2018-01-09 TOEFL: word roots, speaking 1&2

Greg Malivuk
[email protected]
http://www.pastebin.com/u/gmalivuk - notes from all classes
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Word Roots - list 2 - With a partner, try to think of one or two words to explain the meaning of each root.
cert (certain, ascertain, certificate) = sure
chrom (monochrome, achromatic) = color
chron (chronological, anachronism, synchronize) = time
circum (circumscribe, circumspect, circumnavigate) = around
claim/clam (exclaim, proclamation, clamor) = shout
clar (clarify, declare) = clear
cline (inclination, decline, recline) = lean
co/col/com/con/cor (coworker, coeducational, coauthor) = together
	Spelling rules:
	col before L (collaborate, collimated)
	cor before R (corroborate, correlate, correct)
	com before M/P/B (communicate, compose, combine)
	con before other consonants (condominium, confine, congratulate, conjoin)
	co before vowels AND in new words (coaxial, cooperate, copilot, comorbid)
cogni (cognate, incognito) = think or know
contra (contrast, contradict, controversy) = opposite/against
corp (corporation, corpse, incorporate) = body
cred (credible, credit, credulous) = believe
crypto (cryptography, cryptic, encrypt) = hidden (Many related words have to do specifically with hiding information through codes.)
de/di (decelerate, dethrone, decrease, divide, diverge) = down/away
dem/demo (demographics, democracy, epidemic) = people
di (dilemma, dihedral) = two
dia (diameter, dialect) = through
dict (dictator, dictionary, contradict) = speak
domin (dominate, dominion, predominate) = master
don (donate, pardon) = give
duce/duct (introduction, deduct, conduct) = lead/take
dyna (dynamic, dynamite, dynasty) = power
dys (dystopia, dyslexia) = bad
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“deduct” and “abduct” can both be translated as “take away”, but one deducts money and abducts people.
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TOEFL Test: 4 sections, 30 points each, about 4 hours total, about $200 (http://www.ets.org/toefl)
1 reading: 3 or 4 passages, 20 minutes to answer questions about each one
2 listening: 2 or 3 sets of 3 listening passages (1 conversation, 2 academic), about 30 minutes per set
	(10-minute break)
3 speaking: 20 minutes total for 6 tasks, 5m30s speaking time (recording on the computer)
4 writing: 2 tasks, 20+30 minutes writing time, about 1 hour total
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Speaking Tasks:
1 independent, open-ended - 15 seconds to prepare / 45 seconds to speak
2 independent, choice - 15/45
3 integrated reading/listening/speaking, campus announcement and conversation - 30/60
4 integrated R/L/S, academic text and lecture - 30/60
5 integrated L/S, conversation about a problem and solutions - 20/60
6 integrated L/S, academic lecture - 20/60
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Handout (Oxford) p. 49 and 116 - Outlines of the process for answering independent speaking questions.
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BREAK
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p. 46-47 - Take 30 seconds each to read the prompts and write a mini-outline of your answer.
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Sample prompts:
1 “What is your favorite book? Describe the book and explain why it is your favorite. Use details and examples to support your response.”
2 “Some people like studying in a traditional classroom, while others prefer to take courses online. Which do you prefer? Use details and examples to support your response.”
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Your mini-outline (that you write in 15 seconds) only has a little information:
Answer
- Reason 1
- Reason 2
Your full response (that you say in 45 seconds) should be more developed:
1 Topic Statement (Answer the question in one sentence.)
2 Description (If the prompt asks, give a brief description of your answer.)
3 Lead-in (optional: “I have two reasons for my opinion.”)
4 Reason 1 (“The first reason is…”)
5 Detail/example (“For example, …”)
6 Reason 2 (“The second reason is…”)
7 Detail/example (“This means that…”)
(8 Conclusion - If you still have time remaining.)
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Ask your classmates the questions on p. 46-47. Write the speaker’s name and put a check mark next to each part their response includes.
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Homework: write mini-outlines for all the prompts in the rest of the handout (193-195 and 199-201 in Longman)