2017-03-07 TOEFL: word roots, speaking 5

Greg Malivuk
[email protected]
http://www.pastebin.com/u/gmalivuk - notes from all classes
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Word Roots (list 1) - With your partner, try to think of one or two words to explain the meaning of each root
act (activity, activate, react) = do - This is related to the roots of “agent” and “execute”, as well
aer/aero (aerial, aerate) = air (in British English, “aeroplane” is the correct spelling of that word)
agri/agro (agriculture, agribusiness, agrarian) = farm (this is related to the US area measurement of an acre)
ambi (ambidextrous, ambiguous, ambivalent) = both
amb/ambul (amble, ambulatory, ambulate) = walk
ami/amo (amiable, amorous) = love/friendship (some of these words are about romantic or sexual love, but others are about simply being friendly)
andro (android, androgen, philanderer) = man (-oid means “like, but not”)
anim (animate, animal) = life/spirit/movement
ann/enn (annual, millennium, anniversary) = year
ante/anti (antecedent, anteroom, anticipate) = before
anthropo (anthropology, philanthropy) = human (as in all of humanity)
anti (antibacterial, antisocial) = against
aqua (aquamarine, aqueduct, aquarium) = water (sometimes specifically fresh water, not salt water)
arch (monarch, hierarchy, archbishop) = first (often in the sense of most important or most powerful)
archa (archaeology, archaic) = ancient (this still comes from the “first” meaning, as in “first in time”)
art (artist, artifact, artisan) = skill (an artifact is something made with skill)
astro/aster (astronomy, astrology, asteroid) = star (“star” comes from this same root)
aud/audi (audience, audible) = hear/listen
auto (automatic, autograph) = self
bell (belligerent, rebellious) = war
bene (benefit, benevolent) = good
bio (biology, biography, biosphere) = life
cept/ceive (intercept, receive) = take
cardi/cardio (cardiac, cardiology) = heart
carn (carnivore, carnal) = meat/flesh
cede/ceed/cess (intercede, exceed) = go
cent (century, centimeter, centennial) = hundred (or hundredth, as the “centi” prefix for measurements)
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http://corpus.byu.edu/coca/ - You can search for “andro*” to see the most common words that begin with those letters.
http://www.etymonline.com - to find out where words come from
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Your book has roots and other word parts on p. 53-54, in the section about vocabulary reading questions.
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unspammability
un = not
spam = send unwantedly or repeatedly
able = able to do something
ity = noun suffix
We can understand this word because all the added word parts are productive, and can be used to produce new words.
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-ish demonyms are adjectives (or occasionally nouns for languages)
Turkish, British, English, Spanish, French, Swedish
The nouns for individual people have different forms:
Turk, Brit, Englishman/Englishwoman (or, 1000 years ago: Angle), Spaniard, Frenchman/woman, Swede
(-ese demonyms are the same way: Chinese is a language and an adjective, but “Chinese person” is the only way to talk about an individual from China)
-an and -i adjectives can also be nouns: an American, a Saudi
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On Thursday, we will have a simulated sign-up and check-in for TOEFL, and then practice writing in the computer lab.
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Reading: 60-80 minutes, 3-4 passages with 13-15 questions each
Listening: 60-90 minutes, 2-3 sets of 3 listenings each, 17-18 questions for each set
	10-minute break
Speaking: 20 minutes, 6 tasks with a total of 5.5 minutes speaking
Writing: 60 minutes, 2 tasks with a total of 50 minutes writing.
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BREAK
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Speaking section overview (tomorrow we’ll do a speaking test, and you’ll record one response for each of the six speaking tasks)
DELTA p. 458 - Look at these questions as we talk about each task.
1 independent, open-ended, 15 seconds to prepare / 45 seconds to speak
	- You’ll describe your answer and then explain why it’s your answer.
2 independent, choice, 15/45
	- State your answer and explain why it’s your choice
3 integrated reading/listening/speaking, conversation about a campus announcement, 30/60
	- Read an announcement and then listen to some people talking about the announcement.
	- One of the speakers will express an opinion about the announcement, and give two reasons for their opinion.
	- You have to summarize the announcement, state the person’s opinion, and explain their reasons.
4 integrated reading/listening/speaking, academic text and lecture, 30/60
	- Read a text that usually explains a general concept or defines a term, then listen to a lecture about the same topic, usually with one or two specific examples of the thing.
	- Briefly explain the general concept, and then summarize the professor’s examples and explain how they illustrate the general concept.
5 integrated listening/speaking, conversation about a problem, 20/60
	- Listen to a conversation where one student talks about a problem and the other speaker suggests two solutions.
	- Summarize the problem, list the solutions they discuss, and then state your opinion about which is better. Support your opinion with two reasons and some details.
6 integrated listening/speaking, lecture about an academic topic, 20/60
	- The organization is similar to task 4, but all the information is in the lecture, instead of the introduction or definition being in a text you have to read.
	- The professor will make a general statement and support it or illustrate it with two or three examples.
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Focus on Speaking task 5
Listen to the conversation (Cambridge 8.12) and take notes.
What is the woman’s problem? - She’s not good with computers so she has to do all of her work by hand.
What solutions does the man present? - Pay someone to type her work, go to the study center for typing help or computer courses.
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It’s usually simpler to pick one of the solutions they discuss, because some advantages and disadvantages are already in the conversation. However, you can choose your own idea or a balanced solution, as long as you give two good reasons for it.
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Your response should have these parts:
1 Problem summary. “The students are discussing the man’s problem with…”
2 List solutions. “The woman suggests two solutions. He could either … or …”
3 Your opinion. “In my opinion, the man should…”
4 Lead-in. “I have two reasons for this opinion.”
5 First reason. “The first reason is that this option is cheaper.”
6 detail “If he …, it could get very expensive, so I think he should save his money and … instead.”
7 Second reason. “The second reason is that this option is safer.”
8 detail “He won’t risk…”
(if there’s time, you can finish with a conclusion)
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If timing is a problem, drop details before you drop main reasons, and briefly summarize your reasons in your thesis statement if you’re worried about not having enough time to explain them fully in your response.
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Listen to the conversation. (old DELTA - cat problem 5.23)
Take 5 minutes to prepare a “perfect” response to the question:
“Briefly summarize the problem the speakers are discussing and the solutions they mention. Then state which solution you would recommend. Explain the reasons for your recommendation.”
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(optional homework: record your response to this task)