2017-01-05 TOEFL: reading vocab, speaking 6

Greg Malivuk
[email protected]
http://www.pastebin.com/u/gmalivuk - notes from all classes
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http://ed.ted.com/lessons/how-do-animals-see-in-the-dark-anna-stockl
How many examples did she give about different ways to see in the dark?
1 big eyes - tarsier
2 reflective tapetum - cat
3 larger “pixels” - insect
4 slow image processing - toad
Have you done photography with a nice “fancy” camera? What camera settings are similar to 1, 3, and 4?
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Homework: p. 58-61 - Answer the questions and note what clues from each passage you use.
Check your answers with a partner. If you disagree, look for the clues in the text that tell you the correct answer.
5 A
6 B
7 A
8 D - If you don’t know “hazards”, you can still probably eliminate the other choices.
9 C - “In truth” shows contrast with the previous sentence, which is about autumn leaves tinted by temperature. “Colored” is a synonym of “tinted” and “foliage” is a synonym of “leaves”.
10 D
1 D - “in a very simple way” explains why it’s crude
2 B - bright light is what increases when the crescent moon grows
3 A - It’s helpful (or necessary?) to know that “withstand” means “stand against”. “Cool” stood against the fleeting nature of most slang, meaning it did not have that fleeting nature. It has been around a long time.
4 C
5 D
6 C - The mineral wealth allows temporary and permanent settlements to exist. (Mineral wealth means things you can mine out of the Earth.)
7 C
8 A
9 B
10 A
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https://en.wikipedia.org/wiki/Auto-antonym - List of words that have two (seemingly) opposite meanings.
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Speaking Questions:
1-2 - independent (one open-ended, one choice): 15s to prepare, 45s to speak
3 - reading/listening/speaking about an announcement and conversation: 45s to read, then listen, 30s to prepare, 60s to speak
4 - reading/listening/speaking about an academic lecture: 45/listen/30/60
5 - listening/speaking about a conversation about a student’s problem: listen/20/60
6 - listening/speaking about a lecture: listen/20/60
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BREAK
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DELTA p. 466-469 - Take 20 minutes to answer the questions about the passage on the Underground Railroad.
Then take a few minutes to check your answers with your partner. Find clues in the text to support your answer if you disagree with your partner.
1 B - vocabulary
2 D - fact
3 D - paraphrase
4 C - vocabulary
5 C - negative fact
6 B - purpose
7 A - vocabulary
8 C - vocabulary
9 A - fact
10 C - purpose (?)
11 B - fact
12 D
13 A
14 B D E
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Speaking Question 6
Listen to the lecture about mass migrations (DELTA CD 5.29) and take notes.
DELTA p. 322 - Look at the question. Would you be able to answer this based on your notes?
Summary of the migration:
- people moving from one place to another inside their country or to other countries
- Europeans moved to the Americas, Australia, and Africa, Russians moved to Siberia and Central Asia, and Chinese, Indians, and Japanese moved to Southeast Asia.
Summary of the reasons:
- New forms of transportation (railroad and steamships) made migration easier.
- There were incentives to move, such as free land in the US and Canada.
- It was an opportunity to get a better life for people who were poor in their home countries.
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p. 325 highlights the key points and gives a sample response to this question.
Reading it directly only takes about 40 seconds. What could we add to fill the time better?
- Mention that people in Russia moved to other parts of their own country and to Central Asia.
- Mention that the people who wanted a better life were unskilled workers who couldn’t make a lot of money in their home countries.
- Conclusion: “For these three reasons, more people moved to other places in the 19th century than at any other time in history.”
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In general, a response to task 6 will have these parts:
1 Explain the topic and main idea of the lecture (possibly with some description, as in the mass migration example): “The professor talks about mass migrations of people in the nineteenth century.”
2 Lead-in: “The professor explains three reasons for the migrations.” / “The professor describes two studies that support this theory.” / “The professor gives a couple examples of types of …”
3 First point: “The first reason is…”
4 Detail
5 Second point
6 Detail
(If there’s a third main point, your details will be simpler and shorter.)
(7 Conclusion - if there’s time and if it fits with the format)
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p. 325 exercise 3.9.A - Listen and take notes.
Then take 5 minutes to prepare a “perfect” response with your partner.
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Oxford p. 382-383 - Outline of Speaking Task 6
How were the two listenings today organized?
migrations: phenomenon/causes
managers: concept/examples
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Tomorrow we will practice some more speaking with partners and then with recording on your phones.