2019-03-19 TOEFL: word roots, reading insertion

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 partner, try to think of one or two words to explain the meaning of each root.
icon (iconography, iconoclast, iconic) = image
idio (idiomatic, idiosyncrasy) = one’s own / unique
il/im/in/ir (illegal, impossible, inconsiderate, irresponsible) = not
il/im/in/ir (illuminate, impress, inhale, irradiate) = in (the opposite prefix is “ex”)
	il before L
	im before M, P, B
	ir before R
	in before other letters
infra (infrastructure, infrared) = under
inter (interview, international, intercept) = between/among
intra/intro (intravenous, introvert) = into/inward/inside (This “tra” and “tro” are the same (originally comparative) form as in “extra”, “retro”, and “contra”.)
ject (interject, eject, inject) = throw/push
junct (junction, conjunction, adjunct) = join
kine (kinetic, kinesthetic, telekinesis) = movement (The Latin spelling of this root was “cine”.)
lab (labor, collaborate, elaborate) = work
lex/lect (lexical, dyslexia, lecture, dialect) = read/words (This is the same “lect” as in “select”, “elect”, and “collect”, where it means something like “pick” or “choose”, as in choosing words to say.)
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 (unit prefix meaning 1,000,000)
meta (metamorphosis, metastasis, metabolism) = change
meta (metaphysics, metacognition, metadata) = beyond/about (metacognition is thinking about thought)
micro (microscope, microphone, microbe) = small/tiny (unit prefix meaning 1/1,000,000)
migr (immigrate, migrant) = move (from one place to another)
mis (misbehave, misnomer) = wrong
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
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unit prefixes
10-9 = nano
10-6 = micro
10-3 = milli
103 = kilo
106 = mega
109 = giga
1012 = tera
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Reading Question Types (and an example question from yesterday’s test):
- purpose (9)
- fact/detail (2)
- negative fact (5)
- inference (11)
- reference (12)
- paraphrase (4)
- vocabulary (1)
- sentence insertion (13)
- summarize (14)
- organization (not on yesterday’s test)
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Sentence insertion questions are sometimes called “coherence questions”.
In writing, coherence means that ideas are logically connected within sentences and between sentences and paragraphs. If you put a new sentence in the right place, it will preserve coherence. If you put it in the wrong place, it can break the logical connections between ideas.
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DELTA p. 124-126 explains clues to use when answering these questions.
p. 125 - Do you understand all the pronouns in the box and how they’re used?
“whom” is the object pronoun (We especially use this form after prepositions in relative clauses.)
“whose” is possessive
“former” and “latter” are “first” and “last” when there’s only two
There was a sea route and a land route. The former (= sea)…. The latter (= land)….
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p. 129 exercise 1.7.A - Take 3 minutes to answer the first three questions. Then compare with your partner and convince them if you disagree.
1 A (The new sentence gives more detail about their skill with language, and introduces the idea of talking in front of a group, which is expanded in the next sentence about “sharing time”.)
2 B (“However” is in contrast to the dry appearance of the ground.)
3 C (“More beneficial” than the densest shade that was already mentioned in the previous sentence. not D: “This” in the final sentence refers to the reduced demand for air conditioning.)
p. 130 - Take 3 minutes for these
4 D (The new sentence isn’t about the flute, because “the flute has no reed”, so it must instead refer to the oboe, introduced in the sentence before D.)
5 C
6 D (This gives more information about the situation when all beneficial trades have been completed. The paragraph would be more clear if it said “mutually beneficial”.)
p. 131-132 - Take 4 minutes to complete this exercise.
7 C (not B: simple past “found” means it’s a specific past time, in this case that’s “in one study”; it would be present perfect if it weren’t a specific time. not D: we wouldn’t give a general description of what researchers found after already stating the specific colors and frequencies involved)
8 A (“this irritation” = “an inflammation of the bronchial tubes”)
9 D - general -> specific (“range of ethnic sources” -> “Eastern, Spanish, and Native American”)
10 B (This is another example of how the areas are interdependent.)
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Usually, general is before specific. (The exception is conclusions, but then there’s usually a transition signal or phrase to tell you.)
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Cambridge p. 172-3 exercise R8 - Take 4 minutes for these passages.
1 B
2 D
3 C
4 C
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Homework: Oxford p. 76-78 - Answer these reference and insertion questions about fast food.