2020-11-16 TOEFL: word roots, R insertion

morph (amorphous, metamorphosis, morphology) = shape/form
multi (multicolored, multilayered, multilingual) = many (This is the Latin root.)
nat (native, innate, natal) = birth
neo (neoclassical, neocolonialism, Neolithic) = new
nom/nym (nominate, misnomer, pseudonym) = name
nov (innovate, novelty, nova) = new
nov (November) = nine
ob/op (obstruct, object, opposite) = in front
omni (omnipotent, omnidirectional, omnivore) = all (This is the Latin root.)
optim (optimal, optimize) = best
opt (optician, optometry) = eye/sight
paleo (paleontology, Paleolithic, paleozoic) = old
pan (panacea, panorama, pandemic) = all (This is the Greek root.)
path (pathology, antipathy, empathy) = suffer/feel (Many words starting with this root are about disease.)
ped (pedestrian, pedicure) = foot
ped/paed (pediatrician, pedagogy) = child
peri (perimeter, peripheral) = around
phil (philanthropy, philosophy, bibliophile) = love/attraction
phob (arachnophobia, claustrophobia) = fear/aversion
phon (phonograph, microphone, homophone) = sound
photo (photograph, photosynthesis, photogenic) = light (Many words with this root are about photography, not light in general, such as photojournalist.)
pod (podium, podiatry, tripod) = foot
poly (polygon, polyglot) = many (This is the Greek root.)
port (transport, portable) = carry (in or out)
post (posthumous, postpone, postmodernism) = after
proto (prototype, proton, protocol) = first
	(proto, pre, prim, first, front, fore - these all come from the same root)
pseudo (pseudonym, pseudopod) = fake/false
psych (psychopath, psychotherapy, psychology) = mind
pute (dispute, compute) = think/reckon
pyro (pyromaniac, pyrotechnics) = fire
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Grimm’s Law describes a series of sound changes that happened in Germanic languages (including English), but didn’t happen in Greek or Latin:
pyro -> fire
pod -> foot
pater -> father
quod -> what
Voiced stops lose voicing:
    b -> p
    d -> t
    g -> k
Stops become fricatives:
    p -> f (This is the most common or noticeable example, especially at beginnings of words.)
    t -> th
    k -> /x/ or h
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ETS Guide test 2, reading 1 - When you’re finished submit your answers in the Google form and take your break.
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BREAK
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2 - vocabulary - B (If you have no idea what the word means, you still might be able to infer that it means something closer to “uncommon” than “common”, if only one of the animals eats such highly nutritious food. Paragraph 3 says the fruit is “very nutritious but too thin on the ground to support a larger animal.”)
3 - negative fact - D (The other three questions are answered: the gazelle, leaves, the Serengeti)

5 - purpose - C (The animals are brought up to compare their digestive systems to the two categories of African mammals.)
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Reading Question Types:
- purpose
- fact
- negative fact
- vocabulary
- paraphrase / sentence simplification
- inference
- sentence insertion
- summary
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In the practice test, notice that the new sentence talks about the sequence and body size. All four options are before the paragraph discusses body size, but only D is correctly after the paragraph introduces the notion of a set order. (The sentence before D wouldn’t make sense after the new sentence.)

Often the correct answer will depend on one or more pronouns in the paragraph or the new sentence.

English has some words that to exactly two things, and different words for more than two

two			more than two
both			all
either			some/one/any
neither		no/none
better			best
(comparatives)	(superlatives)
former		first
latter			last

former = first (of two)
latter = last (of two)

A few countries have both a president and a prime minister. The former is responsible for…while the latter deals with….
	(“the former” refers to the president, and “the latter” refers to the prime minister)
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another = one other (but we’re not finished)
the other = one other (and now we’re finished)
others / some others = multiple others (but we’re not finished)
the others = multiple others (and now we’re finished)

One of my students is from China. The other is from Russia. = I have two students total.
One of my students is from China. Another is from Russia. = I have more than two total (but everyone else is from different countries).
One of my students is from China. The others are from Russia. (This is true about today’s class.)
One of my students is from China. (Some) others are from Russia. (This is true about a class with Fabiana.)
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Homework: sentence insertion handout, pages 4-7, exercise 1.7.A (10 paragraphs)