2018-11-27 TOEFL: word roots, reading insertion

Word Roots (list 6) - With your partner, try to think of one or two words to explain the meaning of each word root.
re (recycle, rebound, reuse, recline) = again/back
reg (regulation, regent, regime) = rule/control
retro (retrograde, retroactive, retrospect) = backward
rupt (disrupt, rupture) = break/burst
scend (ascend, descend, transcend) = climb
scope/skep/spec (microscope, spectacle, speculate) = see/look
scrib/script (transcript, scripture, inscribe) = write/draw
sect/seg (section, bisect, sector, segment) = cut/divide
semi (semicircle, semiannual) = half (This is the Latin root. The Greek root is “hemi”.)
sol (solitude, desolate) = alone
sol (solar, solarium) = sun
soph (philosophy, sophisticated) = wisdom/knowledge
struct (construct, structure) = build
sub (subterranean, submerge, substandard) = under/below
super (superstructure, supersonic) = over/above
tele (telephone, telescope, telepathy) = far/remote
term (determine, terminate) = end/limit
terra/terri (territory, terrain) = land/Earth
therm (thermometer, thermal) = heat
trans (transport, transaction, transverse) = across/through
ultra (ultraviolet, ultrasound) = over/more
uni (universe, unique, unilateral) = one
vac (vacuum, vacate, evacuate) = empty
veri (verify, veracity) = true
viv/vit (vital, vivacious) = life
vol (benevolent, volunteer, volition) = will
xeno (xenophobia, xenophile) = strange/foreign
zoo/zo (zoology, zooplankton) = animal
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TOEFL test: 4 hours, 4 sections, 120 points total (30 per section), $200
1 reading: 60-80 minutes, 3 or 4 passages, about 14 questions per passage
2 listening: 60-90 minutes, 2 or 3 sets, each set: 3 listenings, 17 questions, 10 minutes of answer time
	(10-minute break)
3 speaking: 20 minutes, 6 tasks, 5.5 minutes of speaking time
4 writing: 60 muntes total, 2 tasks, 20+30 minutes of writing time
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Reading Question Types:
- vocabulary
- fact
- negative fact
- inference
- reference
- paraphrase
- purpose
- sentence insertion
- summarize
- organize
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Sentence Insertion Questions
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Handout (Cengage) p. 131-134 describes strategies for answering these questions.
Usually, paragraphs in TOEFL readings give general information before specific information.
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BREAK
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Handout p. 134 “sample 1”
- What are some possible meanings for “they” and “their”?
	It could possibly be about “accidentals” (birds) or “volunteers” (plants).
	It must be about birds because plants don’t have a course and can’t escape population pressures.
- Between the second and third squares, which one fits best? Why?
	The second (B) makes more sense, because they are blown off course before they colonize a habitat with favorable conditions.
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p. 135 “sample 2”
- “They” refers to archaeologists (though in expressions like “they say”, it sometimes doesn’t refer to any specific group).
- “After all” means this sentence explains something about the sentence before it.
- “skilled stoneworkers” connects to “expert stonework” in the sentence before the last square (D).
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exercise 7.1 - Where should the sentences go?
1 C (A and B would break up the explanation of why people didn’t know about foreign places, D is wrong because the new sentence is not a consequence of the importance of imagination, but of the ignorance people had about foreign places.)
2 C (“this astonishing change” is transmutation, so B is wrong because it would break that connection)
	(On the real test, “this” in the original paragraph can’t refer to something introduced in the new sentence, because then the original reading passage wouldn’t make sense on its own)
3 D (“for this reason” in the final sentence refers to the information about complementary colors in the new sentence. This would not happen on the TOEFL test.)
4 B (“all that circuitry” is the tubes and components in a 1950s radio)
5 D (“However” contrasts with drawing frontal views.)
6 B (“This delay” in the next sentence refers to the month mentioned in the new sentence. “This phenomenon” is that raindrops can form on the dust.)
7 C (“However” in the next sentence contrasts with “may mean little” in the new sentence.)
8 D (D is followed by descriptions of two layers of the crust.)
9 C (These are examples of things that happen in the imaginary world that never happened in ours.)
10 C (“This” in the next sentence is the tent in the new sentence.)
11 C
12 D
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Homework: finish the handout and do exercise 1.7.A on p. 129-132 in your DELTA book