2017-05-18 TOEFL: listening inference, speaking 4

Greg Malivuk
http://www.pastebin.com/u/gmalivuk - notes from all classes
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Homework (optional): DELTA p. 236-239 exercises 2.4.C, D, E
Check your answers in the back of the book and ask me if you have any questions.
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Handout (Oxford) p. 232 exercise 4L7 - Listen again to the discussion about exercise and cognition and complete the notes.

1. Study
    * participants
    - school children
    * method
    - measured body mass, did exercise to assess fitness, took a (cognitive) test
    * results
    - fittest students scored higher
2. Science behind results = process
    1. move the muscles
    2. produces IFG-1, which goes to the brain
    3. increases the production of BDNF
3. BDNF = Brain-derived neurotrophic factor
    * promotes higher level thought
    * more exercise = more capacity to handle cognitive tasks
    * study: BDNF causes new brain cells and new connections between cells
    * chemical that facilitates learning
p. 233 - Take a couple minutes to answer these questions.
1 c
2 d
3 b
4 a c
5 a
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p. 234 - Listen and take notes on the conversation. Then answer the questions on p. 234-235
1 b
2 b c
3 a
4 d
5 c
6 b
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(Cambridge) p. 295 - Listen and take notes. Then answer the questions.
1 A
2 B
3 B
4 A
5 D
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Speaking Section: third section, after the break and before writing
- Six tasks, around 20 minutes total with 5.5 minutes of speaking time.
1 independent, open-ended - 15 seconds to prepare / 45 seconds to speak
2 independent, choice - 15/45
3 integrated reading/listening/speaking, campus announcement and conversation - 30/60
4 integrated R/L/S, academic text and lecture - 30/60
5 integrated L/S, conversation about a problem and solutions - 20/60
6 integrated L/S, academic lecture - 20/60
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Speaking Task 4 - 40-50 seconds to read, 2-3 minutes to listen, 30s to prepare, 60s to speak
DELTA p. 292 - Take 45 seconds to read “The Effects of Color” and take some notes. Then listen and take notes on the lecture.
text:
- color has effects on physiology and emotions
- interior designers need to know about these effects
- red is “warm” and blue is “cool”
lecture:
warm colors - comfort, love, anger
	red - warmest; raise blood pressure and heartbeat
		NOT hospital or prison
	orange - energy, enthusiasm
		shopping malls and restaurants
cool colors - calming effect
	blue - peace, harmony, unity, security; color of water and sky; calming chemicals
		bedrooms and doctor’s waiting room
	green - most common favorite; refreshing; nature, health, youth, renewal, improves vision
		office or workroom
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“Use the examples from the lecture to explain the effects of color.”
- Asks about the effects, not the interior design recommendations.
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Handout (Oxford) p. 245 - Look over the summary chart for this speaking task.
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BREAK
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Your response should have these parts:
1 Introduction: summarize the main idea(s) from the text
2 Topic statement: Tell what the professor says about this idea
	(This should include a lead-in like, “The professor gives to reasons/examples/studies that…”)
3 Professor’s first main point
4 Detail or example relating this to the idea from the reading
5 Professor’s second main point
6 Detail or example relating this to the idea from the reading
	(Sometimes, but not often, there is a third main point.)
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Handout (Cambridge) 472 - Take 45 seconds to read the text.
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symbiotic relations - relation between two organisms
	mutual = + +
	parasitism = + -
	commensalism = + 0
		obligate = can’t survive alone
		facultative = can survive alone
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Listen and take notes on the lecture.
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summary of the three types of relationships
sometimes we don’t know which:
    bee orchid and bees - helps the orchid, we don’t know how it affects the bees
sometimes the relationship changes:
    bacteria on skin - normally C (helps bac. doesn’t affect us), but after a burn can cause infection, which is P because it harms us
    shrimp and crabs on coral - normally C (helps animals doesn’t affect coral), but when starfish attack the animals help the coral (becomes M)
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Take about 5 minutes to organize a response to this prompt with your partner.
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Notice that the question only asks you about the two examples of relationships that change, so you shouldn’t talk about the bees and orchids.
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Record your responses to question 4 from the ETS guide practice tests.
Listen to your responses and decide which you want us to hear as a class.
Then listen to your classmates’ responses. What was good about them? What was bad?
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You can give a short conclusion if you have extra time left: “These two examples show how people behave differently when they know they are being watched.”