2019-09-25 TOEFL: listening function/att

Greg Malivuk
gmalivuk@staffordhouse.com
http://www.pastebin.com/u/gmalivuk - notes from all classes
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Homework: p. 146-153 - exercises 3R14 and 3R20 (You can check the answers yourself after you do it.)
3R14
1 c
2 b
3 a
4 c
3R20
1 b
2 d
3 b
4 a
5 c
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Listening Question Types
- detail/fact
- purpose
- inference
- main idea/gist (content or purpose)
- function/replay
- attitude
- prediction (inferences about the future)
- complete a chart or table (These are basically multi-part detail questions.)
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Why is it useful to know question types (for reading and listening)?
- While reading or listening, you can predict some of the questions you’ll probably get.
- If you know you have trouble with a certain question type, you can focus your practice.
- It can help you manage your time when answering questions:
	If you know this type of question is very difficult, you can guess and move on.
	Different question types can require different amounts of time, so you can budget it better.
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You do not lose points for incorrect answers, so it’s always best to guess when you don’t know the answer. (A blank answer and a wrong answer count the same.)
raw score = the number of correct answers you have (divided by the total)
adjusted score = the score from 0-30 that you receive after ETS does “secret math” to your raw score
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Function/Replay questions - Listen again to part of the conversation or lecture, then answer the question about a specific thing someone said.
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Cengage exercise 12.1 - Is each statement true or false?
1 T (He says “loads of fun” sarcastically, and she understands that and agrees.)
2 F
3 T (“seldom” means “rarely”)
4 T
5 F (She thinks he should clean it very thoroughly.)
6 T
7 T
8 F
9 T
10 F
11 T
12 F
exercise 12.2 - Answer the function questions about conversations.
1 A
2 A
3 B (“I guess you’d call it art.” = She doesn’t really think it’s art.)
4 B (The way the kids paint has “rubbed off on her”, meaning it has affected her and made her style more similar to theirs.)
5 D (“That’s right up my alley” = That’s exactly my kind of thing.)
6 A
7 D (“I hate to say this” = I don’t think you’ll like what I’m going to say.)
8 C (“Don’t even get me started” = I have a lot to say about this topic.)
9 A (“You’ve sold me” = You’ve convinced me.)
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BREAK
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10 C (“A rock’s a rock, isn’t it?” - She doesn’t understand that there are different types of rocks.)
11 D
12 C
13 B (“Okay okay, I get the picture” = I understand and that’s enough.)
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exercise 12.3 - Do the same with lectures.
1 D
2 B
3 D (If the kindest word he could use is “questionable”, there must be less kind words he could use, too.)
4 A (“in a nutshell” = briefly)
5 C
6 B
7 D
8 C (She stresses that it’s simple in theory because in practice it might not be.)
9 A
10 B
11 A
12 D (“It’s an uphill struggle” = It’s quite difficult.)
13 B
14 B
15 C
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Oxford p. 366-369 has summaries of how to answer function and attitude questions.
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p. 370 - Listen to the lecture and take notes. Then answer the questions.
1 d
2 d
3 a (Those are not explanations for why, they’re examples of positive emotions.)
p. 371 - Do the same with this conversation.
1 c
2 b
3 b
4 c
5 b
p. 372 6L3
1 d
2 c
3 b
4 b
5 d
p. 373 6L4
1 c
2 b
3 c
4 d (If she stressed “sounds” more, it might suggest she thought it would be more difficult in reality, but she doesn’t do this.)
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Homework: p. 374-377 exercises 6L5, 6L6, 6L7