2018-03-29 TOEFL: speaking 3, biology vocab

Greg Malivuk
[email protected]
http://www.pastebin.com/u/gmalivuk - notes from all classes
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https://www.youtube.com/watch?v=MUWUHf-rzks
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Speaking Task 3:
Your response could have these parts:
1 Introduction: summarize the announcement
2 “Thesis”: state the speaker’s opinion
3 Lead-in: “The man gives two reasons for his opinion.”
4 First reason: There are problems with the main cafeteria.
5 Details/examples: It’s always crowded, no bike parking.
6 Second reason: There are advantages to having more small eating areas.
7 Details/examples: Classes are all over, so it’s good if food is all over too. More options like BBQ are nice.
(8 Conclusion - if you have time)
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ETS 1 test 1 - Take 5 minutes in a group to prepare a “perfect” response to this prompt. (Notice that this prompt specifically tells you to summarize the proposal in the text.)
You should try to spend about 20 seconds on the introduction and lead-in, 20 on the first reason, and 20 on the second reason. If you only have 15 seconds left, you should make sure to start talking about the second reason.
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Test 2 - Take 30 seconds to prepare and then give your response to your partners.
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ETS 2 tests 1-3 - Record your responses to these speaking tasks.
Listen to your recordings and choose one we can hear as a class.
Then listen to your classmates’ recordings. Did they have all the required parts? Were they clear and easy to understand?
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If the renovation will cause students to move away from campus, it defeats the purpose of the renovation in the first place.
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Imagine that the person reading your writing or listening to your speaking hasn’t seen the prompt or read the text or listened to the conversation. If you played your response for a student in the Business class, would they understand what was going on?
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BREAK
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Biology Vocabulary (handout) - With your partner, find the words in each sentence that have these meanings.
1 distinguish (distinguishing, distinguished, distinct)
2 evolve (evolved, evolution)
3 estimate (estimation, estimated)
4 cell (cellular)
5 vary (variety, variant, varied, variable)
6 genetic (gene, geneticist, genetics)
7 factor
8 identify (identified, identifying, identification, identity, identifiable)
9 DNA (genes are also smaller sequences of chemicals carrying genetic instructions)
10 process (procedure)
11 nutrient (nutrition, nourish)
12 adapt (adaptation, adaptable, adaptive)
13 system (systematic)
14 survive (survival, survivor)
15 layer (layered)
16 classify (classified, classification, classifying)
17 characteristic (character, characterize, characterization, characterizing, characterized)
18 organism (organic)
19 microscopic (microscope, microscopy)
20 link (linked, linking)
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Handout (Collins) p. 25 part A - Choose the best word to complete each sentence.
1 a (“other” should not be in the sentence, as it implies reptiles are a type of mammal)
2 c
3 a
4 b
5 c
6 a
7 c
8 b
part B - Use the correct forms of the words in the box to complete the sentences.
1 cellular
2 microscope
3 identification
4 survival
5 characterized
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Listen to the discussion and take notes. Then answer the questions on p. 26 and 27 of the handout.
1 B
2 A
3 C
4 D
5 D
6 B
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DELTA p. 500-503 - Take 15 minutes to answer the questions about ectothermy and endothermy.
Compare your answers with your partner and convince them of your answers if you disagree.
1 B
2 A
3 A
4 D
5 D
6 C
7 D
8 B
9 A
10 C
11 D
12 D
13 C F
   B E G