2019-10-15 TOEFL: word roots, reading insertion

Greg Malivuk
[email protected]
http://www.pastebin.com/u/gmalivuk - notes from all classes
---
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
---
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)
---
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
---
Reading Question Types:
- inference
- vocabulary
- fact
- negative fact
- paraphrase
- purpose
- sentence insertion
- summarize
- reference (maybe not any more)
- categorize (maybe not any more)
---
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.
---
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.
---
BREAK
---
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.)
---
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.)
---
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.)
---
Homework: finish both handouts (the rest of 2R8 in Oxford and Quiz 7 in Delta)