2019-01-23 TOEFL: listening signal words

Greg Malivuk
gmalivuk@staffordhouse.com
http://www.pastebin.com/u/gmalivuk - notes from all classes
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https://www.youtube.com/watch?v=LgrXd0NM2y8
What was the original Rømer scale? Why 60?
What two adjustments did Fahrenheit make? Why?
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Homework: cengage exercise 8.1 - skim the texts to identify the main ideas (topics of each paragraph) and then choose the three most important ideas from the answer choices
1 B E F (paragraphs 4, 2, 3)
2 B C D (paragraphs 2, 3&4, 1)
3 B D E (2, 4, 5)
4 A D F
5 B C E
- Remember, the answers are meant to be part of a summary paragraph for the whole passage. If an answer choice doesn’t make sense without reading the passage, it’s not correct.
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Listening
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- Take notes on the entire conversation/lecture/discussion. The beginning of a conversation may not seem super important, but it’ll probably be the answer to the main idea question, for example. Similarly, when the professor is wrapping up, he or she may say or repeat the reason for covering that topic. (The end is also a good place to listen for possible predictions you’ll make.)
- Pay attention to signal words that tell you how the lecture will be organized.
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https://www.youtube.com/watch?v=xjKruwAfZWk - suspense in writing
What was the first thing, before getting to the advice on how to create suspense? (You might get organization questions that ask you to identify this sort of thing.)
How many pieces of advice did they give? What were they?
1 perspective of the characters - limited point of view, you know what they know
example: Dracula was told through letters and diaries
2 setting - sinister, dark, limiting
	example: Victorian London, foggy and dark; “blood red roses” in Rebecca
3 style and form - pacing
	example: Poe, Telltale Heart, fragmented thoughts sentences; Hitchcock: stairs and silences
4 dramatic irony - audience knows more than characters, and suspense is waiting for them to find out
	example: Oedipus Rex - audience knows his new queen is his mother, but he doesn’t
5 cliffhanger - end a scene (chapter/episode/season/book) in the middle of a dangerous situation
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BREAK
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Handout (Oxford) p. 26 exercise 1L2 - What content can you predict after each signal phrase in the table?
b Explanation of how they work. Description of the process.
c Examples of messages that pheromones can communicate.
d Yes/No, description(s) of experiment(s) to explain how we know this answer
Listen and take notes on another piece of paper. How similar are your notes to the ones on the handout?
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exercise 1L4 - Answer the test questions
1 b
2 d
3 b
4 a d
5 d
6 d - He didn’t talk at all about males choosing mates.
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In conversations you can still predict topics and information, even though they don’t have as many signal words as lectures usually do.
1L5 - What will the conversation be about, based on this beginning? What are some possible solutions they might discuss?
Listen to the first part of the conversation.
1L6 - Listen to the rest, then answer the questions.
1 c (The rest of the conversation is about a, but he originally goes to reschedule his exam.)
2 c
3 - no no yes no yes yes
4 b
5 a b d
“after” is a preposition, which is always followed by a noun phrase or pronoun
“afterwards” is adverb, which modifies the verb and isn’t connected with a noun phrase
(“before” is both)
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p. 30 - Predict the content
2 At least one reason why the emperor penguin has interesting parenting habits (from students).
3 Explanation of the role males play (how they play a role); possibly reasons why
4 How they deal with the cold
5 What happens when females return
6 What we can learn from them
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Homework: answer the “test questions” for the rest of the handout (p. 31, 33, 35-37, 39-40)