www.ets.org/toefl/ibt/scores/improve/ - Click on your real (or expected) score range for advice on how to improve your scores in that area.
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Biology Vocabulary - Find the words in each sentence that have the given meanings.
What are some other forms of those words?
1 distinguish (distinct, distinction, distinguished, distinguishing)
2 evolved (evolve, evolution, evolutionary)
3 estimate (estimation)
4 cell (cellular)
5 vary (variation, variety, variable)
6 genetic (gene, geneticist, genetics, genome)
7 factor
8 identify (identification, identity, identifiable)
9 gene (see above)
10 process
11 nutrient (nutrition, nutritionist)
12 adapt (adaptable, adaptation)
13 system (systematic, systemic)
14 survive (survival, survivor)
15 layer
16 classify (classification, classified, classifiable)
17 characteristic (characterize)
18 organism (organic)
19 microscopic (microscope)
20 link
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Collins p. 25 part A - Choose the best word to complete each sentence.
1 a (The sentence should say “other animals”, or it shouldn’t include “other”, because reptiles aren’t mammals.)
2 c
3 a
4 b
5 c
6 a
7 f
8 b
part B - Complete the sentences with the correct forms of the words.
1 cellular / microscopic
2 microscope
3 identification
4 survival
5 characterized
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nominalization (using the noun form of a word) is a common way to restate and change the structure of a sentence:

Methods have been developed for the identification of species.
Methods have been developed to identify species.

Polar bears are characterized by their long necks.
One characteristic of polar bears is their long necks.