2020-11-24 TOEFL: R fact, S 3

Reading Question Types:
- purpose
- inference
- paraphrase
- vocabulary
- fact
- negative fact
- sentence insertion
- summary
---
Handout p. 1 - Take 4 minutes for passage 1 to decide if each statement is true or false

- Some true answers use synonyms or paraphrase what the text says.
	military risks = security threat
	doubt as to the feasibility = don’t believe it’s viable
- Some incorrect answers use the same words in a different way.
	bore = dig a tunnel
	bore = make bored
“The construction of the tunnel led to the rejection of the proposal in 1930.”
- This implies that there was construction of the tunnel. There wasn’t in 1930, so the statement is false.

prohibitive = makes it impossible to do something (i.e. it prohibits something)
cost prohibitive = too expensive to afford
---
Do the same for passage 2
(F) The eardrum, not the middle ear, is in vestigial form. Furthermore, it’s the separation of bones that allows whales to hear direction, not the fact that anything is vestigial.

“The separation of these bones in marine whales enables them to detect the direction of underwater sounds.”
- This implies that there is separation of these bones in marine whales.
= Whales that live in the sea have a separation (isolation) of these bones.
---
Longman - Answer the questions about Lake Baikal
1 D (A crescent is the shape a moon makes when it shows less than half a circle. You should be able to eliminate all three of the other answers using the numbers.)
2 A (Note that this question is about the surface area of the lake. The amount of water is the volume.)
3 D (It holds ⅕ = 20% of the fresh water in the world, which is a fraction of 1% of the total water.)
4 C
5 B
Do the same for the Clovis Culture
11 A
12 D
13 C
14 B
15 D
---
BREAK
---
Handout p. 10-13 - Take 11 minutes to answer the questions about Mesa Verde
1 B
2 A
3 C
4 B (It’s the period referred to by “the next 300 years” at the beginning of the paragraph.)
5 C
6 B
7 D
8 C
9 A
10 B
11 C
---
Speaking Section: third section, after the break
1 independent, choice question - 15 seconds to prepare / 45 seconds to speak
2 integrated reading/listening/speaking, campus announcement and conversation - 30/60
3 integrated R/L/S, academic text and lecture - 30/60
4 integrated L/S, academic lecture - 20/60
---
Task 3
- 45 seconds (or sometimes 50) to read a text that usually introduces an academic concept
	- First look for a definition of the concept in the title (and take notes)
	- Skim to see if there are two aspects or types mentioned in the text (and take notes)
	(If there are, these are probably what the speaker will talk about.)

				per. cons. = see obj diff, recognize it’s the same
					- change angle -> change shape
					- change dist -> change size

- When you listen to the lecture, the speaker will probably talk about the same two points you found in the text. (If there weren’t two points from the text, you’ll probably hear about two examples or some research on the topic.)
	angle: circular plate looks oval from an angle, but we know it’s the same plate
	distance: professor looks bigger from the front row than the last row, but we know it’s the same professor and the same size

 - You can organize your response like this:
1 Introduction: summarize the definition, and possibly list the two points from the text (without details)
2 Lead-in: state what kind of points the professor makes (types? examples? experiments? effects?) (“The professor describes two examples to illustrate these points.”)
3 First point (“First, he talks about viewing a plate from a different angle.”)
4 Detail/example (“When the angle changes, a round plate looks oval instead of circular, but we know…”)
5 Second point (“Second, he talks about himself in the classroom.”)
6 Detail/example (“From the front of the room, he looks bigger…”)
(7 Conclusion if you have time - “Because of perceptual constancy, we continue to recognize objects even when they look different, so we are not confused when we see familiar things from a new distance or angle.”)
---
Sometimes, the lecture (for task 3 or 4) is about a single study or experiment. In this case the two “points” can be the method (what did researchers do?) and the results (what happened in the experiment?).
Sometimes the two points could instead be the two groups of experimental subjects.
(In this case a conclusion might be more useful than for a typical academic speaking task.)
---
Homework: reading pdf p. 13-17 - answer the questions about passages 2 and 3