Contents:
Textbook Resources
Page 1 – Where to find ETS Question Types in the Cambridge Book
Reading:
Page 2 – Reading Question Types Overview
Page 3 – Transition and Signal Words Vocabulary list
Page 5 – Insert Sentence Questions supplemental exercises
Page 9 – Sentence Simplification Questions supplemental exercises
Page 10 – Inference Questions supplemental exercises
Listening:
Page 13 – Listening Questions Overview
Page 14 – Filler phrases in spoken language
Page 15 – Campus Vocabulary list
Page 17 – Class Activity – Conversations about School-Related Topics
Page 18 - Vocabulary for Discoverychannel.com video clips
Speaking:
Page 21 – Speaking Tasks Overview
Page 23 – Class Activity – Conversations for the Speaking Tasks
Page 24 – Sample Task 6 Questions
***See Listening section above for additional resources
General Vocabulary Development:
Page 26 – Useful Vocab for Test Questions and Answer Choices
Page 26 – Useful Vocab for Academic Tasks
Page 28 – Presentations and Sample Presentation Handout
Page 28 – Presentation Topics (Erosion and Industrial Revolution)
Writing:
Page 30 – Tips for Integrated Writing and Useful Vocabulary
Page 31 – Sample Integrated Writing Task with Sample Essay
Page 32 - Practice Exercises for Integrated Writing
____________________________________________________________________________________________
Where to Find ETS Question Types and Other Materials in the Cambridge TOEFL Book (probably not a
complete list):
Reading: referent questions, insert text questions and transition words (p. 167-177, R4-R8 and mini-test2)
Reading: Factual details (p. 178-185, R9-R10)
Reading: paraphrases (p. 185-198, R11-14 and mini-test 3)
Reading: inference questions (p. 199 – 216, R15-21 and mini-test 4)
Reading: summary questions (p. 216-30, R22-4 and mini-test 5)
Reading: charts (p. 222, R24)
Listening: signal words; gist-content questions (p. 257-264, L4-8)
Listening: filler phrases/natural speech (p. 254-257, L1-3)
Listening: facts/detail (p. 272-277, L14-15)
Listening: organization questions (why does the prof say) *(p. 208, R19)
Listening: inferring (p. 287-298, L18-23
Listening: conversations and gist-purpose questions (p. 269 mini-test 1, 1-3 and 10-12; p. 296, mini-test 3, 6-9; p. 301,
practice test, 8-12 and p. 307, 31-35)
Listening: function of speech (p. 287-298, L18-23)
Listening: speaker’s attitude (p. 287-298, L18-23)
Listening: charts (p. 278-286, L16-17 and mini-test 2)
1
TYPES OF READING QUESTIONS (from ETS):
Question type
Factual
information
Question wording
According to (the author, the
passage)…
(The
author/the
passage)
mentions…
Negative factual
information
NOT (Which of the following is
NOT true?)
EXCEPT (….mentions all of the
following EXCEPT)
Which of the following can be
inferred…
The author implies that…
The author discusses X in order
to…
Why does the author mention…
Inference
Rhetorical
purpose
Vocabulary
Reference
Sentence
simplification
(paraphrases)
Insert text (insert
a sentence)
Prose summary
Fill in a table
Tips for answering
Find the specific information in the passage
(wording may change).
Don’t be fooled by answer choices with words
from the passage.
Pay attention to grammar.
Look for what is in the passage (the incorrect
choices) and eliminate them.
Check more than one paragraph.
The answer will not be stated directly in the text.
Find the specific sentence in the text that leads
to the answer.
Learn the meanings of key vocabulary like “to
mention,” “to refute.”
Focus on the paragraph structure (main points,
supporting details).
The word X is closest in meaning
Make sure you choose the meaning of the word
to…
as it is used in the passage.
Reread the sentence, substituting your answer
for the highlighted word.
The word/phrase ___ refers to…
Make sure pronouns agree in number and
person.
Substitute your choice for the highlighted word.
Does it make sense and fit grammatically?
Which of the following best
Break down and simplify the original sentence
expresses the information in the
(identify main subject and verb and clauses).
highlighted sentence?
Check grammar in the answers – subjects and
verbs.
Wrong answers may give opposite information.
Where would the sentence best fit? Use references and transition words as clues.
Read the sentences before and after.
An introductory sentence for a
This question comes at the end and is worth two
brief summary of the passage is
points – leave yourself time for it (if you run out
provided below. Complete the
of time and have to guess, guess earlier
summary by selecting three
questions and not this one).
answer choices…
Use essay and paragraph structure to identify
main points (first/last sentences, introductions
and conclusion).
Eliminate minor points and details (i.e. ideas
mentioned only once, appearing mid-paragraph).
Look for the ideas that were discussed the most.
Complete the table below…
Worth up to 4 points – leave time for this
question at the end.
Think about overall passage structure and use it
to locate correct information.
2
Transition/signal words (see p. 117 in Cambridge TOEFL book for more):
Comparisons and contrasts:
likewise
Some people have little money, and likewise, little power.
similarly
She was very happy and he was similarly affected.
conversely
Black is the absence of color. Conversely, white is all colors.
in contrast
by contrast
by comparison
I like Tolstoy, but Dostoevsky, by comparison, is a much better writer.
in comparison to
In comparison to Tolstoy, Dostoevsky wrote short books.
granted (that)
Granted, it’s a brilliant plan, but no one will support it.
even though
same as although
although
but; Although she is short, she plays basketball well.
however
but (usually at beginning of sentence): She is short. However, she plays basketball well.
instead
The vampire bat does not suck blood. Instead, it laps it very quickly.
nevertheless/nonetheless
Black snakes look scary. Nevertheless, they are harmless.
whereas
The black snake is non-venomous, whereas the rattlesnake can be lethal.
on the other hand
Mice are really cute. On the other hand, they infest homes and contaminate food.
Conclusions:
therefore
in conclusion
to summarize
in short
Examples:
in particular
for example
as an illustration
such as
notably (especially)
specifically
take the case of
for instance
He is rich. Therefore, he is powerful.
In conclusion, Anime is a fascinating cultural art form.
Snakes are good for the environment. In particular, the black snake is very helpful.
(as an example)
Marine mammals such as dolphins and whales breathe through blowholes.
There has been much opposition to the bill, notably from farmers.
Some marine whales, specifically the gray and blue whale, are endangered.
Some marine mammals are endangered. Take the case of whales...
(for example)
Clarifying or Restating Information:
in other words
Whales breathe air and nurse their young. In other words, they are mammals.
that is to say
to put it another way
Causal relationships:
consequently
She broke the rules. Consequently, she must be punished.
as a consequence
because (of)
as a result (of)
As a result of her crime, she went to jail.
It rained for 40 days. As a result, our basement flooded.
due to
Due to the rain, it flooded.
for that reason
3
since
accordingly (consequently, in accordance with something mentioned previously)
Importance:
above all
She is a wife, a mother, and above all, a nice person.
most importantly
of the utmost importance
Sequence:
previously
first, second, etc
last, finally
once
as soon as
initially
subsequently
Previously, I was a nurse. Now I am a teacher.
Once a squirrel establishes its territory, it will stay until it is forced out or dies.
Once the squirrel has built its nest, it looks for a mate.
As soon as we sat down, the lights went out.
Initially, the students write sentences. Later they begin to write paragraphs.
(next)
Introducing additional information:
incidentally
The homework is page 9, exercise 1. Incidentally, I won’t be her next week.
by the way
furthermore
He is a great actor. Furthermore, he is a successful businessman.
additionally
also
as well as
too
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4
Insert-a-Sentence Questions
TOEFL insert a sentence questions using referents:
the (when used with a second reference)
this
these
such
examples:
The modern cotton gin was created by the American inventor Eli Whitney in 1793 to mechanize the
cleaning of cotton. The invention was granted a patent on March 14, 1794.
Ely Whitney is credited with inventing the cotton gin in 1793. This machine caused a massive growth in
the production of cotton. Such sudden growth caused cotton prices to plummet.
A cotton gin (short for cotton engine) is a machine that quickly and easily separates cotton fibers from
cotton seeds, a job previously done by hand. These seeds are either used again to grow more cotton or, if
badly damaged, are disposed of.
Find where the sentence best fits:
1 Jonathan Cranberry began writing at an early age. 2 He wrote his first book when he was only 12 years old. 3
The book, which was published in 1900, was a huge success.
--------1 He turned to writing plays when he was in his twenties, but was less successful than he had been as a novelist. 2
In 1908 he wrote a play called “The Grapefruit,” which was produced on Broadway. 3 He wrote several more
plays, but none were professionally produced. 4
Critics wrote scathing reviews of the play, which was cancelled after just one week.
--------1 Cotton is a soft, staple fiber that grows in a form known as a boll around the seeds of the cotton plant, a shrub
native to tropical and subtropical regions around the world. 2 The fiber is most often spun into yarn or thread and
used to make a soft, breathable textile. 3 Recently, organic cotton cloth, as well as conventional cotton, has
become widely available. 4
This cloth is the most widely used natural-fiber cloth in clothing today.
--------1 The era of manufactured fibers began with the development of Rayon in France in the 1890s. 2 Rayon is derived
from a natural cellulose and cannot be considered synthetic, but requires an extensive manufacturing process. 3 A
succession of new synthetic fibers were introduced by the chemicals industry in the following decades. 4
5
Such processing was less expensive than methods required to produce more naturally derived materials.
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Practice insert-sentence questions:
1.
Many laws that were passed in the various states of the USA over the years are now out of date or seem ludicrous.
However, a man without a gun is also technically breaking the law. For example, the law in one state makes it
illegal for men to go without their guns. Obviously, this law is broken daily. While it was once considered of
utmost important that a man be armed and ready for action on the frontier, it is hardly necessary for a man to tote
guns to work today.
Many laws that were passed in the various states of the USA over the years are now out of date or seem ludicrous.
For example, the law in one state makes it illegal for men to go without their guns. However, a man without a
gun is also technically breaking the law. Obviously, this law is broken daily. While it was once considered of
utmost important that a man be armed and ready for action on the frontier, it is hardly necessary for a man to tote
guns to work today.
Many laws that were passed in the various states of the USA over the years are now out of date or seem ludicrous.
For example, the law in one state makes it illegal for men to go without their guns. Obviously, this law is broken
daily. However, a man without a gun is also technically breaking the law. While it was once considered of
utmost important that a man be armed and ready for action on the frontier, it is hardly necessary for a man to tote
guns to work today.
Many laws that were passed in the various states of the USA over the years are now out of date or seem ludicrous.
For example, the law in one state makes it illegal for men to go without their guns. Obviously, this law is broken
daily. While it was once considered of utmost important that a man be armed and ready for action on the frontier,
it is hardly necessary for a man to tote guns to work today. However, a man without a gun is also technically
breaking the law.
2.
As long ago as the thirteenth century, Roger Bacon, the celebrated philosopher and Franciscan friar, postulated that
humankind could fly with the aid of a large ball constructed of thing copper filled with air. Throughout the
centuries, other scientific dreamers hypothesized the construction of a variety of flying devices. It was not until
1783 that the first people, Pilatre de Rozier and the Marquis D’Arlandes, successfully took off from the ground in a
balloon. Leonardo da Vinci, in particular, studied aspects of flight and made sketches for flying machines.
As long ago as the thirteenth century, Roger Bacon, the celebrated philosopher and Franciscan friar, postulated that
humankind could fly with the aid of a large ball constructed of thing copper filled with air. Throughout the
centuries, other scientific dreamers hypothesized the construction of a variety of flying devices. Leonardo da
Vinci, in particular, studied aspects of flight and made sketches for flying machines. It was not until 1783
that the first people, Pilatre de Rozier and the Marquis D’Arlandes, successfully took off from the ground in a
balloon.
As long ago as the thirteenth century, Roger Bacon, the celebrated philosopher and Franciscan friar, postulated that
humankind could fly with the aid of a large ball constructed of thing copper filled with air. Leonardo da Vinci, in
particular, studied aspects of flight and made sketches for flying machines. Throughout the centuries, other
scientific dreamers hypothesized the construction of a variety of flying devices. It was not until 1783 that the first
people, Pilatre de Rozier and the Marquis D’Arlandes, successfully took off from the ground in a balloon.
6
3.
Coral reefs and the species that inhabit them have also witnessed an explosion of new diseases. Most of these
reported diseases are infections that have appeared recently or are increasing in incidence or geographic range.
Some scientists infer that human activity is responsible for spreading these afflictions. Perhaps industrial
pollution is weakening the immune systems of marine populations and making them ore susceptible to pathogens.
Coral reefs and the species that inhabit them have also witnessed an explosion of new diseases. Most of these
reported diseases are infections that have appeared recently or are increasing in incidence or geographic range.
Perhaps industrial pollution is weakening the immune systems of marine populations and making them ore
susceptible to pathogens. Some scientists infer that human activity is responsible for spreading these
afflictions.
Some scientists infer that human activity is responsible for spreading these afflictions. Coral reefs and the
species that inhabit them have also witnessed an explosion of new diseases. Most of these reported diseases are
infections that have appeared recently or are increasing in incidence or geographic range. Perhaps industrial
pollution is weakening the immune systems of marine populations and making them ore susceptible to pathogens.
*****************************************************************
In-Class Activity for insert-a-sentence:
Assign students on of the following paragraphs (sentences are not in paragraph form so that they can be cut into strips).
Cut the paragraphs into sentence strips and number them on the back. Students assemble their paragraph and then look
for a sentence with a “clue” word (i.e. pronoun, transition word, etc.) and remove it from the paragraph in order to make
their own insert-sentence question. Use the document camera to have rest of class figure out where the sentence belongs.
1.
In the 20th century, architects in large cities designed structures in a way that reduced noise and yet made living as
comfortable as possible.
They used such techniques as making wall hollow and filling this wall space with materials that absorb noise.
Thick carpets and heavy curtains were used to cover floors and windows.
Air conditioners and furnaces were designed to filter air through soundproofing materials.
However, after much time and effort had been spent making buildings less noisy, it was discovered that people
also reacted adversely to the lack of sound.
2.
Between the late 1920‘s and 1950’s, the Osborne Company produced a series of calendars featuring trains of the
PA Railroad.
Up to 300,000 of these, featuring large, colorful scenes of trains at work, were published each year to hang in
depots along the lines of the railroad company.
Most of the scenes were painted by an artist named Grif Teller.
Although worth little at the time, these scenes are now valuable collectibles.
3.
Mount Rushmore requires much ongoing care.
Every winter, water from melting snow gets into the fissures and expands as it freezes, making the fissures bigger.
Consequently, every autumn maintenance work is done to refill the cracks.
To preserve this national monument for future generations, the repairers swing out in space over a 500-foot drop
and fix the monument with a special mixture.
It is not as dangerous as it sounds, however, since they use special chairs equipped with many safety features.
7
4.
The great temple of Borobudur is a stepped pyramid of unmortared andesite and basalt volcanic stone, with a
perimeter of 403 feet and standing 105 feet high.
This holy place lay abandoned and forgotten for more than 800 years after a devastating earthquake and an
eruption of one of the four surrounding volcanoes caused its population to flee.
Besides earthquakes and volcanoes, torrential rains and encroaching tropical vegetation have taken their toll.
As a result, the temple today lies in ruins.
5.
Some multiple sclerosis victims are experimenting with deadly snake venom to ease the pain and tiredness caused
by their disease.
This venom is obtained by a special process.
First, the poison is milked from the cobra and other poisonous snakes.
Next, one part of it is mixed to 4,000 parts of a saline solution to create a less toxic mixture.
Although medical authorities are skeptical of the treatment, those using it claim that the mixture has startling
healing qualities.
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8
Sentence Simplification Questions
Class Activity: Assign a sentence to groups of 2. Students make a simplification question by creating two – three
wrong answers and one correct answer. Wrong answers might contain: a negative which changes the meaning
of the sentence to the opposite of the original; a switch in subjects and verbs so that the sentence contains the
same words but different subjects matched to different verbs; a switch in object and subject so that an object
becomes the subject; using subject or object in clause as main subject or object; similar changes that keep words
but change meaning.
Practice sentences:
In the years ahead, soil erosion and the pollution problems it causes are likely to replace petroleum scarcity as the
nation’s most critical natural resource problem.
Medical quackery, which promises cures for all existing and even non-existing diseases, has a powerful appeal
even to the well educated.
The conflict between those who wish to conserve a large area of unaltered and unimproved spaces and those who
want the abolition of the last remnants of wilderness in the interest of industrial profit will not be resolved in the
near future.
The beaver’s tail is comical-looking yet useful, serving as a radiator which allows the heavily insulated beaver to
emit excess body heat.
Damage to pearl jewelry can occur as a result of the penetration into the layers of the pearl by chemicals in
commercial brands of makeup, after they have seeped into the string canal.
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9
Inference Questions
Examples: simple inferences:
Sarah has fifteen cats.
You can infer that…Sarah likes cats.
In the early 1900’s, people lived simpler lives.
People live more complex lives now.
People in the Midwest tend to vote more conservatively than people in the Northeast.
American political views vary depending on region.
The more you heat the water, the faster it evaporates.
A pot of boiling water will evaporate faster than the water in a lake.
Use the paragraphs to make an inference. Underline the part of the paragraph that you are basing the
inference on. Number 1 is done for you.
1. In 1900, the theory gained widespread popular appeal through the work of the Swedish chemist Svante
Arrhesius, who argued that spores of life could survive in space and travel between star systems through
the pressure of solar radiation.
You can infer that…before 1900, the theory was not popular.
2. In recent years, the oceans have been seen as a potential source of energy. OTEC, or Ocean Thermal
Energy Conversion, is one way that scientists are trying to harness this energy.
3. OTEC has the potential to become a major source of energy for the world’s growing populations, but there
are obstacles to its full implementation. In particular, the main obstacle created by high initial expenses
will have to be met before ocean thermal energy conversion (OTEC) can compete with conventional
sources of energy.
4. In the Neolithic period, starting around 10,000 years ago, perhaps the most important economic revolution
in human history occurred – the commencement of agriculture and the domestication of animals for human
consumption. From this point in time, people could start to rely on a more consistent and much increased
food supply.
5. Due to the domestication of animals and commencement of agriculture during the Neolithic period, starting
around 10,000 years ago, considerably larger populations could be supported and people could settle in one
place without the need to migrate in search of food supplies.
6. According to Sebeck, a group of guardians of knowledge would be entrusted with keeping knowledge of
the whereabouts of nuclear waste sites alive and passing it on to future generations. This proposal has been
criticized because of the possibility of a break in continuity of the original message. To counterbalance this
possibility, Sebeck’s group proposed a “relay system” in which information is passed on over relatively
short period of time, just three generations ahead.
7. Fine art objects are different from applied art objects because they do not need to be functional. They are,
however, limited in terms of the materials used to make them. Sculptures, for example, must be able to
stand up and not fall over.
8. The causal relationship between emotions and facial expressions can work in both directions. According to
the facial feedback hypothesis, signals from the facial muscles are sent back to emotion center of the brain,
10
and so a person’s facial expression can influence that person’s emotional state. A smile, for example, could
give rise to feelings of good will.
Possible answers:
1. In 1900, the theory gained widespread popular appeal through the work of the Swedish chemist Svante
Arrhesius, who argued that spores of life could survive in space and travel between star systems through
the pressure of solar radiation.
You can infer that…before 1900, the theory was not popular.
2. In recent years, the oceans have been seen as a potential source of energy. OTEC, or Ocean Thermal
Energy Conversion, is one way that scientists are trying to harness this energy.
Earlier, the oceans were not seen as potential sources of energy.
3. OTEC has the potential to become a major source of energy for the world’s growing populations, but there
are obstacles to its full implementation. In particular, the main obstacle created by high initial expenses
will have to be met before ocean thermal energy conversion (OTEC) can compete with conventional
sources of energy.
If OTEC becomes cheaper, it will be able to compete with conventional energy sources.
4. In the Neolithic period, starting around 10,000 years ago, perhaps the most important economic revolution
in human history occurred – the commencement of agriculture and the domestication of animals for human
consumption. From this point in time, people could start to rely on a more consistent and much increased
food supply.
Before that, people did not have a consistent food supply.
5. Due to the domestication of animals and commencement of agriculture during the Neolithic period, starting
around 10,000 years ago, considerably larger populations could be supported and people could settle in one
place without the need to migrate in search of food supplies.
Prior to the Neolithic period, people lived in small groups and migrated in search of food.
6. According to Sebeck, a group of guardians of knowledge would be entrusted with keeping knowledge of
the whereabouts of nuclear waste sites alive and passing it on to future generations. This proposal has been
criticized because of the possibility of a break in continuity of the original message. To counterbalance this
possibility, Sebeck’s group proposed a “relay system” in which information is passed on over relatively
short period of time, just three generations ahead.
A break in continuity of the message occurs only after about three generations (according to
Sebeck).
9. Fine art objects are different from applied art objects because they do not need to be functional. They are,
however, limited in terms of the materials used to make them. Sculptures, for example, must be able to
stand up and not fall over.
Applied art objects must be functional.
10. The causal relationship between emotions and facial expressions can work in both directions. According to
the facial feedback hypothesis, signals from the facial muscles are sent back to emotion center of the brain,
and so a person’s facial expression can influence that person’s emotional state. A smile, for example, could
give rise to feelings of good will.
A frown could cause feelings of anger.
11
Answer the following questions using the text “Artisans and Industrialization” from Practice Set 5 in the
ETS Guide to the TOEFL. Underline the specific information in the text that you are basing your inference on.
Paragraph 1: What can you infer about how women worked before 1815?
a) They often worked outside the home.
b) They were master craftworkers.
c) They did not usually work full-time.
d) They supplied merchant capitalists with raw materials.
Paragraph 2: What can you infer about how people worked after the rise of the factory?
a) They worked mostly within the home.
b) They worked on a fixed schedule.
c) Journeymen did not respect master artisans.
Paragraph 3: What can you infer about the attitudes of workers in factories?
a) They did not necessarily take pride in the goods they produced.
b) They were often late to work.
c) They did not value high productivity over quality.
Paragraph 4: What can you infer about how workers adapted to industrialization?
a) Subsequent generations found it easier to adjust to factory work.
b) Mill-workers experienced the strongest loss of status in the community.
c) Most workers eventually became supervisors.
Answers: c, b, a, a
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Class activity for inference questions:
With a partner, create one inference question (like those above) about paragraph 5 and one about paragraph 6.
Underline the specific information in the text that you are basing your inference on.
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12
Listening Question Types:
Gist-content
Gist-purpose
Detail
What is the lecture mainly
about…mainly discussing, main
topic
Why does the student visit the
professor?
Why does the professor ask to see
the student?
Why does the professor explain x?
According to…
Function of what is said
Usually a replay question
What does the professor imply
when he says…
Why does the ___ say this?
What can be inferred from…
Speaker’s attitude
Sometimes a replay question
What can be inferred…
What is the professor’s
attitude/opinion…
What does the ___ mean when she
says…
How does the professor organize
the information?
Why does the professor
discuss/mention…
Understanding organization
Connecting content
Fill in a table or chart
√
√
√
Making inferences
What does the professor imply…
What will ___ probably do….
What can be inferred about X?
What does the professor imply
when he says…. (replay)
13
Overall content, not small portions
of lecture or even stated topic of
lecture.
Often stated at beginning of
conversation.
Remember you will not be asked
about minor details.
Think about the main idea of the
listening passage.
Remember that the function of
speech may not match what the
speaker directly states.
Avoid the literal answer.
Pay attention to context and
intonation.
Pay attention to intonation and the
speaker’s tone of voice.
Remember that the words spoken
may not match the meaning.
Usually in lectures.
Pay attention to overall
organization – main topics and
supporting points.
Pay special attention to
comparisons.
Pay attention to off-topic
comments.
Keep track of categories and
definitions of terms in your notes
The answer is probably not
directly stated, but can be
understood from what was said.
Correct answers may use
vocabulary not found in the
listening passage.
Some common filler phrases and connecting phrases in speech:
OK/All right
right
sure
Sure, the dormitory would look better if they renovated it, but who’s going to pay for it?
Do I want ice cream? Sure!
well
Well, I don’t know. Maybe we should ask the professor what he thinks..
lemme see
Um...lemme see...I think I’m busy tomorrow, but how about Friday?
lemme think
see
If you push this button, you can put your cell phone on vibrate. See?
You can buy the new boots, but then you’ll only have 10 dollars left to buy groceries for the rest of
the month. You see?
See, this is how it works: First the water vapor accumulates in the clouds, and then it rains.
let’s say that Let’s say that you want to open Microsoft Word. You just double click this button here, and the
program will start.
um
uh
uh huh
i mean
It’s important to obey the laws. I mean, what if everyone just did anything they wanted? It would
be chaos!
not to mention It sure would. Not to mention fun!
in other words This bird weighs 60 pounds. In other words, it’s huge.
after all
I’m sure she’ll be there. After all, it’s her party!
but still
I know he didn’t mean what he said. But still, he hurt my feelings and I don’t think I can forgive
him.
Sample dialog:
Student A:
Student B:
Student A:
Student B:
Student A:
Student B:
Student A:
Student B:
Student A:
Student B:
Student A:
Student B:
Hey, Alex! I haven’t seen you around in a while. Been busy?
Well, yeah. I’ve been working two jobs, trying to save up for my tuition next semester.
Tuition? But I thought you had a scholarship.
Well, I did, but there’ve been some budget cuts at the university, and they decided to cut the funds for
a lot of scholarships.
That’s terrible!
Tell me about it. Not to mention the fact that they’ve also increased the tuition! I don’t know how I’ll
come up with all of it.
Maybe you should write a letter to the dean. He might be able to help. After all, he’s the one who
chose you for the scholarship.
Sure, I could, but it won’t help. It was the dean’s idea to cut the scholarship funds! I just don’t know
what to do.
Hmmmm...lemme see....maybe you could get a student loan?
In other words, go into debt before I even graduate?
Well, I know it’s not a perfect solution. But still, it’s better than not graduating at all.
I guess you’re right. I’ll have to think about it.
14
On Campus Vocabulary
Advisor/Student— Academic Advising
1. General Vocabulary:
Credit Hour— a class that meets 3 hours/week over the course of semester gives your 3 credit hours toward your degree.
Degree Requirements— classes that must be taken as a part of your major.
Required Courses— classes that must be taken as a part of your major.
Core Courses— classes that required for your major and that make up the central curriculum for your degree.
Electives— Classes that can be chosen by you and your advisor either for you minor or to round out your major
Course Catalog— shows all the courses a college or university offers
Course Description— explains what the course covers and can be found in the course catalog.
Prerequisite— is a class that must be taken (and completed) before taking another course.
Course Withdraw— also known as “dropping a course”
Full Load— is usually 18 credit hours in a semester.
Pass/Fail Course— a class where a grade is not given. Instead a student either passes (P) or fails (F) the class.
Admission Requirements— academic or work experience that is needed to be accepted into a program of study
Programs of Study— degrees or majors at a college or university.
GPA— Grade Point Average—A = 4.0 B = 3.0 C= 2.0
Academic Dismissal— means a student is asked to leave a university usually as a disciplinary measure
College vs. University— an institution of learning of the highest level, having a college of liberal arts and a program of
graduate studies together with several professional schools, as of theology, law, medicine, and engineering, and authorized to
confer both undergraduate and graduate degrees.
Practicum— a class that allows students to “practice” their future careers under the supervision of professionals
Distance Learning— a class taken online
Add/drop a course – register for or “un”register for a class at the beginning of the semester
2. Majors and Minors (just some examples):
Accounting
African American Studies
Anthropology
Art History
Asian Studies
Biology
Bio-Defense
Business Administration
Chemistry
Civil Engineering
Communication
Computer Science
Cultural Studies
Dance
Economics
Education
Electrical Engineering
English
Environmental Science
Foreign Language
Geography
Health Science
History
Information Technology
International Relations/ Studies
Latin
Linguistics
Management
Mathematics
Music
Nursing
Philosophy
Physics
Physical Education
Political Science
Psychology
Public Administration
Public Policy
Public Relations
Religion
Social Work
TESL
Theater
Tourism
Go to— http://www.gmu.edu/acadexcel/ for more
majors and colleges
Professor/Student or Student/Student
General Vocabulary:
Office Hours— hours that a professor is available to meet with students in his or her office
Due Dates— the time that an assignment or paper must be turned in by.
Extension— students often ask for “extensions” to due dates when they don’t have time to finish a paper or assignment
Grades
Tuition
Changes to Campus
Changes to Policies
Presentation
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1. Reports:
Dissertation— a treatise or thesis paper written for a doctoral degree at a university
Research Paper/Report
Proposal— a proposition or hypothesis about which a student will write a paper.
Note Cards
Plagiarism— passing off someone else’s work as your own—can be grounds for academic dismissal.
Bibliography— a list of source materials used in preparing a written work or that are referred to in a written work
Citations/ Citing Sources— the act of creating a bibliography to give credit to authors for their ideas and what they have written
Statistics/ Data/ Analysis – types of collected information/the interpretation of the information
Published/ Unpublished Data – data that appears in print and that which you got through other means
Academic Journals – journals specific to a field of study, intended for students and profs, not tgeneral public
Graphs/ Charts
Illustrations - pictures
2. Exams:
Mid-term
Final
Essay Exam
Multiple Choice Exam
Take-home Exam
Open-Book Exam
Blue Book
3. Applications:
Graduate (grad) School Application
Scholarship/Fellowship/Grant Applications
Letters of Recommendation
Personal Statement/Statement of Purpose
4. Places on Campus:
Office of…
Academic and Career Services—
What classes do I need to take? Can I get a job after I graduate?
The Registrar—
I can’t seem to register for the class I need.
Admissions— this is where students make their applications for acceptance at a university
Financial Aid— information on scholarships, loans, or help with paying for college can be found here.
Housing/ Off-Campus Housing— don’t like your roommate? Go here to make a change.
Student Accounts— Your have not paid for your classes yet. You need to go to this office with your credit card.
Computing and Technology— how do I set up my email account?
Other Places:
Student Union— get together with friends and classmates here, and have something to eat or chat
Dormitory (Dorm)— this is on-campus housing where students live
Performing Arts Building— you can see a play here or watch a performance (theatre)
The Stacks— the area of the library where the books are on shelves
Laboratories (lab)— this is where students do science experiments and complete required “lab hours.”
Parking Services (Permits/Fines)— Do you need to register your car so you can park on-campus? Go here.
5.
Student Organizations on Campus & Activities on Campus:
Fraternity— also known as a “frat” this is a group of males that usually live together in a “frat” house on campus
Sorority— a group of female students that usually live together in a sorority house on campus.
Pledge— the process one must go through to become a member of a fraternity or a sorority
Student Government
Student Body Government
Intramural Sports Teams— competitive sports played among students of the same university
Sporting Events (Inter-mural)— competitive sports played between one university’s team and another universities team.
Debate Teams
ROTC— Reserve Officer Training Corp— a training program to prepare college students to be commissioned officers
**Common campus issues:
transportation, housing, classroom space, parking, grades, due dates, field trips, exams, jobs,
applications for things (schools, money, programs), tuition and fees, changes to the campus (knocking down old buildings or trees, new
construction)
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Class activity – with a partner, write a using one of the following scenarios (combines listening “office
hours” conversations and speaking integrated tasks conversations)
6. The University has announced that it is closing the dormitories for renovation during the summer. The
dorms, which were built in the 70’s, will get new bathrooms and communal kitchens with updated
appliances. Summer programs will still be available, but students will have to find off-campus housing.
However, summer programs depend on enrollment, and fewer students may enroll due to the difficulty or
expense of finding off-campus housing, so it’s possible some programs or classes may not be available this
summer. Write a dialog between two students who disagree over whether the renovations are a good idea
or not.
7. A student goes to see her advisor for help with an essay for a fellowship. She isn’t sure what to include in
the essay. The advisor explains to her that she should include some information that shows what makes her
special and different – something that goes beyond what the fellowship committee will already see on her
transcripts. Write a conversation between the student and advisor. You can make up whatever special
qualities you want about the student.
8. The University has announced that it is going to build a new sports stadium that will accommodate more
people. Bathroom and snack facilities will also be expanded. While a new stadium would be nice, the
university may need to increase tuition or fees to pay for it. On the other hand, more seats means more
tickets, and ticket sales could also help pay for the stadium. It’s also not clear how the university will
handle the increased demand for parking on game days. Two students have a conversation about the
possible consequences of the stadium. They disagree. Write their dialog.
9. A student goes to see her professor during office hours. She is concerned that she won’t be able to study
well and be prepared for the mid-term exam, because she has an interview for an internship in another city
the day before. She’ll be travelling all night just to get back in time, and aside from not being able to study
the day before, will probably be very tired. The professor gives her some suggestions. Write their
conversation.
10. The university is building a new science building. The building is going to be “green.” It will have solar
power and be built with recycled and renewable materials. It will be considerably more expensive to build
than a regular building, but will use less power and be better for the environment. Will it cause an increase
in tuition? Are there better uses for this money? Will the savings in electricity be significant enough to
warrant the extra expense? Two students discuss some of these issues as they disagree over whether or not
the green building is a good idea.
11. A student goes to see her advisor. She needs help figuring out which classes she should take this semester
if she wants to graduate early. A regular course load is 15 credits, but she is considering taking more (the
limit is 21 credits). Obviously this will be more difficult, but will save her money on tuition and she can
begin working earlier. But the increased workload would mean less time for part-time work during school
and maybe less time to look for a job and perhaps even poorer grades. Can you think of any other issues?
She discusses the pros and cons of taking the extra classes and graduating early with her advisor. Write
their conversation.
12. The university is planning to knock down the old humanities building in order to build a new parking
garage. There is a parking shortage on campus, and this is especially difficult for students who live offcampus and commute to school every day. It would also help students who have jobs and need to get to
work right way after classes – they wouldn’t have to rely on the slow bus system anymore. On the other
hand, the building is historic. Maybe the university should put that money into a better bus system, and
perhaps there are some important uses that building could serve. Two students disagree and discuss these
issues. Write their dialog.
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Vocabulary for Discoverychannel.com video clips:
Bulldog bats
http://dsc.discovery.com/videos/life-the-series-videos/
Rainforest – type of forest
Tropical paradise Flora and fauna – plants and animals
Species – types of animals
Wily - clever
Hunter
To Stalk – to hunt, follow
Prey – animal that gets eaten
Wingspan – width of wings from tip to tip
Digestive system – eating and elimination
Nickname
Sonar – sound location
To pinpoint – locate exactly
Ripple – small wave
Fin – fish body part
Minnow – small fish
School (of fish) – group of fish that swim together
To Scatter – go in different directions
To Trawl – fish by dragging bait
To Snag - catch
Unawares (to take something unawares) – unexpected (it was not expecting it, was surprised)
Gridlock – traffic jam where traffic locks itself in a grid (squares)
Emit – to give off
Low-pitched – low sound
To Hone – to refine
Fine – refined
Jellyfish and global warming
http://news.discovery.com/videos/global-warming-videos/
Jellyfish – an invertebrate that lives in the ocean
Climate – general weather conditions
Dye - liquid color (used to change the color of things)
Smoke rings
To drag – to pull along
Cone – a shape that is circular on one end and poined on the other
Efficiently – adverb, meaning with as little waste as possible, making the best use of available resources
Hurricane – large storm with funnel cloud
Creatures - animals
Orca’s Hunt
http://dsc.discovery.com/videos/life-the-series-videos/
Orca – also called killer whale
Pod = name for a group of whales that swim together
Coastal = along a coast
Pool = small, shallow body of water
To feed = to eat
Calf = whale baby
Access = entrance
Narrow = not wide
Shallow = not deep
Stranded = stuck
Dehydration = lack of water
To suffocate = to die from not being able to breathe
Tide (go in, go out) = the rise and fall of sea levels caused by gravity of moon and sun
Mouth (of a body of water) = entrance from another body of water
Shallows = places where water is very shallow
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Threat = a danger
To keep to something = to stay in a place
To stray = to wander, go apart from the rest
To edge = to move slowly
Beached = word for when a whale is stuck
Hunter = predator, one who hunts
Instinct = unlearned, inherited behavior of animals
Sharkbusters Shark Facts: Shark Repellent
http://dsc.discovery.com/videos/shark-week-shark-facts/
to become fascinated with something
contraption
generous amount = a lot
decaying = rotting (like something dead)
flesh = skin, muscle, fat (the “meat” of an animal)
pigpen = a cartoon character on Peanuts
extract = to take out
tissue = technical word for flesh
concentrate = to reduce to the most essential ingredients, making them stronger
to repel = to push away, make something go away
repellent = something that keeps something away (like insect repellent keeps bugs off you)
delivery = distribution
grenade = a hand-held, exploding weapon
aerosol can = spray can, like hairspray
squirt gun = a child’s toy gun that squirts water
behavior = how something acts
comedian = a person who tells jokes for a living
“like crazy” = furiously, intensely, to a great degree
To surround something = to make a circle around it, to be all around it
to feed = to eat
to scatter = to move off in different directions
foam = a thick, frothy substance (like the top of beer)
a dozen = 12
Dolphin Hunt
http://dsc.discovery.com/videos/planet-earth-deep-ocean-dolphin-hunt.html
Atlantic – Atlantic ocean
School (of fish) – a group of fish
To sense – to feel, know through one’s senses
To race – to move quickly
To head toward something – to move in the direction of something
To scan – to search an area
Sonar – sound location
Target – goal, object of an action
Mackerel – type of fish
To conserve energy – to save energy, not use it unnecessarily
To drive something/someone – to push or herd
Predator – an animal that hunts and eats another animal
To retreat – to go back
To block something/someone – to get in the way, prevent it from going in a certain direction
To “have your fill” – get as much as you want
Surface – the top of something (i.e. water)
Shallow seas
Shallow
Inquisitive
Shoal
The shallows
A catch
vigorous
to stun
http://dsc.discovery.com/videos/planet-earth-shallow-seas-dolphin-waves.html
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prey
tantalizing
out of reach
tail
hydroplane
momentum
to be stranded
to master something
Octopus reading and video:
Giant Pacific Octopus (video)
http://news.discovery.com/videos/sea-creatures/
vocabulary:
tendons
grappling
suction cup
vicious – ferocious, mean
visual – by sight
beak – like a bird’s “nose”
shrimp – small crustacean (edible)
primates – monkeys, apes, etc
observation – watching
enrichment – enhancement, esp. for learning
Octopus Carrying Coconut Shells (reading)
http://news.discovery.com/animals/coconut-carrying-octopus.html
vocabulary:
sophisticated - complex
invertebrate
cephalopod
jog – to run
assemble – to put together
spherical – 3 dimensional circular shape (like a globe)
foreign objects – not natural
reassemble – tp put back together
protection – safety from danger
collect – to gather
Dec. 15, 2009 -- In this photo taken near Indonesia, a veined octopus was seen collecting coconut shells for shelter.
Australian scientists were stunned by this unusually sophisticated behavior and believe it is the first
evidence of an invertebrate using tools.
"I was gobsmacked," said Julian Finn, a research biologist at Museum Victoria in Melbourne who
specializes in cephalopods. "I mean, I've seen a lot of octopuses hiding in shells, but I've never seen one that grabs
it up and jogs across the sea floor. I was trying hard not to laugh."
Finn and Mark Norman of Museum Victoria filmed the octopus, Amphioctopus marginatus, selecting
halved coconut shells from the sea floor, emptying them out, carrying them under their bodies, and assembling two
shells together to make a spherical hiding spot up to 65 feet feet away from where the creature originally found the
shells.
They observed the odd activity in four of the creatures during a series of dive trips to North Sulawesi and
Bali in Indonesia between 1998 and 2008. Their findings were published Tuesday in the journal Current Biology.
Octopuses often use foreign objects as shelter. But the scientists found the veined octopus going a step
further by preparing the shells, carrying them long distances and reassembling them as shelter elsewhere.
"What makes it different from a hermit crab is this octopus collects shells for later use, so when it's
transporting it, it's not getting any protection from it," Finn said. "It's that collecting it to use it later that is unusual."
20
Speaking
Speaking task overview:
General tips for speaking tasks:
 Speak at a normal pace
 Try not to pause a long time to think of words or correct grammar – it is better to make a grammar
mistake than have a long pause or a lot of “umms”
 Avoid repeating yourself a lot (especially to correct grammar mistakes)
 Keep talking for the entire time (it is ok if you are cut off mid-sentence)
 Be as specific as possible (for the integrated tasks – give as much detail as possible)
 Give the important information right away and follow with reasons or supporting points
 Organize your answer with words like “first, second”
Independent Tasks:
Task 1: A simple question about you (You are asked to talk about something personal - i.e. a favorite
book, an influential teacher)
Sample question: Choose a famous person you admire and explain why you admire him or her.
Include specific examples and details in your explanation.
Tips for answering:
 If you are asked to choose one thing, choose only one.
 Name your choice right away.
 Give at least one or two good reasons for your choice.
 Choose quickly! There is no right or wrong answer.
Some topics for practice: books, courses, people in your life, famous people, movies, activities
and hobbies, jobs, events in your life, places
Task 2: A choice (You are given two choices and asked for a preference or opinion.)
Sample question: Some people like to visit places they have never been to before. Others like to
visit familiar places. Which do you prefer and why?
Tips for answering:
 State your preference right away.
 Choose ONE. Don’t try to argue both.
 Give at least one, preferably two good reasons for your choice.
 Don’t overthink your choice! There is no right or wrong answer.
Some topics to practice: school, housing, travel, food, hobbies, jobs, friends, family
Integrated Tasks:
Task 3: An announcement/two speakers disagree (You must read an announcement and listen to
a conversation about it. You will be asked about one speaker’s opinion.)
Sample question: The man expresses his opinion of the announcement in the University
newspaper. State his opinion and explain the reasons he gives for holding it.
Tips for answering:
 The two speakers will usually disagree - note the opinions of the speakers and their main
points in your notes (take two-column notes)
 State the speaker’s opinion first
 Give at least two of his/her main points
 Organize your speech with words like “first, second,” etc.
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Some topics for practice: any popular university issue (housing, transportation, parking, tuition
and fees, financial aid, employment, courses, registration, extracurricular activities, campus
buildings and improvement, special programs and academic departments).
Task 4: A reading/academic lecture (You read a short passage about a theory/idea/problem and then
listen to a lecture in which you hear specific examples related to what you read. You are usually asked to
explain how the examples given relate to the theory you read about.)
Sample question: specific to the task
Tips for answering:
 Look for the main theory or idea in the reading and write it in your notes
 Listen for (usually) 2 examples related to the theory or idea and number and write them
in your notes
 Most of the details of your answer will come from the listening portion
 Answer the question that is asked – don’t just start summarizing what you read and heard
 Organize your answer by indicating the examples with words like first, second
Some topics to practice: all academic subjects, but especially biology and psychology
Task 5: A problem and solutions (You listen to a conversation in which a student has a problem and gets
some suggestions from another student, professor or staff member. You must describe the problem and
tell which solution you think is best and why.)
Sample question: The students discuss two possible solutions to the woman’s problem. Describe
the problem, then state which of the two solutions you prefer and explain why.
Tips for answering:
 Make sure to take notes on the problem and (usually) two solutions offered
 Remember to begin by describing the problem, but don’t spend so much time on it that
you don’t have time to choose a solution and defend it.
 Make sure you give at least one good reason for your choice.
 Organize your answer – first the problem, then your choice of solution, then your
reason(s) why
 It is OK to tell why you DON’T like the other solution
Some topics for practice: school-related, such as schedule conflicts, papers, tests, school work,
internships, employment, courses, majors, credits, transportation, extra-curricular activities,
professors, field trips, projects
Task 6: An academic lecture (You listen to a lecture and then are asked a question about it. Usually, the
question gives you the main idea of the lecture and asks you to explain it using examples or points from
the lecture. This question basically tests your ability to identify a main idea and supporting points in a
lecture.)
Sample question: specific to the lecture
Tips for answering:
 Try to identify the main idea and supporting points in your notes
 Pay attention to structure – typically the reading will begin with the main idea and then
give two supporting points
 Organize your answer in the same way as the reading (begin with the main idea, then give
the two supporting points)
Topics for practice: all academic topics
22
Conversations class activity – write a dialog with a partner based on the scenario:
Announcement in the student newspaper:
Construction of a new “green” building will begin this summer. The new building will be made entirely of
recycled materials and will run exclusively on solar power. Although the new building is expected to cost 50%
more than a regular building, the University president assured students that funds will come from private donors,
not a tuition increase. He also points out that it will set an example for the community and the students and will
encourage everyone to care for the environment. The new building, which is to be constructed on a wooded lot just
west of the campus, will be used to house the Office of the Registrar, the Housing Office, and the Financial Aid
Office
Announcement in the student newspaper:
The University has announced a plan to knock down the old MacDonnell dormitory in order to build a new parking
garage. The MacDonnell building, built in 1750 by Thomas Jefferson, is the oldest building on campus and has
been empty for several years, awaiting needed upgrades in its heating and plumbing systems. Originally the
university had planned to preserve this historic building, but the recent increase in students living off-campus has
created a shortage in the student parking lots.
Announcement in the student newspaper:
Construction on a new sports stadium is expected to begin this summer. The new stadium will be significantly
larger than the old one, incorporating nearly 500 additional seats, larger bathrooms, and more snack bars and
vending machines. The University expects that this will make it possible for more people to attend games, and will
reduce the long lines for bathrooms and snack bars on game days. An increase in the student activities fee will help
pay for the new stadium. It is not clear yet how the university will accommodate an increased need for parking, as
lots are already overcrowded on game days.
Announcement from the Facilities Department:
The Department of Maintenance and Facilities has announced that all dormitories will be closed for renovations
this summer. The dormitories, built in the early 70’s, will be completely remodeled with new paint, carpeting, and
bathrooms. Communal kitchens with new appliances will be added on each floor. Summer classes are not
expected to be affected by the closings and will continue as scheduled, provided there is sufficient enrollment in
those classes. Students attending summer classes will need to find off-campus housing.
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Sample Questions for Speaking Task 6:
1. There are two main types of business ownership. Business people choose which type to form based on their
individual needs and situation.
Sole tradership is when the business is fully owned and managed by one person, though others can be employed
to help run the business. As the sole trader’s only financial income is from the business and/or bank loan, they do
not have the resources to expand and cover regional or national areas. These types of businesses are located in
the small business sector and usually cover local areas. Such businesses could be hairdressers, corner shops or
market stalls etc.
Another example of business ownership is a partnership. Examples of partnerships used in business are
accounting firms and solicitors firms. A partnership has two or more owners. They work, manage and are
responsible for the running of the business. Individual partners may concentrate on a certain aspect of the
business where they have expert knowledge. As there is more than one owner, the business may offer different
services that depend on the different expertise of the owners.
Explain the two types of business ownership presented by the professor.
2. Several factors play a role in animal behavior. Two of these factors, perhaps the most important two, are
genetics and learning.
Genetics play a role in all behaviors because they control the construction of the animal’s biological components.
These biological systems control many behaviors, both conscious and unconscious. The nervous system for
example regulates eating, breathing, reproduction, going to the bathroom, sleep, movement, and many other
behaviors. Genetics always plays a role in all these behaviors, at the least because genes play a role in
constructing the nervous system so that it can organize and control the animals actions.
Learning plays variable roles depending on the behavior and the animal in question. Simple animals, like worms,
have almost no capacity for learning, but they are able to perform many of the behaviors I listed above. Complex
animals, like cats, can learn new strategies, but obviously start out with some built in mechanisms for behaviors.
Humans, who have the most complex brains of any known animal, also have the greatest ability to learn new
behaviors in addition to those programmed into us. So how much learning plays a role in behavior depends to a
large extent on how complex the animal’s brain is.
Explain the factors that influence animal behavior.
3. Several theories of child development and learning have influenced discussions of school readiness. The
following two have had profound impact on kindergarten readiness practices, or how schools decide when a child
is ready to begin Kindergarten. These two theories are the maturationist and constructivist theories of
development .
The maturationist theory says that development is a biological process that occurs automatically in predictable,
sequential stages over time. This perspective leads many educators and families to assume that young children
will acquire knowledge naturally and automatically as they grow physically and become older, provided that they
are healthy. If a child is developmentally unready for school, maturationists might suggest holding children out of
school for an additional year. The young child's underperformance is interpreted as the child needing more time
to acquire the knowledge and skills needed to perform at the level of his or her peers.
24
Constructivists believe that learning and development occur when young children interact with the environment
and people around them . Constructivists view young children as active participants in the learning process. In
addition, constructivists believe young children initiate most of the activities required for learning and
development. That is, when they are ready to learn something, they will begin to initiate activities on their own
that will lead them to acquire that skill. Constructivists believe that children are ready for school when they can
initiate many of the interactions they have with the environment and people around them. When a young child
encounters difficulties in the learning process, the constructivist approach is not to retain him or her; instead,
constructivists give the child some individualized attention and customize the classroom curriculum to help the
child address his or her difficulties.
Explain the two theories of child development and how they impact a child’s readiness for school.
4. Understanding how people arrive at their choices is an area of cognitive psychology that has received a lot of
recent attention. Understanding the factors that influence decision making process is important to understanding
what decisions are made. Several factors influence decision making. These factors include past experiences and
cognitive biases.
Past experiences can impact future decision making. Some studies have indicated that past decisions influence the
decisions people make in the future. It stands to reason that when something positive results from a decision,
people are more likely to decide in a similar way, given a similar situation. On the other hand, people tend to
avoid repeating past. This is significant to the extent that future decisions made based on past experiences are not
necessarily the best decisions.
In addition to past experiences, decision making may be influenced by an escalation of commitment. This means
people may decide to invest larger amounts of time, money and effort to support a previous decision to which
they feel committed. In other words, people will tend to continue to make risky decisions when they feel
responsible for the sunk costs, time, money, and effort spent on a project. As a result, decision making may at
times be influenced by ‘how far in the hole’ the individual feels he or she is.
Explain the factors that influence decision-making presented by the professor.
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General Vocabulary and Vocabulary Development
Useful vocabulary found in toefl questions and answers:
To emphasize
To note
To mention
To show
To criticize
To argue
To compare (something with something else)
To convince
To persuade
To prove
To suggest
To note
To contrast (something with something else)
To explain
To describe
To illustrate
To provide an example (of)
To provide evidence (of/that)
To make the point that
To support (the idea that)
To include (something)
To express (an opinion, attitude)
To point out
To introduce (something to someone)
To encourage (someone to do something)
To inform (someone of/about something)
To refute
To define
Useful vocabulary – in context - for scientific/academic tasks (i.e. integrated writing, speaking tasks,
reading):
Experts from the university's School of Agriculture, Food and Rural Development have shown for the first time that pigs are
capable of complex emotions.
Led by Dr Catherine Douglas, the team has employed a technique to 'ask' pigs if they are feeling optimistic or pessimistic about
life as a result of the way in which they live.
(The team) found that almost without exception, the pigs in the enriched environment were optimistic about what this new
noise could mean and approached expecting to get the treat
In particular, adults are believed to remember negative events better than children
As a result, they say, adults are more susceptible to false memories triggered by the emotions attached to the event
Gist traces are based on a person's understanding of what happened
children are more prone to false memories
This finding is significant for child abuse cases
children are less likely to produce these false memories
meaning-based memory is less likely to influence a child's testimony
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A child’s testimony is less likely to be influenced by gist memory.
Gist memory is less likely to have an influence on a child’s testimony.
A Spanish researcher and a Paraguayan scientist have presented the most complete and detailed European study into the
repertoire of sounds used by bottlenose dolphins
The study reveals the complexity and our lack of understanding about the communication of these marine mammals.
this also represents a significant energy saving
The dolphins emit these strident sounds…
A new study from Perth's Telethon Institute for Child Health Research shows an association between ADHD and a 'Westernstyle' diet in adolescents.
The research findings have just been published online in the international Journal of Attention Disorders.
the study examined the dietary patterns of 1800 adolescents
Scientists examined the similarity between scores for both types of twin pairs
this study suggests that diet may be implicated in ADHD
Research presented at the Annual Meeting of the Society for the Study of Ingestive Behavior suggests that the key to losing
weight could lie in manipulating our beliefs about how filling we think food will be before we eat it, suggesting that portion
control is all a matter of perception.
Memories about how satisfying previous meals were also played a causal role in determining how long those meals staved off
hunger
The findings could have implications for more effective food labeling.
"The extent to which a food that can alleviate hunger is not determined solely by its physical size
This has an immediate effect on the portion sizes that we select
Those participating in the study also reported a reduced range of animals to which they felt obligated to show moral concern
Prior to their study, it was generally assumed that the only solutions to the meat paradox are for people to simply stop eating
meat
Scientists have conducted a series of studies that examined the symbolic meaning of foods and beverages.
The authors note that meat has an association with social power
Meat-eaters usually claim that meat tastes better than meat alternatives.
Our results challenge that claim
The ability to recognise faces is largely determined by your genes
Researchers also found that the genetic effects that allow people to recognise faces are linked to a highly specific mechanism in
the brain,
Anger can actually prompt more careful and rational analysis of another person's reasoning.
The article looks at research investigating anger's impact on thinking and decision-making.
Anger can impact decision-making/Anger can have an impact on decision-making.
In the studies, college students were exposed to arguments attempting to persuade them to unpopular viewpoints.
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In-Class Presentations on Assigned Topics (2-3 per semester, with partner):
Requirements:
1. At least two sources (can be internet)
2. Powerpoint for pictures only!
3. No reading from a paper
4. Handouts for all students, including ten vocabulary words with appropriate definitions, and 2-3
questions that ask about main idea and main points of presentation
Sample handout:
Name
Date
Topic: Soil Erosion
1. What is soil erosion?
2. What are the causes of soil erosion?
3. What are some things that can prevent erosion?
Vocabulary list: (at least 10 words with definitions)
1. erosion: definition
2. …….
Presentation topics (each pair of students signs up for one topic):
Presentation 1: Erosion
1. Natural causes of soil erosion – What are the major natural (as opposed to man-made) causes of soil
erosion? How does each one occur? (Explain the process)
2. What are the man-made causes of erosion? – How do human activities cause erosion? Explain the major
causes and how they cause erosion.
3. Preventing soil erosion – What are the main ways to prevent soil erosion? How do they work (explain how
certain things prevent erosion)?
4. Effects of soil erosion – What are the results of erosion? What are some harmful effects of soil erosion?
5. The dust bowl What was the dust bowl? How did it happen? What were some of the economic results of
the Dust Bowl?
Helpful possible sources:
http://en.wikipedia.org/wiki/Erosion
http://soilerosion.net/
http://www.wisegeek.com/what-causes-erosion.htm
http://www.landscapeplanet.com/maintenance-1-cause-of-erosion.htm
http://www.omafra.gov.on.ca/english/engineer/facts/87-040.htm
http://www.scientificamerican.com/article.cfm?id=what-causes-beach-erosion
http://www.crd.bc.ca/watersheds/protection/howtohelp/preventerosion.htm
http://en.wikipedia.org/wiki/Dust_Bowl
http://www.english.illinois.edu/Maps/depression/dustbowl.htm
http://www.weru.ksu.edu/new_weru/multimedia/dustbowl/dustbowlpics.html
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Presentation 2: The Industrial Revolution in the USA
1. Effect on women – How did it change the work that women did? What did women do before and what did
they do after the IR (Industrial Revolution)? ____________________
2. Child labor – Did some children work? Why? Were there any laws about it? What were the working
conditions like?
3. Effect on workers (men) – How did work change? What new jobs were available? What old jobs
disappeared?
4. Important inventions – What were some of the inventions and technological advances that made the
industrial revolution possible? How did technology change during it? ___________________
5. Factories – What were they like? What was the technology like? Who owned them, who worked in them,
and what were the working conditions like? ____________________
6. Social classes – What were the social classes like before the IR and what were they like after?
______________
7. Marxism – What is Marxism and how was it related to the industrial revolution? _____________
8. Overview – General information about the industrial revolution – what was it, when was it, why was it
important? __
9. Demographics – How did the IR change who lived where? What were the demographics like before and
after the IR? (demographics = income level, education level, race, etc. of groups of people who live in a
particular place) _______
10. Immigration – How did industrialization affect immigration to the US? What were the major groups of
immigrants and where did they live and work? ____________________
11. Transportation – What types of transportation were available in the 19th century? How did that affect
industrialization? ____________________
12. The textile industry – How was the textile industry changed by industrialization? ____________________
13. Government – How did the government react to the industrial revolution? What important laws or changes
were made?
14. Communication – What methods of communication were available in the 18th and 19th centuries? How did
communication methods change during that time? ____________________
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Tips for the Integrated Writing Task:
1 – Remember to summarize only the lecture, NOT the reading. Refer back to the reading where
necessary, but do not summarize large parts of it. Focus on the lecture.
2 – The reading will contain two or three main points. The lecture will address each of these points
(either refuting or supporting them). Divide your essay into paragraphs with one main point from the
lecture in each paragraph. Merely mention how the reading relates to the lecture (do not summarize
details from the reading).
3 – The main points of the lecture may or may not be given in the same order as the corresponding
points in the reading.
4 – Use the vocabulary below to make clear what you are talking about – the lecture or the reading.
5 – Introduction should be minimal and include only the topic of the lecture and reading and how the
lecture relates to the reading.
6 – Conclusion is optional – you don’t need to summarize main points, just mention again how the
reading relates to the lecture.
Useful vocabulary for the integrated writing task:
The lecture(r)/reading talks
The lecturer does not agree
about…
with the reading/does not
The lecture(r)/reading says…
agree that…
The lecture contradicts the
The reading claims…
reading
The reading reports…
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The lecturer/reading gives/uses
the example of/that…
According to the
lecture/reading....
The lecturer/reading points out…
Sample Integrated Writing Task with Sample Essay:
Reading
The belief that animals can sense an
earthquake before it occurs has
been held since ancient times.
Apparently animals of all kinds act in
peculiar ways just prior to an
earthquake. Examples of unusual
animal behavior include fish jumping
out of water onto the land and wild
animals appearing confused or losing
their natural fear of people.
In California, it has been reported
that in many instances family dogs
go missing just before an
earthquake.
A famous example of the successful
use of animal behavior to predict a
quake occurred in China in 1975.
Based on reports of strange animal
behavior, authorities ordered the
evacuation of the city of Haicheng.
Jus a few days later there was a
massive, 7.3 magnitude quake.
Thus, the lives of thousands of
people were saved.
Lecture
The belief in the value of using animals as
predictors of earthquakes is based on very
weak evidence. No serious scientific
research has shown that this actually
works.
So why do so many people believe this?
Well, most of the evidence collected
about animal behavior prior to
earthquakes is anecdotal. In other words,
it is based on what people claim to have
observed after the event. Often, after any
sudden major event, people focus on
things they remember happening just
before. So if they noticed an animal
behaving oddly, they would be likely to
remember it if an earthquake happened
just afterward. However, it is likely that
animals behave oddly all the time, but it
usually goes unnoticed because people
have no reason to remember this
behavior.
An example of this is that many people in
CA have reported that a family pet went
missing just before an earthquake.
However, scientists studied reports of
missing animals in conjunction with
earthquakes and found that there was no
real connection between missing pets and
earthquakes.
Another popular piece of evidence that
animal behavior predicts earthquakes is
the famous case of the Chinese town of
Haicheng, in which people were
supposedly evacuated just before a major
earthquake, on the basis of strange
animal behavior. It turns out, however,
that the real reason for the evacuation
was a series of foreshocks, like “mini
quakes,” which often happen just before
a major quake.
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Your Essay
The lecturer does not agree with the
reading. She says that there is no
evidence that animal behavior can
predict earthquakes.
According to the lecturer, animals do
not really behavior strangely before an
earthquake. She says that people only
remember this behavior because it was
followed by an earthquake. Animals
may behave strangely at other times
too, but no one remembers it because
there is no reason to remember it. This
contradicts the reading passage, which
lists examples of unusual animal
behavior before earthquakes.
The lecturer also points out that family
dogs do not really go missing just before
a quake, as the reading reports. She
says this is false and that a scientific
study has shown there is no connection.
Finally, the lecturer also explains what
really happened in the Chinese town of
Haicheng. It was evacuated because of
foreshocks, not because of animal
behavior, as the reading claims.
As you can see, the lecture directly
contradicts all the points in the reading,
and shows that there is no evidence that
animal behavior predicts quakes.
Practice Integrated Writing Tasks:
1.
Peptic Ulcers, p. 416 in Cambridge TOEFL:
Vocabulary:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
*Condition – in this context, a health problem
*Symptoms – outward signs
Affliction – disease or illness
Weight loss – losing weight
Nausea – feeling sick to the stomach
*Lifestyle – way of living your daily life
Diet – what you eat
Digestion – physiological process in which the body breaks down food
Protective – adj for something that protects
*Psychological – in the mind
Overindulge/nce – (verb/noun), usually eating too much, but could be something besides eating
Inhibit – to prevent or reduce
Relieve – to make better
Injur – to cause harm
Underlying cause – the fundamental cause
*Treatment – in this context, the medical management of a health problem
To get to the root of the problem – to find the underlying cause
Recur – to occur again, happen again, come back
*Antibiotics – medicines that kill bacteria in the body
Breakthrough – important discovery
Acid – corrosive substance
Enzyme – a chemical produced in the body
Digestive system – stomach and intestines – organs for digesting food
Gastrointestinal tract – part of the digestive system where food is absorbed and digested
Lining - layer
Mucous layer – liquid produced by body
Abdomen – belly
Read “Peptic Ulcers” on p. 416 and answer the question:
Summarize the lecture, explaining they cast doubt on the points made in the reading.
Use the vocabulary words above. You should use at least five - ten. You must use the words with an *.
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2.
Collaborative Learning
Reading:
Many teachers today use “collaborative learning,” or group work, in their classes. There are
many educational reasons for requiring students to participate in group activities.
One benefit of collaborative learning is that students are more satisfied with their classes
because they feel that their contributions to the group are noticed and appreciated. They feel
that their work is valued by the group. If they do well at a task, they feel that both the group and
the teacher recognize their success.
Another benefit of collaborative learning is that working with a group and for the benefit of the
group motivates some students. Even students who don’t usually work hard will work harder
when in a group. They feel a sense of responsibility to the group.
Discussion:
Discuss the answers to these questions in a group. When you are finished discussing, briefly
write down your own answers (it will not be collected).
1. How do you feel about group work in class? Do you like to work in a group or not?
2. When you work in a group, do you feel that your contribution to the group is valued by
the group members and the teacher? Why or why not?
3. When you work in a group, do you work harder or not as hard as you usually do? Why or
why not?
Write the following essay using the information above. How does your own
experience support or cast doubt on the reading? 30 minutes.
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3.
Mary Celeste, p. 177 in Cambridge TOEFL
vocabulary :
Brigantine - ship
Crude - unrefined
*En route – on the way
*Abandoned – left empty
*Drift – to float, unattached to anything and not with any power
*Cargo – goods, supplies, products – things that are transported
Inspect – check over
Salvage – to save something used or damaged
Inquiry – investigation, questioning
*Desert – to leave
*Lifeboat
Intact – together, all in one piece, all there
*Hatch – opening to another level on a ship
Seaworthy – able to sail
Vessel - ship
Alien – being from outer space
Abduction - kidnapping
Sea-monster – giant scary creature that lives in the sea
Outlandish - ridiculous
Credible – could be true
Piracy – theft on the sea
Discount – dismiss as untrue
Untouched – not touched or tampered with
Mutiny – (noun and verb) when the crew of a ship takes over and overthrows the authorities
(captain)
Plausible – believeable
Voyage - trip
Mutineers – the crew that mutinies
Forsaken – abandoned (old fashioned word)
Seismic – related to earthquakes, the movement of the earth’s plates
Epicenter – center/source of an earthquake
To be subjected to something – to make something undergo a particular kind of treatment
Shocks – mini quakes
Imminent – happening soon
*Combustible – able to catch fire and burn easily
*Severed - cut
*Dangle - hang
Evacuees – people who evacuated
Crisis – difficult period or event
Capsize – tip over
*Occupant – resident, inhabitant
*Disappear without a trace – disappear with no signs left
Assignment: Summarize the story of the Marcy Celeste and tell what you think happened to the
occupants of the ship. You may choose any possibility, but you must give at least 2 reasons to support
your opinion.
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Cambridge TOEFL book by ETS question type:
Reading: referent questions, insert text questions and transition words (p. 167-177, R4-R8 and mini-test2)
Reading: Factual details (p. 178-185, R9-R10)
Reading: paraphrases (p. 185-198, R11-14 and mini-test 3)
Reading: inference questions (p. 199 – 216, R15-21 and mini-test 4)
Reading: summary questions (p. 216-30, R22-4 and mini-test 5)
Reading: charts (p. 222, R24)
Listening: signal words; gist-content questions (p. 257-264, L4-8)
Listening: filler phrases/natural speech (p. 254-257, L1-3)
Listening: facts/detail (p. 272-277, L14-15)
Listening: organization questions (why does the prof say) *(p. 208, R19)
Listening: inferring (p. 287-298, L18-23
Listening: conversations and gist-purpose questions (p. 269 mini-test 1, 1-3 and 10-12; p. 296, mini-test
3, 6-9; p. 301, practice test, 8-12 and p. 307, 31-35)
Listening: function of speech (p. 287-298, L18-23)
Listening: speaker’s attitude (p. 287-298, L18-23)
Listening: charts (p. 278-286, L16-17 and mini-test 2)
35