2016-12-13 TOEFL: word roots, listening function

Greg Malivuk
[email protected]
http://www.pastebin.com/u/gmalivuk - notes from all classes
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http://ed.ted.com/lessons/how-does-your-body-know-what-time-it-is-marco-a-sotomayor
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Word Roots 2
cert = sure
chrom = color (both “monochrome” and “achromatic” mean black and white)
chron = time
circum = around
claim = shout (spelling changes to “clam” when suffixes are added: proclaim/proclamation, exclaim/exclamation, etc.)
clar = clear
cline = lean
co/col/com/con/cor = together
cogni = know (the ‘gn’ in the Latin root has the same origin as the ‘kn’ in English)
contra = against
corp = body
cred = believe (“incredible” is just the Latin roots with the same meanings as “unbelievable”)
crypto = hidden/secret (the ‘o’ is dropped before vowels and at the ends of words)
de = down/away
demo = people (the ‘o’ is droped before vowels)
di = two
dict = say/speak
- dis = opposite (as in “disappear” and “dissuade” and “disbelieve”)
domin = master
don = give
duct = lead
dyna = energy/power
dys = bad (“dystopia” means “bad place”)
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Some roots, especially when they are prefixes, can be spelled a variety of ways depending on the next sound or letter:
copilot, coworker, coauthor, coeducational (before vowels and in newly formed words)
colleague, collaborate, collate (before L)
communicate, compose, combine (before M or P or B)
corroborate, correlate (before R)
connect, convention, contemporary, convivial (before most other letters)
(We also see this with sets like invisibile/impossible/illogical/irresponsible.)
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Remember: The TOEFL test has four sections
- reading (60-80 minutes, 3-4 passages)
- listening (60-90 minutes, 2-3 sets of 3 passages each)
	10-minute break
- speaking (20 minutes, 6 tasks)
- writing (about 1 hour, 2 tasks)
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Listening question types:
- purpose (some books include this with main idea questions)
- main idea/gist
- detail
- inference
- prediction (sometimes included with inference)
- organization (how is a lecture organized?)
- function (why does the person say this?)
- attitude (what is the speaker’s attitude about ___?, other books include this with purpose)
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Function questions
DELTA p. 246 - Listen to the conversation. Why does the professor say that?
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BREAK
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p. 247 has a list of what function questions might sound like, as well as some examples of what the answers can be.
TA = teaching assistant, a person (usually a graduate student) who teaches smaller discussion classes that accompany a lecture
p. 249 exercise 2.5.A - Listen to the audio passages and answer the questions about each one.
1 D (This might be more of an attitude or inference question.)
2 A
3 B (This is an inference question.)
4 C (This is a purpose question.)
5 A
6 B
p. 250 exercise 2.5.B - Do the same.
1 B
2 D
3 D
4 A
5 C
6 B
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Handout (Cengage) p. 321 - Listen to each excerpt and decide if the statement is true or false.
1 T (The man is being sarcastic. If the woman understands this, then her agreement means she also didn’t enjoy the course.)
2 F
3 T
4 T
5 F
6 T (She thinks his reason is a bad reason.)
7 T
8 F
9 T (“We can’t go on...until we get this [imaginary numbers] right.”)
10 F
11 T
12 F - some of them were far too long (“I know I didn’t give you...a maximum number of pages...but...some of these were ridiculous.”)
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Oxford p. 370 is the next page of the handout.
What do “in-groups” and “out-groups” mean?
The in-group is your own group (which can be a family group, a class, a political ideology, a religion, etc.)
The out-group is made up of people not in your own group(s).
What kinds of emotions might people display if they’re from a culture that values the individual more than the group? The group more than the individual?
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Listen to the lecture and take notes. Then answer the following questions.
1 d (Attitude questions in lectures might ask about a speaker’s level of certainty.)
	- We can choose ‘d’ because she doesn’t use any hedging or uncertainty language, such as “suggests” or “seems” or “might”.
2 d (“like” gives examples, and this was an example of assertive behavior rather than negative emotions)
3 a (Though she says “this explains why”, she doesn’t mean that it actually explains the causes of those expressions, only that the general tendency explains the specific examples.)
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What are some differences between Boston and your own culture, regarding how people interact emotionally with in-group and out-group individuals? How much variation within cultures have you noticed?