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- Greg Malivuk
- http://www.pastebin.com/u/gmalivuk - notes from all classes
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- Word Roots - list 2 - With your partner, try to think of one or two words to explain the meaning of each root.
- cert = sure
- chrom = color (achromatic = without color, monochrome = with one color)
- chron = time
- circum = around
- claim/clam = shout
- clar = clear
- cline = lean
- co/col/com/con/cor = with (the last letter depends on the first letter of the following root)
- copilot, colleague, companion, convention, correlation
- cogni = know
- contra = against
- corp = body
- cred = believe
- crypto = hidden/secret
- de = down/away
- dem/demo = people (demonym = name for a people, such as “American” or “British”)
- di = two
- dict = say/tell
- domin = lead/master
- don = give
- duct = lead
- dyna = power/energy
- dys = bad
- https://cdn2.vox-cdn.com/uploads/chorus_asset/file/6145691/dyslexia-zoomedout.gif
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- Listening - second section after reading (before the break)
- 6 or 9 passages, 5-7 questions after each passage
- Each set of 3 passages includes one conversation and two academic lectures or discussions
- Listening question types:
- - main idea
- - detail
- - purpose (why is the conversation or talk happening)
- - function (why does the person say this)
- - attitude
- - inference
- - prediction
- - organization
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- DELTA p. 253 - Common types of organization. Make sure each pattern makes sense (do you understand what it means?)
- p. 254 exercise 2.6.A - Listen and take notes, then answer the questions after each listening.
- 1 C
- 2 C
- 3 D
- 4 B
- 5 D
- 6 B
- 7 A
- 8 A C
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- BREAK
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- p. 255 exercise 2.6.B
- 1 C
- 2 D
- 3 A
- 4 C
- 5 D
- 6 opposite
- basal
- alternate
- opposite
- 7 B
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- p. 257-258 Quiz 6 - Take notes on each listening and then answer the questions.
- Compare your answers with a partner. Refer to your notes if you disagree.
- 1 D
- 2 B
- 3 A, C
- 4 C
- 5 D
- 6 C
- 7 B
- 8 A
- 9 D
- 10 A
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- epi = on
- demic = (a) people
- - An epidemic is a condition that is “on” (affects) a whole group of people.
- pandemic = A condition that affects everyone (from pan = all)
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- http://ed.ted.com/lessons/should-we-be-looking-for-life-elsewhere-in-the-universe-aomawa-shields
- How would you describe the organization of this lesson?
- What question is the lecture mainly about? - Is it a good idea to try to find (and contact) other life?
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- Reading is the first section
- - 60 or 80 minutes for 3 or 4 texts, each with about 14 questions after it
- Reading question types:
- - fact
- - summary
- - vocabulary
- - inference
- - negative fact
- - reference
- - paraphrase
- - categorize (table completion)
- - sentence insertion
- - purpose
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- Today and tomorrow: Summary questions
- DELTA p. 149 - Take a minute to read the passage, then choose all the main important ideas.
- Why are the other options *not* main ideas.
- Summary questions are usually worth 2 points and you have to choose 3 correct answers.
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- p. 150 - Read about the piano and choose the main ideas on p. 151.
- - A harpsichord maker...
- - Piano construction improved...
- - Several smaller types of pianos…
- “The dulcimer was a flat…” is incorrect because it is about a precursor to the piano, not the piano itself, so it’s a minor detail relative to the statement in the question.
- “Composers were slow in accepting” is incorrect because this information isn’t mentioned.
- “The gramophone…” is incorrect because it’s a minor detail.
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- Homework: p. 152-156 - Read the passages and answer the summary questions.
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