2019-11-22 TOEFL: speaking and word roots

Greg Malivuk
[email protected]
http://www.pastebin.com/u/gmalivuk - notes from all classes
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Writing practice - ETS 1.2
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A student would rather spend ______ time on enjoyable things.
- his - a bit old-fashioned and can seem sexist
- his or her - awkward if you have to do it many times
- their - This is the way almost everyone speaks and it is very common in writing. Some people think it’s ungrammatical.
“Students would rather spend their time…” - Changing to plural is always correct, if it’s possible.
(Whichever option you pick, you have to be consistent with pronouns after that.)
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Remember
- The thing you need to give reasons for is your opinion (your answer to the prompt question).
- Make sure your reasons clearly and directly support your answer.
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Word Roots lists 4 and 5:
icon (iconography, iconoclast, iconic) = image/symbol
idio (idiomatic, idiosyncrasy, idiot) = oneself/peculiar
il/im/in/ir (illegal, impossible, inconsiderate, irresponsible) = not
il/im/in/ir (illuminate, impress, inhale, irradiate) = in
	il before L
	ir before R
	im before M, P, B
	in before everything else
infra (infrastructure, infrared) = under
inter (interview, international, intercept) = between/among
intra/intro (intravenous, introvert, introduce) = into/inward
ject (interject, eject, inject) = throw/push
junct (junction, conjunction, adjunct) = join
kine (kinetic, kinesthetic, telekinesis) = move (The Latin spelling of this root is “cine”.)
lab (labor, collaborate, elaborate) = work
lex/lect (lexical, dyslexia, lecture, dialect) = read/words
loc (location, dislocation, relocate) = place
luc (translucent, elucidate) = light
lum (illuminate, lumen) = light
macro (macroeconomics, macroevolution) = big
magni (magnify, magnificent, magnate) = great (in size or quality)
mal (malpractice, malaria, malicious) = bad
man/mani/manu (manual, maneuver, manuscript) = hand
mar (marine, maritime) = sea/ocean
mega (megabyte, megastructure, megalith) = huge (also the unit prefix for 1,000,000)
meta (metamorphosis, metastasis, metabolism) = change
meta (metaphysics, metacognition, metadata) = beyond/about (metacognition is thinking about thought)
micro (microscope, microphone, microbe) = small (also the unit prefix for 1/1,000,000)
migr (immigrate, migrant) = move (from one place to another)
mis (misbehave, misnomer, misspell, mistake, misunderstand) = wrong/incorrect
miss/mit (dismiss, transmit, missile) = send
mono (monochromatic, monotonous, monologue) = one (This is the Greek root.)
morph (amorphous, metamorphosis, morphology) = form/shape
multi (multicolored, multilayers) = many (This is the Latin root.)
nat (native, innate, natal) = birth
neo (neoclassical, neocolonialism, Neolithic) = new
nom/nym (nominate, misnomer, pseudonym) = name
nov (innovate, novelty, nova) = new
nov (November) = nine (At one time the calendar year began in March.)
ob/op (obstruct, object, opposite) = in front of
omni (omnipotent, omnidirectional, omnivore) = all (This is the Latin root.)
optim (optimal, optimize) = best
op(t) (optician, optometry, myopia) = sight/vision
paleo (paleontology, Paleolithic, paleozoic) = old
pan (panacea, panorama, pandemic) = all (This is the Greek root.)
path (pathology, antipathy, empathy) = feel/suffer (Many words that begin with this root are about sickness or disease.)
ped (pedestrian, pedicure) = foot
ped/paed (pediatrician, pedagogy) = child (the “paed” spelling is British)
peri (perimeter, peripheral, perinatal, pericardium) = around
phil (philanthropy, philosophy, bibliophile) = love/attraction
phob (arachnophobia, claustrophobia) = fear/aversion
phon (phonograph, microphone, homophone) = sound
photo (photograph, photosynthesis, photogenic) = light
pod (podium, podiatry, tripod) = foot
poly (polygon, polyglot) = many (This is the Greek root.)
port (transport, portable) = carry (especially carry through)
post (posthumous, postpone) = later/after
proto (prototype, proton, protocol) = first (“protocol” is an example where this meaning has been lost in the modern word)
pseudo (pseudonym, pseudopod) = false
psych (psychopath, psychotherapy, psychology) = mind
pyro (pyromaniac, pyrotechnics) = fire
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Speaking Section: third section, after the break; four tasks
1 (old 2) independent, choice question - 15 seconds to prepare / 45 seconds to speak
2 (old 3) integrated reading/listening/speaking, campus announcement and conversation - 30/60
3 (old 4) integrated R/L/S, academic text and lecture - 30/60
4 (old 6) integrated L/S, academic lecture - 20/60
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Independent speaking is similar to independent writing, in that both of them present you with a choice question that you have to answer and support. One difference is that the speaking task can be a multiple choice question among three options, rather than just two.
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ETS 2.1 example
During your “15 seconds” of preparation time, you should think quickly about the topic and then write a mini-outline:
answer
- reason 1
- reason 2
	friends
	- YA spend more time
	- move away from family
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When you respond, you should expand your mini-outline with details and examples.
1 Introduction: answer the question (“In my opinion, friends are a more important influence on…”)
2 Lead-in (optional): (“I have two reasons to support this opinion.”)
3 Reason 1: (“First, young adults spend more of their time with friends than with family.”)
4 Detail/example: (“Many young adults are in college, so they are always surrounded…”)
5 Reason 2: (“Second, many young adults are trying to separate themselves from their parents and become independent.”)
6 Detail/example: (“This means they are less likely to do what their family expects and more likely to listen to the advice of friends and other peers.”)
(7 Conclusion - if you have time)
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To practice the kind of thinking and explanation you need for independent speaking, “would you rather” conversation-starter questions can be useful.
https://conversationstartersworld.com/would-you-rather-questions/
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One or both of your reasons for a some people/other people or a multiple (3) choice question can be disadvantages of the option(s) you didn’t choose.
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Record your responses to ETS 2 tests 2-5 question 2.
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2.2 asks if a second language should be required for all children. You can disagree with either “required” or “all”, even if you agree that learning another language is beneficial.