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- Greg Malivuk
- gmalivuk@staffordhouse.com
- http://www.pastebin.com/u/gmalivuk - notes from all classes
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- Word Roots (list 4) - With your partners, try to think of one or two words to explain the meaning of each root.
- icon (iconography, iconoclast, iconic) = image
- idio (idiomatic, idiosyncrasy, idiot) = oneself (words with this root sometimes mean “peculiar”)
- il/im/in/ir (illegal, impossible, inconsiderate, irresponsible) = not
- il/im/in/ir (illuminate, impress, inhale, irradiate) = in
- spelling:
- il before L
- ir before R
- im before P, B, M (immobile, immature, immigrate, immediate)
- in before everything else (invalid, infer, intransitive)
- infra (infrastructure, infrared) = under
- inter (interview, international, intercept) = between/among
- intra/intro (intravenous, introvert) = into/inward
- ject (interject, eject, inject) = push/throw
- junct (junction, conjunction, adjunct) = join
- kine (kinetic, kinesthetic, telekinesis) = movement
- lab (labor, collaborate, elaborate) = work
- lex/lect (lexical, dyslexia, lecture, dialect) = word (From the idea of selecting ideas. Only “select”, “collect”, and “elect” have that more general meaning.)
- loc (location, dislocation, relocate) = place
- luc (translucent, elucidate) = light
- lum (illuminate, lumen) = light
- macro (macroeconomics, macroevolution) = big
- magni (magnify, magnificent, magnate) = great (in size or quality)
- mal (malpractice, malaria, malicious) = bad
- man/mani/manu (manual, maneuver, manuscript) = hand
- mar (marine, maritime) = sea
- mega (megabyte, megastructure, megalith) = huge (also the unit prefix meaning 1,000,000 or 220)
- meta (metamorphosis, metastasis, metabolism) = change
- meta (metaphysics, metacognition, metadata) = about/beyond (metacognition is thinking about thought)
- micro (microscope, microphone, microbe) = tiny (also the unit prefix for 1/1,000,000)
- migr (immigrate, migrant) = movement (from one place to another)
- mis (misbehave, misnomer) = wrong/incorrect
- miss/mit (dismiss, transmit, missile) = send
- mono (monochromatic, monotonous, monologue) = one
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- Prefixes for specific numbers:
- https://pressbooks.bccampus.ca/greeklatinroots2/chapter/%C2%A7124-a-table-of-greek-and-latin-number-words/
- 1 - mono / uni
- 2 - bi / di
- 3 - tri
- 4 - tetra / quadr/quart
- 5 - penta / quint
- 6 - hex / sex
- 7 - hept / sept
- 8 - oct
- 9 - enne / nov/non
- 10 - deca / deci
- 100 - hect / cent
- 1000 - kilo / mill
- https://pressbooks.bccampus.ca/greeklatinroots2/chapter/%c2%a7128-the-metric-system/
- (Latin roots mean small fractions, Greek roots mean large multiples)
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- TOEFL: 4 hours, 4 sections, 120 points (30/section), $205
- 1 reading: 54-72 minutes, 3-4 passages, 10 questions each
- 2 listening: 40-60 minutes, 2-3 conversations (5 questions), 3-4 lectures or discussions (6 questions)
- (“long set” = 1 convo, 1 lecture, 1 discussion; 10 minutes to choose answers)
- (“short set” = 1 convo, 1 lecture or discussion; 6.5 minutes to choose answers)
- (10-minute break)
- 3 speaking: 17 minutes, 4 tasks, 3m45s of speaking time
- 4 writing: 55 minutes, 2 tasks, 20+30 minutes of writing time
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- Reading Question Types:
- - inference
- - vocabulary
- - fact
- - negative fact
- - paraphrase
- - purpose
- - sentence insertion
- - summarize
- - reference (maybe not any more)
- - categorize (maybe not any more)
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- Sentence Insertion
- DELTA p. 125 - Make sure you understand how all of these pronouns are used.
- English has a lot of words specifically for two things, not more:
- dual / plural
- between / among
- [comparatives] / [superlatives]
- either / any
- neither / no/none
- both / all
- former / first
- latter / last
- - As pronouns, dual forms must come after a sentence that mentioned exactly two things. Plural forms require more than two things.
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- 1.7.A - 1 - Where should the new sentence go? Why?
- A - General statements almost always come before specific statements in this question type. The sentence about “sharing time” gives more specific details about when kindergarteners can talk in front of a group.
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- BREAK
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- Take 2 minutes to do questions 2-3. Then compare with your partner and try to convince them that your answers are correct.
- 2 B
- 3 C
- Take 3 minutes for 4-6
- 4 D (The flute has no reed, so “the beating of the double reed” can’t be about the flute.)
- 5 C
- 6 D
- Take 4 minutes to complete 1.7.A
- 7 C (General before specific - The new sentence gives a general description of the results of the study, and the sentence after C describes specific colors and frequencies. If the new sentence started with a transition like “in other words”, then it would go after the specific details.)
- 8 A (“irritation” is synonymous with “inflammation”; The second half of the paragraph is about symptoms, so a sentence about causes wouldn’t fit as well in C or D.)
- 9 D
- 10 B (Together with the other “Both” sentence, this is a second example of different areas of oceanography being interdependent.)
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- Take 10 minutes for 1.7.B. Then compare your answers with your partner and convince them of yours if you disagree.
- 1 C
- 2 A
- 3 C (The sentences before and after B are too closely connected to be split. The sentence after C gives more detail about guessing the occupation from the type of objects.)
- 4 B
- 5 D
- 6 B
- 7 B
- 8 C
- 9 D
- 10 A (The new sentence introduces the use of paper money, the sentence after A describes details of why it was preferable.)
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- Oxford exercise 2R8 - Take 5 minutes to answer questions 2, 6, 10, 14
- 2 C (The “Furthermore” sentence is in addition to the sentence before C.)
- 6 B
- 10 D (The rest of the paragraph is about dopamine, so it wouldn’t make sense to introduce a different neurotransmitter there.)
- 14 B (The new sentence gives specific withdrawal symptoms.)
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- Homework: finish both handouts (the rest of 2R8 in Oxford and Quiz 7 in Delta)
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